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Home My WebLink About6.2 Annual Budget&FinPlnCITY CLERK File # 1:1031d-2d AGENDA STATEMENT CITY COUNCIL MEETING DATE: June 29, 1998 SUBJECT: Public Hearing: Adoption of the 1998-99 Annual Budget & Financial Plan Report Prepared by: Richard C. Ambrose, City Manager EXHIBITS ATTACHED: 1. Resolution adopting 1998-99 Budget 2. 1998-99 Preliminary Budget & Financial Plan (provided under separate cover) 3. Letter from Dublin Substance Abuse Council dated April 1, 1998 4. Letter from Dublin Unified Schools/Parent Education Program (P.E.P.) dated April 5, 1998 5. Letter from Emergency Services Network of Alameda County dated February 24, 1998 6. Letter from Childcare Links dated April 8, 1998 7. Letter from Dublin Fine Arts Foundation dated April 6, 1998 8. Letter from CTV 9. Letter from Tri-Valley Convention Visitors Bureau dated April 22, 1998 10. Letter from Dublin Partners in Education dated April 2, 1998 and attachments RECOMMENDATION: 1. Open Public Hearing 2. Receive Budget Overview from Staff 3. Receive Presentations from Community Groups/Organizations requesting funding 4. Review Preliminary Budget by Program 5. Receive Public Comments 6. Close Public Hearing 7. Determine which Community Groups/Organizations funding requests should be funded for Fiscal Year 1998-99 8. Determine which higher service levels should be funded for Fiscal Year 1998-99 9. Determine if the Storm Water Fee should be reduced or eliminated and if so, what budget adjustments should be made to accommodate the reduction or elimination of that fee. 10. Adopt Resolution approving 1998-99 Annual Budget 11. Direct City Manager to prepare a Budget strategy, if necessary, in the event that the State takes action to reduce the City's Vehicle License Fee Revenue or equivalent. ------------------------------------------------------------------- COPIES TO: ITEM NO. G:\CC-MTGS\98-QTR2\JUKE\6-29-98\AS-BUDG.DOC NO ., FINA."NCIAL STATEMENT: Total recommended appropriations for Fiscal Year 1998-99 are $38,692,386. Total anticipated Net Expenditures are $35,826,688. . DESCRlPTI ON: Staff has prepared a Preliminary Budget and Financial Plan for Fiscal Year 1998-99 which does not rely upon General Fund Reserves to finance the City's Operating Budget, but does propose the use of $154,609 to be used for the City's Capital Improvement Program. This amount from the Reserves is the amount of cash received as a result of the close out of the Dougherty Regional Fire Authority. The Reserves are proposed to be used t~wards the purchase of a fire truck. The Budget has been prepared pursuant to the direction provided by the City Council during this year's Budget Study Session. Existing Landscaping Assessment District fees (with the exception of the Santa Rita Landscaping Assessment District) and Storm Water fees have been frozen. With respect to the Santa . Rita Landscaping Assessment District, it is proposed that no assessment be levied this year. The total recommended appropriations for Fiscal Year 1998-99 are $38,692,386. These appropriations are allocated to the following areas. Operating Budget Debt Service Capital Improvements Internal Services Fund $ 21,182,849 1,719,374 14,643,839 728,134 Appropriations to Reserves $ 418.190 . TOTAL 1998-99 APPROPRIATIONS $ 38,692,386 The Preliminary Budget is funded by $38,416,013 in current year projected revenues and $276,373 from various reserve funds. The Preliminary Budget includes the first annual allocation for the purpose of establishing Reserve Funds to replace major building components at the Civic Center and Shannon Community Center and for the replacement of fire apparatus and equipment. The total funding included in the 1998-99 Preliminary Budget for this purpose is approximately $456,000. Community Group/Organizational Requests During the Council Budget Study Session, the City Council directed Staffto include funding requests from all community groups/organizations with the exception of CTV as Higher Service Levels in the proposed Budget. Those community groups/organizational requests that are identified in the 1998-99 Budget are shown on page xiv of that document. The total amount of funds requested from all groups is $118,839. The City . Manager is recommending funding that would total $102,839. The difference between the amount requested and the amount recommended is described in the Budget document. -2- Higher Service Level Budget Requests On page xiii of the Preliminary Budget, a total of $449,929 in Higher Service Level options are identified. . Of those options, a total of $433,929 is recommended for funding. These Higher Service Levels will generate a total $36,240 in additional revenue for a total Higher Service Level net cost of$397,689. The affected Budget Activity has a more detailed description of each of the Higher Service Level options. Defeasance of the Civic Center Certificates of Participation In accordance with previous direction expressed by the City Council, Staffhas included in the Resolution adopting the Budget authorization to transfer $12,.132,781 from the General Fund Reserves for the purpose of paying off the Certificates of Participation associated with the Civic Center. This action would eliminate any debt service payment in Fiscal Year 1999-2000 and would result in a net savings to the City of approximately $920,000 in Fiscal Year 1999-2000. . . .., -:J- . ~SOLUTION NO. - 98 A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF DUBLIN *************************** ADOPTING A BUDGET FOR THE CITY OF DUBLIN FOR FISCAL YEAR 1998-99 WHEREAS, the City Council of the City of Dublin is desirous of establishing an annual Budget and Financial Plan for Fiscal Year 1998-99; and WHEREAS, the Dublin City Council has reviewed and considered the Budget documents and has received input from the public; and WHEREAS, the Summary of Appropriations (Exhibit A) attached hereto and made a part of this Resolution, reflects the 1998-99 Program Budget for the City of Dublin. NOW, THEREFORE, BE IT RESOLVED that the City Council of the City of Dublin does hereby find, determine, declare and resolve as follows: 1. The Dublin City Council does hereby adopt the 1998-99 Budget for the City of Dublin as outlined in Exhibit A. . 2. The City Manager is hereby authorized to make expenditures and appropriations in accordance with the Budget as adopted, with the exception of those expenditures which require prior Council approval in accordance with adopted City ordinances, rules and regulations. Such approval shall be procured as described, except as follows: The City Manager will be allowed to transfer funds from the Contingent Reserve (Activity 1080) to operating department health and welfare accounts when required due to employee turnover or change in status, City Council approved funding for increases in employee salaries and benefits, and City Council approved funding for increases in contractor labor rates. 3. The City Council does hereby authorize an operating transfer from the'General Fund to Dublin Information Inc. on February 1, 1999 in an amount up to $12, 132,781 for the purpose of defeasing the Civic Center Certificates of Participation. PASSED, APPROVED AND ADOPTED this 29th day of June, 1998. AYES: NOES: ABSENT: ABSTAIN: Mayor ATTEST: City Clerk . G:\CC-MTGS\98-QTR2\1UNE\6.29-98\RESO-BUD .DOC EXHIBIT 1 Recommended Adopted . Service Level Service Level Program/Activity 1998-99(1 \ 1998-99 GENERAL GOVERNMENT J~~;~IIIlI&II!i.iitltllliI!*M~I~~lEI1Eii~i~:i::::))i:):;::i~ii:Ii~~:~)~ii~~&ItIIIllilllii;gri~lllglll1i):)::::::Ii:i:::::)I:I:)::@j::JI:)j::::f)::fm::::)!f:::j:::I~:i::::if::iliii:j:)i): City Manager/Clerk 350,365 Building Management 2,256,644 Insurance 143,047 Elections 6,415 Non-Departmental 50.020 TOTAL - GENERAL GOVERNMENT $ 3,886,604 PUBLIC SAFETY Police Services Crossing Guards Animal Control Traffic Signals & Street Lighting Disaster Preparedness Fire Services TOTAL - PUBLIC SAFETY TRANSPORTATION lli~1.11~~U~..!ilil1i.iill~1Jl~;@ill)ilIJf:fij;:~~::@foll;;&];;;!i@ill~1It1@~1ilimaMMMmMmfInfmW))[I:: Street Maintenance 386,740 Street Sweeping 90,070 Street Tree Maintenance 54,590 Street Landscape Maintenance 343.370 TOTAL TRANSPORTATION $ 1,272,129 EXHIBIT A SUMMARY OF APPROPRIATIONS $ 4,534,707 52,887 180,700 235,737 38,544 4.292.099 $ 9,334,674 . HEALTH & WELFARE l:ImI~[Ii::::~:::~:)ii;:i~rijj;~:ii;;:t:~~nUII::j::::::m::::::t:::;:~II:Ejfi:jl:Elt:I!g:!;iw::m::;~;l)jg;;~:@)EE::::)::j:)!:::::):):!M:IIIIIfI:fftt!:::!f:f!:!::fm::!:!!:~I:r Senior Support Care 7.044 TOTAL. HEALTH & WELFARE $ 884,703 CULTURE & LEISURE SERVICES ....._.:t:::_~-_:..':-:Iliiii!~~r;i@~~:):':::.~:::::r::II::::::.-::....::::)t:I:::::~::::::::;:::I:::;;::1t::8:::!::::::i::::::'r:::::~:,~,:~,_,~:t':":::ili[~~~~:::::::::::::::::!::::;:::::::::~:::/m::::f?:}r::\::::::;::::i!::):?:i::):::::/U::j::?f[:::::i': Heritage Center ... .... ........... . 55,272 Dublin Cemetery 21,624 Park Maintenance 619,429 ::..::::.::,::!..:,::::::::~::;:::~::::::~ii!il~i~:~ii;~i;!9~:j!::::::j::j:~:!:::~:::::::::::::~~i::~_ :~~::~_'-::):::~~:j:::::::::::::::j:mj:;~\i$~~i:$.;$:::::::.:::::I~::I~~::::mrrrr):rr!:::::::::: ..,.-....... ... _..... TOTAL - CULTURE & LEISURE SERVICES $ 2,505,006 . Program/ Activitv Recommended Service Level 1998-99 Adopted Service Level 1998-99 COMMUNITY DEVELOPMENT · __~~1iJ TOTAL - COMMUNITY DEVELOPMENT $ 3,299,733 . . TOTAL OPERATING BUDGET ENTERPRISE FUND Dublin Information Inc TOTAL - ENTERPRISE FUND CAPITAL IMPROVEMENT BUDGET General Improvements Community Improvements Parks Street Projects TOTAL M CAPITAL IMPROVEMENT BUDGET INTERNAL SERVICES FUND BUDGET TOTAL EXPENDITURES ALL FUNDS APPROPRIATIONS TO RESERVES General Fund Criminal Activity Fund Vehicle Abatement Fund Traffic Safety Fund State Gas Tax Fund TDA Fund Park In-Lieu Street Light Assessment Dist Fund Stagecoach Landscaping Assessment District Fund Internal Service Fund TOTAL APPROPRIATIONS TO RESERVES TOTAL APPROPRIATIONS $ 21,182,849 $ 1.719.374 $ 1,719,374 $ 2,243,933 224,629 3,829,657 8.345.620 $ 14,643,839 $ 728,134 (1) Includes $433,929 in recommended Higher Service Levels. Those budget activities which are shaded include funding for a recommended Higher Service Level. $38,274,196 $ 674 1,232 4,970 1,950 249,255 21,867 40,765 16,289 1,795 79.393 $ 418,190 $ 38,692,386 DUBLIN HIGH SCHoofECEivED " THE GAEL FORCE " ._~~~:.:., ~ -;., i998 Cl! Y vr UUtsL. Mary Eversley, Principal Bill Coupe, Assistant Principal Blaine Sorenson, Assistant Principal April 1, 1998 Mr. Richard Ambrose, City Manager City of Dublin 100 Civic Plaza Dublin, CA 94568 Dear Rich: The Dublin Substance Abuse Council is requesting $5500 to partially fund both Red Ribbon Week and Dry Grad Nile for the 1998-99 school year. $2500 will be distributed to all schools, both public and private, to help with the cost of Red Ribbon Week activities. $3000 will be used for the all night Dry Grad Nite party that keeps all the seniors on the Dublin High School Campus. . Thank you in advance for your consideration. Sincerely, ~~ Robert Kreider BK/sf cc: Grad Nite Chairperson i:\bk\drgmite . 