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Berkeley Unified School District Office of the Superintendent 2020 Bonar Street, Suite 126

Meeting Location: 2134 Martin Luther King Jr. Way

Berkeley, CA 94710 Phone: (510) 644-6206 Fax: (510) 540-5358

BOARD OF EDUCATION – MEETING AGENDA*

Wednesday, May 8, 2013

Call to Order The Presiding Officer will call the Meeting to Order at 6:00 p.m. and recess to Closed Session and begin Open Session by 7:30 p.m.

Members Present: Karen Hemphill, President Josh Daniels, Vice President Judy Appel, Director Beatriz Leyva-Cutler, Director Julie Sinai, Director

Administration: Javetta Cleveland, Co-Superintendent Neil Smith, Co-Superintendent Delia Ruiz, Assistant Superintendent, Human Resources

The Board will recess into closed session after the public meeting has been completed 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. a) Conference with Legal Counsel b) Consideration of Student Expulsion c) Collective Bargaining - update on BFT, BCCE and UBA negotiations d) Public Employee Discipline/Dismissal /Release/Evaluation e) Public Employment /Appointment - Superintendent Selection f) Liability Claims g) Property Acquisition & Disposal h) Superintendent’s Evaluation * Board agenda posted on District website: www.berkeleyschools.net

The Berkeley Unified School District intends to provide reasonable

accommodations in accordance with the Americans with Disabilities Act of 1990. If a special accommodation is desired, please call the

Superintendent’s Office 48 hours prior to the meeting at 510-644-6206

Report Closed Session actions Approve Regular Meeting Agenda of May 8, 2013

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Administration of Oath to New Board Member Julie Sinai RECOGNITION

2013 ROP Student Award Recipients at Berkeley High School: Michael Grey, AP Environmental Science; Lily Rockholt, Accelerated Biotechnology and Lab Research; Colleen Sparks, Advanced Digital Photography; and Keelan Williams, Advanced Video Productions

PUBLIC TESTIMONY Persons wishing to address the Board should fill out a card located on the table by the door and submit the completed card to the Board Recorder. Speakers will be selected by lottery. The Public Testimony is limited to 30 minutes – 3 minutes per speaker. Speakers with the same concerns are encouraged to select a spokesperson to address the Board. REPORTS Union Representatives’ Reports Board Members’ Reports Superintendents’ Report APPROVE CONSENT CALENDAR CONSENT ITEMS These items are considered routine and may be enacted by a single motion. PAGE # General Services 1.1-C Approval of Board of Education Minutes: April 24, 2013 and May 1, 2013 Human Resources 2.1-C Approval of Human Resources Report Educational Services 3.1-C Approval of New Textbook for Accounting at B-Tech 3.2-C Approval of Overnight Field Trip and Out of State Travel Requests

Staff Recommendation: Approve Board of Education Minutes Staff Recommendation: Approve Human Resources Report 05.08.13 Staff Recommendation: Approve new textbook for accounting at B-Tech Staff Recommendation: Approve the overnight field trip and out of state travel requests consistent with District policies and instructional programs

12 17 20 21

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3.3-C Approval of Plan for Summer School 2013 3.4-C Approval of Recommendation for Expenditures in 2013-14 of Fund Allocated to Parent Outreach from the Berkeley Public Schools Educational Excellence Act of 2006 3.5-C Approval of Recommendation for Expenditures in 2013-14 of Fund Allocated to Professional Development from the Berkeley Public Schools Educational Excellence Act of 2006 3.6-C Approval of Recommendation for Expenditures in FY 2013-14 for Funds Allocated to Program Evaluation from the Berkeley Public Schools Educational Excellence Act of 2006 3.7-C Approval of MOU with Equal Opportunity Schools to Work with Staff to Increase the Enrollment of African American, Latino and Low Income Students in AP and IB Courses Business Services 4.1-C Approval of Contracts and Purchase Orders 4.2-C Acceptance of Gifts and Donations

Staff Recommendation: Approve plan for summer school 2013 Staff Recommendation: Approve recommendation for expenditures in 2013-14 allocated to Parent Outreach Staff Recommendation: Approve recommendation for expenditures in 2013-14 allocated to Professional Development Staff Recommendation: Approve recommendation for expenditures in 2013-14 for funds allocated to Program Evaluation Staff Recommendation: Approve MOU with Equal Opportunity Schools Staff Recommendation: Authorize the Purchasing Manager or Deputy Superintendent to execute contracts and purchase orders Staff Recommendation: Accept the donations and gifts to the District and request staff to extend letters of appreciation

23 26 31 40 49 61 63

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4.3-C Ratification of Contract with Alameda County Behavioral Services for Mental Health Services Facilities 5.1-C Approval of an Increase of Contract with ENGEO for Services Related to the Berkeley High School Phase II and III Project 5.2-C Approval of an Increase of Contract with Construction Testing Services for Services Related to the Berkeley High Schools Phase II and III Project 5.3-C Approval of Contractor Prequalification List for Projects over $3 Million 5.4-C Approval to Award the Modernization and Expansion Project at Jefferson Elementary School 5.5-C Approval of Testing Lab for Services Related to the Jefferson Expansion and Modernization Project 5.6-C Approval of ITS Enterprises for Inspection Services Related to the Modernization and Expansion Project at Jefferson Elementary School 5.7-C Approval to Award the LeConte Playground Project

Staff Recommendation: Approve the contract with Alameda County Behavioral Services for mental health services for FY 2012-13

Staff Recommendation: Approve an increase of contract with ENGEO for services related to the Berkeley High School Phase II and III project Staff Recommendation: Approve an increase of contract with Construction Testing Services for services related to the Berkeley High School Phase II and III project Staff Recommendation: Approve list of prequalified contractors for projects over $3 million Staff Recommendation: Approve the modernization and expansion project at Jefferson Elementary School Staff Recommendation: Approve testing lab for service related to the Jefferson expansion and modernization project Staff Recommendation: Approve ITS Enterprises for inspection services related to the modernization and expansion project at Jefferson Elementary School Staff Recommendation: Approve the LeConte playground project

64 65 66 67 69 72 73 74

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5.8-C Approval to Award the Modernization Project at 1810 Hopkins 5.9-C Approval to Modify the Facilities Safety Maintenance Oversight Committee Bylaws

Staff Recommendation: Approve modernization project at 1810 Hopkins Staff Recommendation: Approve modification of the Facilities Maintenance Oversight Committee Bylaws

76 78

PRESENTATION ITEMS

These items are presented for information and discussion. No Board action is requested.

Educational Services 3.1-P Report on School Gardening and Cooking Program 3.2-P Budget Proposal for Implementation of Common Core State Standards

Staff Recommendation: Accept report on school gardening and cooking program for information Staff Recommendation: Accept budget proposal for implementation of Common Core Standards for information

84 100

CONFERENCE ITEM These items are submitted for advance planning and to assist the Board in establishing future agenda items. The Board may, however, take action. General Services 1.1-CF Discuss Board of Education Appointments to Committees and School Assignments Human Resources 2.1-CF Elimination/Reduction of Certain Classified Positions

Board Member Recommendation: Discussion of status of unfilled Board of Education appointments to committees and schools Staff Recommendation: Approve Resolution to eliminate/reduce certain classified positions

104 106

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INFORMATION ITEMS These items are presented for information only. No action is required. Educational Services 3.1-I Proposal for K-5 Math Curriculum Aligned with Common Core Standards Business Services 4.1-I P-2 School Average Daily Attendance Facilities 5.1-I Facilities Plan Update

Staff Recommendation: Accept proposal for K-5 math curriculum aligned with Common Core Standards for information Staff Recommendation: Receive the P-2 average daily attendance summary reports for information Staff Recommendation: Receive Facilities Plan update

110 116 119

EXTENDED PUBLIC TESTIMONY ADJOURNMENT

Board of Education Meeting Dates – 2013

May 15 * May 22 June 12 June 19 * June 26 No July meeting August 21 September 11

September 18 * September 25 October 9 October 16 * October 23 November 13 November 20 * December 11

*Study Session

Guidelines for Speakers You are invited to participate in Meetings of the Board of Education and make your views known at these meetings. WHEN YOU WANT TO TALK ABOUT AN AGENDA ITEM OR A NON-AGENDA ITEM: Please fill in a REQUEST TO ADDRESS THE BOARD OF EDUCATION CARD) and give it to the Board Secretary. Speakers will be selected by lottery. Your card must be submitted before the Presiding Officer calls for PUBLIC TESTIMONY. You will be called to speak by the Presiding Officer. A Speaker has three minutes in which to make his/her remarks. Any subject related to the District or its educational programs is welcome at the Board of Education Meetings. However, we respectfully ask that matters pertaining to individual employees of the Berkeley Unified School District be discussed in private. There is an established procedure for making such complaints. You may obtain information about this procedure from a school or from the Superintendent’s Office.

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Study Sessions

January 9 16 23

CTE Orientation Governor’s Budget Proposal

February 13 20 27

Site Plan Format Negotiations (closed session)

African American Master Plan

March 13 20 27

Second Interim Budget

Common Core Standards

CTE

April 10 17 24

BSEP EL Master Plan/ TWI Update

African American Master Plan DHH Update

May 8 15 22

Budget Recommendations; Gardening and

Cooking

Report on BHS & BTech,

including 9th grade Algebra 1

African American Master Plan;

Governor’s Revised Budget

June 12 19 26

Preliminary Budget;

McKinney Vento

RTI and Culture/Climate

(Parent Engagement)

2013-14 Budget Adoption;

Site Plans Approval

July

No Meeting No Meeting No Meeting

August 21

No Meeting No Meeting Classification and Compensation Study

September 11 18 25

Unaudited Actuals Closing Books for

12-13

Student Data CTE

October 9 16 23

RTI African American Master Plan

Common Core Standards

November 13 20

Board Priorities, Board Goal Evaluation

No Meeting

December 11

First Interim Budget

No Meeting No Meeting

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Berkeley Unified School District Mission:

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

Berkeley Unified School District Vision: Our Students are curious and creative learners who succeed through personal initiative and sustained effort to reach high academic goals. They are critical thinkers who seek knowledge and possess technological competence and collaborative skills. Our students embrace diversity, act responsibly, and contribute to our community. Our Educators believe that all students can meet or exceed rigorous academic standards. Teachers, staff, and administrators together form a rich professional learning community where all are supported to hone our professional craft and improve our effectiveness. Through the examination of our instructional practices and data, we adjust our teaching and operational systems in order to continuously improve. We are responsible in the stewardship of our fiscal resources and fair and equitable in their distribution. Our Families and Community are integral to the success of our students and schools. Families are active, engaged partners in their child’s education who give valued input and participate in making important decisions about our academic and enrichment programs. Our diverse community is passionate about equitable educational outcomes for all students. Our civic and community organizations partner with us to promote family engagement and the well-being and success of our students. Our Schools are vital centers of community life enriched by the diversity of our city and welcoming to all families. Each classroom offers engaging and culturally relevant curriculum that builds on students’ interests and abilities. Student needs, as identified by regular assessment, inform our teaching and guide appropriate and effective intervention services. We offer an enriched learning environment and a comprehensive system of supports to address the needs of the whole child.

Values and Beliefs of Berkeley Unified School District:

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

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District Goals 2010 – 2013

I. Curriculum & Instruction: Increase the academic achievement of all students

through effective instruction, a challenging and engaging curriculum, and

aligned assessments.

A. Pre-K: Prepare pre-school children for success in elementary school by

providing age-appropriate curriculum and instruction that nurture and develop

children’s academic, social, emotional and physical well-being.

B. ELA and Math Instruction: Prepare all students for continued success in

English Language Arts and Mathematics by providing high quality instruction

geared to student needs including appropriate modifications and

accommodations.

C.English Language Development: Provide direct instruction in English

Language Development to ensure that every English Learner gains at least one

English language proficiency level each year.

D. Evaluation and Assessment: Use data from multiple measures to monitor

student progress, guide instruction and evaluate the effectiveness of our

programs, and share this information with the staff, the Board and the

community.

II. Strategies to Promote Student Success: Implement strategies to engage

students in their learning and interventions to eliminate barriers to student

success.

A. Student Engagement: Address the needs of the whole child by engaging

students in the visual and performing arts, physical education and athletics,

career and technical education, and gardening and cooking programs.

B. ULSS / RTI2: Implement a continuum of academic, behavioral, and/or other

intervention strategies through the Universal Learning Support System (ULSS),

as ULSS is the district’s model of Response to Intervention and Instruction

(RtI2).

C.Positive Behavior Support: Develop and utilize a positive behavior system

as well as prevention and intervention programs for specific behaviors that

impede student success, such as alcohol and drug use and abuse, truancy,

expressions of extreme anger, and repeated suspendable offenses.

D. Disproportionality: Reduce the disproportionate racial representation of

students suspended or expelled and students identified for Special Education

services.

E. Educational Options for Secondary School Students: Develop engaging

and innovative educational options for secondary students, including career

technical education.

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F. Extended Learning Opportunities: Provide students with academic

enrichment and supervised activities that complement the classroom

curriculum beyond the traditional school day.

G. Transitions: Improve transitions for students as they move from pre-school

to kindergarten, from elementary to middle school, from middle to high school,

and from high school to post-secondary as well as the transitions from Special

Education and English Learner status to the mainstream.

III. Family/Community Engagement: Establish partnerships with our families

and community to increase academic success for all students.

A. Family Engagement Framework: Develop greater family involvement in the

schools and the community by adopting a framework that offers multiple ways

for parents to partner with educators to ensure their children’s success in

school.

B. Family Leadership & Advocacy Training: Strengthen parents’ capacity to

be effective leaders in their schools and the community and advocates for their

children by providing parent trainings and forums in formats that honor the

cultures and languages of our community.

C.Family Advisory Council: Support the City and the Berkeley Alliance in

establishing a representative Family Advisory Council to ensure parent input in

the development and evaluation of the 2020 Vision projects.

D. Communication: Engage and inform our staff, families, and key partners by

developing and implementing a comprehensive communications plan.

IV. Cultural & Linguistic Relevance: Ensure that all systems are culturally and linguistically responsive to the needs of our students and their families.

A. Culture and Climate of District and Schools: Ensure that all schools and

departments welcome and support all our students and their families by

prioritizing a focus on equity at each site, ensuring customer friendly service,

and providing language access, all supported by district policy.

B. Recruit and Retain Teachers and Administrators of Color: Develop and

invest in prospective and current teachers and administrators of color by

identifying career pathways and establishing networking, mentoring and other

support systems.

C.Professional Development: Create a culturally and linguistically responsive

climate throughout the district through focused professional development.

V. Resources: Generate and equitably allocate resources for programs and

services that enable every student to succeed.

A. Efficient Use of Resources: Improve and streamline District wide systems,

services and operations through the use of enhanced tools and technology that

will provide additional time and resources to meet current and future student

needs.

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B. Parcel Tax and Bond Revenues: Provide the best possible education for all

students by effectively utilizing local parcel tax and bond revenues.

C.Partnerships: Maximize public and private resources to support greater

student success by strengthening partnerships with the City, the Berkeley

Alliance, the Berkeley Public Education Foundation, U.C. Berkeley, and other

stakeholders.

BERKELEY UNIFIED SCHOOL DISTRICT Minutes, Special Meeting OFFICIAL MINUTES Wednesday, May 1, 2013 Berkeley Unified School District 2134 Martin Luther King Jr. Way Berkeley CA 94704 Roll Call 6:30pm Members Present: Karen Hemphill, President

Josh Daniels, Vice-President Judy Appel, Director

Beatriz Leyva-Cutler, Director Administration: Javetta Cleveland, Co-Superintendent

Neil Smith, Co-Superintendent Delia Ruiz, Assistant Superintendent, Human Resources

The meeting was called to order at 6:34 pm. APPROVAL OF SPECIAL MEETING AGENDA Leyva-Cutler/Daniels and approved on a vote of 4-0 Board President Introductory Comments Meeting Agenda Items Presided Over By League of Women Voters Explanation of Procedures for Public Comment and Applicant Presentations

Public Comment

Several community members spoke in support of applicants.

Applicant Presentations The following applicants gave a three-minute presentation to the Board: Ty Alper, Peter Bloomsburgh, Michael Bolgatz, Meleah Hall, Spencer Klein, Dan Lindheim, Satish Rao, Julie Sinai and Mark Zoidis. Margit Roos-Collins withdrew.

CONFERENCE ITEM 1.1-CF Discussion of Candidates’ Applications for Board of Education Vacancy and Approve One Candidate as New Board Member Motion: Leyva-Culter motioned to nominate Julie Sinai, Appel seconded Motion: Daniels motioned to nominate Meleah Hall, no second Motion: Daniels motioned to nominate Peter Bloomsberg, no second Leyva-Cutler/Appel and approved the nomination of Julie Sinai for the position of Board Director on a vote of 4-0 EXTENDED PUBLIC TESTIMONY

None

President Hemphill adjourned the meeting into closed session at 8:22 pm. ______________________________ Beatriz Leyva-Cutler, Clerk Board of Education

1.1-C

BERKELEY UNIFIED SCHOOL DISTRICT Minutes, Regular Meeting OFFICIAL MINUTES Wednesday, April 24, 2013 Berkeley Unified School District 2134 Martin Luther King Jr. Way Berkeley CA 94704 Roll Call 6:00pm Members Present: Karen Hemphill, President

Josh Daniels, Vice-President Judy Appel, Director

Beatriz Leyva-Cutler, Director Juliette Mueller, Student Director Administration: Javetta Cleveland, Co-Superintendent

Neil Smith, Co-Superintendent Delia Ruiz, Assistant Superintendent of Human

Resources The meeting was called to order at 7:53 pm. Report Closed Session Actions The Board received an update on Collective Bargaining – Negotiations The Board discussed the Superintendent Selection Business Services Claim No. IN1353 Leyva-Cutler/Appel and approved on a vote of 3-0 (Daniels absent) Claim No. IN1282 Leyva-Cutler/Appel and approved on a vote of 3-0 (Daniels absent) Claim No. IN1490 Leyva-Cutler/Appel and approved on a vote of 3-0 (Daniels absent) APPROVAL OF REGULAR AGENDA 5.1-I changed to 5.1-P Leyva-Cutler/Daniels and approved on a vote of 4-0

1.1-C

RECOGNITION Cesar Chavez Essay Contest Winners – Diego Torres, Bailey Ellis, Ishmael Perry, Ryan Nicholas, Irene Santillan, Emma Newman, Michael Arvor and Josefine Hass. Public Testimony Several people addressed the Board. UNION REPORT Paula Phillips, BCCE President, spoke. Janet Levenson, UBA President, spoke. Allen Miller, BFT member, spoke.

Board Members’ Reports Highlights:

A celebration was held at BHS honoring African American students for their achievements. The event was well attended.

The Board has planned a site visit to the Superintendent candidate finalist’s current district on Friday.

Acknowledgment of staff retirements.

Acknowledgment of receiving emails from community members in

support of our cooking and gardening programs.

Recognition of the National Day of Silence and schools’ GSA organizations.

The Welcoming Schools parent education event is being held at Rosa Parks.

Acknowledged April 30th as the Day of the Young Child.

The Student Director will be serving a second term next year.

Superintendent’s Report Three schools piloted the Smarter Balanced Assessment this week. Teacher leaders are meeting to review the New York common core math curriculum that we are looking at adopting next year. Mel Stenger has been selected as the new principal of Washington Elementary School.

1.1-C

APPROVE CONSENT CALENDAR Appel/Leyva-Cutler and approved unanimously 4-0 ACTION ITEM 1.1-A Approval of List of Applicants to Fill Board Vacancy All ten applicants (Ty Apler, Terry Bloomsburgh, Michael Bolgatz, Maleah Hall, Spencer Klein, Dan Lindheim, Satish Rao, Marget Roos-Collins, Julie Sinai and Mark Zoidis) will move forward to the next phase in the selection process. The applicants will give a three minute presentation to the Board at the May 1st Board meeting. Hemphill/Leyva-Cutler and approved unanimously 4-0 PRESENTATION ITEM 3.1-P Progress Report from Work Group to Accelerate the Achievement of African American Students 3.2-P Update on Program for Deaf / Hard of Hearing Students 3.3-P Proposal for Budget Allocations in 2013-14 5.1-P Increase in Custodial Budget for 2013-14 INFORMATION ITEMS 5.1-I A Report on BHS Project The Board requested a presentation of the item. Received for Information EXTENDED PUBLIC TESTIMONY

A BHS student spoke.

President Hemphill adjourned the meeting at 10:57 pm. ______________________________ Beatriz Leyva-Cutler, Clerk Board of Education

2.1-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Delia Ruiz, Assistant Superintendent, Human Resources DATE: May 8, 2013 DISTRICT GOAL: V: Efficient Use of Resources SUBJECT: APPROVAL OF HUMAN RESOURCES REPORT

The following is submitted for review and acceptance.

CERTIFICATED EMPLOYEES

Name

Classification (Temporary, Probationary or Permanent) Position FTE Location

Date (From)

Date (To)

LEAVES Gloria Amador-Edelin Permanent Teacher 1.0 Cragmont 08/26/13 01/16/14 William Bindloss Permanent Teacher .48 Thousand Oaks 08/26/13 06/13/14 Allen Boltz II Permanent Teacher .20 Berkeley High 08/26/13 06/13/14 Dorit Perry Permanent Teacher 1.0 Berkeley High 08/26/13 06/13/14 Amitpal Singh Permanent Teacher 1.0 Berkeley High 04/23/13 04/26/13 SEPARATION Sarah Morrison Permanent Teacher .40 Berkeley High 06/14/13 NEW HIRE Scott Sachs Temporary Teacher N/A Adult School 05/22/13 06/14/13

CLASSIFIED EMPLOYEES Name

Classification (Limited Term, Provisional, Temporary, Probationary, or Permanent)

Position

FTE

Location

Date (From)

Date (To)

SEPARATION Devante Hill Probationary Instructional Assistant,

ECE .40 John Muir 04/15/13

Shaela Saunders Probationary Food Service Assistant .40 Washington 04/16/13 Leah Sokolofski-Burstein

Permanent Program Supervisor, California Nutrition Network

.73 California Nutrition Network

04/08/13

Edwina Taylor Probationary Food Service Assistant .40 Willard 04/16/13 RETIREMENT Cathleen Hackbarth Permanent Administrative

Coordinator 1.0 Special Education 04/03/13

Hire Date: 08/13/98 Page 1 of 2

2.1-C

CLASSIFIED EMPLOYEES Name

Classification (Limited Term, Provisional, Temporary, Probationary, or Permanent)

Position

FTE

Location

Date (From)

Date (To)

LEAVES Angela Banks-Robinson Permanent School Bus Driver .87 Transportation 04/10/13 04/24/13 Jacqueline Carter-Sharick

Permanent Instructional Assistant, ECE

.60 Jefferson 03/12/13 04/12/13

Charles Copeland Permanent School Bus Driver 1.0 Transportation 03/20/13 10/14/13 Marie Ferguson Permanent School Secretary I 1.0 Le Conte 04/04/13 05/03/13 Alise Jones Permanent Instructional Assistant,

Special Ed., Attendant .80 King 04/18/13 04/26/13

Tom Landis Permanent Microcomputer

Technician 1.0 Technology 03/09/13 04/12/13

Tom Landis Permanent Microcomputer

Technician .47 Technology 04/15/13 05/01/13

Gregory Williams Permanent Instructional Technician .60 Thousand Oaks 04/11/13 06/14/13 Josef McClain Permanent Instructional Specialist 1.0 Cragmont 03/27/13 08/01/13 Jozef Woroniecki Permanent Supervisor, Sous Chef 1.0 Central Kitchen 04/16/13 05/16/13 NEW HIRES OR REHIRES Markel Archie Probationary Instructional Technician .40 LEARNS at

Cragmont 04/23/13 *

Jasmine Hubbard Probationary Food Service Satellite

Operator .73 B-Tech 05/01/13 *

Mark McAnally Probationary Maintenance Engineer 1.0 Maintenance 04/15/13 * Yusef Mobley Probationary Custodian I 1.0 Berkeley High 04/15/13 * Kristy Rackliffe Probationary Instructional Assistant,

Special Ed., Attendant .60 Franklin

Preschool 04/17/13 *

LIMITED TERM/PROVISIONAL Jerome Crafton Provisional School Safety Officer .43 Adult School 04/08/13 06/13/13 Paula Dejoie Provisional Instructional Specialist II .40 Cragmont 04/22/13 06/14/13 Melanie Parker Limited Term Program Supervisor,

California Nutrition Network

.27 California Nutrition Network

04/08/13 06/30/13

*Upon completion of six work months ** Upon completion of one work year Page 2 of 2

    3.1‐C  

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Christina Faulkner, Director, Curriculum and Instruction DATE: May 8, 2013 SUBJECT: Approve Glencoe’s Accounting: Real-World Applications &

Connections, First Year Course for Adoption BACKGROUND INFORMATION: Berkeley Technology Academy is requesting the textbook Accounting: Real-World Applications and Connections, First Year Course and support materials for the Board approved CTE Computerized Accounting Course. Accounting, published by Glencoe/McGraw Hill, is used widely by high schools across California and the nation. It is considered the most appropriate high school textbook for accounting and is aligned to the Common Core Standards. This updated accounting program gives students the latest content and introduces the most innovative technology―all designed to connect accounting to the real world of business. Students will be introduced to the accounting software currently used by many businesses through the integration of Peachtree Accounting throughout the text as an essential part of this program. Software tutorial directions are included at the point of instruction for each application. Students will apply accounting principles that are used in many companies, including Olympus, Trainz, Papa Murphy’s, JC Penny, GEICO, and Ford Motor Company. The resources include Connect Online Accounting Solutions, Sage Peachtree, and QuickBooks software. The textbook has been on display in the Superintendent’s Conference Room since April 10 when it was presented to the Board for consideration. It is now being presented for adoption. DISTRICT GOAL I. Curriculum and Instruction POLICY/CODE Board Policy 6161.1 FINANCIAL IMPACT Approximately $3,000 for 30 textbooks STAFF RECOMMENDATION Approve Accounting textbook for adoption.

