Regular Meeting
Berkeley USD
February 24, 2016 6:00PM
1231 Addison Street, Berkeley, CA 94702

1. Call to Order - 6:00 PM
Quick Summary / Abstract:

The Presiding Officer will call the meeting to order at 6:00 p.m. before the Board Recesses to Closed Session.  The Regular Meeting will convene by 7:30 p.m. 

2. Closed Session Public Testimony
Quick Summary / Abstract:

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
Quick Summary / Abstract:

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.

3.1. Conference with Legal Counsel-Pending Litigation (Government Code Section 54956.9)
3.1.1. OCR Complaint #09-16-1075/Complaint #09-16-1066/Appeal of Complaint Resolution Per AR 1312.1
3.2. Conference with Real Property Negotiators (Government Code Section 54956.8)
3.2.1. District Negotiator: David A. Soldani, Legal Counsel; Negotiating Party: City of Berkeley; Property: 1231 Addison; Under Negotiation: Terms for Facility Use
4. Call to Order - 7:30 PM
5. Approve Regular Meeting Agenda of February 24, 2016
6. Report on Closed Session
7. Open Session Public Testimony (1st Opportunity)
Quick Summary / Abstract:

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
Quick Summary / Abstract:
Representatives from each union are given the opportunity to address the Board on any issue, 5 minutes per union. (Order rotates).
9. Committee Comments
Quick Summary / Abstract:
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.
10. Board Member and Superintendent Comments
Quick Summary / Abstract:

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

11. Consent Calendar - approval requested
11.1. Approval of Human Resources Reports


TO: Donald Evans, Ed.D., Superintendent
FROM: Delia Ruiz, Assistant Superintendent, Human Resources
DATE:             February 24, 2016
SUBJECT: Approval of Human Resources Reports

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.

Recommended Motion:
Approve Human Resources Reports.
Certificated Personnel Report 02.24.16
Classified Human Resources Report 02.24.16
11.2. Resolution 16-029: Supporting Youth Voter Registration and Voting


TO:             Board of Education
FROM:       Beatriz Leyva-Cutler, Board of Education, President
DATE:        February 24, 2016
SUBJECT:  Resolution 16-029: Supporting Youth Voter Registration and Voting

In a letter sent last year to state school district superintendents, high school principals and others, California Secretary of State Alex Padilla and Superintendent of Instruction Tom Torlakson, launched a new and continuing series of “California High School Voter Education Weeks” starting in September 2015. In an increased effort to register young people to vote, education weeks also will be held in the last two weeks of April and of September 2016.

In that same letter, Secretary Padilla and Superintendent of Instruction, Torlakson wrote that “Voter turnout in California’s 2014 general election, among eligible eighteen to twenty-four year-olds, was a dismal 8.2 percent. A person in this cohort was more likely to get arrested in 2014 than to cast a ballot. Thus, your help in fostering civic engagement and participation in democracy is more urgent than ever." 

The League of Women Voters of Berkeley, Albany, Emeryville, along with the other five Leagues in Alameda County, is working with the Alameda County Registrar of Voters in a program to educate high school students about voting, to assist eligible student voters in registering to vote and then encourage the exercise of their franchise to vote. The attached resolution supports this activity.



Approve Resolution No. 16-029 in support of youth voter registration and voting.

Resolution 16-029 Supporting Youth Voter Registration and Voting
11.3. Acceptance of Gifts/Donations


TO:               Donald Evans, Ed.D., Superintendent
FROM:         Javetta Cleveland, Deputy Superintendent
DATE:          February 24, 2016 
SUBJECT:   Acceptance of Gifts/Donations

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. Scholarship America donated $600 to provide transportation for Kindergarten field trip for Thousand Oaks School.
  2. Your Cause donated $20; Cotteco $331.30; Carmen Gomez $10; Schakow 2008 Revocable Trust, Peter Schakow TTE and Charna R. TTE $15 and John J. Stuber $50 for a total donation of $406.30 to be utilized as needed for Thousand Oaks School.
  3. First Presbyterian Church of Berkeley donated $1,500 to be used for Project Peace 2016 for LeConte School.
  4. Cragmont PTA donated $9,960 for student participation in the Berkeley Rep Storyboard Theater Program and $6,165 for the Gardening Program for a total donation of $16,125 for Cragmont School.
  5. Wells Fargo Community Support Campaign donated $1,083.68 to be utilized as needed for Rosa Parks Elementary School. 

BP 3290


The District received a total of $19,734.98 in donations.

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

11.4. Approval of Contracts/Purchase Orders for Services Contracts


TO:               Donald Evans, Ed. D., Superintendent
FROM:         Javetta Cleveland, Deputy Superintendent
DATE:          February 24, 2016       
SUBJECT:   Approval of Contracts/Purchase Orders for Services Contracts

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 Ken’s Pro Sound to upgrade the sound system at Thousand Oaks Elementary and perform minor repairs at Malcolm X and Donahue Gym. The cost will not exceed $12,669.50. To be paid from Measure H. Requested by Steve Collins.
  2. Increase in contract, PO#161029to Cash Leasing & Copier Sales to provide lease of 3 copiers for Berkeley Adult School for the 2016SY. The additional amount will increase the purchase order by $12,103.42 for a total amount of $20,748.72. To be paid from Adult Education Fund. Requested by Thomas Reid.
  3. Increase in contract, PO#160273 with United California Glass & Door, to provide door and gate services as needed by the Maintenance Department for the 2016SY. The additional amount will increase the purchase order by $8,500 for a total amount of $11,500. To be paid from Measure H. Requested by Steve Collins.
  4. Ratification of contract with Pamela Harrison-Small, to provide ongoing professional development to teachers, administrators, and other staff on cultural awareness and competence to Educational Services and the Office of Family Engagement and Equity for the period from 8/1/15 – 6/30/16. The cost will not exceed $18,312.50. To be paid from BSEP Professional Development and LCAP Supplemental Funds. Requested by Pasquale Scuderi.
  5. Increase in contract, PO#160453 to Edward C. Porter, to provide additional coaching services for administrative staff of the Superintendent.  The additional amount will increase the purchase order by $10,000 for a total amount of $19,500. To be paid from General Fund.  Requested by Donald Evans.

Public Contract Code: 20111
Board Policy 3310

Approve the contracts with Consultants or Independent Contractors as submitted.

11.5. Approve Listing of Warrants Issued in January 2016


TO:           Donald Evans, Ed.D., Superintendent
FROM:         Pauline E. Follansbee, Director of Fiscal Services
DATE:          February 24, 2016
SUBJECT:   Approve Listing of Warrants Issued in January 2016

Each month the District writes several checks to vendors for services provided and goods received.  The checks are written against both the Restricted and Unrestricted General Fund.  The summaries of warrants for the month of January 2016 are attached for the Board’s review.

Educational Code Section 41010 et seq.

$3,141,855.05 for the month of January 2016 from various funds. 


Approve the monthly bill warrant list for the month of January 2016.

Bill Warrants for January 2016
11.6. Approval of Payroll Warrants Issued in January 2016


TO:               Donald Evans, Ed.D., Superintendent
FROM:         Pauline Follansbee, Director of Fiscal Services
DATE:          February 24, 2016
SUBJECT:    Approval of Payroll Warrants Issued in January 2016

On a regular basis, the Board receives information on the total amount paid employees during a month.  The attached represents a summary of pay warrants from various funds for the month of January 2016.

Educational Code 41010 et seq.

$6,530,204.98 for January from various funds. 

Approve payroll payments made in January.

11.7. Accept the Completion of the Rosa Parks Elementary School Paint and Floor Project



TO:             Donald Evans, Ed.D, Superintendent

FROM:        Timothy E. White, Executive Director of Facilities

DATE:         February 24, 2016

SUBJECT:  Accept the Completion of the Rosa Parks Elementary School Paint and Floor Project



On April 22, 2015, the Board awarded a contract to Affordable Painting Services, Inc. to replace flooring and paint the Rosa Parks Elementary School. The project is complete. 


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



California Public Contract Code 20110- 20118



The project was funded through the Measure AA bond. The project had change orders of $17,540.61 or 5.2% of the contract amount.  We originally budgeted for change orders of 10%.



Accept the project as complete.  

Resolution 16-028
11.8. Approval to Advertise to Solicit Bids for the Site Work Required to Install Portables at LeConte Elementary School


TO:              Donald Evans, Ed.D., Superintendent
FROM:        Timothy White, Director of Facilities 
DATE:         February 24, 2016
SUBJECT: Approval to Advertise to Solicit Bids for the Site Work Required to Install Portables at LeConte Elementary School   

On June 24, 2015 the Board approved the planning process for portables at LeConte and Thousand Oaks. At January 13 Board meeting, the Board approved the deletion of the portables at Thousand Oaks from the plan and authorized the design of the LeConte portables. The project is scheduled to be submitted to DSA for approval on February 23, 2016, and we anticipate approval in early March.

Staff is required to notify the Board when bids are being solicited.

California Public Contract Code 20110- 20118.

The project is funded in Measure I.    

Approve the advertisement to solicit bids for this project. 

11.9. Approve the Advertisement of the John Muir Modernization Project


TO:              Donald Evans, Ed.D., Superintendent
FROM:        Timothy White, Director of Facilities 
DATE:         February 24, 2016
SUBJECT: Approve the Advertisement of the John Muir Modernization Project

On June 11, 2014, the Board approved a project to modernize John Muir Elementary School. The project was bid April 14, 2015. Only two bids were received and they were both significantly over the project budget.  The Board rejected all bids on May 6, 2015.  On January 13, 2016 the Board approved combining this current project with the future modernization project to increase both budget and scope. The project design is being updated and should be completed by the end of February. When ready, we will advertise the project for the soliciting of bids.

Staff is required to notify the Board when bids are being solicited. 