8151 Village Parkwa)' Dublin, CA 9456&1699 (510) 833-3300. FAX (510) 833.3322 EXHIBIT 3 . . . April 5, 1998 RECEIVED APR - 71998 CITY Ur UUBLIN City of Dublin P.O. Box 2340 Dublin, CA 94568 Mr. Richard Ambrose, City Manager Dear Mr. Ambrose: As the PEP Coordinator for the Dublin Elementary Schools, I would like to request funding of the P.E.P. program for the 4th and 5th grade students of Dublin Elementary schools. The 1998-99 budget will allow Frederiksen, Nielsen, Murray, and Dublin Elementary to continue their current programs. I have attached the proposed P.E.P. Budget of $5,610.00 for your review and approval. P.E.P. is currently in it's fourth year. Children who received this program four years ago as fourth graders are now in the seventh grade. This program has strengthened their life skills through the refusal and decision making techniques they first learned in P.E.P. Our volunteer instructors have committed many hours to continue to make P.E.P. an ongoing success for the safety of the children of Dublin. Students view past and present P.E.P. volunteers as positive role models throughout our community. Please forward the approved budget to the Dublin Unified School District in care of Dr. Cheryl Matthews. Sincerely, ~&cd Karen Sevilla PEP Coordinator Karen Sevilla 7754 Topaz Circle Dublin, CA 94569 833-8665 CONCURRED BY: Ok 17 7J 7tUtff~ Dr. Che I Matthews/Instruction Asst. School Superintendent Dr. Cheryl Matthews Dublin School District 7471 Larkdale Ave Dublin, CA 94568 828-2551 EXHIBIT 4 P.E.P. Budget Nielson Training (200.00 x 2) Administration Fee Recertication (20 x 6) Supplies: Party Recognition Luncheon (l5.xB) Total P.E.P. Budget Murray Training (200.00 x 2) Administration Fee Supplies Party Recertification (20 x 6) Recoanition Luncheon (15.xB) Total P~E.P. Budget Frederiksen Training (200.00 x 2) Administration Fee Supplies Party Recertification (20 x B) Recoonition Luncheon (15.xlO) Total P~E.P. Budget - Dublin Training (2) Administration Fee Supplies Party Recertification (20 x 4) Reco9nition Luncheon(15.x6} Total Total Budget for 1998 - 1999 Totals 400~00 250.00 120.00 250.00 ~() 250.00 120.00 $1,390.00 . Totals 400.00 250.00 300.00 2 0 0 . 0 0 r' 120.00 120.00 $1,390.00 ~ ':\ Totals 400.00 250.00 300.00 250.00 160.00 150.00 $1,510.00 ..;\ . r \.',.,1) Totals 400.00 250.00 300.00 200.00 BO.OO 90.00 $1,320.00 $5,610.00 ,,* Average cost per student(4-5th grade) = $7.79 . . . EMERGENCY SERVICES NETWORK OF ALAMEDA COUNTY P.O. Box 12004 . OAKLAND, CA 94604 · (510) 451-3138 · FAX (510) 451-3144 February 24,1998 RECEIVED ::: 109'".' I~' ~ Richard Ambrose, City Manager City of Dublin PO Box 2340 . Dublin, CA 94568 ClI \ '....1f i...JSLiN Dear Mr. Ambrose, . .. r" T am writing to report to you on the Emergency Services Networ~f Alameda County's (ESN) recent work, which is partially funded by the City of Dublin and to request your continuing support for our organization during the 1998- 99 fiscal year. ESN is a coalition of organizations and individuals fighting to prevent and eliminate homelessness and hunger in Alameda County. Many of our members are organizations that are dedicated, on a daily basis, to providing food, shelter, counseling, and other direct services to help move people away from living on the streets to securing independent and dignified lives for themselves and their families. The purpose of ESN is to coordinate services so that our members can share knowledge and scarce resources, and to provide a mechanism for joining together to work towards eliminating homelessness and hunger through improving programs and policies. Our membership includes the full spectrum of people fighting homelessness and hunger: elected officials and their staff, public agencies, service providers, religious organizations, and individual citizens, including those who are or have bec.."1 ho:::r.~less. During 1997, ESN undertook a variety of activities to protect and expand services for the homeless: Public Policy and Advocacy Legislative Education and Mobilization Our most significant legislative victory in 1997 involved convincing the Board of Supervisors that "employables" on General Assistance (GA) should continue to receive their grants as long as they could document that they had been looking for employment and were unable to obtain work. Other EXHIBIT 5 A COALITION DEDICATED To EuMINATING HUNGER AND HOMELESSNESS e ilun''''l!!d'Wa\il Agenew activities included an increased involvement in lobbying the State legislature as it sought to reform the State welfare system; monitoring the County's implementation of CalWORKS; participating on the Social Service Agency's Welfare Redesign Team; and serving as one of the key organizations in the formation of People for Bread, Work, and Justice, a coalition of over 100 organizations that mobilized 2,000 people for a March 1 demonstration and rally in Oakland to oppose cuts in food stamps and welfare. . Client Organizing and Empowerment ESN began its client organizing efforts in April 1996. By June 1997, we had formed the Client Organizing Committee of Alameda County. The core of this committee is made up of clients from agencies in Berkeley and downtown Oakland. In the past year, the Client Organizing Committee organized two events. The first was a rally of 80 people arowld the proposed limits in GA for "employables" to only 3 months out of 12 with 15 clients also testifying before the Board of Supervisors. The second was a rally of 100 clients, homeless service providers, child care advocates, and members of the immigrant community to protest President Clinton's signing of the new welfare reform act, the "Personal Responsibility and Work Opportunity Act" of 1996. The Committee also coordinated meetings with State legislators and letter-writing activities in shelters and drop-in centers throughout Alameda County. . Base Closure ESN has made activities surrounding military base closures in Alameda County a high priority. ESN has played a major role in the Alameda County Homeless Providers Base Conversion Collaborative. Since July 1996, ESN has worked through the Collaborative to become involved with the re-use process at the Oakland Army Base in West Oakland. The Collaborative has provided technical assistance to homeless service providers and CBO's and also developed working partnerships among CBO's, homeless service providers, public agencies, private corporations, and co~unity residents to form the West Oakland Army Base Task Force. The Task Force worked to create a collaborative proposal for an Employment and Training Campus at the Army Base. Service Coordination ESN is involved with both the Alameda County Continuum of Care as well as Oakland's Continuum of Care planning process. Over the past two years, ESN has helped with the recruiting, nominating, and approval of community representatives to serve on the County's Continuum of Care Working Group . together with representatives from the 14 cities in the county and the County of Alameda. ESN also participated in the city-wide planning group for the . . . Oakland Continuum of Care and helped organize focus groups of clients, coordinate provider meetings, and survey clients. Education and Training ESN's Third Wednesday Workshops are quarterly trainings designed to help line staff and management develop and manage resources and coordinate and administer programs to better serve today's hungry and homeless population. In 1997, ESN held sessions on welfare reform, housing rights, crisis intervention, substance abuse, holiday stress, and fundraising. Additional trainings for 1998 will examine diversity issues and insurance/ personnel topics. ESN requests dues from each city in Alameda County (based on population size) so that we have financial support from throughout the County. We are requesting $1,000 from the City of Dublin to continue these activities during 1998-99. I am enclosing an invoice and a copy of our city allocation plan. Please call Camille Fink, Program Associate if you have any questions. Sincerely, y~~ James V. Thomas Public Policy Director o~ CHILD CARE LINKS April 8, 1998 Resources to: Family Developmem . RECEIVED APR - s 1998 CITY OF DUBLIN Richard Ambrose, City Manager P.O. Box 2340 Dublin, CA 94568 Dear Mr. Ambrose: Child Care Links is pleased to present this request for funding for the fiscal year 1998/99. It is understood the funding for agencies such as ours is outside of the base budget and will be considered in a separate process. The $12,000.00 request for 1998/99 is the same amount as the grant that Child Care Links received from the City of Dublin for the current year. The requested funds are to be used to provide specific services for Dublin residents. The new request includes all of the services that have been provided the past two years. During the past nine months Child Care Links has carried out all of the goals, objectives, and activities outlined in the Dublin work plan. All timelines have been met. Dublin residents and businesses benefit by having the City acknowledge the importance of quality child care to the economic well being of the community. Parents benefit by having a supply of quality child care from which to select care for their children. Child care providers benefit from services that support them in the licensing process and development of quality programs. Employers in the city benefit by receiving a quarterly newsletter that keeps them informed about work/family issues and how they may help alleviate some of the pressure on their employees who are juggling work and family responsibilities. By recognizing the importance of child care, the City of Dublin is better able to attract new business and maintain established ones. . The enclosed packet of materials includes: an evaluation of the goals/objectives/activities for 1997/98 year to date, an outline of proposed services and fees for 1998/99, a work plan and a copy of the projected agency budget for 1998/99. The Board and staff of Child Care Links are looking forward to continuing to work with parents, providers and City of Dublin staff. 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Grant Other Revenue parent fee Total Revenue Total Budget $10,050,205 $57 ,271 $167,082 $10,274,558 Administrative Expenses Indirect Salary Benefit Payroll Services Temporary Help Insurance Managment Ad Audit Expenses Board of Directors Depreciation - Labor Salaries $530,388 Cash Fringe $46,368 Dental $6,279 FICA $44,122 Workman's Compo $5,768 SUI $5,768 1&;~~~.&%~&~; _~ ~0.. ~__~ Books and Supplies . Printing & Dup. $7,000 Publication $1,000 Newsletter $6,000 Advertising $3,000 supplies $24,000 postage $24,000 ._<&lrf~_llilifE:~J1[_ >>N.-. W"I-' ~~------ --- ___~~~:m~v...-.c ""^"--.. Care Provider Payment $7,862,400 Subcontractors $331,015 .R,__i_riif@lil@@17dffi Operating Expenses Contracted Services $15,000 Staff Travel $15,000 Conferences $12,000 Dues and Membership $3,000 Utilities $10,500 Telephone +t1line $40,000 Maintenance $3,000 Equpiment Rental $4,000 Computer Service+ BEN $20,000 Cleaning $5,200 Rent (Less $4,000) $65,000 Staff Development $13,000 ManagmentSup $248,773 ect & Supportive Expenses $468,935 Program Specific $148,409 f~lli~.lft~~~llif~jIII~r..!I~~~~~illriff$jIiIl~~~~~il~~[~Jl~~rf~~lrfJ[t Total Expenses Variance $141,160 $28,912 $3,950 $2,000 $11,000 101611 $13,500 $3,500 $10,274,558 $0 Child Care Links Page 1 .- , ., "- ( , ~. ., , ;.. . ; j t. 0 ;........ . - ..... -~. i":. .",,""""-... "'"- . -- '. .... ...