The Presiding Officer will call the meeting to order at 6:15p.m. before the Board Recesses to Closed Session.  The Regular Meeting will convene by 7:30 p.m. 

Persons wishing to address the Board should fill out a green speaker card.  Cards turned in by 6:00 p.m. will be given priority. Speakers will be randomly selected based on topic and position, with BUSD students generally given priority. Public Testimony is limited to 15 minutes with a 3-minute limit per speaker per topic although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President. 

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

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

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

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

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:          Donald Evans, Ed.D., Superintendent
FROM:     Evelyn Tamondong-Bradley, Assistant Superintendent, HR
DATE:       November 1, 2017
SUBJECT:      Approval of Human Resources Reports

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

BERKELEY UNIFIED SCHOOL DISTRICT

TO:            Donald Evans, Ed. D., Superintendent
FROM:        Pauline Follansbee, Interim Asst. Superintendent of Business Services
DATE:        November 1, 2017
SUBJECT:   Approval of Contracts/Purchase Orders for Services  Contracts

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

1. United California Glass and Door to provide door and gate repair services for the Maintenance Department for the period from 7/1/17 – 6/30/18. The cost will not exceed $12,000. To be paid from Measure H. Requested by Steve Collins.

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

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

     BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Donald Evans, Ed.D., Superintendent
FROM:        Pasquale Scuderi, Associate Superintendent, Educational Services
DATE:         November 1, 2017
SUBJECT:   Approval of Overnight Field Trip Requests

BACKGROUND INFORMATION
The following overnight field trips are being requested:

Petaluma Adobe Historic State Park, Petaluma, CA, November 14-15, 2017
Approve participation of 27 fourth grade students, one teacher, and 13 other adults from Cragmont Elementary School on a two-day, one-night field trip to Petaluma Adobe Historic State Park and Sonoma Mission. The group will depart Cragmont Elementary at 9:15 a.m. on Tuesday, November 14^th, and return at 2:00 p.m. on Wednesday, November 15, 2017. Students will participate in a living history program experiencing examples of life and activities from the California Rancho Period. BUSD will provide transportation.  Students will sleep in supervised, gender specific areas in the Fandango Room. The $1,500 cost for this trip is being paid from parent donations. No student will be denied access based on inability to pay. Requested by, Michelle Sinclair, Cragmont Principal. 

Coloma Outdoor Discovery School, Coloma, CA, January 22-23, 2018
Approve participation of 57 fourth grade students, two teachers and eight other adults from Oxford Elementary School on a two-day, one-night field trip to Coloma Outdoor Discovery School. (CODS) The group will depart Oxford Elementary at 8:00 a.m. on Monday, January 22nd, and return at 3:30 p.m. on Tuesday, January 23, 2018. CODS integrates California history and common core standards while celebrating the culture, music, and folklore of the Gold Rush. Students go back in time to learn about being a miner through various hands-on experiences. This field trip will provide significant background knowledge for two major reading and writing non-fiction units during the springtime that are themed around the Gold Rush. BUSD will provide transportation. Students will sleep in supervised, gender specific small cabins. The cost of $180 per student is being paid by a Berkeley Public Schools Fund grant, PTA funds and parent donations. No student will be denied access based on inability to pay. Requested by, Beth Rhine, Oxford Principal.

Petaluma Adobe Historic State Park, Petaluma, CA, February 20-21, 2018
Approve participation of 26 fourth grade students, one teacher and nine other adults from Cragmont Elementary School on a two-day, one-night field trip to Petaluma Adobe Historic State Park and Sonoma Mission. The group will depart Cragmont Elementary at 9:00 a.m. on Tuesday, February 20th, and return at 12:00 p.m. on Wednesday, February 21, 2018. Students will participate in a living history program, experiencing examples of life and activities from the California Rancho Period. BUSD will provide transportation.  Students will sleep in supervised, gender specific areas in the Fandango Room. The $1,500 cost for this trip is being paid from parent donations. No student will be denied access based on inability to pay. Requested by, Michelle Sinclair, Cragmont Principal.

Sierra Outdoor School, Sonora, CA, May 9-11, 2018
Approve participation of 58 4th grade students, six teachers, and eight other adults from LeConte Elementary School on a three-day, two-night field trip to the Sierra Outdoor School in Sonora, CA.  The group will depart LeConte at 7:15 a.m. on Wednesday, May 9, and return on Friday, May 11, 2018 at 3:00 p.m. Michael's Transportation Services will provide transportation. Students will learn about the historic significance of the gold rush and its effect upon the environment. Students will be housed in gender specific dorms. The cost of $175 per student is being paid by the LeConte PTA funds and parent donations. No student will be denied access based on inability to pay. Requested by: Veronica Valerio, LeConte Principal.

POLICY/CODE
Education Code 35330
Board Policy 6153

FISCAL IMPACT
As indicated above.

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

BERKELEY UNIFIED SCHOOL DISTRICT

TO:             Board of Education
FROM:       Board Policy Subcommittee
DATE:        November 1, 2017
SUBJECT:  Board Policy 3101 (Reserve) 

BACKGROUND INFORMATION:
State law requires that Berkeley USD maintain a special fund for a reserve for economic uncertainty of 3 percent of the District’s combined (Funds 1-8) general fund expenditures. Board Policy 3101 would formally establish this requirement and establish an additional reserve, referred to in the policy as a “committed reserve,” of 1 percent of the District’s combined (Funds 1-8) general fund expenditures. The committed reserve would benefit Berkeley USD by providing an extra cushion in times of financial distress and helping maintain Berkeley’s excellent credit rating, thereby saving taxpayer dollars. 

Under BP 3101, the Board would be required to place funds into the committed reserve if all of the following conditions are met:

• The committed reserve is less than 1 percent of the District’s combined general fund expenditures,
• The most recent adopted budget received a positive certification, and
• The unaudited actuals show that there are unassigned funds above 2% of combined general fund expenditures 

  The basic intent of these conditions is to have the Board place funds into the committed reserve only when the committed reserve is below the 1 percent ceiling and when Berkeley USD’s fiscal situation is strong. 