California Public Contract Code 20110- 20118.

This project is funded in Measure I.

Approve the advertisement to solicit bids for this project. 

11.10. Approval of Overnight Field Trip Requests by Longfellow and Jefferson


TO:             Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Assistant Superintendent, Ed. Services
DATE:         February 24, 2016
SUBJECT:  Approval of Overnight Field Trip Requests by Longfellow & Jefferson

The following overnight field trips are being requested:

State Capitol/Sacramento State University, Sacramento, CA, March 7-8, 2016

Approve participation of fifty-five (55) eighth-grade students, four (4) teachers, and two (2) other adult from Longfellow on a two-day, one-night field trip to the State Capitol in Sacramento, CA. The group will depart Longfellow at 9:00 a.m. on Monday, March 7th, and return on Tuesday, March 8th at 5:00 p.m. Students will see the California State Legislature in action to supplement their history class. The overnight is for team building and the following day we will visit Sacramento State University as part of the Avid goal of early college awareness. BUSD will provide transportation. Students will sleep in gender specific rooms at a local youth hostel. Cost for the trip is $50.00 per student and is being paid by students, grants and school PTA funds. No student will be denied access based on ability to pay. Requested by: Marcos Garcia, Longfellow Principal

Marin Headlands, Marin County, CA, May 2-5, 2016

Approve participation of twenty-five fifth grade students, one teacher, and four other adults from Jefferson Elementary on a four-day, three-night field trip to the Kirby Cove Group Campground at the Marin Headlands. The group will depart Jefferson on Monday, May 2nd, at 10:00 a.m. and return Thursday, May 5th, 2016 at 2:00 p.m. Students will learn the area's historical significance and study the weather, astronomy and earth science. Students will sleep in gender specific tents. BUSD will provide transportation. The total cost of $3,200 is being paid through class fundraising and parent donations. No student will be denied access based on inability to pay. Requested by Sonya Martin, Jefferson Principal.

Education Code 35330
Board Policy 6153

As indicated above.

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

11.11. New Textbook Consideration for New BUSD/BTA Information Technology Pathway


TO:               Donald Evans, Ed.D., Superintendent
FROM:          Pasquale Scuderi, Assistant Superintendent, Educational Services
DATE:           February 24, 2016
SUBJECT:      New Textbook Consideration for New BUSD/BTA Information Technology Pathway

The following course online materials will be presented to the Board on February 24, 2016 for consideration:  
AP Computer Science Teacher’s Guide:

Student Activities – appendix B of above Teacher’s Guide:

We are requesting that this edition and future editions of the online course materials be approved. 

As a “technology” Academy our desire is to use tech-friendly, core curriculum-based, hands-on materials.  The text materials and supplemental resources support our students learning Computer Sciences through direct instruction and application of computers into their everyday lives and toward future career pathways.  The objective of Computer Sciences is to introduce advanced technologies and teach students how to be proficient in their use of this tool, and how to create new tools to accomplish tasks more efficiently.

In this class, students learn Java, an object-oriented programming language. Instruction includes problem solving and algorithm development, data structures and design, and the use of logic and formal methods. Students may prepare for the AP Computer Science A exam (optional). In addition to instructional time, students need to spend at least three hours per week practicing their programming skills.  This course is designed to provide the skills for an entry-level position in computer programming or provide a foundation for further studies in computer science at the college level. Integrated throughout the course are career technical education standards, which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge.  This course is eligible to be certified by the University of California, which would certify this course as an “a-g” course. High schools are required to include this course on their own “a-g” list in their annual on-line update through the UC Web site.

The newly revised online courses offer a highly effective integration between text and media and encourage students to build a strong and long lasting foundation of knowledge. It also aligns with several STEM professions. This course is the best choice for our student population and we would like to use this course. Please consider adopting this course non-edition specific for future use in the event newer editions are published.

For additional review, you may access the website: http://apcentral.collegeboard.vom/apc/public/courses/teaches_corner/4483.html

Board Policy 6161.1
Ed Code 60400

Courses are online and free of charge

Approve the new and future editions of the online courses for Berkeley Technology Academy Computer Sciences classes in our BTA Information Technologies career pathway.

11.12. New Textbook Consideration for New BUSD/BTA Building Trades and Construction Pathway


TO:               Donald Evans, Ed.D., Superintendent
FROM:          Pasquale Scuderi, Assistant Superintendent, Educational Services
DATE:           February 24, 2016
SUBJECT:      New Textbook Consideration for New BUSD/BTA Building Trades and Construction Pathway

The following textbook will be presented to the Board on February 24, 2016 for consideration:  Modern Carpentry, 11th Edition, by Willis Wagner and Howard Smith, Goodheart-Willcox, 2008.  Berkeley Technology Academy staff is recommending this textbook for use in the course entitled BTA Construction Technology. We are requesting that the 2008 edition and future editions of the book be adopted in conjunction with the previous books we have on campus.

As a “technology” Academy our desire is to use tech-friendly, core curriculum-based, hands-on materials.  The text materials and supplemental resources support our students learning building trades and construction through direct instruction and application of computers into their everyday lives and toward future career pathways. This textbook was most attractive to educators in the field because it allows students to have hands-on opportunities to learn all phases of basic residential construction, including carpentry, drywall, electrical, flooring, painting, plumbing, roofing, masonry, and reading blueprints.  During the first part of the course, students learn about construction safety, foundations, framing, and proper use of tools. Then students have the opportunity to make practical application of their classroom studies on a construction project. Projects may include building sawhorses, scale model houses, storage sheds, remodeling (on or off-site), simulated bathroom construction, and other projects as available.  This competency-based course prepares students for entry-level positions in the construction industry. Integrated throughout the course are career technical education standards, which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge.

This textbook is the best choice for our student population and we would like to use this textbook. Please consider adopting this textbook non-edition specific for future use in the event newer editions are published.

Board Policy 6161.1
Ed Code 60400

$93.00 per book/x20 books - $1,860.00
Shipping and Handling:  $186.00

TOTAL:  $1,860.00

Adopt the new and future editions of the textbook for Berkeley Technology Academy Construction Technology classes in our Building Trades and Construction career pathway.

12. Action Items
12.1. Resolution 16-027: Refunding of General Obligation Bonds 2016


TO:             Donald Evans, Ed.D, Superintendent
FROM:       Javetta Cleveland, Deputy Superintendent
DATE:        February 24, 2016
SUBJECT: Resolution 16-027: Refunding of General Obligation Bonds 2016 


Refunding of General Obligation Bonds, Election of 2000, Series 2007 

The purpose of refunding/refinancing prior general obligation bonds is to obtain a lower interest rate and create savings to taxpayers.  Staff has been in discussions with our financial advisor regarding the best time to refund our general obligation bonds.  So far this year, despite all prior year expectations, tax-exempt rates remain among the lowest ever seen. The District’s General Obligation Bonds, Election of 2000, Series 2007 (“2007 Bonds”) may be optionally called for the first time on August 1, 2016. There is a call premium of 1% that will be in effect until August 1, 2016. Interest rates are low enough that present value savings is estimated to be approximately 11% or over $2.2 million, with future value or actual dollar savings of over $2.6 million over the remaining 15 years of the bonds. The estimated savings is over $160,000 annually.  These savings are net of all underwriting and other costs of issuance. The next bond issue of the District in the “refunding queue” is not optionally callable until August 1, 2017 and has a very low interest rate, and is not recommended for refunding this summer.

The plan is to competitively sell the proposed 2016 Refunding General Obligation Bonds (“2016 Refunding Bonds”) on April 5th, close on May 3rd and redeem outstanding 2007 Bonds in the amount of $18,575,000 on August 3rd.  Waiting until our proposed April 5th and May 3rd dates allows this to be a “current refunding”, meaning closing within 90 days of redemption of the 2007 Bonds on August 3rd.  Current refunding under federal tax rules allows more future refunding options, should such an opportunity present itself.  This basic plan is to refund as soon as possible while still being a current refunding.

The Federal Reserve has made its first 25 basis point increase in its target rate. The Fed Chair has said to expect further increases this year.  Market thinking has been that the Fed’s ideal is four increases of 25 basis points, one a quarter, in calendar 2016, but on the other hand, world economic news and politics right now cast doubt. It seems likely that prior to our April 5th sale date that the answer will be one or none. Either way the refunding will be a strong one. 

It is entirely possible that Interest rates can increase before the District can enter the market. If interest rates do not change before the April 5th sale date, the District taxpayers in aggregate will realize the savings described in the first paragraph. At minimum, the District would not proceed with the refunding unless our established minimum net present value savings of no less than 5% of the refunded bonds is met. Staff is recommending that the Board grant approval for issuing the 2016 Refunding Bonds.  See attached Resolution #16-027.  Exhibits are available for review in the Office of the Deputy Superintendent. 

California Education Code 15100-15111
Government Code Section 53550

No financial impact on District Funds.  For refunding (refinancing) the 2007 Bonds and paying costs of this financing, the District will receive up to $19.2 million in refunding bond proceeds and/or bond premium, all of which, net of underwriting spread and costs of issuance, will be applied directly to the purpose of refunding the 2007 Bonds.  By law, the maximum true interest cost on either issue of the bonds shall not exceed 12% per annum (a sale today would be about 3%). All present and future tax rate constraints imposed by current law or District policy are expected to be met. 

Interest rates are low enough that present value savings to the taxpayers is estimated to be approximately 11% or over $2.2 million, with future value or actual dollar savings of over $2.6 million over the remaining 15 years of the bonds. The estimated savings is over $160,000 annually. 

Approve the 2016 Refunding General Obligation Bonds authorizing Resolution 16-027.

