Berkeley Public Schools...2013/10/10 · Open Public Hearing 2.1-A – Public Hearing for Initial Proposals for a Successor Agreement between the Union of Berkeley Administrators

The Berkeley Unified School District intends to provide reasonable accommodations inaccordance with the Americans with Disabilities Act of 1990. If a special accommodation isdesired, please call the Superintendent’s office 48 hours prior to the meeting at 510-644-6206.If translation services are needed, please call 510-644-8764 at least 72 hours in advance.

BOARD OF EDUCATIONKaren Hemphill, President Donald Evans, Ed.D., SuperintendentJosh Daniels, Vice President Javetta Cleveland, Deputy SuperintendentBeatriz Leyva-Cutler, Director/Clerk Neil Smith, Asst. Supt., Educational ServicesJudy Appel, Director Delia Ruiz, Asst. Supt, Human ResourcesJulie Sinai, DirectorShira Wolkenfeld, Student DirectorLajayah Moore, Student Director

Berkeley Public Schools2020 Bonar Street, Berkeley CA 94702

510-644-8764Meeting location: 2134 Martin Luther King Jr. Way

BOARD OF EDUCATION MEETING AGENDAWednesday, October 9, 2013

The Presiding Officer will call the meeting to order at 6:30 p.m. and begin OpenSession at 7:30 p.m.

The Board may recess into Closed Session before or after its regular meeting under theauthority of the Brown Act (including but not limited to Government Code section54954.4, 54956.8, 54956.9, 54957.6, as well as Education Code section 35146). UnderGovernment Code section 54954.3, members of the public may address the Board on anitem on the Closed Session agenda before Closed Session.

a. Conference with legal counselb. Consideration of student expulsionsc. Collective bargaining - Updated. Public employee discipline/dismissal/release/evaluation – One (1) classified employee

suspensione. Public employment/appointmentf. Liability claimsg. Property acquisition and disposalh. Superintendent’s evaluation

Approve Agenda of October 9, 2013

Public Testimony: Persons wishing to address the Board should fill out a green speaker card.Speakers will be selected by lottery. Public Testimony is limited to 30 minutes – 3 minutes perspeaker.

Reports: Union representatives’, Board members’ and Superintendent’s reports

Approve Consent Calendar

CONSENT ITEMS – Approval requested

Human Resources2.1-C – Approval of Human Resources Report

8

Educational Services3.1-C - Approval of Head Start Contract

11

3.2-C – Ratification and Approval of Overnight Field Trips 12

3.3-C – Approval of Out of Country Trip to Brazil 14

Business Services4.1-C - Approval of Contracts and Purchase Orders

17

4.2-C – Approval of Gifts and Donations 19

4.3-C – Approval of Additional School Bus Driver FTE for Increase in ProgramCoverage

20

4.4-C – Approval of Master Contract for One Non-Public School (residential) –Alpine Academy for 2013-14 School Year

21

4.5-C – Approval of Master Contracts for (3) Non-Public Schools (non-residential)for 2013-2014 School Year

22

4.6-C – Approval of Master Contract for (1) Non-Public Agency – Seneca Centerfor Counseling Enriched Classrooms

23

Facilities5.1-C – Approval to Accept the Painting and Flooring Project at WashingtonElementary School

24

ACTION ITEMS – Approval requestedHuman ResourcesOpen Public Hearing2.1-A – Public Hearing for Initial Proposals for a Successor Agreement betweenthe Union of Berkeley Administrators (UBA) and the District

26

Educational Services3.1-A – Approval of Master Plan for English Learners

30

PRESENTATION ITEMS – Staff presentationsEducational Services3.1-P – Indicators of Progress to Close the Achievement Gap

32

3.2-P – Update on Plan to Accelerate the Achievement of African AmericanStudents

41

CONFERENCE ITEM –Board may choose to take actionEducational Services3.1-CF – Proposed Change in Required Composition and Quorum of School SiteCouncil at Berkeley High School

44

Extended Public Testimony

ADJOURNMENT

Upcoming Board meeting dates:

October 16*October 23November 13November 20 *December 11

Study Session

January 9CTE

16Orientation

23Governor’s Budget Proposal

February 13Site Plan Format

20Negotiations (Closed Session)

27African American Master Plan

March 13Second Interim

20Common Core Standards

27CTE

April 10BSEP

17EL Master Plan/TWI Update

24African American Master PlanDHH Update

May 8Budget recommendationsGardening and cooking

15Report on BHS & B-tech +9th GradeAlgebra 1

22African American Master PlanGovernor’s Revised Budget

June 12Preliminary BudgetMcKinney-Vento

19RTI and Culture/Climate(Parent Engagement)

262013-14 Budget AdoptionSite Plans Approval

July None None NoneAugust None None ATODSeptember 11

Unaudited ActualsClosing Books 2012-13

18Student Data

25CTE

October 9African American Achievement Plan

16Merit SystemClassification & Comp Study

232020 Vision

November 13Common Core: Standards in Math

20Board PrioritiesBoard Goals, Evaluation

None

December 11Organizational

Berkeley Unified School District Mission:

The Mission of the Berkeley Unified School District is to enable and inspire our diverse student body toachieve academic excellence and make positive contributions to our world.

Berkeley Unified School District Vision:

Our Students are curious and creative learners who succeed through personal initiative and sustainedeffort to reach high academic goals. They are critical thinkers who seek knowledge and possesstechnological competence and collaborative skills. Our students embrace diversity, act responsibly, andcontribute to our community.

Our Educators believe that all students can meet or exceed rigorous academic standards. Teachers,staff, and administrators together form a rich professional learning community where all are supportedto hone our professional craft and improve our effectiveness. Through the examination of ourinstructional practices and data, we adjust our teaching and operational systems in order tocontinuously improve. We are responsible in the stewardship of our fiscal resources and fair andequitable in their distribution.

Our Families and Community are integral to the success of our students and schools. Families areactive, engaged partners in their child’s education who give valued input and participate in makingimportant decisions about our academic and enrichment programs. Our diverse community ispassionate about equitable educational outcomes for all students. Our civic and communityorganizations partner with us to promote family engagement and the well-being and success of ourstudents.

Our Schools are vital centers of community life enriched by the diversity of our city and welcoming to allfamilies. Each classroom offers engaging and culturally relevant curriculum that builds on students’interests and abilities. Student needs, as identified by regular assessment, inform our teaching and guideappropriate and effective intervention services. We offer an enriched learning environment and acomprehensive system of supports to address the needs of the whole child.

Values and Beliefs of Berkeley Unified School District:

Students are our priority. We take pride in our diversity. We hold high expectations for ourselves and our students. We treat each other with respect and act with integrity.

District Goals 2010 – 2013

I. Curriculum & Instruction: Increase the academic achievement of all studentsthrough effective instruction, a challenging and engaging curriculum, and alignedassessments.A. Pre-K: Prepare pre-school children for success in elementary school byproviding age-appropriate curriculum and instruction that nurture and developchildren’s academic, social, emotional and physical well-being.B. ELA and Math Instruction: Prepare all students for continued success inEnglish Language Arts and Mathematics by providing high quality instruction gearedto student needs including appropriate modifications and accommodations.C. English Language Development: Provide direct instruction in EnglishLanguage Development to ensure that every English Learner gains at least one Englishlanguage proficiency level each year.D. Evaluation and Assessment: Use data from multiple measures to monitorstudent progress, guide instruction and evaluate the effectiveness of our programs,and share this information with the staff, the Board and the community.

II. Strategies to Promote Student Success: Implement strategies to engagestudents in their learning and interventions to eliminate barriers to student success.A. Student Engagement: Address the needs of the whole child by engagingstudents in the visual and performing arts, physical education and athletics, careerand technical education, and gardening and cooking programs.B. ULSS / RTI2: Implement a continuum of academic, behavioral, and/or otherintervention strategies through the Universal Learning Support System (ULSS), asULSS is the district’s model of Response to Intervention and Instruction (RtI2).C. Positive Behavior Support: Develop and utilize a positive behavior system aswell as prevention and intervention programs for specific behaviors that impedestudent success, such as alcohol and drug use and abuse, truancy, expressions ofextreme anger, and repeated suspendable offenses.D. Disproportionality: Reduce the disproportionate racial representation ofstudents suspended or expelled and students identified for Special Education services.E. Educational Options for Secondary School Students: Develop engaging andinnovative educational options for secondary students, including career technicaleducation.F. Extended Learning Opportunities: Provide students with academicenrichment and supervised activities that complement the classroom curriculumbeyond the traditional school day.