- "",:",/~;~/ : : ',-/ . April 6, 1998 Mayor Guy Houston Members of the City Council City of Dublin 100 Civic Plaza Dublin, CA 94568 Dear Mayor Houston and Council Members; On behalf of the Board of Directors of the Dublin Fine Arts Foundation, J want to thank the City Council for its past support of our programs. Founded in 1988 as a private, nonprofrt organization, DFAF was created with and for the citizens of Dublin to provide an arena for artistic activities using the Civic Center as its base. For the coming year, DFAF is requesting $15,000. for operating support and an additional $5,000. to assist in matching a pledge for two additional commissions for Art in the Parks. DFAF has established three areas of concentration: art programs with school age children; temporary and permanent artworks in public spaces; and temporary exhibitions in the Civic Center Lobby. The Sculpture Park includes workS by Peter Voulkos, Roger Beny, and Fletcher Benton on long term loan. The Art in the Parks program has commissioned works for 2 parkS, Stagecoach and Alamo Creek Parks. Since 1994, we are in partnership with the Dublin Unified School District to create permanent art works with professional artists and students using Capital Bond Measure B funds. The range of temporary exhibitions have included works by local potters, illustrated books by internationally known artists, photographs, handcrafted musical instruments, baskets by Bay Area weavers, and collections of teapots, ornaments, and books by Dublin residents. Our ongoing programs have been developed to reach a broad spectrum of the community from school age children to adults with programs in the schools to art in the parks to temporary and permanent installations in public places. . In its short lifetime, DFAF has commissioned permanent artworkS for the city with a total value of over $250,000. and has been able to place works on loan valued at $500,000. in the city with the help of foundations such as the Tri-Valley Community Fund and local businesses and individuals. This is in addition to our temporary exhibitions and schools projects. From August 5 to September 20,1997, over 13,000 people attended our installation, "People in Real Life" at the stoneridge Shopping Mall in Pleasanton. The exhibition was the end result of a 6 month long residency in the Mall of three artists, Larry Sultan, Jon Rubin, and Harrell Fletcher to explore "Mall Culture". DFAF received a grant from The Creative Work Fund for this innovative and first of its kind collaboration between artists and a shopping mall. The artists used an empty store as the site of the project and the outcome depended on their research and interaction with individuals who shopped or worked in the Mall and jived in the surrounding communities. The artists asked members of the community to share their private lives and thoughts and to collaborate with them in the creation of "People in Real Life". By borrowing from the language of advertising and merchandising, the empty space became a hybrid between a gallery and a store. The artists conducted interviews on video, photographed individuals and interiors, and borrowed personal items from 5 community members to form the core of the installation. The videos in the front windows of the store represented about 60 individuals who the artists encountered in the Mall. Displayed along one wall were rows of boxes with photographs of individuals in their underwear with observations on their own bodies printed . EXHIBIT 7 0..1 ."' =" \ ,:-:; I. ~ . }: . . . ...-: '\ E i. ...,..i~ - ; '-I _. ""- \ 1:' (r .\ i , ; ..... ,.r "\., ,-,~~,,~^ ( ... ..'. ........ "'4~V Page 2 on the other side of the box. other elements of the richly layered installation further revealed the daily dramas and details of real people in the community_ Throughout the six weeks exhibition, the artists continued to refine and modify the installation. The installation was visually exciting and thought provoking in its blurring of boundaries between art and life. The Board feels this was one of our most important and successful projects in striving to attain our goal of integrating art into the public spaces and everyday lives of the community. By June, 1998, each of Dublin's eight schools will have pennanent art projects that visually enhance the physical environment and create a unique image for each school. This project was a partnership between the DUblin Unified School District and the Dublin Fine Arts Foundation using capital bond or "Measure Bn funds. DFAF engaged professional artists to work with students in each school to create the artworks. For example, Sayad Alevi worked with a ninth grade class in the high school to create a plan for a gamen maze titled, "Mindfieldn, Johanna Poethig along with the Middle School students created ceramic tiles that will be installed in the facade of the new building, and Sofie Seligmann and Kenneth Huerta and an entire elementary school turned a dreary interior courtyard into a dynamic mural environment titled "A Cultural Voyage". There are 3800 students from kindergarten through high school enrolled in the Dublin Unified School District and all of them will have had the opportunity of being involved a penn anent art project in their school. While maintaining our independent status, DFAF worked with the Dublin city staff to develop a Public Art Policy for the city. The policy adopted by the City Council encourages developers of new projects to include artworks by visual artists and craftpeople into the public buildings and spaces of the community. The policy designates the Dublin fine Arts Foundation to act in an advisory capacity to identify appropriate sites, assist in the selection process, and in the final commission. We look fOfward to working closely with the City to encourage art in the many new developments in the coming years. The Dublin Fine Arts Foundation requests $15,000. to support the general operating budget for the fiscal year 1998/99. Our goal is to make contemporary art relevant to people's bUSY lives on an ongoing basis. The arts can play an important role in creating long tenn, diverse, and ongoing historical and cultural institutions in Dublin. The Foundation's goal is to continue to develop an arts organization appropriate to our community with its own unique vision and philosophy. In the coming year, our goal is to continue our ongoing programs with schools, sculpture park, temporary exhibitions, and Art in the Parks and to explore innovative ways of engaging the community members in temporary public installations. Another important goal is to develop more effective ways to communicate with the community and to improve our public relations. We will also continue to work with the City of Dublin to promote and encourage developers to include public art in their new projects. We have also approached the city with the idea of creating a "cultural" brochure promoting both DFAF and the Heritage Center. We have completed our current project of creating pennanent art works in all eight of Dublin's schools and are now working with the Dublin Unified School District to continue our partnership with a new project. We have applied to the California Arts Council "Artist in the Schools" program for funding of a year-long quilting project with 3rd and 4th graders in all of the elementary schools. We have requested funding for their maximum period of three years in order to create a sustained and ongoing project that the lower grades can look forward to. This i (l . .. I ';"', i ~ - I.: >..... .... : ;, 1 . : ~ J '\- !~ T~ " r, .~ \ T . , '. ~-) ~" ~ . j ,,-, '" . I '. /"~...., ,-'.--.. r .....,...... " \ - - , ~~~V"'" 'V Page 3 grant will cover the artist's fees with the school district providing matching funds and some materials but does not cover the sponsor organization's operating expenses. With the successful installation of two commissions in Dublin's parks, we are ready to begin the process with two more parks. The Board would like Kolb and Mape Parks as the next paries to place works. We have already received pledges from individuals in the community totalling $7,500. for this project and have already received $2,500 for Kolb Park from the City to match part of this grant. We are requesting an additional $5,000. to match the remaining $5,000. of the pledge. After receiving approval from Park and Rec and the City Council, neighborhood selection committees will be formed. Then these committees will select 3-5 finalists to create models for the committee and public to review and select the most appropriate work for the park. We want to continue our exploration of further integrating art and engaging the community in a cultural dialogue that we began with the installation "People in Real Life". We are proposing another project titled "People at Work" that will continue this process of artists engaging diverse segments of the community in issues of contemporary life. We propose to pair artists with members of the community to create collaborative and interactive public installations in various locations in the community. Our goal will be to include and highlight a cross -section of the Dublin community from the police to blue collar workers to employees of national stores located in Dublin as well as locally owned and operated establishments that still exist in the city. By raising the majority of our funds from foundations and private sources, we provide art enrichment to the community at a very modest cost to the taxpayer. However, without the continued financial support from the city, it would be difficult to raise funds from other sources. The funds we receive from the city give us credibility, matching dollars for grants, and working capital. I have enclosed a copy of our budget for the next year. We recognize the difficult funding decisions facing the City. However, we are hopeful that you feel the continued support of the Foundation is warranted by the contribution and enrichment we bring to the community. Best regards, ," I ;" 1IC."A / (/tuot-<<- /J.: (n~t) Claudia McCormick President, Board of Directors Ii. I'! , . . .' . . . & ." :1. -r T 1 ['f \ ' -. . . . ~\ '.- ... '\.; . General Operating Budget: Revenue: City of Dublin Business & Individuals Foundations Dublin Unified School District Community fundraising (Tiles, events) Total revenue: Expenses: . Operating Expenses: Consulting Director Accounting & Insurance Supplies, postage, etc. Quarterly Newsletter (new) ~ "J ,..... ~/ ...... / .-~-~: ~ ~ --"., '-~~~/ V BUDGET 1998/99 $15,000 4,000. 5,000. 15,000. 1.000 $40,000. Program Expenses: Dublin Sculpture Park Art in the Schools Civic Center Lobby Exhibitions Temporary Public Installation: "People At Work" Special Project: Art in the Parks: Revenue: City of Dublin Foundations Pledged Individuals, Businesses Expenses: Aritst Honorarium Fees Kolb Park Commission Mape Park Commission . , , ...., $15,000 2,000 2,000 1.000 $20,000. $ 2,000. 13,000. 1,000. 4.000. $20,000. Total expenses: $40,000. $7,500. 15,000. 7,500. 7.500. $37,500. $ 2,500. 20,000. 15,000. $37,500. , ~. \. : . / : ~ f" ( 1 '\ ,,- 1'1:.LJIR SERVICES PUSD Fax:5104266730 Jun 24 '98 16:46 P.03 RiChard Ambrose City Manager. City of Dublin Dublin. Califomia Oelfr Mr. Ambrose:' Please cOnsIder this formal request for funding for our fiscal year, 1998--99, for both Capital and Operations needs. ' As per our Board's approval of this coming year's oroJected Df'OpOsed budgets for Operations needs, and for our projected Capital plan, I am requesting the following: Operations Budget $28,<<.4 (The amount is the result of. the aoolied *fom:wls", based on Dublin's 7,585 cable subsQ'lb8rs <<I $3.75 each.) Capital Budgot $13,750 $42,194 , . This request Is based on delaU'.aDd background i.Jbmitted thus far. Thank you for this consideration. ' Sincerely, . ~~-- ....