The Presiding Officer will call the meeting to order at 6:45 p.m. before the Board Recesses to Closed Session.  The Regular Meeting will convene by 7:30 p.m. 

Persons wishing to address the Board should fill out a green speaker card.  Cards turned in by 5:15 p.m. will be given priority. Speakers will be randomly selected based on topic and position, with BUSD students generally given priority. Public Testimony is limited to 15 minutes with a 3-minute limit per speaker per topic although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President. 

The Board may recess into Closed Session before or after the public meeting under the authority of the Brown Act (including but not limited to Government Code section 54954.5, 54956.8, 54956.9, 54957, 54957.6, as well as Education Code section 35146).  Under Government Code section 54954.3, members of the public may address the board on an item on the Closed Session agenda, before Closed Session.

1.  Call to Order
The Presiding Officer will call the meeting to order at 6:45 p.m. The Regular Meeting will convene by 7:30 p.m. 

2.  Closed Session Public Testimony
Persons wishing to address the Board should fill out a green speaker card. Cards 
turned in by 5:15 p.m. will be given priority. Speakers will be randomly selected based on topic and position, with BUSD students generally given priority. Public Testimony is limited to 15 minutes with a 3-minute limit per speaker per topic, although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President. 

3.  Closed Session
The Board may recess into Closed Session before or after the public meeting under the authority of the Brown Act (including but not limited to Government Code sections 54954.5, 54956.8, 54956.9, 54957, 54957.6, as well as 35146) Under Government Code section 54954.3, members of the public may address the board on an item on the Closed Session agenda. 

3.1 Public Employee Appointment: Principal of Jefferson Elementary School (Government Code Section 54957) (5 min)
3.2 Collective Bargaining: Lead Negotiator: Legal Counsel Roy Combs—BCCE (Government Code Section 54957.6 (15 min)
3.3 Worker’s Comp Claims (Government Code Section 54961)
     3.3.1 Claim #120500107 (10 min)

4. Call to Order - 7:30 PM

5. Report on Closed Session

6. Approve Regular Meeting Agenda of May 4, 2016

7. Open Session Public Testimony (1st Opportunity)
Persons wishing to address the Board should fill out a green speaker card. Cards turned in by 7:15 p.m. will be given priority. Speakers will be randomly selected based on topic and position, with BUSD students generally given priority. Public Testimony is limited to 30 minutes with a 3-minute limit per speaker per topic, although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President. 

8.  Union Comments
Representatives from each union are given the opportunity to address the Board on any issue, 5 minutes per union (order rotates).

Unions
Berkeley Federation of Teachers (BFT)
Berkeley Council of Classified Employees (BCCE)
Union of Berkeley Administrators (UBA)
Local 21

9.  Committee Comments
Representatives from District committees that include members of the public are given the opportunity to address the Board on any issue. 5 minutes per committee.

Committees
BSEP Planning & Oversight Committee
Berkeley Arts Steering Committee (BAESC)
Measure I Construction Bond Oversight Committee
Parent Advisory Committee (LCAP)
District EL Advisory Committee
PTA Council
Audit Committee

10.  Board Member and Superintendent Comments
       Board members and the Superintendent are given the opportunity to address  
       any issue.

11.  Consent Calendar
11.1 Approval of Human Resources Reports
11.2 Ratification of Renewal of Employment Contract for Administrators
11.3 Acceptance of Gifts and Donations
11.4 Approval of Two Out-of-State Travel Requests
11.5 Approval of Overnight Field Trip Requested by Rosa Parks
11.6 Approval to Accept Completion of the Jefferson Elementary School Grounds Project
11.7 Approval of the Education Protection Account (EPA) Resolution #16-042
11.8 Approval of Contracts/Purchase Orders for Services Contracts
11.9 Request for District Funding for Green Dot Training for Berkeley High School and Berkeley Technology Academy Staff and Students
11.10 Board Policy 5144.2: Recess Restriction
11.11 Recommendations for Expenditures in 2016-17 of Funds Allocated to School Libraries from the Berkeley Public Schools Educational Excellence Act of 2006
11.12 Recommendation for Expenditures in 2016-17 of Funds Allocated to the Visual and Performing Arts Programs from the Berkeley Public Schools Educational Excellence Act of 2006
11.13 Approval of Board of Education Meeting Minutes for March 23, 2016

12.  Action Items
12.1 Update on District Efforts and Initiatives for Restorative Justice Practices (60 min)
12.2 Superintendent’s Employment Contract (15 min)

13. Discussion Items
13.1 Draft of Local Control Accountability Plan (LCAP)

14. Information Items
14.1 P-2 School Average Daily Attendance and October Enrollment Summaries
14.2 Update on Refinancing of General Obligation Bonds

15. Open Session Public Testimony (2nd Opportunity)
Persons wishing to address the Board should fill out a green speaker card. Cards turned in for the earlier open session public testimony will be given priority.  Speakers will be randomly selected based on topic and position, with BUSD students generally given priority.  Public Testimony is limited to 15 minutes with a 3-minute limit per speaker per topic although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President.

16. Extended Board Member and Superintendent Comments
Board members and the Superintendent are given the opportunity to address any issue.

17. Board Meeting Self-Evaluation
With the end goal of improving efficiency and providing quality governance in conducting the business of the school District, a member of the Board will conduct a quick review of the Board meeting to assess compliance with adopted norms, procedures and protocols

The following evaluative questions will be used to guide this discussion:

To what degree did we . . .
• frame agenda items with an introduction and a closure summary?
• allot time to agenda items proportionate to complexity, critical impact and timeline deadlines?
• address the fundamental problem at the root of issues, not just the symptoms?
• model mutual respect, effective interpersonal communication and civility?

18. Adjournment

Persons wishing to address the Board should fill out a green speaker card.  Cards turned in by 7:15 p.m. will be given priority.        

Speakers will be randomly selected based on topic and position, with BUSD students generally given priority.  Public Testimony is limited to 30 minutes with a 3-minute limit per speaker per topic although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President. 

Board members and the Superintendent are given the opportunity to address any issue.  

BERKELEY UNIFIED SCHOOL DISTRICT 

TO: Donald Evans, Ed.D., Superintendent
FROM: Delia Ruiz, Assistant Superintendent, Human Resources
DATE:             May 4, 2016
SUBJECT: Approval of Human Resources Reports

BACKGROUND INFORMATION:
On a regular basis, staff presents Human Resources Reports listing employment actions for the Board to approve officially.  Please refer to attached Certificated and Classified reports.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Board of Education
FROM:        Donald Evans, Ed.D., Superintendent
DATE:          May 4, 2016
SUBJECT:  Ratification of Renewal of Employment Contracts for Administrators

BACKGROUND INFORMATION:
The Board of Education authorized the Superintendent to renew employment contracts for administrators whose contracts expire June 30, 2016. The contracts to be renewed and ratified are as follows:

      Pauline Follansbee, Director of Fiscal Services                     07/01/16-06/30/19

      Pasquale Scuderi, Assistant Superintendent of Educational Services 07/01/16-06/30/19

      Delia Ruiz, Assistant Superintendent for Human Resources 07/01/16-06/30/19 

POLICY/CODE:
Education Code sections 44929.28, 45100.5, and 45103

FISCAL IMPACT:
None

STAFF RECOMMENDATION:
Ratify the employment contracts for administrators.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:                      Donald Evans, Ed.D., Superintendent
FROM:                Javetta Cleveland, Deputy Superintendent
DATE:                 May 4, 2016 
SUBJECT:          Acceptance of Gifts/Donations

BACKGROUND INFORMATION:
The Board may accept and utilize on behalf of the District gifts of money or property for a purpose deemed to be suited by the Board.  The following donations have been presented to the District:

1. YourCause donated $40.00 to be utilized as needed for Thousand Oaks Elementary School.
2. Ernest Orlando Lawrence Berkeley National Laboratory donated $150 to be utilized as needed for Thousand Oaks Elementary School.
3. Yoshi’s Oakland donated $2,980 to partially support the middle school music program for VAPA.
4. Bernard E. & Alba Witkin Charitable Foundation donated $10,000 to partially support the Malcolm X’s Project Connect Intervention program for Malcolm X Elementary School.
5. Wells Fargo Community Support Campaign donated $3,250 to be utilized as needed for Malcolm X Elementary School.
6. LeConte PTA donated $1,706 to be utilized as needed for the 4^th grade field trip to Sierra Outdoor for LeConte Elementary School.
7. Mr. Roger Strauch donated $375 in camera equipment to be utilized as needed for Martin Luther King Middle School.
8.  Wells Fargo Community Support Campaign donated $1,083.68 to be utilized as needed for Rosa Parks Elementary School.
9. Cragmont PTA donated $720 to be used as needed to partially support chess classes for Cragmont Elementary School.
10. Pacific Gas & Electric Company donated $500 to be utilized as needed for LeConte Elementary School.
11. Lifetouch National School Studios donated $138 to be utilized as needed for LeConte Elementary School.

FISCAL IMPACT:
The District received a total of $20,942.68 in donations.

STAFF RECOMMENDATION:
Accept the donations to the District and request staff to extend letters of appreciation.

     BERKELEY UNIFIED SCHOOL DISTRICT

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent, Educational Services
DATE:         May 4, 2016
SUBJECT:   Out-of-State Travel Requests

BACKGROUND INFORMATION:
The following out-of-state travel is being requested:

Oregon Shakespeare Festival, Ashland, OR (June 28 - July2, 2016)

Approve participation for Chloe Smith, Willard Middle School teacher, to attend Shakespeare in the Classroom workshop. Designed for English and theatre teachers, Shakespeare in the Classroom provides a theatre-based rather than academic approach, intended to make the works of Shakespeare exciting and accessible for all students. Registration, transportation, lodging and meals for this training is funded with TIP funding. Requested by: Debbie Dean

9^th International Reading Recovery Institute-Vancouver,B.C., Canada-July 20-22, 2016

Approve participation for Joal Arvanigian to attend the 2016 9^th International Reading Recovery Institute in Vancouver, July 20-22, 2016. The 2016 International Reading Recovery Institute offers opportunities for Reading Recovery professionals to enhance their practice, deepen theoretical understandings, and share experiences with colleagues from around the world. The Institute is designed for all Reading Recovery-trained professionals including teachers, trainers, and teacher leaders/tutors. Choose from over 40 sessions led by internationally renowned speakers. Requested by Maggie Riddle, Director K-8 Schools.

POLICY/CODE:
Education Code 35330
Board Policy 6153

FISCAL IMPACT:
As indicated above.

STAFF RECOMMENDATION:
Approve the out of state travel and overnight field trips consistent with the District Policies and instructional programs.

     BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent, Ed. Services
DATE:         May 4, 2016
SUBJECT:   Overnight Field Trip

BACKGROUND INFORMATION:
The following overnight field trip is being requested:

Tilden Park/Wildcat View, Berkeley, CA, June 9-10, 2016

Approve participation of seventy (70) fifth grade students and 3 teachers and 8 parents from Rosa Parks elementary School on a two-day, one night field trip to Tilden Park/Wildcat View for the purpose of viewing level land forms and geographical fixtures. Students will experience the local wilderness, climate and mapping skills. Students will also learn about the fundamental principles of democracy as well as practice Toolbox strategies as needed during the trip.The students will sleep in gender specific tents located in separate camping areas and both will have adult chaperones.The cost of $4.00 per student will be paid by PTA and parent donations. No student will be denied access based on inability to pay. Requested by Paco Furlan, Rosa Parks Elementary School Principal

POLICY/CODE:
Education Code 35330
Board Policy 6153

FISCAL IMPACT:
As indicated above.