G. Transitions: Improve transitions for students as they move from pre-school tokindergarten, from elementary to middle school, from middle to high school, and fromhigh school to post-secondary as well as the transitions from Special Education andEnglish Learner status to the mainstream.

III. Family/Community Engagement: Establish partnerships with our familiesand community to increase academic success for all students.A. Family Engagement Framework: Develop greater family involvement in theschools and the community by adopting a framework that offers multiple ways forparents to partner with educators to ensure their children’s success in school.B. Family Leadership & Advocacy Training: Strengthen parents’ capacity to beeffective leaders in their schools and the community and advocates for their childrenby providing parent trainings and forums in formats that honor the cultures andlanguages of our community.C. Family Advisory Council: Support the City and the Berkeley Alliance inestablishing a representative Family Advisory Council to ensure parent input in thedevelopment and evaluation of the 2020 Vision projects.D. Communication: Engage and inform our staff, families, and key partners bydeveloping and implementing a comprehensive communications plan.

IV. Cultural & Linguistic Relevance: Ensure that all systems are culturally andlinguistically responsive to the needs of our students and their families.A. Culture and Climate of District and Schools: Ensure that all schools anddepartments welcome and support all our students and their families by prioritizing afocus on equity at each site, ensuring customer friendly service, and providinglanguage access, all supported by district policy.B. Recruit and Retain Teachers and Administrators of Color: Develop andinvest in prospective and current teachers and administrators of color by identifyingcareer pathways and establishing networking, mentoring and other support systems.C. Professional Development: Create a culturally and linguistically responsiveclimate throughout the district through focused professional development.

V. Resources: Generate and equitably allocate resources for programs andservices that enable every student to succeed.A. Efficient Use of Resources: Improve and streamline District wide systems,services and operations through the use of enhanced tools and technology that willprovide additional time and resources to meet current and future student needs.B. Parcel Tax and Bond Revenues: Provide the best possible education for allstudents by effectively utilizing local parcel tax and bond revenues.C. Partnerships: Maximize public and private resources to support greaterstudent success by strengthening partnerships with the City, the Berkeley Alliance,the Berkeley Public Education Foundation, U.C. Berkeley, and other stakeholders.

2.1-C

BERKELEY UNIFIED SCHOOL DISTRICTTO: Donald Evans, Ed.D., SuperintendentFROM: Delia Ruiz, Assistant Superintendent, Human ResourcesDATE: October 9, 2013DISTRICT GOAL: V: Efficient Use of ResourcesSUBJECT: APPROVAL OF HUMAN RESOURCES REPORT

The following is submitted for approval.

CERTIFICATED EMPLOYEES

Name

Classification(Temporary,Probationary orPermanent) Position FTE Location

Date(From)

Date(To)

LEAVESLinda Carr Permanent Teacher 1.0 Berkeley High 09/05/13 01/31/14

Gilbert Chun Permanent Teacher Hourly Adult School 08/28/13 01/25/14

Mayra Joseph Permanent Teacher 1.0 LeConte 09/16/13 11/26/13

Barbara Lind Permanent Teacher .20 King 08/26/13 06/13/14

Herta Weinstein Temporary Teacher Hourly Adult School 08/28/13 10/28/13

RETIREMENTKatharine Ellyard Temporary Teacher Hourly Adult School 09/05/13

Hire date: 01/02/2001

SEPARATIONSSarah Anderson Temporary Teacher .80 Jefferson/Oxford 09/20/13

NEW HIRES OR REHIRESSydney Borstel Temporary Teacher 1.0 Le Conte 09/16/13 11/26/13

Alicia Zakon Temporary Teacher 1.0 Berkeley High 09/30/13 01/31/14

Page 1 of 3

2.1-C

CLASSIFIED EMPLOYEES

Name

Classification(Limited Term,Provisional,Temporary,Probationary, orPermanent) Position FTE Location

Date(From)

Date(To)

LEAVESJames Boyd Permanent Custodian I 1.0 Berkeley High 09/09/13 09/30/13

Merlin Edwards Permanent Student Welfare &Attendance Specialist

1.0 Student Services 09/09/13 01/14/14

Rachel Harris Permanent Instructional Specialist,Garden

.39 John Muir 08/28/13 09/30/13

Robert Marosi Permanent Instructional Specialist,Garden

.70 Longfellow 09/02/13 09/30/13

Patrick Martens Permanent Instructional Assistant,Special Ed. Attendant

.47 Berkeley High 09/01/13 12/13/13

Leticia Quiroz Permanent Instructional Technician,EDP

.47 LEARNS atThousand Oaks

09/05/13 06/13/14

Tanya Stiller Permanent Instructional Specialist,Garden

.80 Rosa Parks 09/04/13 09/30/13

Ralon Zotigh Permanent Extended Day ProgramCoordinator

1.0 LEARNS atWillard

09/01/13 01/06/14

SEPARATIONSMary Layton Probationary Instructional Assistant,

Special Ed. Attendant.60 King CDC 08/28/13

Robert Marosi Permanent Instructional Specialist,Garden

.70 Longfellow 10/01/13

Jennifer Moore Permanent Instructional Technician,EDP

.47 LEARNS atThousand Oaks

08/30/13

Claudia Ndah Probationary Food Services SatelliteOperator

.73 Emerson 09/16/13

Richelle Porter Permanent Instructional Technician,EDP

.40 LEARNS atArts Magnet

09/11/13

Daniel Quezada-Garcia Permanent Senior Records Clerk,Bilingual Required

1.0 King 09/24/13

Paula Shoemaker Permanent Student AssignmentSpecialist

1.0 Admissions 09/11/13

NEW HIRES OR REHIRESRobert Fleming Probationary Custodian I 1.0 Berkeley High 09/13/13 *

Salli Lundgren Probationary Instructional Technician,EDP

.53 LEARNS atLe Conte

09/09/13*

Page 2 of 3

2.1-C

CLASSIFIED EMPLOYEES

Name

Classification(Limited Term,Provisional,Temporary,Probationary, orPermanent) Position FTE Location

Date(From)

Date(To)

NEW HIRES OR REHIRES (Continued)Jamila McCrady Probationary School Safety Officer 1.0 King 09/16/13 *

Laura Rivas Probationary Site Coordinator, FamilyEngagement, BilingualRequired

1.0 Thousand Oaks/Le Conte

09/10/13*

Kris Schoepf Probationary School Bus Driver .80 Transportation 09/09/13 *

Alvin Tuason Probationary Custodian I 1.0 Longfellow/Moellering Field

09/09/13*

NEW ASSIGNMENTTashi Dhondup Probationary Senior Food Service

Assistant1.0 Central Kitchen 09/16/13

*

Betty Ladzekpo Probationary Instructional Specialist I,Dance

.43 Rosa Parks 09/16/13*

Marian Willis Permanent Instructional Assistant .70 Washington 08/28/13 06/13/14

LIMITED TERM/PROVISIONALLisa Cullen Limited Term School Service Assistant .60 Malcolm X 08/30/13 10/31/13

Shelly Doo Limited Term Instructional Assistant,Special Ed. Attendant

.80 Berkeley High 08/28/13 06/13/14

Martin Galvan Provisional Instructional Technician,EDP

.50 Learns atThousand Oaks

08/28/13

Medha Garg Provisional Education OccupationalTherapist

1.0 Special Education 09/11/13

Kenneth Hunter Provisional School Campus Monitor 1.0 Washington 08/28/13 01/24/14

Marquise Jenkins Provisional Instructional Assistant .90 Jefferson 08/28/13

Delia Lopez-Caloca Provisional Instructional Assistant,ECE

.80 Franklin Preschool 08/29/13

Melanie Parker Limited Term CNN Program Supervisor .27 Curriculum &Instruction

08/01/13

Ora Puckett Provisional Instructional Assistant,Special Ed. Attendant

.50 Berkeley High 08/28/13

*Upon completion of six work months

Page 3 of 3

3.1-C

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Donald Evans, Ed. D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: October 11, 2013SUBJECT: YMCA of the Central Bay Area – Head Start Contract

BACKGROUND INFORMATION:BUSD is contracted annually to provide services for the YMCA of theCentral Bay Area - Head Start Program as a part of the BUSD pre-schoolservices. BUSD pre-schools provide Head Start enhanced services for 100pre-school students each year at a rate of $226 per month per student.Services required by Head Start include home visits for each student,additional screening and assessments for each student, and individualstudent plans. In addition, Head Start is also including $5,000 forMental Health Services and $1,000 for health screening. The annualcontract total for BUSD pre-schools will be $232,600 for the 2013-2014school year.