=:' Darta Stevens Executive Director . Tri-VaIley Community T."vlllon Datta stovenl, Ex~utiv. Dtroetor .. 4b63 a.mal Ave.. St._ 8 . Pleo~nton. CA 94566 · (510) 462-3373 EXHIBIT 8 - -_._.---',,---~..-.__.. ... J:;...... ..""'......'~"'"'-..;.--.'.' ~ii?&'"'~' ~'~-:-'c .~.:"',' ;J-;'- - . \'1"""'- X;.. G ~ \~~r:c o ~ '!. ~ . \'0V~santon . Livermore . '1)..."< . . ,v , (\..I V G\ \ -{ Dublin -;' f~; "t;. . TO: Karen Majors/City of Livermore Greg ReueVCity of Dublin Gail Gilpin/City of Pleasanton Lisa DialfTri- Valley CVB Mike PatricklFiance Department FROM: CONVENTION & VISITOR'S BUREAU DA1E: RE: 4/22/98 1998/1999 Budget Allocation As you may recall, the funding for the TVCVB is based on the number of hotel rooms in each participating city. As a result of additional hotel rooms added in Pleasanton and Livermcre,the funding formula has been altered. The addition of these rooms to the Tri- Valley cities has provided an opportunity to revise the budget allocation for 1998/1999 funding for the Tri-Valley CVE. Below you will find the current year 1997/1998 budget allocation and room numbers. Following the current year's allocation is the revised budget for 1998/1999 based on the adjusted figures. 1997/1998 Fiscal Year: . Citv: # Rooms: % Allotment: Fundinl! Allocation Pleasanton 1252 60.5% $ 165,000 Livermore 587 29.3% $ 80,000 Dublin 225 10.2% $ 27,610 TOTAL: 2064 TOTAL: $ 272,610 1998/1999 Fiscal Year: Pleasanton 1670 63.5 % $ 186,000 Livermore 722 2.7.5 % $ 80,415 Dublin 236 9.0% $ 26,285 TOTAL: 2628 TOTAL: $ 292,700 . A special thanks to the Pleasanton Finance Department, Sue Rossi-Director of Finance and Mike Patrick-Senior Financial Analyst for providing the "number crunching" on behalf of our regional tourism effort. cc: Deborah Acosta/City of Pleasanton Jerry Peeler/City of Livermore Richard Ambrose/City of Dublin 260 Main Street, Pleasanton, CA 94566 . Tel: (510) 846-8910 Fax.: (510) 846-9502 hrrp://wlI'w.TriVallevCVB .com EXHIBIT 9 RECErVED APR - 6 1998 CiTY Wi LJutjLIN . April 2, 1998 TO: Dublin City Council FROM: Dublin Partners In Education (DPIE) Board of Directors RE: Funding Proposal BACKGROUND AND SUCCESSES . Dublin Partners In Education (DPIE) has been in existence since 1992. DPJE is a community network of organizations, businesses and individuals dedicated to providing resources that improve and enrich the educational experience for all students in the Dublin Unified School District. DPIE has been quite successful in building a significant membership base and providing an impressive number of support activities for the Dublin schools. This year over 100 businesses were represented at our annual lunch at Dublin High School. We also had seven Chief Executive Officers from our surrounding communities participate in our annual Principal For A Day. Over 60 students from Wells Middle School, Valley High and Dublin High School participated in our Job Shadowing program. Next year, due to our efforts, a pilot program on careers will be run at an elementary school. In addition, DPIE funded $10,000 in grants this year for classroom teacher's projects. DPIE was also the originator and founder of the From Crayons To Computers Warehouse concept and enlisted the assistance of the Tri-Valley Business Council, The Federal Correctional Institute, and our neighboring school districts to see this project to completion. It now handles 15,000 square feet of warehouse space filled with donated surplus materials available free to our valley's teachers. . In the past two years it has had over 15,000 teacher visits. 7471 Larkdale Avenue' Dublin, California 94568-1599 . Telephone (510) 828~2551, ext. ].46-. Fax (510) 829-6532 y~ EXHIBIT 10 . CURRENT STATUS We are currently in the planning stages of our Goals and Objectives for the '98- '99 year. DPIE has a Board of Directors made up of business people and educators throughout the Dublin community. Rhonda Goldstone was hired as Executive Director this year and has expanded membership and development of all our existing programs. Although the position was initially conceived as 20 hours per week, duties incumbent on the director necessitated serving in excess of 33 hours every week. A similar organization, Pleasanton Partners In Education (PPIE), has an 80% Executive Director position with two part-time clerical support staff, a fundraiser, and permanent office space. In order for Dublin to keep up with programs and membership, the DPIE Executive Director position must move to 80% or full-time immediately. DUTIES OF THE DPIE DIRECTOR . 1) Coordinate and direct the activities of DPIE, which include an ongoing Membership Drive, Principal For A Day, Job Shadowing Day, the Mini-Grant Program, the Adopt-A-Class Program and the "Big Bucks" Dinner. 2) Create an alumni program for 'planned giving". 3) Write grants and raise funds for DPIE programs and the Director position in future years. 4) Generate public relations and 'good will' through public-speaking appearances, media releases and on-going membership in educational and business community organizations. 5) General office management including practically all clerical duties. TIMELlNE The Executive Director's current contract runs through Jun~2Y 1998. Should this proposal be approved, the new contract would be negotiated with a start date of August 1, 1998 with a plan to extend the contract over a period of two to three . years. . RECOMMENDATION We highly recommend the Executive Director position to be funded at an expanded level due to an immediate need for an increase in time and planning. Last year, the city contributed $10,000 for this position. We would like to see the grant increased to $20,000 for the expanded duties, involvement and hours. We ask for your consideration in joining again in a true partnership to advance our joint school/business/ community efforts. 4~rvL~;rJ . . Dublin Partners In Education Board of Directors Rhonda Goldstone, Executive Director Sherri Beetz, Frederiksen Elem. School- 828-1037 x5201 (FAX: 551-8094) Mike Bischoff, Dublin Schools Board of Trustees - 828-1186 (FAX & Home) Laurie Earl, Micro Dental Laboratories - 829-3611 Colleen Henry, Wells Middle School- 828-6227 x6002 (FAX: 829-8851) .lV1I1.ette Holck, Livermore Dublin Disposal- 447-1324 (FAX: 447-7144) Guy Houston, Valley Capital Mortgage - 828-3337 (FAX: 828-1195) Steve Kau, Rep., Dublin Chamber of Corrunerce - 462-4687 Bob Kreider, Dublin High School- 833-3300 x7110 (FAX: 833-3322) Janet Lockhart, Dublin City Council- 829-2887 (829-0880 - work) (FAX: 833-6651) Cheryl Matthey\Ts, Dublin Unified School Dist. - 828-2551 x8021 (FAX: 803-1669) Roz Perazzo, Parent Rep., Fred. School. Chevron - 829-8531 (FAX: 842-0642) Wayne Rudick, Parent Club Rep., Dublin High School- 462-2111 (FAX: 462-2113) John Sugiyama, Dublin Unified School Dist. - 828-2551 x8001 (FAX: 829-6532) Bob Trimble, ValForms - 461-0570 (FAX: 803-9054) Alice "\Naterman, Stoneridge Mall- 463-2770 (FAX: 463-1467) fJs 2/23198 Dublin Partners In Education . Past Recipients of the "Golden Partner Award" 1995-1996: Loy Hayes - FCI Steve Tanner - Tanner Insurance Mike LaLumiere - Crayons to Computers Bob Trimble, ValForms 1996-1997: . Jane Yep - TJ's Florist Bob Kreider - DHS Don Babbitt - Passport Homes Fred Lewis - US Bank Bob and Carol Voris - Parents 1997-1998: Patrick Costello - Crown Chevrolet Larry Chavarria ~ Pak 'n Save Foods Pete and Priscilla Snyder - Community Members City 'of Dublin David Rounds - The Valley Times Julien R. Hansen - Dillingham Construction Peter McDonald - Smith, Fause, and McDonald Roz Perazzo, Chevron Overseas Petroleum Cheryl Matthews - DUSD Judy Stephens - DUSD . Ijs 9/97 . . . Dublin City Council Dublin City Hall 100 Civic Plaza Dublin, CA 94568 March 30, 1998 Dear Council Members, As a long time Dublin resident, a Dublin Unified School District employee. and Vice Principal of Wells Middle School, I would like to recognize Rhonda Goldstone, DPIE Coordinator for all her efforts this year that have benefited Wells Middle School. While working with Rhonda. I always :find her enthusiastic, task-oriented and. very professional. She has exceDcot fonow-thIOugh on prQjects and. contimullIy suggests new ideas and plans for the fu1ure to benefit our schools. Rhonda has spent numerous hours on the telepbone1o coordinate and. place 14 eighth gmde students this year on Job Shadowing Day. When Rhonda and. I origi:nalJ:y spoke about placing middle school students for the :fitst time, she requested that I submit 6 to S names for possible pll1N'!mP.11t The JeSpDnse from our dndf'ntJ; was overwhe1mi1lf and 14 students were selected When I explained to Rhonda that it would be difficult to turn any of these studcots away, Rbonda somehow placecl all 14 students! She dedicated many hours ofher time to appropriately place them meeting each one of their personal requests. All of our 8th graders were 1hriI1ed with their experiences of the day and. are extremely grateful to Ms. Goldstone for all of her bard wmk. Additionally, Rhouda. was actively involved in coordinmine the DPIE soft drink booth at the S1. Patrick's Day Carnival. She personally. called each one of the volunteers to remind them ofupcoming meetings, job respoIlSl"bilities, hours scheduled, and. also banded out T -sbirts for us to wear. On Sunday afternoon. she also showed up at the booth to WOIk: her shift and again support DPlE. Rhonda bas met with me at Wens numerous times to brainstorm, plan and coordinate upcoming programs that would assist our students in the School-to-Career consonium. as well as initiate plans for grants available and potential resources. She was also instrumental in encowaging our staff to apply for the DPIE mini-grantS and was successful in ber efforts. The monthly DPIE board meetings are always well-organized and Rhonda somehow manages to :find time to call the members to remind them to attend. The aer-nrill~ always cover a variety of projects which Rhonda exubenmtly and thoroughly discusses with the Board. Her organization and eagerness to have a successful AND profitable Big Bucks Dinner is another example ofber efficiency. Rhonda Goldstone continues to amaze me with her energy, tenacity and. dedication to her job. She has started her first year at DPIE with a BANG! I wholeheartedly applaud her efforts and look forward to working with her for many years to come. Sincerely, // f ////' "'-- -: /..:;:; d/ ':-.- L.--C'"'-~-.:.., l...rv ~ "--'"'"';::-- Colleen R Henry t7 Vice Principal Wells Middle School Could be a career ladder SCOTT DONOVAN, a Dublin High School senior. climbs a 105-foot truck-mounted ladder at the Donohue Drive fire station in Dublin. Donovan and two classmates were job shadowing firefighters for the day as part of the Dublin Partners in Education program. Over 60 students took part, visiting Camp Parks,the Federal Correctional Institution, Dublin Police Department and city businesses. I'<NYH~". . . . . '. . -r5 .;, '-0" c", : cp f gJ-;S ,;; 4J-:;i: .:= .r:- t E"'E =,.="'E.E >.... ItJ ~ -lI',Iolii mC~ 1!.1z. ~~ Do ::= ~a:soO);l-_...=""~a:lG:I- .!e iD :; 13 ... E C ~ ~~ Cl) E ~ VI .:r::OIn..!:ll:::_G)u.lO~Et:~- .::: 0.0 =: b.::t:.(lar- KI a.i u II) ~ .;:~~g~~E~iU=S~ D...! 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I;UCiS-o ...,E ~ ~~~~~~~gg~~~~.=~~~~~c~~~~t~~~~oo - ~~;~=$g~J...~ouo~coo~E~~~UO~~~~~~E~ E ~:;: -E -=..2 t).o ~ ~ ~ '" ;: '" ;:: - E ~ E'" " ~ -il 0.'; ~.iih E'"E -5 ~= "'C Cl~ 0 W -c U ia ~ g ~ ;;: ~ 0 E ~ '2 0 ;; 0 8 0 ~ w ~ ~ o"c c..