STAFF RECOMMENDATION:
Approve the out of state travel and overnight field trips consistent with the District Policies and instructional programs.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:             Donald Evans, Ed.D, Superintendent
FROM:        Timothy E. White, Executive Director of Facilities
DATE:         May 4, 2016
SUBJECT:  Accept the Completion of the Jefferson Elementary School Grounds Project

BACKGROUND INFORMATION:
On May 20, 2015, the Board awarded a contract to Bay Construction to perform the Jefferson Grounds project. The project is complete. 

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

POLICY/CODE:
California Public Contract Code 20110- 20118

STAFF RECOMMENDATION:
Accept the project as complete.   

BERKELEY UNIFIED SCHOOL DISTRICT

TO:               Donald Evans, Ed.D., Superintendent   
FROM:          Javetta Cleveland, Deputy Superintendent  
DATE:          May 4, 2016
SUBJECT:    Education Protection Account

BACKGROUND INFORMATION:
The voters approved Proposition 30 on November 6, 2012, which created an Education Protection Account (EPA) in the State General Fund to receive and disburse the revenues derived from the incremental increase in taxes imposed by Proposition 30.

EPA funds represent a portion of our budget’s General Fund revenue that would have been cut if Proposition 30 had not passed.  Therefore, these funds do not represent increased revenue above what the Board adopted in the District’s 2015-16 budget.  EPA is a reclassification of the state aid portion of the Revenue Limit funding and is classified as unrestricted revenue. 

The creation of the EPA benefits cash flow patterns and it also has an accountability component.  Proposition 30 provides that all K-14 local agencies have the sole authority to determine how the funds received from the EPA are spent with the following provisos: 

• The spending plan must be approved by the governing board during a public meeting.
• EPA funds cannot be used for the salaries or benefits of administrators or any other administrative costs.
• Each year, the local agency must publish on its website an accounting of how much money was received from the EPA and how the funds were expended.

In addition, there will now be a requirement for the annual financial audit to include verification that the EPA funds were used as specified by Proposition 30, and the additional cost of the audit would be an allowable expense from the EPA.

If EPA funds are not expended in accordance with the requirements of Proposition 30, civil or criminal penalties could be incurred.  For FY 2015-16 the District received $13,077,447 in EPA funding which was used for classroom teacher’s salaries and benefits.

For FY 2015-16, the District plans to spend EPA funding for classroom teachers’ salaries and benefits.

The attached Resolution No. 16-042 details the provisions and requirements of the EPA. 

FISCAL IMPACT:
The unrestricted General Fund received $13,077,447 in EPA funding that will be used for classroom teacher’s salaries and benefits. 

STAFF RECOMMENDATION:
Approve Resolution No. 16-042 and the receipt and use of EPA funding as outlined.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:             Donald Evans, Ed. D., Superintendent
FROM:       Javetta Cleveland, Deputy Superintendent
DATE:        May 4, 2016        
SUBJECT:  Approval of Contracts/Purchase Orders for Services Contracts

BACKGROUND INFORMATION:
The District contracts with consultants or independent contractors who can provide valuable and necessary specialized services not normally required on a continuing basis. The following contract services are requested. Expenditures are within budget. 

1. Contract with Mosaic Project to provide food, lodging and curriculum for Rosa Parks students while on a field trip to the Mosaic Camp for the period from 5/16/16 – 5/28/16. The cost will not exceed $16,380. To be paid from Restricted Donations. Requested by Paco Furlon.
2. Contract with ITS Inspection to inspect the John Muir Modernization Project. The cost will not exceed $30,000. To be paid from Measure I. Requested by Timothy White.
3. Contract with ITS Inspection to inspect the LeConte Transitional Kindergarten Campus portables project. The cost will not exceed $20,000. To be paid from Measure I. Requested by Timothy White.
4. Increase in contract, PO#160416 for A-Z Bus Sales for additional repair services required for Transportation Department. The Board approved $10,000 on 8/26/15.  The additional amount will increase the contract by $25,000 for a total amount of $35,000.  To be paid from Home-to-School Resource.  Requested by Tim Mull.
5. Increase in contract, PO#160298 for Seven-Eleven Body Shop for additional body work and painting for BUSD District vehicles. The Board approved $45,000 on 8/26/15. The additional amount will increase the contract by $40,000 for a total amount of $85,000. To be paid from Home to School Resource. Requested by Tim Mull.
6. Increase in contract, PO#161754 for Pamela Harrison-Small, for additional services required to Educational Services and the Office of Family Engagement. The Board approved $18,312.50 on 2/24/16. The additional amount will increase the contract by $6,250 for a total amount of $24,562.50. To be paid from BSEP Professional Development Funds. Requested by Natasha Beery.
7. Increase in contract, PO#160257 for Johnson Controls to provide additional HVAC services for the Maintenance Department. The Board approved $15,000 on 6/10/15. The additional amount will increase the contract by $20,000 for a total amount of $35,000. To be paid from Measure H. Requested by Steve Collins.  
8. Ratification of contract with Identity Fraud, for core protection and credit monitoring benefits for the period from 4/22/16 – 4/22/17. The cost will not exceed $21,500. To be paid from General Funds. Requested by Javetta Cleveland.

POLICY/CODE:
Public Contract Code: 20111
Board Policy 3310

STAFF RECOMMENDATION:
Approve the contracts with Consultants or Independent Contractors as submitted.

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Susan Craig, Ed.D., Director, Student Services
Beverly Bueno, Compliance Officer/Title IX Coordinator
DATE:        May 4, 2016
SUBJECT:  Request for District Funding for Green Dot Training for Berkeley High School and Berkeley Technology Academy Staff and Students.   

BACKGROUND INFORMATION:
According to recent data, one in three high school students has been or will be involved in an abusive relationship. To support the District’s ongoing efforts to educate students about the importance of healthy relationships, prevent bullying and harassment including sexual harassment in schools, and support a positive school climate, BUSD is planning to offer a four-day summer training. Green Dot Instructor Certification training will be provided for high school staff, followed by a one-day student leadership training. All training will be facilitated by Green Dot staff in the fall. The training provides schools with strategies for violence prevention. In a recent study funded by the Center for Disease Control, high schools that implemented the Green Dot strategies showed a 50% reduction in sexual violence. 

The proposed Green Dot Instructor Certification training is scheduled to be held August 8 through August 11.  Voluntary participation will be offered to up to 30 teachers and counselors from Berkeley High School and Berkeley Technology Academy, administrators from BHS and BTA, BUSD’s Title IX Coordinator, and the Director, Student Services. 

DESCRIPTION OF THE GREEN DOT INSTRUCTOR CERTIFICATION

Green Dot Instructor Certification training is a four-day training that covers: the research foundation and conceptual model that informs the Green Dot strategy, the Green Dot persuasive speech, the Green Dot Bystander Training, social marketing, evaluation and action planning. This is a train-the-instructor, not a train-the-trainer model. This training certifies participants to implement the Green Dot strategies at schools, which includes training students. The Green Dot strategies focus on working with early adopters. It encourages them to be “upstanders” by speaking up when concerning behaviors are observed. 

COST OF THE GREEN DOT TRAINING

The cost of the four-day training will be $12,500 plus travel expenses for one to two trainers. The cost of the additional student leadership training will be $3,500 plus travel expenses for one to two trainers. Total: $16,000 + $4,000 (approximate) travel = $20,000

The cost of participants is approximately:

$ 305.05 per day per teacher X 4 days = $1220 per teacher X 30 teachers and counselors = $36,606

$564.71 per day for BHS dean X 4 days = $2259 per dean X 2 = $4518

No cost for 6 BHS administrators, 1 BTA administrator, Title IX Coordinator, and Director, Student Services

There is a materials cost of $75 per participant X 40 participants = $3,000

The total cost of the training is approximately $64,000. In 2015-2016 BUSD saved $43,817 through the mid-year hiring of the Title IX Coordinator. This savings will be applied to the total cost of the training. 

OUTCOMES TO BE MEASURED

To evaluate the effectiveness of implementing the Green Dot strategies at BHS and BTA, District staff will analyze relevant measures, including: data related to bullying and sexual harassment incidents and complaints, results of student and staff surveys, and qualitative feedback about the Green Dot program from students and staff.

POLICY/CODE:
Board Policy 5030.2, 5131.2, 5145.3, 5145.7, 5157
Education Code 234

FISCAL IMPACT:
$64,124

STAFF RECOMMENDATION:
Approve the requested funds for the Green Dot training.

BERKELEY UNIFIED SCHOOL DISTRICT  

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Susan Craig, Ed.D., Director, Student Services                    
DATE:        May 4, 2016
SUBJECT:  Approval of Amendment to the Recess Restriction Policy 5144.2                          

BACKGROUND INFORMATION:
On November 19, 2014, after receiving and considering significant input from parents/guardians, other community members, and staff, the Board approved a policy to guide the use of recess restriction as a behavioral intervention. The first report of data on the use of recess restriction was presented to the Board on March 23, 2016. 

At the March 23, 2016 Board meeting, the Board requested that District staff to review the original language in the policy and the video from the November 19, 2014 Board discussion and adoption of the policy, with regard to the language that the Board approved related to assigning recess restriction to students with IEPs or 504 plans, make corrections as needed to align the language with what was approved by the Board, and present the corrected information to the Policy Subcommittee at the April 8, 2016 meeting. 

The following information was presented at the Policy Subcommittee meeting on April 8, 2016 regarding the Board’s approved language for Item 8 and the subsequent recommended language recommended by legal counsel: 

Item #8 in the Recess Restriction Policy currently reads as follows: “Recess participation may not be restricted for students where such a consequence is explicitly prohibited by a student’s IEP or 504 plan.”

At the November 19, 2014 Board meeting (minute 50 in the video), the Board approved an amendment to the language for Item #8 as follows: “Recess participation may not be restricted for students where such a consequence is inconsistent with a student’s learning goals and accommodations reflected in an IEP or 504.” At the Board meeting, BUSD’s Interim Special Education Director expressed concerns that the amended language may be discriminatory. The Board directed staff to review the adopted language with legal counsel, and bring any recommended changes back to the Board for approval. This step was never completed.

In an e-mail from the Director of Special Education dated January 12, 2015, the following language for Item #8 was recommended, in consultation with legal counsel: “Recess restriction for students with exceptional needs must be implemented consistent with the educational goals and accommodations in their IEP, 504 plan, or individualized Positive Behavior Intervention Plan. Recess restriction should not be imposed for behavior, actions, or incomplete work that are a result of a child’s disability.” 

At the April 8 Policy Subcommittee meeting, the subcommittee approved replacing the existing language in Item 8 of the policy with the language recommended by legal counsel, and bringing the amended policy forward to the Board for a first reading at the April 20 Board meeting. BP 5144.2 is now being presented for approval. 

POLICY/CODE:
Board Policy 5144.2
Education Code 44807.5

FISCAL IMPACT:
None.

STAFF RECOMMENDATION:
Approve BP 5144.2. 

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:            Donald Evans, Ed.D, Superintendent
FROM:         Pasquale Scuderi, Assistant Superintendent for Educational Services
Becca Todd, District Library Coordinator,
DATE:          May 4, 2016
SUBJECT: Recommendations for Expenditures in 2016-17 of Funds Allocated to School Libraries from the Berkeley Public Schools Educational Excellence Act of 2006

BACKGROUND INFORMATION:

The Berkeley Schools Educational Excellence Act of 2006 allocates 7.25% of the available BSEP revenues annually:

“to provide student access to quality school libraries which shall be maintained by providing library staff to operate the District’s K-12 school and other specialized libraries, and by allocating revenues for books, materials, services and equipment for the school libraries.” 