3.2 – C

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Christina Faulkner, Director, Curriculum and Instruction DATE: May 8, 2013 SUBJECT: Out of State Travel and Overnight Field Trips BACKGROUND INFORMATION The following out of state travel request is being made: NTSA (National Science Teachers Association), STEM (Science, Technology, Engineering, and Mathematics) Forum and Expo, St. Louis, MO, May 15 – 18, 2013 Approve participation for Berkeley Technology Academy Chemistry Teacher Achim Dangerfield to attend a four-day, three-night conference in St. Louis, MO. Leading voices in the STEM education community will share their expertise on successfully integrating STEM in the classroom and provide ideas that administrators and teachers can learn to implement a comprehensive, schoolwide STEM program. Mr. Dangerfield will also be a scheduled presenter at the forum. Registration fees are being paid from TIP funds. All other travel and lodging expenses will be paid by Mr. Dangerfield. Requested by Sheila Quintana, Berkeley Technology Academy Principal. The following overnight field trip requests are being made: Redwood Regional Park-Chabot Space and Science Center, Oakland, CA, June 5 – 6, 2013 Approve participation of twenty-six fifth grade students, one teacher, and ten other adults from Cragmont Elementary School on a two-day, one-night field trip to the Redwood Regional Park and Anthony Chabot Space and Science Center. The group will depart Cragmont at 1:30 p.m. on Wednesday, June 5, and return on Thursday, June 6, at 1:30 p.m. BUSD will provide transportation. Students will learn about the vegetation native to this California region and the Solar System at the Chabot Space and Science Center. Students will sleep in gender specific tents, supervised by teachers and parent chaperones. The cost of $23 per student is being paid by parent donations. No student will be denied access based on inability to pay. Requested by Evelyn Bradley, Cragmont Principal. Tilden Regional Park, Berkeley, CA, June 10 - 11, 2013 Approve participation of seventy-eight fifth grade students, three teachers, and five other adults from Rosa Parks Elementary School on a two-day, one-night field trip to Tilden Regional Park. The group will depart Rosa Parks at 12:00 p.m. on Monday, June 10, and return on Tuesday, June 11, 2013 at 2:00 p.m. BUSD will provide transportation. Students will refresh their MOSAIC behavior training and community building.

3.2 – C

Activities will also include an exploration of the local geography, rock formations and erosion. Students will sleep outdoors in gender specific areas of the camp. The cost of $5 per student will be paid from PTA and parent donations. No student will be denied access based on inability to pay. Requested by Paco Furlan, Rosa Parks Principal. The following overnight field trip is being presented a second time to change the trip dates, duration, and cost: Point Reyes National Seashore, Marin County, CA, May 30 – 31, 2013 Approve participation of thirty-eight fifth grade students, five teachers, and ten other adults from John Muir Elementary on a two-day, one-night field trip to the Clem Miller Environmental Education Center at Pt. Reyes, CA. The group will depart John Muir on Thursday, May 30, at 9:30 a.m., and return Friday, May 31, at 3:30 p.m. Curriculum based science, poetry and journal writing will be the primary areas of focus for students. Art, cooking and gardening are also incorporated. Students will sleep in gender specific cabins. BUSD will provide transportation. The cost of $50 per student will be funded by PTA, fundraising and parent donations. Substitutes will be paid for with site funds. No student will be denied access based on inability to pay. Requested by Audrey Amos, John Muir Principal. DISTRICT GOAL II. F. – Extended Learning Opportunities: Provide students with academic enrichment and supervised activities that complement the classroom curriculum beyond the traditional school day. 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.

3.3-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Christina Faulkner, Director of Curriculum and Instruction DATE: May 8, 2013 SUBJECT: 2013 Intervention/Summer School Program BACKGROUND INFORMATION The summer school model proposed for 2013 will continue with programs targeted to Special Education students and students not meeting grade level standards. It is important to note that there is currently limited summer school funding for this purpose. The District utilized the Tier III flexibility option in to balance the general fund budget. PRE-K BRIDGE PROGRAM A summer program is being scheduled for the students entering Kindergarten in BUSD who have never attended a pre-school program. The five-week program, June 24 to July 25, will enroll up to 18 students and will be housed at Rosa Parks. The program will include parent trainings, health and dental screenings for students, and literacy support. This targeted program pairs a pre-school teacher with a kindergarten teacher to provide intensive support for students prior to beginning kindergarten. Funding for this program will come from First 5 Alameda County. ELEMENTARY SCHOOL (K-5) An all-day summer program is available to qualified students through the District’s BEARS program (June 18 through August 24). The BEARS program will be consolidated at two sites, Berkeley Arts Magnet and Rosa Parks during the most of the summer. This program is funded through the District’s Child Development budget. The program includes both academic support and enrichment for students with meals provided by the City and Nutrition Services. MIDDLE SCHOOL (6-8) The three middle schools have enrolled students who are not succeeding academically in afterschool support classes during this school year. Providing services to students immediately rather than waiting for summer has proven to be a more effective way to ensure their successful completion of academic requirements. Students attend classes 2-3 days per week to receive support from regular classroom teachers. This has been funded from the intervention/summer school budget. Starting this summer, staff is proposing to schedule a special Bridge Program for identified students entering sixth grade. This program will be presented to the Board on May 22 as part of the Plan to Accelerate the

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Achievement of African-American Students. The cost of this program is not included below. HIGH SCHOOL (9-12) Current eleventh and twelfth grade students enrolled at Berkeley High will be provided the opportunity to make up credits needed for high school graduation through summer school. The six-week high school program (June 19 through July 26) will offer a limited number of courses required for graduation for students who need to make up credits. Cyber High will also be available. Students may enroll in one or two semester courses. All classes will be held at BHS. A morning meal will be provided by Nutrition Services. B-Tech has provided a 7th period intervention program throughout the school year to allow students to make up credits and receive intervention support. This was in lieu of a summer program that in the past has been very small. Many students have taken advantage of this after school program, and the B-Tech Principal believes it is more supportive of students than the summer program with unfamiliar teachers. B-Tech students do have the option to take classes at BHS during the summer if they choose. BHS BRIDGE Berkeley High will again host a two-week Bridge program for incoming freshmen who would benefit from advanced exposure to BHS, its culture, expectations, and strategies to make a successful transition from middle school. This program also provides a component for students during the school year during seventh period to continue the support for these students during their BHS career. In addition, BHS will hold summer Bridge programs for the current 9th, 10th, and 11th grade cohorts of students who have been participating in the Bridge program, keeping them on track to graduate and enroll in college. Special Education Extended School Year (Pre-K to 12) These programs are for students whose I.E.P.s specify an extended school year. Elementary Special Education students will be housed with the BEARS program; these students will be offered 4 days per week of instruction for five weeks. The dates for the Special Education program will be June 24 -July 25. PreSchool Special Education will be held at Franklin and King from June 24 to July 25, four days per week for five weeks. Middle School and High School Special Education students will be hosted at BHS. Middle school students will participate five days a week, June 19 to July 17. High school students will follow the BHS summer school calendar.

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DISTRICT GOAL II. Strategies to Promote Student Success POLICY/CODE Education Code 37252 FISCAL IMPACT Approximately $515,000 in District funds and a grant of $12,000: $90,000, from the General Fund $275,000 from the Child Development Budget $150,000 from the Special Education Budget $12,000 from First 5 Grant STAFF RECOMMENDATION Approve the 2013 Intervention/Summer School Program.

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BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Natasha Beery, Director of BSEP, and Charity DaMarto, Supervisor of Family Equity and Engagement DATE: May 8, 2013 SUBJECT: Recommendation for Expenditures in 2013-14 of Funds Allocated

to Parent Outreach from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0857)

BACKGROUND INFORMATION In compliance with The Berkeley Public Schools Educational Excellence Act of 2006 (BSEP/Measure A), 1.25% of the available revenues are allocated to Parent Outreach. The following recommendation is for the allocation of funds for the Purpose of Parent Outreach in accordance with BSEP Measure A of 2006, Section 3.B.ii.c:

…for a variety of services to support the families of Berkeley’s public school students by providing parent education and promoting greater parent involvement in their children’s education.

This recommendation was presented to the BSEP Planning and Oversight Committee on April 9, 2013 and adopted by the Committee on April 23, 2013. Parent Outreach Objectives In April 2012, the Board of Education approved a new model for providing parent outreach and education services, the Office of Family Engagement and Equity, to begin in FY 2012-13. The primary objectives of the Office are to:

• Create a welcoming school environment for ALL families. • Provide support to families of students in need of academic, behavioral,

and emotional support. • Increase the involvement of marginalized and under-represented parents

(African-American, Latino and parents who are not proficient in English). Program Summary A two-year pilot Site Coordinator program was designed to focus on engaging parents by strengthening the connection between the home and their children’s school. District staff was encouraged to create this Parent Engagement model as a result of 2020 Vision community discussions, the Communications Study, surveys to families, and research on the most effective parent engagement models. Six elementary schools were selected to participate in the pilot years of the new program: Emerson, John Muir, Berkeley Arts Magnet, Malcolm X, LeConte and

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Thousand Oaks. Four criteria were considered in selecting these schools: the number of students enrolled in the Free and Reduced Lunch Program, the number of English Learners, the number of students with “below basic” achievement in math and/or English, and the schools’ Program Improvement status. Next year’s goal is to broaden support and provide a sustainable model with clear procedures and processes to increase parent involvement. The Family Engagement Office will focus on strategies and trainings on school achievement and school climate for parents, district staff and school site staff. Topics for improving school climate include: reviewing the physical environment of the school, volunteering in schools, and collaborating with the community. Training on supporting school achievement includes: learning at home, improving two-way communication between school and home, and strengthening parenting skills. Following the successful model at Rosa Parks School, each of the sites will be offering Word Power and Math Power programs to provide parents with skills to support academic success for their students. Training and support will also be offered to elementary schools without a Site Coordinator. Two teachers from each of those sites will be invited to join the collaboration meetings and Parent Leadership Action Network trainings. The Family Engagement Office will also be co-hosting district-wide events with Berkeley Alliance, the City of Berkeley, and the Rosa Parks Collaborative. Events include community barbecues, family film evenings, a summer camp resource fair, health fairs, and a parent retreat in August. All events have an academic focus. The community barbecues will take place at a recreation center in Berkeley and will highlight literacy. Family film evenings will showcase an educational topic. For example, the film “First Generation” explains the process of getting into college for students and their families. The goal of these collaborations is to extend district-wide support to our families and communities at large, beyond the site based trainings at the pilot schools. During the 2012-2013 school year these kinds of events, held in collaboration with community partners helped extend the reach of information to the wider Berkeley community. BUDGET RECOMMENDATIONS FOR FY 2013-14

Staff $305,100 • Supervisor, Family Equity and Engagement 1.0 FTE • Site Coordinator, Family Engagement 3.0 FTE • High School Parent Liaison 0.27 FTE

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Supervisor, Family Engagement and Equity 1.0 FTE This position brings together the closely related work of parent outreach and educational equity. The position supervises, evaluates, and provides ongoing professional development to the Site Coordinators, provides professional development in educational equity to other groups, and coordinates district-wide parent education. Site Coordinator, Family Engagement and Equity 3.0 FTE The Site Coordinators support the School Sites by providing technical support and training to Parents and Staff. Site Coordinators are also responsible for attending meetings as needed, including: School Governance Council (SGC), Response to Instruction and Intervention Team (RtI2), Student Success Team (SST), Parent Teacher Association (PTA), Parents of Children of African Descent (PCAD), and English Language Advisory Council (ELAC). One of the Site Coordinators is Bilingual in Spanish. High School Parent Liaison 0.27 FTE This position helps bridge the drop-off of parent involvement at the High School level. The Parent Liaison will help coordinate Parenting classes and support groups on site. (Multi-funded to 1.0 FTE with 0.53 from Resource 0852 School Site Funds and 0.20 from EIA) Meeting and Family Event Support (Hourly) $6,000 Funds support evening and weekend meetings with childcare, custodial and translation support for district and site-based family events. Teacher Hourly for Workshops and Meeting Facilitation $20,000 Teachers will lead trainings with parents, and train Site Coordinators on strategies to support academics at home. Two teachers from each of the sites without a Parent Liaison will be invited to join the collaboration meetings and PLAN trainings.

Contracted Services $25,000 To provide high quality parent education and support, experts in specialized subject areas will offer staff development to Site Coordinators and Parent Leaders. Proposed consultants for the 2013-2014 school year include the Parent Leadership Action Network (PLAN) for Parent Leadership training, and the Berkeley Alliance to provide Equity and Cultural Competency training. Funds will also provide guest speakers to present at school sites and/or district trainings. Middle School Support $15,000 This funding will be used to provide training to site staff at the middle schools, and to offer middle school parenting workshops during the school year.

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Staff Development and Mileage $4,000 Funds will be allocated for staff to attend State and local workshops, and for travel expenses. Materials and Supplies $5,000 This budget will provide the OFEE with materials and supplies to support the program. Cell Phone Service $2,500 Funding will provide cell phone service to facilitate contact for the three site coordinators, each of whom moves between two sites.

BUDGET SUMMARY

BSEP Resources

Revenue Allocation for FY 2013-14 $297,996

Projected FY 2012-13 Carryover 300,000

Total Resources 597,996

Projected Expenditures

Staffing 305,100

Classified Hourly 6,000

Certificated Hourly 20,000

Services and Operating Expenses 25,000

Equipment and Supplies 5,000

Cell Phone Service 2,500

Staff Development and Mileage 4,000

Reserve for Personnel Variance 25,000

Indirect Cost of 6.73% 26,422

Total Expenditures 419,022

Estimated Fund Balance 178,974 POLICY/CODE Berkeley Public Schools Educational Excellence Act of 2006 (Measure A) Section 3.B.ii.c. DISTRICT GOAL III. Family/Community Engagement: Establish partnerships with our families and community to increase academic success for all students.

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FISCAL IMPACT Projected expenditures of $419,022 from the BSEP funds for Parent Outreach. STAFF RECOMMENDATION Approve the recommendation for expenditures in 2013-14 of funds allocated to Parent Outreach from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0857)

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BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Natasha Beery, Director of BSEP, and

Christina Faulkner, Director of Curriculum and Instruction DATE: May 8, 2013 SUBJECT: Recommendation for Expenditures in 2013-14 of Funds Allocated

to Professional Development from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0855)

BACKGROUND INFORMATION In compliance with The Berkeley Public Schools Educational Excellence Act of 2006 (BSEP/Measure A), nine percent (9%) of the available revenues of the Measure are allocated to three purposes: (1) providing professional development for the District’s teachers and staff; (2) assessing the effectiveness of the District’s educational programs for improving student achievement; and (3) providing and maintaining computers and technology in schools. Currently Professional Development and Technology each receive 36% of the allocation, and Program Evaluation receives 28% of the 9%. The following recommendation is for the allocation of funds for the Purpose of Program Evaluation in accordance with BSEP Measure A, Section 3C:

…providing professional development for the District’s teachers and staff.

This recommendation was presented to the BSEP Planning and Oversight Committee on March 26, 2013 and adopted by the Committee on April 23, 2013. Professional Development Objectives Effective professional development programs—teachers learning successful educational strategies—are essential to improving overall student outcomes. The following strategic directions and targeted content for professional development guide the District’s Professional Development program: Strategic Directions: • Build a collaborative Professional Development structure that is guided by

District vision and goals and implemented at the site level. • Expand knowledge and use of a wide range of approaches to teaching that

lead to high achievement and equitable outcomes for all students. • Expand knowledge of subject matter expertise in priority areas. Targeted Content: • Expository Writing and Literacy Skills • Numeracy and Algebra Readiness and Success

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• Response to Instruction and Intervention (RtI2) • Effective Use of Assessment Data to Improve Instruction • Cultural Competence: Supporting a Diverse Student and Staff Population • Beginning Teacher Support and Assessment/Peer Assistance and Review –

BTSA/PAR Program Summary The positions and initiatives proposed to be funded from the allocation of BSEP funds for Professional Development in FY 2013-14 are similar to those in FY 2012-13, with some adjustments in funding. See appendix A for a three-year funding comparison for Professional Development positions and activities. Staffing $748,000

• Elementary Literacy Coaches 2.75 FTE • Literacy Lead Coach 0.40 FTE • MS English Language Arts Coach 0.40 FTE • District EL Coach 0.40 FTE • TWI/Bilingual TSA 0.20 FTE • Mathematics Coach, K-5 0.30 FTE • Mathematics Coach, 6-8 0.35 FTE • BHS Professional Development Leaders 2.0 FTE • District RtI2 Behavior Specialist 0.30 FTE • Instructional Technology TSA 0.34 FTE • Professional Development Coordinator 0.40 FTE

Elementary Literacy Coaches 2.75 FTE For the past several years, each elementary school has had the equivalent of one full-time literacy coach to address the specific literacy needs of its students and staff by providing intervention for students and coaching for teachers. The literacy coaches support teachers in implementing the Columbia University Teachers’ College Reading and Writing Project, the District’s elementary school English Language Arts program. These positions would continue to be supported by 0.25 FTE at 11 sites, for a total of 2.75 FTE from BSEP Professional Development funds as well as 3.3 FTE from BSEP Class Size Reduction Program Support funds, and additional sources. District Literacy Lead Coach 0.40 FTE This position facilitates the work of the elementary school literacy coaches, providing training in coaching as well as in effective strategies for teaching literacy skills. In addition to these workshops for site literacy coaches, the position leads professional development for classroom teachers and facilitates the administration of district reading, writing and spelling assessments in grades K-5.

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Middle School English Language Arts Coach 0.40 FTE This Teacher on Special Assignment (TSA) works with middle school teachers to improve instruction and assessment in both reading and writing. A lead teacher at each school will work directly with this TSA. District EL Coaches 0.40 FTE and Two-Way Immersion (TWI)/Bilingual Coach 0.20 FTE There are three different programs for English learners, serving more than 1,200 K-12 students in the District: Two-Way Immersion at Cragmont, LeConte, Rosa Parks, and Longfellow; Bilingual classes (K-5) at Thousand Oaks; and Specially Designed Academic Instruction in English (SDAIE). In all of these programs, teachers are responsible to provide instruction in English Language Development (ELD) to English Learners at the students’ levels. ELD is the study of the structures and patterns of English; it is not the same as English Language Arts. The EL Coaches lead workshops for teachers and provide classroom coaching to guide teachers in using best practices to teach students who are learning English. A full-time coach for the elementary schools, and a full-time coach for the secondary schools (grades 6-12) work along with a part-time coach who provides additional support for the K-5 TWI and Bilingual programs. (Funded to 2.4 FTE with 1.8 FTE from federal funds) Math Coaches 0.30 FTE & 0.35 FTE To support the transition to the Common Core State Standards, a full-time classroom teacher has been identified at each school to serve as a math teacher leader. The math coach for the elementary schools supports the teachers’ professional education by facilitating workshops to deepen teachers’ content knowledge, provides feedback to teachers based on classroom observations, guides teachers in the use of assessments, and reinforces the standards essential to student success in middle and high school math. In the 2012-13 school year, the math teachers’ coaching program was expanded to serve the middle schools, based on the successful elementary school model. The recommendation is for BSEP to continue to support math instruction by funding 0.30 FTE for the K-5 math coach and 0.35 FTE for the 6-12 math coach.

BHS Professional Development Leaders 2.0 FTE Berkeley High School will continue to focus its professional development efforts on Faculty Study Groups, in which teacher teams from learning communities and the departments participate in a collaborative structure, such as lesson study, literature study or action research, to improve instructional practices and student performance. Every member of the BHS faculty is a member of a study group.

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The recommendation is to increase BSEP funding from 6 positions at 0.2 FTE (total of 1.2 FTE) to 10 positions at 0.20 FTE (total of 2.0 FTE). This additional FTE from BSEP funding is to ensure the continuation of teacher leaders previously funded from the grant for Small Schools.

Instructional Technology Teacher (TSA) 0.34 FTE This position was created to help teachers utilize existing web-based tools to support classroom instruction, for example: Holt Mathematics online tutorials for students; CompassLearning, an online intervention program available to all K-8 students; Scholastic Reading Inventory, an electronic reading diagnostic tool; and the Read 180 program at the three middle schools, a computer based remedial reading program which requires reliable hardware and technological expertise. Many of the District’s textbooks now include web-based and electronic support materials for teachers, students, and parents. In addition, this position has been instrumental in facilitating the adoption of Illuminate, the data management system adopted by the District during the 2012-13 school year. The use of technology for instruction and testing will continue to expand in the 2013-14 school year, with the advent of new student assessments aligned with in the Common Core standards, which will be conducted online. The recommendation is for this budget to continue funding 0.34 FTE of the position. Response to Intervention [RtI2) Behavior Specialist 0.30 FTE The RtI2 Program is intended to identify and serve students who need additional academic, behavioral or social support to succeed in school. RtI2 is a high priority for the District, as the coordination of immediate and appropriate interventions for identified students has the potential to reduce the achievement gap in our schools while improving outcomes for all students. The RtI2 team of includes a full-time and a half-time Teacher on Special Assignment (1.50 FTE) to provide professional development for teachers to strengthen the academic intervention components in the classroom; and a Behavior specialist (1.0 FTE). The Behavior Specialist, who is also a school psychologist, works with teachers at school sites to develop strategies designed to engage students with challenging behavior and/or emotional issues. The recommendation is for BSEP to provide funding for 0.30 FTE of the Behavior Specialist.