~ ~ 0 0 g g::: ~!" 1:- ~ !'! ~ -;;; ~:a ~o O.~ lii '" :;::g '0 0.5 ~ ~ z:. ~ ~ -;;; s.. ~ o ~L.:".....i:;--:; u~ o"'S E: In:::: t:: ~ 0:: 0=:2 w S.5.2-c'v; ~ ~rn6 ~~~~~~c~ ~~~g-~6~~~C1) t ~~~ID~~: .-I' _ -= ... t.:- ~ ~ C1> E l:W..!:!:= E:= E -= wE=- tfJ..c s::i ~ () U 0 ;:;: '" . -.a:~~~~~!;~..;l~-.:..-;'~,I~'t-:~~::~"~ BEING PRINCIPAL FOR A DAY At a Los Angeles high school, Area's president met with gangs and teacher conzplaints. And he thought running an oil company was tough. . By Nancy J. Perry 0" THIS OVERCAST April morning. Marvin Starer. 58. the . regular principal of Manual Am High School in gritty south cen- tral Los Angeles. is wearing thick. sk.-y-blue socks and rubber-soled walking shoes. Puco President Raben Wycoff. 59. who is acting as principal of the school for a day. soon find~ out why: "1 circulate a lot," Starer ex. plains as the fWD set off tD cruise the play- ground. where Starer likes tD hang out with students. Replies Wycoff: "In the business world that's called 'management by walking around." l1's very effective:' S(I begins one executive's exposure tD a day in the life of an inner-city principaJ-a da~ that includes classroom visits. frank talk \l, iIh teachers. and a disquieting discussion with gang members. In all, Dver 40 local business leaders from such cDmpanies as GTE. Hughes lurcraft. and Bank of Ameri- ca panicipated in the Principal for a Day program. pan Df a week-IDng drive spon- sored D\ the Los Angeles Educational Part- nership to encourage business involvement with schoDls. One Df WycDffs first duties at Manual Arts is to address the English as a Second Language class that Julene Andrews teach. es. ""Mi espanol e5 maio:' he begins. in an anempt to reach at least some Df the teen- "-geb. who CDme from Guatemala. El Saha- du!. and Hondura~ (not 1(1 mention. Korea and Vietnam) Some 2.400 students. mainl~ bla:h and Hispanic. attend Manual Arts: f()ughl~ 800 are recent immigrants- Wycoff qudJ~ f1nd~ that language is not a prob- lem: In JUSt a year these kids have pick.ed ur enough English to converse fairly fluent. Just kids: On the playtround students vied tor Wycoffs ntention. Tnil; happy junior tot it. ~.......... ",:~r ~'~'_'-T .: ,;:::.~. .-.~-'- :..- ,.' .........~.,'~.. .'~ . '" ..~. ""':""'="~'''''.-''';^'g ~3\~~..~~,r ~~~~i.~~~~~.:!~~~!t~:'.~ - .,.. " "'r .'" 'e, -"-f~~' . ,?, '~'_:: . .. ,,~~:::SS:~;~::,~~.:~~ ._ .i,....~_r ~, . _~'r~~.. . __""""""'''' -1''''""''"~'''''''='i ,~.=IO?"'""""""",........... ~ i .. 2~ .~-~l;, .;,...j..J~ft-~~,:;:./' ~_..::: '. J"" _~ r-=-: ~ . _.........-..:.r~r. ..~ "". '.~. ~ ; _.." . n:.. ~ ~~:f~-'~-"",;;--, ~-f':^---;:i!J!!!!!;fJt&i W:::':: ,E:~:~f'- > ?;--:;;;:...:';'~~_.' ..::' '" ..;,..::'::"':':': :-:..- "m'~:' -"".,.. i.:,~:,,: ~~:,,~~~~~;~;:;-.;.':' "'-:- -:: -.- - "' ~"-"''''':'''~''''''' -~....:. " Ii,. ~ ... '''T':' '"'%!fl .: -~~~.~:~':;~~J . -- _.:.....~"=.;'";;:. :~:-: ~ ":,.t ~- ~.. c P"; , ~. .-,F ~. :'~ '~ ,..> ~- . '-"',"~f ~. ,~:. . _ ''''* I r:-=- F~~~;;'" .. ':;:~::.~ . iiJ ~ c ._ .-. :t"".-1."'~~~':':i.~";III'~~~1':-:-~~ ',i': ~j,-~~~~~_~....~ _-.... r_ '$ ly Their motivation to learn bowls him over. On this day teacher Jo Zarro is encourag- ing her English class to talk about the char. acters in A CQJcher in the Rye and Of ."'fice and Men. A lively discussion ensues. 1m. pressed with Zarro's ener~ and enthusi. asm. Wycoff asks Starer, "Do you reward her:"" The budget-Constrained principal"s answer: "Praise is her major reward:' Later. over a lu'nch of cold cuts and potato chips~ Wycoff deliver.s.a message to a group of teachers: "Arco and other businesses are anxious to help you in any way we can." The staff is experimenting with shared decision- making in running the school and is eager for management advice. Several teachers complain about the long hours and the politics entailed in so-called site-based management. which gives them a say in scheduling and curriculum, "It is very diffi. cult to achieve change through committee." V.'ycoff tells them. His suggestion: Let teachers act as advisers on policy changes, then leave the execution of those changes- the hard pan-to the principal. The day ends on a troubling note. Wycoff listens intently as students describe the gangs. drugs. and shooting, that are part of their daily lives. Already this year Starer has attended funerab for three teenagers from the school. He tells the kids: "Some of you ""ill make it. and others won't. That's scary." Wh:- do the:- join gangs. Wycoff wants Ie know. Parents who don', care. thev tell him Protection. Friendship "We're like famil,,:' says a female member of the 18th St~el gang. "If a gang member gelS shot. it hum us. so we have to do a payback:' Mutter~ another. "The killing's never gunna end:' Wycoff tini5he~ the session by askin~ what it would lake to lure them awa:- frorr. street life. They answer readily: more extra. curricular 3ni\ities al school-special Sat. urday classes. spons. dances-and most o~ all jobs. "We can try to improve ourselves.' says a small Hispanic boy who seems are, luctant gang member. "But we need helt from people like you." BACK L\; Starer's office, Wvcoff re .... _- flects on the da:-: Oddly, 'he says . he feels more hopeful than wher he arrived. The teachers were in spiring. the kids friendly. and the place mon peaceful than he e:\-pected. The school" motto. "It can be done." may seem a bi corny to outsiders, but Wycoff now under stands that it means a lot to people whose world doesn't otherv..ise offer much hope He also appreciates how much work it take' to manage an inner-city sChool. "If I wen principal of Manual Arts. I could nOt do a: good a job as I saw toda~." he says. .'This i: not as simple as going to the moon:' ~ ._- --- ~-_.._...- ~-==:.-- .";11'. ..~ -' ..~ -. ~"':~I.:~~~~~~;~ ;i:i,~~ Sarer preps Wycoff;ls the two heiOd for Manu.al Am. 11>en it's of! to eruis.e the grounds: first a .alk through the noi!O~ playground -no s.enou!O trouble lrioot -and late..- a yiWt to tM aWllrd.winning ~into shop. where students show off thefr work. In Engli!Oh-La~ge cl.as~ W .,.c.Dfl tells immignnt kid~ he's gad ~ ~me to tM U .S. tll\all~. he, listens as teachers dir.CU$~ Arc.o 's IrTYQl....,merrt ...itl1 ManWlI Arts. which the eomp.an) adopted ten)'elll"$ ago. The relabonship. SUlrer s.aY!O. is ~iusl be a lJtitu I. .. D" evelop. ment of school /business partner. ships in the Hayv-;ard Unified School District focuses on sharing human reSDurces and linking each school directly with a lDcal business. Results from this people-to-people approach have been very positi",'e. Students and teachers are becom- ing acguainted with i local business employees and learning about different segments Df the local economy. EmplDyees from businesses, both large and small. are learn- , ing about local school programs and becDming aware of the chal- lenges both educatDrs and stu- dents face in today's classrDoms. Hayward is similar to many . . cities throughout California. WIth a powing population of 103.000, Hayward i5 a commu- nity rich in cultural dJversitv . . and \'aried in the types of small- to medium-sized businesses and industnes that make up the local economy. Many high-tech compa- nies have moved into the area. The 16 was not a new effort fDr Hayv,:ard's public schools. Since the early 19805, the Chamber of Commerce Education Committee has been involved in cDordinating career awareness pro- grams for the high schools. This local Chamber support Df secondary schools paved the way for the development of partnerships. The Chamber of Commerce continues to lend vital support by publicizing each new part- nership and related acti\'ities in the Chamber Vine newsletter. In planning for more busi- ness involvement in our schools, district officials real- ized it was necessary to involve a staff member who had the flexibility to make community contacts and a familian- ty with both school programs and local businesses. Superintendent -.",. 1 ~.~"""- c.' _. '. ~~, .~. eop e )~-/' ..... ...... .HELPING peijp"le :~f~~IQ~~~i~s~~~lit~r ':".' - ~/~ ;' < =:::. :,__,::" ~~~.,.:!'.:. "~"". ..,..,.;,...,.-_-0 .~~ .~ -- ----- ,. ~ ././ - , _.. . ~ ~.,::;," Sharing f1Unlan resources is the focus of paj-tnerships in the HaY7uard district, "luhere the goal is to link every school 71'ith the people in one or 7170re local businesses. communit~'s public scnoo] system wnsists at n elementary, fJ\'e inter- mediate and four hign schools, an English language center, a regional occupational center. two children's centers and il large adult school. . i I I I the business cDmmunity : . i The district's partner- ship program began in the fall of 1989 with the goal of linking each school with one or more local businesses. Coop- erative planning 'with. . by Brth Booth Thrust for Educational Leadership i~l Tn~mlev recommended that an ~d ult school' \'ice principal position be created to coordinate partnership . development. Because of coopera~ ~; programs already in place ugh Vocational and Conununity . ducation, this position has proved ; to be a logical and worthwhile addi- tionallink to the community. Hayward partnerShipS As the result of a partnership with Pacific Gas & Electric Corpora- tion, electric company employees can now frequently be found at Dr. Martin Luther King Intermediate r I School tutoring students, serving as I club advisors, or meeting on~n- one ",ith students of the same ethnic I background. Parents become part of the partnership acti...ities as they I a ttend school events sponsored by PG&E. As one teacher recently said, I "The real and imagined barriers I betv....een business and education i have been broken down in the King I School community by having these I people meet with students on a \ regular basis." An engineer, serving E'he business coordin.,", lor this . ership, agrees: "We get much I , lore from our time spent ",ith 1 these students than we could ever give them." Last year a corporate president, who has extensive experience as a professional musician, helped stu- dents write a school song using math concepts and English skills as part of our MINDSEED Corpora- tion/Treeview Elementary School . partnership. Chemists from the I Rohm and Haas Chemical Company share their expertise with an envi~ ronmental science class at Tennyson High School. Employees in this company!s plant pro\ide job shad- owing experiences and talk ",ith , non-college-bound students about what it takes to be a responsible employee, moving ITom entry level jobs to supervisory positions. The Hayward Rotary Club Youth Mentor partnership has put profes- : sionals in touch with Brenkwitz _~ntinuation High Schoo!' linking ~.