The four blue dots on the eastern edge of the brown region show where Tantau Ave now runs. The southern end of North Tantau Ave clearly runs INSIDE the eastern edge of the new campus. Below is a closeup of that portion:
Friday, December 27, 2013
Plan for North Tantau Ave when Apple builds its new spaceship campus in Santa Clara / Sunnyvale
One of big questions about the new Apple campus plan is whether the general public will still be allowed to drive on North Tantau Ave. A good number of residents in that neighborhood use N. Tantau Ave as an alternative to the busier streets Lawrence Expressway and Wolfe Road.
The four blue dots on the eastern edge of the brown region show where Tantau Ave now runs. The southern end of North Tantau Ave clearly runs INSIDE the eastern edge of the new campus. Below is a closeup of that portion:
The closeup photo above clearly shows North Tantau Ave running through the middle of the bottom of the blue enclosed region with 4 square buildings to the west and 6 square buildings to the east.
The four blue dots on the eastern edge of the brown region show where Tantau Ave now runs. The southern end of North Tantau Ave clearly runs INSIDE the eastern edge of the new campus. Below is a closeup of that portion:
Saturday, December 14, 2013
Cupertino Union School District (CUSD) Guide to the Report Card 1st Grade
The Cupertino Union School District (CUSD) has modified its report cards for the 2013-2014 school year to reflect the newly adopted Common Core State Standards.
For Language Arts, 1st grade students are expected to:
--read aloud
--identify details and main events
--write about events, topics, and opinions
--understand phonics and word analysis
--determine meaning of unknown words by examining parts of the word and context within sentence
--print all letters (uppercase and lowercase)
--use correct capitalization, punctuation, and spelling
--explain the difference between books that tell stories and books that give information
--follow simple two-step directions
For Math, 1st grade students are expected to:
--solve word problems involving addition and subtraction within 20
--know the Commutative Property: 7 + 4 = 11 mean 4 + 7 = 11.
--know the Associative Property: 4+ 7 + 3 = 4 + (7+ 3) = 4 + 10 = 14
--tell and write time in hours and half-hours using both analog and digital clocks
--break circles and rectangles into two and four equal shares to describe halves, fourths, and quarters
For the full guide click this --> Cupertino Union School District (CUSD) Guide to the Report Card 1st Grade
For Language Arts, 1st grade students are expected to:
--read aloud
--identify details and main events
--write about events, topics, and opinions
--understand phonics and word analysis
--determine meaning of unknown words by examining parts of the word and context within sentence
--print all letters (uppercase and lowercase)
--use correct capitalization, punctuation, and spelling
--explain the difference between books that tell stories and books that give information
--follow simple two-step directions
For Math, 1st grade students are expected to:
--solve word problems involving addition and subtraction within 20
--know the Commutative Property: 7 + 4 = 11 mean 4 + 7 = 11.
--know the Associative Property: 4+ 7 + 3 = 4 + (7+ 3) = 4 + 10 = 14
--tell and write time in hours and half-hours using both analog and digital clocks
--break circles and rectangles into two and four equal shares to describe halves, fourths, and quarters
For the full guide click this --> Cupertino Union School District (CUSD) Guide to the Report Card 1st Grade
Cupertino Union School District (CUSD) Guide to the Report Card - 4th Grade
For the 2013-2014 school year, the Cupertino Union School District (CUSD) has modified its report cards to adapt to the newly adopted Common Core State Standards.