Appendix A

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BSEP Professional Development Program – FY 2012 through FY 2014

Positions & ActivitiesGrade Level

FY 2011-12

FY 2012-13

FY 2013-14 Funding Source

Current Proposal and Prior Year ComparisonElementary Literacy Coaches K-5 2.75 2.75 2.75District Lead Literacy Coach K-12 0.40 0.40 0.40MS English Language Arts Coach 6-8 0.40 0.40 0.40District English Language Coach K-12 0.60 0.50 0.40 to Cat fundsTWI/Bilingual TSA K- n.a. 0.20 0.20Math Coach K-5 0.85 0.50 0.30 to Cat fundsMath Coach 6-8 n.a. 0.40 0.35 to Cat fundsBHS PD Leaders BHS 1.00 1.20 2.00 from grantInstructional Technology TSA K-12 0.34 0.34 0.34RtI2 TSA or Behavior Specialist K-8 0.30 0.40 0.30 to Cat fundsStaff Development Coordinator Pre-K-12 0.20 0.50 0.40 to Cat funds

Total FTE 6.84 7.59 7.84Previously Funded by BSEP Professional Development Funds

TSA: Improving Instruction Using Data K-12 0.80 0.00 0.00 to BSEP EvalCulturally Responsive Teaching K-12 0.55 0.50 0.00 endedSupervisor Family Engagement & Equity K-12 n.a. 0.50 0.00 to BSEP Outreach

Total FTE 1.35 1.00 0.00

Grand Total FTE 8.19 8.59 7.84

Other Professional Development ActivitiesTeacher-Initiated PD (TIP) K-12 $50,000 $50,000 $50,000 Teacher Leader Stipends - ELD, ELA, Math, Equity K-8 $60,600 $80,155 $80,200 Specialized Workshops for Secondary Teachers 9-12 $25,000 $15,000 $6,000

Total Other PD Initiatives $135,600 $145,155 $136,200 Previously Funded Activities

Math Consultant @ BHS 9-12 $18,000 $0 $0 endedCulturally Responsive Training $30,000 $25,000 $0 to Cat fundsTeacher College Program $0 $10,000 $0 to Cat fundsACOE Math Consortium $0 $12,000 $0 to Cat funds

Total Previously Funded Activities $48,000 $47,000 $0 to Cat funds

Grand Total Program Activities $183,600 $192,155 $136,200

Priorities for Carryover FundsMiddle School Writing Scoring 6-8 $15,000 $15,000 $10,000 Specialized Workshops for Secondary Teachers $10,000 $10,000 $15,000 Welcoming Schools Training -0- $10,000 $7,000 Mentors for Voluntary PAR Referrals $10,000 $10,000 $10,000 ULSS/RtI Workshops $12,000 $8,000 $8,000

Total Carryover Priorities $47,000 $53,000 $50,000

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Coordinator of Professional Development 0.40 FTE This position ensures that the professional development outlined in this proposal is well-organized and provided as outlined. The recommendation is to fund 0.40 of this this full time position from BSEP Professional Development funds.

Program Expenditures

Teacher Initiated Professional Development $50,000 Research has shown that teacher directed professional development is one of the most effective strategies for improving classroom instruction. The intent of this allocation is to foster teacher initiative and site collaboration in areas that will help close the achievement gap. Topics might include the implementation of Response to Intervention or Positive Behavior and Intervention System, assessing reading and writing skills, culturally responsive teaching, or teaching English Language Development in a diverse class. These funds provide money for substitutes and hourly pay to give teachers the opportunity to focus on areas of professional growth that they have identified as meaningful to them. K-8 Curriculum Teacher Leaders $80,200 Teacher Leaders help advance various curriculum initiatives in the schools, such as the implementation of the new Common Core state standards. The Teacher Leaders in math and English language arts participate in workshops with district staff and then facilitate similar workshops at their schools. During the 2012-13 school year, the K-5 Teacher Leaders focused on ELD, and the district also identified Teacher Leaders for Equity, a group who will participate in bi-weekly workshops with the Director of the Berkeley Alliance to develop their leadership skills on this key issue for the district. The recommendation is to continue funding an annual stipend for each participating Teacher Leader. (The $1,700 estimated average cost includes employer paid fringe.) Specialized Workshops for Secondary Teachers $6,000 Specialized training is required for certain programs at the high school and middle school levels: (1) High school teachers prepare to teach Advanced Placement and International Baccalaureate courses by enrolling in week-long subject-specific workshops; (2) Middle and high school teachers attend the workshops in Advancement Via Individual Determination (AVID), a program designed to increase the number of students prepared to enroll in a four-year college; (3) The world language teaching methodology known as Accelerative Integrated Method (AIM) which uses gestures, music, dance and theater to help students learn. This fund would pay for conference registration and travel expenses for teachers participating in these specialized training programs.

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BUDGET SUMMARY Professional development is funded through a variety of funding sources, including categorical funds such as Titles I, II, and III,as well as BSEP. However, most centrally-funded professional development staff positions are at least partially funded from BSEP.

BSEP Resources

Revenue Allocation for FY 2013-14 $772,406

Projected FY 2012-13 Carryover 191,000

Total Resources $963,406

Projected Expenditures

Professional Development Staff 748,000

Stipends for Teacher Leaders 80,200

Teacher Initiated Professional Development 50,000

Specialized Workshops for Secondary Teachers 6,000

Reserve for Personnel Variance 15,000

Indirect Cost of 6.73% 60,516

Total Expenditures $959,716

Estimated Fund Balance $3,690

Additional Carryover Funding Priorities

a. Middle School Writing Scoring $10,000 Middle school teachers from all three sites collaborate with their grade level colleagues to review and assess student writing. This process has proven to be effective professional development in helping teachers hone their skills in improving their students’ writing. BSEP funds substitute teachers to enable classroom teachers to participate in this process.

b. Specialized Workshops for Secondary Teachers $15,000 Additional funding will enable more middle and high school teachers to enroll in the workshops outlined above: Advanced Placement (AP), International Baccalaureate (IB), Advancement Via Individual Determination (AVID), and Accelerative Integrated Method (AIM). This fund would pay for conference registration and travel expenses for participating teachers.

c. Welcoming Schools Training $7,000 The Welcoming Schools curriculum has been implemented at all elementary schools, and training for teachers new to Berkeley is essential

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to ensure that all students are taught these lessons. The district has also contracted with Our Family Coalition to provide additional training for an elementary teacher from each elementary school to serve as a resource for her/his colleagues. This fund would pay for the cost of the facilitators, substitutes and teacher hourly.

d. Mentors for Voluntary PAR Referrals $10,000

The cost of mentors for teachers who request them can be a strategic investment for the district and have a positive impact on teaching and learning.

e. RtI2 Workshops $8,000 Workshops focused on RtI2 for teachers and administrators will further the district’s efforts to implement and expand this model.

POLICY/CODE Berkeley Public Schools Educational Excellence Act of 2006 (Measure A) Section 3C DISTRICT GOAL V. B. Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues. FISCAL IMPACT Projected expenditures of $959,716 from the BSEP funds for Professional Development, from the BSEP Professional Development, Program Evaluation, and Technology Fund STAFF RECOMMENDATION Approve the recommendation for expenditures in 2013-14 of funds allocated to Professional Development from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0855)

Appendix A

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BSEP Professional Development Program – FY 2012 through FY 2014

Positions & ActivitiesGrade Level

FY 2011-12

FY 2012-13

FY 2013-14 Funding Source

Current Proposal and Prior Year ComparisonElementary Literacy Coaches K-5 2.75 2.75 2.75District Lead Literacy Coach K-12 0.40 0.40 0.40MS English Language Arts Coach 6-8 0.40 0.40 0.40District English Language Coach K-12 0.60 0.50 0.40 to Cat fundsTWI/Bilingual TSA K- n.a. 0.20 0.20Math Coach K-5 0.85 0.50 0.30 to Cat fundsMath Coach 6-8 n.a. 0.40 0.35 to Cat fundsBHS PD Leaders BHS 1.00 1.20 2.00 from grantInstructional Technology TSA K-12 0.34 0.34 0.34RtI2 TSA or Behavior Specialist K-8 0.30 0.40 0.30 to Cat fundsStaff Development Coordinator Pre-K-12 0.20 0.50 0.40 to Cat funds

Total FTE 6.84 7.59 7.84Previously Funded by BSEP Professional Development Funds

TSA: Improving Instruction Using Data K-12 0.80 0.00 0.00 to BSEP EvalCulturally Responsive Teaching K-12 0.55 0.50 0.00 endedSupervisor Family Engagement & Equity K-12 n.a. 0.50 0.00 to BSEP Outreach

Total FTE 1.35 1.00 0.00

Grand Total FTE 8.19 8.59 7.84

Other Professional Development ActivitiesTeacher-Initiated PD (TIP) K-12 $50,000 $50,000 $50,000 Teacher Leader Stipends - ELD, ELA, Math, Equity K-8 $60,600 $80,155 $80,200 Specialized Workshops for Secondary Teachers 9-12 $25,000 $15,000 $6,000

Total Other PD Initiatives $135,600 $145,155 $136,200 Previously Funded Activities

Math Consultant @ BHS 9-12 $18,000 $0 $0 endedCulturally Responsive Training $30,000 $25,000 $0 to Cat fundsTeacher College Program $0 $10,000 $0 to Cat fundsACOE Math Consortium $0 $12,000 $0 to Cat funds

Total Previously Funded Activities $48,000 $47,000 $0 to Cat funds

Grand Total Program Activities $183,600 $192,155 $136,200

Priorities for Carryover FundsMiddle School Writing Scoring 6-8 $15,000 $15,000 $10,000 Specialized Workshops for Secondary Teachers $10,000 $10,000 $15,000 Welcoming Schools Training -0- $10,000 $7,000 Mentors for Voluntary PAR Referrals $10,000 $10,000 $10,000 ULSS/RtI Workshops $12,000 $8,000 $8,000

Total Carryover Priorities $47,000 $53,000 $50,000

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BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Natasha Beery, Director of BSEP, and

Debbi D’Angelo, Director of Evaluation and Assessment DATE: May 8, 2013 SUBJECT: Recommendation for Expenditures in FY 2013-14 for Funds

Allocated to Program Evaluation from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0856)

BACKGROUND INFORMATION The following recommendation is for the allocation of funds for the Purpose of Program Evaluation in accordance with The Berkeley Public Schools Educational Excellence Act of 2006 (BSEP/Measure A):

…assessing the effectiveness of the District’s educational programs for improving student achievement (Section 3.C)

This recommendation was presented to the BSEP Planning and Oversight Committee on March 26, 2013 and adopted by the Committee on April 23, 2013. Program Evaluation Objectives As the District implements educational programs designed to improve student achievement, staff must be able to assess the effectiveness of these programs in meeting their goals. The District established the Berkeley Evaluation and Assessment (BEA) office in 2007 to use data to achieve five major goals:

1. Improve teachers’ instruction and students’ learning. 2. Improve the ability of School Governance Councils to make decisions

about the effective use of site resources. 3. Improve the ability of the School Board, staff and the public to make

informed decisions about the effectiveness of instructional programs in order to maximize the use of scarce resources.

4. Administer and oversee State mandated and District-wide assessments. 5. Develop and maintain a central data warehouse to provide real-time web-

based student information to staff members with access to district indicators, drillable to the site, classroom and student level.

Program Summary Following is a summary of the programs and services offered by BEA. Additional projects of the BEA (not funded by BSEP) are listed in Appendix A. Professional Development / Training: BEA staff will continue to provide training and support for administrators, teachers, parents and support staff in the continuous inquiry model – using data to drive instruction and to evaluate

3.6-C

programs. In 2012, BEA rolled out a new Data and Assessment System entitled Illuminate; as part of that roll-out, staff has added Illuminate for Program and Classroom Evaluation to the repertoire of Professional Development offered. District and Formative Assessment Support: BEA staff provides production support for all District assessments, which includes test duplication and distribution, design support and scanning of assessments using Intel-Assess and Illuminate. In addition, this year BEA staff is assisting teachers in creating their own formative assessments in Illuminate. Once scanned, reports are made available to teachers, administrators and District staff connected to the assessment. In 2013-2014, all District Assessments are being aligned to the new Common Core State Standards. Currently, assessments are administered in ELA and Math for Grades K-8, in Science and Music for Grades 4 and 5, and in the High School for most core subject areas. This year staff also conducted a Kindergarten Universal Screener and in 2013-14 will expand RtI2 Universal Screeners to K-8. Staff also works one to one with teachers on assessments. School Principal Evaluation Support: All sixteen principals receive one-on-one support at their school sites on a regular basis from BEA staff. Support is based on research from Driven by Data and Culturally Proficient Inquiry. BEA staff also provides supplementary data analysis, assists principals planning or preparing data presentations for their staff or SGCs, and provides support in using Survey Monkey and Illuminate. Program Evaluation Reports: The Director prepares evaluation reports that the School Board, district administrators, and schools can use to inform their practice, including reports on State and local trends in achievement overall, and by racial and demographic subgroups. Evaluations include special programs, Board subcommittees, site programs and other focus areas. At the High School, this includes the Western Association of Schools and Colleges (WASC) accreditation and Small Learning Communities Grant. Reports include focus on RtI2 and Common Core implementation, as well as a full data analysis for the Accelerating the Achievement of African American students workgroup. 2020 Vision Support and Partnership: The 2020 Vision is Berkeley’s citywide effort to achieve academic equity for all children and youth in Berkeley by the year 2020. The 2020 Vision uses eight goals to measure success each year: Kindergarten Readiness*, Reading Proficiency by Third Grade*, Attendance, Math Completion by 9th Grade*, College and Career Readiness*, Alternatives to Suspension,* Fewer Police Encounters, and Student Engagement. The BEA Director and Superintendent(s) are members of the 2020 Vision design team and oversee the implementation of Phase III of the 2020 Vision, which include a series of seven 2020 Design Team meetings with City and Alliance staff. In addition, over 1000 hours of meetings and data analysis were conducted with 2020 partners to address the goals with asterisks (*) above.

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Elementary Report Cards: The Director serves as the liaison between the Professional Development department and the Technology department to assure that all report cards are updated and align to pacing guides at the school sites. BEA staff provide teacher and family guides (in English and Spanish), posted on the district website and distributed to new families for use with the Report Cards. WE CARE and other Staff and Parent Surveys: BEA staff provide design and analysis support for a variety of surveys using both Survey Monkey and Google Surveys. This year, BEA worked with the Co-Superintendents to design a survey which will assess customer service in and amongst district departments. In addition, staff works with the new Supervisor of Family Engagement and Equity to survey and track parent engagement at their schools, and track staff self-evaluation on the Equity Rubric designed by the Equity Team. BUDGET RECOMMENDATIONS FOR FY 2013-14

Staffing $479,000 The staffing model proposed for BSEP funding in 2013-2014 is similar to that in the prior three years, while evolving with the introduction of a new assessment system. (See Appendix B for specific sites).

• Director 1.0 FTE

• Teacher on Special Assignment 0.8 FTE

• Teacher on Special Assignment 0.7 FTE

• Teacher on Special Assignment 0.4 FTE

• Teacher on Special Assignment 0.2 FTE

• Data Technician 1.0 FTE

• Clerical Staff 0.5 FTE

Director of Evaluation and Assessment 1.0 FTE The Director of Evaluation and Assessment designs, implements and oversees all aspects of the evaluation and assessment activities related to student achievement and program effectiveness, including research and evaluation methodologies, instruments, data collection, data warehouse / assessment system / dashboard design and implementation, data integrity processes, and statistical analysis and interpretation. The Director works with principals, teachers, School Governance Councils, District Office staff, the School Board and the 2020 Vision Design Team to interpret student data and improve student learning. The Director serves as a liaison between the Technology Department and Educational Services, interpreting the needs of Curriculum and Instruction for the programming and system software, and improving data integrity, development and accessibility for

3.6-C

teachers. The Director is working with the Director of Curriculum to align all assessments to the Common Core State Standards in 2013-14 and prepare students for the new computer-adaptive Smarter Balanced Assessment to be administered in 2014-15. Teachers on Special Assignment (TSA) 2.1 FTE These positions provide staff development and technical support to teachers, principals, and School Governance Council (SGC) members in how to use data and in determining appropriate actions based on these data. Staff development is provided primarily to certificated staff at the site and district level, and consists of both group training sessions as well as individualized support. The focus of the TSAs is to provide structured technical assistance in the implementation of Illuminate, a software system for assessment data management, analysis, assessment creation and scan-based scoring. The TSAs will also support teachers and administrative staff in understanding how to align and evaluate students and programs using the new Common Core State Standards. Data Technician (1.0 FTE) and Administrative Coordinator (0.5 FTE) These two classified positions are responsible for technical support in the Office of Evaluation and Assessment. They support District assessments, import and enter data into the data systems, ensure accuracy of data, develop queries and reports in Illuminate and PowerSchool, generate a variety of other reports and documents, and develop and maintain various databases and files. In addition, the Data Technician serves as the manager of the data warehouse and supports staff by providing data requested for program evaluation. (The other .50 FTE of the Clerical Support position is funded by the General Fund to manage state-mandated testing.)

Program Expenditures

Extra Duty $12,000 The TSAs for Evaluation will work during the summer to prepare student data reports and the new Common Core-aligned district assessments for schools and teachers for the opening of the school year. They will also work additional days in June to provide teacher staff development, and to prepare End of Year assessment and evaluation reports.

Summer and School-Year Staff Development $15,000 This year, carry-over funds will be used to ensure District Assessments are aligned to the new Common Core State Standards and that these assessments are ready for full implementation as the school year begins. The funds will also be used to begin training teachers on implementing the new online assessments in Illuminate. In order to assure full

3.6-C

implementation, a portion of these funds will be used to pay a daily stipend to lead teachers at each site who will be developing and training others on how to implement and use these assessments.

Contracted Services: Illuminate, Intel-Assess, SPSS, Survey Monkey $70,500 The Evaluation and Assessment Office manages a web-based data and assessment system entitled Illuminate. Using Web 2.0 technologies, Illuminate is a data-warehouse and information system, storing demographic, assessment and evaluation data. Illuminate serves as the vehicle for creating and scanning answers for district assessments as well as analyzing both State and district assessment data. With Illuminate, BUSD staff can now work dynamically through the system to create and analyze teacher-created quizzes, demographic data, State tests, or a combination of these and more. Staff reports a user-friendly interface that make every user’s job easier: from district-level educators who need to analyze trends, to instructional leaders who require fast and flexible reports to shape curriculum, to teachers using instant formative feedback mid-lesson to inform next steps.

Intel-Assess provides additional test items that are specifically developed to measure student mastery of California standards. As a formative assessment, the questions are intended to help educators improve instruction. The incorrect responses of every multiple choice item are designed to reveal common student misconceptions. Every assessment includes a Teacher Rationale document that explains student errors. BUSD has been using Intel-Assess as the Item Bank” for the creation of the Common District Assessments in Math K-12. Intel-Assess has also been successfully used for the Ninth Grade English Language Arts Assessments and will be expanding to all grades. Intel-Assess is a partner with Illuminate and will serve to enhance the Item Bank, particularly because it is aligned to the new Core Common State Standards. In addition, both the World Language and Science departments at BHS have committed to developing a greater number of common assessments using Intel-Assess. SPSS is an industry-standard statistical package that BEA is increasingly using for data analysis. The costs include software licenses and training. Survey Monkey is an online survey tool used by School Governance Councils and other District offices to collect survey data. The BEA department purchases and manages the District’s subscription to Survey Monkey, which will also serve as the District “WE CARE” survey tool, and for analysis of Parent Outreach efforts.

3.6-C

Professional Development for BEA Staff $10,000 Professional development will support staff facilitation of district evaluation and assessment activities, including the adoption of Common Core, and the roll-out of the on-line and instructional components of Illuminate. Supplies and Equipment $10,000 Books, supplies and office equipment are estimated to require no more than $10,000 for the year.

BUDGET SUMMARY The BSEP Measure dedicates nine percent (9%) of the available revenues of the Measure to (1) providing professional development for the District’s teachers and staff, (2) assessing the effectiveness of the District’s educational programs for improving student achievement, and (3) providing and maintaining computers and technology in schools. Currently Professional Development and Technology each receive 36%, and Program Evaluation receives 28% of the 9%. Program Evaluation is funded through a variety of sources: General Funds, grant funding, Categorical Funds, and BSEP. All proposed staff positions focused on evaluation and assessment are at least partially funded from BSEP.

BSEP Resources

Revenue Allocation for FY 2013-14 $600,760

Projected FY 2012-13 Carryover 58,000

Total Resources $658,760

Projected Expenditures

Program Evaluation Staff 479,000

Certificated Hourly (Extra Duty) 12,000

Teacher Hourly: Assessment Development and Training 15,000

Supplies and Equipment 10,000

Contracted Services (Illuminate, Intel Assess, SPSS, Survey Monkey) 70,500

Professional Development for BEA Staff 10,000

Reserve for Personnel Variance 19,160

Indirect Cost of 6.73% 41,434

Total Expenditures $657,094

Estimated Fund Balance $1,666 Carryover Funding Priorities The projected carryover amount for 2011-12 in the BSEP Program Evaluation fund is projected to be $58,000. These carryover funds are needed to support the roll-out of the on-line and instructional components of Illuminate, and professional development support for lead teachers to implement Common

3.6-C

Core-aligned assignments. If carryover funds exceed the projection, additional funding priorities are:

• Additional Teacher Hourly $5,000 • Contracted Services $5,000 • Extra Duty: $3,000

POLICY/CODE Berkeley Public Schools Educational Excellence Act of 2006 (Measure A) Section 3C DISTRICT GOAL I-D. Evaluation and Assessment: Use data from multiple measures to monitor student progress, guide instruction and evaluate the effectiveness of our programs, and share this information with the staff, the Board and the Community. FISCAL IMPACT Projected expenditures of $657,094 from the BSEP funds for Program Evaluation, from the BSEP Professional Development, Program Evaluation, and Technology Fund STAFF RECOMMENDATION Approve the recommendation for expenditures in FY 2013-14 for funds allocated to Program Evaluation from the Berkeley Public Schools Educational Excellence Act of 2006 (BSEP Resource 0856)

3.6-C

Professional Development Appendix A

In addition to BSEP Funded Activities, BEA implemented the following with funding from the General Fund, LEARNS, or Categorical Funds: I. Full Implementation of State Required Testing (see list of tests):

• California Standards Test (CST), gr. 3-11, in ELA and Math and Writing

o Early Assessment Program (EAP), gr. 11 (Extension of CST). • Standards Test in Spanish (STS), gr. 2-11, for Spanish English

Learners in US less than 12 month • California Alternative Proficiency Assessment (CAPA), California

Modified Assessment (CMA) for Special Education students in gr. 2-11 with special modifications required.

• California High School Exit Exam (CAHSEE), gr. 10 census and for gr. 11-12 until student passes.

• California English Language Development Test (CELDT) for English Learners, gr. K-12.

• Physical Fitness Test (PFT), gr. 5, 7 and 9. • Field Testing for the Smarter Balanced Assessment Consortium.

II. Gifted and Talented Education (GATE) Identification using Spring Fifth Grade Scores. GATE Identification will now include the following classifications and measures: • GATE English Language Arts – Scale Score of 500 and above on CST

ELA and Score of W or Above on Teacher’s College Reading and Writing Assessment (TCRWP)

• GATE Mathematics – Scale Score of 500 and above on CST Math and Score of 95% or Above on Spring District Math Assessment

• GATE Science – Scale Score of 500 and above on CST Science and Score of 95% or Above on Spring District Science Assessment

• GATE Music – Scale Score of 500 and above on CST Math or Science and Score of 95% or Above on Spring District Music Assessment. Teacher referrals for 1 student per class will be considered.

III. Supporting LEARNS with the Statewide Report for 21st Century

Community Learning Centers (CCLC) and After School and Safety (ASES), 21st Century High School After School and Safety for Teens (ASSETs) and Annual Performance Report (APR)

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Professional Development Appendix B

Director All District Departments CCSS / SBAC Implementation Research requests Evaluation projects District / Board Reports 2020 Vision Lead Research Interns Single Plan Review Accountability Report Cards Illuminate Implementation District We CARE Survey AAAA Work Group Report Card Oversight California Healthy Kids Survey (CHKS)

TSA (1.0 FTE) Berkeley-Tech* and Independent Study Longfellow* King* Malcolm X Thousand Oaks*+ Willard* MS ELA** MS Math ** BUSD/BFT Surveys** RTI2 / SPED / PBIS Support

TSA (1.0 FTE) Emerson* Berkeley Arts Magnet* Jefferson John Muir Washington* Rosa Parks*+ LeConte* LEARNS Evaluation Universal Screeners** Elem. Math, Music and Science ** Parent Engagement Support

TSA (.4 FTE) Berkeley High School Cragmont* Oxford* BHS Assessments, Grants Classroom Assessment and Instruction

TSA (.2 FTE) Berkeley High School+ BHS Common Assessments 6-12 Liaison for Literacy

ALL STAFF CCSS Implementation SBAC Implementation 2020 Symposium Training on: ! Illuminate ! IntelAssess Culturally Responsive Inquiry

Data Technician / Analyst- Data warehouse manager District assessment logistics and support Data analysis Data reports Elem. Literacy ** LEARNS Assets and ASES Bridge Evaluation PowerSchool Bridge to Illuminate CALPADS Assessment Module Oversight

Administrative Coordinator BEA Office and Test Coordination, Printing, Ordering and Pre-Identification Manages BEA office

Cal in Local Government Intern

3.7-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Pasquale Scuderi, Principal, Berkeley High School DATE: May 8, 2013 SUBJECT: Approval of Memorandum of Understanding (MOU) with

Equal Opportunity Schools BACKGROUND INFORMATION Berkeley High School has been selected by Equal Opportunity Schools as one of 77 high schools from across the U.S. to participate in a study on the impact of Advanced Placement (AP) and International Baccalaureate (IB) on college completion for Latino, African-American, and socio-economically disadvantaged students.

