The Presiding Officer will call the meeting to order at 6:30 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.

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:             November 4, 2015
SUBJECT: Approval of Human Resources Reports

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

Approve the Human Resources Reports.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Board of Education
FROM:         Donald Evans, Ed.D., Superintendent
DATE:             November 4, 2015
SUBJECT:  Board Policy 4121: Healthy Workplaces/Healthy Families

BACKGROUND INFORMATION:
Every district needs accurate and up-to-date policies to govern effectively.The Board and District administration review existing policies comprehensively to ensure they are legally compliant with current state and federal laws and make local adjustments accordingly.

The Board Policy Subcommittee reviewed the proposed District Board Policy (BP) 4121 related to paid sick leave for temporary, non-regular, and substitute employees.The Policy Subcommittee has worked with District staff to ensure that these policies are up to date, in compliance with applicable state and federal law, and in alignment with California School Board Association (CSBA) exemplars and those of neighboring school districts. A first reading of this policy was presented to the Board on October 14, 2015.

Beginning July 1, 2015, the Healthy Workplaces, Healthy Families Act (AB 1522, Ch. 317) requires districts to grant paid sick leave to temporary, non-regular, and substitute employees.The sick leave provisions added by AB 1522 do not apply to employees covered by collective bargaining agreements if the agreements expressly provide for paid sick leave for employees.

To be eligible to use this paid leave, the employees must complete ninety (90) days of employment with the District and work thirty (30) or more days within a year. Eligible employees will be entitled at least twenty-four (24) hours of paid sick leave on an annual basis. 

The law also expands the purposes for which sick leave may be used to include:

• preventive care or the diagnosis, care or treatment of an existing health condition for an employee or the employee’s family member (expanded to include a registered domestic partner, grandparent and sibling)

• the need of an employee who has been a victim of domestic violence, sexual assault or stalking to obtain or seek relief (including social and legal assistance) or medical attention for himself/herself or his/her child

POLICY/CODE:
AB 1522 Healthy Workplaces/Healthy Families Act of 2014
Labor Code sections 245-249

FISCAL IMPACT:
Unknown at this time

STAFF RECOMMENDATION:
Approve Board Policy.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:               Board of Education
FROM:            Donald Evans, Ed.D., Superintendent
DATE:           November 4, 2015
SUBJECT:    Board Policy 3580 – Document Retention

BACKGROUND INFORMATION:
Every district needs accurate and up-to-date policies in order to govern effectively. Board Policy 3580, Document Retention, was presented to the Board on October 28, 2015 and it is now coming forth for approval.

The Governing Board recognizes the importance of securing and retaining district documents. The Superintendent or designee shall ensure that district records are developed, maintained, and disposed of in accordance with law and Board policy.

The Board Policy Subcommittee has reviewed the Document Retention policy and is satisfied that it addresses the need for a secure document management system compliant with state and federal laws. This system provides for the storage, retrieval, archiving and destruction of district documents, including electronically stored information such as email. The policy also clarifies that text messages and voice mails shall not be archived. 

The policy further instructs the Superintendent or designee to immediately notify law enforcement of any potential security breach of district records.

POLICY/CODE:
BB9310

FISCAL IMPACT:
None

STAFF RECOMMENDATION: 
Approve Board Policy 3580.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:            Board of Education
FROM:         Donald Evans, Ed.D., Superintendent
DATE:            November 4, 2015
SUBJECT:   Resolution No. 16-015 – Urging the Use of People-First Language for Students with Disabilities 

BACKGROUND INFORMATION:
People-First Language is defined as choosing words about people with disabilities that define the person first, not the disability.

Educators have great influence to impact the actions, attitudes, and language of their students, colleagues and families. Words are powerful and can foster positive images and abilities or perpetuate negative connotations. As educators, it is our responsibility to presume the competence of all students in our classrooms.

Presuming competence means assuming all individuals

• Are intellectually complex
• Desire to have meaningful interactions and opportunities, and
• Have the right to learn rigorous academic content, despite communicating differently or having other support needs

If we presume competence in all students, we ensure multiple opportunities for access, participation, and progress in general education curriculum.   