Refunding Bond Resolution for Feb 24th
12.2. Update on Possible New School Facility


TO:             Donald Evans, Ed.D, Superintendent
FROM:       Timothy White, Executive Director of Facilities
Pasquale Scuderi, Assistant Superintendent for Educational Services
DATE:        February 24, 2016
SUBJECT:  Update on Possible New School Facility

Throughout the 2014-2015 school year, the Board engaged in multiple public meetings with staff regarding school capacity and enrollment growth. In light of those conversations, options for addressing and accommodating projected increases in student enrollment over the next few years were presented and discussed with the Board, and ultimately the Board gave direction on short and medium term solutions to accommodate potential enrollment growth.

Those solutions included using flexible classroom spaces (classroom space used for educational purposes but not permanently assigned to a fixed cohort or class of students), as well as initiating a partial consolidation of Transitional Kindergarten (TK) programs at an existing preschool site. The partial consolidation of the Transitional Kindergarten program is expected to be in effect for the 2016-2017 school year, and the details and particulars of that transition are examined in a separate Board item.

Where longer-term solutions are concerned, staff has continued to explore the feasibility of opening a new elementary school, along with revisions of the class size or class loading formula, and also possible permanent additions to existing school sites as possible ways to address enrollment growth over time. The recent agreement with REALM Charter School also gives us clarity about the availability of classroom and programmatic space at 2020 Bonar St. beginning in the Fall of 2017 and how that facility might factor into upcoming decisions.

Throughout the analysis and decision-making processes related to addressing enrollment growth, staff has consulted a 2014 report prepared by a demographics and planning firm that appears to have–to some degree–issued projections for enrollment growth that were higher than what actual enrollment was in 2015-2016 and what our admissions office is currently projecting for 2016-2017. 

While enrollment growth appears to be leveling off for the time being, staff nonetheless has an interest in exploring the feasibility of opening a new elementary school in Fall 2018 in light of the following programmatic considerations:

  • Reduce and balance the size of elementary schools across the district
  • Retain/expand flexible learning spaces across district
  • Reduce or eliminate portable/temporary classroom spaces in BUSD
  • Eliminate the need to consolidate any Transitional Kindergarten (TK) classrooms at a preschool site
  • Reintegrate Transitional Kindergarten (TK) classrooms back to K-5 sites over long term
  • Create flexibility to accommodate an unforeseen future spike in enrollment without relying on portable or temporary housing 

While these programmatic considerations could ultimately justify the investment in a new school facility, there are multiple and sizable fiscal considerations that must be discussed and analyzed in greater depth before the feasibility and benefits of a new site can be fully determined.

In addition to the initial capital project costs associated with converting or preparing an existing District property for use as a new elementary school, additional operational and ongoing personnel costs will potentially compete with other needs for funding from the base grant. Before any further progressive steps can be taken toward the opening of a new school, staff believes that it is critical to determine what existing general fund cuts will need to be exacted in order to accommodate the ongoing costs of a new school.

Below is a table providing a general and preliminary itemization of the costs associated with a new elementary school:

The education specifications analysis that is currently in progress will inform and surface additional or preferred options and alternatives for addressing some or all of the capacity, enrollment, and program concerns. The preliminary education specifications document is expected in April or May.

Staff is seeking direction to return on March 23 with refined cost estimates and projections, fiscal impact, programmatic and operational needs, location and facilities options, and project timelines for a new elementary school.


Estimated capital investment/facilities modification costs to be presented at next meet.
$743,108 ongoing/annual operational and personnel costs from the base grant/general fund.
$330,936 additional ongoing costs (BSEP, LCAP, Food Services); see detail above.

$1,074,044 in Total Additional Costs

Receive this report, give direction on whether to return to the Board on March 23 with more detailed information regarding the possibility of opening a new elementary school in Fall 2018.

Projected Cost of New School
13. Discussion Items
13.1. African American Town Hall Action Plan UpdateWas edited within 72 hours of the Meeting


TO:                Board of Education
FROM:    Donald Evans, Ed.D., Superintendent
DATE:         February 24, 2016
SUBJECT:  African American Town Hall Action Plan Update

Staff recommends that the School Board receive an update regarding the District's initiatives and response to the issues/demands raised by the recent Town Hall meeting of concerned community members (December 7, 2015) and the Black Student Union (December 9, 2015) after the latest in a string of racial incidents/threats made at Berkeley High. Staff will summarize the immediate steps that have been initiated, such as the development of a Board policy on racial threats/harassment; and will present a proposal to establish a community-based Anti-Racism Oversight Task Force for Board approval. 

Previously, (January 13, 2016), the Board accepted staff's summary of the community and BSU issues/demands and proposed immediate (already presented and approved by the School Board) as well as short-term (by the end of the 2015-16 school year), mid-term (next school year), and long-term implementation strategies. Although many of the issues/demands raised by the community and BSU were centered on Berkeley High, the District's response is based upon the acknowledgement that racial incidents do not occur in a vacuum and that racism and its impact upon our students must be addressed district-wide. Below is a summary of highlighted initiatives. A full summary of the community/BSU issues/demands and the District's planned response for short-term, mid-term and long-term initiatives - including those that can be done administratively and/or will need Board approval.

In addition to actions taken in direct response to the recent racial incidents that occurred at Berkeley High as well as the continuing issue of racism within our community, the District is also in the midst of implementing a comprehensive strategy to address African American/Black academic achievement and social-emotional well-being. More information on these initiatives can be found in the District's Local Control Accountability Plan (LCAP), the District's equity initiatives, and the 2020 Vision Plan (a joint initiative with the City, local colleges/university, and non-profits).  Documents relative to these initiatives can be found on the District’s website:  Staff will provide updates on these initiatives to the Board later this year.


 The following are the steps that were prioritized for immediate action at the January 13 Board meeting.

1.  Development of a communication protocol for notifying/informing all stakeholders, including site personnel, district office/central administrative staff, school site community (students, parents, teachers, staff), district community, and wider community (e.g. outside of District).

Status:  Development of protocols has been placed on the February and March D District’s Communication Committee agendas.

2.  Board policy to address hate crimes and racial harassment which would define and reference protocols.

Status:  Discussed by the Board’s Policy Sub-Committee at the February 4 meeting. Sub-committee reviewed the existing policy; identified the need for administrative regulations and training to guide implementation; and referred to District’s Communication’s Committee.

3.  Development of an Anonymous Reporting System.

Status:  Staff has been reviewing anonymous reporting system options and plans to have a vendor selected by the end of April.

4.  Establishment of policy/protocols outlining roles and responsibilities for police interactions with students (such as parent notification of police/ student interactions,  police protocols to address students and staff on campus).  

Status:  Staff is reviewing protocols from other Districts and has initiated discussions with the City of Berkeley’s City Manager’s Office/Police Department. Placed on the March Board Policy Sub-Committee meeting agenda.

5.  Provision of Safety Officer training/ update expectations, roles and responsibilities

Status: Training scheduled for Spring and Summer 2016.

6. Development of a Restorative Justice Program for implementation in Fall 2016. 

Status: The District’s current budget includes $140,000 for the implementation of a district-wide Restorative Justice Program. The Restorative Justice Program Coordinator was hired by the District at the end of January and is working on developing a district-wide program that will be submitted to the Board for review/approval for implementation starting Fall 2016. Currently, at the middle school, SEEDS Community Resolutions Center provides training for staff in restorative practices and facilitates community conferences with students and sometimes with families. At the elementary school, the District is currently piloting restorative practices at Washington elementary. The District established a Restorative Justice Advisory Committee. In addition to the advisory committee hired a coordinator of behavioral health services that coordinate positive behavior systems, restorative practices and mental health services at K-8.

7. Additional opportunities for Peer-to-Peer Safe Spaces and Courageous Conversations.

Status:  The Berkeley High principal and Superintendent met with the BSU on February 17 to discuss next steps in addressing racism on campus. The discussion included developing a follow up to the December 9 Sankofa Day (as well as ways to increase access to African American/Black curriculum – see below). School site administration and the BSU will work together to develop a series of activities and events for addressing racism for implementation in Spring 2016.

In addition to these steps that were prioritized for immediate implementation at the January 13 Board meeting, other steps include, but are not limited to, the following:

Black Student Union issues

The Black Student Union demands included more African American studies classes, African American history, full funding of the African American Studies Department, recruitment and retention of African American staff, on campus Black Resource Center, and racial sensitivity training for all Berkeley High students.

Status:  Black history curriculum has been made available to K-12 teachers along with links to websites that contain grade level appropriate materials for incorporation in existing courses.  An inventory of libraries has been conducted to ensure African American literature is available to all students. The District will continue to increase the number of African American books in libraries as well as in-class libraries for teachers. In addition, this Spring, high school administrators/counselors will encourage students to sign up for African American Studies classes for high school elective course credit in Fall 2016. 

However, significant progress in incorporating African American (and Ethnic Studies) will be contingent on the restructuring of Berkeley High’s learning communities/master schedule which is currently being developed by Berkeley High’s administration/faculty (and not likely to be implemented until the 2017-18 school year). In the meantime, as a mid-term strategy, District staff is reviewing opportunities to augment existing English and History classes to incorporate more African American/Black perspectives and issues.

The District also hired a consultant to address constraints, obstacles, and opportunities for the recruitment, hiring, and retention of African American and other teachers of color (the current budget includes $60,000 of the designated $80,000 LCAP Supplemental Funding). The work includes interviews with teachers of color (BUSD teachers as well as BUSD teacher-applicants that are working for other Districts), outside agencies such as Teach for America, LA Urban Teacher Residency, Making Waves School, UCB, PLI, SF Urban Teacher Residency and Breakthrough Collaborative; an analysis of BUSD’s teacher hiring/retention process, including recruitment, application, and selection process; and best practices from other districts.