A recent Google Global Impact Award has enabled Equal Opportunity Schools to launch the study and identify more than 6,000 high school students currently missing from their schools’ advanced classes and work with the schools to move these students into the higher-level coursework.

These ‘missing’ students will be identified through deep data analysis that indicates their readiness for greater challenges. The project’s effectiveness will be evaluated by the Education Innovation Laboratory at Harvard University and will be the first high standard, random school-level assignment study of the impact of AP and IB on college completion. Existing research (Dougherty 2005) suggests that taking one AP or IB course dramatically improves the likelihood of college completion.

As outlined in the attached MOU, Berkeley High School will receive technical assistance, capacity-building support and funds to fully close AP and IB participation gaps and raise student success. The grant would be implemented in the 2015-16 school year.

DISTRICT GOAL II. Strategies to Promote Student Success POLICY/CODE Board Bylaws 9000 FISCAL IMPACT $18,000 in 2015-16

3.7-C

STAFF RECOMMENDATION Approve the Memorandum of Understanding with Equal Opportunity Schools.

Memorandum of Understanding Between Berkeley Unified School District &

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 2 of 10

COLLABORATION PURPOSE

Equal Opportunity Schools (EOS)

Our mission is to ensure that all students have the opportunity to succeed in challenging high school courses1. We focus on challenging high school courses because the academic intensity of the high school curriculum is the biggest driver of college completion2.

We are experts in helping school leaders find and upgrade students who would be successful in Advanced Placement or International Baccalaureate courses (“AP/IB”), but are not yet enrolled in AP/IB for reasons related to race or socioeconomics (“Missing Students”).

Berkeley Unified School District (the “District”) has demonstrated its commitment to

improving the quality of educational opportunity and achievement for students in its “Letter of

Intent”, of April 1, 2013.

COLLABORATION OBJECTIVES

Building on the District’s progress and experience and EOS’s expertise in establishing equity in AP/IB, EOS

and the District (collectively, “Collaborators”) jointly commit to these three objectives:

1. Find all Missing Students and fully close race and income enrollment gaps in AP/IB, as measured by equally high AP/IB participation rates for Latino, African-American and low-income students as compared to their peers, by Fall 2015 for Berkeley High School.

2. Raise AP/IB performance, as measured by AP/IB exam passing, by Spring 2017 for Berkeley High School.

3. Develop systems and structures to ensure that the district can sustain and improve upon these results in future years, catalyzing a higher sense of what’s possible for Missing Students, and enabling the District’s work to increase college readiness and close opportunity and achievement gaps.

Accordingly, in consideration of the mutual obligations set forth below, the Collaborators agree to formalize this collaboration (“Collaboration”) and to pursue these objectives in the manner set forth in the following pages, with key implementation to occur during the 2015-2016 school year for Berkeley High School.

1 Although “challenging” can be defined in a variety of ways, we focus on Advanced Placement (AP) and International Baccalaureate (IB)

courses (sometimes referred to as “college-ready courses”), which provide a clear and common measurable standard, aligned with college. 2 Adelman 2006

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 3 of 10

COLLABORATION OVERVIEW

The Collaborators agree to the following schedule and responsibilities, and will meet to set specific dates and

task ownership, following execution of this agreement:

GOAL EOS Responsibilities District Responsibilities

SU

MM

ER

SET THE STAGE

Provide detailed information and research on the feasibility and impact of closing AP/IB participation gaps while raising AP/IB performance

Meet with Superintendent and Principal and their leadership teams to develop a shared, context-specific understanding of the Collaboration and commitment to the Collaboration Objectives

Work with EOS to develop Superintendent’s cabinet and high school Principal commitment, and a calendar for achieving Objectives

Designate a District data liaison to provide necessary student-level data and incorporate EOS metrics into district/school analytics

FA

LL

STUDY &

DETERMINE CAUSES OF

AP/IB COURSE ACCESS GAPS

Meet monthly, one-on-one, with high school Principals to align collaboration with Principals’ context and leadership

Work closely with District data liaison to identify and efficiently gather core information for the study

Conduct comprehensive analyses of student academic records & survey results in order to develop detailed findings about the size & causes of AP/IB participation gaps

Identify Superintendent or cabinet-level designee to collaborate monthly with EOS

Survey 90% of 10th-12th grade students and their teachers by early November

Schedule school & district winter Strategy meetings for discussion of EOS findings

WIN

TE

R

SET CUSTOM STRATEGY FOR CLOSING AP/IB

COURSE ACCESS GAPS

Present findings on size, shape, and causes of AP/IB participation gaps

Use deep analysis, best practices, and local leadership context to make recommendations for closing gaps

Support development of school-specific:

(1) Missing Student outreach & recruitment plans

(2) Missing Student academic support plans

(3) AP/IB-teacher professional development / support plans

Assist District & Principals in gaining staff support, and building an effective implementation team

With input and assistance from EOS, lead the development of a District strategy for achieving Collaboration Objectives

With input and assistance from EOS, lead development of school-specific:

(1) Missing Student outreach & recruitment plans

(2) Missing Student academic support plans

(3) AP/IB-teacher professional development / support plans

With input and assistance from EOS, build staff support for Collaboration Objectives and implementation of the plans that are developed

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 4 of 10

COLLABORATION OVERVIEW (continued)

GOAL EOS Responsibilities District Responsibilities

SP

RIN

G

SUPPORT DISTRICT

IMPLEMEN-TATION OF STRATEGY

Meet monthly with high school Principals to align Collaboration with leadership context and to provide coaching re. recruiting Missing Students

Work with District data liaison to provide high-impact, student-specific analysis for outreach

Collaborate with the Superintendent and/or cabinet-level Designee to ensure all Missing Students are added to AP/IB courses, in line with District Strategy

Develop interim metrics and deadlines to ensure student recruitment strategies are achieving Collaboration Objectives

Superintendent and Principals have primary responsibility for enrollment of Missing Students to achieve equitable AP/IB participation, with EOS support

Principals conduct (and District Designee encouraged to conduct) some recruitment conversations directly with students

With EOS support, finalize Missing Student academic support and teacher professional development/support plans

ON

GO

ING

SUSTAIN ACCESS GAP CLOSURE &

ENSURE ONGOING STUDENT SUCCESS

Provide an analysis of the first quarter of performance under the implemented plans, including an analysis of grades, retention, and school satisfaction

Assist in developing dashboard metrics, evaluation standards, and annual AP/IB report aligned with Supt’s strategy

Help to enable additional support sources for the District’s Strategy

Provide recommendations to continue growth of AP/IB participation & success

Review and discuss EOS’s analysis and recommendations for continued AP/IB equity and growth in participation & success

Produce annual AP/IB report, which will be presented to the District’s Board of Education each subsequent fall

Apply EOS’s tools, analytics, and process in future years to enable continued equitable participation and success in AP/IB

Provide feedback to EOS re. the collaboration’s effectiveness

EOS’S RESPONSIBILITIES ABOVE MAY BE PERFORMED BY THE FOLLOWING INDIVIDUALS:

District Partnership Director

Substantial school/district leadership/coaching experience Highest levels of experience with AP/IB gaps-closed schools/strategies 24-hour response time, and available for weekly meetings as requested

Partnership Analyst

Masters (or greater) equivalency analytical background Highest levels of experience with AP/IB gaps-closed schools/strategies 24-hour response time, & available for weekly meetings as requested

Chief Program Officer

Highest levels of experience in educational leadership & effectiveness to ensure quality results Contributes expertise and perspective from background as a Superintendent, University

Superintendent Preparation Program Director, and a K-12 non-profit educational reform leader

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 5 of 10

COSTS & PAYMENTS

The District shall pay EOS as follows: Participating High Schools

Cost Per School

Grant Subsidy

Total

Start Date

Berkeley High School $36,000 -$18,000 $18,000 2015

District Fee $36,000 -$36,000 $0

Total Due3 to Equal Opportunity Schools in 2015-16 $18,000

EOS will also bill the District for the portion of travel costs attributable to this Collaboration. EOS

travels cost-consciously (at or below federal standards), and the cost of one EOS trip is often spread

across multiple districts.

EOS hereby further expresses its intention to develop an additional agreement with the District to

provide grant funds to support equitable AP/IB programs in Fall 2014 (for schools with a 2013-14 start

date) and Fall 2016 (for schools with a 2015-16 start date). EOS plans to apportion Google Global

Impact Award grant funds to schools on a per Missing-Student-found basis.

SUPPLEMENTARY AGREEMENTS

1. Working together

Each of the Collaborators has identified the following conditions, which must be met by the other

Collaborators in order for this Collaboration to be meaningful and productive:

The District requires:

a) On-going, candid communication and feedback loops that provide early opportunities to make adjustments where needed.

b) High-quality EOS staff who effectively enable schools to achieve Collaboration Objectives. c) Integrating services into current District practices such that the Collaboration serves to

optimize existing structures and processes rather than creating new layers of work. d) EOS help in building internal capacity and sustainability among the District Office

administrators, as well as school leaders and staff to continue improvement efforts beyond the timeframe of the Collaboration.

e) Confidential treatment of personally identifiable student and parent information, as set forth in Exhibit A below.

EOS requires:

3 Fifty percent by September 1, 2015, and the remaining 50% by January 15, 2016.

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 6 of 10

a) Commitment from the District’s Superintendent and other key District leaders (i.e. Assistant Superintendents and Directors) to provide full executive and implementation support to this Collaboration, including but not limited to: leadership, advocacy, support and accountability for the schools to meet the Objectives, and provision of necessary financial resources.

b) Full and willing participation from all participating school sites in analyzing data and engaging the school staff in finding all Missing Students and fully closing AP/IB participation gaps while raising AP/IB performance.

c) Access as needed to the District’s data liaison for joint inquiry and analysis. d) The District’s willing participation in joint research and evaluation efforts for the

Collaboration including, but not limited to, maintaining a subscription to the National Student Clearinghouse to collect college District completion data (by October 1, 2013, at an estimated cost of $450/school/year).

2. Limitation of Liability

EOS DOES NOT MAKE ANY EXPRESS WARRANTIES AND HEREBY SPECIFICALLY DISCLAIMS

ANY IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, THE IMPLIED WARRANTIES

OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE, AND NON-INFRINGEMENT. IN

NO EVENT SHALL EOS BE LIABLE FOR ANY SPECIAL, CONSEQUENTIAL OR EXEMPLARY

DAMAGES, WHETHER ARISING IN CONTRACT OR IN TORT, WHETHER DIRECT, IMMEDIATE,

FORESEEABLE, DISCLOSED OR NOT DISCLOSED, ARISING FROM EOS’S PERFORMANCE OF

THIS AGREEMENT. IN NO EVENT WILL EOS BE LIABLE TO DISTRICT FOR ANY AMOUNT

BEYOND THE AMOUNT DISTRICT HAS PAID EOS UNDER THIS AGREEMENT.

3. Implementation Timing

Equal Opportunity Schools cares deeply about getting the best possible results for school, district,

county, and state partners; and we know that doing so requires ongoing learning and innovation to

adaptively meet Collaborator needs. This is why we are partnered with the Education Innovation

Laboratory at Harvard University (“Harvard Ed Labs”) to implement a highly-rigorous project design,

which enables us to continually enhance our ability to support your achieving strong equity and college

readiness results for your students.

Harvard Ed Labs conducted school start-time selection using similarity-matching, district blocks, and

random assignment algorithms.

The following start-time selections are final, and implementing them with fidelity is essential to the

integrity of this project as a whole. This schedule will ensure that EOS is best able to support district

partners through implementation and capacity-building for self-sustainability.

Key Implementation

Year: 2013-14

Key Implementation

Year: 2015-16

Berkeley HS

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 7 of 10

4. Student Confidentiality

The Collaborators shall abide by Federal and other applicable law and all stipulations outlined in Exhibit

A below with regard to confidential student and parent information. Each Collaborator shall be

responsible for compliance with all such laws and maintenance of confidentiality with respect to

information in its possession and data provided by the other Collaborator. Details on handling of

Confidential Information are in Exhibit A.

5. Data Sharing for Ongoing Study & Instructional Improvement

For a period until at least December 1, 2023, the District will, on an annual basis (if requested), provide

EOS with data files containing the information contained in Exhibit B for all students who are in any

high school located within the District boundaries. The obligations set forth in this paragraph and in

Exhibit B will survive the termination of this Agreement and remain binding upon the parties.

6. Insurance

EOS shall maintain insurance according to the District’s contracting regulations, as shown in Exhibit C.

SIGNATURES

The signatures below, by the authorized representative of each Collaborator, signify the Collaborators’

agreement and commitment to the terms of the Collaboration as outlined herein (including the

Supplementary Agreements and Exhibits hereto).

For Berkeley Unified School District For Equal Opportunity Schools

Superintendent Executive Director

Date Date

Address

City State Zip

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 8 of 10

EXHIBIT A – Confidential Information

Definition

For purposes of this Agreement, the term “Confidential Information” shall mean any and all personally

identifiable student or parent information from District education records provided by District to EOS,

in any medium.

Acknowledgment of Applicable Law

The Collaborators acknowledge that provision by the District of Confidential Information is subject to

the Family Educational Rights and Privacy Act of 1974 (FERPA) and the implementing regulations found

in 34 CFR Part 99, and may also be subject to state law student confidentiality provisions. The

Collaborators shall not engage in any behavior contrary to any such laws.

EOS’ Permitted Usage of Confidential Information

EOS shall use Confidential Information solely for the purposes set forth in this Agreement. EOS will

perform all work under this Agreement in a manner that does not permit personal identification of any

individual student or parent by anyone other than (a) District personnel and (b) EOS personnel

performing services contemplated by this Agreement.

Restrictions upon EOS’ Disclosure of Confidential Information

The only EOS personnel who will have access to Confidential Information will be those EOS employees,

contractors and agents who (a) are performing services contemplated by this Agreement and (b) have

agreed to be bound by EOS’ non-disclosure agreement. Except as permitted by FERPA, EOS and its

employees, contractors and other agents with access to Confidential Information shall not

disclose any of the District’s Confidential Information to any third party.

Maintenance of Confidentiality

EOS shall exercise due care in safeguarding the Confidential Information against loss, theft, or other

inadvertent disclosure and shall take all reasonable steps necessary to establish safeguards that are

consistent with all applicable federal, state, and local law and District regulations and policies relating to

security for personally identifiable and other sensitive information, including but not limited to FERPA.

Publication of any information compiled by EOS under this Agreement (other than to the District or its

personnel in accordance with this Agreement) shall be in a manner that does not permit identification,

directly or indirectly, of individual students or parents.

Destruction of Confidential Information

EOS agrees to destroy all personally identifiable student and parent information obtained from District

education records when that information is no longer needed for any purpose contemplated by this

Agreement.

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 9 of 10

EXHIBIT B – Data Sharing for Ongoing Study & Instructional Improvement

EOS will use student-level data to study and evaluate its programs and services. Requested data may

include the following and should be provided as appropriate in written reports, data files, or

spreadsheets. Student data should be provided with demographic detail (i.e. by race and socioeconomic

segments) whenever possible within available data systems. EOS will treat all data as Confidential

Information, as defined by Exhibit A of this Agreement, and in accord with the requirements of FERPA

and state and local policy.

1. Course enrollment

2. Course grades

3. AP/IB exam scores

4. Course-, grade-, and school-specific average daily attendance (ADA)

5. High school graduation

6. Student college plans, admissions, and achievement

7. Additional data, reports, or metrics implemented or tracked by schools, the District, or EOS related to implementation of the Collaboration

MEMORANDUM OF UNDERSTANDING

Berkeley Unified School District & Equal Opportunity Schools

Page 10 of 10

EXHIBIT C – Insurance (see next page)

DATE (MM/DD/YYYY)

CERTIFICATE OF LIABILITY INSURANCETHIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE HOLDER. THIS

CERTIFICATE DOES NOT AFFIRMATIVELY OR NEGATIVELY AMEND, EXTEND OR ALTER THE COVERAGE AFFORDED BY THE POLICIES

BELOW. THIS CERTIFICATE OF INSURANCE DOES NOT CONSTITUTE A CONTRACT BETWEEN THE ISSUING INSURER(S), AUTHORIZED

REPRESENTATIVE OR PRODUCER, AND THE CERTIFICATE HOLDER.

IMPORTANT: If the certificate holder is an ADDITIONAL INSURED, the policy(ies) must be endorsed. If SUBROGATION IS WAIVED, subject to

the terms and conditions of the policy, certain policies may require an endorsement. A statement on this certificate does not confer rights to the

certificate holder in lieu of such endorsement(s).CONTACTPRODUCERNAME:

FAXPHONE(A/C, No):(A/C, No, Ext):

E-MAILADDRESS:PRODUCERCUSTOMER ID #:

INSURER(S) AFFORDING COVERAGE NAIC #

INSURED INSURER A :

INSURER B :

INSURER C :

INSURER D :

INSURER E :

INSURER F :

COVERAGES CERTIFICATE NUMBER: REVISION NUMBER:

THIS IS TO CERTIFY THAT THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIODINDICATED. NOTWITHSTANDING ANY REQUIREMENT, TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THISCERTIFICATE MAY BE ISSUED OR MAY PERTAIN, THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS,EXCLUSIONS AND CONDITIONS OF SUCH POLICIES. LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS.

ADDL SUBRINSR POLICY EFF POLICY EXPTYPE OF INSURANCE LIMITSPOLICY NUMBERLTR (MM/DD/YYYY) (MM/DD/YYYY)INSR WVD

GENERAL LIABILITY EACH OCCURRENCE $DAMAGE TO RENTED

COMMERCIAL GENERAL LIABILITY $PREMISES (Ea occurrence)

CLAIMS-MADE OCCUR MED EXP (Any one person) $

PERSONAL & ADV INJURY $

GENERAL AGGREGATE $

GEN'L AGGREGATE LIMIT APPLIES PER: PRODUCTS - COMP/OP AGG $

PRO- $POLICY LOCJECT

COMBINED SINGLE LIMITAUTOMOBILE LIABILITY$

(Ea accident)

ANY AUTOBODILY INJURY (Per person) $

ALL OWNED AUTOSBODILY INJURY (Per accident) $

SCHEDULED AUTOSPROPERTY DAMAGE

$(Per accident)HIRED AUTOS

$NON-OWNED AUTOS

$

UMBRELLA LIAB EACH OCCURRENCE $OCCUR

EXCESS LIAB CLAIMS-MADE AGGREGATE $

$DEDUCTIBLE

$RETENTION $

WC STATU- OTH-WORKERS COMPENSATIONTORY LIMITS ERAND EMPLOYERS' LIABILITY

Y / NANY PROPRIETOR/PARTNER/EXECUTIVE E.L. EACH ACCIDENT $

N / AOFFICER/MEMBER EXCLUDED?(Mandatory in NH) E.L. DISEASE - EA EMPLOYEE $If yes, describe under

E.L. DISEASE - POLICY LIMIT $DESCRIPTION OF OPERATIONS below

DESCRIPTION OF OPERATIONS / LOCATIONS / VEHICLES (Attach ACORD 101, Additional Remarks Schedule, if more space is required)

CERTIFICATE HOLDER CANCELLATION

SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE

THE EXPIRATION DATE THEREOF, NOTICE WILL BE DELIVERED IN

ACCORDANCE WITH THE POLICY PROVISIONS.

AUTHORIZED REPRESENTATIVE

© 1988-2009 ACORD CORPORATION. All rights reserved.

The ACORD name and logo are registered marks of ACORDACORD 25 (2009/09)

OP ID: SR

04/22/13

Phone: 206-623-7035Sprague Israel Giles1501 Fourth Avenue, Suite 730Seattle, WA 98101-3225Cheryl Stroh

Fax: 206-682-4993

EQUAL-1

Equal Opportunity Schools999 N. Northlake Way, Ste 268Seattle, WA 98103

Philadelphia Indemnity Ins. 18058

1,000,000

A X PHPK986976 03/22/13 03/22/14 100,000

X 5,000

1,000,000

2,000,000

2,000,000

1,000,000

A

PHPK986976 03/22/13 03/22/14

X

X

X

A PHPK986976 03/22/13 03/22/14 1,000,000

WA STOP GAP 1,000,000

1,000,000

EVIDENCE ONLY

CERTIFICATE HOLDER

`4.1-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Rose Garcia, Purchasing Agent DATE: May 8, 2013 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. HHH Construction Inspection to provide inspection services for the Hopkins Pre-school project. The cost will not exceed $25,000. To be paid from Measure AA. Requested by Lew Jones.

2. Ninyo and Moore to provide soils engineer and geotechnical

consulting for the construction phase of the Jefferson School project. The cost will not exceed $52,000. To be paid from Measure I. Requested by Lew Jones.

3. NeoGov to provide recruitment services and staff tracking

systems for the Human Resources Department. The cost will not exceed $13,100. To be paid from General Fund. Requested by Randy Perez.

4. Bright Path Therapist, Inc. to provide physical therapy services

for the Special Education Department. The cost will not exceed $20,611. To be paid from the Special Education Budget. Requested by Kay Altizer.

5. Increase in contract, PO 331037, to Berkeley Alliance to provide

professional development on cultural awareness and competence for Educational Service. The Board approved $16,000 on October 10, 2012. The additional contract amount will increase the cost by $4,000 for a total amount of $20,000. To be paid from General Fund. Requested by Christina Faulkner.

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

`4.1-C

POLICY/CODE Public Contract Code: 20111 Board Policy 3310 STAFF RECOMMENDATION Approve the contracts with Consultants or Independent Contractors as submitted.

4.2-C

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Pauline Follansbee, Director of Fiscal Services DATE: May 8, 2013 SUBJECT: Acceptance of Gifts/Donations BACKGROUND INFORMATION The Board may accept and utilize on behalf of the District any bequests or 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. Emerson PTA donated $250 to purchase office supplies for

Emerson School.

2. Windrush School donated $2,500 to support the purchase of classroom technology for Emerson School.

3. Carey Kozuszek donated $105 to cover the lost ADA revenue for

three missed unexcused student absences for Rosa Parks School.

4. Various parents donated $2,273 to support the 5th grade science field trip for Berkeley Arts Magnet.

5. Rosa Parks PTA donated $6,395 to purchase an IPAD and

projector for use of third grade classes for Rosa Parks School.

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed. BOARD POLICY BP 3290 FISCAL IMPACT The District received a total $11,523 in donations. STAFF RECOMMENDATION Accept the donations to the District and request staff to extend letters of appreciation.

4.3-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Interim Co-Superintendents FROM: A. Kay Altizer, Executive Director, Special Education Services DATE: May 8, 2013 SUBJECT: Approval of Budget Encumbrance for Alameda County Behavioral

Health Care Services for Educationally Related Mental Health Services for the 2012-2013 School Year

BACKGROUND INFORMATION The District contracts with Non-Public Schools, Non-Public Agencies and Alameda County Behavioral Health Care Services (ACBHCS) for Educationally Related Mental Health Services (ERMHS). The services are provided for students with Individual Education Plans (IEPs) who require mental health services that cannot be provided by the school district. Services are provided in the following settings: the District’s Counseling Enriched Classes (CEC), Non-Public schools, residential treatment centers, and Berkeley Mental Health. The 2012-13 school-year is the first year that districts in Alameda County are required to contract directly with ACBHCS for services through a Memorandum of Understanding between the SELPA’s in Alameda County and ACBHCS. Based on the first two billing quarters, the District is able to project costs for the entire year. The following budget approval is requested:

Quarter Estimated # of Students

Estimated Total Cost

Request

1 (Summer) 78 84,584.00 Ratification 2 72 152,434.00 Ratification 3 72 152,434.00 Approval 4 72 139,722.00 Approval

529,174.00 POLICY/CODE Education Code 39800 FISCAL IMPACT The fiscal impact to the District for these services is estimated not to exceed $529,174 funded from the Special Education Budget.