Funds received from Head Start will be used to pay for additionalrequirements, materials, and a coordinator to ensure compliance withHead Start regulations and oversee annual monitoring and audits.

POLICY/CODE:California Development DivisionEd Code Title 5

FISCAL IMPACT:Payment of $232,600 will be paid by YMCA of the Central Bay Area toBUSD’s child development program for these services.

STAFF RECOMMENDATION:Approve the contract with YMCA of the Central Bay Area.

3.2 – C


TO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: October 9, 2013SUBJECT: Overnight Field Trips

BACKGROUND INFORMATIONThe following overnight field trip requests are being made:

Mosaic Project Camp, Napa, CA, October 7-11, 2013Ratify participation of twenty-six fourth grade students and one teacherfrom Thousand Oaks Elementary on a five-day, four-night field trip toMosaic Project Camp, which provides a staff of trained adults to work withstudent groups. The group departed Thousand Oaks Elementary at 9:30a.m. on Monday, October 7, and return at 3:30 p.m. on Friday, October11, 2013. This field trip enables students to learn diversity awareness andsocial and conflict resolution skills. Students sleep in supervised, genderspecific cabins on the grounds. District buses provide transportation. Thecost of $250 per student has been funded by BSEP Grant, donors andparent donations. No student has been denied access based on inabilityto pay. Requested by Jennifer Corn, Thousand Oaks Elementary,Principal.

Tilden Regional Park, Berkeley, CA, October 10 -11, 2013Approve participation of fifty-eight fifth grade students, two teachers, andeight other adults from Jefferson Elementary on a two-day, one-night fieldtrip to Wildcat Camp, Tilden Regional Park. The group will departJefferson at 9:15 a.m. on Thursday, October 10, and return at 1:30 p.m.on Friday, October 11, 2013. BUSD will provide transportation. Parentswill pick up their students at Jefferson upon their return. Students will betaking part in hands-on study of the environment and learning about theNative People who lived there and their culture. Students will alsoparticipate in activities that foster team building and decision makingskills. The students will sleep in gender specific tents. The cost of $20 perstudent will be funded by PTA classroom funds and parent donations. Nostudent will be denied access based on inability to pay. Requested byMaggie Riddle, Jefferson Principal.

Three trips to Pt. Bonita YMCA Retreat Center, Marin Headlands, CA

November 4 - 5, 2013Approve participation of sixty B.H.S. 10th grade CAS students and sixteachers from Berkeley High School on a two-day, one-night field trip to Pt.Bonita Retreat Center, Marin Headlands, CA. The group will departBerkeley High School on Monday, November 4, at 8:30 a.m., and returnTuesday, November 5, at 2:30 p.m. The students help plan and executethe retreat, which includes community conversations about college,

3.2 – C

academic motivation and the equity gap. BUSD or an approved BUSDcharter service will provide transportation. Students will sleep in genderspecific cabins. The cost of $145 per student will be funded by CAS CPAGrant and parent donations. No student will be denied access based oninability to pay. Requested by Kristin Glenchur, B.H.S. Vice Principal.

November 5 - 6, 2013Approve participation of forty B.H.S. 11th grade Green Academy studentsand four teachers from Berkeley High School on a two-day, one-night fieldtrip to Pt. Bonita Retreat Center, Marin Headlands, CA. The group willdepart Berkeley High School on Tuesday, November 5, at 10:00 a.m., andreturn Wednesday, November 6, at 2:30 p.m. The students engage incommunity building activities, arts integration projects and collaborativeprojects that form an integral part of the core, environmental basedcurriculum. BUSD or an approved BUSD charter service will providetransportation. Students will sleep in gender specific cabins. The cost foreach student will be funded by BHDG and Green Academy funds. Nostudent will be denied access based on inability to pay. Requested byKristin Glenchur, B.H.S. Vice Principal.

November 25 - 26, 2013Approve participation of fifty-four B.H.S. 12th grade Green Academystudents and four teachers from Berkeley High School on a two-day, one-night field trip to Pt. Bonita Retreat Center, Marin Headlands, CA. Thegroup will depart Berkeley High School on Monday, November 25, at 9:00a.m., and return Tuesday, November 26, at 2:30 p.m. Students will reflecton what it has meant to be a part of the school and community as well ascontinuing to develop important work and collaborative skills. Studentswill sleep in gender specific cabins. The cost for each student will befunded by BHDG and Green Academy funds. No student will be deniedaccess based on inability to pay. Requested by Kristin Glenchur, B.H.S.Vice Principal.

DISTRICT GOALII. F. – Extended Learning Opportunities: Provide students with academicenrichment and supervised activities that complement the classroomcurriculum beyond the traditional school day.

POLICY/CODEEducation Code 35330Board Policy 6153

FISCAL IMPACTAs indicated above.

STAFF RECOMMENDATIONRatify and approve the overnight field trips consistent with the Districtpolicies and instructional programs.

3.3 – C


TO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: October 9, 2013SUBJECT: Out of State Travel to Brazil

BACKGROUND INFORMATIONThe following out of state travel request is being made:

African American Studies/Fulbright-Hays Project, Bahia, BrazilDecember 5, 2013 – January 3, 2014Approve participation of Christina Mitchell and Naomi Washington, twoinstructors from the African American Studies Department at BHS, totravel to Brazil through a Fulbright-Hays Grant.

The Department of African American Studies at Merritt College hasreceived a grant from the U.S. Department of Education's 2012Fulbright-Hays Group Projects Abroad (GPA) Program to developcurriculum related to the African presence in Brazil, as a means ofenhancing student learning related to the African diaspora. The title ofthe project is Culture as Power: Teaching Afro Brazilian History, Politics,and Culture-A Curriculum Development Project for Community College andHigh School Educators.

Through this GPA project, twelve college and high school faculty membersin partnership with Merritt College will travel to Bahia, Brazil to conductresearch on Afro Brazilian communities and generate newinterdisciplinary curriculum for classroom use, district, and statewidedissemination. The key objectives of the project are:

1) Conduct an in depth study of Afro-Brazilian history, politics, andculture;

2) Create new curricular products that will expand offerings BerkeleyHigh School and Merritt College and partner high schools;

3) Increase the Portuguese language competency for educators; and

4) Disseminate these curricular products to community colleges, highschools, and possibly to middle and elementary schools.

All costs of the pre-travel curriculum development training (Octoberthrough November 2013) along with costs for airfare, accommodations,tours, and training for 30 days (December 5, 2013 through January 3,2014) are covered by the grant. Teachers are however required to pay$816 to cover their travel visa and a portion of language instruction.

3.3 – C

As Berkeley Unified School District embarks on its 2020 Vision to bring allstudents into the 21st Century of global exposure and knowledge, theBrazil collaboration sets the stage for BUSD, Berkeley High School and theBHS African American Studies Department to be forerunners in thecommitment to providing access to global education and Ethnic Studies.Students in the African American Studies Department and Berkeley HighSchool as a whole will benefit from this curriculum.

Scope and ImpactThrough deep study of Afro-Brazilian history, politics, and culture,teachers from the African American Studies Department at Berkeley HighSchool will develop an interdisciplinary curriculum that will broaden thescope and impact of the African-American Studies Department by:

1) Enhancing the curriculum through revision of the course outlines,course content, learning modules, lecture content, and on-lineresources, all of which can serve as a foundation for thedevelopment of theme based linked course offerings betweenBerkeley High School, Merritt College, and UC Berkeley;

2) Expanding the course offerings of the African American Studiesdepartment program through the development of new courses inethnic studies, psychology, history, art, music, dance and othercontent areas;

3) Providing all teachers at Berkeley High School and Berkeley UnifiedSchool District with curriculum and content that will supportstudents and teachers in gaining a deeper understanding andappreciation for the African experience in Brazil and throughout theAfrican Diaspora; and

4) Allowing colleagues and others to have access to downloadablecurriculum that they can use in their classrooms.

DISTRICT GOALII. F. – Extended Learning Opportunities: Provide students with academicenrichment and supervised activities that complement the classroomcurriculum beyond the traditional school day.

POLICY/CODEEducation Code 35330Board Policy 6153

FISCAL IMPACTAs indicated above.

STAFF RECOMMENDATION

3.3 – C

Approve the out of state travel consistent with the District policies andinstructional programs.

4.1-C


TO: Donald Evans, Ed. D., SuperintendentFROM: Javetta Cleveland, Deputy SuperintendentDATE: October 9, 2013SUBJECT: Approval of Contracts/Purchase Orders for Services

Contracts

BACKGROUND INFORMATIONThe District contracts with consultants or independent contractors whocan provide valuable and necessary specialized services not normallyrequired on a continuing basis. The following contract services arerequested. Expenditures are within budget.

