The following retirees are commended for their combined 238 years of outstanding service supporting the students and staff of the Manhattan Beach Unified School District:

Ann Brown,Teacher, MCHS, 24 years of service

Arnoldine Crist, EDP/Preschool Assistant, Pennekamp, 36 years of service

Diane Dixon, Teacher, MBMS , 28 years of service

Linda Fleming, Instructional Assistant, MB Preschool, 13 years of service

John Heideman, Teacher, MCHS, 40 years of service

Jayne Horowitz, Teacher, Pennekamp, 12 years of service

Amelia Kahler, Instructional Assistant, MB Preschool, 25 years of service

Kerry Muhlbach, Instructional Assistant, MBMS, 11 years of service

Eve Sapiro, Accounting Specialist, District Office, 25 years of service

Ellyn Schneider, Executive Director of Student Services, District Office, 12 years of service

Gayle Steinmeier, Office Specialist, MBMS, 12 years of service

Mr. Ryan Patel and Miss Allison Arvin have made important contributions during their terms as Student Board Members this school year. In addition to providing updates about the elementary schools and Mira Costa High School, Mr. Patel and Miss Arvin have shared their perspectives during Board Meetings and Board Workshops and have asked important questions during numerous presentations. Miss Rebecca Rawson has done an excellent job providing updates about the latest events at Manhattan Beach Middle School. Members of the Board and Cabinet thank Mr. Patel, Miss Arvin, and Miss Rawson for their outstanding service this school year.  

This year is the second year of a new funding formula for California: The Local Control Funding Formula (LCFF). Many categorical programs that targeted certain segments of students have been eliminated. In an effort to make certain that school districts work and have the resources to address the needs of ALL students, The Local Control Accountability Plan (LCAP) is a critical part of LCFF. Districts must use the LCAP to create a plan that details how they will support student success. It must detail the goals, the plans, and the dollars that will be devoted to helping all students succeed. 

The LCAP will not replace school site or district goals, but all district and site goals should be aligned with the LCAP, the Common Core State Standards, the Next Generation Science Standards, and the California English Language Development Standards. 

In the development of this plan, we have examined student achievement data, surveyed parents, employees and Mira Costa High School students for their feedback, and presented data to PTAs and gathered their feedback. We have presented data to the teachers on the Teaching and Learning Committee (TLC) and heard their feedback. We invited all EL parents to a meeting, presented data to them, and received their feedback. From that data and input, we developed the attached goals and progress indicators for the MBUSD LCAP. 

Per Education Code (EC) Sections 42127 and 52062, two separate Governing Board public meetings, held at least one day apart, are required for the school district budget hearing and budget adoption. In addition, the LCAP public hearing must occur at the same meeting as the budget public hearing and the LCAP adoption must occur at the same meeting at the budget adoption. The LCAP item must precede the budget item at each meeting. The public hearings require 72 hours public notice and both the 2014-15 budget and the 2014-15 LCAP must be adopted on or before July 1, 2015.  At the MBUSD Board meeting on June 15, 2015, the Board held a public hearing so that anyone could make comments and provide input on the LCAP. Upon approval, staff will submit the LCAP to Los Angeles County Office of Education (LACOE) for their approval. If LACOE personnel request alterations in the substance or format of the plan, those changes will come back to the Board in July or August. 

Anyone seeking information about the LCAP can find information by clicking the LCAP button at www.mbusd.org.

Each year in June and in compliance with California Education Code Section 42127(a)(2), the Board of Trustees must adopt the preliminary operating budget for the succeeding school year. It should be noted the 2015-16 budget is built in accordance with parameters provided by the Los Angeles County Office of Education in LACOE Informational Bulletin #4125 (dated June 1, 2015). 

Projected revenues for 2015-16 are significantly dependent upon the budget ultimately adopted by the State of California.  The budget approval process is not complete until a Budget Bill is signed into law by the Governor.  This involves a six month process:

• The Governor submits a budget to the Legislature, along with a Budget Bill, by January 10.
• Throughout the next few months, the Department of Finance, Legislative Analysts Office, Senate Budget and Fiscal Review Committee and Assembly Budget Committee, analyze the budget, hold hearings, and recommend changes.
• The Governor makes adjustments to the budget through a May Revision by May 14.
• Both houses of the legislature, through their committees and the full house, approve budget bills.  A Budget Conference Committee including members of both houses is convened to work out any differences between the two houses' versions of the bill.  The Conference Committee's version of the budget bill is then sent back to each house for approval.
• The Legislature must pass the Budget Bill by June 15; at this time trailer bills (changes in existing law necessary to implement budget changes) are also introduced.
• The Governor may reduce or eliminate items of appropriation and must sign the budget bill into law by July 1.

