05-11-99 Special Mtg & Workshop CITY OF DELRAY BEACH, FLORIDA - CITY COMMISSION ~
FIRST FLOOR CONFERENCE ROOM ~993
The City will furnish auxiliary aids and services to afford an individual with
a disability an opportunity to participate in and enjoy the benefits of a
service, program or activity conducted by the City. Contact Doug Randolph at
243-7127 (voice) or 243-7199 (TDD), 24 hours prior to the event in order for
the City to accommodate your request. Adaptive listening devices are available
for meetings in the Commission Chambers.
SPECIAL MEETING AGENDA
1. Distribution of FY 2000 Drug Control & System Improvement Funds: Consider approval
of the distribution of FY 2000 Drug Control & System Improvement (DCSI) funds (aka Byrne
funds) in the amount of $728,458 as recommended by the Criminal Justice Commission, and
authorize letter agreeing to the allocation of these funds.
2. Palm Beach County League of Cities Committee Appointments: Consider a request from
the Palm Beach County League of Cities for letters of interest to be considered for
appointment as the League's representative or alternate to various boards and committees.
WORKSHOP AGENDA
1. Presentation by Mad Dads on a proposed deregulated school concept.
2. Presentation by Library Association on concept for new library.
3. Delray Beach Youth Council proposed Teen Central.
4. Police Department plan to address speeding in residential neighborhoods.
5. Review and discussion of 1999 goal setting.
6. Commission comments.
Please be advised that if a person decides to appeal any decision made by the
City Commission with respect to any matter considered at this meeting, such
person will need to ensure that a verbatim record includes the testimony and
evidence upon which the appeal is based. The City neither provides nor
prepares such record.
[IT¥ OF DELRfi¥ BEI::[EH
DELR~¥ BE^CH
~ 100 N.W. 1st AVENUE · DELRAY BEACH, FLORIDA 33444 - 561/243-7000
MEMORANDUM
TO: David T. Harden, City Manager ~
, t
FROM: Richard G. Overman, Police Chief ~LtJ~
DATE: May 6, 1999
SUBJECT: Agenda Approval for Allocation of FY00 Drug Control & System
Improvement Funds
The attached letter from Palm Beach County Criminal Justice Commission is requesting
approval in the allocation of FY00 Drug Control & System Improvement funds aka
Byme Funds. The total FY00 allocation to Palm Beach County is $728,458. Each of the
three programs that are funded are required to provide their own 25 percent cash match.
The three programs includes domestic violence, multi-jurisdictional task forces, and
program administration.
City Commission approval is recommended with the understanding that each of these
programs will be required to provide their own 25 percent cash match.
· [IT¥ OF DEL .V BEflEK
DELI~,~¥ 8F.A£H
~ 100 N.W. 1st AVENUE * DELRAY BEACH, FLORIDA 33444 . 561/243-7000
1111Mr. Clayton Wilder
® Bureau of Community Assistance May 11, 1999
1993 Department of Community Affairs
2555 Shumard Oak Boulevard
Tallahassee, Florida 32399-2100
Dear Mr. Wilder:
In compliance with the State of Florida Rule Chapter 9G-16.003(4)(d), the City of Delray
Beach approves the allocation of $728,458 for the following projects in Palm Beach
County.
SUBGRANTEE PROJECT TITLE FEDERAL FUNDS
RECOMMENDED
Palm Beach County Victim Special Options Toward $91,601
Services Achieving Recovery
(SOnde)
Palm Beach County School Truancy Interdiction $48,500
Board Program (TIP)
Palm Beach County Multi-Agency Narcotics $549,104
Sheriff's Office Unit (MAN)
Criminal Justice Program Administration $39,253
Commission
TOTAL $728,458
I understand that each of these programs will be required to provide their own 25 percent
cash match.
Sincerely,
Jay Alperin, D.D.S.
Mayor
File:U:RANGEI../ALPERIN
Wilder. Itt
THE EFFORT ALWAYS MATTERS
I' ~'
,/ April 26, 1999
To all Palm Beach County Mayors:
The Criminal Justice Commission (CJC) serving as the Substance Abuse Advisory Board
criminal.tustice ¢ommissio,~ (SAAB) seeks your approval in the allocation of FYO0 Drug Control & System
~c~ '~ ol,,.c .:...~:-.:~ su,:~ .... Improvement (DCSI) funds aka Byrne funds. The total FY00 allocation to Palm Beach
County is $728,458.
,5o~, z55.-'~4z The CJC submitted a request for proposals (RFP) to all local units of government to fund
Suncom 2-:-494.TM projects that respond to drug and drug-related violent crime problems. A total of four (4)
proposals were received this year plus the CJC's grant administration. The CJC
~.~,x: (56~ z55-4o4: recommends that funding be allocated as follows:
dcunnmg@co ~.im-beach f!
hrt~//le~al f~r.n e::t: :ther ~bcz~:
SUBGRANTEE PROJECT TITLE FEDERAL FUNDS
RECOMMENDED
[] Palm Beach County Victim Special Options Toward Achieving
Services Recovery (SOAR) $91,601
Palm Beach County School Truancy Interdiction Program (TIP)
Board $48,500
Roy H Dav;z~:r _.-ha~r.-..:~ Palm Beach County Sheriff's I Multi-Agency Narcotics Unit (MAN)
Richard Lubm. Es: '. ~ce Cha:rm.--.'- Office I $549,104
Criminal Justice Commission Program Administration
Leshe Ccrl=". 5~:re:arv $39,253
:~.endy Sartcr:. L:r ~, Treasurer TOTAL I $728,458
The Florida Department of Community Affairs (DCA) requires that 51 percent of the local
units of government representing 51 percent of the county's population agree on the
allocation of these funds. Each program is required to provide their own 25 percent
cash match. DCA allows continuous funding for only three purpose areas which
Executive Director includes, domestic violence, multi-jurisdictional task forces, and program administration.
L Diana Cu:-r:r..~ham For your convenience, we have prepared a sample letter for your use. Due to the
application deadline, this letter must be received at the Criminal Justice Commission
Office, no later than May 7, 1999. Please send the letter to '
Criminal Justice Commission
Att: Janet Cid-Gonzalez
301 N. Olive Avenue, Suite 1001
West Palm Beach, FI 33063
If you should require additional information or have any questions, please contact Ms.
Janet Cid-Gonzalez, Contracts/Grants Coordinator for CJC at 355-4939. Your immediate
attention to this matter is greatly appreciated.
Sincerely, .
L. Diana Cunningham
Executive Director, CJC
-I': i:.,'t:;.;. : ·":,''.'.
Cc: Judge Blanc, Chairman, Byrne Grant Committee
Roy Davidson, Chairman, CJC
All Chiefs of Police
FAX TRANSMITTAL
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PAlM BEA C~' CO ~ C~INAL 2 US TI CE
COMMISSION
M~mber of page.~ incl~ing cover sheet:
~f>,ou do not receive all paget, call
J~E O~GIN~L DOCUMENTS ~ILL
I~ WILL NOT
BE MAILED TO YOU.
Message: V'~"~ ~ ~- ~"~.?¢. ,~-~-,,~k~l?l-,~-h~ ,,"-.-
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MEMOR~kNDUM
TO: MAYOR AND CITY COMMISSIONERS
FROM: CITY MANAGER
SUBJECT: AGENDA ITEM ~ - SPECIAL MEETING OF MAY 9, 2000
DISTRIBUTION OF FY 2001 DRUG CONTROL & SYSTEM
IMPROVEMENT FUNDS:
DATE: MAY 1, 2000
The attached letter from Palm Beach County Criminal Justice
Commission is requesting approval in the allocation of FY01 Drug
Control & System Improvement funds aka Byrne Funds. The total
allocation to Palm Beach County is $728,458. Each of the
programs that are funded are required to provide their own 25
percent cash match. The programs includes domestic violence,
multi-jurisdiction task forces, and program administration.
Recommend approval of the distribution of the FY 2001 Drug
Control & System Improvement funds.
FE'OH : PHOIIE I10. : I'1a9. O? 1999 02:-5_?PI,1 F'i
Palm IAeach Coufl'l:~' I[AGII[ 01: CIII[S, IA C.
RO, BOX 1989, GOVERNMENTAL CENTER. WEST PAI.,M BEACH, FLORIDA 33402
(561) 355-4484 FAX: (561) 355-6545 www,~allen@co.palm-beach.tl.us
FACSIMILE
tN ame: Nilza Madden
Organization: CiTy of Delray Beach, City Clerk's Office
Fax: 561-243-3774
Phone: 5(> 1-243-7059
From: James Titcomb: Executive Director
Date: May 7, 1999
Subject: Requested Board hffonnation
Pages: 5 (includi/,g cover i)age)
Comlll¢llt$:
Dear Nilza,
We've attached some descriptive copy from the bom'ds memioned in our
"League appointment openings" memo as per yota' request.
Note that the Countywide Intergovernmental Coordination Program
(IPAP,.C) meets quarterly in Lantana.
If there is anything else we can do for you, please don't heskate to call.
Sincerely,/,~ ~
Execu..~ve Director
F~'[ll.1 : PHOIIE I10. : l.lg,-j. ~'7 i999 L~2:5?PI'l P2
Delray Beach P9-117
TOP PRIORITY
1. Citizens Feeling Included: An Inclusive Community
· Benchmarks
· Survey: Attitude of Citizens
· Make Up of Boards/Commissions
· Make Up of City Commission
· Voter Turnout
2. Variety of Quality Neighborhoods: A Community of Neighborhoods
· Benchmarks
· Number of Neighborhood Associations
· Measure: Street Condition and Quality
· Measure: Quality of Infrastructure
· Attitude: Pride in Neighborhood
· Traffic Accidents in Neighborhoods
· Level of Participation in Neighborhoods
3. Financially Sound City Government - Stable, Growing Tax Base
· Benchmarks
· Property Values
· Number of New Jobs
· Number of New Businesses
· Level of Reserves
· BondRafing ~ ~-t; ',~'c'"x~ "~'~
· ~TaxLevel ~ " .... ~ ..: -' '
,/
Delray Beach Pg-117
Insert 9 Page
TOP PRIORITY
4. 1st Class Downtown - A Place Attracting People
· Benchmarks
· Attendance at Events
· Number of New Projects
· Property Values
· Numbm' of New Businesses
· Citizens Attitude toward Downtown, Pineapple Grove, West Atlantic
· Vacancy Rate
5. Effective City Services - Responsive to Needs, Citizens Feeling Value for Tax Dollars
· Benchmarks
· Citizen Survey: Service Satisfaction
· Cost of Services
· Number of Volunteers (Service Providers)
· Condition: Parks
Infrastructure
· Number of Participants in Programs
Delray Beach P9-117
Insert 9 Page 3
OTHER PRIORITY
6. Quality Neighborhood Schools - Emphasis on Our Community
· Benchmarks
Graduation Rate
· Number of Extra Curricular Programs and Participants
· Test Scores
7. Reputation as a Safe Community - People Feeling Safe and Secure
· Benchmarks
· Crime Statistics
· Citizens Attitude: Safety
Service
Emergency Response
· Level of Community Involvement: Number of Programs, Number of
Participants
· Response Time
8. Premier Beach - Protection of Coastal Resources
· Benchmarks
· Annual Beach Condition (Engineer's Report)
· Number of People
· Citizens Attitude: Beach
DELRAY BEACH
CITY CLERK ,oo N.w. 15t AVENUE. DELRAY BEACH, FLORIDA 33444. 407/243-7000
19~ay 20, 1999
Mr. Jamie Titcomb
Executive Director
Palm Beach County League of Cities, Inc.
P.O. Box 1989
Governmental Center
West Palm Beach, Florida 33402
Re: League Appointment Openings
Dear Mr. Titcomb:
At a ~pecial Commission Meeting held on May 11, 1999, Delray
Beach Commission voted unanimously to submit Commissioner
Patricia Archer's name to the League for consideration as a
regular member to the Interlocal Plan Amendment Review Committee
(IPARC)and Commissioner David Randolph as an alternate member.
They also unanimously voted to have Commission David Schmidt
considered as a member to the Treasure Coast Planning Council.
If you-have any questions, please do not hesitate to contact me
at (561) 243-7050.
Sincerely,
Alsion MacGregor Harry
City C%erk
bg
cc: Mayor and City Commissioners
David T. Harden, City Manager
Diane Dominguez, Planning Director
THE EFFORT ALWAYS MATTERS
From The Desk Of
Barbara. Gari to , CMC
X-7051 Date ~-/?/~?
F~'l_-(i:l : PHOIIE IlO. : ['la:zt. ~? 1999 02:]?PI,1 P1
I aim l ach Courtly ItAGU[ O[ CI'I'I[S, linC.
RO, BOX 1989, GOVERNMENTAL CENTER. WEST PALM BEACH, FLORIDA 33402
(561) 355-4,48,4 FAX: (561) 355-6545 www.zallen@co.palm-beach.fl.u$
FACSIMILE
Name: Nilza Madden
Organization: City of Delray Beach, City Clerk's Office
Fax: 561-243-3774
Phone: 561-243-7059
From: James Titcomb: Executive Director
Date: May 7, 1999
Subject: Requested Board Information
Pages: 5 (including cover page)
Comments:
Dear Nilza,
We've attached some descriptive copy fi'om the boards mentioned in our
"League appointment openings" memo as per your request.
Note that the Countywide Intergovernmental Coordination Program
(IPARC) meets quarterly in Lantana.
If there is anything else we can do for you, please don't hesitate to call.
Sincerely, ~ ~
~1 mnie T/~comb
Execu~ve Director
"Be in touch with the League"
F~%ll'i ' PHOI IE ~ 10. : Ha,-d. ~7 199'B 02: ~TPH F'2
FF,ui~' . PHCIIIE III3. : l,la,-j. O? i'3'?? 02:57F'I'1
OPERATION OF THE ISSUES FORUM
ORGANIZATIONAL COMPONENTS
A. The FORUM membership
-- municipalities & county
-- service providers
-- School Board
-- SFWMD
-- Independent Special Districts who provide
services which are addressed in a
comprehensive plan
B. The Executive Committee
-- nine members
-- policy direction, administrative oversight,
overall coordination
C. The Clearinghouse
-- administrative activities for:
-- the Executive Committee
-- I.P.A.R.C.
-- Issues Forum
-- currently located in the Lantana Town Hall
-- st~ffing: one (1) part-time person
D. I.P.A.R.C.
-- currently, the only standing committee
-- provides advice to the Executive Committee
-- provides oversight to the Clearinghouse with
respect to the plan amendment review.
-- separate role (IGA) in plan amendment review
OPERATION OF THE ISSUES FORUM
PURPOSES OF THE FORUM
* to facilitate the identification and possible resolution of
multi-jurisdictional issues by providing a vehicle for
consensus building, research, and debate
* providing direction on the resolution of a
multi-jurisdictional issue and on the implementation of a
program of multi-jurisdictional significance
* determination of a countywide position relative to
multi-jurisdictional issues and growth management needs at
the County , Regional, and State level
* vehicle for clarification of and technical assistance in
understanding Regional and State initiatives
* an outlet for providing constructive critiquing of county
legislative proposals having countywide significance.
POWERS OF THE FORUM
A. To refer an item of potential multi-jurisdictional
significance to the Executive Committee for discussion.
B. To veto an action of the Executive Committee
C. To adopt the minority opinion on an issue when the
Executive Committee issues both a majority and minority
opinion
D. To ratify or modify an action taken by the Executive
Committee
E. To establish its own rules of procedures which are not
inconsistent with the Intergovernmental Agreement.
OPERATION OF THE ISSUES FORUM
DUTIES OF THE
EXECUTIVE COMMITTEE
A. To process proposed issues of multi-jurisdictional
significance
B. To schedule meetings of the FORUM and prepare the agenda
C. To set annual membership fees, to be ratified by the FORUM
D. To establish criteria for Associate Membership
E. To create ad-hoc committees
F. To administer the I.G.A.s including: budget, revenues,
expenditures, overseeing the administrative operation of
the Clearinghouse and ad-hoc committees
G. To review, and when appropriate propose changes to, the
Intergovernmental Agreements.
OPERATION OF THE ISSUES FORUM
IDENTIFICATION AND CONSIDERATION
OF A POTENTIAL ISSUE OF
MULTI-JURISDICTIONAL SIGNIFICANCE
A. INITIATION
1. By I.P.A.R.C. through the course of its plan amendment
review program.
2. By a member entity through formal action of its
governing body.
3. At the FORUM through a motion by a member and majority
vote of the FORUM membership.
B. PROCESSING
1. Submission to the Executive Committee on a prescribed
form.
-- nature of the item
-- how or why the issue is not being adequately
addressed at present
-- statement as to why the FORUM is the place
to be
2. Consideration by the Executive Committee
-- find it is an issue of multi-jurisdictional
significance and recommend a course of
action
-- refer to an ad-hoc committee
-- refer back to the initiator with direction
-- determine that the FORUM is not the
appropriate vehicle to address the issue
-- determine the item is not of
multi-Jurisdictional significance · and no
further review or action by the FORUM is
necessary.
3. Review by the FORUM
-- receipt of written report from the Executive
Committee
-- acceptance without action
-- veto or modify the Executive Committee
determination by a 2/3rd vote of members
present and voting.
