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Oral Communications (2) Cc 3116 tiO 44)voNtr 1 FREMONT UNION HIGH SCHOOL DISTRICT x m N z i — Cupertino, Fremont, Homestead, Lynbrock, Monta Vista High Schools and Adult/Community Education S Zf IN Polly M. Bove, Superintendent of Schools January 22, 2010 Dear Parents, As the Superintendent of the Fremont Union High School Di strict, I have had the privilege and pleasure of sharing the many successes of our schools and our students over the last four years. We have so many reasons to be proud! We have unparalleled teachers and staff, outstanding students, dedicated and supportive parents and a caring community that truly values the quality education that our schools provide. Unfortunately, we face a significant financial crisis in the near future. As many of you know, recent efforts to renew and increase our parcel tax failed. When the parcel tax sunsets in June of 2011, we will experience an annual loss currently estimated at $5.2 million. Continued decreases in revenue from local property taxes and State funding equate to an additional loss of $5,000,000 to $7,400,000. We currently estimate that we will be facing a $10,000,000 deficit by 2011. And just the other day, the Governor proposed additional potential cuts to funds available for schools. Up to this point in time, we have been able to weather the crisis by taking proactive steps to manage our resources prudently without significantly affecting the programs and services provided to students. These steps have included: • reducing staffing costs by $500,000 through careful planning and attrition; • freezing salary increases for all administrators, teachers and support staff in 2008 -09 in order to save money in 2009- 10 and 2010 -11 school years; • cutting over $600,000 in on -going District administrative costs; • making across the board cuts of more than 20% in Adult :Education; • reducing the summer school budget by 40% in 2009 and making plans for additional cuts this summer; • eliminating two of the three annual compensated professional development days for teachers; • leveraging construction Bond projects to reduce annual utility costs (e.g. solar installations) and operating expenses (e.g. replacing inefficient heating and cooling systems); arid • collaborating with the City of Cupertino to provide fee -based programs that augment our lean summer school options. But the size of our impending deficit requires that we begin now to consider additional means to ensure that we can operate our school system within our means. On January 12th, our Board of Trustees voted unanimously to place a parcel tax measure on a special mail -in ballot in May. Having listened to our voters, this measure will simply renew our existing $98 parcel tax for six years. Should this measure pass, the $5.2 million it brings us will remain a stable source of funding for the next several years. But it may not be enough to weather the current economic storm. Our commitment to fiscal responsibility requires that we begin now to plan for further reductions in programs and expenses. In order to help us do that, we are asking for your feedback in prioritizing the programs or services you would most like to see maintained. Included with this letter is a list of a number of the programs and services (in alphabetical order by title) we offer in the District that are not legally or strictly required. Each of these is a part of the wonderful opportunities we currently provide for our students, and each contributes to the high national and state rankings of our schools and the fact that so many of our students are accepted to the finest colleges and universities in the nation. Please take a minute to think about which of these are most important to the schools you want for your family and the children of our community. While the complex decisions about what to keep and what to eliminate will not be made by popular vote, the input of parents will be useful to District leaders as we consider what combination of potential cuts will help us meet our fiscal responsibilities while attempting to maintain a comprehensive program for students with a variety of interests and needs. We look forward to hearing from you as we consider alternatives. Please return the survey below to the school your child attends by Friday, February 26, 2010. Budget and program plans will evolve over the next several months. Periodic updates will be available through school email, school websites and on the District website www.fuhsd.org. If you have any questions or ideas, feel free to email me at polly_bove @fuhsd.org. Thank you for your continuing support. Polly 08ove Superintendent of Schools FREMONT UNION HIGH SCHOOL DISTRICT Planning for 2010 -11 and Beyond: Please Don't Cut That! INSTRUCTIONS: 1. Please consider each of the following programs and services before making any decisions. 