In addition, the District’s professional development schedule includes sessions relating to anti-racism and cultural relevancy/sensitivity in 2015/16. There were three culturally responsive foundational academies held over the summer and late fall.  Each cohort had roughly 30 teachers. The 2016/17 professional development series is in the process of being developed/reviewed to further deepen administrators, teachers, and staff’s cultural competency.

The District has also identified the YMCA Teen Resource Center (across the street from Berkeley High) as a possible location for a Black Student Resource Center and is in on-going discussions with the YMCA about how the Teen Center can be more supportive of African American/Black students.

Other mid-term to long-term strategies either require more time and collaboration with other key stakeholders (such as opening up the master schedule for greater access to African American/Ethnic Studies classes) or require funding in addition to what is currently in the District budget and so have been referred to the District’s LCAP and/or overall budget process as priorities.

Anti-Racism Oversight Task Force

At the January 13 Board meeting, staff suggested the establishment of taskforce to oversee the District’s anti-racism initiatives. As follow-up, staff is making the following proposal regarding the Task Force’s scope, timeline, and composition for Board review/comment/approval. 

The Oversight Task Force’s scope of work is two-fold: 1) make recommendations to District staff on prioritizing short-term, mid-term, and long-term responses to the district-wide issues of racism and cultural competency and 2) provide oversight on the District’s progress in implementing initiatives made in response to the Town Hall meeting/BSU demands. Input/oversight of the District’s full set of initiatives to address the needs of African American/Black students and other targeted student populations is currently being conducted by the Parent Advisory Committee-PAC (LCAP funded programs/initiatives); the 2020 Vision Advisory Committee (consists of District staff, City staff, and community partner representatives, such as from UC Berkeley); as well as the District’s Equity Committee (consists of District administrators and teachers).

Staff proposed that the Task Force consist of a representative from the following organizations/groups: Parents With Children Of African Descent (PCAD); Black Student Union; NAACP; Berkeley Federation of Teachers; and the School Board as well as the following individuals: Berkeley High Principal; Office of Family Engagement Coordinator; Equity Teacher Leader. The Task Force will be headed by the Superintendent with the first meeting to be scheduled no later than the last week of March 2016. The Task Force’s first priority will be to recommend priorities for short-term implementation (initiatives to be conducted by the end of the school year) and to make recommendations for mid-term funding priorities (initiatives to be conducted in 2016-17 School Year) in time for inclusion in the LCAP and budget process. Subsequently, the Task Force would be scheduled to meet once per quarter. All Task Force meetings will be noticed and open to the public.

Racism and its impact in the District is a complex challenge that will require commitment from all stakeholders—the community, District administration, District teachers and staff, and the School Board—to be significantly addressed.  And it will take time as the roots of racism are as deep in Berkeley and its institutions as it is deep in all of American society (the string of racial incidents cannot and should not be seen as isolated events). While it has been the African American/Black community—parents and students—that are most impacted and have therefore been in the forefront of demanding and supporting anti-racism initiatives, addressing racism and its impact is the responsibility of the entire school community and indeed of the entire Berkeley community. It will take on-going courageous conversations among all races and ethnicities in our community, including discussions regarding conscious and unconscious prejudices as well as privilege and non-privilege to truly address racism and its impact in our community as well as on-going commitment to actions to combat racism.  These initiatives are just the beginning of the work to be done.

13.2. Consolidation of Transitional Kindergarten (TK) Programs in SY 2016-17Was edited within 72 hours of the Meeting


TO:             Donald Evans, Ed.D, Superintendent
FROM:       Pasquale Scuderi, Assistant Superintendent for Educational Services
Timothy White, Executive Director of Facilities
DATE:        February 24, 2016
SUBJECT:  Consolidation of Transitional Kindergarten (TK) Programs in SY 2016-2017

Throughout the 2014-2015 school year, the Board and staff engaged in multiple public meetings with staff regarding school capacity and enrollment growth. In light of those conversations, options for addressing and accommodating projected increases in student enrollment over the next few years were presented and discussed with the Board, and ultimately the Board gave direction on short and medium term solutions to accommodate potential enrollment growth.

After flexible classroom spaces were used to address short term growth for 2015-2016, the Board gave direction to staff to plan for the consolidation of our transitional kindergarten programs in SY 2016-2017 as a bridge to longer-term facilities solutions that might include changes to class size, permanent additions to existing school facilities, or the opening of a new school within BUSD.

The current proposal to consolidate would place seven TK sections at the following locations for the 16-17 School year:

  • 2 at Malcolm X
  • 2 at LeConte
  • 3 at the King Child Development Center (CDC)

In order to make this consolidation happen, the initial and general steps are as follows:

  1. King CDC is currently using six of eight classrooms and has one classroom serving as a library and the other as a flexible classroom
  2. In order to house three TK classes at King CDC beginning in the fall of 16-17, staff would have to close one part day preschool program at King and then move two programs to Franklin CDC (this part day closure is also articulated in tonight’s budget priorities document)
  3. These moves would open two classrooms at King CDC and mean that King CDC would be using four of eight classrooms for preschool in SY 2016-2017
  4. Three TK sections would then move to King CDC, which when added to the remaining four preschool sections at King CDC would mean seven of eight spaces would be in use as classrooms and the eighth space could serve as a library/resource/food service space

The composition of room usage for the 8 classrooms at King CDC would then be as follows for the 16-17 school year:


Components and Considerations for the Consolidation Plan at King CDC

Facilities and Food Service

Food service for three TK classrooms at the King CDC campus will require a slight modification to an existing classroom to provide a service line, and to also partition the room so it can be used for food service as well as other resource and program needs throughout the regular school day.  The estimated cost of this modification is $30,000.

While the majority of the food preparation for this new site can be done centrally, additional food service staffing Will be required to do final preparation and feed up to 60 students at the site.  The estimated cost of this additional food-service staffing is $56,000.

In order to ensure that students are adequately supervised and that TK teachers at the new site are provided with their contractually guaranteed duty-free lunch, new supervision staffing Will also be necessary.  The estimated cost of this additional staffing is .

Administration and Supervision

Staff has determined that the most effective way to provide an instructional leader and administrator for the site is to adjust title and compensation of a current preschool administrator and have that administrator assume the responsibilities of supervising the TK program and evaluating the staff.

Preliminary estimates for the cost of adjusting title and compensation is $10,000.

Transportation and After School Program 

Staff is at present actively exploring the best option for after school programming for TK students at King CDC.

Once the site and after school program are paired up with the TK students at King CDC, transportation staff will factor that need into their current schedule.


Approximately $30,000 in capital program/facilities improvements. 

Approximately $55,026 in new staffing: 

  • $33,026 for food services satellite operator.
  • $12,000 for noon supervision.
  • $10,000 to increase title/compensation for TK administrator

Receive the report and authorize the plan and associated costs to consolidate TK at three sites in SY 2016-17.

13.3. Superintendent Recommendations on Budget PrioritiesWas edited within 72 hours of the Meeting


TO:             Donald Evans, Ed.D, Superintendent
FROM:        Javetta Cleveland, Deputy Superintendent
Pasquale Scuderi, Assistant Superintendent, Educational Services
DATE:         February 24, 2016
SUBJECT:  Superintendent's Recommendations on Budget Priorities

Budget Priorities for 2016-17 was presented to the Board on February 10, 2016 for the first reading. Based on input from the Board, staff has added additional detail on the special education and technology items and added operating costs for the consolidation of the transitional kindergarten program. Staff has also added information pertaining to the impact of reducing a classroom on the Child Development Block Grant funding level as proposed in the Governor's proposed January budget. 

The purpose of this board item is to summarize the list of current and competing priorities and to obtain direction from the board for items that the Board is not interested in funding or that may require additional information for consideration. Staff is recommending that some budget requests be presented at the next Board meeting in more detail.  As part of the prior year budget for 2015-16, the Board approved several one-time expenditures to be funded from the District’s base grant funds.  Staff has analyzed these one-time needs and determined if ongoing funding should be allocated starting next school year. The District’s base grant funds have many competing programs and services that will require staff and the Board to evaluate and prioritize funding needs. The District also must ensure that BSEP/Measure A funds will be able to support the purpose defined in the measure through the last year of the measure, fiscal year 2016-17. 

The District’s base grant funding is generated based on average daily attendance (ADA) and supports all of the District’s educational needs.  Although the District’s ongoing base grant funding is being restored with retroactive cost of living adjustments after years of state budget cuts, there are many demands on these funds including negotiations, programmatic needs, inflation and cost of living increases.  In addition, the State’s increase in employer retirement costs of $1 million for STRS and PERS in 2016-17 must be deducted from any additional ongoing funding, and further increases in this area will affect 2017-18 and the subsequent two years.  

The Governor’s January budget provides for $2 million of additional one-time funding that cannot fund ongoing programs and services.  These funds are a reimbursement for programs and services that are reimbursed by the State. These funds are unrestricted, however, the Governor recommends that these funds be used for content standards implementation, technology, professional development, induction programs for beginning teachers and deferred maintenance. The District has not allocated or reserved any one-time funding for fiscal year 2017-18. 

Staff will be analyzing the following needs and bringing back a recommendation for approval by the Board that includes prioritization of needs due to the District’s limited resources. See attachment Proposal for 2016-17 Budget.

Common Core Implementation and Professional Training - $1,333,000 one-time funds

The transition to the Common Core State Standards (CCSS) continues to require additional investments at all grade levels and in most subject areas for professional learning and materials.

Staff is requesting funding for ongoing professional development and instructional coaching relative to new strategies, new curriculum, and key shifts in the approach to mathematics, science, and literacy instruction at elementary, middle, and high school relative to the new core standards. Educational services also seeks to continue the expansion of those learning opportunities for professional growth to the summer, and possibly on evenings and weekends during the school year.

The funds requested will also continue to support the implementation and continued development of the new math program for the high school.

Staff is attaching an updated budget proposal for common core that requests $1,347,340 for the 2016-17 School Year.