From The Desk Of
Barbara. Gari to , CMC
X- 7051 Da te
PHOIIE IlO. : l'la,-_t. O? 1999 Q.2:J2F'H F'I
RECEIVED
Mtt¥ I 0
CITY MANAGER
Pall~ ]~each CounW 9~35-16 Lake '*Vorth ]~oad ~ulte 223
Latergovelmmental Coor~lination Lake Worth, FL 33467
Program - Clearingheuse (56t) 434-~$75/Fax {$61)
To: Intergov~rmnental Coordination Program Members
From: AJma Ye~key, Clearinghouse
Date: October 1,199g
Subje~t; 199~/99 Meeting Schedule
The followhag dates have b~n t~rr~al'~veb' ~ct for quazterly meeQng dates for thc Executive
Committee a_nd the Issues l~rrmn o:[' the ~nt~vern.qlenlal Coordination Progrmn:
Council Chamber~
Mcmday.. January 4, 1999 at 1:30 p.m.
Monday, Apri! ~2, 1999 m 1:30 g,m.
Moaday, July 12, 1999 at 1:30 pzn,
Moaday, Oc[ober 4. 1999 at 1:30 p.m.
Council Chambers ~t Lantana T,w~rt HaLl
Monday, February. I, 1999 at 1:30 p.m.
Monday, Ma5' 3, 1999 at 1:313 p.m.
Morlday, August 9, 1999 a~ 1:30 pJa.
Monday, November 1, 1.o99 st 1:30 p.m.
Should you need any additional infonv.~tion, ple~s~ contact Am Yeskey at (-q61) 434-2575.
Outside, Agen~yi~ppointments:
(1) Palm Beach County League of Cities David T. Harden
(formerly Municipal League) City Manager
Governmental Center with
301 North Olive Avenue Mr. Randolph as
P.O. Box 1989 alternate
West Palm Beach, FL 33402
Contact: Jamie Titcomb
Interim Executive Director
561/355-4484
General Membership meets on the 4th Wednesday of the month
at 10:30 a.m.; location varies. Board of Directors meets on
2nd Wednesday of the month at 8:30 a.m., 12th Floor
Conference Room at the Governmental Center.
(2) Palm Beach County Beaches and Paul Dorling (staff);
Shores Council no Commission liaison
P.B.C. Planning, Zoning and necessary
Building Department
2nd Floor Conference Room
100 Australian Avenue
West Palm Beach, FL 33406
561/233-2400
Contact: Paul Dorling (city staff)
243-7040
Meets the 2nd Monday of the month
at 1:30 p.m.
(3) Metropolitan Planninq .Organization ~' ~
of Palm Beach County with Mr. Randolph
160 Australian Avenue, Suite 201 as alternate
P.O. Box 21229
West Palm Beach, FL 33416-1229
Contact: Randy M. Whitfield, P.E.
Director
561/684-4170
or
Paul Dorling (city staff)
243-7040
MPO Board (elected officials) meets on the 3rd Thursday of
the month at 9:00 a.m., 12th Floor Conference Room at the
Governmental Center. Technical Advisory Co~ttee (TAC,
staff subcommittee) meets on the 1st Wednesday of the month
at 9:00 a.m. at 160 Australian Avenue - 5th Floor Conference
Room
(4) Liaison to State Representative Mayor Alperin
William F. Andrews, District 87
(5) ~ntergov~rnmental Coordination Mayor Alperin as the
Issues Forum official representative;
Diane Dominguez is staff
liaison
- 2 -
F~'L-IH : PHOIIE IlO. : I'le_q. L'ZI? J._q~'~ O--.d:~'T'F'H F'J.
l)aim I ach Count I[AGU[ O[ CIII[S, linC.
RO. BOX 1989, GOVERNMENTAL CENTER, WEST PAl. Iv1 BEACH. FLORIDA 33402
(561) 355-4484 FAX: (561) 355-6545 www.talten@co.palm-beach.fl.us
FACSIMILE
Name: Nilza Madden
Organization: City of Delray Beach, City Clerk's Office
Fax: 561-243-3774
Phone: 561-243-7059
From: James Titcomb, Executive Dh'ector
Date: May 7, 1999
Subject: Requested Board hffmxnation
Pages: 5 (including cover page)
Commealts:
Dear Nilza,
We've attached some descriptive copy fi'om the boards mentioned in our
"League appointment openings" memo as per yom' requesl.
Note that the County~Sde h~tergovernmental Coordination Program
([PAP. C) meets qumxerly in Lantana.
If there is anything else we can do for you, please don't hesitate to call.
Sincerely, ~ ~
Jmnie T/i4comb
Execu.five Director
"Be in touch with the League"
Fa'iii,1 : PHOIIE II0. : l,la.j. O? 1999 02:]?F'H
F'HOIIE I10. : 1.18,-j. ¢__.~7 .~99'3 GZ:"3E:F'H F'4
FF.'OH:
~ ~ ~ ~'~LII' ' --'1
J
L~¢· '''~'
PHOIIE I10. : l,la~.~. O? ig'_~'a O2:'3E:F'H F'~
F~'OI'I :
Memorandum
DATE: May 7, 1999
TO: David T. Harden - City Manager
FROM: Lula Butler- Director, Community Improvement~..~
RE: Presentation from MAD DADS - Proposed Deregulated School Concept
ITEM BEFORE THE COMMISSION:
Presentation from Charles Ridley, Executive Director, MAD DADS, Inc., on a
proposed Deregulated School Concept.
BACKGROUND:
MAD DADS has been conducting meetings developing a community plan with
residents living within the southwest section of town during the past twelve (12)
months. One of the major issues, identified as an urgent need is the poor
performance of minority students within the public school system.
MAD DADS believes that the concerns of the citizens have been further
documented by the "Weathering of the Storm" report issued earlier this year.
The organization is proposing a deregulated school, with a social service
component for elementary students be initiated using the Full Service Center
site. To that regard, the Executive Director and members of the Board have
been meeting with School Board staff and Board members for support of this
initiative.
MAD DADS is now requesting City Commission support as they move forward to
a scheduled workshop before the Palm Beach County School Board.
RECOMMENDATION:
Staff is seeking Commission direction on this proposal.
LB:DQ
Maddad599.cc
(
eray , e
I ropos a I
Delray Beach Police Department
Traffic Enforcement Campaign
Problem
The citizens of Delray Beach at the Annual Town Hall meeting ranked Traffic
Safety as a paramount concern in our communities and on our major roadways.
As a result of citizen concerns a Traffic Enforcement Campaign will be
implemented.
The two (2) major components of the plan will be traffic safety/education of the
public and strict traffic enforcement to reduce the number of traffic fatalities and
injuries.
Plan Components
There are several elements involved in the Traffic Safe_ty Education Phase. The
board recommends:
1. Press Conference - As a kick off for the campaign. Explain major
components and introduce proposed slogan "It's Our town, please Slow
Down!"
2. PSA's - The Board proposed that for the first two weeks of the campaign
PSA's are used to educate the public. The PSA's will announce:
· The start date of the program
· The goals of the program
a. Change peoples driving behavior -voluntary compliance
b. Reduce traffic accidents
c. Reduce injury accidents
d. Movie Theater Screen (PSA)
e. Accept personal responsibility
f. Strictly Enforced
g. Reduce number of traffic complaints
h. Public Awareness
· Citizen Involvement- HOA Presidents or a City Commissioner/Celebrity
· Note: The PSA's will continue throughout the program, however the first
two weeks will be a blitz so everyone will get the message reference what
we are trying to accomplish.
· Media - Local cable, Newspapers, TV coverage
3. Street.Signs - Installed at all entry points to the city and major streets to
remind motorists of our intent. "It's Our Town, Please Slow Down!" Delray
Beach is a "Zero" Tolerance City for traffic violators; Traffic Laws are strictly
enforced in the City of Dekay Beach.
· Sign example -" Slower Speeds Reduce Collisions, reduce injuries, save
lives."
Page 1
4. Bumper Stickers- Affixing bumper stickers to all city vehicles "It's Our
Town, Please Slow Down!" (Police cars, Fire trucks, etc.)
· Residential Garbage Can Stickers- Oversized stickers placed on containers
to remind residents and motorists to "Slow Down".
· Door Hangers - with more detailed information reference traffic statistics
and other information
· Refrigerator magnets with slogan
· On going articles in City's Water Bill or Newsletter
5. Enforcement Issues-
A. Traffic Safety Concerns - the Board listed four (4) areas of concern
reference Traffic Safety:
· Speeding- 30% of all Fatal Crashes
· Aggressive Driving - Tailgating, horn honking, erratic lane change
· Running Red Lights & Stop Signs - Most frequent cause of urban
accidents
· Impaired Driving - Drugs & Drinking
B. Traffic Task Force - the Board recommends a six (6) man traffic unit
including the two traffic officers. The Task Force will work flexible hours
- Days, Evenings, and possibly some nights, depending on the need.
· The Special Operations Lieutenant will supervise the unit.
· Daily assignments of the trait will be forwarded to the District
Commanders.
· The trait will require six hand held radar units.
· Enforcement tools will include but are not limited to, traffic selecfives
at designated areas, where warnings and UTC's will be issued
accordingly
· Extended use of volunteers and the Mobile Traffic Monitoring Device
in the target areas.
· Statistical data on the back of the warning sheets (# of fatalities,
accidents, etc.).
· Statistical Analysis monthly/quarterly compared to stats before the
campaign started.
A. UTC's written per quarter
B. Reduction of Accidents
C. Fatalities
D. ETC.
· Zero Tolerance after initial two week period
· Use of PES Volunteers Downtown for initial kick-off ex.-blocking
intersections on E. Atlantic and Trucks on E. Atlantic
· All information distributed should be in Spanish and Creole
Page 2
* Note: If a Task Force were established, it would be necessary for
the beat officers to assist the task force when working in a certain area or
community given the flexibility to do so. The Task Force would be a
more direct approach to the problem; however, the Board is aware that
there is manpower issues reference the Traffic Task Force. One
alternative measure is to attempt to use the officers in the districts to
impact the traffic problem. The district commanders could institute this
type of initiative with directives issued to the lieutenants and sergeants
reference areas of traffic concerns within the districts. The district
initiative would make use of the uncommitted time of the officers, which
would lend to better utilization of the resources available to the
department.
The information contained in this report comes from the members of the
Traffic Safety Committee and a report from the City of Glendale,
Arizona. This is a rough draft that is accessible to new ideas, deletions, or
other modifications.
Traffic Safety Committee Members are as follows:
Captain Lennis Gillard
· Sergeant Tina Heysler
· Officer Jeffrey Messer
· Officer James Finley
· Officer Vincent Mintus
· Officer Rose Newbold
· Officer Joseph Prince
· Officer Jim Wintemute
· Officer Robin Smith
LLG:baw
d~a/dist 1 captg, doc
Page 3
' By CRON ALLEN and NICK ~A,L DANGER ZONES,..~,,~...-~.
STAFF WRri-ERS .... ;~ :i;~.-
". DE~I~k.Y B~kCH ~'*capt. 'The~:' most"dangemus': '/: int. e~ons,~-~c,.~--... -~,, .,...
Lenni~'rL. Gfllard remembe~-S'the 'in the city last yea/Were:' '
day not too longogg,.w~!~e[Tresi-~ ~treet craSl~: :j, j,j~ ;.,!"i..'.-ii'
dents'pnmarycomplamt$ were 'i we~t ^tla'n~i~aridC/~ngre$$
· .auto theft, burglaries and ro_bber- avenues:~ ': "~' L '
leso
...... : ; *.: - :.... . -...
Please.,
n.r +n~rn ~,trpP~r ~{~'n~ nt e.n~ an- over the oost~d ',
By C. RON ALLEN and NICK SORTAL DANGER ZONES
STAFF WRITERS
DELRA¥ BEACH -- Capt. The moSt dangerous intersections
Lennis L. Gillard remembers the in the city laSt year were:
day not too long ago when resi- Street crashes:
dents' primary complaints were · West Atlantic ~.nd. Congress
auto theft, burglaries and robber- Avenues: 48 '
ies. · Linton Boulev~!~n,d FedeM
But in this rapidly growing city Highwa~ 38:~'=' "'"'"i ' i ' ';'~' -
of 53,532, the residents at times · Lint0fi~Boulevard and Congress
seem more concerned about con- Avenue:38.
gesfion than crime. · West Atlantic Avenue andlqt~rS~ate
"We were concerned about 95i26
traffic calming, getting people to~ · [Jnton. Boule{~ard and WallaCe
si, ow down," said Jean Beer of the o~Ve: 21 ~ ' "
Progressive Residents of Delray, ~ Lake Ida Road and Congress ,.
which rep~;esents several home- .Avenue: 20", ~' ,'i:','., ' .. . ' ,
owners' groups. ' ' · unton'BoUle;~ard.~nd 10tn ~AvenUe:
Speeding and aggressive driv- .120' ' ~. · . ; ~' ~ ~
ing rank No. 1 among residents' $ouRcl~: D~t~8o~c, eOL CE ~, ,.; ' ,
complaints, ahead of concerns --
.. ~..-:.. about major crunes, policesai~.==~,;;:~!.~d!4~tm~,e,~er~Boy~=a
~"- :': :': -'' .... '"'- '" '- .'- ..... .".' '" ItisahighlyVisib~'symPtomof ' t.o'riB:,e,~,~',~,..~.';; :~; ..i'.i. '.'~ ', ' --=--
Speedin~ fines could raise . e:~amtbn~gi~t,"hesaid.':' . '
$5,000 a day based on a trial run ~ . Officers'~wfll ~ssue warnings
Monday. · this Week and next. Within less
PoliCe sent a stern message to than One hour, Officer Joe Prince
lead-footed drivers and other traf- wrote five.warnings to drivers
tic scofflaws: Pleas~ sloW down ini .wh0 were clOckedgoing 20 miles
om'town. Street signs at each en- .over the posted ~30 mpN Had
trance tO the citywill also remindthese ~een actual citations, they
them: "It's our town, Pleas~ slow ~ W°uldli~,e'c°St th~ drivers atotal
dow~ ~ ' Of more than $i~000, he said.'
Aut. horities have boosted t~eir .,., ~ Delray'C~ty Commissioner. Da~
tWo-man traffic unit to six °ffi- vid Randolph said increasingtraf-
cers.. . tic patrols is just another way of
For those motorists who think making DelraYBeach a better
enforcement efforts will be fo- place to live.'
cused around peak or rush hours, ~I've been adamant about re-
be forewarned. Officials promise ~. duCing ~he sPeeding for a long
that they will be out doing three-' time, .~o'an~, addition tov)ard this
hourblitzes, even if it means pay-end is a good thing," he said.
ing overtime. ~.Speeding is a big problem in our
. The sweltering sun was~n0 de-.~ city." ., . ~ .~..
. terr_ent ~o ~h~ s e~7.en_:offic~e, rs .~ho.i~-
. kicked off the program on Lake Mauz of Delray Beachdisagre~-',
' Ida Rdad on Monday. ~ a. -O~yabout.~,~.gper~ent,.~alI i'- :/ ' '.' ' ''-~-"
and' radioed to six other'pistOl. . search for the"Ikla.tiOaal Mot.o. ris.ts
/~t~C!litig~. iti~.~q~et~'~t~l% Wait- .'/Association.'
,~'~d ~t!~liKlf~ !~iiy aro~md the time Wor~ abdUf.~less
radioed//ftd~;~a F .~'gu~fin of O,'g'~tif,~,'-d ~O~t b~ttefbff."
, a cit7 empl°ye~ ehi~olled iii tl~e ' crai.Je.n'~i~/{ ~, ,~.,,ff~i~r~'~6~ '
· -:":·fireacademy'at~h~'S~Techni- "561!243:~6H!' · ',,- · ; ': ..
In the spring of 1998, MAD DADS of with other agencies. All of this together
Greater Delray Beach, started a community will fully support each student's success.
planning process under the direction of the Students will also have the benefit of
Parmership for Neighborhood Initiatives. academic, recreational and cultural activi-
ties; physical and mental health care; nutri-
Throughout the last 10 months, intensive tion; family case management and much
planning sessions involving community more.
leaders, residents, community-based organi-
zations and service providers came together The mission of the Village Academy is to
to talk about the issues and priorities provide an environment where all students
relating specifically to our community, can learn. They will be given a set of stan-
dards, enough time to achieve objectives,
These planning sessions have resulted in a quality of instruction and community and
detailed twenty year vision for the parent involvement that supports learning.
community with a five year plan of action All equaling success for the student!
which focuses on the assets of our residents
and community. The foundation has been laid, now the real
work begins! The suggestions, opinions
The collective community voice most con- and thoughts of each resident is critical to
sistently said the top priority was for the ensure the success of the Village Center.
establishment of a community school.
A twenty year vision takes time, but we are
Based on this need, a community school at the threshold of something wonderful for
planning team was put into place to look at the community.
what the school should include.
This planning team came up with a compre- For more information on how you can
hensive community program called the become involved please call Chuck Ridley
"Village Center" which will include a full at (561) 276-6755.
scale academic component, called the ~
"Village Academy", in addition, there will
be a broad range of community and family 0
services which are offered in parmership
Look for this publication each ~~
month with updated informa-
tion regarding the Village
Center.