  When the Board does place funds into the committed reserve, BP 3101 dictates that it should be half of any increase in Fund 01 (General Fund) from the estimated actuals (which are typically published in June of each year) to the unaudited actuals (which are typically published in September of each year). 

  Under BP 3101, the Board would be able to uncommit funds from the committed reserve only under one of the following conditions: 

• It is projected that the District’s 3-year multiyear budget will be deemed to be qualified or negative by the County Office of Education
• It is projected that the District may need to make mid-year layoffs
• It is projected that the District’s combined state and federal revenue is reduced in the middle of a fiscal year
• Average Daily Attendance at P-1 is significantly below projections
• The Superintendent’s Budget Advisory Committee recommends doing so
• All five elected members of the Board vote to do so

The Policy Subcommittee held extensive discussions on this policy on June 6, 2017, August 25, 2017, and September 15, 2017.

POLICY/CODE:
Education Code: 33128
CA Code of Regulations: 15450 

FISCAL IMPACT:
No immediate fiscal impact, but over time 1 percent of the District’s combined (Funds 1-8) general fund expenditures would be set aside in the committed reserve. 

STAFF RECOMMENDATION:
Approve Board Policy 3101 (Reserve).

BERKELEY UNIFIED SCHOOL DISTRICT

TO:            Donald Evans, Ed.D., Superintendent
FROM:          Lisa Graham, Director, Special Education
DATE:           November 1, 2017
SUBJECT:      Approval of Master Contracts for Nonpublic Agency Services for the 2017-18 School Year 

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

POLICY/CODE:
Education Code 39800
Board Policy 3310         

FISCAL IMPACT:
The fiscal impact of these services is estimated not to exceed $181,676 funded from the Special Education Budget.

STAFF RECOMMENDATION:
Approve the Master Contract for the Nonpublic Agency listed above.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Donald Evans, Ed.D, Superintendent
FROM:          Lisa Graham, Director, Special Education
DATE:           November 1, 2017
SUBJECT:     Approval of Master Contracts for Nonpublic School for the 2017-2018 School Year

BACKGROUND INFORMATION:
The District contracts with nonpublic schools, when necessary to provide an appropriate placement, special education and/or related services if no appropriate public education program is available.  For students requiring nonpublic school day programs, the cost is for tuition for the educational program and services. An individual service agreement (ISA) is developed for each student to whom the service provider is to provide special education or related services. 

Transportation costs are included in the special education transportation budget.  All nonpublic schools must be approved by the California Department of Education. Services are provided pursuant to Ed. Code Section 56034 and 56366. Students enrolled in nonpublic schools are deemed enrolled in public schools.  

POLICY/CODE:
Education Code 39800
Board Policy 3310         

FISCAL IMPACT:
The fiscal impact of these services is estimated not to exceed $290,297 funded from the Special Education Budget.

STAFF RECOMMENDATION:
Approve the Master Contract for the Nonpublic School listed above.

BERKELEY UNIFIED SCHOOL DISTRICT 

TO: Donald Evans, Ed.D, Superintendent
FROM: Pasquale Scuderi, Associate Superintendent, Ed Services
DATE: November 1, 2017
SUBJECT: Future Options for Berkeley Technology Academy (BTA)

BACKGROUND INFORMATION:
Berkeley Technology Academy (BTA) has a dedicated staff and administration, but continues to struggle with enrollment. Tonight, we look forward to a discussion about two proposals that staff has developed regarding the future of BTA.

Current Enrollment and Staffing

With about 50 students enrolled in total, and an attendance rate of roughly 70%, our recent physical head counts reveal that between 12 and 15 students are attending in the mornings with an average of 30 students total on campus in the afternoon. More students are on campus for the afternoon blocks, and state law allows continuation students to be marked present for the day if they are in attendance for 180 minutes during that day.

Multiyear data confirms that enrollment has steadily declined over a 10-year period from a high of about 115 students in 2011 to approximately 50 students currently enrolled.

As for staffing, we currently assign BTA 8.0 FTE for Teachers, 1 Principal, 2 School Safety Officers, a full-time counselor, a Special Education case manager, and a Student Welfare and Attendance specialist.

Significantly, there are approximately 100 students enrolled at Berkeley High at any one time who have similar academic profiles to the students at BTA.  While these students are being served in various ways at Berkeley High, they are not receiving the benefit of the disproportionate District resources that are being allocated to BTA. Many students with credit deficiencies are staying at BHS and accessing after-school or before school credit recovery opportunities that are available at BHS, or simply choosing not to transfer.

Brief Background

In 2006, the  Board approved a program that was called a “continuation high school,” yet at the time the Board also described the program as a UC/CSU prep program, which is generally thought of as a different kind of program than a continuation high school.  The on-the-ground reality is that BTA has been operating as a traditional continuation high school in that the vast majority of BTA students for several years now are receiving high school diplomas but are not meeting UC/CSU Eligibility at the end of their K-12 experience.

Acknowledging this reality is not meant in any way to disparage the accomplishment that a high school diploma represents for these graduates, particularly when one considers where many of them were academically after their first few years of high school. Staff points this fact out to observe that if the significant overstaffing that has been allocated to BTA in the last several years (current staffing is 6.3 students to every 1 teacher) is justified in part by an attempt to maintain the option for students to both recover credits for high school graduation and also become eligible for 4-year institutions, we are not meeting those goals.  Indeed, in the past three years, roughly 3 BTA seniors have graduated with A-G eligibility, many of whom returned to BHS before graduation.

Staff believes that significant changes in the structure and goals of BTA must be given deeper consideration for the 2018-2019 school year.

We must also consider that the resources we are currently allocating to what many would consider some of the most vulnerable students in our District are simply not getting to them because they are not enrolling at BTA, and a rerouting of those resources to kids with comparable challenges, in high school and also earlier on the K-12 continuum, might very well serve our equity goals better than current allocations and may also be a fiscally responsible move.

Staff would like to present to the Board what we believe are two options worth discussion and consideration relative to BTA moving forward. At the moment, staff is inclined to favor Option 2,  but we are open to input from the Board and the community.