2. Place an "X" in the box next to each program you most want the Distr to mainta 3. Please limit yourself to FIVE (5) out of 19 programs and /or services you wish to protect. Please return this survey to your school office or at any school meeting on or before February 26, 2010. Advanced World Language Courses Currently advanced World Language students have the option of taking a college level, Advanced Placement, course in the language they study. We could eliminate Advanced Placement courses in World Languages and offer only four levels of French, Spanish, Japanese or Mandarin. Advanced Mathematics The University of California and other competitive universities require only that students complete Algebra II; how- ever, they recommend that students take four years of high school math or its equivalent. We could limit students to taking 3 years of mathematics. Advancement Via Individual Determination (AVID) Currently approximately 550 students per year are served in AVID where they learn study skills and are supported through the college selection and application process. We could eliminate the AVID program at all schools. Art, Music and Drama Currently interested music and art students choose from a variety of courses and often take at least one per school year. The schools marching band, orchestra ensembles, various choirs and drama productions are supported by these courses. We could limit students to taking only one class in the visual and performing arts (as required for UC eligibility) during their four years in high school. Athletics and other Extra Curricular Activities Each year, over 80% of FUHSD students participate in after school sports, clubs or other extra - curricular activities such as Speech and Debate competitions. Coaches provide students opportunities to pursue individual interests and to learn and practice skills other than those required in the academic program. Colleges and universities look for students who have dedicated themselves to these kinds of activities as well as to their coursework. We could elimi- nate or reduce after- school athletics, and other extracurricular activities. Page 2 of 4 College and Career Centers Currently, each school maintains a College and Career Center, through which staff provide support to students and families in learning about post- secondary program options, selecting colleges and completing applications. We could eliminate the staff and services of the College and Career Center. Custodial and Maintenance Staff Currently each school has custodial and maintenance staff who are responsible for cleaning classrooms and work- spaces daily and maintaining the functionality, safety and appearance of school facilities that serve an average of 2,000 students per day. We could reduce the number of custodial and maintenance staff at each school and eliminate or reduce the services they provide. District Office Administrators Currently, District administrators oversee Human Resources, Program Development and Accountability for Student Learning, Fiscal Leadership and Administrative Operations that support over 10,000 students and nearly 900 staff. We could reduce the number of administrative positions at the District level and eliminate the services they provide; maintaining only those required to meet fiscal, legal and Federal and State accountability mandates. Electives Currently students pursue individual interests and build leacership skills often by taking more than one class from elective classes such as: Business courses; Student Leadership; Drafting; Auto - mechanics; Woodworking; Journalism; Biotechnology; Multimedia Careers; Computer Programming and Culinary Arts. We could eliminate some courses and limit the number of choices students have to meet the UC requirements for electives. Freshman Transition Programs Approximately 80 -100 incoming ninth graders attend summer programs designed to help students learn study skills, to catch -up academic work and to smooth the transition to high school. These programs have been shown to improve student achievement and school rankings and keep students from dropping out. We could eliminate all summer -bridge and orientation programs for incoming ninth graders. Guidance Counseling Currently Guidance Counselors help students and families 1hrough the course selection process and work with them to select and prepare applications to post- secondary programs. Currently the ratio of guidance counselors to students in the FUHSD averages approximately 468 -to -1. Statewide that average is 945 -to -1. We could reduce the number of Guidance Counselors at each school to the level of other high schools in California. Maintain Class - Sizes Currently all ninth grade English and Algebra classes are staffed at 20 -to -1 in order to help teachers get to know students and smooth the transition from 8th grade to high school. English classes in all grades are staffed at a lower ratio than other classes so that teachers can give adequate feedback on written assignments. The class size ratio for other core academic classes is approximately 33 -to -1. We could increase class size so that they all conform to the 33 -to -1 ratio or higher. Repeat Courses and Summer School Students who want to repeat a class in order to raise their grade or who need to repeat a class in order to graduate, currently do so by taking the class again during the year or ]n summer school. Last summer and this year, over 1,800 students took advantage of this opportunity. We could eliminate the opportunity to repeat a course during the regular school year and charge tuition fees for summer school. School Site Administration Currently, assistant principals and deans share responsibility for such things as program quality support and over- sight, student activities, discipline, student safety, parent communications and helping students to prepare for college applications by writing letters of recommendation. The current ratio of assistant principals and deans to students on each campus is approximately 380 -to -1. We could reduce the number of assistant principals and /or deans on each campus and as a result, the services they provide. Page 