POLICY/CODE:
None

FISCAL IMPACT:
None

STAFF RECOMMENDATION:
Approve Resolution No. 16-015 in support of People-First Language

     BERKELEY UNIFIED SCHOOL DISTRICT

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent, Educational Services
DATE:         November 4, 2015
SUBJECT:  Approval of Overnight Field Trips 

BACKGROUND INFORMATION:
The following overnight field trips are being requested:

Pt. Bonita Retreat Center Sausalito, CA, April 20-22, 2016

Approve participation of twenty-five (25) 5^th grade Oxford elementary students, one (1) teacher and four (4) other adults on a three-day, two-night field trip to Pt. Bonita Retreat Center, Sausalito, CA. The group will depart Oxford Elementary School on Wednesday, April 20th at 10:00 a.m., and return Friday, April 22nd at 1:30 p.m. The group will engage in collaborative projects and learning throughout the two day retreat that form an integral part of our core art based curriculum. They will also be participating in group challenges, community building activities, arts integration projects and shared clean-up responsibilities. BUSD will provide transportation. Students will sleep in gender specific cabins. The cost of $160.00 per student and $627.00 for transportation will be paid for by parent donations and grant money. No student will be denied access based on inability to pay. Requested by: Beth Rhine, Principal.

Yosemite National Park, CA, May 8-11, 2016

Approve participation of approximately ninety-eight (98) eighth grade students, seven (7) teachers, and ten (10) other adults from Longfellow Middle School on a four-day, three-night field trip to Yosemite Valley, CA. This trip is open to all students who are interested and who obtain two teacher recommendations.  The group will depart from the Amtrak, Emeryville Station at 7:40 a.m. on Sunday, May 8, and return at 10:00 p.m. on Wednesday, May 11, 2016.  Parents will provide transportation to and from the Amtrak station. The group will use Amtrak and public transportation during the trip. This program is intended to expose students to the great natural beauty of Yosemite, to provide them with interpersonal and physical challenges, and to promote their strong identity as a group of successful students as they prepare to enter Berkeley High School. It is both a celebration of their success as Longfellow graduates and a preparation for their new life at Berkeley High School. Students will sleep in gender specific cabins. The $450 per student ($325.00 Free/Reduced lunch) cost is being paid by PTA, BPSF Grant, fund raising and parent donations. No student will be denied access based on inability to pay. Requested by Marcos Garcia, Longfellow Principal.

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:              Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent, Educational Services
DATE:         November 4, 2015
SUBJECT:  Out-of-State Travel

BACKGROUND INFORMATION:

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

FLIBS IB Workshop, Williston, FL December 1-5, 2015

Approval for Berkeley High School teacher, Kimberly D’Adamo, to travel to Williston, FL. to receive specific DP professional development training. Application & authorization workshop is a workshop that provides training and assistance for schools that have decided to apply for IB authorization. The four-day, three-night conference training is necessary to provide comprehensive and complete Administrator training to support the BIHS-IB program.  Not all subjects are offered in California, which necessitated out of state travel for the professional training. Registration, transportation, lodging and meals for this training were paid with BHS Site Funds. Requested by: Sam Pasarow, BHS 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:              Dr. Donald Evans, Superintendent
FROM:          Pasquale Scuderi, Assistant Superintendent Educational Services
DATE:           November 4, 2015
SUBJECT:      Adoption of New African-American Psychology Textbook

BACKGROUND INFORMATION:
The following textbook was presented to the Board on October 28, 2015 for consideration and is now being recommended for adoption:

African American Psychology: From Africa to America 3^rd Edition (2013) by Faye Z. Belgrave and Kevin W. Allison. This text provides students with comprehensive coverage of African American psychology as a field. The authors illustrate how this group’s contemporary values, beliefs, and behaviors are derived from African culture and translated by the cultural socialization experiences of African Americans in this country. The text provides examples of evidence-based practices for improving well-being among African American communities, and addresses key methodological and research issues that are relevant to conducting research in this field. Each chapter of the text further addresses a contemporary issue of African Americans and provides a critical analysis of literature and research on select topics.