This recommendation was presented to the BSEP Planning and Oversight Committee on March 8, 2016 and adopted by the Committee on April 19, 2016.

Program Objectives
Our library program aims to foster curiosity, creativity and critical thinking - and of course, a love of reading. Our focus is to provide a wide range of print and digital books, online resources and curricular programming to address every student’s academic and independent reading needs. We work with classroom teachers, staff and families to deepen reading engagement, build digital literacy and digital citizenship, and improve student achievement for each and every student.

Program Summary
BSEP monies fund the library staffing and resources throughout the Berkeley public school system. Recognizing the integral role school libraries play in our children’s education, the Berkeley Public Schools Educational Excellence Act of 2006 continues the successful stabilization of library staffing which began with Measure B of 2004. This improves the level of service and support in each of our school libraries with updated collections and ongoing professional development in current library and information literacy practices.

Our Library program aligns with BUSD’s Local Control and Accountability Plan (LCAP) by supporting high quality instruction with high quality materials; promoting racial and cultural diversity of characters and content in library books, programs and resources; and providing a safe, welcoming and inclusive climate in the library. We incorporate the Model School Library Standards for California which are part of the content standards to be included in LCAP statewide.

Early Childhood Education Libraries
From their earliest ages, our students benefit from a print-rich and story-filled environment. Our preschools have lending libraries from which students borrow a book every week to take home as part of the Book Bag Program. BSEP Early Childhood Education site funds provide funding for preschool library staff, while BSEP Library funding provides the materials. We augment the lending library through author studies and special guest read-aloud days in our preschools.

Elementary Libraries
Our elementary students find a welcoming environment in the library, and develop a culture of reading in a place where they can pursue their own interests in addition to fulfilling class assignments. Most classes visit their school site library on a weekly basis; depending on the school schedule, students may also drop in before or after school, at recess, or for special projects. Students are introduced to quality children’s literature through read-alouds and booktalks, are guided to develop computer skills using the online library catalog and digital resources, and learn beginning research skills with library staff and classroom teacher collaboration. This provides our students a foundation for Digital Citizenship skills and understandings.

Secondary Libraries
Our secondary students move into flexibly scheduled project-based library visits coordinated between the classroom teacher and the Teacher Librarian in alignment with the curriculum. Substantial print collections are augmented with vetted online subscription databases, utilizing both school site and the public library resources. Students come to the library to work on specific assignments with a pass from their classroom teacher. There are very active programs during the lunch break(s), including book clubs, art projects, and homework help, in addition to reading. At the middle schools, the libraries are open for 20 minutes before classes begin, and the high school library is open for a full hour before and after school for student use, providing essential access to technology resources for students who don’t have these resources at home.

School Community Space
Our libraries are heavily utilized as school community spaces for book clubs, author and illustrator visits, tutoring, geography bees, poetry contests, vision and hearing screening, and sometimes house music classes. They are also commonly used for staff meetings, PTA events and other school meetings in the afternoons and evenings.

BUDGET RECOMMENDATIONS FOR LIBRARIES FY 2016-17
During this past year, under the leadership of the District Library Coordinator, the “Friends of the BUSD Libraries”/P&O Subcommittee met to discuss the BUSD library program and develop this proposal for the coming school year. For more information see sites.google.com/site/friendsofbusdlibraries. 

The proposed budget for 2016-17 reflects a rise in staffing costs due to increases in the STRS and PERS retirement programs, as well as raises and step and column increases, and anticipates the implementation of the Classification and Compensation study which is still pending as of this writing. It reflects a reduction in materials and technology upgrades funded through BSEP library monies.

The following recommendation is for the allocation of funds for the Purpose of Libraries in accordance with BSEP/Measure A.

Library Staffing                                                                          $1,694,400                                                     

The staffing model shown below, with 13.06 FTE classified staff and 8.2 FTE certificated staff, follows the same structure as the previous year with only a 0.1 FTE increase for the Elementary Library Media Technician/Specialist at Jefferson due to the increased enrollment at Jefferson, bringing that position into alignment with the other elementary schools with student populations greater than 400.

• Elementary Teacher Librarian TSAs                                        1.60   FTE

• Elementary Library Media Technicians/Specialists*                9.60   FTE

• Middle School Teacher Librarians                                          3.00   FTE

• Middle School Library Media Technicians                               1.86   FTE

• BHS Teacher Librarians                                                        2.00   FTE

• BHS Library Media Technician                                               0.80   FTE

• BTA Teacher Librarian                                                           0.60   FTE  

• Central Media Library Technician                                          0.80   FTE

• District Library Coordinator                                                 1.00   FTE

* Note: The Elementary Library Media Technician job title is expected to change to Library Media Specialist. Therefore the term Technician/Specialist will be used throughout this document when referring to the classified elementary library staff.

District Library Coordinator                                                                     1.0 FTE
The District Library Coordinator administers the annual library plan for the district, overseeing staffing, collection development, technology upgrades and professional development throughout the school library system. Through on-site visits, monthly meetings and periodic workshops, the District Library Coordinator guides the school level library staff in staying abreast of library and information literacy trends, and integrates districtwide initiatives into the library program. The District Library Coordinator also has a leadership role facilitating the Instructional Technology team (aka DigiTech) in collaboration with the Technology Director. 

Teacher Librarians                                                                           7.2 FTE

Background information - Teacher Librarians hold two credentials: a California Teaching Credential, and a Teacher Librarian Services Credential. Our Teacher Librarians also have a Master in Library and Information Science. The following narrative describes the difference between the Elementary Teacher Librarians, which are District TSA positions, and the Secondary Teacher Librarians, which are school site-based positions.

Elementary - We will maintain the certificated staffing at the elementary level. In 2015-16, we had 1.6 Elementary Teacher Librarian TSAs serving the 11 elementary schools. The Elementary Teacher Librarian TSAs develop lessons and resources aligned with the Common Core State Standards (CCSS) and the Teachers College Reading and Writing Program (TCRWP), and often model their use in instruction.

There is an urgency for Teacher Librarian instruction and collaboration at the elementary level with the growing use of online resources by our younger computer users. We are striving to bring consistency, equity and full implementation to our Digital Citizenship instruction. Digital Citizenship encompasses much more than the early notions of “cyber safety”, including issues about privacy, security, relationships and communication, cyberbullying, creative credit and copyright. As we grow in our use of digital resources, we need to teach skilled and responsible use of those resources, and more fully integrate information and computer literacy instruction into all subject areas. Teacher Librarians have this cross-curricular, information and computer literate instruction as their core focus.

The Elementary Teacher Librarians have established deeper instructional articulation between departments, are collaborating with classroom teachers, other district TSAs, and are a core component of the DigiTech Instructional Technology team. We continue to align and update our school library resources with the standards, respond to district-wide initiatives such as the Toolbox curriculum and Welcoming Schools, participate in the We Need Diverse Books campaign, and integrate the strategic use of ebooks, audiobooks and academic databases in addition to our strong print resources.

Secondary - For the 2016-17 school year, our secondary Teacher Librarian staffing ratio is the same. We have a Teacher Librarian at each middle school, a 0.6 FTE Teacher Librarian at B-Tech Academy, and two Teacher Librarians at Berkeley High School. Our middle and high school Teacher Librarians provide lessons in information literacy, research process, and digital citizenship; collaborate with classroom teachers on curricular units; offer guidance in reading selections and reading promotions; manage library acquisitions and circulation, and; oversee management of their site’s textbook collection. 

Library Media Technicians/Library Media Specialists                 13.06 FTE

Elementary (TK - 5th) - In recognition of their level of skill and responsibility as the solo library staff on site, the BUSD Classification and Compensation Study recommends an  upgrade of the elementary library positions to be titled Library Media Specialist. At the time of this writing, BCCE’s approval of this recommendation is still pending, so the term “Technicians/ Specialists” will be used in this proposal when referring to elementary library staff. 

At the elementary level, the Library Media Technicians/Specialists are responsible for managing the circulation and reshelving of all materials, which can run from 1,000 to 2,000 books per month at each site. Taking books off the shelves is not so difficult . Returning thousands of books  to their appropriate Dewey Decimal position so that they can again be located is harder. The Library Media Technicians/ Specialists provide weekly class visits complete with read-alouds, booktalks, keyboarding opportunities, and guidance in using the online catalog and other digital resources, laying the foundation for Digital Citizenship skills and awareness. They also offer drop-in access during recess time when school schedules permit. Four elementary library staff work at 0.8 FTE at the smaller elementary schools, six larger schools work at 0.9 FTE, and Malcolm’s library staff is 1.0 FTE. 

Secondary - At the Middle School level, the Library Media Technicians assist the Teacher Librarian with much of the resource management, including textbooks. Longfellow and Willard continue to be served by a 0.53 Library Media Technician position, while King Middle School continues to have a 0.8 FTE Library Media Technician position.

At the high school level, the 0.8 FTE Library Media Technician position at BHS is an 11 month position in order to manage the entire textbook collection for the BHS campus. When the beginning and end of semester demand for textbook management has abated, the Library Media Technician resumes duties in the library. 

Central Media Library - At the District Office, the 0.8 FTE Central Media Library (CML) Technician spends a portion of every day at the elementary schools supporting the site library staff with collection management and site-based projects. The CML Technician also manages the central collection of resources and materials such as instructional DVDs, Systematic ELD Kits, science probes, historical stamp collections and other instructional materials. The CML Technician executes special cataloging projects and provides general Library Services office support. 

Hourly Extra Duty                                                                           $16,000

Summer Extended Day Library Program - $6,000

The BEARS Summer School Library program will continue in the summer of 2016, with a Library Media Technician/Specialist at both BEARS/EDC summer school sites for fifteen hours per week at each site for four weeks of summer school and two weeks of the BEARS-only program thereafter. The Library Media Technicians/Specialists provide library visits, book circulation and special projects for the BEARS/EDC students and staff. This summer program supports our focus on literacy, and yields strong results by mitigating the common “summer slide”.

School Year Preparation - $7,000

Two extra duty days at the start of the school year for the classified library staff allows them to be participants in the whole school initiatives that are developed during the staff meetings prior to the first day of school, enabling them to better tailor their library collections and programs to the needs at each school site.

Library Media Technician/Specialist Substitutes - $3,000

With this small fund we are able to train and provide substitutes for elementary Library Media Technicians/Specialists. Otherwise Library services are suspended when an elementary Library Media Technician/Specialist is absent.

Professional Development                                                                 $9,000

Participating in library workshops and conferences strengthens instructional and managerial skills and helps library staff stay abreast of developing instructional and library technologies. Professional Development monies pay for registration fees, and for substitutes if the workshops fall during the school day. Workshops can include: San Mateo County Office of Education Library Staff Summer Training Program; American Library Association (ALA) annual conference; Computer Using Educators (CUE) regional workshops; Association of Children’s Librarians (ACL) Spring Institute; San Francisco Public Library workshops.

Collection and Resource Development                                             $90,800

School Library Collections - $72,600

BUSD libraries provide print and digital resources for a broad range of reading levels and interests. The titles are selected to be in alignment with curriculum content and library standards, promoting students’ access to the materials they need for reports and research. In addition, our collections are geared to stimulating students’ selections for free reading and pursuing individual interests. Library books can range from $11-$30 in cost, with nonfiction titles tending toward the higher end of the range. This budget contains  a reduction for new book acquisition from $15/student to $7/student; additional funding calculated at roughly $4/student will be dedicated from central funding for this one year shortfall. (Note: At our 22 : 1 books/student ratio, we are above the California average of 20 : 1, and slightly under the national average of 25 : 1.)