STAFF RECOMMENDATION Approve Budget Encumbrance for Quarters 3 and 4 and Ratify payment for Quarters 1 and 2.

5.1-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve an Increased Contract for Engeo to Provide Soils

Engineering and Hazardous Soil Testing and Consulting Services for the BHS Phase 2 and 3 Project

BACKGROUND INFORMATION Soils engineering is required by the Division of State Architect. In addition, we encountered hazardous soil at BHS and anticipate we will encounter more hazardous soils when we drill fence posts, when we improve Bancroft Way, and possibly when we improve the field. The Board approved Engeo to provide these type of services on March 7, 2012 and March 13, 2013. We need to contract for additional services for the remainder of the project. No increase in project budget is being requested. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues.

POLICY/CODE Board Policy 3310

FISCAL IMPACT Cost to be paid from the Measure I Bond Fund

STAFF RECOMMENDATION Approve an additional $86,000 contract for Engeo for the BHS project.

5.2-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve an Increased Contract for Construction Testing Services to

Provide Special Testing and Inspection for the BHS Phase 2 and 3 Project

BACKGROUND INFORMATION Special testing is required by the Division of State Architect. The cost to inspect the structural steel was more than anticipated because the contractor began earlier and has extended later than we originally estimated. The Board approved Construction Testing Services to provide these type of services on May 23, 2012. We need to contract for additional services for the remainder of the project. No increase in project budget is being requested. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues.

POLICY/CODE Board Policy 3310

FISCAL IMPACT Cost to be paid from the Measure I Bond Fund

STAFF RECOMMENDATION Approve an additional $100,000 contract for Construction Testing Services for the BHS project.

5.3-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: General Contractor Pre-Qualification For Selected Projects

BACKGROUND INFORMATION On October 24, 2012, the Board approved a list of pre-qualified contractors for projects above $3 million. On March 13, 2013, the Board approved additional contractors to be on that list. The Code requires that contractors be given the opportunity to submit pre-qualification packets up to five days before a bid and that the contractors receive a response at least one day before bids are due. Three contractors requested pre-qualification packets and all were judged to meet the requirements. All contractors who are pre-qualified for projects greater than $3 million are listed below, with the newly qualified contractors listed in bold:

1. Alpha Bay Builders; 2. Alten Construction; 3. Arntz Builders Inc.; 4. BHM Construction Inc.; 5. Bobo Construction; 6. Cahill Contractors, Inc.; 7. Cal Pacific Construction Inc.; 8. DL Falk Construction; 9. Dowdle & Sons Mechanical, Inc. 10. DMSI Inc.; 11. Galliera Incorporated dba Trico Construction Inc.; 12. Gonsalves & Stronck Construction; 13. James R. Griffin Inc.; 14. John Plane Construction; 15. Lathrop Construction Associates; 16. Midstate Construction Corporation; 17. Robert A Bothman, Inc; 18. Rodan Builders; 19. Roebbelen Contracting, Inc.; 20. Sausal Corporation; 21. S.J. Amoroso Construction; 22. Taber Construction Inc; 23. Vanir Construction Management; 24. Vila Construction; 25. WA Thomas Co. Inc.; 26. West Bay Builders; 27. Younger General Contractors; and,

28. Zovitch and Sons, Inc.

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

POLICY/CODE Public Contract Code 20111.5.

FISCAL IMPACT There were minimal legal and administrative expenses to create the pre-qualification questionnaire and to advertise for contractors.

STAFF RECOMMENDATION Approve the list of pre-qualified contractors for projects estimated to be greater than $3 million.

5.4-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve a Contract With BHM Construction to Expand, Modernize

and Seismically Retrofit Jefferson School BACKGROUND INFORMATION On March 13, 2013, the Board approved the advertisement of a project to expand, modernize and seismically strengthen Jefferson School. There are three alternates on the project. Alternate one adds a small amount of landscaping, alternate 2 replaces some pipe insulation and alternate 3 replaces electrical switchgear. Staff is recommending that alternate #3 be awarded with the project as it will benefit the project and is good value. The other two alternates are not good value. Staff is recommending that the bid be awarded to the lowest bidder. The award of the base bid, all allowances and alternate #3 to the low bidder will put the project approximately $631,000 over budget. As a reminder, the project calls for nine trees to be removed at the Northwest corner of the site to accommodate space for the new library and administration building. These nine trees are two 25 foot tall Calleryana Pears, two 25 foot tall Pyrocantha, one 20 foot tall English Laurel, two 20 foot tall Cotoneaster, one 20 foot tall Coast Live Oak that has some minor structural defects, that was recommended for removal by an arborist, and one 20 foot tall Catalina Cherry tree. These trees will be replaced with eleven Cercis Occidentalis (Western Redbud). The project also includes removal of one 15 foot tall Blackwood Acacia at the East side of the site behind the new classroom building. It is considered an invasive species and will be replaced with two redwood trees. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues. POLICY/CODE Public Contract Code 20110 – 20118 FISCAL IMPACT Cost to be paid from the Measure I Bond. The project will require a shift of the funds reserved for inflation for this project ($141,000) and an additional allocation from the available balance ($490,000). The revised available balance in Measure I will be $4,411,000. STAFF RECOMMENDATION Approve BHM Construction to expand, modernize and seismically retrofit

5.4-C

Jefferson School for a total of $7,605,700.

5.4-C

BERKELEY UNIFIED SCHOOL DISTRICT

RESOLUTION No. 13-059

Authorization to Award Contract for Jefferson Expansion & Modernization Project 816.1201

WHEREAS, in accordance with Uniform Public Construction Cost Accounting procedures, bids were solicited for Jefferson Expansion & Modernization Project 816.1201. Bids were opened on April 23, 2013 at 3:00pm, and the following 5 bids were received:

WHEREAS, BHM Construction is the lowest bidder and is deemed to be responsive, responsible and qualified to complete the work according to the specifications in project number 816.1201 documents; NOW, THEREFORE, BE IT RESOLVED that the bid of BHM Construction, for the Base Bid and Alternate #3 in the amount of $7,605,700 be accepted; and the Deputy Superintendent and/or Purchasing Agent of this Board are hereby authorized to enter into a contract with said bidder for said amount in accordance with law.

PASSED AND ADOPTED by the Board of Education of the Berkeley Unified School District this 8th day of May, 2013. AYES: NOES: ABSENT: ABSTAIN:

___________________________________ Beatriz Leyva-Cutler Clerk, Board of Education Berkeley Unified School District

Public Contract Code: 20111 Board Policy: 3310

CONTRACTORBase Scope

AAllow 1

BAllow 2

CBase Bid

DAlt 1

EAlt 2

FAlt 3

G

BHM Construction $7,563,200 $7,500 $15,000 $7,585,700 $34,800 $132,000 $20,000

Vila Construction $6,928,177 $7,500 $15,000 $7,678,759 $4,775 $38,789 $40,888

West Bay Builders $7,770,000 $7,500 $15,000 $7,792,500 $19,000 $95,000 $16,000

Gonsalves & Stronck $8,101,200 $7,500 $15,000 $8,123,700 $20,600 $83,200 $55,900

Zovich Construction $8,400,000 $7,500 $15,000 $8,422,500 $35,000 $95,000 $45,000

5.5-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve a Contract with Ninyo and Moore to Provide Special

Testing for Jefferson School

BACKGROUND INFORMATION Berkeley Unified School District is scheduled to award the Jefferson expansion, modernization and seismic strengthening project for Jefferson School. The State requires that special inspection be performed by a qualified testing laboratory. The BUSD project manager solicited proposals to provide these services. The project manager conducted interviews of several candidates. Ninyo and Moore is considered to be the best fit for this project. No increase in project budget is being requested. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues.

POLICY/CODE Board Policy 3310.

FISCAL IMPACT Cost to be paid from the Measure I Bond Fund.

STAFF RECOMMENDATION Approve a contract to provide special testing and inspection for Jefferson with Ninyo and Moore for a total of $105,000.

5.6-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve a Contract With ITS to Provide Inspection Services for the

Jefferson Project BACKGROUND INFORMATION The Board is being asked to approve the Jefferson project at this Board Meeting. The State requires that routine inspection be performed by a qualified Inspector of Record. The BUSD project manager solicited proposals to provide these services. The architect and the project manager conducted interviews of several candidates. ITS was judged to be the best fit for this project. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues. POLICY/CODE Board Policy 3310. FISCAL IMPACT Cost to be paid from the Bond Fund. STAFF RECOMMENDATION Approve ITS to provide inspection services for a contract of $150,000.

5.7-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve a Contract With Cleary Brothers Landscaping to Upgrade

the Playground at LeConte School BACKGROUND INFORMATION On February 13, 2013, the Board approved the advertisement of a project to upgrade the LeConte playground. Staff is recommending that the bid be awarded to the lowest bidder. Staff also intends to purchase the playground equipment separately for the contractor to install, in order to complete the project during the summer. The award of the base bid and all allowances to the low bidder will put the project approximately $37,000 under budget. That budget will be reserved for future improvements at the southwest corner of the site. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues. POLICY/CODE Public Contract Code 20110 – 20118 FISCAL IMPACT Cost to be paid from the Measure AA Bond. STAFF RECOMMENDATION Approve Cleary Brothers Landscaping to upgrade the LeConte playground for a total of $205,000.

5.7-C

BERKELEY UNIFIED SCHOOL DISTRICT

RESOLUTION No. 13-061

Authorization to Award Contract for Site Improvement at LeConte Project 818.1301

WHEREAS, in accordance with Uniform Public Construction Cost Accounting procedures, bids were solicited for Site Improvement at LeConte Project 818.1301. Bids were opened on April 18, 2013 at 3:00pm, and the following 5 bids were received and deemed qualified:

WHEREAS, Cleary Brothers Landscape is the lowest bidder and is deemed to be responsive, responsible and qualified to complete the work according to the specifications in project number 818.1301 documents; NOW, THEREFORE, BE IT RESOLVED that the bid of Cleary Brothers Landscape, for the Total Base Bid and Alternate #1 in the amount of $205,000 be accepted; and the Deputy Superintendent and/or Purchasing Agent of this Board are hereby authorized to enter into a contract with said bidder for said amount in accordance with law.

PASSED AND ADOPTED by the Board of Education of the Berkeley Unified School District this 8th day of May, 2013. AYES: NOES: ABSENT: ABSTAIN:

___________________________________ Beatriz Leyva-Cutler Clerk, Board of Education Berkeley Unified School District

Public Contract Code: 20111 Board Policy: 3310

CONTRACTOR BASE BID (A) BASE BID (B) BASE BID (C)TOTAL BASE

BID Add Alt #1Total Base Bid

+ Alt 1

Cleary Brothers Landscape $95,000.00 $20,000.00 $80,000.00 $195,000.00 $10,000.00 $205,000.00

Conscious Construction $115,931.56 $81,741.41 $102,125.66 $299,798.63 $7,500.00 $307,298.63

Trinet Construction $80,000.00 $50,000.00 $200,000.00 $330,000.00 $18,000.00 $348,000.00

Roadn Builders $267,000.00 $24,000.00 $86,000.00 $377,000.00 $8,900.00 $385,900.00

Cal Pacific $239,000.00 $178,000.00 $233,000.00 $650,000.00 $19,700.00 $669,700.00

5.8-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Approve a Contract With Sausal Corporation to Modernize Hopkins

Pre-School BACKGROUND INFORMATION On February 13, 2013, the Board approved the advertisement of a project to modernize Hopkins Pre-School. Staff is recommending that the bid be awarded to the lowest bidder. The award of the base bid and all allowances to the low bidder will put the project approximately $29,000 under budget. DISTRICT GOAL V-B – Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues. POLICY/CODE Public Contract Code 20110 – 20118 FISCAL IMPACT Cost to be paid from the Measure AA Bond. STAFF RECOMMENDATION Approve Sausal Corporation to modernize the Hopkins Pre-School for a total of $1,246,400.

5.8-C

BERKELEY UNIFIED SCHOOL DISTRICT

RESOLUTION No. 13-060

Authorization to Award Contract for Hopkins Modernization Project 840.1301

WHEREAS, in accordance with Uniform Public Construction Cost Accounting procedures, bids were solicited for Modernization at Hopkins Project 840.1301. Bids were opened on April 23, 2013 at 2:00pm, and the following 6 bids were received:

CONTRACTOR BASE Scope

A Allow

#1 Allow

#2 Total BASE

BID

Sausal Corp. $1,206,400 $25,000 $15,000 $1,246,400

WA Thomas Co. Inc. $1,271,000 $25,000 $15,000 $1,311,000

AM Woo Construction $1,280,000 $25,000 $15,000 $1,320,000

Vila Construction $1,451,358 $25,000 $15,000 $1,491,358

Cal Pacific Construction $1,538,000 $25,000 $15,000 $1,578,000

B-Side Inc. $1,535,000 $25,000 $30,000 $1,590,000

WHEREAS, Sausal Corp is the lowest bidder and is deemed to be responsive, responsible and qualified to complete the work according to the specifications in project number 840.1301 documents; NOW, THEREFORE, BE IT RESOLVED that the bid of Sausal Corp, for the Base Bid and Allowances in the amount of $1,246,400 be accepted; and the Deputy Superintendent and/or Purchasing Agent of this Board are hereby authorized to enter into a contract with said bidder for said amount in accordance with law.

PASSED AND ADOPTED by the Board of Education of the Berkeley Unified School District this 8th day of May, 2013. AYES: NOES: ABSENT: ABSTAIN:

___________________________________ Beatriz Leyva-Cutler Clerk, Board of Education Berkeley Unified School District

Public Contract Code: 20111 Board Policy: 3310

5.9-C

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: By-Laws for the Facilities Safety and Maintenance Oversight

Committee BACKGROUND INFORMATION In November 2010, the citizens approved Measure H, which continues the maintenance special tax. In July 2013, Measure BB will expire and Measure H will succeed Measure BB. It seems that it is a good time to re-examine the structure of the Committee. The Measure BB Committee has several times stated their desire to be a smaller committee. The last time they made such a motion was on March 17, 2013, where they stated their desire to be constituted similarly to the Construction Committee. The Construction Committee has 7 members and all are appointed by the Board as a whole. Attached to this cover memo are proposed by-laws for the Measure H Citizens’ Oversight Committee. In this cover memo we list the major areas of change (Charge, Composition and Term). The Committee Configuration for Measure BB was created in 2003 and amended in 2006. The Committee has never had a full complement of members since that time. The sections from the 2006 by-laws are detailed below. The changes are:

1. There are two changes in the Committee Charge: a. There was a requirement that the Committee review a

strategic plan. The Committee does a limited review as a part of its Annual Plan, but does not produce a separate strategic plan. Staff proposes that this section be combined with the Annual Plan.

b. There was a requirement that the Committee produce an Annual Report, separate from the Annual Plan which is made in conjunction with the Board’s Annual audit. The Committee does review and comment on the Annual Plan, but does not produce a separate Annual Report. Staff is recommending that this requirement occur as a part of the Annual Plan.

5.9-C

2. The Committee currently has 11 members (seven from the Board, two by the Superintendent and two by the BSEP P&O). Staff is suggesting that the Committee have seven Board-appointed members only.

3. Staff is suggesting that the term be extended from one year to two years (consistent with the Construction Committee).

POLICY/CODE Facilities Safety and Maintenance Act of 2010. FISCAL IMPACT There is no fiscal impact to creating by-laws. STAFF RECOMMENDATION Accept the recommended by-laws or provide feedback to staff on alternate language for by-laws.

5.9-C

BERKELEY UNIFIED SCHOOL DISTRICT

FACILITIES SAFETY AND MAINTENANCE OVERSIGHT COMMITTEE

BYLAWS

FACILITIES SAFETY AND MAINTENANCE OVERSIGHT COMMITTEE

The Berkeley Schools Facilities Safety and Maintenance Oversight Committee (the "Committee") is authorized by the Berkeley Schools Facilities Safety and Maintenance Act of 2010 ("Measure H", the "Measure") to provide accountability to the community by ensuring that Measure H monies are spent in accordance with the Measure. The Facilities Safety and Maintenance Oversight Committee shall be answerable to and make recommendations directly to the School Board.

CHARGE OF THE COMMITTEE:

In order to review the District’s administration of and compliance with the terms of this Measure, the Committee shall provide input into the Annual Plan for expenditures on maintenance and safety.

(1) Annual Plan: With the purpose of ensuring that the intent of Measure H is

being met, Committee shall provide input into an expenditure plan (the “Annual Plan”) to be developed annually by the District staff recommending specific expenditures of the tax proceeds for maintenance and safety that are consistent with the intent of the Measure. The Committee shall develop processes to insure that the particular needs of each site are understood and considered in the development of the Annual Plan. A draft Annual Plan shall be distributed to the Committee and made available for public review at least two weeks prior to Board action. The plan will include measurable goals and objectives. In conjunction with the Annual Plan, The Committee shall provide input into a long term, multi-year strategic plan (the “Strategic Plan”) for maintenance to be developed by District staff, for Board approval. The Strategic Plan shall be consistent with the intent of the Measure and will be reviewed annually. A progress report shall be developed by District staff annually in conjunction with the Annual Plan.

(2) The Committee shall review the Audit Report as it pertains to Measure H,

and will review the final audit from Measure BB.

COMPOSITION OF THE COMMITTEE: The Committee, as mandated by Board Policy 9132, shall be comprised of 7 official, voting members to be selected as follows:

Seven Board-appointed representatives. CRITERIA FOR MEMBERSHIP:

(1) Facilities safety and maintenance experience or knowledge--familiarity with standard practices in construction and maintenance of public facilities.

5.9-C

(2) Budgetary knowledge--familiarity with standard accounting practices. (3) Administrative experience--familiarity with effective management and

administrative practices. (4) Familiarity with the Berkeley school community and the interests of

representative school groups. (5) Familiarity with BUSD maintenance needs and planning efforts to date.

Membership shall be limited to residents or property taxpayers of the City of Berkeley, parents of BUSD students, BUSD students, or employees who are not in a conflict of interest position, i.e., individuals, agents of employees or vendors who may stand to gain financially from a recommendation of the Committee. The Board may, at its discretion, appoint one or two Board Members as Liaison to the Committee. No Board Member may be a voting member to the Committee. The votes of students appointed to the Committee shall be counted. TERM OF APPOINTMENT The Board shall appoint members for a two year term. Members' terms expire March 31st unless otherwise provided for by the Board. Committee members may be re-appointed to more than one term. Any Committee member who misses three meetings during the year without a valid excuse may be replaced by the appointing group. SUBCOMMITTEES The Committee may form subcommittees to assist the Committee in developing recommendations in specific aspects of its charge. Such subcommittees may be created at will by a majority vote of the Committee. At the time that a subcommittee is formed, the Committee shall define the length of time that it will exist. The Chairpersons of subcommittees shall be appointed Committee members. Membership on subcommittees is not limited to appointed Committee members. Subcommittees will report to the full Committee and to none other. Nor shall the Subcommittee or any member thereof present themselves as speaking for the Committee. COMMITTEE GUIDELINES The provisions of the Ralph M. Brown Act (section 549050 of the Government Code) and the guidelines set forth in the Board's policy on Advisory Committees (Policy #9130) shall apply to this Committee:

1. Meeting notice, time and place. Committee meetings shall be in a public place, open to the public, and noticed at least 72 hours in advance. The day and time of meetings shall be agreed upon among the Committee members and the staff. All meetings are open to the public as provided by the Brown Act and shall be held at times of reasonable public access. A closed session may not be convened without the express authority of the Board or its designee.

2. Record keeping. The Committee shall establish a calendar and perform the

standard record-keeping functions of such committees, including: having written

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agendas, recording attendance and minutes of each meeting, recording votes, and disseminating these documents to committee members and the Board.

3. Frequency of meetings. The Committee shall meet not less than quarterly.

4. Election of Chairperson. As defined by School Board Policy 9130.5, unless

otherwise acted upon by the Board, the Committee shall designate a chairperson. The chairperson shall be elected by majority vote for a term coinciding with the appointment year. The chairperson shall be an appointed member of the Committee, a Berkeley resident and non-employee of the District.

5. Conduct of Meetings. The Committee will follow standard meeting procedures

(Robert's Rules of Order) with meetings conducted in an open, civil manner.

6. Quorum. Quorum shall consist of a majority of the total number of appointed Representatives, not the total number of possible representatives. An appointed representative must be “active” to be included in the total number of appointed representatives required for quorum. “Active” is defined as any member that has not missed two consecutive meetings without having notified the committee chairperson, a committee staff liaison, or their Board appointer of their impending absence. By definition then, a committee member is deemed “inactive” and is not included in the quorum requirement total after missing two consecutive meetings without having notified the committee chairperson, a committee staff liaison, or their Board appointer of their impending absence. The chairperson or staff liaison will notify the Board as soon as possible (and within 72 hours) if their appointee becomes inactive; the member is considered active until the Board has been notified. The member is considered returned to active status by attendance at a meeting. Not withstanding the preceding, a quorum must have a minimum of three members.

7. Communications with Board. The Committee shall make timely, written, progress reports to the Board pertinent to its charge and timeline as specified by the Board. These reports shall be placed on the Board meeting agenda by the Staff Liaison to the Committee through the Board’s regular calendar and agenda process.

The Committee shall also be provided an opportunity to address the Board when an item on the Board agenda falls within the subject matter jurisdiction of the Committee and the Committee’s statement represents the majority view of the Committee (which may be verified by meeting records). Committee representatives shall notify the Board president prior to the Board meeting of the Committee’s intent to speak. Committee members speaking during three-minute Public Testimony on maintenance or Committee-related matters shall not represent themselves as

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speaking for the Committee unless the Committee has by a majority vote authorized them to present a resolution or similar information to the Board.

CHAIRPERSON RESPONSIBILITIES

1. Establish the agenda in conjunction with the Staff Liaison. 2. Preside at the meeting. 3. Be the designated spokesperson for the Committee. 4. Regularly review the Board agenda for items pertinent to the Committee’s

charge. 5. Ensure that the Board liaison to the Committee receive regular updates on the

work of the Committee. 6. Receive official notification of Committee appointments and changes to

appointments. 7. Periodically inform the Board of Education of the status of Committee

membership-- filled as well as unfilled positions-- during Board Committee Public Testimony.

AMENDMENT OF BYLAWS Facilities Safety and Maintenance Oversight Committee Bylaws may be amended by a majority vote of either the Board of Education or Committee members. Notice of proposed amendments to the Bylaws shall be included for discussion on the agenda of the meeting just prior to the meeting in which these amendments will be voted. Amendments approved by the Committee will then be submitted for approval to the Board of Education. No amendment to the Bylaws will take effect until approved by the Board.

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BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Robert Ithurburn, Principal, Willard, and Audrey Amos,

Principal, John Muir, Co-Facilitators for Superintendent’s Advisory Committee on Gardening & Cooking

DATE: May 8, 2013 RE: Report and Recommendations of the BUSD Superintendent’s

Advisory Committee on Garden and Cooking BACKGROUND INFORMATION The Berkeley Unified School District (BUSD) has championed garden- and cooking-based nutrition education since 1998, in the vanguard of what has become a national movement connecting food, education, and childhood health and well-being. Since then, BUSD’s hands-on garden and cooking program (GCP) for pre-K through high school has become an important part of the District’s vision and goals, promoting student success and addressing the needs of the whole child through student engagement in the garden and cooking classes. The GCP aligns with BUSD’s first-in-the nation Food Policy, Wellness Policy, and nationally-acclaimed School Lunch Initiative. For the past 12 years, BUSD GCP has been federally funded by the United States Department of Agriculture (USDA), through Nutrition Education Obesity Prevention (formerly SNAP-Ed) funds disbursed by California Department of Public Health’s (CDPH) Network for a Healthy California (Network). Currently, Network funds support experiential GCPs at 14 BUSD schools (3 preschools, 7 elementary, 2 middle, and 2 high schools) at a cost of $1.7 million out of the allocation of $1.9 million. Due to changes in USDA’s national allocation of federal funds, CDPH administration of those funds, and changes in Berkeley’s demographic eligibility, the BUSD is expected to lose all of its $1.9 million Network allocation, effective October 1, 2013. (See the attached “Report on the BUSD Network for a Healthy California Program.”) Superintendent’s Advisory Committee on Garden and Cooking In November of 2012, the BUSD created the Superintendent’s Advisory Committee (SAC) on Garden and Cooking with two objectives: (i) identify and secure bridge- and long term sustainable funding streams to support GCP going forward; and (ii) lay the programmatic and curricular groundwork for a District GCP, leading to a district-wide garden and cooking curriculum for K-12 linked to the common core as a five-year objective, identifying resource requirements incrementally as needed.