Option 1: Involuntary Transfer Policy

If the desire is to keep BTA running and staffed with its current level of resources, staff believes voluntary transfers and active recruiting (something we have done much more of in the last year) have not made a significant difference.

This option then would be to adopt an involuntary transfer policy that would send students to BTA for not meeting behavioral standards and/or attendance issues.

California law (i.e., the Education Ed Code), excerpted below, gives the general provisions around which we would develop an involuntary transfer policy.

One aspect we are still researching is whether it is permissible to include credit-deficiency along with attendance and/or behavior as criteria for involuntary transfer.

Ed Code Provisions Around Involuntary Transfers 48432.5.  

The governing board of each high school or unified school district which assigns pupils to continuation schools shall adopt rules and regulations governing procedures for the involuntary transfer of pupils to continuation schools.

Such rules and regulations shall provide that written notice be given to the pupil and the pupil’s parent or guardian informing them of the opportunity to request a meeting with a designee of the district superintendent prior to the transfer.

At the meeting, the pupil or the pupil’s parent or guardian shall be informed of the specific facts and reasons for the proposed transfer and shall have the opportunity to inspect all documents relied upon, question any evidence and witnesses presented and present evidence on the pupil’s behalf. The pupil may designate one or more representatives and witnesses to be present with him or her at the meeting.

A decision to transfer the pupil involuntarily shall be based on a finding that the pupil (a) committed an act enumerated in Section 48900, or (b) has been habitually truant or irregular in attendance from instruction upon which he or she is lawfully required to attend.

The decision to transfer shall be in writing, stating the facts and reasons for the decision, and sent to the pupil and the pupil’s parent or guardian. It shall indicate whether the decision is subject to periodic review and the procedure therefore.

None of the persons involved in the final decision to make an involuntary transfer of a pupil to a continuation school shall be a member of the staff of the school in which the pupil is enrolled at the time that the decision is made.

A pupil, with the concurrence of a designee of the district superintendent, may transfer voluntarily to a continuation school in order to receive special attention such as individualized instruction.

Involuntary transfer to a continuation school shall be imposed only when other means fail to bring about pupil improvement; provided that a pupil may be involuntarily transferred the first time he or she commits an act enumerated in Section 48900 if the principal determines that the pupil’s presence causes a danger to persons or property or threatens to disrupt the instructional process.

No involuntary transfer to a continuation school shall extend beyond the end of the semester following the semester during which the acts leading directly to the involuntary transfer occurred unless the local governing board adopts a procedure for yearly review of the involuntary transfer conducted pursuant to this section at the request of the pupil or the pupil’s parent or guardian.

A pupil who has voluntarily transferred to a continuation school shall have the right to return to the regular high school at the beginning of the following school year and with the consent of a designee of the district superintendent, may return at any time.

(Added by Stats. 1978, Ch. 668.)

In general, creating an involuntary transfer system to increase enrollment at BTA would require a clear, fair, and uniformly applied system and process. Of note also is the fact that Ed Code does not allow final decisions on involuntary transfers to be made by staff at the school from which a student is being involuntarily transferred.

Additionally, Ed Code elsewhere notes that involuntary transfer policies must not yield disproportionate impact on students in just one or two demographic groups, or rather that they should reflect proportionality to the district as a whole. At present, a review of potential students who would be eligible for involuntary transfer would potentially run afoul of the law.

Option 2: Reorganization of BTA and Independent Study

Staff has been exploring the potential reorganization of the Independent Study (IS) and BTA programs recently in light of forthcoming budget cuts.  This option would bring BTA staffing down to proportionate levels, and allow us to redirect significant resources in a way that may better serve the students most in need of increased support.

We are currently giving consideration to an idea of having a single administrator run the two programs -- BTA and IS -- on the current campus that serves both programs.

To illustrate the possibilities for reorganization as well as the current overstaffing at BTA, a look at both sites current staffing levels is instructive:

Current Independent Study Staffing (Approx 140 students)

BIS Coordinator 1.0

Clerical Staff 1.0

14 Teachers (permanent and temporary -includes full and part time)

Current Berkeley Technology Academy Staffing (Approximately 51 students)

BTA Principal 1.0

Clerical Staff 1.0

Counselor 1.0

Teachers 8.0

Safety Officers 2.0

Student Welfare and Attendance Coordinator 1.0

A reorganization or merging of some staffing in both programs could generate an overall savings and utilize the following management and support staff model:

Berkeley Alternative Programs 

Principal of Alternative Programs 1.0

Clerical Staff 1.0

Counselor 1.0

Safety Officer 1.0

(Note this proposal would retain a counseling position to support Independent Study)

In addition, we could reduce BTA teacher staffing to 5.0

The overall savings by position that this could create would be:

3.0 BTA Teachers

1.0 Administrator

1.0 Safety Officer

1.0 Clerical Position

The total annual ongoing savings from these 6 positions would be approximately $450,000. $200,000 would be General Fund savings, and $250,000 would be savings from BSEP.  This savings would alleviate some of the the need for difficult cuts across the District, and would also allow us to redirect resources towards targeted students.  For example, one of the most expensive aspects of the BHS Redesign is the Academic Support class for high needs students.  Savings from a reallocation of funds that are currently going to disproportionate BTA staffing could help pay for this new expense at the high school.

This savings would create an opportunity to reroute some of that BSEP support to cover costs related to other programs and supports for similarly-situated students, i.e., students who meet the academic profile of BTA students but are not enrolled at BTA.

Clarifying that BTA is a Continuation/High School Diploma Program

Making Option 2 work would require clearly redefining BTA as a continuation school/high school diploma program.  Since this is essentially how the program has been functioning, and reflects the outcomes we have been generating, what follows are some of the basics of what officially defining BTA as a continuation/HS diploma program would entail:

First, some background from CDE:

Continuation education is an alternative high school diploma program. It is for students who are sixteen years of age or older, have not graduated from high school, are still required to attend school, and who are at risk of not graduating.

Many students in continuation education are behind in high school credits. Others may need a flexible school schedule because they have jobs outside of school. Some students choose continuation education because of family needs or other circumstances.