1. Henri Ducharme to provide math games and chess classes forthe LEARNS After School program at Berkeley Arts Magnet forthe 2014SY. The cost will not exceed $16,940. To be paid fromAfter School PTA Donations. Requested by Manuel Enriquez.

2. Mad Science to provide science classes for the CragmontElementary After School program for the 2014SY. The cost willnot exceed $15,000. To be paid from After-School PTADonation. Requested by Manuel Enriquez.

3. Play-Well TEKnologies to provide project based programs forEmerson After School program for the 2014SY. The cost willnot exceed $14,400. To be paid from After-School PTADonations. Requested by Manuel Enriquez.

4. Viva El Español to provide Spanish language instruction for theCragmont After School Program for the 2014SY. The cost willnot exceed $24,336. To be paid from After-School PTADonations. Requested by Manuel Enriquez.

5. YMCA of the Central Bay Area to provide staff support foroutdoor activities for Berkeley Unified preschools for the2014SY. The cost will not exceed $22,230. To be paid fromBSEP Measure A Funds. Requested by Natasha Beery.

6. YMCA of the Central Bay Area to provide staff support foroutdoor activities at Thousand Oaks Elementary School for the2014SY. The cost will not exceed $22,126.50. To be paid fromRestricted Donations Funds. Requested by Jennifer Corn.

4.1-C

7. Laila Solaris to provide art classes including studentsparticipating in outdoor art project murals and mosaics atWashington Elementary School for the 2014 SY. The cost willnot exceed $10,780. To be paid from Arts Anchor Grant andBSEP Site Enrichment Funds. Requested by Mel Stenger.

8. BLX Group to provide arbitrage rebate compliance services forDistrict bonds. The cost will not exceed $33,000. To be paidfrom Measure AA and Measure I Funds. Requested by LewJones.

9. Playworks to provide structural play and physical activity at LeConte for the 2014SY. The cost will not exceed $28,000. To bepaid from 21st Century Community Learns and RestrictedDonations. Requested by Veronica Valerio.

10. Omega Boys Club to provide violence prevention training,assemblies to reduce drug use, violent and criminal behaviorsat Berkeley Technology High School for the 2014SY. The costwill not exceed $41,645.96. To be paid from General Fund.Requested by Susan Craig.

11. SEEDS Community Resolution Center to provide support to thePositive Behavior Support group resolving conflict at RosaParks, King, Willard and Longfellow Schools for the 2014SY.The cost will not exceed $20,000. To be paid from GeneralFund. Requested by Susan Craig.

DISTRICT GOALV. Resources: Generate and equitably allocate resources for programsand services that enable every student to succeed.

POLICY/CODEPublic Contract Code: 20111Board Policy 3310

STAFF RECOMMENDATIONApprove the contracts with Consultants or Independent Contractors assubmitted.

4.2-C


TO: Donald Evans, Ed.D., SuperintendentFROM: Javetta Cleveland, Deputy SuperintendentDATE: October 9, 2013SUBJECT: Acceptance of Gifts/Donations

BACKGROUND INFORMATIONThe Board may accept and utilize on behalf of the District any bequests or giftsof money or property for a purpose deemed to be suited by the Board. Thefollowing donations have been presented to the District:

1. Emerson PTA donated $325 to purchase art supplies and $500 topurchase paper and office supplies for a total donation of $825 forEmerson School.

2. Strawberry Creek Meeting of the Religious Society of Friends donated$500 for field trips, $500 for student admission fees and $500 forsupplies and materials for a total donation of $1,500 for BerkeleyTechnology Academy.

3. Targets Take Charge of Education program donated $549 for RosaParks School and $345.43 for Berkeley Arts Magnet to be utilized asneeded for a total donation of $894.43

4. The Berkeley High School Developmental Group donated $1,745.46 topurchase a laptop computer for the AHA Small School at Berkeley HighSchool.

DISTRICT GOALV. Resources: Generate and equitably allocate resources for programs andservices that enable every student to succeed.

BOARD POLICYBP 3290

FISCAL IMPACTThe District received a total $ 4,964.89 in donations.

STAFF RECOMMENDATIONAccept the donations to the District and request staff to extend letters ofappreciation.

4.3-C


TO: Donald Evans, Ed.D., SuperintendentFROM: Javetta Cleveland, Deputy SuperintendentDATE: October 9, 2013SUBJECT: Approval Additional School Bus Driver FTE for Increase in Program

Coverage

BACKGROUND INFORMATION:In November 2011, the Transportation Department provided routing and costprojections for the implementation of the Two Way Immersion Program (TWI) atLe Conte. The estimates were based on data that was available at that time.Based on early analysis, it was determined that there would be a modestchange in ridership but a possible larger impact to the cross zone miles thatmight require additional bus staff to support Le Conte in the 2013-2014 SchoolYear.

Now that we have actual TWI data and also have experienced increasedenrollment from transitional kindergarten, we have identified a need for a .8FTE School Bus Driver position. The District is currently using an additionaltemporary position to support the additional service needs for this school year.This position is needed to cover the additional routing created by the newnumbers of students and more significantly, the additional distances travelledwithin the same time frame. This position will cover the AM Le Contetransportation, the daily dismissals for Kindergarten and the adjustmentsneeded for the Wednesday early dismissal at Le Conte. Staff is requestingBoard approval for a .8 FTE bus driver position.

DISTRICT GOALV. Resources: Generate and equitably allocate resources for programs andservices that enable every student to succeed.

POLICY/CODE:N/A

FISCAL IMPACT:Cost to be paid from an increase in the General Fund contribution to theTransportation budget in the amount of $38,968.67.

STAFF RECOMMENDATION:Approval an additional .8 FTE Bus Driver position.

4.4-C


TO: Donald Evans, Ed.D, SuperintendentFROM: A. Kay Altizer, Executive Director, Special EducationDATE: October 9, 2013SUBJECT: Approval of Master Contract(s) for Nonpublic Residential

Facility(ies) Services for the 2013-14 School year

BACKGROUND INFORMATIONThe District contracts with nonpublic schools, when necessary to provide anappropriate placement, special education and/or related services if noappropriate public education program is available. For students requiringresidential treatment in a facility within or outside of California, the costsinclude tuition for educational services, room and board, mental healthcounseling and transportation. An individual service agreement (ISA) isdeveloped for each student to whom the service provider is to provide specialeducation or related services.

Residential facilities and schools must be approved by the CaliforniaDepartment of Education even when they are located out-of-state. Services areprovided pursuant to Ed. Code. Students enrolled in nonpublic residentialschools are deemed enrolled in public schools.

ResidentialNon-Public

School# of

Students 13-14 Tuition 13-14 Room& Board

13-14 MentalHealth

EstimatedTotal Cost

AlpineAcademy/UtahYouth Village

1 $34,650.00 $ 76,260.00 $ 48,360.00 $ 159,270.00

DISTRICT GOALII. Strategies to Promote Student SuccessV. Resources: Generate and equitably allocate resources for programs andservices that enable every student to succeed.

POLICY/CODEEducation Code 56365, 39800Board Policy 3310

FISCAL IMPACTThe fiscal impact of these services is estimated not to exceed $246,339.21funded from the Special Education Budget.

STAFF RECOMMENDATIONApprove the Master Contract(s) for the Nonpublic Residential Facility(ies) listedabove.

4.5-C

BERKELEY UNIFIED SCHOOL DISTRICTTO: Donald Evans, Ed.D, SuperintendentFROM: A. Kay Altizer, Executive Director, Special EducationDATE: October 9, 2013SUBJECT: Approval of Master Contract(s) for Nonpublic School Services for

the 2013-14 School year

BACKGROUND INFORMATIONThe District contracts with nonpublic schools, when necessary to provide anappropriate placement, special education and/or related services if noappropriate public education program is available. For students requiringnonpublic school day programs, the cost is for tuition for the educationalprogram and services. An individual service agreement (ISA) is developed foreach student to whom the service provider is to provide special education orrelated services.

Transportation costs are included in the special education transportationbudget. All nonpublic schools must be approved by the California Departmentof Education, and services are provided pursuant to Ed. Code. Studentsenrolled in nonpublic schools are deemed enrolled in public schools.

Non Public School # of Students Estimated Total CostSeneca Center 4 $ 133,878.00

Spectrum Center 4 $ 239,991.50VIA Center 1 $ 64,351.00

9 $438,220.50


POLICY/CODEEducation Code 56034, 56366, 39800Board Policy 3310


STAFF RECOMMENDATIONApprove the Master Contract(s) for the Nonpublic School(s) listed above.