Based on this process, complete and accurate detail regarding the State budget is not known until the Budget Bill has been signed by the Governor and all trailer bills have been finalized. In the meantime, public school districts are required to adopt their annual budgets before knowing the final outcome at the State level. As a result, staff is recommending the Board adopt the preliminary 2015-16 budget in accordance with LACOE recommendations, with the understanding that the revenue picture could change in the near future as details are finalized in Sacramento. Should changes occur, staff will recommend an appropriate revision to the preliminary adopted budget for 2015-16.

In accordance with Education Code (EC) Sections 42127 and 52062, a separate Governing Board public meeting was held as required, on June 15, 2015, as required for the school district budget hearing. In addition, the LCAP public hearing occurred at that same meeting. The LCAP item preceded the budget item. The 2015-16 budget and the 2015-16 LCAP must be adopted on or before July 1, 2015.

Approval is recommended.

Per teacher feedback on the current elementary report card system and the misalignment with the Common Core, the MBUSD Report Card Committee was formed in February, 2015 and met for 20 hours between March and May with the goals of: 1) revising the current report card, 2) examining research on elementary homework, 3) formulating a recommendation on homework, 4) analyzing the two surveys that were given to elementary teachers, 5) creating documents to present both to teachers and the board.

On April 21, 2015 a representative from the Report Card Committee presented the recommendations at each district grade level meeting.  Feedback was obtained from all grade levels, and a follow up survey was also sent.  The committee reviewed survey data, made further adjustments, and have created the (attached) report card and homework recommendations to begin in 2015-16.  The committee is seeking your approval to move forward with these recommended changes.

Elementary Report Card

Based on the Common Core State Standards, research in area school districts, and elementary teacher survey results (below), the report card committee is recommending the following changes to report cards:

• Move from a trimester to a semester reporting period
• Move from an achievement-based to a standards based report card
• Move from an overall grade in a subject area to a grade in each standard
• Move from multiple effort grades in content areas, “Work and Study Habits” and “Personal/Social Growth” to a condensed “Student Expectations” area
• Move from multiple grading scales to one 3-point grading scale

Elementary Homework 

The appropriate amount of homework and its general impact on learning and achievement have long been debated. Some researchers state that at the elementary school level, homework should be assigned to establish good learning habits and keep families informed about their child's learning (Cooper, 1989; Cooper, Lindsay, Nye, & Greathouse, 1998; Gorges & Elliot, 1999). Others argue (Kohn, A., 2012) that homework shows only an association, not causational relationship, with academic achievement. Still, there are some who see that homework can be useful and worthwhile, but that it has not been useful in many cases (Vatterott, C., 2009). 

In consideration of the whole child along with the Common Core State Standards, research, and district survey results from elementary teachers, the report card committee recommends the following for the MBUSD Elementary Homework Policy:  

 Daily Homework - Monday through Thursday

The emphasis of homework is on reading 

• Research indicates that volume of reading is linked to attaining higher-order literacy proficiencies (Allington, 2012; Brozo et al, Cipielewski & Stanovich, 1992).  
• Cullinan (2000) reviewed the research on the effects of independent reading …The review concludes that independent reading, defined as the reading students choose to do, supports learning and school achievement.  Providing students with protected reading time is necessary in order to support their growth in reading.  
• CCSS.ELA-LITERACY.CCRA.R.10 To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts.

 In addition, further recommendations are as follows:

• Homework should be meaningful 
• Homework should not count as part of academic grade
• Incomplete homework should not be punitive, rather teachers should communicate with student and parents
• Homework should be designed so that it can be completed independently
• Homework should be used as a means to develop work and study habits

Approval is recommended.

An agreement between the District and Wendy Cheng, BCBA, to provide behavior analysis and consultation services from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement with Wendy Cheng, M.S., Board Certified Behavior Analyst (B.C.B.A.)