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SAC Subcommittee on Program/Curriculum Development The SAC Program/Curriculum Subcommittee is currently developing a district-wide interdisciplinary GCP curriculum that will link to California’s common core standards and align with the BUSD’s 2020 Vision. Gardening & Cooking and the Common Core: The Common Core State Standards (CCSS) emphasize foundational critical practices for student learning and understanding that support the knowledge and skills that young people need for success in college and careers. The CCSS aim to ensure that all students develop grade-appropriate literacy in reading, writing, speaking and listening, as well as skills for cogent reasoning, deliberation, and use of evidence that are essential for knowledge acquisition across multiple disciplines. The CCSS work to supplement, rather than replace, disciplinary content standards. And by emphasizing results, the Standards leave room for educators to determine how these goals should be reached. English Language Acquisition: GCP provides real life situations for

students to learn speaking and listening skills, apply vocabulary and language in appropriate contexts, and hone comprehension and collaboration skills at every grade. GCP lends itself easily to ELA through varied participation structures, including one-on-one, small group, and whole group, as well as through varied program content, all of which provide practical opportunities for students to use productive, appropriate, language skills.

Math: With the CCSS focus on a students’ ability to justify why a

particular statement is true or where a rule comes from, the GCP classrooms provide a living laboratory for students to apply mathematic practices, concepts, and models. The garden and kitchen classrooms provide multiple opportunities for problem definition and resolution, measurement and data, numbers and operations, and algebraic thinking, and strategic use of appropriate analytical tools.

2020 Vision: The Garden and Cooking Program provides the district with many opportunities to align with the guiding principles of BUSD’s 2020 Vision: Heath: Obesity and diabetes prevention remains a significant

priority for the program and addressing the achievement gap also means addressing the health gap (1 in 4 Berkeley 5th graders are at high risk for obesity). The School Lunch Initiative evaluation showed that elementary school students who received garden and

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cooking increased their consumption of fruits and vegetables. The GCP has and will continue to promote health and nutrition as a key part of the curriculum.

Academics & Learning: The GCP experiential classrooms create successful learning environments for all students the GCP program offers multiple learning styles to access academic content, especially mathematical/logical, visual/spatial, kinesthetic, interpersonal, naturalistic.

Family and Community Outreach: The GCP can now support

expanded opportunities for parent engagement and home-school connections, reaching out to local community groups so students’ mentors, teachers, and leaders come from the community.

Cultural Responsiveness: The GCP curriculum provides numerous

opportunities to engage students of color by tying lessons into students’ and families’ cultural food traditions and heritage, integrating food justice into the curriculum and collaborating with local community food justice organizations and leaders who can provide leadership, teaching, and mentorship for our students.

The Program Curriculum Committee will conduct program assessment (Spring and Summer 2013), needs identification (Fall 2013), curriculum development (2014-15), staff planning and professional development (Spring-Summer 2015), with program implementation and continued staff professional development in the Fall 2016. SAC Subcommittee on Funding The SAC Fundraising Subcommittee is working to identify both long term funding streams to sustain the Garden and Cooking program and short term bridge funds. Developing Fundraising Goals. The Subcommittee conducted a needs assessment to inform a fundraising strategy, generating four potential bridge funding tiers that outline a range of program service levels and corresponding budgets (which are described in the attached document, Tiered GCP Program Budget Narrative). Each scenario includes the cost of bringing the four non-Network elementary schools into a district-wide program. The Fundraising Committee recommends a Tier 2 funding scenario (50% reduction in programs and cost, $1.04 million/year) in order to do the following:

Maintain or retain existing program infrastructure, staff positions, knowledge and skill base of existing program

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Prioritize frequency of classes per participating students versus offering a lower frequency of classes for more students.

Expand the program district wide to include all schools. Tier 1 (current funding, $2 million/year) was not recommended due to cost; Tier 3 (70% reduction, 1 staff per site, $618,000/year) and Tier 4 (86% reduction, garden maintenance only, $288,000/year) were not recommended due to the significant loss of staffing and the significant reduction of garden and cooking classes. For the Tier 2 recommendation, the SAC identified its fundraising goals:

1) To raise $1 million each year for a 2-4 year bridge term (2013-14 possibly through 2016-17) to maintain viable G&C programs at all BUSD schools.

2) To raise up to $500,000 in 6 months through major donor and corporate giving campaigns; current program funding expires 9/30/2013.

3) To develop long-term sustainable funding streams to ensure fiscal stability for these programs in the BUSD.

SAC Fundraising Strategies The SAC’s Fundraising Subcommittee has developed multiple fundraising strategies to meet the above goals. Long term strategies for sustainable funding include exploration of local public support through the Berkeley Schools Excellence Program (BSEP) and other potential public policy measures. Bridge funding strategies to address immediate program funding needs from October 2013 to December 2016 include:

1) Grant writing for public and private funding opportunities 2) A city-wide restaurant/food venue “Berkeley Dines Out” Event on

May 30, 2013 3) Major Donor and Corporate Giving Campaign 4) Public Private Partnership Fund 5) School site fundraising through PTA’s and school site discretionary

funds, as sites are able 6) BUSD funds to leverage external funding

Looking Forward Parents already know what research has proven: Kids bring home what they learn at school. If they plant, grow, harvest and prepare their food,

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they will eat it. If kids eat better, they learn better. And as kids learn more and communicate better, they gain confidence, skills, and knowledge that carry far beyond the classroom and school grounds. The District faces an opportunity to demonstrate what is possible in the school environment and to reduce long-standing inequities among school sites in the district, to ensure that all students have equal access to these learning opportunities and the associated benefits. The strengths of garden- and cooking-based education link directly to other priority needs before the Board of Education. Experiential education, alternative learning approaches, and living links to core academic concepts only bolster the District’s parallel priorities of support for teachers, student mastery of the Common Core, and increasing opportunity, equity and academic success for Berkeley’s students of color. The Tier 2 GCP budget requires that the District raise $1.04 million to support reduced but viable programs at all schools each year for the 2-4 year bridge term. Today, the Superintendent’s Advisory Committee (SAC) is recommending a minimum BUSD allocation of $300,000 to provide partial bridge funding for 2013-2014, with consideration of the same in 2014-2015. The SAC fully understands that the BUSD cannot meet the full program needs for this year or future years. But we urge the District to recognize that BUSD support now will be the keystone for every other fundraising effort going forward. By illustrating unequivocal support for these programs, the District will succeed in raising the required external bridge funds to make these programs a reality and, in doing so, secure the life-long benefits for all BUSD students. DISTRICT GOAL II. A. Student Engagement POLICY/CODE Board Policy 5030.5 FISCAL IMPACT $300,000 in 2013-14 and $300,000 in 2014-15 from one-time funds STAFF RECOMMENDATION Approve creation of a district-wide, California Common Core Standards-based, pre-K-12th grade garden and cooking program and curriculum, supported by $300,000 leverage funding per year for the next two years.

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SAC’sMULTI‐FACETEDFUNDRAISINGSTRATEGY

TheSAC’sFundraisingSubcommitteehasdevelopedmultiplefundraisingstrategiestoraisebridgefundsfortheprogram.Thesestrategiesincludes:Foundation/grantwriting:$600,000($300K/yearfortwoyears)

1. CaliforniaDepartmentofFoodandAgriculture(CDFA)SpecialtyCropBlockGrant:wewereinvitedtoandsubmittedafullproposalfor$200,000/yearfortwoyears.AwardnotificationwillbeinOctober,2013.

2. Willseekfundingfromotherfoundationsforbothyears:KaiserFoundation,KelloggFoundation,BechtelJunior,PhysicalEducationProgram(PEP)‐$750,000,GoldFoundation,Wayne&GladysFoundation.

MajorDonorCampaign:$500,000($250K/yearfortwoyears)Hireafundraisingconsultantassoonaspossibletoleadamajordonorcampaigntoraise$500,000fortheprogram.Wewillalsoseekemployeematchfundingforanydonationsthatcomeintothiscampaign.PublicFunds:$100,000for2013‐14fromCityofBerkeley’sPublicHealthDepartmentcomingintothedistrictforgardenandcookingprogram;CaliforniaDepartmentofPublicHealthymayputouta$4millionRFPforschooldistrictsinthenextmonth.Public/PrivatePartnership:$150,000/yearfortwo‐threeyears.Createapartnershipwithaminimumof5corporationstoraise$150,000peryear($30,000each).Forexample,corporationscouldsponsoraschool,ordonateapercentageoftheirannualprofitstotheprogram.Wewillbemeetingwithfoundationsthathavesuccessfullyadministeredpublic/privatepartnershipsforotherschooldistricts.AnnualCity‐wideDineOutFundraiser‐‐‐May30th,2013:$15,000ApercentageofnetsalesfromtheDineOutdaywillgototheBUSDgardenandcookingprogram,weplantodothisannually.Schoolsitefunding:$80,000/yearSchoolsitePTA’sareraisingbridgefundsfortheirschool’sgardenandcookingprogram.Weestimate$80,000peryearfortwoyearsfundingmultiplesites.Note:SchoolPTAfundsareraisedspecificallyfortheirownschoolsiteprograms.Averageperschool:$5000/schoolfor16sites(allthreepreschoolsconsideredonesite).DistrictFunding:$300,000/yearfortwoyearsDistrictfundsremainacriticalcomponentforustoleveragematchfundingfromfoundations,majordonorsandcorporationsthroughapublic/privatepartnership.

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FundraisingIncomeProjectionsforTier2BridgeTermGoal

Gift Source Year 1 (2013-14) Year 2 (2014-15) Foundations 300,000 $300,000 Major Donors 250,000 $250,000 Public Funds $100,000 Public/Private Partnership 150,000 150,000Events (Dine Out on May 30th) 15,000 15,000School Site Funds $80,000 $80,000District 300,000 $300,000 Total 1,195,000 $1,095,000 LongTermFundingStrategies:LongtermstrategiesforsustainablefundingincludethepursuitoffundsthroughtheBerkeleySchoolsExcellenceProgram(BSEP)afundsetupthroughalocaltaxmeasuretosupportBerkeleyschools,andotherpotentialpublicpolicymeasuresthatwouldsupportBUSD’sgardenandcookingnutritionprogram.

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Superintendent’s Advisory Committee - Garden & Cooking Program Funding Subcommittee: Four Potential Tiers for Bridge Funding

Background: In order to determine the amount of fundraising necessary to support the garden and cooking program in 2013-14, the Fundraising Subcommittee of the Superintendent’s Advisory Committee generated four potential bridge funding tiers. These four tiers outline a range of program service levels and their corresponding budgets, with Tier 1 funding current garden & cooking program levels and adding in four non-network schools and Tier 4 funding a minimal program that would only cover garden maintenance. Below is a description of each tier. Currently, we are recommending Tier 2 as a target for bridge fundraising efforts. Tier 1: Current Garden & Cooking levels for Network Funded Schools with the addition on four non-Network funded elementary schools. Tier 1 would provide the following garden and cooking program services for the district: Elementary Schools: All elementary school students (k-5) would receive on average 20 garden

classes and 20 cooking classes per year. (Note: a few sites currently offer 10-13 cooking classes/year)

Middle Schools:

o Willard: 6th graders would receive 20 garden and 20 cooking classes; 7th & 8th graders would receive 13 garden and 13 cooking classes

o Longfellow: 6th graders would receive 20 garden classes and 13 cooking classes; 7th and 8th graders would receive 10 garden classes and 13 cooking classes

o King: would provide current levels of garden and cooking funded by the Edible Schoolyard

Berkeley High School: 10th – 12th graders would receive a range of garden and cooking classes

depending on class and grade level (1x/week – 1x/month) Berkeley Technology: 9th-10th graders would receive a range of garden and classes depending

on class and grade level (1x/week garden; 2x/week cooking)

Preschools: All preschool students would receive a garden class 10 times per year.

Program Administration: Program Office would include a Program Supervisor, Program Coordinator, and Administrative Assistant to support program.

Family Nutrition Program: 10 cooking class sessions (with 5 classes per session) would be provided for district parents to gain hands-on skills cooking healthy meals

Events: All schools would hold 4 events per year connected to the garden and cooking program

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Staff Development: All garden and cooking staff would participate in two day-long staff trainings.

Program Evaluation: The program would conduct an annual evaluation of the program.

Tier 1: Budget

Personnel Garden, Cooking, and Program Staff $1,262,442 Benefits Total fringe for all personnel at 41% of salary $517, 601 Operating Expenses Printing, office supplies, laundry service for cooking classes $22,676 Program Evaluation $39,586 Materials and Supplies Food costs for garden and cooking classes, materials and supplies and fees for events, and trainings, office supplies for program office $112,181 Indirect Costs 5% fee for BPEF Fiscal Sponsorship $97,724 Grand Total $2,052,210

Tier 2: Scaled Back version of Tier 1 Tier 2 would provide the following garden and cooking program services for the district:

Elementary Schools: Only K-3 elementary students would receive on average 20 garden classes and 20 cooking classes per year.

Middle Schools: o Willard: Only 6th and 7th graders would receive 20 garden and 20 cooking classes o Longfellow: Only 6th and 7th graders would receive 20 garden and 20 cooking classes o King: would provide current levels of garden and cooking funded by the Edible

Schoolyard

Berkeley High School: Garden classes would have to be reduced either by limiting grade participation and/or reducing the frequency

Berkeley Technology: Garden classes would have to be reduced either by limiting grade participation and/or reducing the frequency

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Preschools: All preschool students would receive a garden class 5 times per year.

Materials and Supplies: Materials and supplies would be reduced. Garden and Cooking equipment would be cut. Program office supplies would be cut

Staffing: Only Instructional Specialists would be staffing the garden and cooking program at the site level.

Program Administration: Program Office staffing would be reduced to a part time Program

Supervisor and part-time support staff

Family Nutrition Program: We would no longer offer parent cooking classes

Events: We would no longer fund events

Staff Development: staff development would be for hourly costs for staff to attend 2 staff development days, but no funding would be provided for trainers

Program Evaluation: Program evaluation would prioritize evaluation requirements set out in the grants that we anticipate receiving.

Fundraising Consultant: In order to raise the funds we need for the bridge term, we would

need to hire a fundraising consultant who can provide support for a major donor and corporate giving strategy.

Tier 2: Scaled Back version of Tier 1

Budget Personnel Garden, Cooking, and Program Staff $604,449 Benefits Total fringe for all personnel at 41% of salary $247,824 Operating Expenses Printing, office supplies, laundry service for cooking classes $13,680 Consultants Program Evaluation & Fundraising Consultants $80,000

Materials and Supplies Food costs for garden and cooking classes $43,975 Indirect Costs 5% fee for BPEF Fiscal Sponsorship $49,496 Grand Total $1,039,425

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Tier 3: Reduced Program with One Staff per Site Tier 3 would provide the following garden and cooking program services for the district:

Elementary Schools: Only K-3 elementary students would receive on average 20 classes per year (either garden or cooking)

Middle Schools: o Willard: Only 6th and 7th graders would receive 20 classes per year (either cooking or

garden) o Longfellow: Only 6th and 7th graders would receive 20 classes per year (either cooking or

garden) o King: would provide current levels of garden and cooking funded by the Edible

Schoolyard

Berkeley High School: Garden classes would have to be reduced either by limiting grade participation and/or reducing the frequency

Berkeley Technology: Garden classes would have to be reduced either by limiting grade participation and/or reducing the frequency

Preschools: All preschool students would receive a garden class 5 times per year.

Materials and Supplies: Materials and supplies would be reduced. Garden and Cooking equipment would be cut. Program office supplies would be cut

Staffing: school sites would only have one part-time Instructional Specialist staff person per

site.

Program Administration: Program Office staffing would be reduced to a part time Program Supervisor only

Family Nutrition Program: We would no longer offer parent cooking classes

Events: We would no longer fund events

Staff Development: staff development would be for hourly costs for staff to attend 2 staff development days, but no funding would be provided for trainers

Program Evaluation: No program evaluation funds

Fundraising Consultant: In order to raise the funds we need for the bridge term, we plan to hire a fundraising consultant who can provide support for a major donor and corporate giving strategy.

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Tier 3: Reduced Program with One Staff per Site Budget

Personnel Garden, Cooking, and Program Staff $348,937 Benefits Total fringe for all personnel at 41% of salary $143,064 Operating Expenses Printing, office supplies, laundry service for cooking classes $16,800

Consultants Fundraising Consultants $50,000 Materials and Supplies Food costs for garden and cooking classes $30,565 Indirect Costs 5% fee for BPEF Fiscal Sponsorship $29,468 Grand Total $618,834

Tier 4: Minimal Program

Tier 4 would provide the following garden and cooking program services for the district:

All school sites: One part time staff person would work one day/week with the focus on maintaining the garden. Depending on the size of the garden, staff could potentially lead 1- 2 classes/week (either garden or cooking). Grade level participation and frequency would need to be determined.

Materials and Supplies: Materials and supplies would be reduced. Garden and Cooking equipment would be cut. Program office supplies would be cut. Laundry services would be cut.

Staffing: school sites would only have one Instructional Specialist staff person per site with

minimal FTE.

Program Administration: Program staffing would be cut. Supervision of staff would be done at the site based level by principals

Family Nutrition Program: We would no longer offer parent cooking classes

Events: We would no longer fund events

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Staff Development: staff development would be for hourly costs for staff to attend 2 staff

development days, but no funding would be provided for trainers

Program Evaluation: No program evaluation funds

Fundraising Consultant: In order to raise the funds we need for the bridge term, we plan to hire a fundraising consultant who can provide support for a major donor and corporate giving strategy.

Tier 4: Minimal Program Budget

Personnel Garden, Cooking, and Program Staff $151,967 Benefits Total fringe for all personnel at 41% of salary $63,307

Materials and Supplies Food costs for garden and cooking classes $10,609 Consultants Fundraising Consultants $50,000 Indirect Costs 5% fee for BPEF Fiscal Sponsorship $13,744 Grand Total $288,627

Recommendation: We recommend adopting Tier 2 as a funding scenario to guide our bridge funding work. While the scenario is only an example of how funds could be spent, it provides a scenario that meets priority areas for funding:

o Maintain or retain program infrastructure, staff positions, knowledge and skill base of existing program

o Prioritize frequency of classes per participating students versus offering a lower frequency of classes for more students.

o Expand the program district wide to include all schools. We do not recommend Tier 3 or Tier 4 because of the significant loss of staffing and existing knowledge base and the significant reduction of garden and cooking class.

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Report on the BUSD Network for a Healthy California Program Prepared by: Melanie Parker, Interim Program Supervisor

January 10, 2013

For the past twelve federal fiscal years, the Network for a Healthy California (Network) has funded the cooking and garden-based nutrition education program at BUSD. The mission of the Network is to create innovative partnerships that empower low-income Californians to increase fruit and vegetable consumption and physical activity with the goal of preventing obesity and other diet-related chronic diseases. The Network is currently 100% federally funded by USDA through the Nutrition Education Obesity Prevention grant program (NEOP, formerly SNAP-Ed).

Berkeley Unified School District is a Local Incentive Awardee (LIA) of

the Network. USDA requires that the Network’s Incentive Award funds be targeted only to food-stamp eligible populations and, with formal approval, other low-income Californians who are at or below 185 percent of the Federal Poverty Level (FPL), within approved census tract locations and community sites. To meet this requirement, a school must have 50% or more of its students qualifying for Free or Reduced Lunch to participate in the Network funded program. To qualify sites, BUSD can use percentages reported in CALPADS or data collected from Nutrition Services after CALPADS data has been reported. Nutrition Education under the Network for a Healthy California

The Network program at BUSD currently provides cooking and garden-based nutrition education programs for 11 schools and 3 preschools in the district. Elementary school students participate in cooking and garden-based nutrition education class approximately every other week; preschool students receive garden-based nutrition education class once a month; middle and high school students participate in cooking and garden-based nutrition education classes related to their core curriculum coursework. In addition, the BUSD Network program organizes nutrition education events at every eligible school site and offers a Family Nutrition education cooking class series throughout the year. The program has Instructional Specialists and Instructional Technicians assisting with cooking and garden-based nutrition education classes at: all Early Childhood Education sites, Emerson, John Muir, Le Conte, Malcolm X, Rosa Parks, Thousand Oaks, Washington, Longfellow, Willard, Berkeley High School and Berkeley Technology Academy (see below for BUSD Network Staffing by Site). In addition to funding from the Network, many of these sites receive additional funding from PTAs, BPEF, and other mini-grants. Le Conte and Willard also fund Americorps staff with PTA funds. Our current contract with the Network for FFY13 expires on September 30, 2013.

The current program budget for FFY13 (October 1, 2012 – September 30,

2013) is $1,940,828. Below are projected expenditures for FFY13, for a total of $1,724,898. Staff salaries and benefits comprise the majority of the funding

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allocation. Supplies for the cooking, garden, and family nutrition classes are budgeted per site, largely dependent on the number of students per site. In addition, the District receives a payment for indirect costs incurred. The program has traditionally spent less than the approved budget because up until last year, the program has been required to document match funds for all dollars spent. District match funds typically fell below the required amount to spend the full-approved budget. Nutrition Education at Non-Network Schools

Schools that do not receive Network funding include: Berkeley Arts Magnet, Cragmont, Jefferson, Oxford, and King Middle School. King Middle School has a garden and kitchen program run by The Edible Schoolyard, which funds 8 staff, with the King PTA funding an additional Americorps staff. Cragmont funds an Instructional Specialist – Science/Garden (.38 FTE) with PTA funds. The other elementary schools run their garden programs with parent volunteers and using $200-$500 of PTA funds and small grants. In addition, cooking classes are offered at Oxford through the LEARNS program. Changes in Network Program Administration and Impacts for BUSD Nutrition Education

In the past two years, the Network funding has undergone significant changes. With the signing of the Healthy, Hunger-Free Kids Act of 2010 (HHFKA), Network funding shifted from being a match-funded program to a grant program. As explained in the Network’s Q&A on the NEOP Transition for FFY13-14, SNAP-Ed funding is now allocated as a capped grant, and the amount each state will receive, starting in Federal Fiscal Year (FFY) 2014, will be based on the 2009 historical base, an increasing proportion on SNAP participation rates and on annual expenditures rather than the amount of State Share generated. The USDA guidance requires implementing agencies to reach all SNAP participants and eligibles through a competitive process while minimizing overlapping services. The new funding formula will reduce California’s total SNAP-Ed share from $165 million to a projected $90 million by 2017, a 40 percent decrease.

As of October 2013, Network funding will no longer be given directly to school

districts. The California Department of Public Health (CDPH) restructured the Network funding formula to allocate funds to local health jurisdictions based on the number of residents with incomes below 185 percent of the Federal Poverty Level. The local Health Department (LHD) in each area is designated to serve as the local lead agency (LLA) for the Network funding. LHDs receiving greater than $500,000 per year will be required to subcontract up to 50 percent of their grant to civic, school and community organizations. Our local county health department, Alameda County Public Health Department, will likely be receiving over $500,000, however, the total amount they receive will be significantly less than their current budget. So it is unlikely that we will receive funds from the county. In addition to the changes in Network funding strategies, we anticipate that in FFY14, additional schools will no longer meet the requirement of having 50% of students eligible for

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the free and reduced priced lunch program, thereby disqualifying the sites from any potential Network funds that could be available.