For Language Arts, 4th grade students are expected to:
--use roots, prefixes, and suffixes to determine the meanings of unknown words
--determine the main idea of texts
--group related ideas in paragraphs
--write opinion pieces that include a conclusion related to the opinion
--write multi-paragraph pieces that are organized
For Math, 4th grade students are expected to:
--make connections with previous problem solving experiences
--know the meaning of quantities
--evaluate the accuracy of explanations
--use math to solve problems arising in their lives
--solve multi-step word problems using drawings and equations
--perform multi-digit multiplication
--compare whole numbers and fractions
--add and subtract fractions with like denominators
--understand decimal notation for fractions
--solve real world problems using area and perimeter formulas for rectangles
To see the full guide, click here ---> Cupertino Union School District (CUSD) Guide to the Report Card for 4th Grade
For Language Arts, 4th grade students are expected to:
--use roots, prefixes, and suffixes to determine the meanings of unknown words
--determine the main idea of texts
--group related ideas in paragraphs
--write opinion pieces that include a conclusion related to the opinion
--write multi-paragraph pieces that are organized
For Math, 4th grade students are expected to:
--make connections with previous problem solving experiences
--know the meaning of quantities
--evaluate the accuracy of explanations
--use math to solve problems arising in their lives
--solve multi-step word problems using drawings and equations
--perform multi-digit multiplication
--compare whole numbers and fractions
--add and subtract fractions with like denominators
--understand decimal notation for fractions
--solve real world problems using area and perimeter formulas for rectangles
To see the full guide, click here ---> Cupertino Union School District (CUSD) Guide to the Report Card for 4th Grade
Friday, December 13, 2013
Milpitas Unified School District shifts its focus to the upcoming Common Core standards
The Milpitas Unified School District made a strategic decision last year to get ready for Common Core. Teachers began the shift toward Common Core, so likewise, students started to shift away from API mode of thinking, thus nobody should be surprised with the drop in API.
The new Common Core instruction is very different from the old API instruction. The old API instruction consisted of simple bubble test questions. With the new Common Core, students need to think and problem solve. The questions are going to involve more open-ended problem solving. Kids still need to come up with an answer, but now they will show their work, which you don't do with a bubble test. The new online assessments will capture the "scratch" paperwork.
The new Common Core instruction is very different from the old API instruction. The old API instruction consisted of simple bubble test questions. With the new Common Core, students need to think and problem solve. The questions are going to involve more open-ended problem solving. Kids still need to come up with an answer, but now they will show their work, which you don't do with a bubble test. The new online assessments will capture the "scratch" paperwork.
All Milpitas Unified Schools Dropped API in 2013 except for John Sinnott Elementary and Milpitas High.
In 2013, all the schools in the Milpitas Unified School District dropped in Academic Performance Index (API) except for John Sinnott Elementary and Milpitas High.
John Sinnott Elementary rose from a 2012 Base API of 915 to a 2013 Base API of 928.
Milpitas High rose from a 2012 Base API of 825 to a 2013 Base API of 830.
Aside from these two bright spots, the rest of the schools in the Milpitas Unified School District dropped in API. The biggest drops in API were from Calaveras Hills Continuation High School (dropped a whopping 121 points from API=626 in 2012 to API=505 in 2013), Robert Randall Elementary (dropped 42 points from API=795 in 2012 to API=753 in 2013), and William Burnett Elementary (dropped 39 points from API=894 in 2012 to API=855 in 2013). The next biggest drops were the two middle schools. Rancho Milpitas Middle dropped 24 points from API=881 to API=857. Thomas Russell Middle dropped 18pts from API=889 to API=871. It's hard to say why 10 of the 12 schools dropped in API.
The drop in API scores might be due to the district diverting more resources toward implementation of the Common Core State Standards for the 2014-15 school year.
John Sinnott Elementary rose from a 2012 Base API of 915 to a 2013 Base API of 928.
Milpitas High rose from a 2012 Base API of 825 to a 2013 Base API of 830.
Aside from these two bright spots, the rest of the schools in the Milpitas Unified School District dropped in API. The biggest drops in API were from Calaveras Hills Continuation High School (dropped a whopping 121 points from API=626 in 2012 to API=505 in 2013), Robert Randall Elementary (dropped 42 points from API=795 in 2012 to API=753 in 2013), and William Burnett Elementary (dropped 39 points from API=894 in 2012 to API=855 in 2013). The next biggest drops were the two middle schools. Rancho Milpitas Middle dropped 24 points from API=881 to API=857. Thomas Russell Middle dropped 18pts from API=889 to API=871. It's hard to say why 10 of the 12 schools dropped in API.