Students who attend continuation high schools must spend at least 15 hours per week or three hours per day at school. They take courses that are required for graduation. They also receive guidance and career counseling. Some programs offer independent study, job-placement services, and concurrent enrollment in community college.

Specific Changes to BTA’s Current Program

To be clear, we believe the outcomes under Option 2 will be the same as the current outcomes for BTA. However, under this option, we would adjust the graduation requirements toward the state minimum for a High School Diploma to 130 or possibly to 150, the latter if we wanted to add a custom requirement like CTE, etc.

If staffing at BTA was reduced to 5.0 FTE, and the current four-block, semester schedule allowing students to earn up to 80 credits per year was maintained, students, even those entering the program with next to no credits by 11th grade, would have an opportunity to earn a high school Diploma.

If this schedule was adhered to and BTA enrollment was capped and we retained class sizes of 18, BTA could still generate the outcomes it is currently generating; namely, the majority of BTA kids earning high school diplomas rather than A-G eligibility. We in essence could achieve the same outcomes for kids we are generating now with significantly reduced costs.

Ultimately staff believes that this option may provide an opportunity to get current resources, those being underutilized at BTA, to students with comparable needs, earlier and with greater consistency.

STAFF RECOMMENDATION:
Receive the report in anticipation of decision on December 6. In order to to roll this out for 2018-2019, staff believes that making a decision prior to winter break is necessary.

FISCAL IMPACT:
Savings of approximately $250K to BSEP and an additional $200K to the General Fund.

BERKELEY UNIFIED SCHOOL DISTRICT

TO:              Donald Evans, Ed.D., Superintendent                 
FROM:       Isabelle McDaniel and Maria Carriedo, Principal, E. C. Education
Patricia Saddler, Director, Programs and Special Projects
DATE:        November 1, 2017
SUBJECT: Child Development Fiscal Update

BACKGROUND INFORMATION:
As of October 25, 2017, BUSD Preschool Programs are under earning the California State Contract by 20%. This circumstance is primarily due to not having enough families who qualify for, or who are interested in, the half-day program; additionally, contributing factors include families needing longer hours relative to child care, the presence of more private preschools in the area, increases in TK classroom enrollment this year, saving slots in every class for students who quality through special education for our full inclusion classes, and the need to increase outreach.

With the economy improving and more families working full-time, the county has increased the income guidelines from 70% to 85% which allows us to qualify more families to our subsidized program. We continue to enroll children for this school year and with additional advertising and being part of the new AB833 Alameda County Pilot Program we have the opportunity to meet our contract as we now can enroll families who qualify for 85% or below the regional market rate, allow families to enroll for two years, we can now receive funding for our children who have an IEP, receive additional funds for our English Language learners, and families seeking employment and housing can receive more hours and have a contract for one year. In addition, we received a 13% increase for the Standard Reimbursement Rate which will help us bridge the gap between the actual true costs to provide high quality care for our children in BUSD.

The District has made a contribution from the general fund for the past seven years, however, given that the the contribution may be cut, staff is making recommendations for how such a cut might be absorbed in a way that has the least impact on services and program. There are three current scenarios/options through which we believe we can address this proposed reduction.

Scenarios:

1. Cut $127,404 district contribution and close a part-day program classroom for 2018-2019. The financial impact of $215,200 budget shortfall.

2. Cut $127,404 district contribution and cut additional support staff (2.6 FTE Instructional Assistant who provide release time for staff to take breaks and lunches and a 1.0 FTE custodian who works at all three sites during the day to meet federal health and safety guidelines and attend to emergencies). The financial impact of $72,100 in saving for our program

3. Cut $127,404 district contribution and increase ECE enrollment to meet the amended contract amount $2,988,128 so that the ECE program is more self-sustaining. This would require additional and increased marketing and advertising efforts.

The current State wide trend is to increase funding for ECE and improve program quality and accessibility: Four pilot bills passed allowing 9 new counties to increase access and raise the reimbursement rate for program providers.

A Countywide Local Revenue Measure: A local sales tax measure to be placed on the ballot in June 2018, which could generate as much as $140 million annually, to increase access for students and wage increases for child care workers.

Should the result of the aforementioned legislation result in increased funding for ECE the District will reevaluate our options at that time.

POLICY/CODE:
Education Code 8235

FISCAL IMPACT:
N/A

STAFF RECOMMENDATION:
Receive the report.

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Donald Evans, Ed.D, Superintendent
FROM:        Pasquale Scuderi, Associate Superintendent, Educational Services
Wyn Skeels, Program Supervisor for Career and Technical Education (CTE)
DATE:         November 1, 2017
SUBJECT:   Update on Career and Technical Education (CTE) Programs

BACKGROUND INFORMATION:
The State’s Career Technical Education (CTE) standards and framework, along with a host of new revenue incentives for college and career readiness, have prompted Districts across California to invest in and develop new or improved curricular options that incorporate cutting-edge knowledge about career options, technology, and the skill-sets required for success in postsecondary education and training as well as in the pursuit of living-wage jobs and careers.

BUSD is at a unique juncture where the development of CTE programs are concerned. Expanded State and Federal support as well as the availability of local bond funds for facilities improvements – coupled with the implementation of new standards like common core, NGSS, and CTE standards – position us to further develop engaging and transformative programs that move student learning beyond the traditional notions and constraints of a classroom with innovative, applicable, and hands-on modes of learning. With significant participation by employers, workforce consortiums, and industry practitioners, BUSD is fully engaged and participating in this current movement.

CTE pathway completion and Dual enrollment are central to the College and Career Indicators in the new School Accountability Report Card (SARC). Additionally, alignment of academic and college and career readiness standards are a key component of the most recent WASC self study.  The expectation by the State of California is that “All students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options,” and that “the school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.” Our focus is preparing students for careers. Some do not necessarily require a four-year degree, but by preparing our students for the highly technical careers of the 21st century, we are also preparing them for college. 

Student interest and demand continue to drive our current work. In one of the most stimulating communications, media, and digital environments in history, student engagement requires and relies on curriculum and instruction that is more experiential and multidisciplinary and infused with increased doses of innovation, relevance, and real-world application.