The text is divided into four sections that could be used as a curriculum map over four quarters. Section I.  “Introduction and Historical Foundations” introduces the concept of African-Centered Psychology, Self-Attributes and Identity, and concludes with Race and Racism. Section II. “Social Systems and Structures” will cover Kinship and Family, Education and Work, and Neighborhoods and Communities. Section III. “Individual and Developmental Processes” goes into Interpersonal and Close Relationships, Cognition, Learning, and Language, Religion and Spirituality, and Life-Span Development.  Section IV. “Adjustment and Adaptation” takes the student into an exploration of Health, Illness, and Disability, Psychosocial Adaptation and Mental Health, Drug Use and Abuse, and ends with Prosocial and Antisocial Behavior.” 

POLICY/CODE:
Board Policy 6161.1
Ed Code 60400

FISCAL IMPACT:
$4000.00

STAFF RECOMMENDATION:
Adopt the new textbook for Berkeley High. 

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Donald Evans, Ed. D., Superintendent
FROM:        Javetta Cleveland, Deputy Superintendent
DATE:         November 4, 2015
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. Ratification of contract with Byron Huey, to provide services for the reauthorization of the Workforce Innovation and Opportunity ACT for the period from 9/2/15 – 6/30/16. The cost will not exceed $18,975. To be paid from Adult Basic Education and ESL Grant Fund.Requested by Thomas Reid.

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:         Javetta Cleveland, Deputy Superintendent
DATE:          November 4, 2015
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. Philanthropic Ventures Foundation donated $1,000 to partially fund third grade field trips for Rosa Parks School and $997 to partially fund the cost of transportation for field trip for LeConte School for a total donation of $1,997.
2. Muriel M. Land donated $16.69 to be utilized as needed for Rosa Parks School.
3. Dorian Photography donated $512.92 to be utilized as needed for Longfellow Middle School.
4. City of Livermore donated $20,785 to be used for waste reduction for the Gardening/Cooking Department.
5. AT&T donated $20 and Philanthropic Ventures Foundation donated $858 for a total donation of $878 to be utilized as needed for Thousand Oaks School.

BOARD POLICY:
BP 3290 

FISCAL IMPACT:
The District received a total $24,636.61 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:         Lisa Graham, Director, Special Education
DATE:           November 4, 2015
SUBJECT:   Approval of Ameded Master Contracts for Nonpublic Agency Services

BACKGROUND INFORMATION:
Amendment to the Board item approved on September 30, 2015 to change the fiscal impact of $286,786 from the Special Education Budget to a split between the Unrestricted General Fund of $100,000 and the Special Education Budget of $186,786 for Maxim Health Services, Inc. A portion of the contract is not related to services for students with IEPs and therefore, cannot be charged to special education funds.  The Unrestricted General Fund will need to be increased by $25,000 over the prior year amount of $75,000 used for similar services. This increase is due to an increase in the number of general education students with diabetes who require specialized nursing services.

The District contracts with nonpublic agencies, when necessary, to provide related services to students with Individualized Education Programs (IEP). The following nonpublic agencies provide related services as defined in Section 1401 of Title 20 of the U.S. Code and section 300.34 of Title 34 of the Code of Federal Regulations, and California Ed. Code 56363 to enable students with IEPs to benefit from their special education. An individual service agreement (ISA) is developed for each student to whom the service provider is to provide special education or related services.

In addition, the District is required to provide nursing services for students who require specialized health care needs. These services include support for general education students with diabetes. Currently, there are 12 students in grades K-8 who have diabetes; 6 of whom require regular monitoring for this medical management as outlined in their 504 Plans.

POLICY/CODE:
Board Policy 3310/Education Code 39800

FISCAL IMPACT:
The fiscal impact of these services is estimated not to exceed $186,876.30 funded from the Special Education Budget and $100,000 from the Unrestricted General fund. The Unrestricted General Fund budget will need to be increased by $25,000.