4.6-C


TO: Donald Evans, Ed.D, SuperintendentFROM: A. Kay Altizer, Executive Director, Special EducationDATE: October 9, 2013SUBJECT: Approval of Master Contract(s) for Nonpublic Agency Services for

the 2013-14 School Year

BACKGROUND INFORMATIONThe District contracts with nonpublic agencies, when necessary, to providerelated services to students with Individualized Education Programs (IEP). Thefollowing nonpublic agencies provide related services as defined in Section1401 of Title 20 of the U.S. Code and section 300.34 of Title 34 of the Code ofFederal Regulations, and California Ed. Code to enable students with IEPs tobenefit from their special education. An individual service agreement (ISA) isdeveloped for each student to whom the service provider is to provide specialeducation or related services.

Non Public Agency # of Students Estimated Total CostBehavioral Intervention

Assoc. 3 $ 136,837.50


POLICY/CODEEducation Code 56363, 39800Board Policy 3310


STAFF RECOMMENDATIONApprove the Master Contract(s) for the Nonpublic Agency(ies) listed above.

5.1-C


TO: Donald Evans, Ed.D, SuperintendentFROM: Lew Jones, Director of FacilitiesDATE: October 9, 2013SUBJECT: Accept the Completion of the Project to Add a Transformer to

Washington School

BACKGROUND INFORMATIONOn May 22, 2013, the Board awarded a contract to Decker Electric to replace thetransformer at Washington School. The project is now complete.

Acceptance of the project will permit staff to file a Notice of Completion with theCounty and will permit release of retention.

DISTRICT GOALV-B – Parcel Tax and Bond Revenues: Provide the best possible education forall students by effectively utilizing local parcel tax and bond revenues.

POLICY/CODECalifornia Public Contract Code 20110- 20118.

FISCAL IMPACTThe project was funded through the Measure AA bond. The project had changeorders of $7,744.66, or 1.9% above the Board approval. We originally budgetedfor change orders of 10%.

STAFF RECOMMENDATIONAccept the project as complete.

5.1-C


RESOLUTION NO. 14-013

Authorization To Accept Completion Of TheWashington Elementary School PG&E Primary Service Upgrade Project No.

821.1301

WHEREAS, Decker Electric Company, Inc., a contractor licensed andexisting under and by virtue of the laws of the State of California, and havingoffices at 1282 Folsom Street, San Francisco, CA, entered into a contract datedJune 17, 2013, with Berkeley Unified School District of Alameda County, Stateof California to secure all labor, materials, mechanical workership,transportation, equipment and services necessary for the WashingtonElementary School PG&E Primary Service Upgrade project; and

WHEREAS, Project Construction Manager employed by this Board toprepare plans and specifications and to supervise the work has certified inwriting to the Board that said contractor has completed the work of saidcontract in workerlike and satisfactory manner as of October 9, 2013 and thatwarranty period begin on this date for this work.

NOW, THEREFORE, BE IT RESOLVED that the project WashingtonElementary School PG&E Primary Service Upgrade Project No. 821-1301 ishereby approved and accepted as complete.

PASSED AND ADOPTED by the Board of Education of the BerkeleyUnified School District this 9th Day of October, 2013.

AYES:

NOES:

ABSENT:

ABSTAIN:

___________________________________Beatriz Leyva-CutlerClerk, Board of EducationBerkeley Unified School District

Public Contract Code: 20111Board Policy: 3310

2.1-A


TO: Donald Evans, Ed. D., SuperintendentFROM: Delia Ruiz, Assistant Superintendent, Human ResourcesDATE: October 9, 2013SUBJECT: Public Hearing for Initial Proposals for Successor Agreement between

the District and the Union of Berkeley Administrators (UBA)

BACKGROUND INFORMATIONBecause the Governing Board has a responsibility to represent the public’s interestin negotiations with employee organizations, the Board is committed to keeping thepublic informed about issues being negotiated and providing members of the publican opportunity to express their views.

Attached hereto and presented for public hearing are the initial proposals for asuccessor agreement between the District and the Union of Berkeley Administrators(UBA). This “Sunshine” of the initial bargaining proposals must be made publicbefore collective bargaining can begin.

DISTRICT GOALV. Generate and equitably allocate resources for programs and services that enableevery student to succeed.

POLICY/CODECalifornia Government Code Section 3547Board Policy 4143.1Board Policy 4243.1

FISCAL IMPACTUnknown at this time

STAFF RECOMMENDATIONConduct public hearing, acknowledge receipt of initial proposal from UBA, approvestaff’s proposal, and direct staff on parameters.

2.1-A

Initial Proposal for a Successor Agreementfrom the Berkeley Unified School District to the Union of Berkeley Administrators (UBA)

Our district’s approach to negotiations will be guided by our mission, vision, values and beliefswhile maintaining fiscal solvency. Our proposals will be centered on our mission to enable andinspire our diverse student body to achieve academic excellence and make positive contributionsto our world. We will uphold our values and beliefs by making students our priority; taking pridein our diversity; holding high expectations for ourselves and our students; treating each otherwith respect; and acting with integrity.

Our bargaining team looks forward to collaborative, objective, and reality-based negotiations withUBA as we prepare to the meet the significant fiscal challenges facing our district.

Our district will present proposals regarding the following:

Article 1: AgreementThe District will be proposing new duration dates.

Article 2: RecognitionModify, as appropriate, to comply with current law and reflect current practices.

Article 4: Transfer and ReassignmentModify, as appropriate, to comply with current law and reflect current practices.

Article 5: LeavesEnsure that current contract provisions comply with current law and reflect current practices.The District also has an interest in negotiating cost-saving measures.

Article 7: Evaluation ProcedureModify to comply with current law, reflect current practices, and enhance the process and qualityof the reviews.

Article 9: ComplaintsModify, as appropriate, to comply with current law and reflect current practices.

Article 12: Work YearModify to ensure that the needs of students and programs are met efficiently.

Article 13: CompensationNegotiate fair and equitable adjustments to total compensation, consistent with our district’sability to pay now and in the future.

Article 15: Expiration of Contract and ReopenersThe District will propose new duration dates for the agreement and limited reopeners.

Appendices and Memoranda of UnderstandingAssess current viability and either: (1) incorporate into the contract with any necessarymodifications, (2) delete/abolish, or (3) continue as appendices.

BUSD-UBA NEGOTIATIONS INITIAL PROPOSAL SEPTEMBER 30, 2013 2.1-A

Union of Berkeley Administrators (UBA) Initial ProposalsSeptember 20134.3.7 Any member of the unit who has met the qualifications and who applies for aposted BUSD supervisory position shall be granted an interview with theSuperintendent or the Superintendent’s designee. Unit members will only submita transfer request and not go through other application processes designatedfor outside applicants.

5.6.4 During the first eighty-nine (89) days of maternity/paternity leave, thesupervisory unit member…The eighty-nine (89) working days (in this instancedefined as days for which the supervisory unit member is paid) shall be consecutivewith the date of the arrival of the child.6.3 The District will consider participation in AB2223, a Golden Handshake, on acase by case basis. Bargaining Unit members who notify the Human ResourcesDepartment of their irrevocable intent to retire shall receive a $1000incentive within sixty days of their retirement submission.

10.3.7 When an employee has a part-time teaching position and a part-timeadministrative position, the District shall collect membership dues for oneunit only. The collection of dues will be alternated between BFT and UBA.

13.4 Principals at elementary schools with 400 or more students will beallotted a full time School Service Assistant to assist as needed.

13.10.1 When the Superintendent/Superintendent’s Designee assigns amember of the unit to work out of position part-time, the member will be paidat their regular rate plus the difference between the member’s salary and thesalary of the person being replaced. If someone backfills the member’s jobduties while he/she is working out of position, then the compensation willonly be the difference between the member’s salary and the salary of theperson being replaced.

13.19 Excessive DutiesWhen a unit member has primary responsibility for duties beyond theworkload of other unit members in the same job classification (such as duties

BUSD-UBA NEGOTIATIONS INITIAL PROPOSAL SEPTEMBER 30, 2013 2.1-A

related to a major school renovation), the unit member will be compensatedat a rate negotiated between UBA and the District.

PROFESSIONAL RIGHTS14.1 The District shall give direct legal and other related assistance inaccordance with applicable law for any attack, assault or menace upon theadministrator while acting in the discharge of his/her duties.

14.2 The District and UBA shall jointly develop recommendations as needed toassist and support site administrators who have students at their sitesrequiring special attention.