During school years 2013-14 and 2014-15, the Board approved use of a State-provided $1.8 million in one-time funds that could be used for CCSS implementation.

The Board most recently approved $935,000 in one time mandated cost reimbursement funds for CCSS implementation in 2015-16.  

There is no guarantee that the State will provide more restricted funding for implementation of Common Core, yet the State has recommended that districts use part or all of the mandated cost reimbursement funds (which are unrestricted and can be used for any educational purpose) to fund resource needs for Common Core. 

Mandated cost reimbursement funding for 2016-17 is estimated to be $2,009,000.  The Board has already reserved $1,190,000 for common core implementation in fiscal year 2016-17 from prior mandated cost reimbursement funds. Staff is seeking Board approval of a $1,347,340 investment in 2016-17.

Staff is also recommending that the Board reserve and an additional  $1,319,000 from the new mandated reimbursement funding for fiscal year 2017-18.

Should additional and/or more specific funding for common core become available between now and January of 2016, staff would obviously seek to first utilize those funds toward the proposed investments in common core and thus preserve more flexible funding like mandated cost reimbursements for other educational expenses.

The CCSS budget proposal is attached.

BSEP/Measure A Class Size Reduction (CSR) Programs - $2,000,000 in one-time cost

The current BSEP/Measure A will sunset at the end of fiscal year 2016-17, and it is necessary to ensure that the funds are sustainable through the end of the measure, while meeting the purposes set out under its terms.

The average teacher cost used to calculate BSEP Class Size Reduction (CSR) funding support to the General Fund remained fairly steady during the time of the State budget crisis, since there were no salary increases. The cost-of-living adjustments (COLA) for the General Fund were also not funded during that time. However, there was additional revenue generated to BSEP by applying the allowable COLA increase to the Measure A tax rate. A COLA of 4.94% in 2008-09 and 4.25% in 2009-10 was applied to increase the tax rate as stipulated in the measure. A decision was made to increase program support, as allowed by the measure, with this additional BSEP CSR revenue.

In 2008-09, $376,540 (3.85 FTE) was added to program support for literacy coaches. 
In 2009-10, $351,675 (3.8 FTE) was added to program support for middle school math CSR and $576,227 (5.5 FTE) was added for Response to Intervention (RtI, formerly ULSS).

Starting in 2013-14, after the passing of Proposition 30, the State initiated a new funding formula (LCFF) that is dedicated to the increasing general fund revenue over eight years to make up for previous reductions. In fiscal year 2013-14, the District began negotiating salary increases for positions that are funded in the general fund and also supported by the BSEP CSR resource. However, since 2013-14, COLAs for BSEP revenues have been at substantially lower rates than previous years (under 2%), and cannot support continued salary increases above the COLA, especially in an environment of 1.85% annual STRS cost increases. The projected COLA for 2016-17 is only 0.47%. In addition to the salary increases, the District has experienced enrollment growth which has increased the number of FTE supported by BSEP CSR.  In 2012-13, the BSEP CSR resource funded 127.46 FTE for classroom teachers; it funded 133.99 FTE in 2014-15, an increase of 6.53 FTE. For 2015-16 the projected FTE is 137.23.

After meeting the class size reduction requirement of BSEP Measure A, the CSR resource is projected to not have enough revenue and reserves to continue to fund the same level of program support that was provided in prior years along salary increases. Based on current BSEP budget model projections, the total CSR revenue is projected to be $16.3 million.  Estimated CSR costs are projected to be $14.8 million to meet class size averages, and the “Page Two” budget is projected at $808,000 for Expanded Course Offerings, $516,000 for Middle School Counseling,  $378,000 for literacy coaches, $183,000 for combo classes, $559,200 for Response to Intervention teachers (RTI) and $1.1 million for indirect cost for a total of 18.3 million.  The projected revenue of $16.3 million is $2 million short of cover all of the CSR cost.  The District reserved $2 million in the budget to support the excess cost in the last year of the measure if there will be no program reductions.  The District has also budgeted to pick up the BSEP CSR’s share of the 3% one-time bonus of $413,000 with the savings in base grant funds due to the new State funding for adult education. 

In fiscal year 2015-16, Staff proposed the use of one-time carryover funds, a combination of Economic Impact Aid (EIA) Replacement Funds, as well as a comparatively small surplus from the Educational Services department to cover some $360,000 in expenses from the BSEP “Page Two” budget to bridge most of a one-year funding gap of $400,000.   An additional $509,000 in CSR’s share of salary increases was also paid for by the District’s base grant funds.

Should the use of $2 million in designated reserves recommended by the Staff not be approved for these purposes, staff will have to make a full or partial reduction in program support and expanded course offerings.

Beginning Teachers BTSA - $278,000 annually for 3 years (EDUCATORS EFFECTIVENESS BLOCK GRANT)

It costs the District approximately $278,000 annually to support our beginning teachers depending on the number of enrollees into the program each year. Currently, there are 64 teacher participants in our district program. The expenses include a BTSA Coordinator at .40 FTE and 64 mentors, in addition to the per participant fee of $2,000 per participant with a BUSD Mentor or $4,000 per participant if matched with a non BUSD Mentor. 

The Educator Effectiveness Block Grant was approved as part of the State Budget in 2015-16 and the one-time funding of $1,035,000 can be used to support the following purposes over the next three years:

• Beginning Teacher and Administrator Support

• Coaching and Support for Improvement

• Standards Based Professional Learning

• Promoting Quality and Effectiveness                                                     

The plan for the Educator’s Effectiveness grant is included in Information Item 14.3 and includes BTSA costs to be paid from that source of funding; this will relieve the base grant funding of this obligation in the amount of $278,000 per year for 3 years for a total of $834,000.

Staff is recommending that BTSA be fully funded annually for the next three school years in the amount not to exceed $278,000 as part of the Educators Effectiveness Grant; this will help to ensure compliance and meet new teacher professional development needs. Based on early data for next school year, it appears that there may only be 50 teachers in the program and therefore, less than $278,000 may be needed for next year.

The Educator’s Effectiveness budget of $1,035,000 includes proposed expenditures for the approximately $200,000 that will remain after the aforementioned induction costs are encumbered.

Theater Manager - $110,000 in ongoing cost

The Theater Manager at Berkeley High School is responsible for all aspects of coordinating, scheduling and supporting the school’s use of the facility, as well as booking, managing and supporting any outside user groups. Berkeley High’s use of the theater facility is extensive, well beyond the school day and into the weekends, limiting the potential for generating revenue from commercial rentals to major holiday breaks and the summer time. The Theater Manager is currently working full time just to manage the needs of the high school, and it is clear that Berkeley High values the space and does not want to cut back on their use. Commercial rentals would increase the workload of the theater staff, but all of those hours could be billable to the user groups at the overtime rate.

Based on the need of have a Theater Manager to support the instructional program at Berkeley High School and ensure student safety in the use of the community theater, staff is requesting ongoing funding of $110,000 a year for this position.

ATOD Prevention and Intervention - $70,000 in one-time cost

For 2014-15 and 2015-16, the City of Berkeley and BUSD agreed to provide matching contributions of $70,000 each towards a contract with New Bridge Foundation to provide the ASPIRE Program, a research-based ATOD (Alcohol, Tobacco, and Other Drugs) prevention and intervention program that includes a therapeutic component and education at Berkeley High School, Longfellow Middle School and King Middle School.

The ASPIRE Program is already offered through New Bridge at Berkeley Technology Academy and Willard Middle School through a grant. The program provides ATOD education and intervention support for students who are in possession and/or under the influence of ATOD while under school jurisdiction. ATOD intervention is used in lieu of suspension whenever feasible and allowed by law. Staff is recommending that this position be funded for fiscal year 2016-17 as city match funding is expected to continue to be paid from mandated cost reimbursement - base grant funds. 

Technology Needs

The twin goals of the Technology Department are: (1) to provide and support technology that supports teaching and learning in schools, and (2) to support systems that make schools operate in a more efficient manner. Digital skills are now a necessity for students at all levels, and providing each student with the opportunity to master these skills is a given in a 21st century school. From an equity lens, ensuring that these skills are taught during the school day ensures all our students are equipped to access the curriculum.

Schools that are leading the way in the use of Chromebooks are planning to move from two students per device this year in grades 3-5 to 1:1 next year. In order to also move to a 1:1 ratio of Chromebooks to students in upper elementary and secondary, a likely model for the district, like many other area districts, will require thought and planning. A workgroup led by Becca Todd and Allison Krasnow is working with upper elementary teachers to align technology resources with the grade level curricula. As part of the Common Core one-time expenses, professional development will be provided in instructional technology.

Listed are some of the large projects that are in process and will require additional resources.

  • Infrastructure build-out to support all students using digital devices. Wifi access points with of the capacity to serve Chromebook as well as other devices are underway. Network switches capable of multiple gigabit connection speeds are being implemented.
  • Replace the phone system. BUSD's phone system (with the exception of the district office) is old and outmoded. Replacement parts are difficult and in some cases impossible to replace. The phone system will need replacing at all schools. Planning has begun to initiate a district-wide replacement project beginning in summer of 2016.
  • Migrate financial and HR systems from a HP3000 server to Linux-based server. Any migration of mission-critical systems needs to be properly managed.
  • Lead district transition from paper-based systems to digital systems. Absence tracking and substitute time accounting are among the systems that could be fully automated with proper leadership and support.
  • Maintain the multiple instructional and non-instructional systems that schools and departments depend on like PowerSchool, Read 180, Destiny, VersaTrans, and many more.