An agreement is needed between the District and Robin Shipley-Benamou, M.S., Autism Specialist, to provide social skills training for students, parents, teachers, aides, and home program in the area of autism; and conduct social skills groups while providing asistance for the development of programs for children on the Autism Spectrum, from July 1, 2015, through June 30, 2016.

Approve Student Services  Special Employment Agreement for 2015/16 School Year, with Robin Shipley-Benamou, M.S., Autism Specialist.

An agreement is needed between the District and Heather Polanco, M.S., Board Certified Behavior Analyst, to provide behavior analysis, consultant services and staff training, from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement for 2015/16 School Year, with Heather Polanco, M.S., Board Certified Behavior Analyst (B.C.B.A.)

An agreement is needed between the District and Sonia Dickson-Bracks, Autism Specialist, to provide training for parents, general education teachers, and aides.  And, is needed to provide consulting assistance with the home program and life coach program in the area of autism.  Contract is effective from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement for 2015/16 School Year, with Sonia Dickson-Bracks, Autism Specialist.

With the approval of this new collaboration schedule, Mira Costa will join all of the elementary schools and Manhattan Beach Middle School in having built in time for teachers to collaborate. This schedule, which was adapted from schedules used by some of the high schools in the 21st Century Consortium, features 24 days on which students are provided with two 57-minute times during the day when they can meet with teachers during office hours, study, or work together on projects or assignments. Teachers use one of the 57-minute times to meet with students and the other to meet with department members and/or other teachers. Staff believes the schedule will help teachers plan and work together and provide time in the week for students to get assistance or just accomplish needed tasks. Collaboration days are always on Wednesday and only occur in weeks when there are no other events (such as testing) or holidays.

The schedule meets all state requirements for instructional minutes.  Some details of the schedule include:

• Number of minimum days: 12
• Number of double late starts for testing: 7
• Number of collaboration days: 24

According to Article 7.3 of the Collective Bargaining Agreement between MBUSD and MBUTA:

Individual school sites may establish variable schedules subject to the following conditions:

A. Such schedules must provide the annual instructional minutes and days required to meet SB813 requirements;

B. The schedule must be submitted jointly by the Association and the District for approval by a majority of school site bargaining unit certificated staff who participate in the approval (vote) process;

C. The schedule must be submitted to the site administrator for approval or rejection in the site administrator’s sole discretion;

D. The schedule must be presented for review and consideration by the Superintendent or his/her designee (with a fully-explained rationale for the proposed schedule variation) for approval or rejection in his/her sole discretion;

E. The proposed schedule must be submitted for review to the Governing Board, which shall approve or reject the proposed schedule in its sole discretion;

F. Any approved schedule variation shall be valid for only one year, unless otherwise determined by the Governing Board, but shall be renewable in succeeding years on the same grounds outlined above.

The Consolidated Application (Con App) for Funding Categorical Aid Programs reflects the District’s state and federal entitlements for this year and any carryover. The application is now being submitted online through the web-based Consolidated Application Reporting System (CARS). 

The Con App is used by the California Department of Education to distribute categorical funds from various state and federal programs to school districts, county offices, and direct-funded charter schools. The data submission of the Con App that is typically due in June documents participation in these programs and provides assurances that the District will comply with the legal requirements of each program.  Out of each state and federal program entitlement, the District allocates funds for indirect costs of administration, for programs operated by the District office, and for programs operated at school sites. Programs reviewed in the Con App include Title I, Part A, Basic Grant, Title II, Part A, Improving Teacher Quality, and Economic Impact Aid.

Approval is recommended.

It is requested to approve the participation of MBUSD staff members to attend the ISTE 2015 conference in Philadelphia from Sunday, June 28, through Wednesday, July 1.  ISTE 2015 is hosted by the International Society for Technology in Education (ISTE) and is globally recognized as the most comprehensive educational technology conference in the world. The event offers myriad professional learning opportunities for all types of educators and education leaders, including teachers of every discipline, tech coordinators, administrators, superintendents, teacher educators and media specialists.

At ISTE 2015, participants will have the opportunity to attend a wide array of educational sessions and hands-on learning environments, to build their content knowledge while learning new strategies, and to gain exposure to the most timely and relevant topics and trends in educational technology. This rich learning experience will also equip participants with valuable knowledge that they can share with colleagues. 