~dents with community leaders i whom they would probably have no FebruaryfMarch 1991 I A Te get more " " from our time spent with these students than we could ever give them. other opportunity to meet. Mentors share life experiences, personal career development stories and give many different types of support. The stay-in-school message is clear and the goal of this partnership is to see the participating students grad- uate in June. Harder Elementary and La Vista Intermediate school students and their parents will ben- efit from health care information programs being planned by Medical Express and Kaiser Permanente, the partners for these two schools. EmphastI on people The majority of Hayw-ard busi- nesses are not large and the number of employees who can help in the schools is limited. Therefore. the partnership coordinator works closely with business managers to identify areas of employee expertise, related to both work and hobbies, that can be shared to enhance pro- grams and provide needed assis- tance. Although donations of dol- lars, equipment and materials have been .offered, and are gratefully accepted as part of the existing part- nerships, these are primarily pea- ple-to-people programs. Contacts with businesses and the pla1U1ll1g of activities always stress the follow- ing: . School staffs and students need to know about the local economy and will benefit from learning about the company's products and ser- vices. . Becoming a partner with a local school provides opportunities for employet"s to participate in mean- ingful community service while learning about educational programs and ha\ing enjoyable contact ~ith young people. . Improved education is good business. Our future economv will be determined, in large part. bv the education that we provide the.youth of todaY. Beca"use many students stay in , Hayward after graduation, it's in i the best interest of the business i community that local schools pro- I duce an educated workforce. With ! emerging technologies, the rapidly I increasing information base and I concern about the decline of the I work ethic, our schools need help in I this endeavor -all kinds of help! AskIng for help I I In making contacts with busi- I nesses, partnership coordinators must remember that manv man- I agers may not live in the immediate area. Background information about the school district should be provid- ed in a clear, concise sales presenta- tion. When asking a business for a donation of employee time and talent and possible donations of equipment, materials or dollars, we are selling a vision of cooperative action focused on the school improvement movement and its impact on the future of local busi- ness. Partnership coordinators must have a clear focus of what they are asking for and why. Requests must be tailored to the size and services of the company. Categorizing the areas of need for the business man- agers is very helpful. ~eeds may include program assistance in caret"r education, cultural enrichment, cultural diversity, basic skill enhancement or staff development and others. The partnership coordi- nator should be prepared to recom- mend both to the business represen- tative and to the school principal possible activities to address these needS. This, most often, will result in an enjoyable "brainstorming" session with many good suggestions for possible activities. Because the credibility of a part- nership is established or lost during Ii the first fe\<.. months. it is important not to set o\'erlv ambitious or unattainable goals. The main goal of partnership development ~ to . establish a long-term relahonship beMeen a business and a school. Rather than trying to do too much in the first year, implementing a few well defined and visible activities with specific objectives will set a solid base for a continuing and expanding partnership. Getting I13ff ilVDlved People involved in partnership development often assume that educators feel comfortable with the introduction of people from the business community into their schools and classroom activities. While the resources offered are usu~ ally welcome, most teachers and principals don't often have the opportunity to interact with busi~ ness managers and may feel uncom~ fortable. Producing products and providing services is a different business from educating young~ sters. We may use different termi~ nology and have different views of management techniques, curricu~ lum needs and "bottom line" issues. The partnership coordinator needs to be alert to the communication and information needs of both busi~ ness employees and school staff. The success of any school part~ nership is directly related to the support and involvement of the principal. If business managers make a commitment, interest is I probably genuine and represents some level of company involvement with the school. The principal must also see the development of a part~ nership as a valuable program approach and be willing and able to commit time for regular contact with the business and coordination of acth'ities. If this is not the case, the partnership will be short-lived and the school would be better served to participate in a program that does not involve personal con~ tact with the business community. People-to-people partnerships require genuine interest and nurtur- ing and this must come from the 18 n eople-to- 1.- people partnerships in schools require genuine interest and nurturing which must come from the school's instructional leader. school's instructional leader. Of course, this takes time but will prove to be well worth the effort as the school and the business work together to plan activities. Only negative feelings and wasted time can result from a partnership that is not maintained. In Hay",'ard, once a partnership is established, an agreement is drawn up and signed at a faculty meeting. A Certificated Partner~ ship is given to the company and the schooL and a copy is placed on exhibit at the district office. The brief but important ceremony at the school gives the business represen- tatives a chance to meet the faculty and visit classrooms. Every effort should be made to involve the busi~ ness partner in as many school activities as possible. This involve- ment nurtures the relationship and assures that interest in the school will continue. Plr'tnerships of the tuture Like other districts in mid.sized communities, the HaV'\l>..ard district is reaching beyond the city bound- aries for support. As our pairing of individual schools with local busi- nesses and organizations is complet- ed, this outreach will be expanded and grantv.;rihng will be a major focus of the district's partnership efforts. We believe, howe\'er, that our initial partnership development effort, based on contact with the. local business communit\", will result in a cohesiveness between business and education that no other approach could pro\'ide. Research tells us that the activi- ties that make a difference in part- nerships are those delivered through community involvement "...ith students and teachers. Men- tors, tutors, role models and teach- ers working in industry, are all ele~ ments of successful programs. Today's economy is increasingly information based and service ori- ented. Workforce 2000: Work and Workers for the 21st Century, pub- lished about three years ago, docu- mented changing demographics and the increasing need for a liter- ate, skilled and flexible workforce. As a follow-up to this study, the SCANS commission (Secretary's Commission on Achieving Neces~ saT)' Skills) established last spring by former Secretary of Labor Eliza~ beth Dole, is developing r~ommen- dations for acceptable levels of basic skills needed to function in today's i workforce. Guidelines for dissemi~ . nating those skills and measurement techniques for use by business, industry and the schools are to be a part of the recommendations. I These and other studies dealing with improving educational pro- grams are sure to prcwide valuable information that can guide us in expanding partnership acti\'ities to assure that today's students are prepared for work in the next centu~ rl" As educators continue to reach out to business and industry for assistance in the school improve~ ment movement, a people~to-people approach in developing local part- nerships is sure to build a strong base for community support. . I I I . , Beth Booth is coordinator of bl/siness education partnerships and adult schDol rice principal in the HaY,-l'ard Urli.6ed School Dzstnct. . Thrust for Educational LeadershIp . <{~::'= . INVESTMENT The number of school/business partner- ships in the Santa Ana Unified School District has nearly tripled in the past two years. Superintendent Rudy Castruita has encouraged interac- tion with business for a very busi- nesslike reason - the bottom line. Partnerships .....-ith business can enhance education and students' understanding of real-world oppor- tunities and expectations. Following are some examples of parmership synergy at work: . A computer corporation donates se\"en 5:::50 scholarships. which are awarded annually to high school students. . Another company donates I 511.000 of teaching materials for use .'! I' in primary language development and second-language acquisition to an elementar\" school. 12 Schools must accept the fact that any successful partnership with business calls for contributions and commitments fron1 both sides. . A local construction firm spon- sors a student and teacher of the month program at an elementarY school. . . A utility company proudly displays art.\'ork from a high school on the ......alls of its cafeteria. . A department store hosts a senior luncheon for a local retire-- ment home and the day's entertain- ment is a high school's chamber singers. Why ~'nd'.blpsT Santa Ana has developed a pas- sion for partnerships because people from both schools and businesses realize that there is a need to share available resources for mutual bene- fit. A successful partnership should enhance a student's knowledge and outlook and should also serve the business partner's needs by prepar- ing quality future employees and informed consumers. Santa Ana's program has gone through a couple of evolutions and now consists of 106 partnerships. First, the program shook off the Adopt-a-School title in 1986 and became a school/business partner- by Jack Oakes and Dinne Thonws Thrust for Educational Leadership - "nl;."' dlpr!. If <.ch"pl<. :1re trul\ tll be <'1 r(lrt (If the ((Immunity, tht'v mu~t be eqtl<'1] rArtne;~ (Ind ("pntribtlt0r~ ttl the p(lrt- ner<:.hip r;tther than the dependent0rphansthat Ad,lpt-il-SchoClI ((>nno1e<;. Accnuntability imd ~olid planning were ,,1,,(\ ilddress('d. Sdwnls ilre no\',,' expected to turn in ye"r-end reports on tht, ~llcces<; of eilch pilrt- ner<;hip. A (lne-page wntr"ct helps bu~iness ilnd sch0t,] pilrtners identifv the school-site goals to be supported by the partnership ;md the ilcth'ities It, be used to ilchieye these f;()ills. Partnership activities Benefits to business . Better understanding by young people of how the econ- omy works and an appreciation for pri'vate enterprise. . A better educated workforce. . More stability in neighborhoods where corporations produce or sell. . Better informed consumers and voters. . Training in vocational education that more nearly matches what employers need. . Employee satisfacti0n from working for a company that does good things for the community. . Bottom line results in productivity and product quality resulting from education and training improvements. Benefits to schools . A broadened base of support for the educational system. . Greater recognition of schools and what they contribute to business and the economy. . Business people to come into the schools and help edu- cate shJdents about careers and job opportunities. . Use of partner's facilities and personnel for instruction. _. Follow-through on school's and partner's commitment to the importance of experience in learning. . Financia'l resources which are usually in short supply. . . Access to state-<>f-the-art equipment. . Support for appropriate education legislation.' . ," . Help on management ptoblert\S.-.- ." ,-. II Access to Job placements for ~aduate!!. .