STAFF RECOMMENDATION:
Approve the Master Contracts for the Nonpublic Agencies listed above.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Donald Evans, Ed.D, Superintendent
FROM:         Timothy E. White, Executive Director of Facilities
DATE:          November 4, 2015
SUBJECT:   Approve Extending the Baker Vilar Architect Contract for the Willard Modernization   Project

BACKGROUND INFORMATION:
The Willard Modernization project has had an extended construction period, requiring extended services from the architect. The original architect contract was approved on March 26, 2014 for $380,000 and was based on a planned construction period of approximately 3 months. Since the beginning of construction, the project has multiple unforeseen conditions. The additional service include required scope of extra services for revised roofing details, framing, missing nuts in gymnasium high structural steel roof truss. The estimated completion of this construction project is in December. On July 29, 2015, Facilities requested that a contract increase to $430,000 to cover these costs.  

Recently, the project uncovered substandard electrical in the kitchen and parents room. There is also a need for a new fire alarm panel for these areas. Currently, we are requesting an additional contract authority of $50,000 to cover these costs.

POLICY/CODE:
Public Contract Code 10510.4 – 10510.9 

FISCAL IMPACT:
All costs are contained in the Bond Fund. 

STAFF RECOMMENDATION:
Increase the authorization for Baker Vilar by $50,000 for the Willard Modernization project. If approved, the new authorization will be for $490,000. 

BERKELEY UNIFIED SCHOOL DISTRICT

TO:        Donald Evans, Ed.D., Superintendent
FROM:   Pasquale Scuderi, Assistant Superintendent, Ed Service
Javetta Cleveland, Deputy Superintendent
DATE:           November 4, 2015
SUBJECT:   Charter Petition Renewals for  REALM Middle School and REALM High School

BACKGROUND INFORMATION:
Revolutionary Education and Learning Movement (REALM) has submitted petitions to renew operations as both a charter middle school and a charter high school in the Berkeley Unified School District. The petition submitted to BUSD covers the period of July 1, 2016 through June 30, 2021.

Prior to the public hearing this evening (see item 13.1), the charter school/petitioners will be allotted 10 minutes to make a presentation. Additional speakers who are not part of the formal presentation of the school will be heard during a public comment period following presentation.

Ultimately, the Board must approve or deny the petitions based on state guidelines, which are defined in the Education Code.

District staff’s initial determinations and findings will be sent to REALM staff this winter and REALM is in turn provided an opportunity to comment and provide feedback on that initial set of determinations and findings. Once REALM has responded to the initial findings, District staff will finalize recommendations and present to the Board in early December, and the Board will subsequently grant or deny the renewal of the petition soon after.

POLICY/CODE:
Ed Code 47605b
Board Policy 0424.4

FISCAL IMPACT:
N/A

STAFF RECOMMENDATION 
Hear the presentation from REALM staff.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Donald Evans, Ed.D, Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent of Ed Services
DATE:         November 4, 2015
SUBJECT:  Common Core State Standards Math Update

BACKGROUND INFORMATION:
Staff represented by math coaches and administrators will provide the Board with an update on instruction and curriculum in mathematics covering four major areas: curriculum, professional learning, coaching, and student assessment.

The goal of the presentation is to have instructional leaders from all three levels present together in an effort to continue to shape and understand the math program in BUSD as an increasingly connected and calibrated K-12 concern.

Staff will discuss an ongoing effort to make the practice of assessments more formative and useful for both students and teachers by covering the various forms of short, medium, and long cycle assessments that are either in use or being developed within our district.

The Board will also hear an update on the investment in the ninth grade math program at Berkeley High School. This year, through funds set aside to support the implementation of common core, a radically new structure is being used at BHS to usher in new standards through collaborative planning, team teaching, and a regular review of student outcomes.

POLICY/CODE:
None 

FISCAL IMPACT:
Ongoing annual costs for math coaching of $260K from LCAP Supplemental Funding. Middle School Math Class Size Reduction $150K, and High School Math Design Collaborative $200K covered by base grant funds that the District has delineated for common core support.