Bilingual, TWI and Transitional Kindergarten Collections - $0
The funding for an additional allotment for the Bilingual and TWI libraries is being carried through central funding for this school year, and will continue to augment materials for students at our Bilingual and TWI schools who are studying core curriculum and pursuing free reading in Spanish. Adjusting to new TK students also requires additional funding for preschool-age appropriate library materials at the school libraries, now serving an increased number of younger students. 

Interactive ebooks, audiobooks and special projects - $10,000
Our libraries’ audio and digital ebook collections benefit from a central allocation as we continue to establish best formats for expansion of our digital resources, and then provide support to effectively utilize these resources. This central allocation also supports our participation in the Cook Prize Award for STEM picture books, the California Young Reader Medal program, the We Need Diverse Books campaign, our Welcoming Schools and Toolbox initiatives, and author visits. 

Online research databases - $8,200
Subscription online databases are designed with student learning in mind, and are essential for academic success throughout their lives. Linked on every school library website, these advertising-free databases offer high quality vetted information that ensure stable stepping stones along the path of information seeking projects. All BUSD students can seamlessly access these resources from any district-networked computer, and have password-protected access off campus. Our subscription to World Book Online encompasses three reading levels and Enciclopedia Estudiantil Hallazgos in Spanish. The TrueFlix subscription provides ebook versions of the printed nonfiction titles alongside a brief video introduction, “read to me” options and online dictionary definitions. Our secondary schools have access to more research databases, such as ABC-Clio, Opposing Viewpoints, ProQuest, and Teen Health and Wellness. The amount budgeted here reflects the annual fees for World Book Online, while TrueFlix will be funded through central instructional materials monies for this year. The secondary databases costs are paid for by the Berkeley High site allocation for collection development.

District Library Services                                                                  $34,700

Library and Textbook Management System - $19,700

(Note: This section used to appear under the category “Information Literacy and Access” in previous plans. )

Our libraries use the Destiny Library and Textbook Management System from Follett School Solutions. The online catalog is accessible from any networked computer or mobile device at school, at home or on the road, and supports our ebook collections on the embedded Follett Shelf. Students and staff can view their own accounts, and our library staff uses it to manage patrons, materials and circulation. WebPath Express is an additional license for the elementary sites which guides students to age-appropriate vetted websites for information sources on the Internet. The annual license renewal fee includes technical support for all 16 school sites, the Central Media Library and the Music Library.

Technology Upgrades - $10,000

Each library has student computer workstations and instructional technology equipment such as an LCD projector, projection cart, screen, and speakers. Some have a small collection of ipads and/or chromebooks. An ongoing cycle of maintenance and upgrade of this network of computers and other equipment is needed to keep our libraries responsive to patrons’ needs, and is coordinated in conjunction with the Technology Department. Due to financial constraints, this proposed amount has been reduced by $15,000 for the 2016-17 school year.  

Library Services Office - $5,000  

The District Library Coordinator’s office handles ongoing needs such as materials promoting author/illustrator visits, posters for the California Young Reader Medal and the Cook Award for STEM Picture Books, brochures of resources, materials for professional development, reading promotions, and in-town transportation costs.

Additionally, the District Library maintains a web page of central services and school site library links for staff and families at library.berkeleyschools.net/. All of the library collections of the K-12 schools and the Central Media Library are searchable online. Each of those libraries maintains virtual library web pages guiding students to additional resources appropriate for their studies.

(CA school library statistics - cde.ca.gov/ci/cr/cf/cefschoollibraries.asp) 

BUDGET SUMMARY
The BSEP revenue, combined with the fund balance and some targeted non-BSEP funding of specific instructional materials, will allow the library program to continue through the end of the Measure.

In summary, the recommendation for the expenditure of the BSEP Library funds in FY 2016-17 is 

BSEP Revenue Allocation for FY 2016-17 1,776,000

Projected Expenditures

Library Staff 1,694,400
Hourly Extra Duty      16,000
Professional Development        9,000
Collection and Resource Development      90,800
District Library Services      34,700
Reserve for Personal Variance      56,000
Indirect Cost of 6.41%    121,848

Total Expenses    2,022,748

NoChange to Fund Balance      (246,748)

Fund Balance 

Estimated Beginning Fund Balance    261,000
Net Increase/(Decrease)    246,748 

Ending Fund Balance (June 30, 2017)         14,252 

POLICY/CODE:
Berkeley Public Schools Educational Excellence Act of 2006 (Measure A) Section 3.B.ii.a

FISCAL IMPACT:
Projected expenditures of $2,022,748 from the BSEP funds for Libraries.

STAFF RECOMMENDATION:
Approve the recommendation for expenditures in 2016-17 for funds allocated to the Library Programs from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0860).

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent for Educational Services
Pete Gidulund, Visual & Performing Arts Program Supervisor
DATE:        May 4, 2016
SUBJECT:  Recommendation for Expenditures in 2016-17 of Funds Allocated to the Visual and Performing Arts Programs from the Berkeley Public Schools Educational Excellence Act of 2006 

BACKGROUND INFORMATION:

The Berkeley Public Schools Educational Excellence Act of 2006 allocates 6.25% of the available revenues annually to:

Providing quality instructional programs in music and the visual arts for elementary and middle school students. Revenues may be used for, but are not restricted to, providing qualified teachers and staff, professional development in the arts, musical instruments and instructional materials, services and equipment necessary to conduct these programs. (Section 3.B.ii.b)

This recommendation was presented to the BSEP Planning and Oversight Committee on March 22, 2016 and adopted by the Committee on April 26, 2016.

Program Objectives

Mission Statement: The BUSD Music Department provides a musical foundation in an equitable, culturally responsive and respectful classroom environment that facilitates cooperation and perseverance.

SMART GOALS

1. Equity Goal #1: By 2016-17 offer chorus classes at all three middle schools.
2. Equity Goal #2: By 2017-18 offer at least one “strum and drum” class (drumline, ukulele, guitar, chorus, world percussion) at each elementary that merits more than three music classes.
3. Technology Goal: In 2016-17, music teachers will use technology in the 4th and 5th grade music classroom (interactive apps, having students play along to rock/hip-hop drum tracks, showing live performances, etc.) on a weekly basis.

Program Summary

BSEP funds provide the instrumental and choral music program for grades 4-8 and supports arts instruction and professional development in arts integration in the elementary and middle schools. In March 2016, BUSD was recognized for the fourth year in a row by the NAMM Foundation as one of the Best Communities in the United States for Music Education 2016. Berkeley is one of 388 recognized districts across the United States and one of only five to receive the award in California.

Music Program Summary

All Fourth and Fifth Grade students receive music instruction twice per week. Four types of instruction are delivered—strings (orchestra), woodwinds and brass (band), world music (percussion, ukuleles, guitars).

In the middle schools, classes are held five days a week, usually during zero period. Choices include 6^th Grade Band, 7th-8th grade Band, two levels of Orchestra, Chorus, Jazz Band, and Guitar. Jazz Band is an after school elective four days a week at the middle schools. Mariachi and Music meets two days a week at Longfellow. For 2016-17, there will continue to be two Orchestras and three Bands during zero period at King to accommodate the large number of students who have signed up for music. Jazz Band will continue at all three middle schools.

Visual and Performing Arts Program Summary

The VAPA BSEP resource provides curriculum and professional development support to the district’s dance, drama and visual art teachers K-8 by providing workshops as well as facilitating meetings with their Berkeley High School peers on district Professional Development days. In addition, there is financial support for conferences and professional development, and a middle school drama material allocation of $2,000 per middle school.

BUDGET RECOMMENDATIONS FOR MUSIC, VISUAL and PERFORMING ARTS for FY 2016-17 

Release Time Staffing                                                                   $224,300

Release Time Music Teachers                                                      2.26 FTE                                                

Release Time Transfer to General Fund                            

In accordance with the teacher contract, fourth and fifth grade teachers receive five periods of release time per week. The General Fund pays for the FTE for science, dance and art teachers who provide instruction during three of the five periods. The General Fund is currently providing half of the cost of the FTE required to provide music teachers during two of the five release time periods, and the BSEP fund is paying the other half of the FTE in the release time calculation through a transfer to the General Fund.

Music Program Staffing                                                                 $1,008,100

Additional Fourth-Fifth Grade Music Teachers                           4.64 FTE

Three music teachers are scheduled for every two classrooms in order to offer a variety of options, including strings, woodwinds, brass, and world music. Additional music teachers may be assigned for 4^th and 5^th grades as needed to provide an optimal learning environment and to allow for grade level groupings where there are combination classes. This calculation is based on current estimates and may be adjusted for the 2016-17 school year when school opens, based on variances in enrollment or classroom configurations. Music class sizes average 15:1 so that all students receive the instruction and coaching they need to be successful musicians. The BSEP fund bears the entire cost of these additional music teachers. 

Middle School (6-8^th grade) Music Teachers                                 3.28 FTE

Over 800 middle school students participate in the music program, requiring multiple before and after school sections in jazz, band, orchestra, chorus and guitar. 

Visual and Performing Arts Program Supervisor                         1.0   FTE

This position supervises and evaluates 18 music teachers, plans all arts professional development, facilitates all arts partnerships, serves as liaison to Bay Area arts organizations and supports district arts teachers and programs. The Supervisor supports the four arts curricula and assessments as well as Standards and Common Core alignment. This person is the budget manager for all aspects of the VAPA resource in the BSEP measure, as well as for independent contracts and outside grants.

Music Librarian                                                                           1.0   FTE

The Music Librarian keeps an ongoing database (library information software) of all instruments and sheet music. The librarian works with the music teachers to ensure that they have the materials and supplies they need for their students. This person arranges for repairs, tracks purchase orders, places and receives orders, tracks teacher absences and repairs instruments when possible. In the fall and the spring, the librarian delivers and then picks up over 2,500 instruments from the school sites.

Hourly Staffing                                                                             $15,000 

Middle School Music Tutors and Instructional Specialists - $4,000

Three Instructional Specialists provide individual and small group instruction to orchestra and band students by coaching chamber music groups and reinforcing classroom learning in small group settings. 

Teacher Substitutes for Special Events - $6,000

Substitutes for music teachers are necessary when those teachers attend Berkeley Symphony concerts, Cazadero Jumpstart Retreats, Arts on the Run, California Music Education Association student festivals and music conferences.

Teacher Hourly for Performing Arts Rehearsals - $5,000

In order to properly staff and supervise 800 students rehearsing and performing in the annual Performing Arts Showcase, teachers are paid hourly for their weekend work time, approximately nine hours per teacher. 

Performing Arts Teachers for the Middle School                            $42,600

VAPA funds will continue to support after school performing arts courses in Dance and Jazz at the three middle schools. Jazz Band is provided at Willard and Longfellow, and music coaching is offered at King. Longfellow and Willard add .04 FTE from their site funds to support jazz class a fourth day of the week.

New this year, an additional 0.2 FTE will be allocated to pilot a chorus class at Willard as part of our efforts to expand program diversity and increase access and participation in the music program. As we have offered a wider range of classes (chorus, guitar, etc.), we typically find we reach populations of students who had not previously drawn to participate in music at the secondary level. The chorus class is also tentatively slated to be taught during the school day, which addresses another equity issue of access- particularly important to Willard with an early start time and the smallest participation in zero-period music. 

Professional Development & Arts Anchor Schools                           $80,000

Professional Development Workshops - $10,000

Since 2012, music teachers have participated in the year-long Mills Teachers Scholars inquiry and we plan to continue this professional development program, which includes data collection, inquiry and evaluation for a final year in 2016-17. During this culminating year, Mills will transition the staff into BUSD’s adopted philosophy of the DuFour method of Professional Learning Community-style inquiry. Consequently, this transition year will cost $5,000, half of the prior year expense. The balance of the budget of $5,000 will be used for a contract for Professional Development in the area of Cultural Competency.