~:'. :: ". ;~-.. . Graduates who have's be~tef understaftding of hoW \hi;',.' etbnClmy wotk!. 'l..' 1!;4.J ~.~;"";'., - ~;'i4-...... f-<"~ .;~~.t~~. _ ~_ . :-.' :.., ,. :.::' ~:;;;~"'~_. :~:-: .",,:,.!..~,~:~t'_"'~~.:";'~-7_~i~J,.., .. . _. . .:c.... ._,,~. ;.cr-.......................a. ......._.~~~.... ...>>;L~ Pilrtnershir acth.ities ciln be diverse, but sh0uld reinforce c1ass- worn edL'catic>n. Partner- in~ with a lclCill hilm- burger shnp can pro,'ide refr('~hm('nt<; for parti(>~ ilnd coup(ms fnr incen- tiws - both w0fthwhile t>t'nefits - but scht'ol~ <;hpllld "eMeh for more mCilningful t>usinl'~s rdiltitmc;hirs. For exam- ple, the chef ilt iI local rt'st"ur<mt Ciln inspire a f(1pd~ class. or an accountilnt m"y knd reality tn math or i'lccounting effnrtc:.. A b"nk ciln s\?l up a mini t>rilnch tIt schonl "nd hell-~ students pren silyings accnunts. Students might de,'eit'p a personal reason to le"rn lww to cillculilte interest A 10("ill n1<1nuf"cturer ,,;ith il btlttom- linE' llnderstilnding of employee nttendilnce Ciln help estnblish a stu- dent ilttE'ndilnce incentivE' pwgr"m \,'jth interim rewards (lnd CI dr",,'ing fpT iI lilrgE' prize at the end of the ,-E'ilr A law firm might help cOilch tiw deb"te tE'am E,'en the f"c:.t-f(1nd re<:.tilurilnl ciln pro,.ide depth by expl.,ining computer ilprliciltions f()f m<lintilining inventnries ilnd rlilcing pruduct orders. February/March 1991 Not all relation~hips between schools and community businesses or groups are, or should be, partnerships. Some interilctions will be 0ne-time projects- Enjny and use them for the benefit they provide to students ilnd the school. Partnerships should be developed with businesses which can offer educationill benefits to students and who~€' leaders will cnmmit to a long-term reliltionship- To be sensitive to the difference between just good friends ilnd part- ners, a school should ha,'e an estab- lished partnership committee ready to re\'iew the potentia I of pnssible pilrtners. Ad hoc committee mem- I ber~ for specific curriculum areas should also be identified- When a likely pi'lrtner has been located, the Partnership goals Whilt are your sch001 goals? Are they career il\\"ilrene~~" Improved attendance? Better student writing ~kills" Ask your busines~ pilrtner to work with you in estilblishinf', coop- erilti,'e actidties thilt ,....il1 help you rCilch ytlLlT gOills. Consider usin~ "11 ilnnuill pilrtnership cnntract to help pl<ln ilcti,'ities- It ,....ill help your business pilrtner understilnd your school's direction and, with a wpy ttl e(Jch of you, help keep you both on trilck Making n(ltiltiOI1S on the ("ontr"ct ilS the year progresses will ma kE' war-end reportinF, a little eilsier. With <I written cnntract. pilrtners hilve a guideline and direction for their efforts. Silnta' Anil'S partnership contract wa:; " developed in August 1990, and has been implemented in partner- , ships formed since that time. By fall 1991 , illI partnerships will be asked to complete a new agreement each yeilr. Don't lock your busi- ness partner intt) one realm of school activi- ties. Ask a representa- tive to speak about the partnership at a parent meeting. Invite them to host a booth at your carnival or lead a VIP tour at open house. Put your partner on school and district mailing lists. The partnership's main objective is to broaden classroom experience, but vou also want to rec~gnize the partner by frequently showcasing their contribution. In addition, the partner- ship experience should educate business people and make them allies of public education. . . Identifying potential partners . 13 ::'~nc:?al should take the lead in the ~;1ltla] 'stages to demonstrate the importance the school and district place on the relationship. Delegated eaff members can plan and imple- ent the partnership once the : agreement has been completed. ~_ new tyU,tMrl When a partnership agreement has been finalized, an official cere. I monv should be held to celebrate the commitment that is being made. The ceremony is a good opportunity to demonstrate the benefits of the partnership and to showcase stu- dent talent as entertainment. Have something to do besides simply serving punch and cake. If an award or scholarship 'is part of the agree- ment, have the first recipient at the partnership ceremony. Partnerships are designed to get people together. High-ranking offi- cials of the partnering business and the school district should be present. Students, teachers and parents . Free interest earning checking . Free VISA card . Discounts on loans . Nationwide ATM access . Free money orders, travelers checks OUR PREMIER PACKAGE PROMISE TO YOU Sign up for direct dep:>sit of your net pay to your Provident a::count, and you'll get our beSt services in one convenient, money-saving package. PIU5, the promise of peoon.altzed at. tention and our commitment to q:.altry. To apply for Premier Pack. age, just c.all (BOO) 632-46CD, ext. 4. ~ ~~..~YlE!=u~! (BOO) 632-4600. eX!. 4 should be invited and introduced. Their understanding of the partner- ship and their buy-in \o'.-ill be impor- tant to its success. Chamber of Com- merce officials and city government officials should also be invited to ceremonies - either in recognition of their existing support or as part of your effort to obtain their partici- pation. The best partnerships have the broadest representation of the community involved in making the mutual venture a success. , SustaIni1G I prtMrlliP . There is life after the partnership ceremony, but the relationship reqbires nourishment to thrive. Santa Ana's effort is coordinated by the Public Information Office. Files are maintained on all district part- nerships including their business representatives and partnership goals. A business representative from each partnership is added to mailing lists to provide information about district-wide issues and achievements. The district's employee newsletter (which is also mailed to approximately 250 busi. nesses throughout the community) regularly reports on interesting partnership activities so schools may share ideas. Another newslet. ter, Partnership Nru's, is published three times a year. Two of the issues highlight special partnership programs and provide "how-to" information, while the spring publi- cation is an accountability issue for which each school submits an out- line of the year's activities. The district celebrates the third week in October as School/Business Partnership Week. This week is recognized by both the Board of Education and City Council with proclamations. Partnered schools. throughout the week, honor their business partners for their contribu- tions The highlight of the week has become the Partnership Breakfast. co-sponsored annually by the dis- trict and the Chamber of Commerce. Approximately 200 school. business and community people attend. Stu- dent entertainment is featured, and at the conclusion. each business partner is introduced and receives a memento of appreciation from the Board of Education, New way~ :of keeping partner- ships fresh anJ viable are always being developed. Try occasion~l social activities to enhance the rela- tionship. For example, students at one school challenged partnership employees to volleyball games and softball games with the company supplying pizza a fter......ards. ConclUSIOnS Business and education partner- ships are user.friendly. The under- lying message of a partnership cere- ; mony and ensuing cooperation is \ that someone cares. Sponsorship of student effort is a validation of both \' the school's and the student's worth ! to the community. Partnerships also i open doors of awareness and oppor- , tunity to young people whose vision of the future might otherwise have been limited. .1 In return, a business partner is investing in both the present and future awareness of its product or service. Knowledge often leads to greater understanding which, if nurtured, can produce mutual sup- port. Both education and business are aided by that well knov.-nlaw of human nature: people are usually down on what they are not up on. Once education and business com- mit to working together, the only limit is imagination. Rlf8l'llOClS School Business Partnerships, winter 1990 issue. This newsletter is a joint publication of the California State Department of Education, the California Chamber of Com- merce and the California Educa- tion Partnership Consortium, . 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CJ C,) _.- - ."'2 Cl.).a..o Q)~ V'J-.S: C1) 0 .~~_oo~~u~=~~~~~~o-~~uog~~.- .......C W -:::: c....::.J ~ CJ -- ~ - CJ ~ = = ~ u e....... ~.::: VI - a:; E ~ ~nE~:::~~"O~~~-5_o'~~~~~"-'~":;:ub~OJU tI1",oOJ",~o _>.-:"'_='", ....w'" ~-E~ ~~E~~~i 2~~~.=g~ ~~~ 2:oi..,w . ~Of: ~-.~ DUBLIN ELEMENTARY ITEM NO: 25 CLASS: 2nd grade STIlDENTS:20 TEACHER: Am)' Songey f\'EED: Prinler compatible with Mi- cron computer WHY: New class at new school in need of equipmenl fSIlMATED COST: S220 ITEM NO: 26 ClASS: 5th gt<lde STUDENTS: 30 TEACHER: Amy Bruce NEED: Children's dictionaries, one for each two students WHY: New class at new school in need of supplies :E.5l1II1ATED COST: 5220 ITEM NO: 27 cu.sS: 3rd Grade STh"DENTS: 60 'rEACHER: Heidi Preece/Rhia An- derson/MaI)'Etta Burgess NEED: 12 Rolls 4-inch book tape WHY: To prolong Ihe life of paper- back books purchased for litera- ture circles .TIM.ATED COST: 5200 '!NO:28 5: ISI Grade STIlDEfI.'T5: 20 TEACHElC Mr.;. Martinez/Mrs. Na- tale NEED: Color printer w/extra car. tridges WHY: Needed to go with new com- pUlers ESlll\1A'IED COST: 5250 to $300 ITEM NO: 29 cu.sS: 2nd Grade S!UDEfI.'T5: 20 TEACHER: Melinda Fiorio NEED: Owl pellets, plasler animal tracks, trilobile fossils, tree disks and a butterf!v school kit WHY: To twn kids on 10 science us- ing hands on activities :E.5l1II1ATED COST: 5150 DUBLIN HIGH ITEM NO: 30 ClASS: Spanish 1 to 5 STUDENTS: 150 'IEACHElC Vicki WylIe J\'EED: 15 issues of August 1996 Na. tional Geographic magazine on Mexico WHY: Tnis "ill complete a class set of35_ ES'TTh1ATID COST: 5S0 ITEM NO: 31 ClASS: Frend,l to 6 STIlDE!l.TI: ISO TEACHER: Gutleben'Lea -.1EED: S,:,bscription to Paris Match magazme 'BY: For cultural enhancement ID1AIED COST: 580 FREDERIKSEN ELEMENT.ARY ITEM NO: 32 ClASS: 3rd and4th Grade ~~ - - ,_. .1.t~ JIM 1(pSOE\'ERlTIMCii FILl LINDSAY SCHOFIELD, center, giggles with Murray School classmates before the school talent show. STUDENTS: 65 TEACHER: Vy StagerlFrank Stager NEED: Money to hire a bus or buses for field trip 10 Roaring Camp Rail. road \\'BY: Opportunity 10 obsc.-ve logging /railroad history of California. :E.5l1IIlATED COST: 5250 IlEM NO: 33 ClASS: 4th Grade SnJDENTS: 32 TEACHER: Carri~ Nerheim NEED: Copy paper (20-pound) WIN. "This is a consumable item used throul!hout the ye..r_ rsTIII1AlED COST: S75 ITEM NO: 34 CL-\SS: 5th Grade STUDENTS: 32 TEACllDt Darlene D~e f\'EED: Flex cam for computer clas:; instruction. "'BY: Classroom participation L. bel. ler when all ran be invoh'ed at same time. ESIDlAITD COST: 5500 ITEJlI NO: 35 ClASS: lS1 Grade STL'Df.J\'TS: 20 TEACHER: Carolvn /\Jlds NEED: 20 beginning chapter book.. WIN. To help bridge the gap belWC"..ll stolJ'books and more difficult chapter books. ESTIMATID COST: 5100 ITEM NO: 36 ClASS: Kinderg2Jteo sn.nfNTS: 31 rr.....CHER: Ms. Bm NEED: Dress up costumes from Lakeshore "1fY: To allow cl'lldren to increase imaginative play "ith costumes. ESTIMATED COST: 5165 for sel of seven ITEM NO: 36A CLASS: Kii'1c.ier~~~en snm&iTS: 100 TEACHER: Mahern, Brix, Annis, HunlZi:lge~, Pe,,'Y :>"EED: Shell-::.g for o:.:r P.t. sr.e~ and equipment: f.ula hoops, b:Uls, jun:p ropes, etc. \\'BY: Organize and enhance our physical education prog.,.rn ESIDlATID COST: S100 ITEM NO: 37 ClASS: 4th G..de SThTIENTS: 130+ ITAC1II:R: Tumer NEEIl: Mini-lab multimedia sof,ware sile license and ,ideos intebTated science:mathJlanguage artIsocial studies; Voyage of the Mimi D \VID:: Vk want malerial thaI children of all grade levels can use. ESTIlI1A'IED COST: $1000 ITEM NO: 38 CLASS: English as a Second Lan- guage STUDENTS: 54 TEACHER: Gail Solda\'ini l'."EED: Books w;rnssettes for students to borrow for uo;e at home. WHY: Ustening and following along will help students' oral language development ESTIlI1A'IED COST: $200 for 25 sets ITE!