3 of 4 School Library and Tech Support Staff Currently, one Library Technology Teacher keeps each school library open all day and provides students and teachers support in completing research and learning information literacy skills. Tech support staff make sure teachers and students have the equipment and support they need to use technology to support their work. We could eliminate or reduce school library and technology staff and the services they provide to staff and students. Science Course Options The University of California and other competitive universities require that students take two years of science, but recommend that students take three or four years of science if planning to major in the sciences. We could limit all students to taking only two years of science. Seventh Class Option Currently, all schools offer a seven period day. Students are guaranteed six classes and may take seven on a space - available basis. A student who passes six classes for four years graduates with 20 credits above those required for graduation. Many students take more than the required number of courses (6 or 7 each year) in order to pursue individual interests and to prepare themselves to be more competitive for college admissions. We could limit freshman and sophomores to six (6) classes and juniors and seniors to five (5) classes ensuring that students take only enough courses to meet graduation requirements. Support to Students at Risk of Not Graduating FUHSD's graduation rate is high and the dropout rate is low when compared to other districts. Many students who might not otherwise finish school do so because of the support they receive in alternative programs. We could reduce the availability of guidance counselors, mental health counselors and teachers on special assignments to work with students at risk of dropping out of high school. Tutorials Currently, all five schools offer students access to adult or peer tutors after school. On any given day an average of 450 students take advantage of this service in order to help raise their grade point average or pass required cours- es. We could eliminate all after school tutorials. In the space below, feel free to add any additional thoughts or comments that you feel will help District leaders in their decision - making. Name (optional): School: # of Children currently in: 8th _9th 10th ____11th _12th Page 4 of 4 Cc 3-4,-/O hittaker CO- , t ^ + •ANCE gioria kiefer [gykiefer @sbcglobai.net] Thursday, March 11, 2010 2:47 PM To: Dennis Whittaker Dear Dennis Whittaker, This is just a heartfelt simple message to say thank you for serving, and thank you for sharing. Your efforts and time are greatly appreciated. You are an amazing individual and I wish you and your supporative wife the best and a successful recovery. If I ever know of anyone who is looking for an outstanding State Farm Insurance agent and human being, I will not hesitate to recommend Dennis Whittaker. Keep up the good work, Dennis, your efforts, knowledge, and experiences are appreciated. Gloria Kiefer and Christie Larson, greatful granddaughter! l hittaker ( L; J FrIPAVAN Dennis Whittaker Sent ® Wednesday, March 10, 2010 9:18 PM To: gloria kiefer Cc: Dennis Whittaker Subject: RE: Vietnam Questions 1. Dennis Whittaker, State Farm Insurance agent, 20395 Pacifica drive, #108, Cupertino, CA 95104 408 255 3212. 2. I departed the US on /or around January 4 1971 and went to Panama to learn Jungle training and survival techniques. Officers normally trained in Panama prio to going directly to Vietnam. I landed in Vietnam in late January and took command of my platoon as a 2 " Lieutenant and platoon leader on 2 -4 -1971. I served as platoon leader until July 27, 1971 and then became a General's Aide until I came home on 11 -18 -1971. Officers in the Army normally served in the "bad lands" for 4 months; since President Nixon was shutting down the war, I was out there 6 months. 3. Most were very frightened, because most were not in the military by choice. Most Americans saw the Vietnam war on T.V. on the nightly news or saw magazines weekly, and knew it was a dangerous place. 4. Most Americans were informed of the "domino theory ", where Communism was over - running South East Asia from Cambodia, Laos and Vietnam and threatening Thailand. I believe President Kennedy sent in "advisors" in 1963 and the war seemed to escalate as we, the U.S., became more involved. As Americans, our nation usually answers the call. 5. There are too many memories to mention. I came very close to getting killed at least 6 times. There were not any "front lines" where I served nor were there any in most of South Vietnam. I have some humorous memories, but the over- powering memory is landing for the final time safely at McCord Air Force Base in Washington State and leaving the Army after serving my time. I was safe with both arms, both legs, and no visible long- lasting wounds. No one can take a normal every -day city urban young man and put him harm's way and not feel that that greatest feeling is being home for good. I was 24 when I led 90 young man at one time or another as a 2 lieutenant and Vietnam at age 25 as a 1 Lieutenant —my greatest 2 " feeling was that, while I was in command, all 90 of my platoon came home alive (My kids from age 18 to 26 did suffer wounds such as losing arms and legs and an eye. But they all made home while I was in command). Luck is a very big part , because the day I left my command as platoon leader, 4 of my "kids" were killed that afternoon —had it not been for my being reassigned, I would not be here either today. 