Arts Anchor School Programs - $70,000

The Arts Anchor school program provides professional development in arts to K-5 classroom teachers, utilizing modeling and coaching to encourage classroom teachers to integrate the arts into their curriculum. Teachers at Arts Anchor schools design the professional development focus as a team and work with an arts provider or a certificated arts teacher to plan integrated arts lessons. Classroom modeling and coaching are essential to deepen learning and understanding for all students, as well as greater teaching proficiency of the teachers.

In 2016-17, ten elementary schools plan to participate in the Arts Anchor program. The one school not participating has a part time visual art teacher on staff. Principals and teachers report an increased level of confidence among classroom teachers in undertaking arts integration on their own. Classroom teachers eagerly choose curriculum and an art focus for the year; teachers who are new to the staff or who have not participated previously engage in the work. The Arts Anchor Team chooses a new theme each year. Dance and class plays have become “something we do at this school” and student displays throughout the school express the “student as artist” vision. A new focus will be on arts integration with the Common Core.

Instruments and VAPA Instructional Materials                          $113,400                                   

Instruments- $70,000

The music program provides musical instruments to all fourth to eighth grade music students. Berkeley is one of the few California school districts that loans instruments so that students of all financial levels have equal access to the program. In addition, students are supplied with music method books and workbooks, recorders, reeds, strings, all instrument accessories and sheet music, and classrooms are outfitted with music stands, music carts and music storage units. Instruments are repaired as needed and new ones purchased to replace those that are beyond repair.

Growth in student enrollment over the last several years has had an impact on the music program. While current projections are for slower overall enrollment growth affecting the elementary grades for another three years, the middle school program participation continues to grow. There is an ongoing demand for instrument purchase and repair in order to serve a larger overall population than were being served several years ago. $41,000 is budgeted for instrument purchases, and $29,000 for repairs, tuning and moving. 

Materials - $43,400

The music library collection will continue to be expanded in 2016-17 to help students grow and develop as musicians. As the number of students enrolled in music classes continues to increase at the middle schools, so does the need for additional instruments, repairs and instructional materials. As the students become more proficient, more sophisticated instruments must be provided. $37,000 is budgeted for music materials and supplies, and $6,000 for drama production materials. The balance of the budget, $400, is for memberships with the National and California Music Educators Associations, The Kennedy Center Partners in Education Program and the Orff Music Association. 

Mileage for Music Teachers; Festival Participation                           $8,000

Mileage reimbursement is needed for the elementary and middle school music teachers, who travel between three or four schools a day and five to seven schools during the course of the week.

Middle school teachers understand the tremendous educational opportunity provided by participation in local chorus, band and orchestra festivals. Students play for adjudicators who give the chorus, band or orchestra a score with comments. In addition, guest conductors work with the ensembles in clinics. The registration fees are covered and teachers raise funds for the buses to transport students. 

Technology                                                                                      $15,000

Teaching staff will be provided with iPads to use in the classroom. Music teachers are finding success in using iPads as an equity tool in class by engaging students on the margins of the music class while challenging all students in fun, culturally and technologically relevant ways through apps such as Smart Music, Keezy, Young Person’s Guide to the Symphony, Class Dojo, Ninjenious, Staff Wars, and Trombone Racer, to name just a few. Teachers also can use the iPads to play drum (accompaniment) tracks, project enlarged staff music, and project videos of musicians playing live. Along with the instructional use of iPads, it is essential that these itinerant teachers have equipment that will allow them to do expected day-to-day tasks such as logging attendance, checking email, entering grades, and using Google docs. 

Performances and Exhibitions                                                          $3,000

BUSD participates in March IS Art Education Month each year with a variety of special events. The VAPA Department presents the Performing Arts Showcase, an afternoon of music performed by grades 5-12 at the Berkeley Community Theater. On March 22, of 2016 over 1000 students participated in Choruses, Orchestras, and Bands by grade level. Participation in this event has virtually doubled in the last several years.

In February, three busloads of Berkeley High School performing arts students travel to the three middle schools, to present a 50 minute sampler of the dance, drama, vocal and instrumental music opportunities at Berkeley High School to the eighth grade students, who would soon be registering for their ninth grade classes at BHS. Experiencing the many options available for participation in the arts at BHS supports students in their transition from middle school to high school. VAPA monies support the custodians for Performing Arts Showcase and the Arts Bus costs.

Collaborative Partnerships                                                              $10,400

This VAPA budget includes $10,000 to support the Berkeley Symphony Orchestra program at the eleven K-5 schools and $400 to support Cal Performances in the classroom workshops. BUSD is fortunate to have the support of strong local arts organizations with ongoing partnerships to provide opportunities for our students. BUSD elementary schools will continue to take part in the educational program conducted by the Berkeley Symphony Orchestra (BSO), which involves the Symphony visiting the schools in the fall to present a Meet the Symphony concert, BSO musicians visiting K-5 classrooms, and I Am a Performer concerts at many schools in February.

Teachers will be able to attend workshops and have guest artists visit their classes in conjunction with “School Time Performances” at Cal Performances. $400 funds custodial time for the Saturday workshops.  Teacher hourly and substitute compensation for these activities are included in the Staffing total. 

BUDGET SUMMARY
A strong Music and VAPA program has been sustained over the life of the measure. In the last six years, there has been a significant increase in the number of fourth and fifth grade students, resulting in both increased music class sizes, additional FTE for classroom teachers, and decreased per student funding for books, instruments and supplies. Enrollment in middle school music classes has also increased dramatically over the years, as many more students now have the advantage of public music education in the elementary schools and are ready and eager to take advantage of the middle school offerings.

In summary, the recommendation for the expenditure of the BSEP funds in FY 2016-17 is as follows:

POLICY/CODE:
Berkeley Public Schools Educational Excellence Act of 2006 (Measure A) Section 3.B.ii.b

FISCAL IMPACT:
Projected expenditures of $1,421,106 from the BSEP funds for the Visual and Performing Arts.

STAFF RECOMMENDATION:
Approve the recommendation for expenditures in 2016-17 for funds allocated to the Visual and Performing Arts Programs from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0853).

BERKELEY PUBLIC SCHOOLS

President Leyva-Cutler called the meeting to order at 7:43 p.m. She reported that the Board convened to Closed Session at 6:45 p.m.

Roll Call
Board of Education:
Beatriz Leyva-Cutler, President – Present
Ty Alper, Vice President – Present
Judy Appel, Director/Clerk – Present
Josh Daniels, Director – Present
Angelo Paraiso-Arroyo, Student Director, BHS – Present
Alaunte Key, Student Director, BTA – Present 

Administration:
Donald E. Evans, Ed. D, Superintendent
Javetta Cleveland, Deputy Superintendent
Pasquale Scuderi, Assistant Superintendent, Educational Services
Delia Ruiz, Assistant Superintendent, Human Resources
Lyz Chairez, Recorder

REPORT CLOSED SESSION
President Leyva-Cutler reported out on closed session: 

Collective Bargaining: Lead Negotiator: Legal Counsel Roy Combs BCCE Negotiations (Government Code Section 54957.6(a)) 

The Board received an update on negotiations from legal counsel; no action was taken. 

OPEN SESSION

APPROVAL OF REGULAR MEETING AGENDA
At the request of Director Keys, Consent Item 11.3, Approval of Resolution in Support of AB 2571 and ACA 7, was moved to Action.

Motion to approve agenda as amended by Director Keys:
Alper/Hemphill and unanimously approved 7-0. 

PUBLIC TESTIMONY
A total of 12 people addressed the Board:

Two students spoke in favor of Vote 16.

A person commented on BUSD policies and requested information on inter-district transfers that were denied. 

Thousand Oaks principal and a student advocated for the bilingual program.

Two people commented on the recess restriction policy. 

An Impact Justice representative commented on BP 1312.3.

Two parents spoke in support of the Thousand Oaks bilingual program.

An EBCLC rep spoke in favor of restorative justice interventions.

A person spoke in favor of the installation of AEDs at each school sites.

UNION COMMENTS
Cathy Campbell, President, Berkeley Federation of Teacher, BFT

Campbell commented in support of the revised BP and AR regarding Uniform Complaint Procedures on tonight’s agenda. She said this revision would be instrumental in helping our young people repair harm and navigate their transition to adulthood. With respect to the recess restriction policy, she said Berkeley teachers were committed to being disruptors to the school-to-prison pipeline. BFT supports the need for more data and accountability. Teachers take this policy seriously and are not taking away entire recesses. With regards to Thousand Oaks’ bilingual program, she urged the Board to adopt the Superintendent’s recommendation. 

COMMITTEE COMMENTS

Laura Babbit, Parent Advisory Committee (PAC), Chair
Babbit shared the PACs preliminary advisory comments. While the PAC supports the Early BAC program to provide direct support to students, they did not find that the $30,000 allocation was enough. The PAC is in support of the equity instruction TSA, the AVID and BRIDGE programs as well as the intervention counselor and the proposed increase of $200,000 for a care and connect program. The PAC also supports the STEM program, the increase in teachers of color, and the behavioral support services. With respect to indirect services such as literacy and math coaches, RTI and PLCs, the PAC recommended fund allocations outside of the LCAP. Babbit requested data to justify the use of LCAP funds for indirect services and asked the Board to direct staff to strongly consider the expansion of direct services to students.

Danielle Perez, P&O, Co Chair
She reported that the BSEP Planning and Oversight Committee has held substantial discussions about the importance of ensuring that class size reductions and the student support services of the current measure are sustainable through next year. They are also engaged in ensuring that the next measure is equally sustainable in support of our students. They have participated in a number of community conversations and workshops on this topic for the past two months and look forward to sharing the input they’ve collected at a future meeting.

BOARD MEMBER AND SUPERINTENDENT COMMENTS

Director Hemphill announced that her next office hours will be on the last Saturday of April. She highlighted Consent Item 11.6, supporting the installation of nine AEDs and training for staff at 10 schools. Will be out of the office from March 31^st to April 5.

Director Daniels announced the policy committee meeting this Friday in room 126. We will be discussing a couple of bylaws related to closed sessions and a Board policy around District interaction with law enforcement. Office hours: this Saturday from 1-3pm at Take 5 Café.

Director Appel drew the public’s attention to the PLC information item. We are working to institutionalize this form of professional development and it’s a positive step in improving the experience for Berkeley teachers. This model really respects the professionalism of our teachers and allows them a space to collaborate in a new way.

Director Paraiso-Arroyo offered his condolences for the recent terrorist attack at Belgium. He expressed support for the Thousand Oaks bilingual program.

President Leyva-Cutler congratulated Berkeley students for their presentation on climate change at a state board meeting. She will be out Apr 8-12 and will hold office hours on April 14.

Superintendent Evans reported that the BHS boys’ basketball made it to the state finals for the first time since 1924. They will be playing tomorrow in Sacramento.

CONSENT CALENDAR
Motion to approve the Consent Calendar:
Appel/Paraiso-Arroyo and unanimously approved 7-0. 

ACTION ITEMS

Thousand Oaks Bilingual Program
Time allotted: 45 min
Actual time: 30 min

Presenters:   Pasquale Scuderi and Diederich Bonemeyer 

This presentation provided some context for the bilingual program which was designed for classrooms of native Spanish speaking English Learners and native Spanish speaking bilingual students only. Demographic shifts in our enrollment have taken BUSD some distance away from the original model. As a result of this shift, the assessment score threshold has been lowered to three, the English proficiency of the assessment is no longer considered, the cohort enrollment target has been lowered to 15 and enrollment has been extended to those requesting from all zones.

