(510) 644-8764 Meeting location: 2134 Martin Luther King

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BERKELEY PUBLIC SCHOOLS2020 Bonar Street, Berkeley CA 94702

Phone: (510) 644-8764Meeting location: 2134 Martin Luther King Jr. Way

BOARD OF EDUCATION – MEETING AGENDAWednesday, February 12, 2014

BOARD OF EDUCATION STAFFJosh Daniels, PresidentJudy Appel,Vice PresidentKaren Hemphill, DirectorBeatriz Leyva-Cutler, Director /ClerkJulie Sinai, DirectorShira Wolkenfeld, Student DirectorLajayah Moore, Student Director

Donald E. Evans, Ed.D,, Superintendent/SecretaryJavetta Cleveland, Deputy SuperintendentNeil Smith, Asst. Supt., Educational ServicesDelia Ruiz, Asst. Supt., Human ResourcesJana Jandra, Board Recorder

_____________________________________________________________________________________BOARD OF EDUCATION MEETING AGENDA

The Presiding Officer will call the meeting to order at 5:30 p.m. and begin Open Session at 7:30 p.m.

Closed Session

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

CLOSED SESSION PUBLIC TESTIMONYPersons wishing to address the Board should fill out a green speaker card. Cards turned in by 5:30 p.m.will be given priority. Speakers will be randomly selected based on topic and position, with BUSD studentsgenerally given priority. Public Testimony is limited to 15 minutes with a 3-minute limit per speaker pertopic although the time allotted per speaker may be reduced to 2 minutes at the discretion of the President.

1.Student Expulsiona. Student Case No. 1112-15-052596 – Recommend readmission

2.Collective Bargaininga.BFTb.BCCEc.UBA

3.Public Employee Discipline/Dismissal/Release/Evaluationa.Certificated Releases and Non-Re-elections

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OPEN SESSION

Roll Call

Approve Agenda of February 12, 2014

Read Mission and Meeting Overview

Closed Session Report

RECOGNITION - AWARD TO BERKELEY HIGH SCHOOL FROM CALIFORNIAINTERSCHOLASTIC FEDERATION (CIF) FOR ATHLETIC PROGRAM

OPEN SESSION PUBLIC TESTIMONY (1st opportunity)Persons wishing to address the Board should fill out a green speaker card. Cards turned in by7:15 p.m. will be given priority. Speakers will be randomly selected based on topic and position,with BUSD students generally given priority. Public Testimony is limited to 30 minutes with a 3-minute limit per speaker per topic although the time allotted per speaker may be reduced to 2minutes at the discretion of the President.

Union Comments: Representatives from each union are given the opportunity to address the Boardon any issue, 5 minutes per union. (Order rotates).

_____________ BFT_____________ BCCE_____________ Local 21_____________ UBA

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

______________ BSEP Program & Oversight Committee______________ Measure I Construction Bond Oversight Committee______________ Measure H Oversight Committee______________ Parent Advisory Committee______________ District EL Advisory Committee______________ PTA Council______________ Audit Committee

Board Member and Superintendent Comments: Board members and the Superintendent are giventhe opportunity to address any issue.

Approve Consent Items – No discussion

1 Approval of Overnight Field Trips and Out-of-State Travel 10

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2 Approval of New Course at Berkeley High Schools: Applied MedicalEnglish

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3 Approval to Advertise to Solicit Bids for the Rosa Parks Roof Project 384 Approval to Advertise to Solicit Bids for the Grounds Improvement at

Three Sites39

5 Approve a Contract with Van Pelt Construction Services for ProjectManagement Services for Multiple Projects

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6 Approval of Human Resources Report 417 Approval of Gifts and Donations 448 Approval of Contracts and Purchase Orders 459 Release/Non-Re-election of Temporary (including

Probationary “0”) Certificated Employees47

10 Non-Re-election of Probationary Certificated Employees 4911 Resolution No. 14-033 Proclaiming February 2014 as African