14.3 The District shall provide up to $300 per member per year in a non-evaluation year to allow UBA members to attend conferences, enroll inclasses, or otherwise continue their professional development.

14.4 The District and UBA will meet annually to plan the professionaldevelopment for site administrators for the following year. The District andUBA will develop and evaluate the professional development plan for siteadministrators each year.

UBA reserves the right to:1. Modify the above proposals in the course of negotiations.2. Submit additional proposals.3. Address other issues after discussion with the District.

3.1-A


TO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: October 9, 2013SUBJECT: Adoption of the BUSD Master Plan for English Learners

BACKGROUND INFORMATIONAfter eighteen months in development, staff presented to the Board a draft ofthe BUSD Master Plan for English Learners in April 2013. The draft wasdeveloped in consultation with teachers, administrators, parents, communitymembers and represented known research on the best practices for supportingEnglish Learners in their transition to being English Proficient.

Since the initial draft was proposed staff has continued to improve the planwith input from staff, parents, community and board members. The proposedplan for adoption synthesizes input from all stakeholders. It is an attempt tooutline for parents, staff and the community the options, opportunities, andoutcomes BUSD is focused on providing for all students who are learningEnglish as a second language. It is based on a thorough analysis of ourexisting programs, services, and the previous Master Plan for English Learners.

The Master Plan includes seven areas of focus: Identification and initial assessment of all non-English speaking

students Programs available for English Learners at each grade level Staffing and professional development to support program

implementation for all staff Opportunities for parent involvement and engagement in their child’s

educational process Funding support for English Learners from Federal and State resources Evaluation and accountability to ensure the district is achieving its goals Additional components to support parents and staff in their

understanding of the plan including Education Code outlining law,terminology found within the document, samples of forms, frequentlyasked questions with answers (FAQs) and reports related to supportingEnglish Learners

Recent changes to assessments, funding, and other regulations must beupdated before publishing the final plan. These changes will be minor andbased solely on new laws enacted since this plan was completed.

3.1-A

Once updated and finalized the plan will be translated into Spanish and sharedwith parents and staff.

A complete copy of the Master Plan is being provided under separate cover.

DISTRICT GOALI. Curriculum and InstructionII. Strategies to Promote Student SuccessIII. Family/Community EngagementIV. Cultural and Linguistic RelevanceV. Resources

POLICY/CODEEd Code 450-452

FISCAL IMPACTTo be determined

STAFF RECOMMENDATIONApprove the District Master Plan for English Learners.

3.1 – P


TO: Donald Evans, SuperintendentsFROM: Debbi D’Angelo, Director, Evaluation and Assessment

Neil Smith, Assistant-SuperintendentDATE: October 9, 2013SUBJECT: Indicators of Progress to Achieve 2010-2013 District Goals

BACKGROUND INFORMATIONIn 2010-11, staff identified a number of District Indicators to monitor theDistrict’s progress toward achieving its goals and closing theachievement gap. The District identified strategies and action steps toclose the achievement gap, and the indicators enable the Board and thepublic to assess the impact of this work. The indicators that have beenselected are quantifiable. They are aligned with key components in theDistrict’s goals and measure progress to achieve desired outcomes. Acopy of the Indicators of District Progress follows.

This analysis will serve as the second of two presentations on Districtachievement. The report on Adequate Yearly Progress (AYP) andAcademic Performance Index (API) was presented on September 18. Thereport included progress on the AYP and API broken down by school,grade level, race and ethnicity.

The Berkeley Evaluation and Assessment (BEA) Department is preparingan analysis of each site’s performance on the Indicators of Progress toClose the Achievement Gap, so Principals can help their communitiesmonitor their progress in addressing the needs of their students. Inaddition, all departments are committed to work to improve services asmeasured by the WE CARE survey results. With high WE CARE resultsfrom all departments, our schools can focus on our primary mission ofsupporting student success.

GOALI. D. Evaluation and Assessment

POLICY/CODEEducation Code Section 52853(a)(4), 60600

FISCAL IMPACTNone

STAFF RECOMMENDATIONReceive the District Indicators of Progress to Achieve 2010-2013 DistrictGoals for information.

1 3.1-P

Berkeley Unified School DistrictIndicators of Progress to Achieve Goals for 2010 – 2013

1. 1.1 Reduce the percentage of all students scoring Below Basic (BB) and Far Below Basic(FBB) on the CST in English Language Arts and Math by at least 3% annually.

ELA BB/FBB Percent of Students by Grade Levels

Language Arts 2012-13 2011-12 2010-11 2009-10District Total 14% 16% 18% 20%Grades 2-5 10% 10% 14% 16%Grades 6-8 9% 10% 11% 14%Grades 9-11 22% 27% 29% 28%

MATH BB/FBB Percent of Students by Grade Levels and Subject Areas

Mathematics 2012-13 2011-12 2010-11 2009-10District Total 22% 25% 29% 29%Grades 2-5 9% 9% 12% 13%Grades 6-8 13% 15% 17% 19%Grades 9-11 45% 52% 57% 57%

Gr. 2-7 Math 9% 10% 12% 14%Algebra I (Gr. 7-11) 34% 37% 42% 44%Geometry (Gr. 8-11) 33% 38% 40% 43%Algebra II (Gr. 9-11) 42% 54% 61% 56%Summative Math 29% 46% 46% 39%

1.2 Increase the percentage of students scoring proficient or advanced on the EnglishLanguage Arts and Mathematics CST by an average of 3% annually.

ELA Proficient / Advanced Percent of Students by Grade Levels

Language Arts 2012-13 2011-12 2010-11 2009-10District Total 67% 66% 61% 59%Grades 2-5 70% 72% 64% 63%Grades 6-8 69% 72% 68% 62%Grades 9-11 60% 55% 51% 54%

2 3.1-P

1.2 Increase the percentage of students scoring proficient or advanced on the EnglishLanguage Arts and Mathematics CST by an average of 3% annually.

MATH Proficient / Advanced Percent of Students by Grade Levels and Subject Areas

Mathematics 2012-13 2011-12 2010-11 2009-10District Total 60% 58% 54% 52%Grades 2-5 77% 79% 74% 70%Grades 6-8 67% 66% 64% 61%Grades 9-11 32% 27% 23% 24%

Gr. 2-7 Math 76% 75% 72% 68%Algebra I (Gr. 7-11) 43% 48% 43% 39%Geometry (Gr. 8-11) 45% 42% 36% 32%Algebra II (Gr. 9-11) 32% 27% 18% 21%Summative Math 50% 35% 36% 44%

2. 2.1 Increase the percentage of third graders demonstrating grade level proficiency by 15%each year to reach 80% by 2013 using the Teacher College Reading and Writing Project(TWRWP) Assessment. (TCRWP New in 2010-2011)

Third Grade Proficiency 2012-13 2011-12 2010-11 2009-10

TCRWP 72% 68% 60% NA

California Standards Test 65% 66% 56% 45%

2.2 Increase the performance of the 2020 Cohort on the California Standards Test and DistrictReading Assessment (TCRWP).

Class of 2020 2012-135th Grade

2011-124th Grade

2010-113rd Grade

2009-102nd Grade

TCRWP 67% 66% 60% NA

California Standards Test 71% 76% 56% 55%

3 3.1-P

3. Annual Measurable Achievement Objectives (AMAO) toward English Proficiency

3.1 AMAO 1: Increase the percentage of English learners who demonstrate annual progress inreading, writing, speaking and listening on the California English Language Development Test(CELDT) to meet or exceed annual state targets.

AMAO 1(State Target)

2012-13(57.5%)

2011-12(56%)

2010-11(54.6%)

2009-10(53.1%)

Progress on CELDT 62.8% 65.2% 60.6% 61.1%

Met Target Yes Yes Yes Yes

3.2 AMAO 2: Increase the percentage of English Learners demonstrating English languageproficiency to meet or exceed annual state targets.

NewcomersFive Years or Less

Long-Term Eng LearnersGreater than Five Years

MetTargets

% at Proficiency State Target BUSD State Target BUSD

2009-10 17.4% 22.2% 41.3% 47.7% YES

2010-11 18.7% 32.1% 43.2% 51.3% YES

2011-12 20.1% 28.7% 45.1% 51.7% YES

2012-13 21.4% 30.3% 47% 60.3% YES

4. Reduce the percentage of suspensions by 5% annually, and reduce the percentage ofAfrican-Americans suspensions by 5% annually.