Most importantly, ISTE 2015 will provide participants with tangible resources and hands-on teaching strategies that they can implement right away.

 Registration includes:

• Access to more than 900 sessions and learning opportunities.
• Entry to an interactive expo hall featuring more than 500 companies.
• Three thought-provoking keynotes.
• Opportunities to connect and network with more than 15,000 fellow educators and education leaders.

Approval is recommended.

For the 2014-15 school year, the University of California, Los Angeles (UCLA) Center X Mathematics Project delivered Common Core professional development for K-5 teachers and secondary mathematics teachers in the form of workshops and 120 days of site-based secondary support.  It is requested to continue site-based support for teachers in Grades 6-12 for up to 120 days during the 2015-16 school year.  This partnership will provide seamless alignment between MBUSD Common Core professional development and site-based follow up support.

The UCLA Mathematics Project (UCLAMP) is part of a statewide program that strives to make a positive impact on math teachers and their students. The project's goal is to enhance the skill sets of K-12 math teachers who can in turn increase their students’ ability to succeed. Based on twenty-five years of experience, UCLAMP has developed a program that is helping to make significant differences in the quality of teaching. The UCLA Mathematics Project (UCLAMP) is an organized, caring team of professionals dedicated to providing accessibility and making a positive impact for all teachers and students in mathematics. UCLAMP believes that teachers develop mathematically powerful students by: balancing basic skills, conceptual understanding, and problem-solving; engaging students in tasks with a high level of cognitive demand; incorporating literacy into instruction; utilizing technology; and through exploration, discovery, and inquiry. 

Approval is recommended.

For the 2014-15 school year the University of California, Los Angeles (UCLA) Center X Mathematics Project delivered Common Core professional development for K-5 teachers and secondary mathematics teachers in the form of workshops and 120 days of site-based secondary support.  It is requested to expand site-based support to include teachers in Grades TK-5 for up to 120 days during the 2015-16 school year.  This partnership will provide seamless alignment between MBUSD Common Core/Cognitively Guided Instruction (CGI) in mathematics professional development and site-based follow up support.

The UCLA Mathematics Project (UCLAMP) is part of a statewide program that strives to make a positive impact on math teachers and their students. The project’s goal is to enhance the skill sets of K-12 math teachers who can in turn increase their students’ ability to succeed. Based on twenty-five years of experience UCLAMP has developed a program that is helping to make significant differences in the quality of teaching. The UCLA Mathematics Project (UCLAMP) is an organized, caring team of professionals dedicated to providing accessibility and making a positive impact for all teachers and students in mathematics. UCLAMP believes that teachers develop mathematically powerful students by: balancing basic skills, conceptual understanding, and problem-solving; engaging students in tasks with a high level of cognitive demand; incorporating literacy into instruction; utilizing technology; and through exploration, discovery, and inquiry. 

Approval is recommended.

During the 2014-15 school year UCLA Center X Mathematics provided five days of professional development for math teachers in Grades 6-12.  On March 4, 2015, the MBUSD Math Committee presented the three-year timeline for the implementation of a Balanced Mathematics/Cognitively Guided Instruction (CGI) instructional methodology.  This plan included up to two full-day workshops for secondary mathematics teachers.  To support MBUSD's K-12 efforts in meeting the demands of the Common Core State Standards, we are seeking to engage in a contract with UCLA staff developers.  The two professional development days will be tailored to the specific goals and next steps identified by MBUSD teachers.

The UCLA Mathematics Project (UCLAMP) is part of a statewide program that strives to make a positive impact on math teachers and their students. The project’s goal is to enhance the skill sets of K-12 math teachers who can in turn increase their students’ ability to succeed. Based on twenty-five years of experience UCLAMP has developed a program that is helping to make significant differences in the quality of teaching.  The UCLA Mathematics Project (UCLAMP) is an organized, caring team of professionals dedicated to providing accessibility and making a positive impact for all teachers and students in mathematics.  UCLAMP believes that teachers develop mathematically powerful students by: balancing basic skills, conceptual understanding, and problem-solving; engaging students in tasks with a high level of cognitive demand; incorporating literacy into instruction; utilizing technology; and through exploration, discovery, and inquiry. 