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BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Christina Faulkner, Director, Curriculum and Instruction DATE: May 8, 2013 SUBJECT: Anticipated Costs to Implement Common Core Standards BACKGROUND INFORMATION The Common Core State Standards (CCSS) are expected to be implemented fully by 2014-15. The implementation of these standards will require new textbooks and instructional materials, new district assessments to monitor student progress, professional development for teachers and other staff, and greater access to technology. This document outlines the projected funding needs to support this implementation for the next two years based on our current knowledge of material and support needs. The presentation is for information only; no Board action is expected at this time. Instructional Materials As the District makes the transition to the CCSS, new and additional instructional materials will be needed in English language arts and mathematics as well as supplementary materials in science and social studies. The following are projected expenses as of May, 2013. K-5 2013-14 2014-15 TCRWP Units of Study $50,000 English Language Arts: Fiction and non-fiction literature and source documents

$25,000 $50,000

Leveled Literacy Intervention Materials (grade 4) $70,000 Mathematics: A Story of Units $50,000 $40,000 A Story of Units manipulatives and supplies $33,000 $10,000 6-8 ELA, Science, Social Science: Non-fiction literature and source documents/materials

$30,000 $30,000

CCSS 6, 7, 8th grade math texts and teacher guides $120,000 $60,000 9-12 ELA, Science, Social Science Non-fiction literature and source documents/materials

$40,000 $40,000

CCSS Math texts, based on 1 text per student in all courses, with implementation over two years

$135,000 $135,000

Anticipated Instructional Materials Needs $553,000 $365,000

3.2-P

Professional Development To support the transition to deeper instruction and the use of new instructional materials, Professional Development will need to be provided across all grade levels and subject areas. In addition, ongoing training to support a focus on equity (Cultural Proficiency) and English Language Development (Constructing Meaning and Systematic ELD) will continue along with CCSS. K-5 ELA 2013-14 2014-15 Sept. and Jan. after school workshops: 2 hours x 4 days for 66 teachers at the teacher hourly rate

$16,000

Trainers for Leveled Literacy $4,800 Hourly planning time for ELA leadership team (5 hours/month for 25 people in 2013 and 2-3 hours /month in 2014)

$34,000 $17,000

June 2014 and 2015: Constructing Meaning (35 teachers, 3 days @ $100/day)

$10,500 $10,500

Constructing Meaning Materials (35 teachers) $8,700 $8,700 Constructing Meaning Trainers $2,500 $2,500 K-5 Mathematics Aug. 2013: 2 day institute: A Story of Units (220 teachers at $100/day)

$44,000

Trainers for A Story of Units $20,000 $10,000 Follow up Training during the school year 2013-14 and summer 2014

$5,000 $27,000

Hourly planning time for math lead teachers $34,000 $17,000 Additional TSA Mathematics Coach – 1 year $100,000 Math Teacher Leaders at each site $22,000 $22,000 6-12 ELA June 2014: 2 day institute on CCSS Secondary Literacy (60 teachers at $100/day)

$12,000

Aug. 2013 and June 2014: Constructing Meaning (35 teachers, 3 days @ $100/day)

$10,500 $10,500

Constructing Meaning Materials (35 teachers) $8,700 $8,700 Constructing Meaning Trainers $2,500 $2,500 6-12 TSA ELA Coach $100,000 6-8 Mathematics Aug. 2013: Holt Math/CCSS materials training and planning (20 teachers, 3 days @ $100/day)

$6,000

Grade Level Teacher Leaders : 6th and 7th in 2013-14 adding 8th in 2014-15

$16,000 $24,000

Holt Math /CCSS trainers $2,400 Summer 2014: New Curriculum Training (20 teachers, 4 days @ $100/day)

$8,000

Trainers for New Curriculum $2,400

3.2-P

9-12 Mathematics June/Aug. 2014: Training on new materials (25 teachers, 4 days @ $100/day)

$10,000

Total Planned Professional Development $459,600 $180,800 Evaluation and Assessment To support the transition and assess what the students know and are able to do, new district assessments will need to be provided across all grade levels and subject areas aligned to both CCSS and the new Smarter Balanced Assessment as well as preparing students for the computer-adapted test in 2014-15. In addition, ongoing training to support teachers’ use and understanding of Illuminate will continue. Clerical staff, print costs, school year BEA TSA time and ongoing training in Illuminate are not reflected in this budget. K-5 ELA and Math 2013-14 2014-15 Release Time for Teacher Leaders to work with Professional Development TSAs to design new assessments (50 teacher days at $175/sub cost)

$8,750 $8,750

TSA (.2 FTE) to provide training/support for new on-line district assessments in mathematics

$20,000 $20,000

Release Time for Teacher Leaders to align K-5 report cards with CCSS (two days for 12 teachers at $175/sub cost)

$4,200 $4,200

6-12 ELA, Math and Literacy Across Grade Levels Release Time to design new CCSS aligned district assessments, including a literacy component in all subjects (50 teacher days at $175/sub cost)

$8,750 $8,750

Production / Linking of district assessments to Illuminate to be teacher-ready for beginning of school (240 hours during summer)

$7,200 $7,200

3-11 Smarter Balanced Assessment Testing January 2014: Training on SBA Field Test (100 subs @ 175/day)

$17,500

January 2015: Training on SBA Test (225 subs @ 175/day)

$40,000

SBA Implementation TSA .5 FTE $50,000 Total Planned Assessment and Evaluation $66,400 $138,900

Technology Additional technology is needed to support the preparation of students to take the Smarter Balanced Assessments on computers, and it is essential for the administration of the SBAC. Technology is also needed to permit teachers

3.2-P

to fully engage in the Common Core curriculum using web-based resources. This budget includes 1 day of summer training for each teacher. Elementary School 2013-14 2014-15 17 Chromebook carts each with 30 Chromebooks (2 each for the 6 larger elementary schools and 1 for each of the 5 smaller elementary schools)

$192,610 $192,610

Middle School 8 Chromebook carts each with 30 Chromebooks $90,640 $90,640 High School B-Tech currently has enough computers provided by CTE funds in its computer labs; BHS will need to refresh computers in 3 computer labs

$42,750 $42,750

Technology Professional Development 500 teachers, half at @ $100/day during summer and half at $175/sub cost

$34,375 $34,375

Total Technology Needs $360,375 $360,375 The estimated total cost for implementing CCSS is listed below. Implementation of CCSS 2013-14 2014-15 Textbooks and Instructional Materials $553,000 $365,000 Professional Development $459,600 $180,800 Evaluation and Assessment $66,400 $138,900 Technology $360,375 $360,375

Total Projected Cost per year $1,439,375 $1,045,075 DISTRICT GOAL I. Curriculum and Instruction POLICY/CODE Ed Code 60605.7 Board Policy 6011 FISCAL IMPACT As listed above STAFF RECOMMENDATION Receive for information.

1.1-CF

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Board of Education FROM: Karen Hemphill, President, Board of Education DATE: May 8, 2013 SUBJECT: Discussion Regarding Board Assignments to Committees and Schools BACKGROUND INFORMATION With the departure of Board member Leah Wilson, her assignments to committees and schools are vacant. The Board members will discuss how they wish to proceed. DISTRICT GOAL: III. Family and Community Engagement POLICY/CODE None FISCAL IMPACT NONE BOARD MEMBER RECOMMENDATION Discuss reapportionment of Board members’ assignments to committees and schools.

1.1-CF

        1.1‐CF       

Board Member Board Liaison

Adopt-A-School Assignment

Appointment to Brown Act Committees: Audit, Construction, Facilities, Youth and Peace & Justice

Leah Wilson Board Policy, 2 x 2, P&0 and Audit Longfellow ,BHS, John Muir, BAM

Josh Daniels Construction Oversight Facilities P&0 2 x 2 PTA Council

LeConte Emerson Willard

Beatriz Leyva-Cutler Audit DELAC Equity Team – alternate Berkeley Alliance Budget Advisory

Rosa Parks Cragmont Preschools Thousand Oaks

Construction: Nicolie Bolster-Ott Facilities: Frederico Castillo

Judy Appel Board Policy Common Core African American Acceleration Work Group Budget Advisory – alternate

King Malcolm Oxford Jefferson

Karen Hemphill Equity Team African American Acceleration Work Group CTE PLA Community Arts Team (formerly Berkeley Arts in Education)

BHS Berkeley Adult B Tech Washington

2.1-CF

REVISED

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Delia Ruiz, Assistant Superintendent, Human Resources

DATE: May 8, 2013 SUBJECT: Elimination/Reduction and Addition of Specified Classified Positions

BACKGROUND INFORMATION Due to lack of work and/or lack of funds, a number of classified positions in the

District need to be eliminated or reduced resulting from the following:

1. Various sites must eliminate or reduce services as determined by PTA or

SGC. 2. Californian Nutrition Network (CNN) Funding ends September 30, 2013.

Position changes to take effect at close of business July 31, 2013:

SITE POSITION ELIMINATE

/REDUCE

BUDGET JUSTIFICATION

Oxford INSTRUCTIONAL ASSISTANT

0.33 FTE Site BSEP Funds

Fewer students need intervention

Arts Magnet

(BAM)

INSTRUCTIONAL SPECIALIST II -

DANCE

0.20 FTE PTA Funds

No PTA funds allocated for this

position

Thousand

Oaks

INSTRUCTIONAL

ASSISTANT, BILINGUAL

0.10 FTE

(.30 FTE Remains)

Site

EIA/SCE and Site

BSEP

Funds

SGC

recommended using funds to

provide a Spanish

Bilingual Literacy

Coach

Thousand

Oaks

SCHOOL

SERVICE

ASSISTANT

0.50 FTE Site

EIA/LEP

Funds

SGC

recommended

providing direct academic and

mental health

support to

students

B-Tech

SITE

COORDINATOR, EDP (LEARNS)

0.63 FTE Site After

School 21st

Century

Reduced student

participation and lack of funds

In addition, with the termination of California Nutrition Network (CNN) funding, all of the positions presently funded by CNN must be eliminated at close of business September 30, 2013 when the funding expires.

SITE POSITION ELIMINATE

/REDUCE

BUDGET JUSTIFICATION

2.1-CF

Various as

listed in

resolution

Various as listed

in resolution

22.10 FTE CNN Funding ends

In light of Education Code requirements, it is necessary for the Governing Board to

set forth and act on these eliminations or reductions of classified positions so that each employee affected can be timely notified as prescribed by law and the collective bargaining agreements.

We regret the hardship this notification process places on employees and the uncertainty of their future employment status. The employees immediately

impacted have been notified of this potential employment action.

DISTRICT GOAL: V A: Efficient Use of Resources POLICY/CODE

Education Code Section 45117

FISCAL IMPACT Reduction in employee costs

STAFF RECOMMENDATION Approve resolution.

2.1-CF

BOARD OF EDUCATION OF THE BERKELEY UNIFIED SCHOOL DISTRICT

COUNTY OF ALAMEDA, STATE OF CALIFORNIA

In the Matter of the Elimination or Reduction of Positions in the

Classified Service _________________________________

))))

))

RESOLUTION NO. 13-058: RESOLUTION TO LAY OFF

CLASSIFIED EMPLOYEES ______________________________

WHEREAS, due to lack of work and/or lack of funds in the Berkeley

Unified School District, the Board of Education hereby finds it necessary and in the best interest of the District to eliminate or reduce the full-time equivalent (FTE) of the classified services as specified below:

THEREFORE, BE IT RESOLVED that as of the close of business July 31,

2013, the classified positions set forth below shall be reduced or discontinued to the extent herein set forth.

SITE POSITION ELIMINATE/

REDUCE

Oxford INSTRUCTIONAL ASSISTANT 0.33 FTE

Arts Magnet (BAM) INSTRUCTIONAL SPECIALIST II -

DANCE

0.20 FTE

Thousand Oaks INSTRUCTIONAL ASSISTANT,

BILINGUAL

0.10 FTE

(0.30 FTE Remains)

Thousand Oaks SCHOOL SERVICE ASSISTANT 0.50 FTE

B-Tech

SITE COORDINATOR, EDP

(LEARNS)

0.63 FTE

BE IT FURTHER RESOLVED that as of the close of business September 30, 2013, the classified positions set forth below shall be discontinued to the extent herein set forth.

SITE POSITION ELIMINATE

CNN Office ADMINISTRATIVE COORDINATOR 0.75

Emerson INSTRUCTIONAL SPECIALIST – COOKING 0.50

John Muir INSTRUCTIONAL SPECIALIST – COOKING 0.50

Le Conte INSTRUCTIONAL SPECIALIST – COOKING 0.80

Longfellow INSTRUCTIONAL SPECIALIST – COOKING 0.50

Malcolm X INSTRUCTIONAL SPECIALIST – COOKING 0.10

Malcolm X INSTRUCTIONAL SPECIALIST – COOKING 0.70

Rosa Parks INSTRUCTIONAL SPECIALIST – COOKING 0.50

Thousand Oaks INSTRUCTIONAL SPECIALIST – COOKING 0.75

Washington INSTRUCTIONAL SPECIALIST – COOKING 0.50

Willard INSTRUCTIONAL SPECIALIST – COOKING 0.80

ECE INSTRUCTIONAL SPECIALIST – GARDEN 1.00

2.1-CF

B-Tech INSTRUCTIONAL SPECIALIST – GARDEN 0.36

Berkeley High INSTRUCTIONAL SPECIALIST – GARDEN 0.70

Emerson INSTRUCTIONAL SPECIALIST – GARDEN 0.60

John Muir INSTRUCTIONAL SPECIALIST – GARDEN 0.74

Le Conte INSTRUCTIONAL SPECIALIST – GARDEN 0.80

Longfellow INSTRUCTIONAL SPECIALIST – GARDEN 0.70

Malcolm X INSTRUCTIONAL SPECIALIST – GARDEN 0.70

Rosa Parks INSTRUCTIONAL SPECIALIST – GARDEN 0.80

Thousand Oaks INSTRUCTIONAL SPECIALIST – GARDEN 0.74

Willard INSTRUCTIONAL SPECIALIST – GARDEN 0.90

Washington INSTRUCTIONAL SPECIALIST - GARDEN 0.60

CNN Office

INSTRUCTIONAL SPECIALIST - PARENT –

COOKING

0.03

CNN Office

INSTRUCTIONAL SPECIALIST - PARENT –

COOKING

0.20

CNN Office

INSTRUCTIONAL SPECIALIST - PARENT –

COOKING

0.50

Emerson INSTRUCTIONAL TECHNICIAN – COOKING 0.40

John Muir INSTRUCTIONAL TECHNICIAN – COOKING 0.40

Le Conte INSTRUCTIONAL TECHNICIAN – COOKING 0.60

Longfellow INSTRUCTIONAL TECHNICIAN – COOKING 0.30

Malcolm X INSTRUCTIONAL TECHNICIAN – COOKING 0.50

Rosa Parks INSTRUCTIONAL TECHNICIAN – COOKING 0.30

Thousand Oaks INSTRUCTIONAL TECHNICIAN – COOKING 0.60

Washington INSTRUCTIONAL TECHNICIAN – COOKING 0.30

Willard INSTRUCTIONAL TECHNICIAN – COOKING 0.70

CNN Office

INSTRUCTIONAL TECHNICIAN - PARENT –

COOKING

0.15

CNN Office

INSTRUCTIONAL TECHNICIAN - PARENT –

COOKING

0.18

CNN Office PROGRAM SUPERVISOR – CNN 1.00

CNN Office PRORAM COORDINATOR 0.90

22.10

BE IT FINALLLY RESOLVED that the Superintendent or his designee is

authorized and directed to give notices of layoff to all affected employees not later than 60 days prior to the effective date of the lay-off as set forth above.

The foregoing Resolution was passed and adopted at a meeting of the

Board of Education on MAY 8, 2013 by the following vote:

AYES:

NOES: ABSTENTIONS: ABSENT:

_____________________________ Clerk, Board of Education

 

    3.1‐I 

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Christina Faulkner, Director, Curriculum and Instruction DATE: May 8, 2013 SUBJECT: First Reading of a Proposal to Use A Story of Units K-5 Common

Core Math Curriculum in 2013-14 BACKGROUND INFORMATION Staff is recommending the use of A Story of Units math curriculum in every elementary school for the 2013-14 school year and is presenting this proposal for a first reading to enable the Board to consider it. This proposal offers both a description of the program and a rationale for recommending its use. Program Description The Developers A Story of Units is the K-5 math curriculum designed by a group of math educators working with Common Core, Inc., a not-for-profit organization started in 2007 by Lynn Munsen with the goal of providing in-depth “core” materials to schools and districts. Common Core, Inc. won a bid to work with New York Regents who were charged with using Race-to-the-Top funds to implement the Common Core State Standards for Mathematics (CCSSM). The development of the curriculum was originally funded by New York under the “engageNY” umbrella, but Common Core, Inc. reserves the rights to the materials and is creating a less “New York” version of the curriculum under its newly formed “Eureka Math” group. The Eureka Math Story of Units curriculum (which is essentially the engageNY curriculum minus the references to New York’s Learning Standards) will be available to all states next year for purchase, with Josey-Bass Wiley publishing printed materials and Common Core, Inc. overseeing a web version. Because the curriculum has undergone extensive revisions in its development, the writers are not anticipating major changes between the engageNY version being implemented this year in New York (and offered for free to other users) and the final version that will come out in 2014-15, which means BUSD’s initial investment in printing materials will give K-5 teachers math curriculum for several years. The math educators writing the curriculum include Nell McAnelly, Co-director of the Cain Center for Scientific, Technological, Engineering and Mathematical Literacy at LSU, and Scott Baldridge, math education professor at LSU and Singapore math training expert. Dr. McAnelly is the Project Director for A Story of Units, and Dr. Baldridge is Lead Writer for all the “Story” curriculum, including the K-5 curriculum A Story of Units, the 6-8 curriculum A Story of Ratios and the 9-12 curriculum A Story of Functions. Other key writers for A Story of Units include Bill Davidson who is writing the fluency component and

 

    3.1‐I 

Ben McCarty who is writing the assessments. BUSD is working directly with Nell McAnelly to plan the Professional Development training for the district, Bill Davison to train a group of teacher leaders in the fluency practices of the curriculum, and Ben McCarty in understanding the assessment pieces and in creating ways to train teachers to develop formative assessments to augment the curriculum-embedded assessments. Because BUSD has built strong relationships with the key people overseeing the development of A Story of Units, we are in an optimal position to train our teachers and offer support during the 2013-14 school year and into the next. Finally, the Common Core, Inc. team is working directly with Phil Daro, one of the three writers of the Common Core Standards for Mathematics, in finalizing this curriculum, to ensure it accurately reflects the way math is developed in the standards. Dr. Daro’s insistence on precision has required the writers to rewrite sections of the curriculum so that it more accurately teaches and assesses the mathematics of the Common Core. The Big-Picture A Story of Units is based on three overarching concepts: “story,” “assessment” and a “coherent lesson structure,” which are described in the guide “How to Implement A Story of Units.” Story: “The curricular design for A Story of Units is based on the principle that mathematics is most effectively taught as a logical, engaging story. At the elementary level, the story’s main character is the basic building block of arithmetic, or the unit. Themes like measurement, place value, and fractions run throughout the storyline, and each is given the amount of time proportionate to its role in the overall story. The story climaxes when students learn to add, subtract, multiply, and divide fractions; and solve multistep word problems with multiplicative and additive comparisons.” Assessment: “Well-designed materials quickly and accurately identify student misconceptions and misunderstandings around content. Because they promote self-monitoring and self-improvement, assessment tools also serve as learning devices for students and are thus essential for creating effective student-teacher partnerships. The teacher that used to say, ‘I taught the standard to my students and I hope they understand it,’ can now assert, ‘My students and I collaborated on that standard until they understood it. Here, let them show you how they’ve mastered it.’” Lesson Structure: Each lesson consists of four parts: fluency, application problems, conceptual understanding and student debrief. This lesson structure helps “teachers lead students through fast-paced practice, encourage perseverance, and foster thoughtful development of understanding. The structure helps the teachers focus their energy on engaging students in the mathematical story through the introduction of challenging problems that call

 

    3.1‐I 

for quantitative and creative thinking. At the same time, they provide puzzle-solving tools and models and help students identify patterns so common that students’ understanding of subjects like algebra extends naturally from their knowledge of numbers.” The Instructional Shifts: Focus, Coherence and Rigor To help states implement the CCSSM, the writers developed the instructional shifts required to teach the standards. These are focus, coherence and rigor. Each of these terms means something very specific to the CCSSM and effectively teaching them. A Story of Units focuses only on the major standards for each grade level, builds directly on the standards taught in the previous grade so that the standards are presented to students in a coherent way, and includes the components of fluency, conceptual understanding and application (as one can see in the structure of each lesson) to ensure rigor. The Math One of the most novel and effective elements of A Story of Units is the use of concept of “the unit” from kindergarten to 5th grade to help students construct a strong working understanding of number. Students learn to manipulate the unit, to add units and divide them, regardless of what the “unit” is: an apple, a set of three, or a fourth. The Standards for Math Practices (SMP) Helping students gain dexterity with the SMP is the main goal of the CCSSM. Regardless of the content of the mathematics, we want students who can reason abstractly, persevere in solving problems, etc. A Story of Units was written with these goals in the fore. Each Topic (set of lessons) highlights one or two key SMP that is particularly addressed in the serious of learning sessions. Consistent and Mathematically-sound Set of Math Models There are 14 math models in A Story of Units, from the number line to base-ten blocks to ten-frame charts. These models are used in various ways depending on grade level, but students will become familiar with these sound models and be able to use them to solve problems of increasing complexity. There are no models that are introduced at any grade that are not mathematically sound, meaning models that help students compute correct answers but do not fortify their conceptual understanding of the math. A Story of Units’ math models are transferable and enduring. Rationale for Using A Story of Units in Berkeley The Curriculum Foundation Singapore Math: A Story of Units builds on the success of the focus, coherence and rigor of Singapore Math. All the writers for the curriculum are Singapore Math trained, and lead writers are Singapore Math experts. This means that

 

    3.1‐I 

the curriculum benefits from a decade of observation of students and refinement of procedures, etc. Progressions: The CCSSM are based on a series of papers call “Progressions” that detail the natural progression in each of the major math domains and the natural development of the child. The “Progressions” were used extensively in creating A Story of Units, with the writers of both the “Progressions” and the CCSSM consulting on the curriculum. The curriculum, therefore, offers the greatest opportunity not only for students to learn math at their grade level, but also for teachers to understand math in a larger context, as a coherent progression of concepts, thereby enabling them to teach any grade level in an expert way. Refinement of the Curriculum Because the writers of the CCSSM are working directly with the writers of A Story of Units, we anticipate it will prove to be the K-5 (and possibly the K-12) curriculum on which most other CCSSM-aligned curriculum is built. Phil Daro, lead CCSSM consultant for A Story of Units, is working closely to ensure every lesson teaches the math the way the standards intended it to be taught. He says, “We wrote common state standards because we wanted 50 states teaching the standards with fidelity, not 50 different interpretations of the standards. A Story of Units is as close a faithful rendering of the CCSSM as districts can get. A Story of Units also follows closely the “Publishers’ Criteria” document developed by Student Achievement Partners (the writers of the CCSSM) which carefully argues for curriculum based on Focus, Coherence and Rigor, a document adopted by California Department of Education January, 2013. We anticipate that CCSSM-aligned math curriculum being proposed in the coming years in California will closely mirror the “Story” curricula being developed by Common Core, Inc. Implementation in BUSD One of BUSD’s 2012-13 K-12 instructional foci was Common Core State Standards Awareness. Beginning in August, the Common Core Leadership team (including representatives from Educational Services, Site Administration, the Professional Development Department, the Technology Department, Library Services, and Classroom Teachers and BFT began developing a plan to implement the Common Core State Standards in BUSD for the 2013-14 academic year. In October 2012, BUSD teachers began working with the standards at their sites, and several lead teachers from each site met for a day-long work session to try to align the current adopted curriculum to the CCSSM. When this alignment was proving more difficult than anticipated, the CCSSM Leadership Team (Lori MacDonald, Susan Hodge, Veronica Valerio, Julie Venuto, Dana Blanchard and Navdeep Dosanjh) conducted an in-depth analysis of the current curriculum and concluded it was insufficient to teach the Common Core State Standards with the focus, coherence and rigor

 

    3.1‐I 

necessary for students to master Standards. At this point a search for a more viable curriculum began. A Story of Units was thoroughly researched and presented to BUSD Teachers, Administrators and Educational Services as a curriculum that could develop K-5 students to master the Common Core Content Standards and Standards for Mathematical Practice. In April, Teachers and Site Administrators were presented with two learning phases during the 2013-14 implementation year:

1. Fully implement A Story of Units aligned with the CCSSM with full support from Education Services and the Professional Development Office; or

2. Continue to use the current adopted math curriculum which is aligned with the 1997 California State Standards Framework and learn about A Story of Units during the transition, with full implementation slated to begin in 2014-15. As of April 2013, BUSD K–5 Teachers and Administrators voted to fully implement A Story of Units during the 2013-14 academic years with the goal of providing in-depth “core” curriculum to BUSD students. Berkeley Unified is very fortunate to be working directly with the writers and developers of A Story of Units. Berkeley is the first district outside of New York with whom they are working. Common Core, Inc. benefits from this collaboration because it allows the company to develop its process and products to folks outside of New York. Much time has already been donated to BUSD in conversations and consultations, both in person and remotely. Further, Berkeley teachers will have input in the implementation of the curriculum, being able to ask questions and give feedback on aspects of the lessons that might need further refining. This access is an invaluable asset to implementing a new curriculum. The trainers for A Story of Units have been working with the New York teachers for two years, and so they bring this experience to the training of Berkeley teachers, which is a tremendous bonus in a new-standards landscape that has yet to be fully surveyed. DISTRICT GOAL I. Curriculum and Instruction POLICY/CODE Board Policy 6011, 6142.92, 6161.1 FISCAL IMPACT $82,000 for duplication of texts and related materials for 2013-14 STAFF RECOMMENDATION

 

    3.1‐I 

Receive the proposal to use A Story of Units K-5 Common Core Math Curriculum in 2013-14 for information.