STAFF RECOMMENDATION:
Receive this report.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:             Donald Evans, Ed.D, Superintendent        
FROM:        Pasquale Scuderi, Assistant Superintendent Education Services
Patricia Saddler, Director, Special Projects and Programs
DATE:         November 4, 2015
SUBJECT:  Update on EL Master Plan and ELD Instruction

BACKGROUND INFORMATION:
In accordance with California State Assembly Bill (AB) 124, in 2012 California adopted new California English Language Development Standards (CA ELD Standards). As required by AB 124, the CA ELD Standards were designed to correspond to the CA CCSS for ELA/Literacy in order to support the language development of English learners (ELs) toward attaining English language proficiency (ELP) and accessing the core academic content for ELA that all students are expected to master. However, under the federal Elementary and Secondary Education Act, currently authorized as the No Child Left Behind Act of 2001 (NCLB 2002), the CA ELD Standards must also adequately correspond to the language demands found within the academic content standards. In October 2013, the Governor signed Assembly Bill AB 899, requiring that the CA ELD Standards be comparable in rigor and specificity to the standards for mathematics and science. Added to the Education Code as Section 60811.4, the legislation calls for the State Superintendent of Public Instruction to recommend to the State Board of Education any “modifications” to the CA ELD Standards that are needed to link them with the academic content standards for English Language Arts, Mathematics and Science. 

In 2013, BUSD adopted the EL Master Plan in alignment of the new ELD Standards, which focuses on seven areas:

• Identification and initial assessment of all non-English speaking students
• Programs available for English Learners at each grade level
• Staffing and professional development to support program implementation for all staff
• Opportunities for parent involvement and engagement in their child’s educational process
• Funding support for English Learners from Federal and State resources
• Evaluation and accountability to ensure the district is achieving its goals
• Additional components to support parents and staff in their understanding of the plan including Education Code outlining law, terminology found within the document, samples of forms, frequently asked questions with answers (FAQs) and reports related to supporting English Learners.

The Master Plan has been utilized as a road map for Program Implementation, Progress Monitoring, Identification of ELD Curriculum, Instructional Practices and Professional Development.  With the adoption of LCAP in 14-15, Ten English Language Develop Teachers were assigned to the K-12 schools to provide a minimum of thirty minutes per day of ELD Instruction to the students who are designated English Learners. The Instructional Model at the schools has some variation; the one to one model, pull – out small group model, language lab model and specialized classes such as Academic Language Development that specifically targets Long-term English Language Learners. Currently, Systematic ELD, Constructing Meaning and English 3D, are the instructional programs that are being used at the schools. Utilizing the LCAP Evaluation, student progress data as measured by the CELDT and observational data, the Education Services Team will continue to monitor progress and work with the staff to modify instructional practices to maximize the opportunities for student to be redesignated as English Proficient.

POLICY / CODE:
Ed Code 450 – 452

FISCAL IMPACT:
None

STAFF RECOMMENDATION:
Receive the presentation on the EL Master Plan Implementation

BERKELEY UNIFIED SCHOOL DISTRICT

TO:         Donald Evans, Ed.D., Superintendent
FROM:   Pasquale Scuderi, Assistant Superintendent, Ed Service 
Javetta Cleveland, Deputy Superintendent
DATE:            November 4, 2015
SUBJECT:    Public Hearing on Charter Petition Renewals for REALM Middle School and REALM High School

This hearing affords an opportunity for both the charter petitioners and the public to speak regarding the charter school’s renewal application. Interested parties are provided an opportunity to comment to the Board regarding their support of or opposition to the charter renewal application.

Following the public hearing a review and evaluation of the petition and program will be conducted by BUSD and include an analysis of budget, cash flow and other fiscal concerns, a general legal and compliance review, and a review of the current educational program and pupil outcomes.

POLICY/CODE:
Ed Code 47605b
Board Policy 0424.4

FISCAL IMPACT:
N/A

STAFF RECOMMENDATION: 
Conduct public hearing on Charter Petition Renewals for  REALM Middle School and REALM High School.