MAD DADS
Of Greater Delray Beach
141 S. W. 12th Avenue
Delray Beach, FL 33444
(561) 276-6755
o
DELRAY BEACH
~ 100 N.W. 1st AVENUE -DELRAY BEACH, FLORIDA 33444 · 561/243-7000
IllClaytonWilder 1 1999
, · May 1,
~ J ~ Bureau of Community Assistance
993 Department of Community Affairs
2555 Shumard Oak Boulevard
Tallahassee, Florida 32399-2100
Dear Mr. Wilder:
In compliance with the State of Florida Rule Chapter 9G-16.003(4)(d), the City of Delray
Beach approves the allocation of $728,458 for the following projects in Palm Beach
County.
SUBGRANTEE PROJECT TITLE FEDERAL FUNDS
RECOMMENDED
Palm Beach County Victim Special Options Toward $91,601
Services Achieving Recovery
(SO~)
Palm Beach County School Truancy Interdiction $48,500
Board Program (TIP)
Palm Beach County Multi-Agency Narcotics $549,104
Sheriffs Office Unit (MAN)
Criminal Justice Program Administration $39,253
Commission
TOTAL $728,458
I understand that each of these programs will be required to provide their own 25 percent
cash match.
Sincerely,
//mayor
File:U:RANGEL/ALPERIN
Wilder. Itt
THE EFFORT ALWAYS MATTERS
De[ray Beach P9-117
Insert 8 Page
Goals 2004 and Beyond:
Definition
TOP PRIORITY
1. Citizens Feeting Included: An Inclusive Community
· Del'tuition
· Access to City Government
· Respect for Cultural Differences and Contributions
· People Working Together to Solve Problems
· Citizens Well Informed about City Government
· Participation Across Ethnic Groups, Ages, etc.
· Valuing Diversity
· Ownership of the Community
2. Variety of Quality Neighborhoods: A Community of Neighborhoods
· Definition
· Active Neighborhood Associations
· People Feeling Safe, Secure in Neighborhoods, on Streets
· Quality Neighborhood Streets and Infi'~mc~e
· Residents Working Together to Solve Problems, to Preserve Neighborhood
· Different Types of Neighborhoods
Protecting the Integrity of Neighborhoods
Equity Among Neighborhoods
Delray Beach Pg-117 '-,- - ~-, -- ~
TOP PRIORITY /
3. Financially Sound City Government - Stable, Growing Tax Base
· Definition
· Expanding Local Economy
· Retaining Quality Businesses
· Attracting New Job Opportunities
· Adequate Financial Reserves
· Resources to Support Desired Service Levels
· Reduce Millage Rate
4. 1~ Class Downtown - A Place Attracting People
· Del'tuition
· Pineapple Grove, West Atlantic as Unique Extensions of Downtown
· People Coming to Downtown - 1-95 to Beach
· A Focus Point for Our Community - Source of Pride
· Strong Local Merchants
· Diversified Business - Less Sensitive to Economic Changes
· Attractive, Pedestrian Friendly
· Each Element has Own Niche- Original Downtown, West Atlantic, Pineapple
Grove
· People Include West Atlantic in Their Thinking
5. Effective City Services - Responsive to Needs, Citizens Feeling Value for Tax Dollars
· Definition
· Listening to Commllnity: Needs, Problems
· Continuous Improvement of Services
· Services and Service Levels: Consistent with Community Expectations and
City Resources
· Quality lnfiastructure: Well Maintained
· Responsive to Emergency Situations
· Including Citizens as Partners, Volunteers
Delray Beach P9-117 _ __ _ .~ ~
Insert 8 Page 3 -' -'" /.~-,'~ u'- '~
OTHER PRIORITY
6. Quality Neighborhood Schools - Emphasis on Our Community
· Definition
· New High School
· Challenging Curriculum
· Located in Walking, Biking Distance
· Students Prepared with Knowledge and Skills:
for Secondary Schools
for Work
for Higher Education
· Alternative Em'iehment Activities
· Students Involved in Community Service (All Levels)
· Our Kids Going to Our Schools - Adequate School Facili~
7. Reputation as a Safe Community - People Feeling Safe and Secure
· Definition
· Citizens Working to Make Community Safe
· Lower Crime Rate than Comparable Cities
· Emphasis on Prevention and Long-Term Solutions
· Prepared for Emergency or Disaster
· Well Trained, Well Equipped Police and Fire Personnel
· Timely Response
8. Premier Beach - Protection of Coastal Resources
· Def'mifion
· People having Access to Beach
· Attractive, Clean Beachfront
· Quality Beach
· Use of Beach - Residents and Guests
· Activities and Leisure Opportunities - Variety
,/
Defray Beach Pg- I 17 ,- ~
Insert 9 Page 1 ~?'f;z' ~ _ ~; L~'~'~'' ~'' '~\' ~
TOP PRIORITY
1. Citizens Feeling Included: An Inclusive Community
· Benchmarks
· Survey: Attitude of Citizens
· Make Up of Boards/Commissions
· Make Up of City Commission
· Voter Turnout
2. Variety of Quality Neighborhoods: A Community of Neighborhoods
· Benchmarks
· Number of Neighborhood Associations
Measure: Street Condition and Quality
· Measure: Quality of Infrastructure
· Attitude: Pride in Neighborhood
· Traffic Accidents in Neighborhoods
· Level of Participation in Neighborhoods
3. Financially Sound City Government - Stable, Growing Tax Base
· Benchmarks
Property Values
· Number of New Jobs
· Number of New Businesses
· Level of Reserves
· Bond Rating
· .~:l~s-Tax Level
Dekay Beach P9-117
Insert 9 Page 2 ~..---'
TOP PRIORITY
4. 1st Class Downtown - A Place Attracting People
· Benchmarks
Attendance at Events
Number of New Projects
· Property Values
· Number of New Businesses
Citizens Attitude toward Downtown, Pineapple Grove, West Atlantic
· Vacancy Rate
5. Effective City Services - Responsive to Needs, Citizens Feeling Value for Tax Dollars
· Benchmarks
· Citizen Survey: Service Satisfaction
* Cost of Services
· Number of Volunteers (Service Providers)
· Condition: Parks
Infrastructure
· Number of Participants in Programs
; Delray Beach P9-117
OTHER PRIORITY
6. Quality Neighborhood Schools - Emphasis on Our Community
· Benchmarks
· Graduation Rate
· Number of Extra Curricular Programs and Participants
· Test Scores
7. Reputation as a Safe Community - People Feeling Safe and Secure
· Benchmarks
· Crime Statistics
· Citizens Attitude: Safety
Service
Emergency Response
· Level of Community Involvement: Number of Prograrns, Number of
Participants
· Response Time
8. Premier Beach - Protection of Coastal Resources
· Benchmarks
· Annual Beach Condition (Engineer's Report)
· Number of People
· Citizens Attitude: Beach
Delray Beach Pg-117
· Insert 11 Page
Delray Beach 1999:
Our Policy Agenda
TOP PRIORITY
Neighborhood Action Plan
West Atlantic Redevelopment
Police Retention Action Plan
C.R.A.
HIGH PRIORITY
Tennis Stadium: Evaluation and Direction
Public Information/Marketing Action Plan
Cultural Diversity Action Plan
Citizen Involvement Strategy
DekayBeach P9-117 i' ,. -~-: ~, ~ ~
Targets for Action:
1999
TOP PRIORITY
1. Neighborhood Action Plan
· Review Projects: Streets, Sewer, Drainage, Sidewalks,
Street Lights
· Evaluate Funding Options and Costs: City, Residents
· Decision: Overall Direction
Funding
Timing
· Initiate Actions
2. West Atlantic Redevelopment · Involve Citizens (Early to Define Problems and Outcomes)
· Review Problems and Issues for City
· Explore Options {Hotel, Retail, Grocery Store, etc.)
· Decision: Key Policy Issues
· Review Reports on C.R.A. Activities
· Link to Southwest Neighborhood Plan
3. Police Retention Action Plan
· Review Report
· Explore Options
· Decision: Staffing Level
Compensation Level
4. C.R.A.
· Link to Marketing with Message: Start with Problems, Not Solutions in
Working with Citizens; Sense of Accountability
· Meeting: Commission and C.R.A.
Delray Beach P9-117
Insert 12 Page 2 ~' ) , i '-~-
HIGH PRIORITY
5. Tennis Stadium: Evaluate and Direction
· Inform Citizens: Accurate Information, Expectations
· Identify Problems and Concerns, Benefits, Potential Future
· Explore Options (e.g. Enterprise Fund with Golf Course)
· Define City's Role
· Decision: Direction
· Develop Action Plan
· Develop Separate Identity for Stadium, Center
6. Public Information/Marketing Action Plan · Review Current Activities
· Explore Options Used by Other Cities
· Identify Specific Concerns and Problems
· Develop Action Plan
· Establish a Focal Point for City
· Include Information for Commissioners
7. Cultural Diversity Action Plan
· Understand their Cultural View (e.g. Police, Banks)
· Identify Problems and Opportunities - Their Issues
· Explore Approaches Used by Other Cities
· Define City's Role
· Work with Community to Develop Action Plan
· Decision: Direction
Action Plan
8. Citizen Involvement Strategy · Identify Problems
· Explore Options Used by Other Cities (Civic Leadership, Civies for Kids,
City Boards and Commissions, Personal Invitations, etc.)
· Develop Action Plan
· Decision: Direction
Funding
,,MAD DADS OF GREATER.DELRAY BEACH
141 S,W.. 12th Avenue
Delray Beach, FL 33444
Phone: 561.276.6755
Fax: 561.279.7606
VILLAGE ACADEMY
Proposed Model
MAD DADS of Greater Delray Beach
Village Academy Model
Introduction - the Community Planning Process
In the spring of 1998 MAD DADS of Greater Delray Beach, a grassroots organization located in the Southwest
and Northwest corridors of the city, initiated a community planning process under the direction of the Partnership
for Neighborhood Initiatives (P.N.I.) that is postulated on "Breaking the Cycle of Poverty for Children: A Twenty
Year Vision". Community planning tools selected include a refinement of proven methods used by the Institute of
Cultural Affairs and countless communities around the world who have successfully completed development work
in similar cOmmunities. The MacArthur Foundation, Topsfield Foundation, United Way of Palm Beach County,
Quantum Foundation, Institute of Cultural Affairs, Urban Strategies and private philanthropist Art Kobacker have
provided critical resources and technical assistance to ensure effectiveness of this community initiative.
Throughout the last 9 months, intensive planning sessions involving community leaders, residents, community-
based'organizations and s.erviee providers have yielded a comprehensive twenty year vision with a five year
implementation schedule focusing 9n assets of residents and community organizations. When implemented, the
plan will positively impact the lives of 8,000 residents in the targeted area known as Southwest and Northwest
Delray Beach, defined by Lake Ida Road to the north, Swinton Avenue to the east, Linton Boulevard to the south,
and 1-95 to the west.
This target area can best be described as an inner-city minority community (90% Black & Hispanic, representing
70% of the total Delray Beach of minority population) which over the past several decades has experienced a
decline in social capital, increasing social isolation and fragmentation of neighborhoods of concentrated urban
poverty similar to urban neighborhoods across America. Census data of 1990 reveals that over a third of
community residents are children under the age of 18 and school age; 36% of these children and 27.1% of the total
population live in poverty, compared to cOunty statistics of 14.8% and 9.2% respectively. Further, 51.7% of the
children living in these communities reside in single parent households compared to 22.7% countywide. Alarmingly,
over 63% percent of the Black and Hispanic population eitywide reported that they had not attained a high school
diploma with over 30% reporting less than a 9th grade education.
Recognized Need - Establishing a Community-based School
Throughout the initial months of the community planning initiative that addressed a myriad of issues associated
with this disenfranchised cOmmunity, the collective community voice most consistently and emphatically targeted as
top priority the establishment of a community school. Community leaders and parents clearly insist upon assuming
a proactive role in raising academic performances of their youth. A special task force directed specifically to
planning the "Village Academy" (temporary school name pending community approval), was established in
December 1998, under the direction of S. Bruce McDonald, former Palm Beach County School District Area
superintendent and Dr. Albert Mamary, former public school superintendent in Johnson City, New Y~rk, and
innovator of the "Total Quality System" educational approach that has been selected to serve as the model for the
Village Academy, as described below.
The cOmmunity school planning team is strategically mapping a comprehensive program, fueled by the state of
Florida's deregulated schools initiative and a philosophy best described by educational theorist Dr. James Comet's
pointed and challenging goal to make the community "so cohesive and their: bric, the people, so tightly interwoven
in mutual respect and concern that, even in the face of the potentially deleterious effect of poverty, their integrity
and strength are maintained." (Haynes and Comer 1990), A comprehensive community program (to be called the
"Village Center") will include a full scale academic component, the "Village Academy", that will be supplemented
by a broad range of community and family services offered in partnership with other agencies that fully support
each student's success, including academic enrichment; recreational and cultural extracurricular activities; physical
and mental health care; nutrition; family case management, etc.
THE TOTAL QUALITY SYSTEM - Selected Model
Dr. Albert Mamary's development of the "Total Quality System" was motivated by his concern for the critical state
of education nationwide and is grounded in a thorough analysis of the relationship between America's economic
history and education. A summary of this historical perspective, included below, validates the need for reforming
an outmoded approach to teaching and learning that will assure a quality academic, technological and
personal/social development education for every child and youth. This perspective is further detailed in the attached
article from the October 1997 Journal of Quality Learning entitled "Presentations to Chinese Educational Leaders
on Comprehensive, Systemic School Improvement' by Dr. Albert Mamary.
National Perspective
Educa-tional achievement results in American schools remain virtually unchanged with less than 40% of our
American students learning well at acceptable levels of competence. In Steinberg's Beyond the Classroom, the
author emphatically concludes that most students come to school to socialize and not to learn. Further, a recently
released, United States government report (SCANS) states that less than 50 percent of American students are
adequately prepared to get and keep a good career job in today's economy.
Hi.~torical Perspective
When our nation had an agricultural economy, it was not necessary to have large numbers of skilled workers on its
farms. When America moved into the industrialized society, there were many jobs available making cars, clothes,
shoes and many other products. Workers earned enough to provide the necessities of live--homes, furnishings,
automobiles and food. Over the last 30 years our industrialized economy has shifted into an economy driven more
and more by knowledge and information. A major cause of this change was the government support for trade and
opportunities for veterans who served in World War II to receive higher education. (This free advanced education
support has been extended to all men and women who serve in our military forces.)
As current job opportunities require more knowledge and skills, with fewer and fewer low skill jobs available, an
increased percentage of students completing high school and pursuing higher degrees are necessary. Consider the
implications of less than 50 percent of our students not currently accomplishing highly competent work in schools
and perhaps 90 percent of the future work force required to be highly skilled. This is a major problem challenging
America.
Today's Global Economy and Education: Future Jobs
America's economy has increasingly moved in to the global marketplace. Changing and expanding global
economic markets, the use of computer technology automating jobs, and changing social forces are placing strong
demands on all of our schools to ensure that the vast majority of students are learning well the knowledge, skills,
and applications required to succeed in the workplace of the 21st Century. It will no longer be acceptable for only a
few students to acquire high levels of knowledge and skills.
Local Results and Community Need ~
The educational challenges currently facing national, state, and local education administrators regarding students'
preparation for competition in a global economy are common knowledge. The alarming statistics documenting poor
academic achievement of minority youth and the harsh disparity between minority and non-minority students in
Palm Beach County schools have been widely publicized in recent months. The Northwest and Southwest
corridors Delray Beach, like other minority communities in need of revitalization, have witnessed the steady decline
of resident youths' academic performances, greatly attributed to the closing of community based schools and
corresponding commencement of bussing for desegregating purposes. All target area youth are currently bussed to
15 different schools.
The relationship between bussing and poor academic performance is strongly evidenced by the increasing gap in
academic performance between target area youth and the predominately affluent students who attend schools in
their own communities where the target area students are bussed; many neighborhood children have been either held
2
back to repeat grades or promoted to the next grade without achieving minimum competencies to function at higher
grades. Teachers and principals at middle schools have acknowledged that students from Delray Beach's black
community arrive without basic skills in core classes and cannot perform at grade level. Administrators
acknowledge a lack of resources to provide the one-on-one remedial and tutorial assistance necessary to bring these
children up to grade-level competency. Students performing poorly academically consistently exhibit high
absenteeism and destructive behavior patterns at school, home and within the community.
The effects of these problems are reflected in measurable, early indicators of likely failure to graduate from high
school. At all fifteen schools to which the Northwest and Southwest youth are bussed, they represent the highest
percentage of students ranking in the 1st and 2nd quartile of the C.T.B.S., placed in the ESE program, suspended
from school for behavioral problems, and placed on free or reduced lunch plans. These students represent the
lowest percentage of students in the gifted programs and in other higher level academic courses, and they
consistently score the lowest on the SAT exam. Documents that substantiate these claims are included in the
Community Results section.
These problems are compounded by a perceived lack of parents' participation in their children's education.
Teachers and administrators misinterpret this as a lack of concern and are often reluctant to initiate contact, or feel
logistical complications are too daunting (lack of telephone, answering machines or unanswered messages). In
actuality, parents cite lack of transportation to schools outside their community as the major prohibitive factor,
nighttime employment, as well as their consistent experience that schools are not "user-friendly" to minorities from'
outside communities. Many parents are either intimidated by or do not know how to navigate the "system". Due to
the long history of substandard academic performance amongst minority youth residing in poor communities, there
is a corresponding lack of sufficient positive role models for both students and parents to facilitate change.