Approval is recommended.

Education Code 60851(c)(1) allows a governing board of a school district to waive the
requirement, at the request of the parent or guardian, to successfully pass one or both
subject matter parts of the high school exit examination for a pupil with a disability.
As defined in the law, the student must have an individualized education program (IEP) or
Section 504 plan in place that requires the accommodations or modifications to be provided to the pupil when taking the CAHSEE. The student must also have sufficient high school level coursework either satisfactorily completed or in progress to have attained the skills and knowledge otherwise needed to pass the high school exit examination, and the student must have received the equivalent of a passing score on the CAHSEE while using the modifications or accommodations.

Having been reviewed by the Special Education staff and Principal of Mira Costa High
School, two students meet the eligibility criteria for a waiver for the CAHSEE.

Education Code Section 60852.3, exempts an eligible student with a disability (SWD) from meeting the CAHSEE requirement as a condition of graduation. EC Section 60852.3 states that this exemption shall last until the California State Board of Education (SBE) makes a determination that alternative means are not feasible or that alternative means are implemented.

An eligible student, as defined in the law, is a SWD who has an individualized education program (IEP) or Section 504 plan that indicates the student has satisfied or will satisfy all other state and local requirements to receive a high school diploma on or after July 1, 2009. However, eligible SWDs are required to take the CAHSEE in grade ten for purposes of fulfilling the requirements of the Elementary and Secondary Education Act.

On July 14, 2010, the SBE determined that alternative means to the CAHSEE for eligible SWDs are feasible and directed staff to prepare regulations that would extend the date for implementation of alternate means to the CAHSEE from January 1, 2013, to July 1, 2012. The exemption from meeting the CAHSEE requirement remains in place until July 1, 2012, or until alternative means are implemented.

Having been reviewed by the Special Education staff of Mira Costa High School, four students meet the eligibility criteria for an exemption for the CAHSEE.

An agreement is needed between the District and Greg Allen, Ph.D., LMFT, dba Freedom4U to provide educational counseling consultation services from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement for 2015/16 School Year, with Greg Allen, Ph.D., LMFT, dba Freedom4U.

An agreement is needed between the District and Julia Dunlap, OTR/ATP, Occupational Therapist, to provide occupational therapy services as mandated by Individualized Education Plan (IEP) from July 1,2015, through June 30, 2016.

Approve Student Services Special Employment Agreement for 2015/16 School Year, with Julia Dunlap, OTR/ATP, Occupational Therapist.

An agreement is needed between the District and Executive Linguist Agency, to provide language interpretation and translation as mandated by Individualized Education Plan (IEP) from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement for 2015/16 School Year, with Executive Linguist Agency.

An agreement between the District and Gelbart and Associates is needed to provide educationally related intensive counseling services as mandated by Individualized Education Plan (IEP) from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement with Gelbart and Associates, Inc.

An agreement is needed between the District and Gregor Enterprises, dba Families First, to provide attendance liaison services from July 1, 2015, through June 30, 2016.

Approve Student Services Consultant Agreement with Gregor Enterprises, dba Families First, to provide Educational Services.

An agreement is needed between the District and Connie Hatt to assist with vision and hearing screenings that are conducted annually during the months of October, November, and December at the elementary schools, and in January and February at Mira Costa.  In order to complete the screenings in time provided, additional short-term assistance is required.  The school nurses have requested the help of Connie Hatt, a retired school nurse.  Contract is effective from September 1, 2015, through June 30, 2016.

Approve Student Services Educational Consultant Agreement for 2015/16 School Year with Connie Hatt, retired school nurse.

An agreement is needed between the District and Susan Norwell, M.A., Educational Consultant, to provide services as mandated by Individualized Education Plan (IEP) from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement with Susan Norwell, M.A., Educational Consultant.

An agreement is needed between the District and Sally Jo Sager, Orientation and Mobility Specialist, to provide services as mandated by Individualized Education Plan (IEP) from August 26, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement for 2015/16 School Year, with Sally Jo Sager, Orientation and Mobility Specialist with Blind and Visually Impaired.

An agreement is needed between the District and Jan Schlesinger, Physical Therapist, to provide services as mandated by Individualized Education Plan (IEP) from July 1, 2015, through June 30, 2016.