The drop in API scores might be due to the district diverting more resources toward implementation of the Common Core State Standards for the 2014-15 school year.
Thursday, November 14, 2013
Three Campbell/Moreland School-Sets Collide at the Winchester Blvd & Payne Ave Intersection
Three Campbell/Moreland School-Sets Collide at the Winchester Blvd & Payne Ave Intersection
A T-boundary formed by Winchester Blvd running north-south and Payne Ave running west defines the boundaries between 3 elementary/middle/high school sets.
East of Winchester Blvd lies completely in the Campbell Union and Campbell Union High School district, namely Castlemont Elementary (API 811), Monroe Middle (API 784), and Del Mar High School (API 694).
North-West of the Winchester Blvd & Payne Ave intersection, the homes fall in the Payne Elementary (API 902) and Moreland Middle (API 861) of the Moreland School District, and Prospect High School (API 794) of the Campbell Union High School District.
South-West of the Winchester Blvd & Payne Ave intersection, the homes fall in the Rosemary Elementary (API 835), Campbell Middle (API 755), and Westmont High School (API 796) of the Campbell Union High School District.
A T-boundary formed by Winchester Blvd running north-south and Payne Ave running west defines the boundaries between 3 elementary/middle/high school sets.
East of Winchester Blvd lies completely in the Campbell Union and Campbell Union High School district, namely Castlemont Elementary (API 811), Monroe Middle (API 784), and Del Mar High School (API 694).
North-West of the Winchester Blvd & Payne Ave intersection, the homes fall in the Payne Elementary (API 902) and Moreland Middle (API 861) of the Moreland School District, and Prospect High School (API 794) of the Campbell Union High School District.
South-West of the Winchester Blvd & Payne Ave intersection, the homes fall in the Rosemary Elementary (API 835), Campbell Middle (API 755), and Westmont High School (API 796) of the Campbell Union High School District.
1031 Exchange in a Tight Housing Market
Taxes have increased this year, so successful completion of a 1031 Exchange will be more than worth your time and effort.
However, with inventory tight in almost every market across the nation and the 180 day timeframe required to complete a 1031 Exchange, it's very important for 1031 Exchangors to start searching for replacement property ASAP.
A couple other strategies that may help in meeting the required timeframes for a 1031 exchange in a tight market:
1. Consider asking for an extension of the closing date.
2. Consider making your offer to purchase a replacement property contingent upon selling the relinquished property.
3. Consider a Reverse 1031 Exchange
What is a Reverse 1031 Exchange?
In a typical 1031 Exchange, a property is sold and then replacement property is acquired. On occasion however, it may be advantageous to do it in the opposite order; acquire property first and then sell. This is called a Reverse Exchange. It sounds simple, however acquiring replacement property first in a 1031 Exchange presents a few difficulties.
First of all, funds will need to be available for the down payment on the acquisition property (keep in mind nothing has been sold yet). Second, the properties involved in an exchange cannot be owned at the same time. To properly structure a reverse exchange, an Exchange Accommodating Title Holder, or EAT (your Exchange Company), will go on title to either the property being acquired (replacement) or the property to be sold (relinquished).
If the EAT is to go on title to the replacement property, problems may arise if the investor is financing part of the acquisition costs. Many lenders balk at the idea of an EAT going on title to the property the investor is acquiring.
The lender issues are as follows:
• The loan will be made to the EAT not to the Exchanger.
• The EAT will require the loan to be non-recourse.
• The EAT will require the Lender to waive its due on sale clause for transfer of the new property from the EAT to the Exchanger.