Problems facing families in the target community have grown complex-- households where both parents work
outside the home; poverty, drug and alcohol abuse; child abuse and neglect; violent crimes; long-term emotional
problems; and vandalism--pose enormous challenges. Because children bring these problems into the school
setting, a growing number of our children are less ready to learn, and academic success is adversely effected.
Consequences of Theses Conditions, A Complex Problem
The consequences of these conditions are severe. Target area youth face the likelihood of a life filled with low
paying jobs, periods of unemployment, and even long-term welfare. The reciprocal consequences for society are
also severe, as a well-educated, successful few cannot carry the burden of any society. It will take a well-educated
society to provide opportunities for all to experience a quality life.
The challenge of getting all students to learn well, all teachers to perform well, and all parents doing what is
necessary to help their children learn is a complex one. Every year someone has the "quick fix" for this complex
problem. -Educators continually hope, are continually disappointed, and continually fail our children.
Proven Results of the "Total Quality System"
The prestigious, national Program Effectiveness Panel (PEP) validated (1985) and revalidated (I 994) our nation's
only comprehensive, systemic school improvement model, the Total Quality System. This model was developed,
implemented and has been continuously updated under the leadership of Dr. Albert Mamary. William Glasser
MD, in his book The Quality School, cited the Johnson City Schools as probably the best model of what could be
called quality in the United States. Following are some of the results realized through this system:
· At ~ e end of eighth grade students were reading two to three years above grade levels and were achieving in
mathematics at three to four years above grade level. Approximately 60% of the students lived in poverty conditions.
· By 1993, 89.6% of all graduating students were going on to higher education. Dropout rates declined to less than 5%.
· In community surveys over 95% of the students' parents told us they approved to the way schools were operating and
progressing.
Characteristics of All Successful Schools in the Total Quali .ty System
Dr. Mamary highlights defining characteristics of all quality schools, the philosophy and implementation of which
will be applied to the design of the Village Academy:
1. Best Knowledge and Research Literature
Best knowledge and research literature usages comprise the main characteristic of the school and drive and
influence all other characteristics. Knowledge is what makes education a profession. Knowledge is used to remove
all opinions since opinions are baseless if not grounded in research.
Best Knowledge about Student Learning:
· A student's aptitude for learning is the rate at which that student learns and not the capacity to learn as
measured by some text company's IQ test.
· Most students can learn what we want them to learn if given enough time. Some of us learn quickly, and others
need more time.
Slower learners can learn as well as faster learners if teaching is carefully aligned to the course, unit and daily
learning goals. In other words, teach what you are going to assess and assess what you are going to teach.
2. A Vision
Target area community leaders have a vision that all students of the Village Academy will be prepared to be highly
productive citizens in their community and in society. The Village Academy will establish a teaching-learning
culture in which all children learn because of a systematic focus on appropriate know. ledge and skills in each course
offering detailing what students must Know (content) and Do (skills) for success to accomplish learning objectives
at each developmental stage and grade. All students will be challenged to have a greater understanding of
knowledge, demonstrate the use of knowledge, use their preferred learning styles, experience more and varied forms
of assessment, and compete intellectually at the international level in four categories of using or doing something
with knowledge: (1) make connections with learning, (2) communicate learning, (3) develop life skills, (4) develop
learning skills.
A Mission
Village Academy planners have a mission that all students will learn given a set of standards, enough time to
achieve objectives, quality of instruction, and community and parent involvement that supports learning.
3. Beliefs
Beliefs must be knowledge driven, be the guiding source of all actions and practices, and enable schools to realize
their vision and mission.
Community members and Village Academy planners believe that there is a social, educational, spiritual, civic, and
vocational opportunity for everyone to achieve. The Village Academy curriculum will help all students prepare for
learning acquire knowledge and skills, and discover and develop their talents so that each student is prepared to
take his/her place in a changing society and contribute to the welfare of others and self. ~
4. Principal
The key, essential position in a school is the principal who is committed to ensuring that all students in her/his
school will learn well. The successful principal of the Village Academy will understand that people are his/her
most valuable resource; celebrate the success of others and empower others to perform within well-defmed
parameters; al t never use coercive, demeaning, or humiliating behavior.
5. Staff
All quality schools fully understand and thoroughly incorporate the founding truth that all people involved are their
most important resource. All parties involved with the Village Academy will commit to the following: do what is
necessary to get all of our students learning well without excuse; be willing to examine personal attitudes,
perceptions, and beliefs about all students learning well; and commit to fully learning about and using a proven
4
total system's process for arranging and managing change. The Village Academy planners will request to
participate in the development of selection criteria for hiring teachers.
6. School or Workplace
The school or workplace must be carefully examined and adjusted so all Village Academy students will learn well,
all Village Academy staff will perform at their best level, and the target area community will fully understand and
support the vision and mission of the Village Academy.
Staff Training and Renewal
Village Academy administration provide staff training that focuses on the acquisition of this best knowledge and
research and the development of classroom practices for its implementation. Mandatory training will be held each
summer with additional training during the school year. Training funds will be sought from private foundations.
7. Classrooms / The Village Academy Environment
A teacher-learning environment will focus on improving the performance of teachers and students through the
implementation and delivery of a challenging and academically rigorous curriculum that is guided by state
standards. The classrooms of the Village Academy will implement the following principles:
Each student will be encouraged, supported and assisted toward achieving a given set of standards.
· All planning will be driven by what all students must Know and be able to Do to be successful in both higher
education or in the job market.
· Ail assessment will be used to help students learn and will not be used solely for grades or for comparing
students.
· Marks or grades will only be assigned after students learn and perform at highly competent levels.
If students do not perform at acceptable levels, they will not receive a grade or mark for that unit. Time will be
provided each day until each student performs at high levels. Vacation and summer time will also be provided.
· Equal opportunity will not mean sameness. Each student will be provided equitable learning opportunities in
altering policies, regulations, rules, and practices that limit a child's performance and achievement.
Students: The Village population will include children and families who can walk to school and are 3 years old to
grades 12. (Preschool component will be provided in partnership with Head Start.) Admission will be by parental
request as well as promise to comply with published responsibilities and duties of parents as an expectation of
involvement in the child's education.
Measurable Goals of the Village Academy
Village Academy planners are targeting ambitious, though fully realizable goals based on the success of other
school systems that have applied the Total Quality System of education.
· Village Academy planners are targeting a fall of 2000 opening date for an elementary school that serves 500
youth, in preschool (ages 3-5 in Head Start) and K through grades 5, a fall 2002 opening date f& a middle
school, and a fall 2005 opening date for a high school.
· Ninety five percent (95%) of the children entering the Village Academy at three years of age through Head
Start will graduate from high school.
· Of these youth, 80% will exceed Statewide averages on State tests.
· Of these youth, R0% will pursue higher education degrees.
· All children oftL: Village ;~cademy will achieve academic excellence over time.
To achieve these results, Village Academy Planners are aiming for a total student body of 500 students in the first
year with a student to teacher ratio of 1:15 for K-3 and 1:20 for grades 4-5. The extended school day will provide
enough time for tutorial assistance to enable each child to be "on task" at the start of each day.
Budget
The proposed, estimated extended budget for the first year is $3,404,761, plus additional expenses for books,
supplies and equipment for 500 students. Anticipated savings to the School District Palm Beach County include
elimination of bussing for these 500 students and costs associated by reducing class size and overcrowding in other
schools. The projected costs for the Village Academy reflect a longer school day, week and year. The budget is
included in the Budget section.
The "VILLAGE CENTER"
Due to the conditions of the Northwest and Southwest Delray Beach corridor, described throughout this document,
community leaders and Village Academy planners believe a comprehensive, strategic system that involves youth,
families, community-based organizations and public agencies as partners is needed to prevent academic failure.
Leaders and planners will embrace our students and their families, community-based organizations and public
agencies as partners by offering a wide range of services and activities in alignment with academic objectives and
neighborhood initiatives, as needed to prevent academic failure.
Community leaders and school planners envision a school-based community center (the Village Center) working in
collaboration with school officials, offering the support necessary for all children to learn. This includes the
following:
· An extend school day (7 a.m. - 7 p.m.), providing before and after school services for youth such as additional
academic support, recreation, cultural activities, in a safe and nurturing environment.
· An extend school week, allowing students who need extra academic assistance an opportunity to learn on
Saturdays, and providing parents, guardians, and families to utilize available resources during convenient
weekend hours.
· An extend school year allowing students to continue to receive year-round academic support and enrichment
and to sustain the progress made during the traditional school calendar.
· Physical and mental health services would be available to the children and their families as well as nutrition
programs, case management, recreation, and cultural programs.
· Further, planners aim to coordinate public agency involvement with the Village Academy and would engage the
community in productive educational and cultural activities.
_P"-LIMINARY PROPOSED BUDGET 2000-2001
Position Duty Number Unit Extended Benefits Health, Life Total Cost
Description Days of Cost Cost including Insurance
Positions FICA
. Pr~nc!pal 12 Months 1 70,000 70,000 18,550 3,124 $91,674
Director/Assistant 12 Months 1 63,003 63,003 16,696 3,124 $82,823
Principal
Counselors 226 Days 2 53,547 107,094 28,380 6,248 $141,722
Teachers Grade K-3 226 Days 20 49,214 984,280 260,834 62,480 $1,307,594
Teachers Grade 4-5 i 226 Days 10 49,214 492,140 130,417 31,240 $653,797
Media/Tech. 226 Days 1 54,889 54,889 14,546 3,124 $72,559
Specialist
Inst. Tech Support 226 Days 1 19,862 19,862 5,263 3,124 $28,249
Music Teacher 226 Days 1 49,214 49,214 13,042 3,124 $65,380
Art Teacher 226 Days 1 49,214 49,214 13,042 3,124 $65,380
Physical Ed 226 Days 1 49,214 49,214 13,042 3,124 $65,380
Grade K-5/Para 180 Days 12 7,650 91,800 24,327 0 $116,127
Professional
Secretary 12 Months 1 28,093 28,093 7,445 3,124 $38,662
School Bookkeeper 236 Days 1 21,058 21,058 5,580 3,124 $29,762
S-bstitutes 226 Days 75 15 ;000 442 0 15,442
_ ~B-TOTAL STAFF 53 2,094,86I 551,601 128,084 2,774,551
NON-STAFFING COSTI
Before/After School $433,210
StaffTmining $200,000
SUB-TOTAL $630,210
NON-STAFFING
GRAND TOTAL 53 2,094,861 551,606 128,084 3,404,761
% of Students on Free or Reduced Lunch (over last 5 years)
Name of School White Black Hispanic
Atlantic 3 % 30% 20%
Olympic Heights 2% 46% 17%
Spanish River 3% 50% 17%
Boca Raton 4% 57% 27%
Average,, , 3% 46% 20%
Boca Middle 10% 65% 42%
Omni 6% 77% 56%
Carver 18% 68% 63%
Average 11% 70 % 54 %
Plumosa 30% .-. 81% 76%
Orchard View 17% 79% 63%
Calusa 5% 25% 9%
Pine Grove 49% 87% 81%
Del Prado 6% 72% 26%
Addison ~er 6% 90% 43%
Forest Park 26% 88% 70%
Verde 9% 76% 34%
Average 19% 75% 50%
Summary
Grade Level White Black Hispanic
High School 3% 46% 20%
Middle School 11% 70% 54%
Elementar School 19% 75% 50%
Total Average 11% 67% 41%
% of Students (over last 5 years)
Name of School White Black Hispanic
Atlantic 57% 29% 10%
Olympic Heights 70% 16% 11%
Spanish River 73 % 14% 10%
Boca Raton 70% 15% 12%
Average 68% 19% 11%
Boca Middle 64% 19% 12%
Omni 59% 28% 9%
Carver 43% 40% 14%
Average 55% 29% 12%
Plumosa 41% 41% 14%
Orchard View 45% 41% 10%
Calusa 68% 25% 5%
Pine Grove 10% 75% 13 %
Del Prado 79% 7% 8%
Addison Mizaer 72% 18% 8%
Forest Park 39% 48% 11%
Verde 71% 12% 15%
Average 53% 33% , 11%
Summary
Grade Level White Black Hispanic
High School 68% 19% 11%
Middle School , ~5% 29% 12%
Elementary School 53% 33% 11%
Total Average 57%, 27% 11%
C.T.B.S.
QI&2
Name of School White Black Hispanic
Reading Math Reading Math Reading Math
Atlantic 24% 24% 63% 68% 42% 48%
Olympic Heights 25% 24% 73%~ 78% 43% 44%
Spanish River 20% 21% 73% 77% 40% 40%
Boca Raton 24% 24% 69% 72% 42% 54%
Average 23% 23% 70% 74% 42% 47%
Boca Middle 24% 23% 69% 74% 47% 45%
Omni 18% 18% 71% 75% 34% 41%
Carver 35% 40% 74% 79% 66% 7 i%
Average 26% 27% 71% 76% 49% 52%
Plumosa 37% 26% 75% 56% 53% 62%
Orchard View 36% 25% 78% 68% 45% 43%
Calusa 19% 11% 77% 74% 45% 41%
Pine Grove 42% 34% 83% 72% 82% 60%
Del Prado 11% 5% 65% 59% 23% 19%
Addison Mizner 22% 14% 86% 78% 33% 36%
Forest Park 39% 28% 82% 72% 54% 50%
Verde 19% 11% 65% 53% 27% 15%
Average 28% 19% 76% 67% 45% 41%
Summary
Grade Level White Black Hispanic
Reading Math Reading Math Reading Math
High School 23% 23% 70% 74% 42% 54%
Middle School 26% 27% 71% 76% 49% 52%
Elementary School 28% 19% 7,6.% 67% 45% 41%
Total Average 26% 23% 72% 72% 45% 49%
Suspension Rates (over last 5 years)
Name of School White Black Hispanic
Atlantic 9% 16% 17%
Olympic Height s 14% 36% 23 %
Spanish River 12% 32% 18%
Boca Raton 10% 31% 16%
Average 11% 29 % 19 %
Boca Middle 13% 52% 17%
Omni 6% 38% 22%
Carver 14% 34% 23%
Average 11% 41% 21%
Plumosa .........
Orchard View 2% 8% 2%
Calusa 1% 11% 0
Pine Grove 6% 10% 4%
Del Prado 0 4% 0
Addison Mizner .........
Forest Park 1% 4% 1%
Verde 1% 7% 1%
Average 1% 6% 1%
Summary
Grade Level White Black lti~pani¢
High School 11% 29% 19%
Middle School ~ 11% 41% 21%
Elementary School 1% 6% 1%
Total Average ,, 8% 25% 10%
% of Students in Exceptional Programs(over last 5 years)
Name of School White Black Hispanic
Gifted ESE Gifted ESE Gifted ESE
Atlantic 7% 7% 1% 9% 3 % 9%
Olympic Heights 4% 9% --- 21% 1% 10%
Spanish River 6% 8% --- 16% --- 8%
Boca Raton 4% 10% --- 22% 2% 10%
Average 5% 9% 0 17% 2% 9%
Boca Middle 15% 13% --- 30% 6% 11%
Omni 25% 12% 2% 30% 6% 24%
Carver 7% 12% 1% 21% 2% 19%
Average 16% 11% 1% 27% 5% 18%
Plumosa --- 16% --- 9% --- 8%
Orchard View --- 11% --- 9% -- 5%
Calusa --- 14% --- 25% -- 9%
Pine Grove --- 12% --- 11% --- 14%
Del Prado 58% 8% 6% 21% 29% 19%
Addison Mizner 31% 9% 4% 17% 23 % 10%
Forest Park --- 10% --- 16% --- 11%
Verde --- 11% --- 18% --- 14%
Average 11% 11,% 1% 19% ,i 7% 12%
Summary
Grade Level White Black Hispanic
Gifted ESE Gifted ESE Gifted ESE
High School 5% 9% 0 17% 2% 9%
Middle School 16% 11% 1% 27% 5% 8%
Elementary School I 1% 11% 1% 19% 7% 12%
Total Average 11% 10% 1% 21% 5% 10%
This data only reflects the percent of children enrolled in exceptional programs.
SAT Test Scores (over last 5 years)
Name of School White Black Hispanic
Verbal Math Verbal Math Verbal Math
Atlantic 552 545 426 427 495 491
Olympic Heights 503 507 376 388 471 480
Spanish River 526 533 417 438 504 505
Boca Raton 506 500 398 398 472 464
Average 523 523 404 413 485 485
Student Participation Rates
Name of School White Black Hispanic
Atlantic 63% 31% 54%
Olympic Heights 66% 41% 82%
Spanish River 62% 17% 54%
Boca Raton 61% 21% 53%
Average Total 63% 28% 61%
Presentations to Chinese EducatiOnal Leaders on
Comprehensive, Systemic School Improvement
Albert A4arnary
In the summer of 1998 the author was invited to spend over two.weeks in China discussing with
their national and provincial educational leaders I~ow comprehensive, successful, and accountable
improvement of education ca.n be accomplished. These presentations and discussions covered the
outmoded school systems we all inherited and the essential research-based, best-knowledge
components and processes fhaf comprise the program and cost effective system change model
discussed in fhls article. This proven system change/improvement modelis one of our world's most
valuable resources as we enter file 21 st Century v~ere a quo/iF/c/codemlc, fecflnologlcaf, and
persenal/social development educofion can be experienced by every child and youth.
Editor's Not~:.Thc preatigious national every private a~d public school district productively ascend every educational
Program Effectiveness Panel (PEP) in thc world to adopt, adapt~ and mountain in their sights.
validated (1.985) and revalidated impleraozt. Tbc esscn~qalfounda~ional.