Approve Student Services Special Employment Agreement with Jan Schlesinger, Physical Therapist.

An agreement is needed between the District and Vin'Ash Coaching, L.L.C., to provide drug testing services as Mira Costa High School.

Approve agreement for 2015/16 School Year between the District and Vin'Ash Coaching, L.L.C., to provide drug testing services of students from Mira Costa High School.

An agreement is needed between the District and Judi Zimmerman to assist with vision and hearing screenings that are conducted annually during the months of October, November, and December at the elementary schools, and in January and February at Mira Costa.  In order to complete the screenings in time provided, additional short-term assistance is required.  The school nurses have requested the help of Judi Zimmerman, a retired school nurse.  Contract is effective from September 1, 2015, through June 30, 2016.

Approve Student Services Educational Consultant Agreement for 2015/16 School Year with Judi Zimmerman, retired school nurse.

An agreement is needed between the District and Clear Skies Psychological Services Corporation to provide educational assessment consultation services in accordance with the District's Independent Evaluation Policy, from June 17, 2015, through June 30, 2016.

Staff recommends the approval of a Practicum Program Partnership between Manhattan Beach Unified School District and Loyola Marymount University. If approved, Loyola Marymount University would then place school psychology practicum candidates under mentorship with Manhattan Beach Unified School District school psychologists. Refer to attached agreement for details.

Next year, the plan is to have two practicum students. Practicum is the phase before internship. The goal is for the students to gain a wide variety of school-based experiences under the mentorship of credentialed school psychologist.

The term of this Agreement shall be effective August 25, 2015, and shall continue in full force and effect until such time as either party gives the other party written notice of its intent to terminate the Agreement.

The District shall supervise University graduate students (Interns) enrolled in the School Counseling curricula as Intern Counselors. These internships will be under the direct supervision and instruction of such employees of the School District, as the School District and the University, through their duly authorized representatives, may agree upon. University support personnel will assist District staff in providing appropriate supervision.

Currently, there is a tremendous need for additional support for students who have counseling services mandated on their IEPs. Such services are frequent (weekly and bi-weekly) leading to an increase in total sessions per year.  Each student has 25-40 sessions per school year.  There are currently 72 students in need of such services. Having a current university intern would provide the additional support in bridging those students’ services and need for increased staff to provide such services.   Counseling services address stress management, anxiety management, coping skills, classroom involvement, perspective taking, anger management, and other areas of need for our students. 

The term of this agreement shall be effective 6/1/15 and shall remain in effect through 5/31/2018.

Ratification is recommended.

The District shall provide teaching experience to California State University Dominguez Hills students through practice teaching in schools and classes of the District. An assignment of a CSUDH student to practice teaching in schools or classes of the District shall be, at the discretion of the State, either for approximately nine (9) weeks or for approximately eighteen (18) weeks. This practice teaching will be provided in schools or classes of the District under the direct supervision and instruction of certificated employees of the District.

The term of this Agreement shall be effective 6/1/15 and shall remain in effect through 5/31/2018.

Ratification is recommended.

On Thursday, June 11th, 2015, the MBUSD Personnel Commission approved a revised job description for the position of Accounting Specialist.  Consultant Patti Jaffe collaborated with Dr. Dawnalyn Murakawa Leopard to update this job description so it accurately reflects the current requirements of the position. Upon approval by the Board, the position will be posted to fill the vacancy created by the retirement of Eve Sapiro.

Approval is recommended.

Dean Whellams' passion for growth, leadership development, and self awareness has made him into a dynamic speaker, presenter, and youth facilitator. Dean has been working with teens for over 12 years, and with sports teams (with his company Elite Performance, LLC) for 7 years. His programs are focused on improving the individual and therefore improving the whole.  Many of his presentations incorporate the concept of being truly “uncommon,” by going against the status quo and challenging oneself to dig deeper and strive further. In addition to being a Co-Director of RYLA (Rotary Youth Leadership Awards, Districts 5180 and 5190) and REGL (Rotary Eighth Grade Leadership), Dean is also a trainer for Breaking Down the Walls, Emergenetics, sports/team leadership programs (ASU, Vanderbilt, Kentucky, University of Washington, Michigan State, etc.) and various high school and middle school leadership assemblies, retreats, state and regional conferences.