Elementary School

SUSPENSIONS 2012-13 2011-12 2010-11

Total End of Year Enrollment 4206 4070 3949

Total Suspensions / # of Students Suspended 86/52 113 / 61 196 / 101

% of Students Suspended 1.2% 1.5% 2.5%

African-American (AA) Enrollment 728 (17%) 823 (20%) 798 (20%)

Total AA Suspensions / # of AA Suspended 60/32 62 / 31 103 / 44

% of AA Students who were suspended 4.4% 3.7% 5.5%

% of Non-AA Students who were suspended 0.6% 0.9% 1.8%

Percent of Total Suspensions that were AA 70% 55% 53%

4 3.1-P

4. Reduce the percentage of suspensions by 5% annually, and reduce the percentage ofAfrican-Americans suspensions by 5% annually.

Middle School

SUSPENSIONS 2012-13 2011-12 2010-11

Total End of Year Enrollment 2079 2030 1941

Total Suspensions / # of Students Suspended 225/105 276/137 419/202

% of Students Suspended 5% 7% 10%


Total AA Suspensions / # of AA Suspended 138/59 190/88 280/130

% of AA Students who were suspended 13% 19% 27%

% of Non-AA Students who were suspended 3% 3% 5%

% of Total Suspensions that were AA 61% 69% 67%

High School

SUSPENSIONS 2012-13 2011-12 2010-11*

Total End of Year Enrollment 3509 3466 3417**

Total Suspensions / # of Students Suspended 307/224 372/271 314/241

% of Students Suspended 6% 8% 7%


Total AA Suspensions / # of AA Suspended 174/110 202/135 177/129

% of AA Students who were suspended 14% 16% 16%

% of Non-AA Students who were suspended 4% 5% 4%

% of Total Suspensions that were AA 57% 54% 56%

*B-Tech 10-11 suspension data are unavailable.**Only BHS data are included.

5 3.1-P

5. Reduce the percentage of African-American students identified for special educationservices with a focus on reducing the percentage of African-American students found eligibleas emotionally disturbed (ED). (BUSD found to be disproportionate for ED in 2011-12.)

2012-13 2011-12 2010-11 2009-10

Total BUSD Enrollment as of December 9779 9545 9468 9204

African-American (AA) December Enrollment(% of Enrollment)

1992 (20%) 2031 (21%) 2110 (22%) 2209 (24%)

# (%) of Special Education Students 1001 (10%) 1102 (12%) 1083 (11%) 1120 (12%)

# (%) of SPED Students who are AA 459 (46%) 482 (44%) 478 (44%) 526 (47%)

% of AA Students (enrollment) who are SPED 23% 24% 23% 24%

% of Non-AA Students who are SPED 7% 8% 8% 9%

# identified as Emotionally Disturbed 100 124 132 133

# (%) of ED SPED who are AA 55 (55%) 75 (60%) 81 (61%) 81 (61%)

6. Reduce the percentage of students with five or more days of unexcused absence and chronicabsenteeism* by 5% annually by level. (*missing more than 10% of the school year > 18 days).

Totals for All Students 2012-13 2011-12 2010-11 2009-10

High School End of Year Enrollment 3509 3322 3485 3415

HS students with more than 5 days of unexcused absences 955 (27%) 1207 (36%) 1617 (46%) 1626 (48%)

HS students absent more than 10% of the school year. 714 (20%) 835 (25%) 1014 (29%) 1108 (32%)

Middle School End of Year Enrollment 2079 1924 1928 1834

MS students with more than 5 days of unexcused absences 369 (18%) 413 (21%) 618 (32%) 736 (40%)

MS students absent more than 10% of the school year. 160 (8%) 186 (10%) 204 (11%) 270 (15%)

Elementary End of Year School Enrollment 4206 4070 3953 3895

Elem students with more than 5 days of unexcused absences 692 (16%) 730 (18%) 973 (25%) 1019 (26%)

Elem students absent more than 10% of the school year. 269 (6%) 232 (6%) 330 (8%) 349 (9%)

6 3.1-P

Totals for African-American Students 2012-13 2011-12 2010-11 2009-10

High School End of Year AA Enrollment 800 854 829 949

HS AA students with more than 5 days of unexcused absences 401 (50%) 467 (55%) 552 (67%) 655 (69%)

HS AA students absent more than 10% of the school year. 257 (32%) 302 (35%) 367 (44%) 456 (48%)

Middle School End of Year AA Enrollment 465 472 476 487

MS AA students with more than 5 days of unexcused absences 140 (30%) 194 (41%) 239 (50%) 298 (61%)

MS AA students absent more than 10% of the school year. 47 (10%) 94 (20%) 108 (23%) 184 (38%)

Elementary End of Year School Enrollment 728 823 798 773

Elem AA students with more than 5 days of unexcused absences 229 (31%) 257 (31%) 306 (38%) 371 (48%)

Elem AA students absent more than 10% of the school year. 100 (14%) 86 (10%) 128 (16%) 142 (18%)

7. Implement a district parent survey to set standards for family engagement. This is thesecond year that we have set standards and assessed the families in the five areas listedbelow. (Results represent percentage of “strongly agree or agree” responses.)

Elementary School Responses

2012-13N=2221

2011-12N=2324

I feel welcome and connected. 91% 90%

The school values me as an educational partner. 89% 90%

My child has a meaningful, caring relationship with at least one adult. 92% 89%I know how to access school resources to support my child’s needs. 72% 78%

I know my child’s learning expectations this year. 66% 85%

Middle School Responses

2012-13N=721

2011-12N=932

I feel welcome and connected. 85% 82%

The school values me as an educational partner. 81% 83%

My child has a meaningful, caring relationship with at least one adult. 82% 77%I know how to access school resources to support my child’s needs. 78% 74%

I know my child’s learning expectations this year. 69% 85%

7 3.1-P

8. Increase the percentage of parents and students of color serving on an SGC or an SSC sothat the representatives on these committees mirror the demographics of our studentpopulation.

School Governance Council Membership* 2012-13 2011-12 2010-11 2009-10

Total Number of Parent and Student Members 260 270 270 300

African-American 50 (19%) 55 (20%) 48 (18%) 51 (17%)

Asian-American / Pac. Isl / Filipino 15 (6%) 7 (3%) 13 (5%) 38 (13%)

Hispanic or Latino 35 (14%) 40 (15%) 44 (16%) 31 (10%)

Bi-Racial, Native American or Other 14 (5%) 16 (6%) 18 (7%) 24 (8%)

White 146 (56%) 152 (56%) 147 (54%) 156 (52%)*As reported to the Governing Board by BSEP annually in November. (Represents SGC and SSC Membership).Ethnic definitions will be revised for 13-14 to reflect State and Federal Definitions.

9. Increase the percentage of certificated employees of color by 3% annually.The ethnicity for all certificated employees is listed below; the ethnicity for students is includedfor comparison. These results derive from the annual CDE Census.

2012-13 2011-12 2010-11Race / Ethnicity % of

Students% of

Teachers*% of

Students% of

Teachers*% of

Students% of

Teachers*African-American, notHispanic

20% 7% 21% 7% 22% 7%

Asian, not Hispanic andFiliipino, not Hispanic

8% 8% 8% 7% 9% 8%

Hispanic or Latino of anyrace

24% 8% 22% 9% 22% 7%

Two or More Races, notHispanic

11% 4% 11% 4% 10% 4%

White, not Hispanic 35% 67% 33% 67% 33% 63%

Other Races or NoResponse

2% 6% 5% 6% 4% 11%

* Teachers: The number of teachers at the school and their full time equivalent (FTE). Adult education,Regional Occupation Programs (ROP), child care, and preschool teachers are not included in this count.

8 3.1-P

10. Develop WE CARE standards to improve responsiveness to the needs of staff andstudents. The implementation of WE CARE began in fiscal year 2011-12, and has continued toprogress over the past several years. In the early stages of implementation, managers identifiedservice standards and communicated the standards to Principals and Departments forfeedback. Many of the departmental staff and managers have received WE CARE training.Transportation has received the most WE CARE training thus far. More departments arescheduled to receive training this year.

The survey results below reflect the summative results for 18 central office departments whichshow approximately half of respondents indicating that they strongly agree or agree with theWE CARE survey questions. When disaggregated by department, there were a fewdepartments that had a higher percentage of positive respondent ratings. For example, thehighest number of management and staff respondents agreed or strongly agreed thatTransportation, BSEP and Extended Learning provided a high level of WE CARE services. On theother hand, Special Education, Risk Management/Benefits, Payroll Services, Human Resourcesand Fiscal Services (in no particular order) received the fewest positive respondent ratings. Thisis the first set of survey results, which will become the baseline for managers and staff toimprove.