(1994) ournation'sonly comprehcnaive~ requirement ~ is courageous, ethical, In Arfiexica, principals, instructional
~ystemicschoolimprovernentmodel. This professionalleadersh~whowillcommit staff, a~d parents at each building
mod~Iwasdevdo£ed~ irnpleraented~and to thoroughly acquiring an~ u~ilizing level begin each school year.with the
has.'continuously b~en updated and thisprovens documoited bcst-knowle~ge~ . renCwedhopethatthiswillbetheyear
irapr..oved under thc leadership of Drs. rescarch~based arrangement for total when all students will choose to learn,
JohnChamplinandAlbertMamary.. systcn~ change. O~r nation's current do what is required to 1earn, and
: strenf~ approach is to make coping, actually lcam at highly competent
Thiscdltor~s50-yearprofczionalearcer:' groping~ and hoping 'tinker and levels. Although we hope each year
incl'.ud~stwoDoctoratcmajo~;preaidenr'.., proclaira~.forays 'on our entrwached, will be our .best year of [earning 'to
of two international professiona~ incffectivecen.~ry-oldfacto..rymodel, of date, our results show continuous
education organizations, Editor-in- schooling. Thesewdl~n '.th~I~ butjeutile disappoin~nent~ Achiexf. cment results
cbie3Cof thrce international education efforts are akin to the analo2~y that the remain virtually tmcha~ged with less
journals~~/traine~forth¢~..~., onlydiffercnceb.e.t~.?cenawutandgravc than 40 percent of our American
DeparOnento~EdUCationfromMaine isd~pth, grecancon~inu~tobasia~llybe students learning well at acceptable
to t~w. .~, and many other rewarding horizontally rehabilitated., though st/// levds of competence.
~rofeasional ro .l~..~and'eo~perienc~s. ~gt breathing~ in deta~ed~ ~u£erimposed;
thc.most' exci~g., and.valuc.-ta~Icn stratifie~ ansi szrangulatcd laY~er~ of Many Arnexic;an schools arc deficient
~pericnccwaSdiscoveringandm~."ng moribundbureaucratichicrardaY. Our in important areas such ~ acad .emi~
frCquentviaits to learn abo: - and from remits will continue to'be thwarting and tcchnology, ln Steinbcrg's B~ond
the' exemplary progra.m~.a.n.~. ~st- and damaging to millions of our thc Clazroorn, a conclusion is that
· efflectivemodelschooldistrictdcvcloped children and.youth's human devcl- most students come to : :hool to
by Drs. ChampIin and Maraary. opment£otcntialandwastefulof~ili~ns socialiZe 'iirid- i~ot to learn. ~Ic adds'.
of our nation's tax funds each y~ar. In that teachers in these underachieving
In this flantastic, unbelievable district total contrast, the aforementioned s~hools arc expected to teach in
all students from all backgrounds exemplary wystems change mod~l exists classrooms where nearly half of their
learned and learned well along with that could en.'able evcry schoot disz~ict?s studentshave"tumedoff"tolearning-
school staff, parents,, and the district's students~ staff raembers, parents, and The majority of students in most
community. This model exists now for community to health£ully and American schools are not performing
at high levels or doing highly shoes, andmanyotherproductsinthe Nations nowcompetefortheirshare
competent school work. factories that arose. In my city in of the market in this global
America, 22,000 workers made shoes, environment. In many areas America
The United States government Allofourshoefactoriesarenowdosed. had to cut costs and employees in
released a report (SCANS) that states When the shoe factorieswere thriving, order to survive. An example would
less than 50 percent of American less than 50 percent of our students be the automobile industry. Japanwas
students are adequately prepared .to graduated from high school, but it dominating this industry in America
get and keep a good career job in didn't matter from an economic byproducinghighqualityautomobiles
today's economy. This means that consideration for there were ample that soldatreasonablepfices. In order
many good jobs in the United States jobs available for those who dropped to compete, America not only cut
cannot befilled costs and the labor
adequately by force, but increased
.... Americans. We Although we hope each year will be our best year of thc use ofrobotics and
also know that learning to date, our results show continuous disappointment, other technology in
mostjobs in the the production of
future; perhaps automobiles. In this
in the next 10 to 1S years, will require out of school. Young people worked and other industries, this trend meant
employees with many skills. Think of their way up through the factory workers were needed who possessed
theimplicafionsoflessthan50percent system. They earned enough to more knowledge, information, and
of our students not accomplishing purchase homes, furnishings, higher order thinking and problem
highlycompetentworkinschoolsand automobiles, and provide the solving abilifies.
perhaps 90 Percent of the future necessities of life. They even took
workforce required to be highlyskilled, vacations and were economically These changing and expanding giobal
This is a major problem challenging secure as they lived the American economic markets, the use of
America. dream, computers and computer chips to
automate jobs, and the changing social
HiStorical.. Perspective Over the last 30 years our industrial forces are placing strong demands on
This lack of skilled workers was not a economy has been shifting into an all of our schools to ensure that the
major problem in America's past. economy_ driven more and more by vast majority of students arc learning
When our nation had an agricultural knowledge and information. A major well thc knowledge, skills, and
cconomy, it was not necessary to have cause of this change was the applications needcd in the workplace
large numbers ofskilled workers on its government support .for t~ade and of the 21st Century. Itwill no longer
farms. Years of formal education in higher education given veterans who be acceptable for only a few students
schoolsWaSnotahighpriority. Having served in World War II. This frcc to acquire high levels of knowledge
a strong back and arms were the main 'advanced education SUpport has been and skills. ~
extended to all men and women who
attributes nee&& At this time in our
history, only a small percentage of serve in our military forces. As fewer The consequences are severe for
and.fewer low skill jobs were available students who are uneducated or poorly
Students graduated frOm high school5 and jobs required more knowledge educated. These students have the
My mother went to the sixth grade, and skills, increased percentages of likelihood of a life filled with low
and mY father made it to the ninth students completed high school and payingjobs, periodsofunemployment,
grade'Id°n'tbelievcmygrandl*~arents pursued degrees in colleges an and even long-term welfare. The
received that much formal cdt~cation, universities, reciprocal consequences for society
However, all lived well~ a.n.d...always arc also severe, as a well,cc acated,
were able to provide the necessities of -
life. Global Economy sUccessf~i few cann°t carry/he burden
of any society. It will take a well-
and Education' educated society to provide
When America moved into the .'
industrialized society, thereweremany' America's economy has increasingly opportunities for all to experience a
jobs available making cars, clothes, moved into the global marketplace, quality life just as a rising fide raises all
boats. Even lifetime learning is now The challenge of getting all students What do you do when you put a
being recognized and supported as to learn well, all teachers to perform puzzle together? While the answers
being very important for individuals well, and all parents doing what is may vary, most will agree they first
and society, necessary to help their children learn is look at the picture on the box. I urge
a complex one. Stop looking for the you to examine a complete systems
Total System Change one solution. Stop trying to insert an model first and then develop your
The Only Credible ideaor two. Evcry year there seems to own comPlete picture or vision of a
be a new "quick fix" for this complex school where all students will learn
Approach problem. Everyyear they come and go well. When you and all others involved
The theme of this paper is a simple and we continually hope. And we arc in the change process have developed
one. How can we design schools so continually disappointed, your picture, then all students,
that all students learn wall? How can teachers, administrators, board
we get all schools to operate at high There is a solution to this all-important members, parents, 'and community
quality levds? How can we enable all challenge of having all students learn citizens can work together to paint it
studentS to have th. eknowledge, skills, and learn well, and it is based on and always add your own touches and
and motivation to become productive systerfiic and structural improvement, individuality. If you want everyone to
members ofsodety? Making these changes and improve- commit instead of merely complying
Before we look at a systems change
approach for school districts and their Over the last 30 years our industrial economy has been
schools that facilitates all s~udcnts
shifting into an economy driven more and more
learning well, those involved must
answeryes to the following questions: by knowledge and information.
· Will I do what is necessary to get ·
all of our students learning well ments requires examirting everyaspect to c-b. ange, all must agree to what the
without excuses? and facet of building a quality school, comPlete systems change picture will
Schools must be designed so that each look like.
· Am I willing to thoroughly school's faculty has ownership of its
examine my own attitudes, change process and develops its own An I:xample of
perceptions, and beliefs about all capacity to manage its "process of
students learning well? becoming." System Change in a
o. Will I be willing to take a long- School District
term view andperspective about Most people in any Organization will .Before we examine the arrangements
change'and reform? change but most; initially, don't want and components ot~a system change
· W'fll I be willing to avoid all to be involved in change. There are model, I will disCUSs how one school
Simplisticsolutionstothecomplex three things ceA-cain in life--death, district accomplished total change. I
problem ofgetting ali students to taxes, and change; For many the servedasSuperintendentofthisschool
learn well? hardest to handle is change. Most will district. While the results obtained
change ifthey see and understand the were profound for students,
· Will I be willing to avoid all fads, complete picture of what change will instructional staff, principals, and
gimmicks, and useless tinkering? bring and unders~ nd that changes parents, theywerenotquick' 'realized.
Will I avoid the "quick fix" of the sought make sense. Most resist change Quality school improvemem requires
day or year? ....... wh¢, it is forced on them or w_hen both commitment and time to get
· Will I commit to fully learning they se~ what is being proposed is just remarkable results. Refbrmingaschool
about and using a proven total another attempt to solve a complex district will take three to five years,
system'sprocessforarrangingand problem with a simplistic solution, and even longer in some districts.
managing our change? similar to putting a band-aid on cancer.
Let me share some of the results howtoworkwithstudentssoallwould into the research to gain knowledge
realized from our district's system learn well. We agreed to keep all other and understanding about how the
change: teachers and staffinformed about any lower achieving two-thirds of our
successes and difficult experiences in students could join the higher
1. At the end of eight years our our process. All were invited to join in achieving one-third. The research
students were reading two to iftheydecidedtocommittoourquest, suggested the following:
three years above grade level and It took approximately four years to
were achieving in mathematics at get 80 percent of our staff to make a · A student's aptitude for learning
three to four years above grade commitment to learn how to help all is the rate at which that student
level. Approximately 60 percent students learn and learn well. learns and not the capacity to
of our students lived in poverty learn as measured' by some test
conditions. When our process of change started company's IQ test.
· Most students can learn what we
Our system change involved thorough best-knowledge wantthem to learn ifgiven enough
time. Some of us learn quickly,
training of all staff, empowerment of b~ilding level staff, and and others need more time.
was managed using the best from research understandings. · There are no good and bad
learners. There are faster and
2. Ourschoolsweretheonlyonesin and during its expansion, we asked slower learners and different
our nation's history to be everyoneinvolvedafewkeyquestions, learners.
nationally statistically validated Will you make all decisions using the · A student's aptitude to learn a
(i985) and revalidated (199a,) bestknowledgeandresearchavailable? skill is dependent upon the
by. the prestigious Program Will you continuously utilize best particularskill. Aptitude is specific
Effectiveness Pand (PEP) of the knowledge and research about how to the skill.
United States Department of students learn? about what motivates · A student's aptitude is influenced
Education. them? how to organize and manage a and affected byprevious learning.
classroom? how to organize and
3. In community surveys over individualizecurriculum?howtodirect · Slowcrlearners can learn as well as
95 percent of our students' and facilitate instruction? how to faster learners if teaching is
parents told us they approved of incorporate authentic, formative, and carefully aligned to the course,
the way our schools were summative assessment.~ and how 'to unit, and daily learning goals and
operating and progressing, work in teams'with other instructional student assessment is also carefully
and related services stafD, aligned to the learning goals. In
How did we 'accomplish these - other Words, teach what you are
remarkable results? What path did wo An important C°mponent of our going to assess and assess what
usetogetthere?Wedidn'ttrytoforce quality changi process was the you teach. This is not cheating
orcoercethescresultsoruscmandates, gathering of data to determine how butisscnsible, appliedlearningas
Oursystemchangeinvolvedthorough successful we were in improving is practiced in every profession.
best-knowledge training of all staff, studentlearningandachievement. Our Examples would be airline pilots
empowerment of building level staff, initial data showed that one-third of and medical surgeons. Both are
and was managed using.the best from our students were learni~.- at high taught the theory, information,
research understandings. - levels, one_thirdweregettinbbydo~ing research, rnd skills of their
....... acceptable work but not highquality, professions, they. are _then tested
We st~ ted with those teachers who andone-thirdwcrcnotleamingmuch on these learning goals and
accepted our invitation and said they at all. We informed the entire staffof whether or not they can actually
wanted to change and become better our findings and encouraged them to applywhat theyhavelearned. This
teachers. Of the 250 teachers in our also gather similar data. They did and is a form of mastery.learning. What
district, 8 said they wanted to learn foundsimilarresults. Wc delved deeper wenowhaveinmostofourschools
I
is mystery learning followed by · We will never ask you to make any Characteristics of
"gotcha' paper and pencil tests, change until you have been
· Whenever possible, integrate thoroughlytraincd, as individuals Quality School Districts
instruction, curriculum, and and in groups, to feel competent arid Schools
assessment for more meaningful and confident about making Best Knowledge and
leamingexperiences. Always adapt needed changes. Research Literature
these strands to each student's · We will not need remediation Bestknowlcdgeandresearchliterature
rate and level of learning and programs, as we won't damage usagecomprisethcmaincharacteristic
development, students in thc first place so they and drive and influence all other
have to be "fixed up." characteristics. Ifwewantourchildren
Some Guidelines and - All of our students will learn in to acquire and use knowledge, it is
Assurances Given common instructional settings imperative that we model this
and environments. Label jars, not important behavior. As Bloom's
All Staff. students, taxonomy explains, knowledge alone
When our school district embarked · All students can learn and make is not powerful; but thc proper
on its system change process, we progress along our human utilization ofknowledge is a powerful
developed some important guidelines development and learning 'con- resource.
and assurances for our staffmembers tinuum. We'll adapt instruction
that were enmeshed within our belief and learning experiences to 'our Knowledge is what makes education a
system, prindples, and practi~es. We students' variability and diversity., profession. Knowledge is always
have used these same guidelines and evolving and is derived from authentic,
assurances when working with school · We will not flunk, retain, labd, validated research and proven best
districts in the United States and and destroy our students' practices. It is essential that best
Australia that have wanted to utilize
our experiences and findings related
to systemic change. $omeofthemore ...we developed some important guidelines and assurances
important gnidclines and assurances for our staff members that were enmeshed within our belief
are as follows: system, principles, and practices.
· All staffdevelopment activities will
take place on school time. motivation and self-esteem. These knowledge influence and drive all our
- practices..are the worst form of thinking and decisions. KnOwledge is
· It's okay to make mistakes, as a psychosodalchildabuse. Research used to remove all opinions since
mistake is never a mistake unless
is ceiling high that- informs us opinions are baseles~if not grounded
one fails to learn ~om it. these practic, es area major cause in research.
o- our schooldistrict andits schools of disruptiye behavior, delin-
arc no blame, coercion, or qucncy, early drug use, suicide, Knowledge is very important in
humiliation environments, personality abnormalities, etc. A relation to the job market and the
· We control the conditions for quality schOOl where all students world of work. What do students need
student success in our schools, learn and learn well should never to know and be able to do in order to
Wc don't point a finger at parents have to fail or socially promote gct and kcep a good job in thc future?
or the communityaswc' 'e_already any student. Where these tragic, Having a dear vision of what we want
c amincd, thc three fingers costly practices occur, it is thc all studcnts to knoW and be ablc to do
pointing back and know that we school district and its schools that is a second key characteristic of all
have the time and expertise to have failed and not their student successful quality school districts and
help each student learn and learn victims, schools. The late Walt Disney said, "If
well. : I can dream it, I can do it."
A Vision the key concepts of any academic · Be responsible for their work
A vision is a picture ora desired future, content. In addition to understanding and behavior
It is attractive, compelling, and gives key concepts, students will need to 4. Develop learning skills:
clear direction. Combined vision and know key facts and information about
· Be a self-directed learner
mission statements provide thc any academic content as well as any
impetus for systemic change and associated skills and procedures. · Learn how tO study and learn
improvement in quality school districts each subject
and schools. Avague or obscure vision Just having knowledge is not enough Narrowly focusing on academic
orgoalsbegetvaguerespouses, results, any more in our sodety. It is very content and standards will not
efforts, and direction while a dear important to be able to do something necessarily prOduce better learning.
. vision or goals" elicit clear resultS, with the knowledge one possesses. Students will continue to choose to
efforts, focus, and direction. After numerous conversations with learn when they know someone,
especially their
I recOmmend in- teacher, who cares
eluding all aca- If we want our children to acquire and use knowledge, it is ' about them as
demic content and
standards in one's imperative that we model this important behavior, persons. They will
choose not to learn
vision. Without when no one,
focusing on academic content and businessleaders, universityprofessors, espedally their teacher, doesnotshow
what students should know and be principals, and classroom teachers, I earing behavior. Ithasbeenaptlystated
abletodo, schools simply can't get all have determined four categories of that students don't care hOw much
studentS learning well. Academic using or doing something with you know until they know how much
content must be stated at the knowledge. These are as follows: you care. StudentS must also be
international level as well as at the challenged. Teachers must have high
locallevel. Our students must be able 1. Make connections with learning: expectations for each and every
to compete intellectually and · Be able to explain ideas student. The research is ceiling high '
economically at the international level.