School Technology Needs - $280,000 in one-time cost

There is an additional need for school technology purchases. BSEP is no longer funding basic technology equipment purchases for maintaining the level of technology at schools. This year $80,000 was allocated out of one-time base grant funds for that purpose since cost increases and the new Tech Teacher Leader program have eaten up all money that was previously available for technology purchases in BSEP. At one time the BSEP funds for technology equipment amounted to  $24/student and now it is almost zero. In fiscal year 2017-18, under the new measure, some other mechanism may be found to fund this. An additional $80,000 is needed for school technology purchases in the last year of the measure.

Chromebooks are also needed to improve instructional technology. The focus for fiscal year 2016-17 is to increase the availability of Chromebooks in grades 3 through 12 classrooms. The estimated purchase of 600 chromebooks is estimated to be about $200,000. Staff Is requesting a total of $280,000 from new mandated cost reimbursement  – base grant funds for 2016-17.

Are there an ongoing cost related to Technology hardware?

Berkeley Unified, like nearly all public school districts, is finding that many teachers and students prefer being in a classroom where students have dedicated access to a computing device--usually a Chromebook. Often this is called 1:1, though it is implemented in many ways, and if the devices are classroom-based, they may be in certain classrooms but not others, especially at the secondary level.

Districts which have already moved to a 1:1 model have adopted various strategies. Many are seeding a 1:1 program with one-time funding, and then moving to a BYOD (Bring Your Own Device) model, where families able to provide a device if they are able, and the district provides for other students. In high poverty districts, a share of the supplemental funds are dedicated to 1:1 efforts. 

Berkeley's Education Services department, working in conjunction with the Technology department, has a workgroup which is convening groups of teachers to discuss how best to integrate technology into the curriculum, specific points in each grade level Common Core curriculum where technology skills are called for, as well as the various pros and cons of 1:1 and other models for device deployment in schools. The workgroup has started meeting, and will continue its work in March. This initial workgroup is focusing particularly on upper elementary grades. Similar workgroups are being planned for middle and high school.

The results of these workgroups will inform a plan that will be brought to Board that outlines what an expected multi-year expenditure level of support might be for professional development, computer equipment, and other costs. Therefore, staff is only requesting one-time funding for 2016-17 at this time.  

It should be noted that just 6 years ago, the BSEP fund for technology had $180,000 in ongoing funds devoted to technology in schools; due to increased costs this year the amount was $50,000, which is in insufficient for even maintenance of current technology in schools.

Other Technology Needs -  $55,500 in ongoing cost and $6,500 in one-time cost

The District needs to improve internet bandwidth.  Although the District now has over 1 Gbit of internet access, projecting into next year we will need two Gbits. This requires an ongoing expense of $27,000.  Another need is to providing network security by ensuring every device user logs into the network. This would require $26,500 in one-time cost for first year and an ongoing cost of $20,000.  Our on-going PowerSchool fee has increased because of increasing enrollment for $3,500 and School Messenger fee has increased as we move into text and other methods to contact parents in the amount of $5,000.

Child Development - Reduce a Part-Day Section ($278,000), Transfer a Portion of the Savings to Cover Supervisory Compliance Requirements, and Generate Savings to the General Fund (Ongoing Contribution of $130,000 Generated Savings of $148,000)

The State Regulations under Title V require a 1:8 adult to child ratio at all times.  The District is currently out of compliance, as Child Development Center (CDC) staff must take breaks and lunches, leaving two people for 2 hours and 45 minutes a day in all classes. Compliance necessitates that Instructional Assistants with sufficient early childhood education units (IA ECE) provide the aforementioned release for staff throughout the day. The District must increase its staffing level by 2.6 FTE in Instructional Assistants with the necessary ECE units to meet compliance requirements. 

Staff has performed some additional analysis and is proposing to close a part-day class so as to reduce the district’s ongoing contribution and to repurpose a portion of those savings to cover the costs associated with meeting the required supervision ratios. Last year enrollment in the part-day program was low, and this year the enrollment is even lower. As a result, we are projecting to not earn our contact by approximately 10%.

The current general fund contribution of $278,000 that funds the part-day section is an outlier in the sense that it is extremely rare for districts to make that level of contribution to early childhood costs which state and federal funding almost uniformly cover.

The allocation of $278,000 currently required to run the part-day class will be saved upon closure of that section. Staff is recommending closure of the part day class, and recommending that the first $130,000 of those savings be used to staff an additional 2.6 FTE in IA ECE staff to meet mandated supervisory requirements; the remaining the remaining $148,000 constitutes a savings to the general fund.

The current number of total students would remain fairly stable as open spots in the remaining part-day programs could accommodate most families. 

Older Adult Program Funding - $205,000 (one-time cost 50/50 split between base grant funds and adult education carryover)

In 2015-16, the State budget brought a new stream of revenue dedicated to adult education. The District’s Adult Education Block Grant for 2015-16 is $2,723,819. This new revenue stream has somewhat different requirements and restrictions than previous adult education revenue. The new funding can no longer cover the Older Adult Program which was covered from the prior Adult Education base grant funding used at the same level.

Older Adult Education programs include lifelong learning courses for active seniors as well as frail elderly programs that are often held at retirement or convalescent centers. These programs are in fact fee-based, yet large segments of the students enrolled in these programs receive significantly discounted enrollment fees as a result of lower incomes.

Despite the fact that the programs are fee-based, last year, as in the preceding few years, fees covered only 7% of the total costs of lifelong learning and frail elderly programs combined. Specifically, in 2014-15, the total costs of older adult programs combined were $220,669 while the fees collected totaled $15,410. This year, carryover funds from the previous stream of adult ed revenue, funding that did not have the new restrictions on Older Adult expenditures, was used to cover the approximately $200,000 difference between total program costs and fees collected.

The Adult Education fund’s carryover dollars were used to fund this program in 2015-16 since there was not enough time to address funding with the Board; additionally, the new restrictions were not completely clear until July, when Berkeley Adult School (BAS) had already planned its offerings for the year. The new funding is not to be used to support courses designed for older adults (e.g., exercise, the arts, memory health) which have been consistently offered by BAS for many years.

As a one-year, one-time solution, staff is recommending that a $100,000 contribution from previous, less restricted adult ed revenue be contributed by BAS with a match of $105,000 from the district’s base grant funds. The projected unrestricted adult education carryover at the end of 2015-16 is $250,000.

International Baccalaureate Coordinator  $30,000 in ongoing cost and Increasing Annually to Full Funding

Berkeley High’s International Baccalaureate accreditation requires a full-time IB coordinator. Originally fully funded by a private donor for multiple years, BHS parents and the BHS Development Group worked with site staff to solicit contributions to fund the position over time until the district could assume full funding for the position.

The arrangement and gradual release of funding by parents and private donors outlined in April of 2014 set the following funding expectations:

2014/15 school year $10,000

2015/16 school year $20,000

2016/17 school year $30,000

2017/18 school year $40,000

2018/19 school year full funding

Staff is requesting $30,000 from ongoing base grant funds be applied to the agreement above for the 2015-16 school year.

Emergency Response Trainings – $40,000 in ongoing cost

In 2011, the Transportation Manager wrote a successful grant for $250,000 to provide resources to coordinate Emergency Response Trainings. While the REMS grant provided a good base of training for staff who were present then, staff changes and the need for ongoing training remains.  $40,000 would provide a budget to do three group trainings annually and additional Alice Training for active shooter at the school sites. While one-time funds provided training in 2015-16, an ongoing source of funding for these vital trainings is necessary. The district invested significant facility bond resources towards school safety in 2015; these trainings would provide analogous training for staff.  Staff is requesting $40,000 in ongoing base grant funds.

Transcript Evaluation Services - $20,000 in one-time cost

Currently BUSD does not have an accurate and reliable way to track A-G eligibility for four-year colleges and universities. Given that one of the key indicators of the 20/20 Vision Partnership was college eligibility, the district has an ongoing need to better align our high school course titles and course listings on transcripts with the A-G Doorways provided and managed by the University of California’s Transcript Evaluation Service.  

Currently, UC has provided three years of free transcript evaluation services through the 20/20 partnerships, and progress toward A-G eligibility is available for all students. However, without additional cleanup and alignment efforts, the reliability and accuracy of student progress is compromised. Cleaning and aligning our course titles and course listings means ensuring that the best channel at our disposal to update parents on progress toward 4-year college eligibility during high school remains readily available and accurate. Cleanup is also essential to ensuring that students receive the most accurate interpretation and analysis of their transcripts during the college application process.

According to TES 50% of our courses do not readily align or match with previously submitted and approved A-G course titles. UC Berkeley’s Center for Educational Partnerships has previously worked with OUSD and SFUSD to clean up and align course titles for transcript purposes. UC staff will work with BREA staff and site administrators and counselors in a consultant capacity to perform this work. The contract will include ongoing follow-up and training in order to increase efficiency and decrease error or misalignment moving forward.

Staff is requesting $20,000 in one-time costs to be paid from mandated cost reimbursement - base grant funds. 

Special Education Needs- $180,000 in ongoing cost

Staff is requesting approval to convert 12 limited term instructional assistants to permanent positions to more effectively provide professional development and more consistency in staffing to improve the quality of special education services.  An additional $180,000 from base grant funds will be needed to cover the additional benefit cost for permanent employees.  Staff determined the need based on the following criteria.

Education Code 56040.1

“In accordance with Section 1412(a)(5) of Title 20 of the United States Code and Section 300.114 of Title 34 of the Code of Federal Regulations, each public agency shall ensure the following to address the least restrictive environment for individuals with exceptional needs:

(a) To the maximum extent appropriate, individuals with exceptional needs, including children in public or private institutions or other care facilities, are educated with children who are nondisabled.