In creating progressions to post-secondary options, our CTE efforts in BUSD seek to both develop thematic, multidisciplinary college and career pathways and to approach the work in a way that allows the contextualized and hands-on learning often associated with CTE coursework to also positively influence our coursework in general.

BUSD’s development of CTE pathways considers the intersection of the California Common Core State Standards and California’s CTE Model Curriculum Standards. Embedded within these developing pathways are experiential learning opportunities that emphasize collaborative work experience, decision-making, creative problem-solving, and effective communication skills, as well as time management and a host of other practical skills.

Unlike past efforts at career readiness or career preparation programs which assumed that so-called “vocational” preparation was a track separate from college preparatory coursework, BUSD’s current efforts reflect an evolution in the thinking about CTE in general. Specifically, our efforts seek to challenge conceptions of what constitutes an academic or non-academic class or course of study, and fully acknowledge that integrating the hands-on, experiential, and contextualized dimensions of CTE work with more traditional classroom approaches to academics should result in a more enriching and relevant course of study for all students.

Unlike past assumptions that assumed that a vocational course or a series of vocational courses were applicable only to future work experience or job prospects, BUSD’s development of CTE pathways and coursework acknowledges the rich intellectual and academic potential of everything from emergency medicine to skilled trades like carpentry and stagecraft and is building these pathways with coursework that ensures transferability to the pursuit of a 4-year degree as well as post-secondary career training.

Understanding Our Program Scope

The state of California has identified 15 Industry Sectors, each containing multiple career pathways in which to develop Programs of Study. It is up to individual school districts and the region’s corresponding colleges and businesses to conduct research into the needs of the industry and determine which sectors and careers can best serve the students, industry and the community.

After discussion and analysis with multiple local and regional consortiums, as well as input from BUSD’s CTE committee, our current and developing programs reflect 6 of the 15 California Industry Sectors most applicable to our locality. Pathway development is informed by our local community context, as well as regional employer demand in high growth, high wage industries and connections to post-secondary educational options.

BUSD’s six sectors include:

1. Health Science and Medical Technology

2. Public Service

3. Arts Media and Entertainment

4. Information and Communication Technology (ICT)

5. Engineering and Design

6. Building Trades and Construction

The following sections outline current progress on course and pathway development within each of BUSD’s six sectors.

Sector 1: Health Science & Medical Technology Industry Sector

BUSD has 2 well-developed pathways in the Health Science & Medical Technology Industry Sector.  The Biotechnology Partners Program and The Academy of Medicine and Public Service. The standards in this sector represent the academic and technical skills and knowledge students need to pursue a full range of career opportunities in health science and medical technology. These opportunities range from entry-level to management to technical and professional career specialties. The standards describe what workers need to know and be able to do to contribute to the delivery of safe and effective healthcare.

http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf

The Biotechnology Partners Program:

The BioTech Partners Pathway primarily serves students from backgrounds underrepresented in the field of biotechnology. The BioTech Partners pathway consists of Biotech 1/2, Summer Biotech internship (paid), and BioTech 3/4. BioTechnology Partners Students who complete Biotech 1/2 and Biotech 3/4 with a B or better, and Math 2 and Chemistry with a C or better, are awarded automatic entry into the Bioscience Career Institute in the Peralta Community College District. This provides students a paid internship during the day, and classes during the evening that lead to certifications in Biotechnology. These certifications include Biotechnology Certification and AA (BCC, Laney), and Biomedical Engineering and Technology Certificate (Laney). Many of the graduates from our BioTech Partners Program enroll directly into 4-year degree programs after graduation.

http://www.biotechpartners.org/about.html

Current industry partners and internship providers include Bayer Pharmaceuticals, BioMarin, Genentech, Berkeley Lab, Libby Laboratories, and iCLEM.  

We are creating opportunities and structures to support our students from backgrounds traditionally underrepresented in STEM fields to excel in our BioTechnology and Engineering Pathways. We have established a National Society of Black Engineers jr. Chapter  (NSBE jr.) in partnership with the City of Berkeley and the UCB NSBE Chapter with support from the BioTech Partners Program.  We have recently established a Society of Hispanic Professional Engineers (SHPE) chapter and have an active Girls Who Code Club on campus.

Academy of Medicine and Public Service (AMPS)

AMPS students complete three sciences through junior year: Forensics, Chemistry, and Biological Health with an emphasis on Anatomy. Seniors take Honors Anatomy, AP Environmental Science, or Physics.  AMPS Juniors are enrolled in the Community Service Professions Course, which includes an Internship component. AMPS Seniors take Applied Medical English. Career exploration is a key element of that course.  

This year we changed the AMPS program of study so that our CTE sequence is supported by contextualized English courses that offer honors credit.  The Amps 11th grade English course is Literacy, Advocacy, and Public Service - Advanced English in Public Service Work (Honors). The 12th grade course is Reading and Writing Your Way to a Healthier World: Advanced English and Public Health (Honors). These are the first in a series of proposed changes to improve CTE Public Health Pathway integration and the rigor of the AMPS curriculum. Over the next year, we will be preparing to add contextualized honors-level history classes.  AMPS is supporting dual enrollment college credit coursework through the 11th grade CTE course Community Service Professions, and this year we integrate early college credit into our senior capstone class.

In addition to the whole range of 4-year college options, some of the post-secondary degree and certificate programs that AMPS graduates are prepared for include: Community Health Worker AA and Cert of Achievement (BCC), Medical Terminology (Adult School), Social Services Paraprofessional AA and Cert (BCC), Community and Public Services (BCC), Nursing Cert/AS (Merritt), Nutrition and Dietetics Cert/AS (Merritt), Radiologic Science Cert/AS (Merritt), and Human Development Services Cert/ AS, (College of Alameda).

Industry Partners and Internship Providers include Benioff Children’s Hospital, Oakland CHAMPS program, UCB Labor Occupational Health Program and the Alta Bates Summit Youth Bridge Career Development Program.

The program also holds an active membership in Health Occupation Students of America (HOSA). HOSA provides opportunities for student leadership development and exposure to Industry professionals through a nationally recognized career technical student organization.

Sector 2: Public Services Industry Sector

BUSD has two pathways in the Public Services Industry Sector.