Whenwhatstudentsshouldknowand · Search for patterns that tells us teacher expectation for
student achievement is a major
do is stated correctly and understood, * Compare ideas
determinant in the actual level of
other related purposes will be · Find examples achieve, ment reached by each student.
accomplished, such as: ·_ Di~.~. ideas ' In other words, "You are what I
· Students will have a greater 2. Commuhicate learning: perceiveyoutobe." Positive, eiaabling
- . teacher expectations must be balanced
understanding of knowledge. * Be able to read each subject with genuine feelin? of caring and
· Students will demonstrate the use · Be able to write about what trust.
ofknowledge, they arejstudying
A vision is never fixed but will
· All students will be challenged. · Be able to view with a critical progressively change and improve our
· Students will be using .their perspective effectiveness and also gain clearer
preferred learning styles. · Be able to illustrate ideas for knowledge about the furore. I have a
· More and varied forms of others to derive meaning dream that all students in' the world
assessment will ge 'used. · Be able to listen well to others will gain great knowledge and have
Assessment will be more 'natural the skills to use it. I also dr~ xm that all
and authentic. ~ ..... 3. Develop life skills: childrenwillbecomehighly~,rodv ,five
· Students will be able to compete · Be able to use technology citizens and will have teachers ,vho
internationally. · Be able to solve problems care about them. When this happens,
,, the human tragedy of poverty Will be
· Be able to work in groups alleviated and reduced.
Students must know and understand
Each school in the world should have ofbeliefs--dcvelopedandagreedupon effective method of learning for
a mission statement that is purposely by staff, parents, and community-- all students involved when
examined and updated on a regular will unify all of those involved in a structured and implemented in
basis. Any mission statement that does school and will be used to screen all keeping with best knowledge
not declare that all students will learn decisions. This set of beliefs should be proven practices.
well must be reworked. The sad truth shared and everyone should be held · All students can be taught in
about the unwritten mission statement accountable to live by them and help common instructional settings by
ofmostofournation'sschools is that achieve the goals expressed in the adapting instruction, curriculum,
some of our students will make it and beliefs. The following are examples of and assessment to each student's
learn well. The latest figures on school important beliefs research and proven rate and level of learning.
effectiveness in the United States from best professional practices inform us
the U.S. Department of Education should be included in the array of Psychologic~,l Base
show that nationwide, approximately beliefs comprising a school's belief The psychological base or culture is an
70 percent'of entering ninth graders system: important fourth characteristic and
go on to'graduate from high school. . basically deals with how we treat each
Would we board an airliner ifa sign at · Trust is a basic belief. With trust other. It explains why people behave
the plane entry proclaimed "We land as a guiding bdiefa different set the way they do and what motivates
successfully 70 percent of the time"? ofacfions will occur as contrasted them. How people in a school treat
Would a manufacturer stay in business with what happens when the each other will determine whether it
if 30 percent of the products were dragon of distrust is present, will be a quality school or not. When
deficient and removed from the · When students are enabled to - people are treated wall and they in
assembly lines? continuously achieve through turn treat themsdves and others well
genuine individual efforts and in a school, the school has a culture
Beliefs accomPlishments, they are that can facilitate the highest quality
Everyqualityschool district and school motivated to work even harder in of learning and living.
must have an important third the future. Self-directed, earned
characteristic called beliefs. These can successis essential and internalizes Throughotlt history the psychology
be stated or implied, but they directly "learning how to leami" driving our schools was based on the
influence all decisions and actions.
The major difference between quality · Failure, especially chronic, simple and ineffective premise that if
and nonquality schools lies in the repeated failure is the deadliest youdidwhatwasexpected, youwould
be rewarded, but if
beliefs and core you didn't, you
values of each 'Just having knowledge is not enough any more in our society, would be pun-
school. Beliefs .will ·
either enable it is very important to be able t° do something with the ished. This gen-.
ct~tly doesn'twork
schools to be knowledge .one possesses, over long periods
productive or dis- ,~ of time with
able them. All ~
toxin in our schools ~md can be children and certainly isn't effective
successful schools have a belief system
that both facilitates and enables eliminated. The Purpose of with adults. When anyone is forced to
qualitative progress. Beliefs must be schools is to construct, individually do something, they eventually rebel.
knowle~ ;e driven, be the guiding and socially, and not destroy. Even bribes designed to get someone
to do something do not pro4uce
source ofall actions andpracfices, and ° Cooperation in learning is to be desired r-sults. Students and sta ldo
enable schools to realizetheir-vision encouraged and competition not per.orr' their best in this
and mission, among leamers is to be minimized, outmoded system of psychology.
Competition is naturally within
Beliefs are like the rudder of a ship and each learner. Cooperative student The psychology of all successful schools
will guide any school through all the learning, for exarfiple, is a very has the following characteristics:
rough waters to quality. A written set
· All productive behavior is all students in her/his school will learn involved are their most important
internally motivated and can't be well. resource. In a quality school each
externally coerced for extended person accepts responsibility for her
periods of time. Externally The characteristics of all successful or his behavior; commits to the vision
superimposed attempts to transformational leaders are as follows: and beliefs of the school; utilizes best
motivate others, such as the knowledge proven pr_actices for
rewardandpunishapproachworks · Theyvaluepeopleandunderstand instruction, curriculum, and
on a short-term basis but thatpeoplearethekmostvaluable assessmcnt; dedicates to use authentic
establishes resentment and resource, research and data; and will always work
eventual rebellion. · They celebrate the success of to maintain the dignity ofeach person.
· Eachperson is responSible for her others and empower others to
or his behavior and choices, perform within well-defined Theschool must also recognize thatit
· Each person acquires acom- parameters, is a community that must dedicate its
best efforts for those who work and
mitment and assumes ownership * They work to develop a collective live there. It's an environment where
for all childrenlearningwell. Each and unified vision, all people are valued, they know it and
hdps create a psychOlogically safe · They create the setting, worktogethersoallstudentswilllearn
and nurturing environment, conditions, and environment for well.
· Fear, threats, coercion, hu- risk takingandsucccss.
miliation, blame, and excuses are · They model and practice the However, we can agree to use best
ab01ished,Thegrcatestfearachild beliefs and psychology of all 'knowledge to make all decisions, be
has in school is being humiliated quality schools, driven by a dear vision and mission,
have an enabling set of beliefs, create
in front of her or his peers. · They never use coercive, psychologically safe and nurturing
Students will stop even trying if a
they fear the teacher(s) will demeaning, or humiliating environment, have a guiding and
embarrass or humiliate them. behavior, serving leader, have a schOol or
workplace Which is accepting and
· All involved will do the best they School or Workplace ~ empowering of every individual and
can to satisfy their psychological The school or workplace must be family, have every person assuming
needs. If they are choosing carefully examined and adjusted so all responsibility and commitment for
ineffective orsociallyunacceptable quality learning by each student and
still not get the results we seek.
When people are treated well'and they in turn CIo, s~roorn
treat themselves and others well in a schOOl, Thc key reason we reach our goals and
get what we want rests upon What'
the School has a culture that can facilitate takes place in each da~sroom. All staff
the highest quality of learning and living, must be thorougNy trained and each
classroom redesigned using the best
from research and guided by the
behaviors, they must be taught to students will learn well, all staff will essential characteristics of a quality
choose more appropriate and perform at their best level, and the school. Staff development and the
acceptable behaviors. ~ community will fully understand and redesigned claSSroom mUst be driven
Transformational Leader * support thc vision and mission c reach by the principles given below:
Thc key, essential trans~for..m.~.6onal school.
leadership positions in a school system · All instruction will bc aligned and
ai-c thc superintendent and thc People ~ driven by thc course learning
principals of thc district's schools. A All quality schools fully understand goals.
school is blessed when it has a good and thoroughly inco. r, poratc thc
· All planning will be driven by
principal committed to ensuring that- foundational truth that all people
Page 16 JOURFiAL OF OUALITY II:ARNING
what all students must know and by tinkering with one or two of thc efforts failed. Thc big fish gave up
be able to do to besuccessful both components that comprise the total and died.
jn higher education or in the job school system. Thc system change
market, required is much more complicated All students enter our schools and
than changing a few pieces of thc want to learn for thcir own satisfaction
· All assessment will be used tO
measurethestatedcourscleaming overall puzzle or futilely adopting an and for the approval of adults in their
goals which will include what all isolated "fad or two of the year." Only lives. Our little ones enter kindergarten
students must know and do. a systems change total approach will bdicving they can do anything. Our
enhance and facilitate the readily students' parents and relatives want
· AIl assessment will be nsed to hdp available reality that all students in all them to learn wall. But many hit their
students learn and will not be
used iolely for grades or
comparing students. Ali staff must be thoroughly trained and each classroom
· Marks or grades will only be redesigned using the best from research and guided by the
assigned ~er students learn and essential characteristics of a quality school.
perform at highly competent-
levels.
· Ample time will be provided for of our schools have boththeinvitation heads against our glass walls and give
all students to learn. Some will and opportunity to learn and learn up. This happens by the time they are
need more time and some will well. in thc third grade which is the last
needless, grade in thc primary phase of
I'd like to end this article with a very schooling. In fact, the highest failure
· Students' will be provided relevant story shared by my fiSend~ rate in our schools is thc first grade.
maximum cooperative student Principal Rob Stones, from Australia: After we've damaged them, we try to
learning opportunities, and fix them up with various forms of
competitive learning between Once upon a time, a big fish was remediafioa, but many won't take it_
students will be minimized, placed in a big fish v~nk. Many They have given up and arc dead to
· The classroom and thc instruc- small fish werc also placedin the leamingin our-schools.
tional process will bc designed so tank_ The big fish did what big
that student failure will be at a fish do---it started eating the What arc the glass walls that students
bare minimum or completely smaller fish. Then one day a big face? What arc thc glass walls parents
elimlnated. Inordertoaccomplish glass wall Was placed across thc fac~ prindpals fac~ t'cachers face?
quality lean~.' g, students must center oft he rank.separating ttic Icdentifythem. Removc~em.lqochild
take risks via inquiry, eiploration, bil~ fish from the smaller ones. should ever die for trying to leam, for
and discovery. Mistakes are The big fish attempted to get to they are bom to learn and develop.
inew'ta'ble, flaould be viewed as a the little fish(6ut kept hitting'his
necessary part of the learning headontheglasswall./fftermany
process;-and should never be attCmpts, headaches, andinjuries' Dr. Albert Maraary is President,
treated~schronicfailtire. Mismkez he stopped his efforts. Then thc l~en~vat for Better Schools, P.O. Box
are -an essential part of qtmlity glass wall separat' .g the fish was 2S3, llingbaraton, lx~ I$905-0233.
learning, removed, andthesmallfishstarted Voice mail (800) 229-O~5 7 and (607)
, swimming around the big fish. 786-0583. £ax (607) 786-01;04.
Qua_.ty program and co~k ~ffe'c:':ve Theywercnotafraid:.Thc.bigfish .Internee .address htt£://w~v.
school reform and imp: ,vemevt ',.411 now would not eat them because- baterscbools, com.
only be realized when we undeL_rand he had given up. Some people betttrsch°c~'c°m'
and use ~he characteristics presented around thc fish tarik tried to
and discussed in this article. Needed encourage the big. fish to once
reform will never be accomplished again ea~ the smaller fish, but it
through superimposed mandates nor would .not. Their remcdiation
PHEII IE ~ ICL : Ha,j. O? l'B'3'-a 02: ]:.3F'H F'-~,
[lTV OF DELAI:IV BER£H
DELRAY BEACH
~ 100 N.W. 1st AVENUE - DELRAY BEACH, FLORIDA 33444 · 561/243-7000
MEMORANDUM
TO: David T. Harden, City Manager
FROM: Richard G. Overman, Police Chief
DATE: May 6, 1999
SUBJECT: Agenda Approval for Allocation of FY00 Drug Control & System
Improvement Funds
The attached letter from Palm Beach County Criminal Justice Commission is requesting
approval in the allocation of FY00 Drug Control & System Improvement funds aka
Byrne Funds. The total FY00 allocation to Palm Beach County is $728,458. Each of the
three programs that are funded are required to provide their own 25 percent cash match.
The three programs includes domestic violence, multi-jurisdictional task forces, and
program administration.
City Commission approval is recommended with the understanding that each of these
programs will be required to provide their own 25 percent cash match.
[lTV OF IIELK V BErlI:H
DELRAY BEACH
~ 100 N.W. 1st AVENUE * DELRAY BEACH, FLORIDA 33444 . 561/243-7000
I . · . May
~ I ® Bureau of Commumty Assistance
1993 Department of Community Affairs
2555 Shumard Oak Boulevard
Tallahassee, Florida 32399-2100
Dear Mr. Wilder:
In compliance with the State of Florida Rule Chapter 9G-16.003(4)(d), the City of Delray
Beach approves the allocation of $728,458 for the following projects in Palm Beach
County.
SUBGRANTEE PROJECT TITLE FEDERAL FUNDS
RECOMMENDED
Palm Beach County Victim Special Options Toward $91,601
Services Achieving Recovery
(SO~a~)
Palm Beach County School Truancy Interdiction $48,500
Board Program (TIP)
Palm Beach County Multi-Agency Narcotics $549,104
Sheriff's Office Unit (MAN)
Criminal Justice Program Administration $39,253
Commission
TOTAL $728,458
I understand that each of these programs will be required to provide their own 25 percent
cash match.
Sincerely,
Jay Alperin, D.D.S.
Mayor
File :U:RANGEL/ALPERIN
Wilder. Itt
THE EFFORT ALWAYS MATTERS
~k® ~1~' ' ' April 26, 1999
~ To all Palm Beach County Mayors:
The Criminal Justice Commission (CJC) serving as the Substance Abuse Advisory Board
criminal Justice Commission (SAAB) seeks your approval in the allocation of FY00 Drug Control & System
~e~ ,; ot,,,o .v.~:-.:<- s,,:~. .... Improvement (DCSI) funds aka Byrne funds. The total FY00 allocation to Palm Beach
County is $728,458.
,5o1~ ~.-':~4~ The CJC submitted a request for proposals (RFP) to all local units of government to fund
suncom _.'-~-494_~ projects that respond to drug and drug-related violent crime problems. A total of four (4)
proposals were received this year plus the CJC's grant administration. The CJC
F.&X: (561 ~¢5-4a4'. recommends that funding be allocated as follows:
dcunnmg~,co p3.:m-beach fi u~
httpille~at.firn e 2.'.: ,3ther,pbcc~c
SUBGRANTEE PROJECT TITLE FEDERAL FUNDS
RECOMMENDED
Palm Beach County Victim Special Options Toward Achieving
Services Recovery (SOAR) $91,601
Palm Beach County School Truancy Interdiction Program (TIP)
Board $48,500
Roy H Davids::' 2ha,r:¥'.;r~ Palm Beach County Sheriff's Multi-Agency Narcotics Unit (MAN)
Office $549,104
Richard Lubm. Es-- '.~ce Cha~rma,"
Criminal Justice Commission Program Administration
Leslie Corie'. ~e:re'~3, r',. $39,253
',\endv Sartor~, L:F ~:. Treasurer TOTAL $728,458
The Florida Department of Community Affairs (DCA) requires that 51 percent of the local
units of government representing 51 percent of the county's population agree on the
allocation of these funds. Each program is required to provide their own 25 percent
cash match. DCA allows continuous funding for only three purpose areas which
Executive Director includes, domestic violence, multi-jurisdictional task forces, and program administration.
L D~ana C':.r'r::~gham.. For your convenience, we have prepared a sample letter for your use. Due to the
application deadline, this letter must be received at the Criminal Justice Commission
Office, no later than May 7, 1999. Please send the letter to '
Criminal Justice Commission
Att: Janet Cid-Gonzalez
301 N. Olive Avenue, Suite 1001
West Palm Beach, FI 33063
If you should require additional information or have any questions, please contact Ms.
Janet Cid-Gonzalez, Contracts/Grants Coordinator for CJC at 355-4939. Your immediate
attention to this matter is greatly appreciated.
Sincerely, ,
L. Diana Cunningham
Executive Director, CJC
-U: i~du,;. :' ':,,'::
Cc: Judge Blanc, Chairman, Byrne Grant Committee
Roy Davidson, Chairman, CJC
All Chiefs of Police
· ~..~' printed on rec,'c/ell paD~'r
LBS/' Lh~,,'" 1'3'3'3 15: 56 561-355-4941 PD?, CF,"]'M ,~IJST CEIMM F%GE t31
FAX TRMNSMITTAL
Commission
Iq ~'~1~1.4705
PAlM BEA C~ COUN~ C~INAL JUSTICE
COMMISSION
561-355-4941
Number of pagex including covet' sheet:
m~,~o~ ~f >,ou do not receive alt p~g~s, call ~ ~~ ~ ~ ~ ~ ~ ,~t
7~E O~GINAL DOCUMENTS WILL
~ WILL NOT
BE MAILED TO YOU.
Message: ~1< ~ $ ~ ~ ~
.......... t., (7(7: ... ~ ~ ~ ~ .
Memorandum
DATE: May 7, 1999
TO: David T. Harden - City Manager
FROM: Lula Butler- Director, Community Improvement~.~
RE: Presentation from MAD DADS - Proposed Deregulated School Concept
ITEM BEFORE THE COMMISSION:
Presentation from Charles Ridley, Executive Director, MAD DADS, Inc., on a
proposed Deregulated School Concept.