BERKELEY UNIFIED SCHOOL DISTRICT                     

TO:            Donald Evans, Ed. D., Superintendent
FROM:       Pasquale Scuderi, Assistant Supt. of Educational Services
DATE:       November 4, 2015
SUBJECT: 2015-16 Student Admissions Update

BACKGROUND INFORMATION:
On June of 2015 the Berkeley Board of Education approved a new Admissions and Enrollment Policy (BP5111).  The Administrative Regulation (AR 5111.1) was also updated at the same time. Presently, Berkeley Unified School District (BUSD) has 9880 students enrolled in District schools. The new Admissions policy affected new students enrolling in BUSD for the 2015-16 school year and the students transitioning from elementary school into middle school. Approximately 1525 new students have enrolled in BUSD for the 2015-16 school year.  Moreover, all 8^th grade students transitioning from middle school to Berkeley High School in 2016-17 will be asked to comply with the Student Admission Policy.

The new Admission Policy requires that student transitioning from 5^th grade to 6^th grade submit proofs of Berkeley residency. Of approximately 708 fifth graders enrolled in the 2014-15 school year, 44 did not submit proofs of Berkeley residency in order to continue on to middle school and matriculated elsewhere. These families were informed in writing, via personal phone calls and communications from the elementary schools to provide the necessary documents to enroll in BUSD middle schools. The Admissions Office was also open during two Saturdays in January to accommodate working families. 

In order to ascertain the compliance of the Berkeley residency requirements, at times it has been necessary to conduct address verifications. District staff has visited 591 residences of students enrolling in the 2015-16 school year  Of the 591 students, 113 (19%) students were not enrolled in Berkeley Unified Schools. The address verifications have been conducted throughout Berkeley, Oakland and West Contra Costa. The accompanying map indicates where bulk of the address verifications have taken place. 

Berkeley Unified School District has also accepted students on inter-district permits. There are 764 students attending BUSD on inter-district permits.  For the 2015-16 school year, 76 new students were admitted into BUSD schools. Of the 76 granted inter-district permits 57 were to children of BUSD employees, 11 to families who had children in our schools and 8 due to extenuating circumstances.   BUSD also denied 269 inter-district requests (see inter-district permits table). 

Berkeley residents also requested inter-district permits to attend schools outside of Berkeley. 112 students requested inter-district permits for the 2015-16 school-year to attend not BUSD schools. The breakdown for the students opting not to attend BUSD is as follows: 33 for elementary school, 24 for middle school, and 55 for high school.

POLICY/CODE:
Board Policy 5111, Student Admissions and Enrollment

FISCAL IMPACT:
None

STAFF RECOMMENDATION:
Receive 2015-16 student admissions update report for information.

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Dr. Donald Evans, Superintendent            
FROM:        Susan Craig, Director, Student Services
DATE:         November 4, 2015
SUBJECT:  Attendance Awareness Month – September 2015 – Follow-up                           

BACKGROUND INFORMATION:
For the second year in a row, the Berkeley Unified School District and the City of Berkeley each passed resolutions in recognition of September as Attendance Awareness Month and in support of the importance of regular school attendance for children and youth. In BUSD, the following activities were held to support school attendance:

Prior to the start of school, Site Coordinators from the Office of Family Engagement and Equity made personal contact with the parents/guardians of students who missed 10% or more of the school year in 2014-2015 to provide immediate support for the identified families around school attendance.

Additionally, during September attendance celebrations were held at every elementary, middle, and high school in BUSD. Students received buttons and balloons and parents/guardians received informational flyers related to the importance of school attendance.

BUSD staff at all levels engaged in a concerted effort to emphasize the importance of school attendance.

A District-wide comparison of attendance in September from 2014 to 2015 reveals a slight decline of 1/10%, from 96.83% to 96.73% for the month, which is not considered significant.

Two elementary schools, Cragmont and Oxford, experienced substantial increases in attendance with respective gains of 1.01% (Cragmont, ADA 97.35%) and .7% (Oxford, ADA 97.45%). The most outstanding attendance rate for the second year ago is at Longfellow Middle School, with a current rate of 98.11%. The Principals at these schools credit the gains with a unified school-wide message to students and parents/caregivers emphasizing the importance of attendance.

POLICY/CODE:
5113, 5113.1

FISCAL IMPACT:
None.

STAFF RECOMMENDATION:
Receive the information regarding Attendance Awareness Month.

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.