American History Month52

12 Approval of January 29, 2014 Board of Education Minutes 5513 Approval of January 29, 2014 Special Board of Education

Minutes59

INFORMATION ITEM – No discussion

1 Surplus Property Information 60

ACTION ITEMS – Approval requested

1 BSEP Annual Report FY13 and First Interim FY14(10 min. pres., 20 min. disc.)

62

2 TIMED: 9:00 p.m.Public Hearing to Reappoint Personnel Commissioner

115

3 Proposal for Transitional Kindergarten Classroom Program for 2014-15(10 min. pres., 20 min. disc.)

117

DISCUSSION ITEM

1 Report on Site-Based Parent Outreach and Engagement Program(10 min. pres., 35 min. disc.)

119

OPEN SESSION Public Testimony (2nd opportunity) . Persons wishing to address the Board shouldfill out a green speaker card. Cards turned in for the earlier open session public testimony willbe given priority. Speakers will be randomly selected based on topic and position, with BUSDstudents generally given priority. Public Testimony is limited to 15 minutes with a 3-minute limitper speaker per topic although the time allotted per speaker may be reduced to 2 minutes at thediscretion of the President

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

Adjournment

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Berkeley Unified School District Mission:The Mission of the Berkeley Unified School District is to enable and inspire our diverse studentbody 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 andsustained effort to reach high academic goals. They are critical thinkers who seek knowledge andpossess technological competence and collaborative skills. Our students embrace diversity, actresponsibly, 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 aresupported to hone our professional craft and improve our effectiveness. Through the examinationof our instructional practices and data, we adjust our teaching and operational systems in order tocontinuously improve. We are responsible in the stewardship of our fiscal resources and fair andequitable in their distribution.

Our Families and Community are integral to the success of our students and schools. Familiesare active, engaged partners in their child’s education who give valued input and participate inmaking important decisions about our academic and enrichment programs. Our diverse communityis passionate about equitable educational outcomes for all students. Our civic and communityorganizations partner with us to promote family engagement and the well-being and success of ourstudents.

Our Schools are vital centers of community life enriched by the diversity of our city and welcomingto all families. Each classroom offers engaging and culturally relevant curriculum that builds onstudents’ interests and abilities. Student needs, as identified by regular assessment, inform ourteaching and guide appropriate and effective intervention services. We offer an enriched learningenvironment 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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BOARD MEMBER INFORMATION

Office HoursDates & Times

Office HoursLocation

Priority(Primary)

Priority(Secondary)

Beatriz Leyva-Cutler (BL)[email protected]

510-644-6550

2nd Thursday4:00p-6:00p

Casa Latina(1801 San Pablo Ave.) Family Engagement Common Core State

Standards

Josh Daniels (JD)[email protected]

510-213-8683

2nd Saturday1:00pm-3:00pm

Café Expresso Roma(2960 College Ave.)

Planning for NextBSEP Measure

Local Control &Accountability Plan

Judy Appel (JA)[email protected]

510-644-6550

3rd Saturday10:00am-12:00pm

Mojos Café(2517 Sacramento St.)

Common Core StateStandards Family Engagement

Julie Sinai (JS)[email protected]

510-644-6550

Monthly (see websitefor details)

Monthly (see websitefor details) 2020 Vision Planning for Next

BSEP Measure

Karen Hemphill (KH)[email protected]

510-644-6550

2nd Saturday10:00am-11:30am

Café Leila(1724 San Pablo Ave.)

Local Control &Accountability Plan 2020 Vision

LaJayah Moore (LM)[email protected]

510-644-6550N/A N/A Student

Engagement N/A

Shira Wolkenfeld (SW)[email protected]

510-644-6550N/A N/A Student

Engagement N/A

We, the members of the Berkeley School Board, encourage members of the public to contact us and share your ideas, thoughts, andconcerns regarding our schools. You can contact us individuals via email or phone as detailed above and/or you can attend any ofthe office hours detailed above. You can also email the entire School Board directly at [email protected] .

Nosotros, los miembros de la Mesa Directiva de Berkeley, animamos a los miembros del público a comunicarse con nosotros ycompartir sus ideas, pensamientos y preocupaciones con respecto a nuestras escuelas. Puede comunicarse con nosotros individuos víacorreo electrónico o teléfono, indicados más arriba, y / o puede asistir a cualquiera de las horas de oficina detalladas arriba. Tambiénpuede enviar un correo electrónico directamente a toda la Mesa Directiva a [email protected]

BOARD MEMBER COMMITTEE ASSIGNMENTSTo identify school board members by their initials, please see the "Board Member Information" page.