BACKGROUND:
MAD DADS has been conducting meetings developing a community plan with
residents living within the southwest section of town during the past twelve (12)
months. One of the major issues, identified as an urgent need is the poor
performance of minority students within the public school system.
MAD DADS believes that the concerns of the citizens have been further
documented by the "Weathering of the Storm" report issued earlier this year.
The organization is proposing a deregulated school, with a social service
component for elementary students be initiated using the Full Service Center
site. To that regard, the Executive Director and members of the Board have
been meeting with School Board staff and Board members for support of this
initiative.
MAD DADS is now requesting City Commission support as they move forward to
a scheduled workshop before the Palm Beach County School Board.
RECOMMENDATION:
Staff is seeking Commission direction on this proposal.
LB:DQ
Maddad599.cc
Delray Beach P9-117 - ~
,, Insert 8 Page 1
Goals 2004 and Beyond:
Definition
TOP PRIORITY
1. Citizens Feeling Included: An Inclusive Community
· Def'mition
· Access to City Government
· Respect for Cultural Differences and Contributions
· People Working Together to Solve Problems
· Citizens Well Informed about City Govemment
· Participation Across Ethnic Groups, Ages, etc.
· Valuing Diversity
· Ownership of the Community
2. Variety of Quality Neighborhoods: A Community of Neighborhoods
· Del'tuition
· Active Neighborhood Associations
· People Feeling Safe, Secure in Neighborhoods, on Streets
· Quality Neighborhood Streets and Infrastructure
· Residents Working Together to Solve Problems, to Preserve Neighborhood
· Different Types of Neighborhoods
· Protecting the Integrity of Neighborhoods
· Equity Among Neighborhoods
Insert 8 Page 2 .: -~' ~ ~'
TOP PRIORITY
3. Financially Sound City Government - Stable, Growing Tax Base
· Definition
· Expanding Local Economy
· Retaining Quality Businesses
· Attracting New Job Opportunities
· Adequate Financial Reserves
· Resources to Support Desired Service Levels
· Reduce Millage Rate
4. 1u Class Downtown - A Place Attracting People
· Defmition
· Pineapple Grove, West Atlantic as Unique Extensions of Downtown
· People Coming to Downtown - 1-95 to Beach
· A Focus Point for Our Community - Source of Pride
· Strong Local Merchants
· Diversified Business - Less Sensitive to Economic Changes
· Attractive, Pedestrian Friendly
· Each Element has Own Niche - Original Downtown, West Atlantic, Pineapple
Grove
· People Include West Atlantic in Their Thinking
5. Effective City Services - Responsive to Needs, Citizens Feeling Value for Tax Dollars
· Definition
· Listening to Community: Needs, Problems
· Continuous Improvement of Services
· Services and Service Levels: Consistent with Community Expectations and
City Resources
· Quality Infxastructure: Well Maintained
· Responsive to Emergency Situations
· Including Citizens as Partners, Volunteers
Delray Beach P9-11
Insert 8 Page
OTHER PRIORITY
6. Quality Neighborhood Schools - Emphasis on Our Community
· Definition
· New High School
· Challenging Curriculum
· Located in Walking, Biking Distance
· Students Prepared with Knowledge and Skills:
for Secondary Schools
for Work
for Higher Education
· Alternative Enrichment Activities
· Students Involved in Community Service (All Levels)
· Our Kids Going to Our Schools - Adequate School Facili~
7. Reputation as a Safe Community - People Feeling Safe and Secure
· Definition
· Citizens Working to Make Community Safe
· Lower Crime Rate than Comparable Cities
· Emphasis on Prevention and Long-Term Solutions
· Prepared for Emergency or Disaster
· Well Trained, Well Equipped Police and Fire Personnel
· Timely Response
8. Premier Beach - Protection of Coastal Resources
· Definition · People having Access to Beach
· Attractive, Clean Beachfront
· Quality Beach
· Use of Beach- Residents and Guests
· Activities and Leisure Opportunities - Variety
Delray Beach P9-11
Insert 9 Page
I Goals 2004 and Beyond: i
TOP PRIORITY /
1. Citizens Feeling Included: An Inclusive Community
· Benchmarks
Survey: Attitude of Citizens
· Make Up of Boards/Commissions
· Make Up of City Commission
· Voter Turnout
2. Variety of Quality Neighborhoods: A Community of Neighborhoods
· Benchmarks
· Number of Neighborhood Associations
· Measure: Street Condition and Quality
· Measure: Quality of Infi'astmcture
· Attitude: Pride in Neighborhood
· Traffic Accidents in Neighborhoods
· Level of Participation in Neighborhoods
3. Financially Sound City Government- Stable, Growing Tax Base
· Benchmarks
· Property Values
· Number of New Jobs
· Number of New Businesses
· Level of Reserves
· Bond Rating ,,~;, ,; c, ~
· ~ll~Tax Level ~-'; ~ ~'{~ ..... t:4~/''~ ~ .r~ "
Insert 9 Page 2
TOP PRIORITY
4. 1st Class Downtown - A Place Attracting People
· Benchmarks
· Attendance at Events
· Number of New Projects
· Property Values
· Number of New Businesses
· Citizens Attitude toward Downtown, Pineapple Grove, West Atlantic
· Vacancy Rate
5. Effective City Services - Responsive to Needs, Citizens Feeling Value for Tax Dollars
· Benchmarks
· Citizen Survey: Service Satisfaction
· Cost of Services
· Number of Volunteers (Service Providers)
· Condition: Parks
Infxastructure
· Number of Participants in Programs
, DeLray Beach P9-117
OTHER PRIORITY
6. Quality Neighborhood Schools - Emphasis on Our Community
· Benchmarks
· Graduation Rate
· Number of Extra Curricular Programs and Participants
· Test Scores
7. Reputation as a Safe Community - People Feeling Safe and Secure
· Benchmarks
· Crime Statistics
· Citizens Attitude: Safe~
Service
Emergency Response
· Level of Community Involvement: Number of Programs, Number of
Participants
· Response Time
8. Premier Beach - Protection of Coastal Resources
· Benchmarks
· Annual Beach Condition (Engineer's Report)
· Number of People
· Citizens Attitude: Beach
Insert I 1 Page
Delray Beach 1999:
Our Policy Agenda
TOP PRIORITY
Neighborhood Action Plan
West Atlantic Redevelopment
Police Retention Action Plan
C.R.A.
HIGH PRIORITY
Tennis Stadium: Evaluation and Direction
Public Information/Marketing Action Plan
Cultural Diversity Action Plan
Citizen Involvement Strategy
Delray Beach P9-117
· Insert 12 Page
Targets for Action:
1999
TOP PRIORITY
1. Neighborhood Action Plan
· Review Projects: Streets, Sewer, Drainage, Sidewalks,
Street Lights
· Evaluate Funding Options and Costs: City, Residents
· Decision: Overall Direction
Funding
Timing
· Initiate Actions
2. West Atlantic Redevelopment · Involve Citizens (Early to Define Problems and Outcomes)
· Review Problems and Issues for City
· Explore Options (Hotel, Retail, Grocery Store, etc.)
· Decision: Key Policy Issues
· Review Reports on C.R.A. Activities
· Link to Southwest Neighborhood Plan
3. Police Retention Action Plan
· Review Report
· Explore Options
· Decision: Staffing Level
Compensation Level
4. C.R.A.
· Link to Marketing with Message: Start with Problems, Not Solutions in
Working with Citizens; Sense of Accountability
· Meeting: Commission and C.R.A.
Delray Beach P9-117
Insert 12 Page 2
HIGH PRIORITY
5. Tennis Stadium: Evaluate and Direction
· Inform Citizens: Accurate Information, Expectations
· Identify Problems and Concerns, Benefits, Potential Future
· Explore Options (e.g. Enterprise Fund with Golf Course)
· Define City's Role
· Decision: Direction
· Develop Action Plan
· Develop Separate Identity for Stadium, Center
6. Public Information/Marketing Action Plan · Review Current Activities
· Explore Options Used by Other Cities
· Identify Specific Concerns and Problems
· Develop Action Plan
· Establish a Focal Point for City
· Include Information for Commissioners
7. Cultural Diversity Action Plan
· Understand their Cultural View (e.g. Police, Banks)
· Identify Problems and Oppommifies- Their Issues
· Explore Approaches Used by Other Cities
· Define City's Role
Work with Community to Develop Action Plan
· Decision: Direction
Action Plan
8. Citizen Involvement Strategy · Identify Problems
· Explore Options Used by Other Cities (Civic Leadership, Civics for Kids,
City Boards and Commissions, Personal Invitations, etc.)
· Develop Action Plan
· Decision: Direction
Funding
MEMORANDUM
TO: MAYOR AND CITY COMMISSIONERS
FROM: CITY MANAGER
SUBJECT: AGENDA ITEM # SPECIAL MEETING OF MAY 11, 1999
SMALL METER REPLACEMENT PROJECT
DATE: MAY 7, 1999
This is before the City Commission to approve a bid award to Sensus
Technologies, Inc. for the replacement of small meters at a cost of
$3,548,463. The City is in the process of securing a bid from a loan
institution to provide an amount not exceeding $3,600,000 for this project.
Additionally, $200,000 will be deducted from account # 442-5178-536-52.31
for contingency funds for unforeseen field items.
Recommend award of small meter replacement to Sensus Technologies.
S/CityClerk/Mem o/sensus
To: David T. H~~Manager
From: Joseph M.'~a4Y~~ce Director
Date: May 7, 1999
Subject: Award of Contract for Small Meter Replacement Project
The City Commission is being asked to award a contract to Sensus Technologies, Inc. in
the base amount of $3,548,463 representing the cost of the replacement meters,
automated reading equipment, installation and other upgrades for the small meter
replacement project. This contract is to be funded from a bank loan that is currently out
to bid on the street for a not to exceed amount of $3,600,000 and a renewal and
replacement reserve of $200,000 or a total funding of $3,800,000. The difference
between these two values is for contingency funds to cover the following items:
· The cost of additional services requested of the installation contractor such as:
Replace meter boxes
Removal of meter box for installation
Installation of resetter or curb stops
Concrete or asphalt removal
Inaccessible meters
Line relocations
Curb stop replacement
Raising of meters to a normal height
Landscaping
Other undefined work required
· The cost of meter lid replacements to be purchased by the City
· Financing costs
· Other contingency for unforeseen field items
Please have the attached contract submitted to the City Commission for their May 11th
meeting and we would request a special meeting for this contract approval.
Cc: Barbara Schooler, Utilities Customer Service Manager
Encl: Sensus Contract with Exhibit A (Including Installation Contractor Rate Sheet)
MAY 07 '99 15:45 FR SENSUS TECHNOLOGIES ??0 44? 1591 TO 156124B7166 P.O~
6621 Bay Circle
Suite 160
NOrCroSs, GA 30071
(770) ~7~7~
FAX (~0) 447-1391
May 7, 1999
Mr. Joe Safford
City of Delray Beach
100 Northwest First Avenue
Delray Beach, Florida 33444
Dear Mr. Safford:
! am pleased to enclose the Contract for supplying meters and installation for your meter upgrade
program. As we discussed, once completed, the City of Delray Beach will have the most advanced
State of the Art metering and meter reading system available in toclay's market.
Please be advised STI will commence work within thirty (30) days after receipt of a Notice to Proceed
confirmation from The City. STt shall prosecute the work diligently with a goal of completion of one
hundred twenty (120) working days to effect the replacement of the routine exchange of existing
water meters in the City's utility system.
In concert with the meter upgrade program, we also will be up-grading your present hand held meter
reading equipment to our 4000 Series units. Included in the contract pdcing STI will rovide the
following equipment:
3-3000 Series to 4000 Series HHD Upgrades
2-3000 Series to 4000 Series RF-HHD Upgrades
1-New 4000 Sedes RF-HHD
§-RF Pit Probe Devices
It is our intention, provided you agree, to use the City of Delray Beach, as a showcase account for
these products and services in the South Florida area, once the program is complete.
We appreciate the opportunity to work with a progressive thinking account such as Delray Beach.
and will cio all diligence to assure your complete satisfaction with our system.
Please do not hesitate to contact me should you have any questions, or need additional assistance.
Sincerely,
Regional Manager
MAY 07 '99 12:59 FR SENSUS TECHNOLOGIES ?70 447 1391 TO 15612437166
S( NSUS :
Master Agreement
Botween
City of Delray Beach
And
Sensus Technologies, Inc.
For
Water Meters/installation
lids Master Agreement ("Agreement") made and entered into in duplicate on this 27 h__Ttk~
day of April__ 1999 by and between CITY OF DELRAY BEACH, FL
, located at 100 N0rihwest First Avenue, Delray Bgach. FL.
3__.3444 (hereinafter called DRB
) and Sensus Technologies, Inc_ (hereinafter called $II) with
offices located at 450 N. Gallatin Avenue_ Uniontowno PA 15401
which Term shall include the successors of STI, wherever the context so requires or admits,
Whereas, _ DRB desires to reduce cost associated with accurately
measuring, recording and reporting the types and quantities of products DRB
provides its customers (hereinafter called "Metering Services") through its more than 18:000
water and sewerage service accounts;
Whereas, ongoing technological changes in Metering Services offer opportunities for
significant, immediate revenue enhancement and for long term cost reductions;
Whereas, DRB has determined that significant, immediate
revenue enhancement and long term cost reductions in Metering Services can best be pursued through
an alliance relationship with a Icading provider of Metering Services;
Whereas, STI is a leading provider of Metering Services;
Whereas, DI~ has adopted Sensus metering equipment as a
system standard for water metering installations;
Whereas, STI is ready, willing and able to enter into an alliance relationship with D~RB
in order to pursue projects that will result in immediate revenue enhancement and long term
reductions in DRB total metering services;
Whereas, ~DKB . and STI have reached an understanding
regarding the Metering Services to be performed and the compensation to be paid for such services,
and desire to set forth their understanding in the form ora written agreement; now therefore
In consideration of the premises and mutual covenants herein contained, it is agreed as
follows:
1. ENGAGEMENT OF SENSUS
MAY 07 '99 12:59 FR SENSUS TECHNOLOGIES ?90 ~47 1~91 TO 1561~457166 P.05
SICNSUS .,
1.1.1. ~RB hereby engages STI and STI hereby accepts
said engagement for the purpose of providing those products and services as described in Exhibit A -
Sensus Metering Services Equipment and Materials.
1.1.2. There will be no obligation between STI and DRB
for performance unfil_DRB engages STI with a written notice to
proceed.
2. SCOPE OF METERING SERVICES
2.1. The Metering Services provided to DRB by STI may
include, but may not be lhnited to the following:
2.1. I. Equipment and materials for metering, meter reading, and the recording and
reporting of metering dala;
2.1.2_ Professional or other sezvices regard~g the specification, selection, application, and
installation of metering equipment.
2.1.3. Equipment testing, repair, rebuilding, and recycling; and
2.1.4. Field installation / changeout of equipment and materials for metering, meter
reading, and the recording and reporting of metering data.
2.2. The Metering Services provided to ORB shall
include furnishing the equipment and materials provided in Exhibit A
2.3. From lime to time DRB and STI may jointly agree
to perform specific tasks under this agreement as may be necessary to carry out the purpose of this
agreement. These additoins, changes, or alterations will be agreed upon by both parties and outlined
in the form of a specific "task assignment".
3. COORDINATION AND SERVICES PROVIDED BY DRB
3.1. For Metering Services received, DRB . shall designate
a representative to coordinate and administer this agreement. Thc DRB
representative will be assigned to perform day to day administration and liaison functions, to make
available to STI appropriate personnel, to the extent practical, and to furnish records and available
data necessary to providing Metering Services.
3.2. For the purpose of this Agreement, the is:
MAY 09 '99 12:40 FR SENSUS TECHNOLOGIES 990 44? 1391 TO 15612457166 P.04
S( NSUS
3.3. It shall be the responsibility of STI to coordinate all activities with the DRB
representative.
4. DURATION OF AGREEMENT
4_ 1. This Agreement shall commence on the day and year above and continue and remain
in full force and effect as to all terms, conditions, and provisions as set forth herein for an initial
period of 1 year(s). In the event this Agreement is terminated, by either party, STI shall be
paid for any unpaid billings for all work performed and materials delivered up to the date of notice
of termination.
5. MEETINGS ANDPUBL1CHEARINGS
5.1. STI will, upon request by the The City, attend all meetings and public hearings as
required_
6. DELAYS
6.1. Neither party shall be considered in default in the performance of its obligations
hereunder to the extent that the performance of such obligation is prevented or delayed by any cause
beyond the reasonable control of the affected party, and the time for performance of either party
hereunder shall in such event be extended for a period equal to any time lost due to such prevention
or delay.
7. PAYMENTS
7_1. DRB will reimburse STI for the Metering Services rendered hereunder
accordance with the following terms:
7.1.1. The amount DI~B shall pay STI for all Metering Services provided under the terms
of this agreement shall not exceed the lawfully appropriated indebtedness as appropriated by the The
City.
7.2. For any materials provided by STI, hereunder the The City shall:
7.2.1. Submit weekly notification to ST! of the number and sizes of meters installed.
7.2.2. The The City will pay ST1 the invoiced amount for meters and installation within
30 days at~er receipt of invoice.