(Data represents Percent of Respondents answering Strongly Agree or Agree.)Percent of Respondents answering Strongly Agree or Agree

ManagementNon-

ManagementNumber of Respondents 41 148

WILLINGNESS: When you interact with this department, they demonstratea willingness to take the extra steps or go the extra mile to assist you.

61% 41%

EMPATHY: This department communicates with you in a caring mannerand provides individualized attention.

63% 52%

CONSISTENCY: When you work with this department, they deliver theservices in a consistent and dependable manner.

60% 48%

APTITUDE: When you work with this department, they demonstrate ahigh-level of knowledge and skills regarding the service that they provide.

69% 55%

RESPONSIVENESS: When you interact with this department, you receive aresponse (email, phone or personal) within 2 business days.

62% 54%

EFFECTIVENESS: When working with this department, the deliveredservice was of high-quality, effective and user-friendly.

61% 52%

3.2-P

BERKELEY UNIFIED SCHOOL DISTRICTTO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational Services

Debbi D’Angelo, Director, Evaluation and AssessmentDATE: October 9, 2013RE: Plan to Accelerate the Achievement of African American Students –

Update for Fall 2013

BACKGROUND INFORMATIONBeginning in January, 2013, a work group of BUSD staff and communityrepresentatives was convened to develop a plan to accelerate the achievementof African-American students. The need for this plan is based on the persistentgaps in student achievement. We are defining “achievement” broadly toencompass academic measures (including CST scores, local assessments,graduation rates, CAHSEE passage rates, special education designation, andgrade point averages), as well as non-academic measures (such asattendance/truancy, discipline referrals, suspension and expulsion rates).

The purpose of the planning process was defined as follows: Build upon the previous work to achieve the 2020 Vision and the

District’s Plans to Close the Achievement Gap to choose the next stepsfor BUSD

Examine data to identify the students who do not appear to bebenefitting from current efforts and need additional support

Select actions designed to improve outcomes for identified studentsbased on national research on effective practices and familiarity withBUSD

The recommendation to develop a District plan to accelerate the achievement ofAfrican-American students was presented to the Board in December. Threestatus reports were presented to the Board in January, February and April,and the final plan was adopted on May 22, 2013. This report contains anupdate of the District’s progress to achieve the four goals identified in the plan.

Goal 1: Racial and Cultural Competency: Provide professional development forall middle school staff members to build foundational knowledge for infusingracially and culturally responsive practices into their work with students,families, and co-workers.

a. Three academies were offered this summer. In total, 90 staff membersattended the academies; 66 of the 90 were middle school certificated andclassified staff members.

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b. A fourth academy was specifically scheduled for Longfellow MiddleSchool, with the first session offered in August; over 90% of thecertificated and classified staff attended.

c. The next academy has been scheduled in November, and more than 30certificated and classified staff members from King and Willard haveregistered.

Goal 2: Response to Instruction and Intervention (RtI2) including a PositiveBehavior and Intervention System (PBIS): Implement a continuum of academic,behavioral, and/or other intervention strategies for the Middle Schools byproviding quality core instruction, early, targeted intervention and continuallymonitoring student progress.

a. A Response to Instruction and Intervention (RtI2) oversight committeehas met to assess RtI2 at the middle schools and select key next steps forimplementation.

b. An RtI2 tool in Illuminate was created to track the studentinterventions and log interactions with students. The Bridge teachersare piloting the use of the tool with their students.

c. A BUSD/SEEDS partnership was established at all three middleschools to implement restorative justice practices.

d. Positive Behavior and Intervention System (PBIS) trainings have beenscheduled for teams from all K-8 schools on October 30 and January 29.At these trainings, teams will have the opportunity to revise their PBISaction plans to include strategies specifically addressingdisproportionality.

Goal 3: Middle School Bridge Program: Design a Middle School Bridge programtargeting identified African-American students beginning with a 5th to 6th gradecohort at all three middle schools.

a. One .2 FTE teacher was hired at each middle school to serve as CaseManager and Bridge Program teacher. The three teachers arecollaborating to develop a model program designed to meet the needs oftheir specific students. The teachers are developing relationships withtheir students and have established clear lines of communication withthe parents and teachers of their students as well as the schooladministration.

b. Fifty entering sixth graders attended the Summer Bridge portion of theprogram at the three middle school sites. The Summer Program

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curriculum focused on navigating the middle school environment, self-confidence, leadership and building organizational skills to use in theclassroom environment.

c. For 2013-2014 school year, 60 sixth graders have been selected toparticipate in the Bridge program (20 per school site). Bridge teachers aremonitoring student progress, continuing the Bridge program curriculum,and meeting with students before, during and after school. Teachers areplanning collaborative leadership and college-going skill-buildingactivities, including a tour of UC Berkeley and participation in theLeadership Ropes Course.

d. Students have been identified in Illuminate and achievement,attendance, and other measures are being monitored.

e. Parents of students participating in the Bridge program are beinginvited to join an advisory committee facilitated by the Supervisor ofFamily Engagement and Equity. This group will provide feedback to staffto improve the quality of the program.

Goal 4: Student Engagement/Mentoring: Address the need for African Americanstudents to feel successful, actively engaged in the classroom and in school life,and on a pathway to success. Strategies will include effective mentoring andcoordination of support services for targeted students.

a. A contract was recently signed with the Berkeley Alliance to hire amentoring coordinator.

b. The Alliance has posted the position of mentoring coordinator who,once hired, will recruit mentors to begin working with each of the sixthgrade Bridge students.

DISTRICT GOALII. Strategies to Promote Student Success

POLICY/CODEBoard Bylaw 9000

FISCAL IMPACTAs indicated above

STAFF RECOMMENDATIONReceive the Update on the Plan to Accelerate the Achievement of African-American Students for information.

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Proposed Changes to SSC Bylaws

p. 7

VI. Organizing the School Site Council

A. Composition of the SSCMembership = 24 persons10 Teacher/Certificated Staff designated as follows:

2 from the Small Schools2 from Academic Choice2 from International Baccalaureate1 Non affiliated with Small Schools or Programs3 At large

6 Parents and Community and 6 Students, both groups designated as follows:1 from the Small Schools1 from Academic Choice1 from International High School3 At Large

Proposed by the SSC:Membership = 16 persons6 Teacher/Certificated Staff designated as follows:

1 from the Small Schools1 from Academic Choice1 from International High School1 Non-affiliated with Small Schools or Programs2 At large4 Alternates

4 Parents and Community and 4 Students, both groups designated as follows:1 from the Small Schools1 from Academic Choice1 from International High School1 At Large2 Alternates

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p. 11IX. Open Meeting Laws and Rules of Order

D. Quorum requirementsCurrent:A quorum of SSC members must be in attendance to approve any Action of the SSC.A quorum shall consist of no fewer than “one half plus one” of the total number of SSCmembers, that is, at least 13 SSC members. In addition, the Quorum shall furtherrequire that no fewer than six (6) staff; and six (6) parents/community or students are inattendance.

Proposed by the SSC:A quorum of SSC members must be in attendance to approve any action of the SSC.A quorum shall consist of no fewer than “one half plus one” of the total number ofSSC members, that is, at least 9 SSC members. In addition, the quorum shall furtherrequire that no fewer than four (4) staff (including the principal or designate) , two (2)parents/community members, and two (2) students are in attendance.

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TO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: October 9, 2013SUBJECT: Proposed Changes to Berkeley High School Site Council Bylaws

BACKGROUND INFORMATIONFor the second year in a row, the BHS School Site Council [SSC] has beenunable to attract a full roster of candidates for elections.

In 2012 the SSC voted to reduce the total size of the body from 24 to 16members. A first reading of the proposed changes was conducted by the Boardon April 11, 2012.

Under state requirements, parity is required for staff and community seats.With a composition of 16 members, it would be possible to seat four students,four parents or community members, six teachers, the principal, and aclassified staff member, in addition to alternates. This composition would meanthat quorum requirements would be more likely to be met, and the work of theSSC could go forward.

Attached are the suggested changes for the Berkeley High School Site CouncilBylaws:

Section IX.Open Meeting and Rules of Order, Section D. Quorum Requirements

Section VI.Organizing the School Site Council, Section A. Composition of the SSC

POLICY/CODEEducation Code Sections 52850-52863

DISTRICT GOALV. A. Efficient Use of Resources

FISCAL IMPACTNone

STAFF RECOMMENDATIONApprove the changes to the Berkeley High School Site Council Bylaws.

Documents

Berkeley Public Schools...2013/10/10 · Open Public Hearing 2.1-A – Public Hearing for Initial Proposals for a Successor Agreement between the Union of Berkeley Administrators