(b) Special classes, separate schooling, or other removal of individuals with exceptional needs from the regular educational environment occurs only if the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

One factor contributing to the need for additional Special Education Instructional Aide (IA) FTE is the upward trend of students identified as students with Autism, as reviewed at the October 14 Board meeting presentation. Another factor is the number of students who are being served in District public school settings versus separate, Non-Public School (NPS) settings. In 2012 the number of students served in NPS settings, one of the most restrictive settings available for students, was 72; in 2016 the number decreased to 27 students. This number fluctuates each year depending on the demographics of the students the District serves and the extent to which the District is able to appropriately meet their needs in the lesser restrictive setting of the public school system.

For the past several years the District has relied on temporary, hourly classified staff to support students who are transitioning into the District from a NPS or from a more restrictive setting in another District or state; some of these students have intensive needs. The impact of this limited term staffing has been inconsistent support to students and staff on site. In order to provide more consistent services to students with disabilities in their regular education classrooms, the District is recommending to increase the FTE of permanent Special Education IAs to accommodate the increased number of students with disabilities served in the public school setting.  There has been some difficulty recruiting and maintaining an eligibility list for permanent instructional aides. 

The IDEA, as amended in 2004, allows paraprofessionals who are appropriately trained and supervised, in accordance with state law, regulation, or written policy, to be used to assist in the provision of special education and related services for children with disabilities. Given the increased number of students with disabilities served in the general education setting, the staffing ratio for IAs to support these students has gradually increased to a District-wide average of 1:9. In 2015-16, there were 1007 special education students and 104.5 instructional aides. It is recommended that this District-wide average return to a ratio of 1:8 with the majority of the additional support being provided at the elementary level to support early intervention systems for students with disabilities. Staff is requesting 12 additional permanent instructional assistants to be converted from limited term positions.  There will still be a need to use some limited term instructional assistants to fill any gaps and as need arrives.  There are over 20 limited term instructional assistants being used this year.  With an estimated enrollment of additional instructional assistant staffing, support for students who require intensive behavioral support, is provided on an individualized basis from a Non Public Agency (NPA).

See Attached Analysis of Instructional Assistant staffing by grade and by school for 2014-15 through 2016-17 projections.  

Costs Associated with Consolidating Transitional Kindergarten (TK) Programs- $105,000 in ongoing costs

The consolidation of transitional kindergarten (TK) programs in BUSD for the 2016-2017 school year will require locating 3 sections to the King Child Development Center (CDC). The estimated additional operational costs associated with this move are detailed below. An item presented under separate cover in tonight's agenda provides more extensive information and detail related to the consolidation project. 

  • $33,026 for food services satellite operator.
  • $12,000 for noon supervision.
  • $10,000 to increase title/compensation for TK administrator
  • $50,000 for additional transportation staffing
  • $TBD for Special Education Services (pending mid-March student assignments

Additional costs associated with TK outside the general fund include after school program (17K), capital costs for facilities modifications (30K).

Other Budget Priority Considerations if More Funding Becomes Available

Technology Server Specialist - $110,000-$120,000 in ongoing cost

While the creation of the Technology Supervisor has led to much improved response to technology needs at the schools, there is still a significant lack of capacity to maintain our VMWare server infrastructure, which includes PowerSchool, Print Servers for schools, VersaTrans and Fleet Vision (Transportation), Destiny (Library), Read180 (instructional), Shoretel and Mitel (telephones), Food Service (Nutrition Services), web servers and other servers.  Currently, the server responsibilities are juggled by several people in the Tech Department, but the lack of a clearly identified point person causes issues with timely support and the ability to fix issues quickly. Staff has identified the need for a Server Specialist to support these needs. This position is not fully costed out, but with fringe benefits would likely be $110,000-$120,000.

Additional Registered Nurse (RN)- $120,000 in ongoing cost to be split cost 50/50 with Medi-Cal Collaborative Funding

Due to the significant increase in the number of students with diabetes, and given the new regulations regarding EpiPen maintenance and training, Hearing/Vision screenings, and pre-enrollment immunization requirements, our current 1.0 FTE RN is unable to sustain the needs of these students along with the additional duties to assess, serve, and support students with IEPs who have significant health conditions.

A bill currently pending in legislation proposes a staffing ratio for nurses as 1:750 healthy students. Currently in BUSD the ratio is 1:6,500 (K-8 only).

Staff is identifying a need for an additional 1.0 FTE for another District Registered Nurse (RN) for 120,000 including benefits to be split 50/50 with Medi-Cal Collaborative funding. 

Occupational Therapist (OT)  - Ongoing $100,000 in ongoing cost split cost 50/50 with Medi-Cal Collaborative Funding

Currently Special Education staffs 5.0 FTE for occupational therapist service providers (1.0 of this FTE is for an Assistive Technology specialist) + 1.0 FTE for a Certified Occupational Therapy Assistant (COTA) to serve students with IEPs. However, there is a significant need for OTs to provide services to students who do not have an IEP via RtI support, teacher training or for 504 plan services. Currently the SpEd OTs serve 25% of their time addressing general education student & staff needs which takes away their available time to serve students with IEPs who require their services.

Staff is identifying a need for an additional 1.0 FTE for another Occupational Therapist (OT) for $100,000 including benefits to be split 50/50 with Medi-Cal Collaborative funding. 

Human Resources Generalist - $128,000 in ongoing cost

The Payroll Department performs some of the duties that should be performed in Human Resources.  This has been a concern for many years but there have not been enough resources in Human Resources to address it.  The job functions that Payroll performs on behalf of Human Resources include employee setups in the system, salary schedules, and STRS and PERS monitoring and compliance.  Based on auditing standards, there should be a segregation of duties between employment processing of new hires and processing of payroll.  Currently Payroll performs both sides of the transaction due to the lack of resources in Human Resources to perform this function.  The compensating control is that HR provides a supporting document to payroll for the salary placement for Payroll staff to input the information on their behalf, which creates a lot of unnecessary paperwork.  In other Districts, the employee setup in the system is performed in Human Resources.  The input of employee setups by Human Resources will prevent duplication of work and reduce the volume of paperwork flowing between departments.  Payroll operates with a Payroll Supervisor and two Payroll Specialist and due to the enormous workflow have not been able to ensure accuracy with salary payment and STRS and PERS reporting.  The District was recently audited and many discrepancies were noted with the STRS and PERS reporting in that Human Resources should be monitoring and processing.

Compared to most school districts with the size of Berkeley’s budget, the Human Resource department is larger and contain more than one HR Generalist.  The HR Generalist will focus on transactional and administrative duties to increase the efficiency of customer service delivery.  A Generalist assists senior management by providing human resources services including talent acquisition, employment processing, compensation management, training and development and records management.  In addition, develops human resources solutions by collecting and analyzing information and recommending courses of action.  This includes organizational data maintenance, leveraging knowledge base to troubleshoot and resolve a variety of system challenges, conducting regular audits and reconciling data to ensure accuracy, leveraging workflow tools, and collaborating with other departments to establish sound operational systems and procedures. The Generalist prepares reports by collecting, analyzing and summarizing data and trends. The Generalist also ensures compliance with federal, state and local legal requirements including STRS and PERS by studying existing and new legislation, anticipating legislation and enforcing adherence to requirements and advising management on needed actions.  Staff is identifying the need for an HR Generalist in Human Resources for $128,000 including benefits.

Lead Positions in Fiscal Services - $17,000 in ongoing cost

There are several Departments within Fiscal services that only have three employees and are heavily impacted with one person taking on a lead role in supporting the review, support of other employees within the Department.  Theses employees perform job functions that support the Supervisors in a lead capacity and support the team when the Supervisor is absent.  These Departments include Payroll, Accounts Payable and Risk Management.  Staff is identifying a need for three lead positions that would need to be approved by the Personnel Commission to pay an additional 10%.  The total ongoing cost impact is $17,000.  These lead position may be able to be funded within the current budget without an additional need for base grant funds.  Staff will make this determination while uploading the new budget. 

The District has limited ongoing base grant funding. The increase in base grant funding is $1.5 million for 2016-17. However, there are also increasing costs including step and column, inflation (CPI), and increases in employer-paid retirement costs of $1 million for STRS and PERS due to the State’s increase in rates.  Employer-paid retirement costs are scheduled to increase another $1 million in fiscal year 2017-18.  After the impact of the Governor’s January Budget and multi-year projections, the District is projected to have a structural deficit in the amount of $180,000 in 2016-17 after removing the impact of one-time revenue and expenditures and end the year with a fund balance of $4.5 million.  These numbers can change up or down by the time the budget is actually adopted based on the Governor’s May Revision, enrollment projections and other key assumptions not available at this time.  Staff recognizes that based on the current projections and deficit spending needs to be monitored.  Staff worked to limit the amount of proposed new expenditures while acknowledging that there are some ongoing needs that may not have a funding source. 

The Staff recommendation will cost $398,904 in ongoing base funding and will add to deficit spending in the unrestricted general fund. With the proposed ongoing budget recommendations, the projected deficit spending will grow to a projected $578,904. The staff recommendation also includes a request for $355,840 in one-time funds from new mandated cost reimbursement revenue for 2016-17 and $3,190,000 from the unrestricted general fund reserve that was specifically designated by the Board for common core and program support/ECO needed due to shortage of BSEP funds in the last year of the measure. The $3,190,000 for common core and program support/ECO has already been projected in the expenditure budget for 2016-17 and is not a part of the projected undesignated ending fund balance of $4.5 million.  Therefore, the impact of the projected deficit spending of $576,904 and additional one-time needs of $355,840 will reduce the undesignated ending fund balance from $4.5 million to about $3.6 million. Staff is also recommending that the Board reserve another $1,319,000 for common core implementation needs in 2017-18 that will leave a projected undesignated balance of $2.3 million at the end of the 2016-17.

The demands for unrestricted general funding include many competing programs and services; funding is limited. Staff in conjunction with the Board will need to prioritize District programs and make trade-offs to ensure that the programs and services due not create unmanageable structural deficit.

Receive for Information and provide direction staff on program and support cost that should or should not be moved forward for action.