6. I am not certain what is being asked in #6. If the question is, did the G.I.s make a difference in Vietnam, I believe a big impact was made. The real determination is to ask Vietnamese how they feel. If the question is, did the experience change each and every soldier, sailor, marine, I believe we all changed and most for the good. I believe, where we use to take things for granted, now every person and every day mean a lot. I take great pleasure seeing the sun rise and set each day and have felt that way since I left Vietnam. I matured immensely and greatly grew in self esteem and self respect. However, there are down sides. Recently after nearly 40 years later, I am in counseling due to Post Traumatic stress. I am amazed that it took so long for after - thoughts to come back. I believe that there are many Vietnam vets who need help as I am getting, but do not know that free help is available by our Veterans Administration —I am one of the lucky ones even at age 63. One reason for being so fortunate is that I have a very understanding wife whom I met when I was with the Army Rangers at Ft. Benning, Georgia where she taught elementary school. Even after knowing her for 40 years and being married for 38 years, she still puts up with me, and she goes to counseling with me (not for marriage problems but because combat problems). 7. I was treated by friends and neighbors and family in a great way. When I landed in San Francisco and was driven home by my parents, there was a great big sign across our driveway welcoming me home. I had few problems 1 strangers, but I did face few uncomfortable times. I did not go looking for trouble, so I was very fortunate S .RTE FARM su ounded by friends and family—most m y an y —most of my close friend served in the armed forces, so I was not alone.. (L , f� ' INSURANCE O ts i elieve that I see things differently than a soldier whom might have come home without an arm or a leg. I was proud to have served my country. The Vietcong and North Vietnamese were very smart and fought us in many ways. They learned that one way to take men out of action was to make it easy for G.I.'s to obtain heroine and forget their worries. Those, who came back with bad addictions or with loss of limbs or eyes, suffered much more than I and probably have different views. I felt good about who I am and what I did in Vietnam. I thought I made a positive influence. However, I believe we all came home with our tails between our legs, because we fought a losing battle — primarily due to the politician <; and media at home. I know that history says if we stayed months longer, the enemy was running out of everything and we would have prevailed therefore feeling a whole lot better about serving our country. I feel badly on how we, the U S, pulled out leaving the patriotic South Vietnamese totally unprotected while the North Vietnamese were continually supplied by Russia and China. We not only let very brave South Vietnamese people down, but we let ourselves down. I still feel good about what I did and howl did it. I made minor mistakes, but none of my mistakes were costly -1 had the life of the kids in my platoon in the upper -most of my mind throughout the time 1 was a platoon leader. I had the pleasure and honor of serving a great man, my General, and will always treasure being his aide. 9. The first thing that comes to mind is don't trust politicians who are running for office —they will say whatever it takes to get elected —case in point. During the 1964 elections, Senator Barry Goldwater said that he would start at the Southern end of South Vietnam and sweep the North Vietnamese and the Vietcong out of South Vietnam with the military support of the US.. President Lyndon Johnson said that if he were elected, not an additional soldier would be sent to Vietnam —that was in 1963 — he won the election -1 went to Vietnam in 1971. 1 also feel that if our country puts our soldiers in harm's way, our entire country needs to support them and not take them for granted. How many times in local city council meetings do people ask the citizens to take time out for a second and think about those overseas protecting us here at home. The only time we stop to think is on Memorial Day or Veterans Day —in my mind, those sewing and are making huge sacrifices home and overseas, deserve much more than being taken for granted. It Is truly a shame that we Americans always feel we are entitled instead of reminding ourselves that we shed blood, sweat, and tears to enjoy our world. I hope 1 did not bore you and that my answers assisted you in your project. Call if you need any further assistance. Dennis Whittaker From: gloria kiefer [mailto:gykiefer @sbcglobal.net] Sent: Wednesday, March 10, 2010 3:59 PM To: Dennis Whittaker Subject: Vietnam Questions Vietnam War Veteran Questions 1. Whom did you interview? 2. When did they serve in Vietnam? 3. Feelings when they found out they were going to Vietnam? 4. Why, at the time, did they think that they and other Americnas were going to Vietnam? 5. What vivid memories do they have about their experiences in Vietnam? 6. Did these experiences change how they were doing in Vietnam? If so, explain? 7. How were they treated by their friends and family when they returned from the war? 8. How do they now view their service in Vietnam? And the reasons for which they were sent? 9. What lessons, for Americans if any, do they ssee in the Vietnam War experience? THANK YOU! """" 2