# BL JD JA JS KH LM SW2x2([email protected]) 2 X X

Audit([email protected]) 2 X X

Berkeley Alliance([email protected]) 1 X

BSEP P&O([email protected]) 2 X X

BSEP Renewal Planning Workgroup([email protected]) 2 X X

BTSA([email protected]) 1 X

Cesar Chavez Commemorative Workgroup([email protected]) 1 X

Construction Bond Oversight Committee([email protected]) 1 X

District EL Advisory Committee/EL Parent Advisory Committee([email protected]) 1 X

Measure H/Maintenance Oversight Committee([email protected]) 1 X

Next District Strategic Plan Workgroup([email protected]) 2 X X

Parent Advisory Committee([email protected]) 2 X X

Policy Committee([email protected]) 2 X X

Project Labor Agreement Workgroup([email protected]) 1 X

PTA Council([email protected]) 1 X

Student Attendance Review Board (SARB)([email protected]) 1 X

Supt Budget Advisory Committee (SBAC)([email protected]) 3 X X X

TOTALS 26 5 4 5 5 5 1 1

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BOARD MEMBER SCHOOL SITE LIAISON ASSIGNMENTSTo identify school board members by their initials, please see the "Board Member Information" page.

# BL JD JA JS KH LM SWBerkeley Adult School ([email protected]) 1 X

Berkeley Arts Magnet ([email protected]) 1 X

Berkeley High School ([email protected]) 4 X X X X

Berkeley Technology Academy ([email protected]) 2 X X

Child Development Centers ([email protected]) 1 X

Cragmont ([email protected]) 1 X

Emerson ([email protected]) 1 X

Independent Study ([email protected]) 1 X

Jefferson ([email protected]) 1 X

John Muir ([email protected]) 1 X

King ([email protected]) 2 X X

LeConte ([email protected]) 1 X

Longfellow ([email protected]) 2 X X

Malcolm X ([email protected]) 1 X

Oxford ([email protected]) 1 X

Rosa Parks ([email protected]) 1 X

Thousand Oaks ([email protected]) 1 X

Washington ([email protected]) 1 X

Willard ([email protected]) 2 X X

TOTALS 26 5 4 5 4 4 2 2

2014 BUSD School Board CalendarRegular Meeting Dates & Anticipated Topics

January 12Orientation

15LCAP

29Student Outcomes

February 12Student & Family Engagement

19Curriculum & Course Access

March 5[Open]

12Facility & Fiscal Assets

26Operations

April 9LCAP

23LCAP

30Student Outcomes

May 14Student & Family Engagement

21LCAP

June 4Curriculum & Course Access

11LCAP/Budget

25LCAP/Budget

JulyAugust 20

Facility & Fiscal Assets

September 10Student Outcomes

17Student & Family Engagement

October 1[Open]

8Curriculum & Course Access

22Operations

November 5Facility & Fiscal Assets

19LCAP

December 10Operations

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BERKELEY UNIFIED SCHOOL DISTRICT

TO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: February 12, 2014SUBJECT: Out of State Travel and Overnight Field Trip Requests

BACKGROUND INFORMATIONThe following out of state travel request is being made:

National Council of Teachers of Mathematics Annual Meeting andExposition, New Orleans, LA, April 9 – 12, 2014Approve travel to New Orleans, LA for Math Teacher Leader Rebecca Burketo attend the National Council of Teachers of Mathematics (NCTM) AnnualMeeting and Exposition. The NCTM Expo is the nation’s premier matheducation event connecting thousands of mathematics educationprofessionals. The conference will focus on the latest trends inmathematics education related to the Common Core State Standards andintroduce effective methods to incorporate technology in the classroom.Information gathered will enable our District to examine availableCommon Core materials, learn how other states are implementingCommon Core and gather ideas that can be utilized by Berkeley PublicSchools. The cost of $1,080 for conference registration, transportation andmeals for this training will be paid from the General Fund. Requested byNeil Smith, Assistant Superintendent.