2 ADA SpEd
IA Ratio
Preliminary CCSS Budget 16-17
Proposal for 2016-17 Budget
14. Information Items
14.1. Measure H Financial Update (Second Interim FY 2015)


TO:              Donald Evans, Ed., Superintendent
FROM:        Timothy White, Executive Director of Facilities 
DATE:         February 24, 2016
SUBJECT:  Measure H Second Quarter FY 2016 Report


This report is an update of the Maintenance Department for the second quarter of the 2016 Fiscal Year.  The reporting period covers October 1, 2015 through December 31, 2015. The stated goals of the Annual Plan are not listed in this report, but certain areas of these goals will be referred to as we evaluate progress in these areas. We will also continue to report on specific areas of previously approved Plans as we make progress on those goals. 


The Committee received the 2015/16 Annual Plan, Measure H First Quarter FY 2016 Report, and Measure H Financial Update.   


The Committee did not meet during this period.


In early October, the evening shift returned to its school year plan of visiting schools as a group.  As of December 31, they have visited fifteen sites. 

The fire marshal sent six new reports.  Three had infractions and three did not. Of the three with infractions one is clear and two are being worked on. 

The State elevator inspection department is still behind in their inspections.  They have informed us that it is acceptable to continue to operate the elevators until they can complete their inspections. They performed nine inspections during this period of time, and all had some infractions. We have completed work on six of those elevators and are still working on the other three. 


All maintenance personnel and custodians (except several at Berkeley High) received training on October 12th.  There were various subjects, including hazardous waste handling and Mandated Reporter training which is required by law.  


Fall is tree pruning season. Our crews are pruning all young trees.Many of our fields are closed as needed during rainy days in order to protect them from damage.   


We plan to buy two new vehicles this year.      


                  Total                                                  41.64 FTE                      

We do not detail the 5% of head custodians charged to the Measure H Fund in the chart above. 


The Measure H 2nd Interim Plan for FY 2016 will be presented to the Committee and the Board by mid-March.  As anticipated, there was a fairly large balance at the end of last year. 


Custodial meetings are continuing. There are a number of custodian vacancies for which we are testing. We expect that they will be filled in the next few months. 


There is nothing to report at this time. 


Measure H First Quarter Report indicated in error that Staff had processed 101 permits from July 1st to September 31st and received $62,855 in gross revenue.  The correct number of permits processed in the First Quarter is 90 with $56,401.41 gross revenue received.  

Staff processed 93 permits from October 1st to December 31st.  The gross revenue received in this time period was $82,015.31.     


We have been continuing our efforts to increase recycling and reduce solid waste and have had great success.  Our waste reduction efforts are beginning to show positive results by way of savings to the District.     


We received a citation from the City of Berkeley for violations at Berkeley High School inside the Science Department.  We are in the process of mitigating the damages and are well on our way to being in compliance with the City.      

14.2. Facilities Plan Update


TO:              Donald Evans, Ed.D, Superintendent
FROM:        Timothy E. White, Executive Director of Facilities
DATE:         February 24, 2016
SUBJECT: Facilities Plan Update 

This report is an update of the Facilities Construction Plan approved by the Board on March 12, 2014.  Data in this report are current as of

February 12, 2016. This report includes updates of all active construction projects.  Maintenance projects are detailed in the Maintenance Quarterly Reports.   

Facilities Plan Update February 2016
14.3. Educators Effectiveness Block Grant


TO:      Donald Evans, Ed.D, Superintendent
FROM:    Pasquale Scuderi, Assistant Superintendent for Educational Services
DATE:     February 24, 2016
SUBJECT:      Educators Effectiveness Block Grant  (First Reading)

The 2015 state budget included one-time funds for the support of educators and their practice through the Educator Effectiveness Block Grant. These funds are intended to support the professional development of certificated teachers, administrators, and paraprofessional educators over three fiscal years. The current state allocation for Berkeley Unified is $1,099,300.

State guidelines require staff to develop and adopt a plan delineating how the Educator Effectiveness funds will be spent.

On or before July 1, 2018, a detailed expenditure report must be submitted to the California Department of Education (CDE), including, but not limited to, specific purchases made and the number of teachers, administrators, or paraprofessional educators that received professional development.

Funds can be expended in any of the following areas:

Area 1: Beginning Teacher Support: Support and mentoring, including, but not limited for programs to meet teacher induction requirements (formerly known as BTSA)  

Area 2: Professional Improvement: Professional development, coaching, and support for teachers identified as needing improvement, including Peer Assistance and Review (PAR)  

Area 3: Content Standards: Professional Development for teachers and administrators aligned to state adopted content standards (Common Core State Standards in Math and English

Language Arts, Next Generation Science Standards, English Language Development Standards, Career Technical Education Standards, and future standards in other subject areas, including history and social science, social and emotional learning, and visual and performing arts)  

Area 4: Coaching and Training: To promote educator quality and success, including, but not limited to, professional development for administrators on mentoring and coaching certificated staff to support effective teaching and learning

Educational services is recommending the following allocations be reserved for use  for the purposes and in the amounts reflected in the table below.

EDUCATORS EFFECTIVENESS BLOCK-GRANT: 2015-2016 through 2017-2018

BTSA $834,000

Staff is proposing covering the annual cost of the Beginning Teacher Support and Assessment program (BTSA), a state-required teacher induction program, through these one-time funds for three school years beginning with 2015-2016. This estimated annual expense of $278,000 results in a three-year total of $834,000 to be paid by the block grant funds. Placing this expense within the block grant relieves the general fund, at least for the three-year period ending in June of 2018, of the costs of the induction program.

Below is a table which reflects the detailed annual costs of the BTSA program. NOTE that personnel cost variances as well as variances from year to year in the number of teachers participating will impact the overall annual costs.

New Teacher Professional Learning $27,000

In addition to the required induction supports provided through BTSA, staff is proposing to set aside funds to enhance support for new teachers in the areas of classroom management and curriculum. Staff is proposing to designate this funding for these general purposes and make determinations about specific providers, vendors, or trainings in these areas  in collaboration with principals as well as the Berkeley Federation of Teachers.

In terms of curriculum, staff has identified the need to provide a greater depth of initial training or onboarding with new teachers as it pertains to district adopted materials; the elementary reading and writing program, and the middle school math program (ASOU) as well as the high school’s Mathematics Vision Project (MVP).

Middle School ELA $140,000

Staff is recommending a concentrated investment in personnel and professional learning to adopt curriculum, build capacity in middle school teachers, and support the continuous improvement of ELA instruction and academic literacy in grades 6 through 8.

Used in tandem with the concurrent investment of 2.2 in middle school literacy coaching supported by CCSS funding, staff intends to add central staffing to coordinate with site literacy coaches and principals on the following goals:

  • support adoption of a universal reading and writing curriculum at BUSD middle schools
  • increase capacity to provide demonstration lessons and in-class coaching
  • centralize the organizational responsibilities of curriculum planning, mapping, and assessment coordination (free up site staff to do additional small group reading support)

In tandem with the support for middle school literacy provided by CCSS the additional $140,000 proposed here through the block grant would concentrate the following resources toward professional and curriculum development in english language arts across all three middle schools.

As a member of the BUSD Professional Development team, the District Middle School Literacy TSA will:

  • Provide professional development for pilot ELA programs for middle school adoption
  • Provide professional development in the use of CDE rubrics for ELA Adoption and transition to newly adopted curriculum

Provide professional development to:

  • ELA Department Chairs
  • Middle School Lit Coaches at regular weekly meetings
  • Interventionists- RTI, ELD, Lit Coaches- in intervention and literacy programs
  • ELA teachers- 5 collaboration sessions, 2 Staff Development Days, Assessment scoring days
  • Content area teachers - integrating non-fiction reading and writing
  • Principals, Vice-Principals, District Office Staff on Common Core Standards and best practices in middle school literacy

Cultural Work and Equity Strategies $60,000

Staff is committed to continued expansion of development opportunities for staff in the areas of cultural responsiveness and cultural competency. Several staff members have participated in facilitated professional learning in this area via foundational cultural competency academies. Staff is interested in both the possibility of continuing that work as well as exploring new trainings and practices that systematically improve our faculty and staff’s ability to develop new perspectives and strategies to work more effectively on behalf of students in cross-cultural situations.

Additionally these funds will support expanded trainings in and mastery of specific classroom strategies that improve the probability of equitable student participation and outcomes through deliberate practices and strategies situated within the classroom.

Principal and Administrator Trainings $30,000

Staff recommends sustaining opportunities for professional learning for our instructional leaders throughout the school year and summer. Improving instructional leadership through areas like supervision and evaluation, managing challenging or courageous conversation, developing deeper expertise on adopted curriculum, and a host of other topics may be explored with these funds.

This past summer principals attended workshops at UCLA, Harvard, and the University of North Carolina, and staff believes a continued set of summer and mid-year opportunities for school leaders is critical.

Instructional Assistant (IA) Development $8,300

Our paraprofessionals often work with vulnerable students facing significant learning challenges and staff increasingly wants to support their development of practice in their work with students. Introductions to the basics of the curriculum they are supporting students in as well as increased positive behavior strategies that often facilitate greater engagement and participation for some students are among the areas we plan to focus on for Instructional Assistants.

Senate Bill 103, Section 8 (Chapter 324, Statutes of 2015)

$1,099,300.00 in one-time funding to be spent before June 0f 2018.

Approve the recommendation for investments in the purposes outlined in this document between now and June of 2018. 

15. Open Session Public Testimony (2nd Opportunity)
Quick Summary / Abstract:

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
Quick Summary / Abstract:
Board members and the Superintendent are given the opportunity to address any issue.  
17. Board Meeting Self-Evaluation
Quick Summary / Abstract:
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

The resubmit was successful.