In an effort to maintain the bilingual program, staff presented three options: Option one was to run the maintenance bilingual program at TO in 2016-17 with a Kindergarten cohort of 12 students. Option two was to focus only on one comprehensive dual program. Option three was to place all current 12 students requesting the bilingual program in a K class next year with an additional eight students, who may be English speakers. Staff recommends the approval of option three. Questions and discussion followed.

Director Hemphill suggested there be some outreach to the Black community about the opportunity to be part of the bilingual program.

Director Appel expressed support for staff’s recommendation. She thanked the Thousand Oaks community and its leadership, and acknowledged the importance of this program. She added that while this is a step in the right direction, we will have to make some choices to make sure that we’re serving students well moving forward.

Alper encouraged staff to conduct its review of the Master Plan as soon as possible as it is a critical component of option three. He also clarified that option three is not a permanent solution.

Motion to accept the staff recommendation:
Leyva-Cutler/Appel and unanimously approved 7-0.

Resolution 16-031 in Support of AB 2571 and ACA 7
Allotted time: 12 min
Actual time: 7 min

Student Directors Keys and Paraiso-Arroyo expressed their support for AB 2571 and ACA.

Vice President congratulated the student directors and the young people who addressed the Board during public comment for their advocacy on this issue.

Motion to pass Resolution 16-031:
Paraiso-Arroyo/Daniels and unanimously approved 7-0.

BSEP Plan for Class Size Reduction (CSR)
Time allotted: 30 min
Actual time: 17 min

Presenters: Natasha Beery, Director of BSEP and Community Relations 
Pasquale Scuderi, Assistant Superintendent, Ed Services

Beery provided an overview of allocations and the trends that were factored in in calculating allocation within the current BSEP measure. The new measure will continue to support CSR, but paying for everything else at the same time has presented a challenge. She clarified that BSEP is still fulfilling its original purpose, it’s just a matter of whether or not it can continue to support additional programs. Scuderi went on to share how Extended Course Offerings were supported in the current BSEP measure. Questions and Discussion followed.

Daniels commented that he and Appel are working with Beery and many others on the new measure and is excited as it a great opportunity to create excellent schools for the new generation of students coming in.

Motion to approve staff recommendation:
Alper/Daniels and unanimously approved 7-0.

Board Policy 7310: Naming Facilities
Time allotted: 10 min
Actual time: 18 min

Superintendent Evans explained that this revision was reflective of the Board’s input when it was last presented on March 9.

Director Appel commented on the policy and said the policy should consider a potential request to name a facility after something else other than a person or a geographical area.

Director Daniels explained that this policy, as it is written, does not allow us to consider names other than those of people and places.

Appel suggested that we come up with language that allows for this possibility. In terms of the AR, she said that she’d like a higher percentage of parents as a requirement to get this process going.

Director Hemphill suggested that “such as” instead of “limited to” precedes the proposed name. She also said she was supportive of a majority number of families at given school to initiate this process

Alper said that a fourth line can be added to include a provision for the naming of a school facility after anything else of significance to the community.

Motion to approve with the addition of a fourth line allowing a name change to anything else of significance to the community; and for the Superintendent to present a revised AR based on the updated BP.

Appel/Daniels and unanimously approved 7-0. 

DISCUSSION ITEMS

Recess Restriction
Time allotted: 30 min
Actual time: 41 min

Presenters: Pasquale Scuderi, Assistant Superintendent, Ed Services
                  Susan Craig, Director of Student Services

Scuderi explained that in Nov 2014 a policy was passed to provide guidelines and set reasonable limits for use of recess time-outs

Director Craig presented data imputed in PowerSchool (PS) in 2014-15 and 2015-16. This data showed disproportionality in recess restriction for African American students and students with IEPs. Principals have paid particular attention so that recess restriction is not applied as a consequence of incomplete homework. Data also showed that the highest levels of recess restrictions are being assigned the most to kids in grades two and three. Assistant Superintendent Scuderi has been in communication with site administrators to ensure that they are meeting their obligation to communicate with their teachers. Other findings include defining the role of classified staff with regard to this policy, establishing uniform recording procedures, conducting constant monitoring of this consequence and ensuring that the policy is reviewed at regular intervals with staff. Staff are also looking forward to forthcoming recommendations from the Restorative Practices Advisory Committee around alternative  strategies. Questions and discussion followed.

Hemphill said that parent notification is important especially in the case where a particular student’s behavior is continually being addressed. She suggested that we also look at out-of-class-time in addition to recess restriction.

Appel said that we have in place a process by which to track out-of-class time, but it is now a matter of ensuring its implementation and teacher training.

Craig added that out-of-class time is tracked in PowerSchool, but it is a matter of consistency. Some schools enter up to the most minute incident, and others don’t. Another limitation is that PS only allows one entry for reason. (10pm)

Scuderi requested more time to collect more scenarios from Principals in order to better define the role of classified staff.

The Board directed the Policy Committee to review the language of the policy to make sure that it includes the originally included SpEd language when it was first reviewed in 2014, and bring back ta revised policy to the Board for action at a subsequent meeting.

Next Generation Science Standards (NGSS) Update
Time allotted: 40 min
Actual time: 32 min

Two BHS teachers presented a summary of most major shifts in NGSS. The biggest shift is in the performance expectation to “construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems”. In response to this shift and to the huge staffing and certification implications involved, staff is recommending some curriculum considerations, materials and equipment needed, a focus of professional learning for science instruction, and methods for assessing student growth. Questions and discussion followed.

Daniels shared he was at a state board meeting for his day job where they discussed NGSS and debated on whether or not those assessments would be used for high stake testing. There was an agreement not to use the results for high stake testing.

Hemphill said she was looking forward to have this integrated into our career and technical pathways.

Board Policy 1312.3 and Administrative Regulation 1312.3: Uniform Complaint Procedures
Time allotted: 10 min
Actual time: 2 min

Alper explained that in June of 2015 we revised our UCP policy and we are presenting for first reading a clarification of that policy to make clear that the policy does not preclude the use of restorative justice in any particular case. We have community partners that are willing to help us. Our goal is to memorialize what our standards should be in an AR that we would develop by early fall. In the meantime, however, we did not want to tie staff’s hands from using restorative justice as they deem necessary. 

BOARD SELF-EVALUATION
Director Hemphill acted as the observer.

• We did not need as much time as allotted in agenda.
• She noted that both school directors are more and more coming into their own and bringing up good questions.
• This was a productive meeting thanks to how well staff framed the items

ADJOURNMENT
President Leyva-Cutler adjourned the meeting at 11:05 pm.

 BERKELEY UNIFIED SCHOOL DISTRICT

TO: Donald Evans, Superintendent
FROM: Dr. Susan Craig, Director of Student Services
Sam Pasarow, Principal, Berkeley High School
Pasquale Scuderi, Assistant Superintendent
DATE: April 6, 2016
SUBJECT: Update on District Efforts and Initiatives for Restorative Justice Practices

BACKGROUND INFORMATION:

Brief Definition of Restorative Practices and Overview of Current Work

Berkeley’s education community recognizes the need to continuously foster positive and healthy school climates. Within those pursuits staff recognizes the critical need to develop practices and strategies that shift traditional punishment and discipline paradigms to processes that allow for a deeper, truer, and more mutual understanding of community expectations; moreover, to rethink how harm is repaired and how conflict is mediated and resolved when it impacts the school community and its members.

This evening’s presentation seeks to describe and discuss current, ongoing, and developing components of the district-wide effort to infuse restorative practices into our schools; additionally, staff will discuss the current work of the Restorative Practices Advisory Committee and its subcommittees - these bodies will make recommendations to the Superintendent in June. Current and proposed staffing and investments in restorative practices will be reexamined in light of the recommendations from that advisory committee once they are presented to the Superintendent.

A Broad Vision for Restorative Models

In order to effectively shift traditional school discipline practices from punitive to restorative, and to support continuous improvements in school climate and culture, a three-tiered implementation of restorative practices is being pursued. The broad dimensions and definitions of that multi-tiered approach are outlined below.

Tier I

Restorative practices include community-building activities applied consistently across a school: in classrooms, in professional development, and in parent/guardian meetings. When a school prioritizes Tier I community building programmatically and pedagogically, multiple shifts occur, relationships are deepened, and a staff’s orientation to classroom management and discipline becomes less punitive and more resolution-oriented and community-based.

Tier II

Stakeholders become more familiar with circle processes which are foundational to Tier II harm circles.

Tier III

At this level restorative practices include exit and entry conferencing when a community member is removed from or returns to the community. Implemented holistically, Tiers I, II and III Restorative Practices can have a profound effect on building a school culture that emphasizes relationships, community, and inclusiveness.

Restorative Practices Advisory Committee

BUSD’s Restorative Practices Advisory Committee was established in the fall of 2014 and meets once a month. The objective of the RPAC is to eliminate the racial predictability of disciplinary outcomes for students of color and to expand and increase the use of non-exclusionary restorative practices in our schools.

The RPAC meets monthly and has recently established two subcommittees: The Roadmap and The Matrix subcommittees. The Roadmap Subcommittee is developing proposed plans for the overall implementation of restorative practices in BUSD. The Matrix Subcommittee is developing a matrix of recommended options to use to bring about desired behavior for minor, moderate, and serious incidents at elementary, middle and high school levels. The subcommittees will bring their recommendations to the Superintendent in June of 2016.

The Committee’s recommendations to the Superintendent will aid in the development of a more comprehensive and coordinated restorative practices framework for the district. This committee’s ultimate set of recommendations to the Superintendent may suggest new initiatives, recommend a repurposing or enhancement/expansion of current efforts, and also project resource needs and costs associated with an effective and sustainable implementation of those recommendations over time.

Staff believes that current initiatives are moving toward alignment with District goals in this area, and awaits the advisory committee’s final recommendations for further developing, improving, or adjusting these programs, positions, and practices within a district-wide framework.

While the official recommendations of the committee will be provided in June, some of the emerging perspectives from that group’s work include the need to pursue a having a full time, designated, trained point person at each site to coordinate, implement and hold the Restorative Perspective in all school related interactions. This staff person would ideally have access to support, training and coaching from an agency with Restorative Practices expertise. Additionally, the committee is recognizing the potential value of models where the Restorative Practices lead staff is a Licensed Clinical Social Worker/MFT and/or holds a PPS Credential. Given that in many situations where restorative supports are needed, there is a complicated overlay or interplay of trauma, clinical issues or discipline,  this professional background seems appropriate and would also allow for contracting with interns to increase the staff impact without increasing costs.

While the aforementioned sample of the committee's thinking is by no means a full summary of the committees focus it is an example of the areas of thought currently being explored as well as the types of recommendations staff anticipates.

Additionally, the committee’s emerging thinking identifies the need to ensure that all teachers and school staff have a working knowledge of restorative practices, as well as an understanding of how to integrate them into the classroom where feasible, provide referrals, and participate in protocols like harm circles. Equally important would be developing student capacity and fluency in how to participate in these restorative processes and how to request and access these remedies to address conflict and harm after it occurs.

Staff tonight is seeking Board input on current and proposed initiatives and future investments toward a comprehensive restorative practices framework. To reiterate, the Restorative Practices Advisory Committee currently convened is planning to make formal recommendations in June, and significant and specific discussion on some of the existing and current components and initiatives are being discussed tonight in conjunction with expenditures proposed in the supplemental funding budget of the Local Control Accountability Plan (LCAP). Staff believes there will nonetheless be notable benefit in gaining Board perspective early on in this process.