4.1-I

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Pauline Follansbee, Director of Fiscal Services DATE: May 8, 2013 SUBJECT: P-2 School Average Daily Attendance BACKGROUND INFORMATION The District submits three attendance reports to the California Department of Education each year. The District's general revenue is determined based on attendance reported from the second attendance report. The first attendance report is referred to as P-1 and includes average daily attendance (ADA) calculated from September to December. The second attendance report is referred to as P-2 and included ADA calculated from September to April. With the exception of Special Education ADA, the District receives it General Fund revenue based on P-2. The final attendance report is referred to as P-annual and includes ADA calculated until the end of the year. The district receives its General Fund revenue for Special Education based on the P-annual. Based on information provided from each school site, we are presenting a report on the P-2 reporting period and provided a comparison of the following information:

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

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

The summary report reflects the variance between FY 2012-13 and FY 2011-12 for enrollment and ADA for each school. The subsequent tables reflect ADA by grade and site. The variance report shows that, as of October, the District's K-12 enrollment increased by 50 students and attendance decreased by 5 ADA over the prior year. This report indicates that although overall enrollment is greater than last year, the District's attendance decreased as a percentage to enrollment. Attendance decreased slightly from 8667 to 8662 for regular programs. The District’s ADA percentage for regular programs moved from 95.3% to 94.2%. Most schools attendance had a slight decrease by 1 to 2%. John Muir, Le Conte, Malcolm X, Rosa Parks, Thousand Oaks and Washington added between 11 and 16 ADA due to increased enrollment.

4.1-I

Berkeley Technology Academy (B Tech) attendance percentage has improved 35% due to improved attendance and accounting procedures. King and Willard saw the greatest decrease to enrollment of approximately 30 students per school. These schools received fewer students due to smaller fifth and sixth grade classes from prior year. Berkeley High School dropped by 21 students and had a decrease in ADA of 68. The ADA percentage declined by 1.6%. Independent Study enrollment declined by 26 and decreased by 22 ADA. DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed. POLICY/CODE Board Policy: 5113 STAFF RECOMMENDATION Receive the P-2 average daily attendance summary reports for information.

4.1-I

REVISED

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Pauline Follansbee, Director of Fiscal Services DATE: May 8, 2013 SUBJECT: P-2 School Average Daily Attendance

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

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

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

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

The summary report reflects the variance between FY 2012-13 and FY 2011-12 for enrollment and ADA for each school. The subsequent tables reflect ADA by grade and site.

The variance report shows that, as of October, the District's K-12 enrollment increased by 50 students and attendance increase by 18 ADA over the prior year. This report indicates that although overall enrollment is greater than last year, the District's attendance decreased as a percentage to enrollment. Attendance increased slightly from 8,667 to 8,685 for regular programs. The District’s ADA percentage for regular programs moved from 95.3% to 94.9%. Most schools attendance had a slight decrease by 1 to 2%. John Muir, Le Conte, Malcolm X, Rosa Parks, Thousand Oaks and Washington added between 11 and 16 ADA due to increased enrollment.

4.1-I

REVISED

Berkeley Technology Academy (B Tech) attendance percentage has improved 35% for an increase of 25 ADA due to improved attendance and attendance accounting procedures. King and Willard saw the greatest decrease to enrollment of approximately 30 students per school and a reduction in ADA of 40 and 33, respectively. These schools received fewer students in the sixth and seventh grade classes due to smaller fifth and sixth grade classes coming in from the prior year.

Overall, the percentage of attendance to enrollment when compared to prior year reduced for quite a few schools. Berkeley High School’s (BHS) enrollment dropped by 21 students and had a decrease in ADA of 45. As a result, the percentage of attendance to enrollment declined by 0.8% over the prior year. Independent Study enrollment declined by 26 and decreased by 22 ADA.

DISTRICT GOAL V.Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

POLICY/CODE Board Policy: 5113

STAFF RECOMMENDATION Receive the P-2 average daily attendance summary reports for information.

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5.1-I

BERKELEY UNIFIED SCHOOL DISTRICT TO: Javetta Cleveland and Neil Smith, Co-Superintendents FROM: Lew Jones, Director of Facilities DATE: May 8, 2013 SUBJECT: Facilities Plan Update

BACKGROUND INFORMATION This report is an update of the Facilities Construction Plan approved by the Board on March 13, 2013. Data in this report are current as of April 26, 2013. This report includes updates of all active construction projects. Maintenance projects are detailed in the Maintenance Quarterly Reports.

ELEMENTARY SCHOOLS LeConte Project Type: Grounds Improvement Date Approved by Board: March 7, 2012 Funding Source: Measure AA Public Process: Five Site Committee Meetings and one

Community Meeting. The site was involved in architect selection.

Schematic Approval Date: January 2013 Design Team: Carducci & Associates Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $425,000 Adjustment to Budget: $9,000 Inflation adjustment on January 9,

2013. Schedule: Fall 2012 Approve project manager and designer Winter 2012/13 Design finalize Spring 2013 Bid and award Summer 2013 Construction Status: Award Issues: There was concern over the proposed project. Completion Date: October 2013 Changes since last report: DSA approved the project. The job walk was

held and 16 contractors attended. Bids were received. The Board is being asked to approve the low bidder at this Meeting.

Lessons learned: Not all the stakeholders were included early in the process.

5.1-I

Malcolm X Project Type: Replace roof on main building. Date Approved by Board: March 7, 2012 Funding Source: Measure AA Public Process: None Schematic Approval Date: Not Applicable Design Team: Skyline Engineering Project Manager: Turner General Contractor: State Roofing Current Project Budget: $275,000 Adjustment to Budget: $41,000. Inflation adjustment and re-estimated

project approved on January 9, 2013 ($141,000), and bid savings recognized on April 24, 2013 ($100,000).

Schedule: Fall 2012 Approve project manager and designer Winter 2012/13 Design finalize Spring 2013 Bid and award Summer 2013 Construction Status: Construction Issues: None Completion Date: October 2013 Changes since last report: The project was bid and the Board approved the

low bidder. Lessons learned: None Washington Project Type: Replace transformer Date Approved by Board: March 7, 2012 Funding Source: Measure AA Public Process: None Schematic Approval Date: Not Applicable Design Team: Camissa and Wipf Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $618,000 Adjustment to Budget: $12,000. Inflation adjustment on January 9,

2013. Schedule: Fall 2012 Approve project manager and designer

Winter 2012/13 Preliminary Design done and submitted to PG&E

Spring 2013 Finalize design, PG&E approval Spring 2013 Bid and award Summer 2013 Construction Status: Bid

5.1-I

Issues: PG&E process unpredictable. Completion Date: September 2013 Changes since last report: The job walk was held. Bids are due early in

May. Lessons learned: PG&E approval process makes it difficult to

schedule a summer project. Washington Project Type: Painting and Flooring Date Approved by Board: March 7, 2012 Funding Source: Measure AA Public Process: Site Committee architect and color selection Schematic Approval Date: Not Applicable Design Team: Baker Vilar Architects Project Manager: Turner General Contractor: Am Woo Current Project Budget: $556,000 Adjustment to Budget: $11,000. Inflation adjustment on January 9,

2013. Schedule: Fall 2012 Approve project manager and designer

Winter 2012/13 Preliminary Design done Spring 2013 Finalize design Spring 2013 Bid and award Summer 2013 Construction Status: Construction Issues: None Completion Date: September 2013 Changes since last report: The Board approved the low bidder. Contracts

have been sent out to him. The pre-construction meeting was held.

Lessons learned: None Washington, BAM and King Project Type: Portable Replacement Date Approved by Board: January 9, 2013 Funding Source: Measure AA Public Process: Multiple Site Committee meetings at

Washington, several at BAM. None are planned for King. One Community Meeting at Washington and one at BAM.

Schematic Approval Date: To Be Determined Design Team: HKIT Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $2,513,000

5.1-I

Adjustment to Budget: None. Schedule: Winter 2012/13 Approve project manager and

architect Spring 2013 Complete Schematic design Fall 2013 Finalize design Winter - Spring 2014 Bid and award Summer 2014 Construction Status: Design Issues: Reconfiguration of portables, particularly at

Washington and an interest in a more permanent solution to the street closure at Washington. There has been some community resistance to replacing portables.

Completion Date: October 2014 Changes since last report: Community meetings were held at Washington

and BAM. One more Site Committee Meeting was held at Washington. The preferred plan for the King portable was developed.

Lessons learned: None Jefferson Project Type: Expand Classes/Modernize. Date Approved by Board: April 27, 2011 Funding Source: Measure I Public Process: Seven Site Committee meetings and four

Community Meetings were held. The site was involved in architect selection.

Schematic Approval Date: March 7, 2012 Design Team: WLC Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $9,371,000 Adjustment to Budget: $2,136,000. Increased allocation and inflation

adjustment on January 11, 2012 ($472,000), approval for structural review ($80,000) on September 12, 2012, approval of structural upgrade on October 24, 2012 ($1,400,000), inflation adjustment on January 9, 2013 ($184,000).

Schedule: Summer 2011 Architect Hired Winter 2011/12 Board approval of schematic design

Fall 2012 Project submitted to DSA Winter 2012/13 DSA approval, project bid Late Spring 2013 Construction begins

5.1-I

Status: Award Issues: Project started slowly due to competing

pressures at the school. Completion Date: October 2014 Changes since last report: The job walk was held. Bids were received. We

are recommending award to the low bidder at this Board Meeting.

Lessons Learned: There has been some concern about outreach efforts. Regular updates may help alleviate this concern.

Rosa Parks Project Type: Solar Panels (project listed in Auxiliary budget). Date Approved by Board: September 22, 2011 Funding Source: Measure AA Public Process: None Schematic Approval Date: Not Applicable Design Team: Design-Build (SunPower/Kyoto) Project Manager: BUSD General Contractor: Sun Power Current Project Budget: $157,000 Adjustment to Budget: $7,000. Inflation increase on April 27, 2011

($5,000) and inflation adjustment on January 11, 2012 ($2,000).

Schedule: Winter 2010/11 Preliminary Design done and submitted to DSA Summer 2012– Spring 2013Finalize design, DSA approval

Spring –Summer 2013 Construction Status: Construction Issues: This budget will supplement a grant from PG&E

($200,000). Project has moved very slowly through PG&E and DSA.

Completion Date: June 2013 Changes since last report: Project documents have been received. The

Inspector has been hired. The pre-construction meeting was held.

Lessons learned: PG&E and DSA process have been very slow and unreliable.

MIDDLE SCHOOLS KING Project Type: Upgrade the Large Field and Track Date Approved by Board: March 7, 2012 Funding Source: Measure I Public Process: Site involved in architect selection. There were

5.1-I

several Site Committee Meetings and two public meetings.

Schematic Approval Date: August 22, 2012 Design Team: Baker Vilar Architects Project Manager: Turner General Contractor: None Current Project Budget: $1,496,000, includes $7,000 in Measure AA Adjustment to Budget: $560,000. The Board approved adding

$114,000 from the balance and combining this project with a future landscape project ($416,000) on October 10, 2012, inflation adjustment of January 9, 2013 ($30,000).

Schedule: Spring 2012 Architect hired Fall 2012 Design completed and submitted to

DSA Spring 2013 Project bid Summer 2013 Construction begins Status: Bid Issues: None Completion Date: September 2013 Changes since last report: The job walk was held. Bids are due in May. Lessons learned: None LONGFELLOW Project Type: New Cafeteria Lessons Learned: None. Date Approved by Board: January 9, 2013 Funding Source: Measure I Public Process: There will be several Site Committee meetings

and one Community meeting. Schematic Approval Date: To Be Determined Design Team: To Be Determined Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $5,202,000 Adjustment to Budget: None. Schedule: Spring 2013 Architect and project manager

hired Summer 2013 schematic design

Spring 2014 Project submitted to DSA Fall 2014 DSA approval, project bid

Winter 2014/2015 Construction to begin Status: Pre-Design Issues: Making the street crossing safer will be an issue. Completion Date: January 2016

5.1-I

Changes since last report: Two more Site Committee Meetings were held. Lessons Learned: To Be Determined.

HIGH SCHOOLS BERKELEY HIGH Project Type: New Building and Grounds Date Approved by Board: Construction Phase 2 September 5, 2007,

Design Phase 3 January 9, 2008, Construction Phase 3 April 27, 2011

Funding Source: Measure AA and Measure I Public Process: Five Site Committee Meetings, one Community

meeting and Board approval (shared with stadium project). Site Committee involved in architect selection. Earlier meetings were held in developing the master plan.

Schematic Approval Date: August 20, 2008 Design Team: Baker Vilar Architects Project Manager: Van Pelt General Contractor: Alten Construction Current Project Budget: $31,590,000, includes $1,134,000 in Measure

AA Adjustment to Budget: $28,089,000. Inflation adjustment of $280,000

on January 9, 2008, adding design of Phase 3 of $2,800,000 on January 9, 2008, inflation adjustment of $302,000 on January 14, 2009, inflation and slight scope adjustment of $918,000 on January 13, 2010, approval of Measure I construction phase and inflation adjustment of $28,438,000 on April 27, 2011, inflation adjustment of $351,000 on January 11, 2012, adjustment to decrease the budget by $5,000,000 on April 11, 2012.

Schedule: Late Fall 2007 Architect Hired for Phase 2 Late Spring 2008 Architect hired for Phase 3

Early Spring 2009 and Summer 2010 Project submitted to DSA

Winter 2010/11 DSA approval, project bid Late Spring 2012 Construction begins Status: Construction Issues: Coordination with Phase 1, combining the two

phases into one project, portable removal and other logistical challenges.

Completion Date: October 2014 Changes since last report: The roof decking over the gymnasium is

complete. The first two (of four) exterior

5.1-I

concrete wall pours for the classroom building were completed. The form work for the visitors’ restrooms has been erected.

Lessons Learned: Site communication on identifying and removing stored material was problematic.

Project Type: Science Labs Date Approved by Board: April 27, 2011 Funding Source: Measure I Public Process: There have been two Site Committee meetings. Schematic Approval Date: June 27, 2012 Design Team: HMC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $715,000 Adjustment to Budget: ($212,000). Inflation increase on January 11,

2012 ($9,000), reducing the project to two classrooms on October 24, 2012 ($236,000), and inflation allocation on January 9, 2013 ($15,000).

Schedule: Spring 2012 Architect and project manager hired

Spring 2012 schematic design Fall 2012 Project submitted to DSA

Spring 2013 DSA approval, project bid Summer 2013 Construction begins.

Status: Design Issues: DSA’s new interpretation will delay construction.

The budget will need to be enhanced as well. Completion Date: September 2014. Changes since last report: DSA denied our appeal. We will need to pay the

architect additional fees to design the fire sprinklers and will begin that design process.

Lessons Learned: Better communication between the High School and the Superintendent may have permitted the third classroom to be approved.

Project Type: Replace roof on H building. Date Approved by Board: January 9, 2013 Funding Source: Measure AA Public Process: None Schematic Approval Date: Not Applicable Design Team: Total Roof Management Project Manager: Van Pelt General Contractor: To Be Determined

5.1-I

Current Project Budget: $366,000 Adjustment to Budget: None. Schedule: Winter 2012/13 Approve project manager and

designer Winter 2012/13 Design finalize Spring 2013 Bid and award Summer 2013 Construction Status: Bid Issues: None. Completion Date: October 2013 Changes since last report: The job walk was held. Bids were received. Lessons learned: None B-TECH Project Type: Science Lab and Modernization Date Approved by Board: January 9, 2013 Funding Source: Measure I Public Process: There will be several Site Committee meetings. Schematic Approval Date: To Be Determined Design Team: WLC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $732,000 Adjustment to Budget: None. Schedule: Spring 2013 Architect and project manager

hired Summer 2013 schematic design

Fall 2013 Project submitted to DSA Spring 2014 DSA approval, project bid

Summer 2014 Construction begins. Status: Design Issues: None Completion Date: October 2014 Changes since last report: An additional Site Committee Meeting was held

and an informational meeting was held. That meeting was advertised to the B-Tech school, but few people attended.

Lessons Learned: None

OTHER SITES HOPKINS PRE SCHOOL Project Type: Modernization Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: There have been several Site Committee

5.1-I

meetings and one Community meeting. Schematic Approval Date: June 27, 2012 Design Team: HKIT Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $1,806,000 Adjustment to Budget: $626,000. Inflation increase on January 11,

2012 ($12,000), increase to add fire alarm on April 11, 2012 ($54,000), project scope increased on June 27, 2012 ($525,000), inflation adjustment on January 9, 2013 ($35,000).

Schedule: Spring 2012 Architect and project manager hired

Spring 2012 schematic design Fall 2012 Project submitted to DSA

Spring 2013 DSA approval, project bid Summer 2013 Construction to begin

Status: Award Issues: Short construction season may be a challenge.

The scope was adjusted to account for code and programmatic issues.

Completion Date: October 2013 Changes since last report: Bids were received and the Board is being asked

to approve the apparent low bidder. Lessons Learned: To Be Determined.

KING AND FRANKLIN PRE SCHOOL Project Type: Addition Date Approved by Board: January 9, 2013 Funding Source: Measure I Public Process: There will be several Site Committee meetings

and one or two Community meetings. Schematic Approval Date: To Be Determined Design Team: WLC Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $3,101,000 Adjustment to Budget: None. Schedule: Spring 2013 Architect and project manager

hired Summer 2013 schematic design

Late Fall 2013 Project submitted to DSA Spring 2014 DSA approval, project bid

Summer 2014 Construction to begin

5.1-I

Status: Design Issues: No decision has been made of which spaces will

be used for transitional kindergarten and which will be used for pre-school.

Completion Date: October 2014 Changes since last report: Two Site Committee Meetings were held. Lessons Learned: To Be Determined. WEST CAMPUS Project Type: District Office Project Date Approved by Board: August 20, 2008 Funding Source: Measure AA and Measure I Public Process: Two Site Committee Meetings, one Community

Meeting, approval by BUSD Board, approval by Design Review (City), approval by Zoning (City). Earlier Community Meetings were held on earlier project scopes.

Schematic Approval Date: August 20, 2008 and September 10, 2008 Design Team: Baker Vilar Architects. Project Manager: Parsons General Contractor: Angotti and Reilly Current Project Budget: $14,750,000, includes $4,846,000 in Measure

AA Adjustment to Budget: ($237,000). Inflation adjustment of $1,200,000

on January 14, 2009, inflation adjustment of $1,028,000 on January 13, 2010, adjustment after bid approval of ($2,715,000) on September 22, 2010, adjustment at 2012 Plan adoption to account for change orders ($250,000).

Schedule: Fall 2008 Architect Hired Summer 2009 Project submitted to DSA Spring 2010 DSA approval, project bid Summer 2010 Construction begins Status: Construction Issues: The project detailed does not include earlier

design proposals. There were problems with the installation of temporary power. The contractor was uncooperative.

Completion Date: July 2013 Changes since last report: We uncovered a few problems with the boiler

which has delayed commissioning. Those problems have now been fixed. The lighting controls sub-contractor has walked the site to fix any problems. The final commissioning of the heating and lighting controls will be done in

5.1-I

May. Lessons Learned: The project manager requiring monthly schedule

updates may have highlighted problems earlier. Project Type: Board Room Date Approved by Board: August 20, 2008 Funding Source: Measure AA Public Process: Two Site Committee Meetings, one Community

Meeting, approval by BUSD Board, approval by Design Review (City), approval by Zoning (City). Earlier Community Meetings were held on earlier project scopes.

Schematic Approval Date: No one date. Design Team: Baker Vilar Architects Project Manager: Turner General Contractor: D.L. Falk Current Project Budget: $3,334,000 Adjustment to Budget: $2,984,000. Significant scope adjustment,

including adding City into project ($1,258,000) on September 22, 2010, inflation adjustment ($142,000) on April 27, 2011, recognition that the City will not partner and inflation adjustment on January 11, 2012 ($241,000), inflation adjustment and to account for a re-estimated project on January 9, 2013 ($750,000), and an increase of $593,000 at bid to increase the scope of work and also to account for inflation from January 1, 2013.

Schedule: Early Spring 2010 Architect Hired Late Spring 2011 Project submitted to DSA Summer 2012 Revised Plan Submitted to DSA Fall 2012 Construction begins Status: Construction Issues: The mural will need to be removed and a

replacement mural designed. Completion Date: October 2013 Changes since last report: The contractor has placed his fences.

Demolition has begun. Lessons Learned: Earlier formal City approval to participate in the

project would have saved time and some money.

Project Type: Charter School With CTE Possibilities Date Approved by Board: April 27, 2011 Funding Source: Measure AA

5.1-I

Public Process: Three Site Committee Meetings and Two Community Meetings. Site Committee participated in architect selection.

Schematic Approval Date: December 14, 2011 Design Team: Beverly Prior/HMC Architects Project Manager: Turner General Contractor: D.L. Falk Current Project Budget: $7,609,000 Adjustment to Budget: $2,608,000. Budget was increased by

$1,000,000 on August 31, 2011 because an additional building was added when initial programming was completed and increased on January 11, 2012 to add seismically strengthening a wall and for inflation adjustment, library demolition added to the project ($762,000) and the budget was adjusted to add one roof and to account for a low estimate by the architect in August 2011 ($950,000), inflation adjustment on January 9, 2013 ($154,000), final lower bid adjustment ($258,000).

Schedule: Summer 2011 Architect Hired Summer 2012 Project submitted to DSA Fall 2012 DSA approval, project bid Winter 2012/13 Construction begins Status: Construction Issues: There has been some discussion of equivalent

facilities. There is some concern that the current plan calls for continued use of the District’s three classrooms in the administration building.

Completion Date: October 2013 Changes since last report: The contractor has placed his fences.

Demolition has begun. Lessons Learned: To Be Determined. DERBY FIELD Project Type: Improved Field Date Approved by Board: April 27, 2011 Funding Source: Measure I Public Process: Three Site Committee Meetings, two Community

Meetings and Board approval. Site Committee participated in architect selection.

Schematic Approval Date: August 31, 2011 Design Team: WLC Architects

5.1-I

Project Manager: Van Pelt General Contractor: Robert A. Bothman Current Project Budget: $4,575,000 Adjustment to Budget: $970,000. Budget was increased by $150,000

on August 31, 2011 to recognize the accelerated schedule and to accommodate desired amenities, on January 11, 2012 for inflation ($38,000), on September 12, 2012 to account for a higher bid and for removal of Class II soil ($647,000), and additional signage was approved on October 24, 2012 ($35,000), increased requirements from the City and DSA approved on January 9, 2013 ($100,000).

Schedule: Summer 2011 Architect Hired Fall 2011 Project submitted to DSA Spring 2012 DSA approval, project bid Summer 2012 Construction begins Status: Construction Issues: The weather has impacted project completion.

Completion Date: Summer 2013 Changes since last report: The street was paved and striped. All the

concrete was placed. The planting was completed.

Lessons Learned: To Be Determined. The legislature approved substantial restrictions on bonds. If this becomes law, it will have a significant negative effect on the BUSD construction program.