\1 NO: 38A CL0..5S: Reading Recovery smalllil' er.lC)' p-oups STIJDEKTS: 25 TEACHER: Gail Jones reading spe- cialist NEED: Gui:led reading bOoP-.s, six each for K.3 reading'groups WHY: Books to teach small literacy groups Oowest readers); do nOI have an)' books for this purpose ESTIMAJED COST: $500 ITEM NO: 39 ClASS: 3r:l Grade STIJDEJ'\TS: 30 Thursday, October 16, 1997 ... TEACHER: Lynette Butsuda NEED: Chil&en's World Alias; one for each twO students WilY: To enhance the social science and science curriculums and 10 promote multicultural issues ESTIMATED COST: $260 ITEM NO; 40 ClASS: 2nd Grade snmEJ"ITS: 20 TEACHER: Diane Yokoyama NEED: HP ink jet printer 870 CSE color WHY: So students can prinl and pub- lish Iheir work ESn\1A1ED COST: $433 ITEM NO: 41 ClASS: 2nd Grade STUDE."ITS: 120 TEACHER: Elly Stickney, Saundra Bauer, LiZ Soalwaechler, Sally Zuc:k, Marie Morgan, Debbie DeY. oung. Diane Yokayz.::1a NEED: Chapter books \\'BY: To enhance an already awe. some reading program ESTIMATED COST: 5500 InJI'! NO: 42 ClASS: 3rd Grade STh1JD,"TS: 150 TEACHER: Paulus, Nalhanson, Stager, Butsuda NEED: Two large metal wash tubs, fourv,'ashboards, one wood~Tl but- Ie. chum 'WHY: for use on Settler's Days as part of our Dublin history. . ES'IDl1..uED COST: 5300 IID! NO: {3 ClASS: 2nd Grade STUDENTS: 30 TEACHER: MorganlZuck NEED: Big Books WHY: The students develop love for lilerature; big books are very pop- ul:1r with students, ESTI:\LUED COST: 520 each ITEM NO: 43A CLASS: Firsl grade SnJDThTI: 120 TEACHER: All of first p-ade NEED: Writing progr2lll for cnmpLller class znd color cartridges for printer WHY, First-graders need 10 see their writing published and show how important their work is ESIDLUED COST: 5250 ITE'lI ~O: 44 CL-\SS: 4th and 5th Gr.lde STh"DENTS: Physical Education classes TEACHER: Day l\'EED: Softball mins, 17 right-hand, three left.hand \\1fY: So each sru:lrnt can haye a mitt during our sof!;;all unit ESTThIATED COST: 520 10 30 each ITDI NO: 45 ClASS: 51h Grade sn;mJ"lS: 32 rr.....CHER: Ms. Mara NEED: Four co...r.uters 486 or Pen. tium \\1fl;"; We arc adding an additional class. at the 5th pade Jc\'el to at. ccmnlOdate gro,,~h l::Sn'IATED COST: $1,500 each CO,,"TlNUED ON PAGE 4 vr/AdoP\-a~Class - 3 ~ ~ - ~~~ aD~ t-."EED: Guest speaker Ch:istine . "The Bat Lady'" WIlY. To educale my stUdents on Ihe beha\;or and charo;1eristic:s of rot:>, ESn\lATED COST: $120 for Ihree sessions FROM PAGE 3 MURRAY SCHOOL ITEM NO: 63 ClASS: French II STl}Dorrs: 45 TEACHER: Jennifer Lea f\"EED: CD ROMs for use w!compul. ers in classroom \\1IT: To enable studenls 10 use multi media :l1ld technology in Ihe forms of garnes, music, etc_ ESTlJI'lATED COST: $250 ITEM NO: 46 QASS: 1st Grade STIJDElI1TS: 20 TIACHDt: LDmine Mendez I\EED: Two lape players w/headset jacks WHY: Children v.'Quld be able 10 lis. len to and follow along v.ith pre- recorded stories. ESTIMATED COST: $120 ITEM NO: 47 ClASS: 2nd Grade snmEl\'1'S: 20 TEACHDt: S. Martinez t-."EED: QassroOm camera. with film and developing. WHY: II would be great 10 be able 10 captun: the greal things the kids do all year long ESIIMATID roST: $150 IJUd NO: 48 ClASS: 4th and 5th Grade snmEllo'TS: 35 TEAcm:R: Melinda COllins t-."'EED: FJeld trip to Sacramento WHY: Children experience the gov. ermnent fusl hand as well as Sut- ter'S Fort, Tbe Indian Musewn and Old Saa2menlo. ESTIlI1ATID COST: $350 ITEM NO: 49 a..>\SS: KindelpTlen snmENTS: 90 "IE..\CBER: Mn. Prevo, Ms. Hag-~e, M~ PlenClet 1>:EED: Three E:lsy ride two-wheel srooters. WHY: Additional scooters to add to the ClJITenl ones would help the othe;rs last longer. ESl'Il\IAlED COST: $150 each ITDlI\O: 64 ClASS: 61h and 7th Grade STUDorrs: 180 TEACHER: Bob Na=u NEED: Washable overhead fine point pens, whiteboard markers (dry erase), and #2 pencils WHY: Supj'lies needed in classroom ESTIMATill COST: $15 ITEM NO: 65 a..~S: 7th and 8th Grade STh"DEJI.'1'S: English'fechnology TEACHER: Judy Earl NEED: Ergomatic-Iumbar support $\\i'"I;':1 chair: WHY: I spend a great deal of time al the compuler and nc~d extra back support ESIDl-Ulll COST: $15010 $150 ITF.:.\I NO: 66 CUSS: 6th Grade STh"DEl\"TS: 32 TEACHER: LDri Van Dom NEED: Student atlases WIn': For mapping and geography u:uIS. ES11l>'lATID COST: $320 Il"Df NO: 67 a..~S: Core 7th Grade STIlDENTS: 32 TEACHER: LDrin Viola /I;"'EED: Student atlases for mapping and geography ur.its. WHY: Students could enhance skills and research c:apabilities. ESTIMATED COST: $320 InJ\1 NO: 68 ClASS: COre 6th Grade snmEl\'TS: 32 TEACHER: Pamela Tobin r-"'EED: Student atlases for mapping and geography units WHY: Students could enhance skills ::nd research capabilities. ESTIMATED COST: $320 . Noto:flERT YON orA GROEa.tZC\.'IMES AMY MEILSOE rides a scooter at Murray SchOOl in Dublin; more scooters are needed at school. ITEM NO: 50 CLASS: 3rd Grade STIlDEr-I'TS: 20 TEACHER: Alison Slarr NEED: COmputer programs that roo wderWindows 95, especially math and scienr::!!.. WIre Our d2ss bas a writing program and encyclopedia but nothing else. E.STIMATED COST: $30 to S40 per program !TIM NO: 51 ClASS: 4th Grade snmEr-l"'TS: 32 TEACHER: Gleicbauf NEED: Mon"y lor field trip D Sacra- mento bv b:lS. WHY: CalifOrnia histOry student lOUrs of the capitol and surrounding sights. E:.S11MATED COST: 5500 ESTllI1AJ"f.D COST: SIOO TEACHER: KeD). Kiederm)'er NEED: LiSlening cenler \\ith lape recorder 2Ild six headphones WHY: Children can listen 10 favorite stories on taDe ES11\IWED COST: 5200 stores WHY: To supplemenl the budget we have for pun:hasing books for the library ESTIMA!ED COST: Any.:nount !TIM NO: 54 ClASS: Grades K through 5 STIJDENrS: 35 TEACHER: Shirley Henson, resource specialist f\"EED: Printer for computer: PC ink jet printer, HP Desk Jet, or PC laser jet prinler WIIT: To be able to print an estimated 40 assessment reports in a timel)' ma."Uler ESTIMATED COST: 5300 to 5400 NIELSEN SCHOOL ITEM NO: 60 a..-\SS: Reading Specialist STUDE!\'TS: 20+ TEACHER: Mrs. Jones r,;"EtD: Kidney-shaped table WHY: To help small group instruction be more effective ESTIMATED COST: 5179 ITEM NO: 57 ClASS: 2nd grade STIJDEII;I"S: 18 TEACHER: An;l Stanton f\"'EED: Cassett.,CD player WHY: For c1.ssronm listening center ESTIllwr:D COST: 5150 ITEM NO: 69 ClASS: 6th Grade STUDENTS: 28 TI:-\CHER: NanC\' McGuire :-..-:.:~: CD ROM Ancienl Ci".'ifu:.1:ion.< Set \\"HY: Need more interacti\'e materi. als 10 enhance history study and reports. ESTIMATED COST: 5150 ITEM NO: 70 ClASS: COre 6th Grade STUDEl\'TS: 52 TEAQIER; Debora Saint J. ,,-"'EEJ): HP Desk Jet S20 ex WHY: Need a printer to go Dream Writer lab 10 enea . dent writing. ESTIMATED COST: ;296 ITEM NO: 61 CLASS: 3rd Grade STIJDEl\TS: 31 rrACHEll.: Carol\ll Ventolier f\'EED: Five packiges of Pol=id film; 12 rolls of 4.incb book tape \HI\': To capture special events and acti\ities. Tape.to prolong liie of the literature bool;.';. ESTIJ\1ATID COST: SIlO rIDf NO: 58 CLASs: 3rd pde Sn;DE1\'TS: 20 TEACHER: Ms. ~\eiertling KEED: Set of Webster'S New World Children's Dictionaries WIN. To improve speting, e:\pand vcr cab:llary z...d ~"T.pro\'e Writir'b skills and prono:l:lciation ESn\WED COST: 5300 rID'! NO: 55 ClASS: Speech and L:mguage Tner. apy STUDENTS: 60 TEACHER: Angela Sharp NEED: HP ink jet printer or better WHY: Need 10 prinl student assess. ment reports and IEP forms in a timelv manner- ESTllI1Ji.n:D COST: S295 ITEM NO: 56 ClASS: Kinderprten and 1st smde STIlDENTS: 20 ITEM NO: 52 ClASS: 4th Grade STIlDD>o"'TS: 32 TEACHER: D. Fisher f\'EED: Field trip 10 Sacramento state capilol and surrounding sights WlIT: For yearly field trip ESTIMAnD COST: $350 WELLS l\1IDDLE SCHOOL ITF.:.\1 ;-';0: 59 ClASS: 2nd ::;-,,:\ 3rd grade snmEl\'TS: 20 TEACHER: Helen Clesen NEED: Cassette 'CD player WHY: Hear $tories on lape at listen. ing stations ITEM 1\0: 62 ClASS: 6th Grade Science STUflS\T$: 60 TEAOIER: Sieve Martin rrEM NO: 53 a..>\SS: Library STIlDEl\'TS: Whole school TEACHER: Betty Hudak f\'EED: Gift certific:ates to local book. COl"o.'TlNUED ON PAGE 5 Thursday, Oelcber 16, 1997 4 - VTIAdopt-il.Class t1(1~ ~===~ -- ---J FROM PAGE 4 . ITEM NO: 71 CLASS: 7th grade math, 6th grade Quest, 8th grade math STUDENTS: 185 TEAc:HER= Mrs. Evans. Chuck Mer- eer, Mr. Schacht NEED: One overhead projector, tronS- parency box for copy machine, white board pens, m'erhead pens, white board cleaner WIre So tha1 all the students may see the material presented to them ESTIMA1ED COST: $700 IID\: NO: 72 QASS: 6th grade core STUDENTS: 30 TEAc:HER= Yvonne Messick NEI:D: 30 "bare' books and SPl2Y glue WHY: Each year students write, illus- trate and publish ()'\\"!l book. FSI1lI1.-'.IED COST: $200 IID1 NO. 73 CIASS: libraI)' snmENTS: 850 TEACHER: Caroline Persson I\'EED: A relatively small. used copy machine v.'HY: Students made hard copies of reference material that shouldn't be removed from libraI)' E51lMA1ID COST: $300 ITEM NO: 74 ClASS: Entire campUS STUDENTS: 860 TEACHER: Wells Safety Comminee NEED: One backpack for each class- room to contain emergency sup- plies WIN: To be prepared for any emer- gency ESTIMAIED COST: $500 IID\: NO: 75 ClASS: E:,~lish Department, grades 7-8 STUDENTS: 550 TEACHER: Atkison. Bennett. BO'\\'don. Earl, Perone, Proaor, Vida NEED: Videos on autl,ors and classics WHY; Department ....ishes to establish video libraI)' :ESIIMAIED COST: S838 I'Tf.M NO: 76 ClASS: Mathematics dep!. STUDEN1S: 850 TEACHER: Evans. UJh,ma.n, McGuire. Naca.mu, Paso:.ml, Schacht, Theis- sen, Vmella . I\'EED: Co\oered plastic storage con. tainers in sets of nine per class WHY: Organize new textbooks into tubs E5"ID1AIED COST: 5250 . Principals For A Day . 1993-1998 1998: Guy Houston. Mayor of Dublin Andy Hites, Micro Dental Laboratories Julien Hansen. Dillingham Construction James Summers" The DeSilva Group Donna Brickell. Pacific Bel] Bruce Bilodeau. Chevron Companies Tom O'Malley, Tri-Valley Business Council 1997: Maxine Jennings, So. Alameda Cry. Realtors Assoc. Tom Sturgis, Best Western Dublin Park Hotel Captain Gary Thuman, Chief of Police Guy Houston. Mayor of Dublin 1996: Michael Heim, Kaufman & Broad Karen Magnusen, Valley Times Bob Harris, Jennifer Lin Properties . Tom McCormick, Dubli~ San Ramon Servs. Dist. Loy Hayes, Federal Correctional Institute 1995: Rex Rufner, Mervyn's Alice Waterman, Stoneridge Mall John Mason, Dublin Park Hotel Guy Houston, Valley Capital Mortgage Maureen Nokes, Hometown Brokers 1994: Bob Gall, Valley Times Janice Salseider, Target Stores Ray Bump, Togo's Roseanne Sezar, Great Western Bank Bob Trimble, ValFonns 1993: Tim Hunt. Tri- Valley Herald Maxine Jennings. Allied Brokers Kathi Schultz.. Sanwa Bank Richard Ambrose. City :\1anager, Dublin Juke Castro, Emporium Pete Snyder, Mayor of Dublin .