The Berkeley Safety Technical Emergency Program (B -STEP)

The Emergency Response pathway encompasses standards for designing student coursework in preparation for a number of careers in this field. The standards provide the foundation for further professional education and training at a postsecondary level, leading to certification and employment. By mastering these standards, students gain critical knowledge and skills through classroom and job-site experiences, simulations, and other learning modalities. Careers in this pathway include those in fire services, emergency medical services, wild land services, and emergency management. http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf

The Berkeley Safety Technical Emergency Program (B -STEP) course progression consists of Fire Science and Emergency Medical Technician (EMT) with a postsecondary progression to Paramedic (CCCC). Anatomy and Physiology with dual enrollment through Contra Costa is currently being explored.

Last year B -Step students completed approximately 1,500 mentor and ride along hours under the supervision of the Berkeley Fire Department. Students make regular field trips to the fire station and Fire Science students visit the Candidate Physical Ability Testing (CPAT) Center where they have the opportunity to practice the Candidate Physical Ability Test. The test measures the capabilities of firefighting recruits along eight job-specific areas. Students who successfully complete EMT qualify for the National Registry of Emergency Medical Technicians (NREMT) exam.

B-STEP has been developed in ongoing partnership with the Berkeley Fire Department.  http://www.b-step.info/about/

Law & Social Justice Pathway

Law & Social Justice, cornerstone of the Legal Practices Pathway launched this Fall, will prepare students with a broad-based foundation of knowledge pertaining to the various types of law and of legal practice and provide a foundation of basic skills necessary at all levels in the legal professions.  

In Law and Social Justice 1, students analyze, evaluate, and learn the best practices within the criminal justice system in American society. Students will explore possible career options in law enforcement, politics, and the courts. Students examine in detail how laws are created, enforced and investigated, how violators of law are prosecuted, and how those found guilty navigate the justice system.

Law and Social Justice operates in partnership with the Berkeley Police Department, UCPD, The Police Review Commission, The District Attorney’s Justice Academy and The Center for Youth Development Through Law among other community partners. Industry partners will provide guest speakers, internship, and field trip opportunities.  All Law and Social Justice students have opportunities to “ride along” with BPD Patrol officers and experience other aspects of policing and the Justice system firsthand.  Students engage with guest speakers representing a wide range of legal professions, visit the Alameda County Jail and the Alameda County Juvenile Justice Facility and San Quentin State Prison.

Sector 3: Arts Media & Entertainment Industry

Of all the career industries, the Arts, Media, and Entertainment sector requires perhaps the greatest cross-disciplinary interaction because the work in this sector has a propensity to be largely project-based, requiring both independent work and interdependent management skills for career success. New technologies are also constantly reshaping the boundaries and skill sets of many arts career pathways. Consequently, core arts-sector occupations demand constantly varying combinations of skills. Successful career preparation involves both broad and in-depth academic and technical preparation as well as the cultivation of twenty-first-century skill assets, such as collaboration, flexibility, problem-solving abilities, and interpersonal skills.

The Design, Visual, and Media Arts pathway includes those occupations that use visual art, digital media, and web-based tools and materials as the primary means of communication and expression. In addition to an understanding of current workplace practice, this career pathway requires the development of knowledge and skills in both visual art concepts as well as new and emerging digital processes by which individuals are able to create and communicate complex concepts in a broad range of occupations and professions. Sample occupations associated with this pathway include Digital Animator, Artistic Director, Commercial Artist, Web Designer, Museum Curator. http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf

Communication Arts and Sciences (CAS) and Digital Media

The Communication Arts & Sciences (CAS) & Digital media pathway courses are;  Intro to Computer Art, The Art of Video Production, Advanced Studio Editing and Advanced Digital Photography. CAS and Digital Media connect students to Media internships. Internships provide the opportunity for students to explore the professional world of media and to expand and apply media skills and knowledge. Choices include: video, radio, music production, television, web design, photography, spoken word and print media.  CAS has well established partnerships with Youth Radio, Youth Sounds and Bump Records, Youth Speaks, Berkeley Community Media, the Pacific Film Archive among others. We are currently engaged in pathway mapping and articulated course agreements with the Berkeley City College Multimedia Arts Program as we develop an this pathway.

Arts and Humanities Academy (AHA)

AHA Creative Arts, AHA Advanced Creative Arts, and AP-Studio Art.

AHA Senior Inquiry Project students orient their year to support their Senior Inquiry Project. At the beginning of the year, students formulate a question relating to their artistic practice, their educational or professional goals and the community or world at large. Their year is then designed to pursue investigation of this interest by conducting an in-depth research project that includes interviews, readings and an internship in the community. In the Thesis Presentation at the end of the senior year, students present their findings to a panel of teachers, peers and community members, for review.

Information and Communication Technologies (ICT) have expanded the need for employees who can understand, manage, and support information systems. Essential skills for careers in the ICT sector include understanding systems that support the management and flow of data, the ability to work well and communicate clearly with people, and the ability to manage projects efficiently. The ICT sector meets national criteria for high demand, high wages, and high skills and provides students with excellent opportunities for interesting work and good pay. More than 70 percent of jobs in this sector will require a bachelor’s degree or higher by 2018. http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp

The current ICT course offerings include Intro to Computer Programming, Computer Science IB SL, Computer Science  IB HL2, AP Computer Science Principles, and AP Java Computer Programming.  We are in the process of connecting Introduction to Computer Programming to the overall ICT Pathway planning as we encourage students to explore more advanced ICT courses and to pursue stackable industry recognized certificates. Post -secondary pathway options available to our students include; Computer Information Systems Cert/AS (BCC), Applied Computer Information Systems Cert/AS(BCC)  and Web Programing (Cert/AS) (BCC)

This year our AP Computer Science Principals and AP JAVA courses are receiving regular classroom support from well established engineers through the TEALS (Technology Education and Literacy in Schools) Program. TEALS pairs trained computer science professionals from across the technology industry with classroom teachers to team-teach computer science. Industry volunteers and partner teachers create a ripple effect, impacting the students they teach, and the many students who will study CS in the future.  https://www.tealsk12.org/

Sector 5: Engineering & Design Industry Sector  

Engineering Technology Pathway: The Engineering Technology pathway provides learning opportunities for students interested in preparing for careers in the design, production, or maintenance of mechanical, electrical, electronics, or electromechanical products and systems.