Elementary Schools: Summary of Current and Proposed Restorative Practices

Positive Behavior Intervention and Support

All BUSD elementary schools have had Positive Behavior Intervention and Support (PBIS) in place for several years with an emphasis on Tier 1 support for a positive school climate. PBIS emphasizes the three “B’s”:

Be Safe, Be Respectful, and Be Responsible. BUSD schools have added a fourth B: Be an Ally.

Toolbox

BUSD elementary schools implemented the social-emotional curriculum, Toolbox, at all elementary schools in the fall of 2014. Toolbox offers students 12 tools for how to be safe, respectful, and responsible. Students can choose from the Breathing Tool, the Patience Tool, the Apology and Forgiveness tool, the Quiet/Safe Place Tool,  the Listening Tool, the Empathy Tool, the Personal Space Tool, the Using Our Words Tool, the Garbage Can Tool, the Taking Time Tool, the Please & Thank You Tool, and the Courage Tool.

The tools are used to help students resolve differences and regulate their own responses to situations. Toolbox also includes a parent/guardian education component so that the tools can be practiced and reinforced at home.

Welcoming Schools

All BUSD elementary schools also utilize the Welcoming Schools curriculum, which offers tools, lessons, and resources in embracing family diversity and ending bullying and name-calling in elementary schools. Welcoming Schools has been implemented in BUSD for six years.

Behavioral Health Support

Behavioral health support is available at all elementary schools. Individual and small group behavioral health support is offered. Each school has selected their service provider. The service providers are LifeLong Medical (Rosa Parks), Child Therapy Institute (Berkeley Arts Magnet and Washington), and Bay Area Community Resources (Cragmont, Emerson, Jefferson, Malcolm X, Oxford, and Thousand Oaks). Behavioral health support at John Muir and LeConte is provided by a BUSD counselor.

Coordination of Services Teams

Every elementary school has a Coordination of Services Team that reviews achievement, behavior, and attendance data, identifies school-wide needs, identifies students in need of additional academic and/or behavioral support, and aligns the services with the identified students. The COS team members include the principal, teachers, teacher leaders for RtI and PBIS, psychologist, behavioral health services provider, and additional staff as needed. COS teams also play a vital role in discussing and coordinating the Tier 3 re-entry support described earlier.

Elementary Restorative Practices Pilot

Washington School is piloting a restorative practices program funded by LCAP and facilitated by SEEDS. Washington’s PTA recently provided funding for an additional restorative practices coordinator who has received training from SEEDS. The restorative practices at Washington are primarily proactive. They include: training approximately 15 4th and 5th students as conflict manager, training students in using verbal problem solving “I” messages, reinforcing Toolbox around solving problems with words, three hours of teacher training to understand the role that restorative practices play in the classroom, and how to reach out to the restorative practices coordinator to facilitate a harm circle. Reactive restorative practices in the form of harm circles are used to offer a way for students to repair relationships with each other after an incident.

Peace Keepers

Peacekeepers is a Tier III weekly support group for fourth and fifth grade students offered through Student Services and facilitated by staff from Bay Area Peacekeepers. The meetings focus on self-esteem, decision-making, and goal-setting.

Elementary Schools Next Steps

Proposed plans for the 2016-2017 school year in K-5 include providing extensive professional development for staff around PBIS, Toolbox, Welcoming Schools, and Restorative Practices, increasing LCAP funding for behavioral health support, and continuing the restorative practices support from SEEDS at Washington School.

Middle Schools: A Summary of Current and Proposed Restorative Practices

Positive Behavior Intervention and Support and Toolbox

BUSD’s three middle schools have implemented PBIS for several years with varying degrees of fidelity. Toolbox was implemented at all middle schools in grade six in the fall of 2014.

Behavioral Health Support

All BUSD middle schools have credentialed counselors who provide academic and behavioral health support. In addition, some of the counselors supervise counseling interns, which greatly leverages the available amount of behavioral health support. Behavioral health support services include individual counseling, and small support groups.

Coordination of Services Teams

All BUSD middle schools have Coordination of Services Teams, similar to the elementary schools. The COS team members include the principal, teachers, teacher leaders for RtI and PBIS, psychologist, behavioral health services provider, and additional staff as needed.

Restorative Practices Support With SEEDS:

For the second year in a row, SEEDS is providing a part-time restorative practices coordinator at each BUSD middle school. The emphasis this year is on building school-wide Tier 1 systems of restorative practices. SEEDS has provided staff training in facilitating circles for community building and classroom conversations, modeling and coaching for staff, and student training. SEEDS staff have additionally facilitated harm circles between students, and have facilitated restorative conferences between parents/guardians and staff in a few instances.

Justice in Action

Justice In Action is a middle school youth court program facilitated by the community-based organization, Young Adult Project. Middle schools refer students to Justice in Action as a Tier II intervention and an alternative to suspension.

Peace Keepers Leadership Academy

Peace Keepers is a weekly group offered through BUSD Student Services as a Tier III intervention for students with ongoing behavioral problems and as an alternative to suspension and expulsion for students. PeaceKeepers is facilitated by staff from Bay Area Peace Keepers. The program focuses on building self-esteem, goal setting, and making positive life choices. Approximately 10 middle school students currently participate in the program.

Proposed District-level Coordination of Services Coordinator (Pre-Kindergarten Through Grade Eight) -Counselor on Special Assignment

District staff are proposing the addition of an LCAP-funded full-time counselor on special assignment to coordinate the range of restorative practices at the elementary and middle schools. The proposed position will coordinate professional development and implementation of PBIS, Welcoming Schools, Toolbox, Restorative Practices, and Behavioral Health Support.

Middle School Next Steps

A gap in services exists in the existing model, which provides for a part-time restorative practices coordinator at each site. In order to maximize the benefits of restorative practices and eliminate gaps in services, district staff is proposing to add a full-time counselor at each middle school to oversee the implementation of restorative practices. The proposed new position at each middle school, if approved, will be funded through LCAP.

Berkeley High School: Summary of Current and Proposed Restorative Practices

Tier I Restorative Practices: Classroom Circles and Groups

Under the direction of the school leadership and the site’s LCAP-funded restorative practices consultant, a cohort of ‘early adopter’ teachers are piloting weekly community-building circles in the classroom. 7 teachers and a total of 10 classes have supported a total of 16 circles between December and the date of this writing.

Restorative Ambassadors Club

Student club focusing on circle-keeping and peer-mediation. Students have been trained to facilitate community-building circles for classes, as well as mediating low-level student conflicts (total to date: 9 meetings, over 60 interested students). Spring of 2016 has focused on recruitment. At its conclusion on May 2nd, the Restorative Ambassadors Club will interview and select students as peer mediators and circle keepers.

Direct Service and Mentoring for ASI 3+ Priority 9th graders

Several students having been pre-identified as potentially needing additional support are presently receiving 1:1 support.

Girls Support Group

Twelve female students meeting on a weekly basis to discuss issues affecting them as young women and to support each other, both academically and emotionally. A total of 6 circles have been facilitated thus far this year.

Tier II Restorative Practices: Harm Circles & Mediations

Consultant working alongside staff in Berkeley High School’s On Campus Intervention (OCI) office to provide students access to peer mediations and harm circles to resolve conflicts. To date, a total of 26 mediations, serving and supporting roughly 60 students have been facilitated.

Teachers are beginning to use mediation processes as well to address conflicts with their students and staff has supported at least 7 teacher-facilitated mediations thus far.

Staff Training: Introduction to Restorative Practices and Best Practices

The following departments and teams at BHS have received introductory training in restorative practices: Intervention Team (February 2016), World Language Department (March 2016), Counseling Team (April 2016).

The Restorative Practices Coordinator has been working with the Berkeley High School Intervention Team to implement Restorative Practices as part of a larger strategy to build a positive and inclusive school culture. Because the Intervention Team supports BHS’s most traumatized and at-risk students and because the scope of the Restorative Practices Coordinator’s work day includes providing mentoring for our most at-risk students, it is critical that there be alignment between our restorative practice efforts and the work of the intervention team.

BHS Next Steps:

• Provide basic “introduction to RP” training to all staff before the start of the 2016-2017 school year

• Provide more intensive training on RP to counselors and OCI staff

• Continue to implement the Restorative Ambassadors Club (peer mediators and circle keepers)

• Continue the work of the Girls Support Group

• Develop after school men's support group

• Create site specific restorative discipline matrix

• Continue early adopter Tier I implementation and increase number of teachers in the cohort

• Provide classroom “resets” when requested by a teacher to repair classroom climate

Expanded BHS Intervention Counselor Positions

Proposed is the addition of an Intervention Counselor to the staffing in OCI, specifically a Licensed Clinician Social Worker (LCSW). This additional LCAP-funded Intervention Counselor would provide critical support and mentoring to Berkeley High School’s most vulnerable students who are facing the strongest headwinds and many of whom have been the victims of varying degrees of trauma. The team’s goal in pursuing an LCSW relates to a licensed social worker’s ability to supervise interns and integrate them into our school wide intervention efforts.

Berkeley Technology Academy: Summary of Current and Proposed Restorative Practices

Restorative Practices with SEEDS

Two restorative practices coordinators from SEEDS have been providing support at Berkeley Technology Academy (BTA) this school year. Restorative practices support from SEEDS has included training in restorative conversations and facilitating circles for staff, informal restorative conversations with students, and facilitation of harm circles and reentry circles.

Youth Court Program

A student-led youth court program is utilized as a Tier II intervention and alternative to suspension. The program provides a process for students to be accountable to their peers.

Pilot Program

Response to Intervention in the Garden: BTA is piloting an RtI program that utilizes the school garden. Students are given an opportunity to go to the garden as a quiet safe space to cool down, and are expected to write a personal reflection related to the reason for going to the garden to cool down.

Next Steps

BTA’s suspension have declined significantly during the 2015-2016 school year. The Principal credits this decline with the implementation of the combination of restorative practices, youth court, and RtI in the Garden. The proposed plan is to continue all three programs next year.

STAFF RECOMMENDATION:
Receive the report and provide input for staff and the committee. Note that recommendations from the Restorative Practices Advisory Committee this June will be factored into forthcoming decisions around funding and implementation of district-wide efforts in this area at all grade levels.

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Governing Board
FROM:  Judy Appel, Director
DATE: May 4, 2016
SUBJECT: Superintendent's Employment Contract

BACKGROUND INFORMATION:
The Superintendent's current employment contract is set to expire on June 30, 2016.  I was delegated responsibility to negotiate, subject to the Board approval, the terms of a new employment contract with the Superintendent consistent with State law.  The attached draft contract reflects the tentative agreements reached to date. 

The attached draft draws from superintendent and executive contract samples from the California School Boards Association, and also contains many of the terms that exist in the Superintendent's current contract with the District.  The proposed new employment contract includes a three year term from July 1, 2016 through June 30, 2019, one year less than the four year maximum term allowed in the education code.  The proposed contract also includes those provisions required for Superintendent contracts as of January 1, 2016 following adoption of AB215. It clarifies responsibilities, includes future one-time possible bonus provisions, sets a 12 month buy out provision instead of the 18 months, among several other provisions.

The draft does not include a base annual salary amount. The recommendation for the base annual salary beginning with the 2016-17 fiscal year is $248, 416. The law requires that the salary of the Superintendent be discussed and determined by the Board in open session and, as a result, that provision is blank in the draft agreement and will need to be determined by the Board.

POLICY/CODE:
Education Code sections 35020 et seq., Government Code sections 3511.1 et seq., and 53243 et. seq., among others.  

FISCAL IMPACT:
Amount of Superintendent's salary and benefits as determined by Board.