• The EAT will require the Lender to waive its requirement that the EAT sign any warranties or representations concerning the new property.
• The EAT will require the Lender to allow junior or subordinate financing on the new property.
If the lender decides not to loan on the property because of the constraints previously stated, the investor has two choices: find a new lender or structure the exchange with the EAT taking title to the relinquished property that is ultimately to be sold as a straw buyer.
Challenges with the EAT acting as straw buyer include:
• The EAT will require cash to buy the property. The cash must come from the exchanger.
• The amount of cash advanced by the investor is the amount of estimated equity in the relinquished property.
• There may be a due on sale clause on the debt of the relinquished property.
• A property tax re-assessment may be made at the time title transfers
• The exchanger may be burdened with an additional county transfer tax
Also, keep in mind that with a Reverse Exchange the relinquished property must be sold within 180 days. The time-frame start at the close of escrow of the purchase property.
Despite the complications, the reverse exchange can be a powerful tool for the investor provided they are aware of the obstacles and have plenty of time to work through the challenges.
Disclaimer: The subject matter in this blog post is intended as general information only and not intended as tax or legal advice. Please always consult your tax or legal advisor for any specific tax or legal matters.
However, with inventory tight in almost every market across the nation and the 180 day timeframe required to complete a 1031 Exchange, it's very important for 1031 Exchangors to start searching for replacement property ASAP.
A couple other strategies that may help in meeting the required timeframes for a 1031 exchange in a tight market:
1. Consider asking for an extension of the closing date.
2. Consider making your offer to purchase a replacement property contingent upon selling the relinquished property.
3. Consider a Reverse 1031 Exchange
What is a Reverse 1031 Exchange?
In a typical 1031 Exchange, a property is sold and then replacement property is acquired. On occasion however, it may be advantageous to do it in the opposite order; acquire property first and then sell. This is called a Reverse Exchange. It sounds simple, however acquiring replacement property first in a 1031 Exchange presents a few difficulties.
First of all, funds will need to be available for the down payment on the acquisition property (keep in mind nothing has been sold yet). Second, the properties involved in an exchange cannot be owned at the same time. To properly structure a reverse exchange, an Exchange Accommodating Title Holder, or EAT (your Exchange Company), will go on title to either the property being acquired (replacement) or the property to be sold (relinquished).
If the EAT is to go on title to the replacement property, problems may arise if the investor is financing part of the acquisition costs. Many lenders balk at the idea of an EAT going on title to the property the investor is acquiring.
The lender issues are as follows:
• The loan will be made to the EAT not to the Exchanger.
• The EAT will require the loan to be non-recourse.
• The EAT will require the Lender to waive its due on sale clause for transfer of the new property from the EAT to the Exchanger.
• The EAT will require the Lender to waive its requirement that the EAT sign any warranties or representations concerning the new property.
• The EAT will require the Lender to allow junior or subordinate financing on the new property.
If the lender decides not to loan on the property because of the constraints previously stated, the investor has two choices: find a new lender or structure the exchange with the EAT taking title to the relinquished property that is ultimately to be sold as a straw buyer.
Challenges with the EAT acting as straw buyer include:
• The EAT will require cash to buy the property. The cash must come from the exchanger.
• The amount of cash advanced by the investor is the amount of estimated equity in the relinquished property.
• There may be a due on sale clause on the debt of the relinquished property.
• A property tax re-assessment may be made at the time title transfers
• The exchanger may be burdened with an additional county transfer tax
Also, keep in mind that with a Reverse Exchange the relinquished property must be sold within 180 days. The time-frame start at the close of escrow of the purchase property.
Despite the complications, the reverse exchange can be a powerful tool for the investor provided they are aware of the obstacles and have plenty of time to work through the challenges.
Disclaimer: The subject matter in this blog post is intended as general information only and not intended as tax or legal advice. Please always consult your tax or legal advisor for any specific tax or legal matters.
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