Electronic Tech

BUSD is moving on Facilities upgrades to support an Electronic Tech Course.  Electronic Tech curriculum will be constructed in coordination with Los Medanos College and in partnership with EBMUD and other regional Utilities.  The  highly contextualized Applied Math for Electronic Tech course will launch in the new classroom at BAS Fall 2018.  The Electronic Tech & Robotics Courses and ICT pathway students will have access to a Fabrication Lab at that same time.

http://www.losmedanos.edu/eetec/EEtecflyerSmall.pdf

http://baywork.org/

Robotics

This Fall we launched Introduction to Robotics Engineering at BHS.  This course is designed to give students an overview of many aspects of engineering and design relevant to robotics applications.  The emphasis of this course is to provide students with an engaging, hands-on experience.  This course uses the VEX Cortex curriculum developed by Carnegie Mellon to introduce students to robotics and the engineering process.

Students are learning how to design, prototype, build, and program VEX EDR robots as they complete multiple challenges during the fall semester. During the design and fabrication process, students test and evaluate their robots, all the while learning important life skills and engineering concepts.  Topics include workspace safety, teamwork and organization, the engineering process, mechanical design/CAD, mechanical fabrication, electronics, programming, pneumatics, media, and competition strategy

BHS has an active FIRST Robotics Club whose mission is to have students teach and learn engineering concepts with the goal of competing in the FIRST robotics competition (FRC).  This club provides students interested in STEM fields with an exciting and fun opportunity to learn about and engage hands-on in robotics, software programming, and engineering (mechanical and electrical).

http://www.berkeleyhighrobotics.com/home.html

Sector 6: Building Trades & Construction Sector

Carpentry, Millwork, and Woodworking Pathway

The Carpentry Pathway will introduce students to career opportunities within the sector and provide an overview of planning, design, layout, and technical drawing interpretation for practical use in woodworking, cabinetmaking, and millworking.

Our Carpentry program is being developed in partnership with the Carpentry Training Committee of Northern California in close collaboration with Carpenters union local 713.  Instructional materials are being adapted from the International Carpenters Training fund's Career Connections Program of Study.

With the Fall 2018 completion of a Carpentry shop and Fabrication Laboratory on the BHS campus we will launch the first course in this Pathway; Introduction to Cabinetry, Millwork, and Woodworking. The general goal of our introductory course is to allow students to acquire the basic knowledge and skills used in furniture construction, cabinetmaking, and the construction process. Students will learn to safely use woodworking tools and machines to produce a quality furniture project. Students will also be introduced to carpentry through model design and construction. Safety is stressed throughout the program.

http://www.ctcnc.org/community-outreach.html

Stagecraft

The proposed Entertainment Technician course introduces and develops students in four departments of entertainment technician expertise; rigging, carpentry, lighting and audio-video. The course concentrates on fundamental and advanced elements of expertise an entertainment technician must have to succeed and thrive in the broad industry of presenting performing arts in its many forms. Strong emphasis is placed on safe working practices for all aspects of producing entertainment presentations.

Coursework includes classroom training on concepts and skills and practical application in an entertainment production environment.

When fully developed, Stagecraft will provide a rigorous entertainment technician pathway designed to prepare students specifically for entertainment technician careers.

BUSD is developing Stagecraft in partnership with entertainment production companies, professional scene shops, theatrical equipment rental shops and the local industry labor union (International Association of Theatrical Stage Employees, IATSE). Subject matter has been chosen from a variety of IATSE apprenticeship courses and seminar materials.

ADVISORY BOARD

The BUSD CTE Advisory Board is not only required by CDE to qualify for funding, but is also a critical, foundational component for our pathways.  The Advisory Board meets twice a year as a whole. However, during the rest of the year and over the summer individual pathway partners meet regularly with District personnel.

The industry partners and unions who work in support of our pathways have helped write curricula and continue to bring the technical knowledge and demands specific careers into the classroom where, together with faculty, we can both teach the hands-on skills needed and the core academics today’s demanding careers require.  

Our partners have helped design our classrooms, offer apprenticeships and internship opportunities, recruited industry-experienced teachers, donated equipment, provided classroom speakers, and arranged field trips and mentoring support.  

Our partners provide routes to post-graduate programs and apprenticeships that lead directly into high-paying, secure employment with full benefits and pensions. BHS students thus have clear paths to intellectually rewarding and financially secure jobs.

FACILITIES

Over the past year, the Facilities Department, in partnership with BUSD staff and industry partners, has designed CTE classrooms that will house many of our pathways. We anticipate the spaces will be available to launch our Carpentry, Stagecraft Carpentry, Robotics and ET programs in fall 2018.

The monies allocated to these facilities have provided critical matching grants for grant funding.  As construction on our other spaces moves forward, it will make BUSD eligible for additional matching grants.

Funding  Sources

The table below shows the multiple revenue streams supporting CTE in BUSD and where they are currently applied. Note the concurrent expiration of multiple CTE funding sources between 2018 and 2019.

V. Challenges and Opportunities

CTE Credentialing: Increased state and federal funding directed at the development of CTE pathways is coupled with the requirement that all spending be aligned with courses taught by holders of CTE credentials.

We have made great progress in this area and will soon have CTE credentialed teachers at Longfellow and MLK Middle School as well as BTA while greatly increasing the number of CTE credentialed teachers at BHS. State and Federal funding directed at CTE programs is tied to CTE credentialing. Currently, all CTE Pathway teachers hold the appropriate credential.

BHS Redesign poses and both opportunities and challenges. Under the current structure and bell schedule at BHS, all CTE courses are not available to all students as they enter BHS. We are working with the BHS Design Team to support pathway access and development in the future that is far more widespread.

With the implementation of U9 we have the opportunity to create structures that will support all 9th grade students through an in depth exploration of the BHS Learning Community and Pathway offerings in order to make well informed choices as they plan their 10th – 12th grade course of study.  