BOARD MEMBER RECOMMENDATION:
Consideration of terms of draft contract, discussion and action to determine salary and benefits, and approval of Superintendent's Contract.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:            Donald Evans, Ed.D., Superintendent
FROM:       Pat Saddler, Director, Programs and Special Projects
DATE:        May 4, 2016
SUBJECT:  Draft of Local Control and Accountability Plan (LCAP) 

BACKGROUND INFORMATION:
The 2016 – 2018 LCAP draft has been developed for the Board’s review and feedback. The current draft and Executive Summary highlights programmatic modifications, changes in supplemental revenue, and projected expenditures. 

During the development process key district stakeholders (i.e. Parent Advisory Committee, Education Advisory Committee, and the Educational Services Team) were provided with a midyear LCAP Program Evaluation that included a snapshot of each of the actions and services supported by LCAP Supplemental funds.These programs were measured for effectiveness in improving targeted student achievement as well ensuring that the funds are being directed to the appropriate students.

On April 6, 2016, the Board received data findings for programs supported through LCAP supplemental funding and that information is used purposefully to inform the recommendations for 16-17 that were presented at that same Board meeting.

Included in those recommendations and in keeping with BP 0460, staff has suggested a programmatic change to the current Middle School Bridge Program. This action is the culmination of the reflection and readjustment phase of the LCAP cycle of continuous improvement.

As is evidenced in Table A, in 14-15 to 15 -16 enrollment for elementary has increased by 16 students, middle school has increased by 81 students, while the high school has decreased by 79 students. Overall this shows a generally flat enrollment trend. In addition to a flat enrollment trend, the percentage of unduplicated students has declined by 94 students. Elementary has 28 less unduplicated students, middle school had an increase of 1 student and high had a decline of 67 students. This enrollment data is based on the state Cal Pads Census that is collected annually on the first Wednesday in October, and is used to calculate the LCAP Supplement funding.

Table A: LCAP Student Information Comparison

In each subsequent year since 2015-16 there has been an increase in LCAP supplemental funding. Table B below shows the increase in projected supplemental funding for the next three years; this amount is based on a formula from the state that factors in our average daily attendance (ADA). Refer P-2 ADA Board Document for more information on enrollment and attendance trends District wide. 

Table B:  LCAP Supplemental Funding Allocations

Reflections, Considerations, and Next Steps

Year Two implementation data show that several programs and initiatives are making a difference with unduplicated student outcomes. Among the full spectrum of efforts supported by supplemental funds the following efforts and developments are highlighted:

•    Monthly meetings with RTI² Teachers and ELD Teachers
•    Increased Behavior Health Services K-12
•    Early implementation of Restorative Practices
  1. Pilot at Washington School
  2. Restorative Practices Coach at BHS
  3. Restorative Circles at BTA

• Professional Learning Communities at all K-8 Schools 

  Reflections and challenges:

• Recruitment and Retention Consultant has made positive

  connections with partnering agencies and BUSD teachers of color, however we need to work with the local universities and colleges to build teacher preparation pathways for our classified employees.  Additionally, there is a recommendation to collaborate with the Human Resources Department, to address barriers such as hiring timelines that may currently interrupt our ability to secure potential teacher candidates of color

• There is a need to further define the roles and responsibilities of the LCAP supplemental funded positions (RTI^2, ELD Teachers, Family Engagement, Literacy Coaches, Math Coaches, and CSA, Coordination of Services)
• There is a need for more formative data collection in partnership between classroom and LCAP funded teachers that would be used to inform classroom instruction and targeted interventions
• Tools need to be developed that will support our educators to develop a deeper understanding of the “Root Cause” of students’ difficulties (academic or social-emotional)

  Recommendations for Year Three

• Increase staffing of intervention counselor at the high school from 1.0 fte to 2.0 fte.
• Increase the Coordinator of School Based Services from

  .60 fte to 1.0 fte. It will be important for this role to work on establishing an integrated model of behavior supports that will incorporate Toolbox, Positive Behavior Supports, Restorative Practices, Welcoming Schools and Behavior Health Services. 

• Hire .60 fte RTI² District TSA to ensure that the intervention curriculums are being delivered with fidelity, and to oversee that the School based Coordination of Services Teams are employing consistent practices.
• Add three new Restorative Practices Counselors, who in addition to supporting the school staff with building a comprehensive restorative program, will also provide case management for identified African American Students in Grades Seven and Eight. This case management was formerly provided as part of the Middle School Bridge Program. The middle school Bridge Program will only provide support for students who are transitioning from Grade Five, and who according to the ASI will benefit from a more traditional Bridge support model, with each of the middle schools having a designated .20 fte.
• Create an Instructional Equity leadership position for K – 8.

Additional measures incorporated to evaluate the impact of the services on student achievement:

• Ongoing Monitoring of student attendance
• Creation of more teacher developed formative assessments; this provides teachers and COS Teams with data to intervene more rapidly and ultimately prevent the students from falling significantly behind.

Written comments from the PAC and Community on the attached LCAP draft are due to the Superintendent by 4:00pm on Friday, May 16, 2015.  Based on feedback from the Board, the PAC and EAC, staff intends to bring the final draft of the LCAP to the Board meeting on June 15, for the formal public hearing on the LCAP Budget and the district’s 2016-17 budget.  The final LCAP will be presented to the board for final approval at the June 29 board meeting.  

POLICY/CODE:
N/A

FISCAL IMPACT:
None at this time

STAFF RECOMMENDATION:
Review and discuss the draft of the Local Control and Accountability Plan and Executive Summary.

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:              Dr. Donald Evans, Superintendent
FROM:        Javetta Cleveland, Deputy Superintendent
DATE:         May 4, 2016
SUBJECT:   P-2 School Average Daily Attendance and October Enrollment Summaries

BACKGROUND INFORMATION:
The District submits three attendance reports to the California Department of Education each year.  The District's general revenue is determined based on attendance reported from the second attendance report.  The first attendance report is referred to as P-1 and includes average daily attendance (ADA) calculated from September to December.  The second attendance report is referred to as P-2 and includes ADA calculated from September to March.  With the exception of Special Education ADA, the District receives General Fund revenue based on P-2.  The final attendance report is referred to as P-annual and includes ADA calculated until the end of the year.  The District receives its General Fund revenue for Special Education based on the P-annual. 

Based on information provided from each school site, we are presenting a report on the P-2 reporting period and provide a comparison of the following information:

• Current and prior year average daily attendance (ADA) for the P-2 attendance reporting period that begins in September and ends in March.

• Current and prior year school enrollment reports as reported in October of each year.

The summary report reflects the variance between FY 2015-16 and FY 2014-15 for enrollment and ADA for each school. 

Comparative Analysis

The District’s P-2 enrollment and ADA for all regular education and special programs is 9,852 and 9,320, respectively. Enrollment increased by 13, however, ADA decreased by 30 resulting in an ADA to enrollment percentage decrease of .43% compared to last year. The revenue projected in Second Interim budget for 2015-16 was based on 5 months attendance data and October enrollment growth of 13 and an ADA increase of 20. At the beginning of the year, the enrollment was projected to increase by 44 and the growth was actually 13. Additionally, based on 7 month P2 attendance report, the District’s projected ADA increase of 20 for 2015-16 was not realized and actually decreased by 30. Therefore, the budgeted revenue will have to be significantly reduced based on a reduction of 40-50 ADA after adjustments, if any, for programs funded on the annual report. 

The enrollment growth at the elementary and middle school grades is 73 and with an ADA increase of 90. However, this growth was offset by the high school’s reduction in enrollment of 69 and ADA of 86 and the continuation high school’s reduction in enrollment of 21 and ADA of 24.  Berkeley High School’s percentage in ADA to enrollment decreased significantly by .74% and BTA’s ADA percentage to enrollment decreased by 7.94%.   

Other significant changes at the elementary and middle schools are as follows:  Cragmont’s enrollment decreased by 19 and the ADA decreased by 11. Jefferson’s enrollment increased by 29 and ADA increased by 25. Rosa Parks enrollment increased by 21 and ADA increased by 10.  Washington’s enrollment decreased by 7 and ADA decreased by 10.  Martin Luther King’s enrollment increased by 70 and ADA increased by 60.  The increases and decreases in ADA is relative to the changes in enrollment. 

All other school sites have a plus or minus of 10 or less in both enrollment and ADA. We are still retrieving attendance data for Extended School year, Non-Public School, Home Hospital, and Independent Study, which could improve the ADA by up to 10. We will provide an update on the final numbers for these programs. 

POLICY/CODE:
Board Policy:  5113

FISCAL IMPACT:
The District earns $67.90 per day of attendance which equates to an average $8,624.00 per ADA. Therefore, the District’s reduction of 40 to 50 ADA at year end will result in a decrease of base grant and supplemental grant revenue of $345,000 to $431,200. This decrease in revenue will also impact multi-year projections since the ADA was based on 2015-16. Improvement in attendance at the high school and continuation school could improve these numbers in subsequent years. There were no staffing reductions made at these schools in 2015-16, however a reduction in staffing should be considered if the reduced enrollment numbers remain at the same level next school year.

STAFF RECOMMENDATION:
Receive this October enrollment and P-2 average daily attendance summary reports for information. 

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Donald Evans, Ed.D, Superintendent
FROM:        Javetta Cleveland, Deputy Superintendent
DATE:          May 4, 2016
SUBJECT:  Update on Refinancing of General Obligation Bonds                 

BACKGROUND INFORMATION:
The good news, the District refinanced its general obligation bonds saving the tax payers of Berkeley $3.7 million over the fifteen year life of the bond. On February 24, 2016, the Board approved refinancing of the District’s General Obligation Bonds (GOBs), Election of 2000, Series 2007. The District issues general obligation bonds to finance modernization projects of school facilities. The debt service for the Series 2007 Bonds (and now the bonds that are refunding them) are paid over the years through property tax authorized by the voters under Measure I. The District’s plan was to competitively sell the proposed 2016 Refunding General Obligation Bonds in the amount necessary to refund the outstanding Series 2007 Bonds provided that there was a minimum of a 3% present value savings. The purpose of refunding prior general obligation bonds is to obtain lower interest rates and create savings to taxpayers. At the time of Board approval, the District projected a present value savings of approximately 11% or over $2.2 million, with future value or actual dollar savings of an estimated $2.6 million over the remaining 15 years of the bonds.

On April 19th, the 2016 General Obligation Refunding Bonds sold competitively at a true interest cost rate of 1.952%, to Fidelity Capital Markets, with present value savings of 20.37% 0r $3,783,685, which is $1,783,685 more than projected. The future value actual dollar savings over the 15 year life of the issue of $4,350,868, which is $1,750,860 more than projected. The final issue size is $17,905,000, downsized from the bid size of $18,460.000 due to receiving a bid premium of $1,526,472 (applied to the refunding escrow, thereby reducing the refunding bonds principal requirement. 

The District’s upgraded credit rating of AA+ from Standard and Poor’s (on all District bonds outstanding) and the new AAA rating from Fitch (on the 2016 General Obligation Refunding Bonds only) in early April were instrumental in the increased savings to the taxpayer. 

STAFF RECOMMENDATION:
Receive update on the 2016 Refunding of General Obligation Bonds for information. 

Persons wishing to address the Board should fill out a green speaker card.  Cards turned in for the earlier open session public testimony will be given priority.  Speakers will be randomly selected based on topic and position, with BUSD students generally given priority.  Public Testimony is limited to 15 minutes with a 3-minute limit per speaker per topic although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President.

To what degree did we . . .

• frame agenda items with an introduction and a closure summary?
• allot time to agenda items proportionate to complexity, critical impact and timeline deadlines?
• address the fundamental  problem at the root of issues, not just the symptoms?
• model mutual respect, effective interpersonal communication and civility?