7.2_3. DRB may reject any invoice within 10 days after
receipt. DRB will return the invoice to Sensus stating the reason for
rejection. Upon receipt of an acceptable, revised invoice, DRB will,
within 21 days, pay STI the revised amount.
MHT B]'d '~ 1/:4~ ~-~ 5EMSU5 IEL~MNULUL~IE5 'F/~d 44Y 15~1 ltd 15bl~45Ylb~
SgNSUS,
8. TAXES
8.1. DRB does not pay Excise taxes on direct purchases
of tangile personal propca~y (see Tax ID number 600811624154C). Taxes accumulated on purchases
oftangile personal property made by STI during the perfromance of this contract for improvement
of City owned property as defined in Chapter 192 Florida statutes will be the responsibility of SIl.
9. INSURANCE REQUIREMENTS
9.1. Before starting and until acceptance of the Metering Services by the The City, and
without limiting its liability under the Agreenlent, STI will procure and maintain, at its sole expense,
insurance of the types and in the minimum amounts stated below:
Schedule Amounl
Workers' Compei~sation
Florida Statutory coverage Statutory Limits (Workers' Compensation)
& Employer's Liability (including $500,000 per accident (Employer's Liability)
appropriate Federal acts)
Commercial General Liability
Premises-Operations $1,000,000 each occurrence
Products-Completed Operations $2,000,000 annual aggregate
Contractual Liability combined single limit for bodily injury
Independent Contractors and property damage
Automobile Liability
All autos-owned, hired, or non-owned $1,000,000 each occurrence combined single
limit
9.2. Such insurance shall be written by a company or companies licensed to do business
in the state of Florida and satisfactory to the The City. Prior to commencing any work under the
Agreement, certificates evidencing the maintenance of said Insurance shall be furnished for the The
City's approval. The Certificate of Insurance shall provide that no material alteration or cancellation,
including expiration and non-renewal, shall be effective until 30 days after receipt of written notice
by the The City.
9.3. STI shall specify the The City as an additional insured for all coverages except
Workers' Compensation and Employer's Liability. Such insurance shall be primary to any and all
other insurance or self-insurance maintained by the The City. STI shall include a Waiver of
Subrogation on all required insurance in favor of the The City, its board members, officers,
employees, agents, successors, and assigns.
9.4. STl's Commercial General Liability insurance policy shall be effective one year after
Final Completion of the Metering Services.
4
S6NSUS,,,
9.5. Any subcontractor who will work at the The City job sites will procure and maintain
the Insurance required of ST1 hereunder during the Life of the subcontract. Subcontractor's insurance
may be either by separate coverage or by endorsement under insurance provided by STI. STI will
submit Subcontractor's Certificate of Insurance to the The City prior to allowing Subcontractor to
perform Metering Services on the job site.
9.6. All indemnification agreements in the Agreement are separate and are not limited
by the insurance amounts stated above.
10. INDEMNIFICATION
10.1. STI shall hold harmless, indemnify, and defend the The City against any claim,
action, loss, damage, injury, liability, cost and expense of whatsoever kind or nature (including, but
not by way of limitation, attorney's fees and court costs) arising out of or injury (whether mental or
corporeal) to persons, including death, or damage to property, arising out of or incidental to the
negligent acts or omissions of STI in the performance of this Agreement or work performed
thereunder. In the event of joint negligence on the part of the The City and STI, any loss shall be
apportioned in accordance with the provisions of the Uniform Contribution Among Tortfeasors Act
(s. 768.31, F.S.), as that Act exists on the effective date ofthis Agreement. For purposes of this
indemnification, the term "file The City" shall include its governing board, officers, employees, agents
and assigns. This indenmification shall survive the term of this Agreement for incidents that occurred
during the term of the Agreement
11. PATENTS & COPYRIGHTS
11.1. STI shall hold harmless, indemnify, and defend the The City bom and against liability
or loss, including but not limited to any claims, judgments, court costs and attorneys' fees incurred
in any claims, or any pretrial, trial or appellate proceedings on account of infringements of patents,
copyrighted or uncopyrighted works, secret processes, trade secrets, patented or unpatented
inventions, articles of appliances, or allegations thereof, pertaining to the Metering Se~tices, or any
part thereof, combinations thereof, processes therein or the use of any tools or implements used by
STI.
11.2. STI will, at its own expense, procure for the The City the right to continue use of
the Metering Services, parts or combinations thereof, or processes used therein resulting from a suit
or judgment on account of patent or copyright infringement.
11.3. If. in any such suit or proceeding, a temporary restraining order or preliminary
injunction is granted, STI will make every reasonable effort, by giving a satisl~ctory bond or
otherwise, to secure the suspension of such restraining order or temporary injunction.
11.4. It; in any such suit or proceeding, any part of the Metering Services is held to
constitute an infringement and its use is permanently enjoined, STI will, at once, make every
reasonable effort to secure for the The City a license, authorizing the continued use ofthe Metering
Services. IfSTI fails to secure such license for the The City, STI will replace the Metering Services
Pll-tY k~'d '~ 12:41 I-h( S~-NtsU~ I~-LJHNULULiII--S '?'¥1d 44¥ 1591 IL) 1561~45'?1b~ ~.l~r
S NSUS
with non-infiinging Metering Services, or modil~ the Metering Se~ces in a way satisfactory to the
The City, so that the Metering Services is non-infringing.
12_ WARRANTY
12.1. In the pertbrmance oftbe Metering Services under this Agreement, STI and its
employees shall exercise the degree of skill and care required by customarily accepted good practices
and procedures.
12.2. All professional or other services performed under this Agreement are warranted
for a period of one year following final acceptance of the Metering Services. If any failure to meet
the foregoing warranty appears within one year after the services are accepted by the The City, STI
shall again perform the Metering Services directly affected by such failure at STI's sole expense.
Upon the expiration of said one year, all such obligations to re-perform the services shall cease unless
otherwise stated in writing. STI shall be entitled to rely on the accuracy and currency of information
supplied by or at the direction of the The City, or available from generally acceptable reputable
sources.
12.3. The materials and workmanship of all equipment and materials furnished by STI are
unconditionally guaranteed for a period of one year from date of acceptance of the items deliverd,
unless otherwise specified herein. If, witlfin the guarantee period, any defects or signs of
deterioration are noted, which, in the oinion of The City are due to faulty design, workmanship, o~
materials, STI, at STI's expense, shall repair or adjust the equipment or parts to correct the condition,
or ST1 shall replace the part or entire unit to the complete satisfaction of The City. These repairs,
replacements or adjustments shall be made only at such times as will be designated by The City. The
City may, when operational conditions warrant, repair or replace any defective equipment at STI's
expense.
! 3. NONWAIVER
13.1. Failure by either party to insist upon strict performance of any of the provisions of
the Contract will not release either party from any of its obligations under the Contract.
14. OWNERSHIP OF DOCUMENTS AND EQUIPMENT
14_ l. STI agrees that upon completion of the Metering Services, all drawings, designs,
specifications, renderings, notebooks, tracings, photographs, reference books, equipment, expendable
equipment and materials, negatives, reports, findings, recommendations, data and memoranda of
every description, arising out of or relating to the Metering Services rendered by ST1 under this
Agreement exclusively prepared lbr the The City, are to become the property ofthe The City_ The
use of these materials in any mariner by the The City shall not support any claim by STI for additional
compensation. STI shall have no liability to the The City for damages, claims and losses, including
defense costs, arising out of any u~ of the aforementioned docmnents for any purpose other than as
set forth in this Agreement without the written authorization of STI.
6
MAY 07 '99 12:42 FR SENSUS TECHNOLOGIES ??0 44? 1391 TO 15612437166 P.08
S( NSUS .
15. PUBLIC RECORDS AND SUNSHINE LAW
15.1. This Agreement and any related documents axe considered public records under the
"Public Records Law", Chapter l l9, Florida Statues, unless specifically exempted by law. Any
meetings involving two or more members of the The City at which official acts are to be taken are
considered public meetings under the Florida "Government in the Sunshine Law", as contained in
Chapter 286, Florida Statutes.
16. HEADINGS
16.1. Headings appearing herein are inserted for convenience or reference only and shall
in no way be construed to be interpretations of text.
17. ORDER OF PRECEDENCE
17.1.~ In the event of any conflict between the provisions ofthis Agreement, and those of
file documents incorporated herein by reference, said provisions shall be given effect in the following
order: (1) Purchase Orders, (2) Task Assignments, and (3) this Agreement.
1B. NEGOTIATED AGREEMENT
1B. 1. Except as otherwise expressly provided, all provisions of this Agreement shall be
binding upon and shall i~mre to the benefit of the parties, their legal representatives, successors and
assigns. The parties agree that they have had meaningful discussion and negotiation of the provismns,
terms, and conditions contained in this Agreement. Therefore, doubtful or ambiguous provisions, if
any, contained in the Agreement shall not be construed against the party who physically prepared this
Agreement. The rule commonly referred to as For#us Contra Proferenmm shall not be applied to
this agreement or any interpretation thereof
19. ENTIRE AGREEMENT
19.1. This Agreement, together with any Purchase Orders and executed Task
Authorizations, constitute the entire agreement between the parties hereto for the Metering Services
to be performed and furnished by STI hereunder. No statement, representation, writing,
understanding, or agreement made by either party, or any representative of either party, which are
not expressed herein shall be binding. All changes to, additions to, modifications of, or amendment
to this Agreement, or any of the terms, provisions and conditions hereof, shall be binding only when
in writing and signed by the authorized officer, agent or representative of each of the parties hereto.
20_ ASSIGNMENT
20.1 STI shall not assign the Contract as a whole or in part without the written consent
of The City, nor shall STI assign any monies due or to become due to them hereunder without the
previous written consent of The City. Assigning the Contract shall not relieve STI or their surety
from any contract obligations.
MAY 07 '99 12:43 FR SENSUS TECHNOLOGIES ??0 44? 1591 TO 15612457166 P.12
EXHIBIT "A"
CITY OF DELRAY BEACH, FLORIDA
REPLACEMENT METERS QUANTITY UNIT PRICE TOTAL COST
314" SRll Short Laying Length 6797 $91.70 $623,285
Bronze Lid and Bottom
TR/PL or ECP, JWP
1,000 SG
1" SRII Bronze Lid and Bottom 6483 $110.50 $716,372
TPJPL or ECRNVP
1,000 SG
1" SRII RadioRead 2500 $238.75 $596,875
I 112" SR TR/PL - 1,000 SG 1696 $237.20 $402,591
2" SR TR/PL - 1,000 SG ~76 $332.90 ~
18,252 $2,597,153
Less: 970 Sensus (970) $ 91.70 (88,949)
Conversion (Labor & Material)(970) 55.00 53,350
Scrap 17,282 3.94 {68,091)
$2,493,463
OTHER COSTS:
RadioRead Software 1,000
RadioRead handheld - Rack-RF Probe 4,000
TOTAL PROJECTED COST - METERS $2,498,463
INSTALLATION SIMPLE METER CHANGEOUT:
518"X 314" Meters 15,000+ $38.00
314" x 1" Meters
I 1/2" Meters 1,500+ 125.00
2" Meters 1,500 135.00
MAY 07 '99 12:44 FR SENSUS TECHNOLOGIES ??0 44? 1~91 TO 156124~?166 P.i~
S( NSUS,.
EXHIBIT "A' - CONTINUED
City of Delray Beach, Florida
Page Two
ADDITIONAL SERVICES:
Replace Meter Box 5/8",314", 1" $20.001Ea.
Replace Meter Box 1 1/2"-2" $60.00 Ea.
Remove box for installation 5/8", 314", 1" $18.00 Ea. (Individual Box)
Remove box for installation 1 1/2" - 2" $50.00 Ea_ (Individual Box)
Install Resetter or Curb Step 5/8", 314", 1" $30.00 Ea.
Install Resetter or Curb Stop 1 112" - 2" $60_00 Ea.
Concrete or Asphalt Removal Price on Application
Estimated Install Cost: $850,000 - $1,050,000
Please see.attached quotation from U. S_ Bronco Services, Inc.
If modification in meter materials or processing are required to meet new regulations,
pricing submitted is subject to immediate change.
M~Y OY '99 12:44 FR SENSUS TECHNOLOGIES ??0 44? 1391 TO 15612437166 P.I~
U.S. Bronco Services, Inc.
MR. FRED RUSSELL
.?-I~ISUS TECIINOLOGIF~
NORCROSS, GEORGIA
AWLS: ~ RUSSF2.,L
RE: CITY' OF I~-LRAY BEACH/
BARBARA. SCI~OOLER
100 N.W. 1:;r AVfiNUI~
DEr. RAY BEACH, FL 33444
DEAR SIR,
WE ARE 1~ ~-ASF_.D TO OFFER A QUOT~ ON THE ABOV~ REFERENCED PROJECT. THE
FOLLOWING IS A BREAKDOWN OF OUR SCOPE OF WORK AND THE RELATFA~ COST. THiS
WORK ~5 DESCRIBED AS ^ SIMPLE METER CHANGE OUT.
'/."X r' METERS
1,500+ EA 1½' METERS (PD) $1~$.00/EA
1,500'4- EA 2~ METERS (PD) $135.00/~A
ADDmONAL SERVICES:
REPLACE METER BOX 5/8', ~., t" $20.00/~A
I~.PLA~ MEYER BOX 1½" - 2' ~!;O.Ofl/EA
RI/3gOV]~ BOX FOR INSTALLATION $/8", Il,',, 1" $15.00~A (Ilq~UAL BOX')
REMO~ BOX FOR INSTALLATION 1¥~" - 2' $50.00/EA (IND~U~ BOX)
INSTALL RESETrER OR CUP..B STOP 518". %". 1"
INSTALL RESETTER OR CUrB STOP I'A' - 2' ~60.00/EA
CONCRET~ OR ASPH.~LT REMOVAL PRICE ON APPLICATION
TH1S QUOTATION IS FOR LABOR AND TOOLS ONLY TO FACILITATI~ THE CHANGING OF
THE ABOVE QUOTED METERS. ALL MAI'P. RIALS ARE BY OTHERS. THIS DOES NOT INCLUDE
CON~ ASPHALT WORK, INACCESSIBLE METERS, tINE RELOCA.TIOI4S, CUKB
lIP. PLACEMENT. MEYER ~TING, ML=TI/K RAISING, FI~ KI~MOVAL I REPLAY,
SC~IEDULXN(} A,~qD TIME OF ~ETION W~f.J_. BE NEGOTIATED. LAYING LEIqGTH TO
~ CITY OF DP. LRAY WHA. BE RESPONSIBLE FO~ I~)TIFYING CUSTOMERS TWO WEEKS
PRIOK TO THE ME'[F.~ CHANGEOUT. THE CITY WIiL ~ RED TAG ALL SHIJT OFF
METERS AND US BP. ONCO SERVICE WILL NOT OPEN T~ METERS FOR'I~.~ITNG_ ANY
~ AI~ I=F=AD ~O1~I O~ WOR~ ON ~ ~ iS BY ~ PA~ IS TO BE
MAD~ ~ ~R ~ B~. 1F ~ ,a~,E AN'Y QUF, STIONS OR I CAN BE OF AlqY
~SISTANCE ~ CALL_
P.O. Box 181418 - Fa/~eld, Ohio 45018 8~$--8'/10 - Fax: 877-829-1613
[ITY OF I]ELIII:IY
DELRAY BEACH
CIT¥ ERI ,00 NI ,~ . ~ ~ ~ A~' E N U E - 0 E b R A Y BEACH, FLORIDA 33444. 407/243-7000
Ail-America C~d~
CT: Item 9.F. re League of Cities Appo±ntments
19~ATE: MAY 4, 1998
I was able to contact Mr. Titcomb late this afternoon. He has
not had a chance to put together the information (matrix) we
requested for this agenda item. However, he indicated he would
provide us with info sheets on all of the openings by next week's
meeting. He expects the League Board to make the appointments at
the May 19th meeting so we would be okay timewise.
The information he was able to give me is the Treasure Coast
Regional Planning Council meets on the 3rd Friday of the month at
9:30 a.m. at Howard Johnson's Motor Lodge in Stuart. He did
mention the Treasure Coast appointments are very sought after.
The only other information he could give me was on the alternate
position for the PBC Citizen's Task Force for Planning and Zoning
Issues. Meetings are generally scheduled on a quarterly basis,
although may be called more frequently as issues demand.
I ~inkwe wouldbebeRerto go wi~ yo~ suggestionto de~rtonext week'sspeci~ meetingso
we'llbeinapositiontoprovideacc~mein~rm~ion.
THE EFFORT ALWAYS MATTERS
Date: May 6, 1999 Agenda Item No. ~9~)~Z~ /
RECEIVED
AGENDA REQUEST NI~¥ 0 ? I999
A~enda request to be placed on:
~ Regul~ ~ Special X Workshop ~ Consent
~en: May 11, 1999
Description of Agenda Item:
Presentation ~om MADDADS on a Proposed Deregulated School Concept
Ordinance/Resolution Required: Yes / No Draft Attached: Yes / No
Recommendation: Commission Direction
Department Head S~gnature.~ '
City Attorney Review/Recommendation (if applicable)
Budget Director Review (required on all items involving expenditure of funds):
Funding Available: Yes / No
Funding Alternatives: (if applicable)
Account # & Description:
Account Balance:
City Manager Review:
Approved for agenda: / No
Hold Until:
Agenda Coordinator Review:
Received:
Action: Approved / Disapproved m 7/96