BERKELEY UNIFIED SCHOOL DISTRICT 

TO:  Board of Education
FROM:          Superintendent
DATE:  November 1, 2017
SUBJECT:  Approval of Suicide Prevention Policy  

BACKGROUND INFORMATION: 
Suicide is the leading cause of death for youth ages 10 to 24 in the United States. Youth with disabilities, mental illness, substance use issues, homeless and foster youth, and lesbian, gay, bisexual, transgender, non-binary, and questioning youth are particularly vulnerable. All California public school districts that serve students in grades seven through 12 are required to adopt a suicide prevention policy prior to the 2017-2018 school year. The policy must include resources and support around suicide awareness and prevention for youth and address training to be provided on suicide awareness. 

The Policy Subcommittee reviewed the California Department of Education’s model policy on June 6 along with staff from Berkeley Mental Health and provided recommendations to District staff regarding revisions.  The policy was also reviewed by the Subcommittee on June 27.  The BUSD Student Suicide Prevention Policy is based upon CDE’s Model Policy and includes the revisions recommended by the Policy Subcommittee. One June 28, it was brought to Board for approval pursuant to the BUSD policy that allows for approval on first reading in certain circumstances.  It was approved unanimously, but unfortunately an earlier draft of the policy was attached to the agenda for review.  

Tonight, we are bringing the correct policy to the Board to approve on first reading. There is some urgency, as we want to ensure that staff has correct and accurate guidance with respect to the training that needs to be implemented.

RECOMMENDATION:
Approve suicide prevention policy.

 BERKELEY UNIFIED SCHOOL DISTRICT 

TO:             Board of Education
FROM:          Pauline Follansbee, Interim Assistant Superintendent
DATE:          November 1, 2017
SUBJECT:    Preliminary Approach to Exploring Possibilities for Cost Containment in Special Education

BACKGROUND INFORMATION:
As a follow up to the special education presentation the Board received on October 11, 2017, staff has analyzed the underlying reasons for increases in the General Fund’s contribution to the special education program, and we have identified cost containment strategies. 

The analysis in the table below identifies factors impacting the increase in the General Fund’s contribution to Special Education from 2014-15 to 2016-17.  These factors include reduced state and federal funding, increase in salaries and benefits, increase in Non Public Agency cost (NPA) and increase in legal fees.  Increase in salary and benefits were impacted by ongoing negotiated salary increases of 2% in 2014-15, 4% in 2015-16 and 2% in 2016-17, as well as a 3% one-time bonus in 2016-17.  Benefits are impacted by the annual increase in STRs and PERS rates.

Special Education Contribution Analysis:

The contribution for FY 2017-18 is projected to decrease as a result of contributions that were one-time in the prior year.  Contributions are being monitored closely, and will be adjusted as needed at the First Interim.

Non Public Agencies (NPA)

An analysis of Non Public Agency (NPA) costs indicate that $3,459,432 in purchase order costs were spent to provide Special Education services in 2016-17. Of this amount, $1,616,501 or 46.7% were spent on services to back fill staff vacancies or leaves. These include feeding, occupational therapy, speech language pathology and instructional services. The remaining $1,842,931 represents the cost of NPA if positions were fully staffed, and is slightly less that the amount projected for NPA in FY 2017-18

Cost Containment

The District has implemented the following steps to monitor and contain costs in the Special Education program in FY 2017-18.  

• A system to track all expenditures, which will allow for early identification of budgetary shortfalls.  
• Exploring the feasibility of issuing a Request for Proposal (RFP) to determine if the District will obtain more competitive pricing for NPA services.  Special Education staff now select NPA providers from the Bay Area Consortium, which provides standardized rates for NPA services to Districts in the Bay Area.  In 2016-17, the Special Education program contracted with twenty-three agencies to provide services.
• Staff continues to recruit for staff to fill vacancies and leaves, and to fill positions for services provided by NPAs 
• The District has contracted with a Special Education consultant to provide the following scope of work.  The findings are scheduled to be presented to the Board in January 2018.

1. Review the district’s implementation of Student Success Team (SST), Response to Intervention (RtI), and Multi-Tiered System of Supports (MTSS) and provide recommendations as needed.
2. Determine whether the district is over identifying students for special education services compared to statewide average, and make recommendations that will reduce over identification, if needed.
3. Analyze special education teacher staffing ratios and class caseload sizes using the statutory requirements for mandated services and statewide guidelines; specifically, review Special Day Class caseload size.
4. Review the efficiency of staffing allocation of special education para educators throughout the school district.  Review the procedures for identifying the need for para educators, the process for monitoring the resources for allocating para educators and determining the ongoing need for continued support from year to year. (Include classroom and 1:1 para educators)
5. Identify the main reasons why special education costs continue to increase.
6. Review the use of resource allocations for nonpublic schools and agencies and mental health services, alternative programs and make recommendations for greater efficiency.
7. Review the costs of due process, alternative dispute resolution and mediations for the past three years 

POLICY CODE:
Education Code 39800 

STAFF RECOMMENDATION:
Staff recommends implementing cost containment strategies to provide necessary services to student.

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Board of Education
FROM: Policy Committee
DATE: November 1, 2017
SUBJECT:   Revisions to BP 4119.11 Sexual Harassment (Personnel) and BP 5145.3 Nondiscrimination/Harassment (Student)

BACKGROUND INFORMATION:
Per the FPM audit findings for Educational Equity, updates to the following Board Policies must be made:

1. BP5145.3 Student: Nondiscrimination/Harassment: amend the "name, title, office address and phone number of the administrator delegated as the Title IX Compliance Officer

2. BP4119.11 Personnel: Sexual Harassment: (a) amend the "name, title, office address and phone number of the administrator delegated as the Title IX Compliance Officer"

POLICY/CODE:
BP4119.11
BP5145.3

FISCAL IMPACT:
N/A

RECOMMENDATION:
Receive revised BP 4119.11 Sexual Harassment (Personnel) and BP 5145.3 Nondiscrimination/Harassment (Student) for information.

RECOMMENDATION:
Receive revised AR5145.7: Sexual Harassment and AR6173: Education for Homeless Children as information.

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