The following overnight field trip request is being made:

Point Reyes National Seashore, Marin County, CA, May 21 – 23, 2014Approve participation of forty fifth grade students, four teachers, and eightother adults from John Muir Elementary on a three-day, two-night fieldtrip to the Clem Miller Environmental Education Center at Pt. Reyes, CA.The group will depart John Muir on Wednesday, May 21, at 9:30 a.m., andreturn Friday, May 23, at 5:00 p.m. Curriculum based science, poetry andjournal writing will be the primary areas of focus for students. Art,cooking and gardening are also incorporated. Students will sleep ingender specific cabins. BUSD will provide transportation. The cost of$175 per student will be funded by PTA, fundraising and parentdonations. Substitute costs will be paid with site funds. No student willbe denied access based on inability to pay. Requested by Audrey Amos,John Muir Principal.

DISTRICT GOALI.B. – ELA and Math InstructionII. F. – Extended Learning Opportunities

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POLICY/CODEEducation Code 35330Board Policy 6153

FISCAL IMPACTAs indicated above.

STAFF RECOMMENDATIONApprove the out of state travel and overnight field trip consistent with theDistrict Policies and instructional programs.

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TO: Donald Evans, Ed.D., SuperintendentFROM: Neil Smith, Assistant Superintendent, Educational ServicesDATE: February 12, 2014SUBJECT: Approval of New Course: Applied Medical English

BACKGROUND INFORMATIONBerkeley High School is seeking approval for a new course titled: AppliedMedical English. This course was developed at a UC CurriculumIntegration (UCCI) Institute and is already approved by UC for English (b)credit.

Since May 2010, the UCCI Institutes have brought together more than400 high school and post-secondary educators with industryrepresentatives to create innovative high school courses that integratethe rigor of academics with the real world relevance of Career TechnicalEducation. Laurie Rodney, who is the Teacher Leader for the BHSAcademy of Medicine and Public Service (AMPS), attended a UCCI eventand helped develop this course. It has been approved by the UC Office ofthe President as a college prep course that any high school can use.

The staff of AMPS envisions this course as a capstone course in theHealth and Medical Technology Pathways. The course is appropriate for11th or 12th graders and integrates Career Technical Education (CTE)standards as they relate to the Health Science and Medical Technologypathways. Content will include the ELA Common Core Standardsintegrated with health ethics, cultures of society, family, individual,health care, epidemiology, and careers. It will also focus oncommunication in our global world. Students will be exposed to arigorous English course while learning the career technical educationaspects of medical pathways.

DISTRICT GOALII. E. Educational Options for Secondary School Students

POLICY/CODEEd Code 51054Board Policy 6141

FISCAL IMPACTNone

STAFF RECOMMENDATIONApprove the new course titled Applied Medical English.

4/15/13 Sample Course

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Contacts

1. ProgramInformation

University of California CurriculumIntegration (UCCI) InstituteSarah Fidelibus, UCCI ProgramManager

Street Address:1111 Franklin StreetOakland, CA 94607

Mailing Address:1111 Franklin StreetOakland, CA 94607

Phone: (510) 2873349Web Site: ucci.ucop.edu


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Course Contact

Teacher Contact: Sarah FidelibusPosition/Title: UCCI ProgramCoordinatorPhone: (510) 2873349Email: [email protected]

Applied Medical English is an English course for 11th or 12th graders with integrated CTE standards asrelated to the Health Science and Medical Technology pathways. Content will include the ELA CommonCore Standards integrated in conjunction with health ethics, cultures of society, family, individual, healthcare, epidemiology, and careers while also focusing on communication as it relates to our global world.Students will be exposed to a rigorous upper graduate English course while learning the career technicaleducation focus of medical pathways.

11. PreRequisites(Required)

(Required)

12. CoRequisites(Recommended)

13. Context for Course

This is an integrated health science course utilizing English concepts in a health science and medicalenvironment. The course is designed to prepare students for the natural progression to universitylevelEnglish courses. The applications throughout the course allow students to see the connection of Englishconcepts and realworld application in a health care environment. Also, this course could be part of aHealth Science and Medical Technology Academy as an advanced course in a sequence of English andhealth science courses.

14. History of Course Development

This course was developed at the Fall 2010 University of California Curriculum Integration (UCCI)Institute focusing on subject area aHistory/Social Science and bEnglish in conjunction with variousCareer Technical Education (CTE) industry sectors. It has been challenging for educators to find anddevelop linkages with certain disciplines, including English, history/social sciences, and mathematics. Toaddress these challenges, the University of California created the UCCI Institute to focus on subjectareas that have proven to be difficult to develop integrated curriculum. Over eighty California highschool academic and CTE instructors, administrators, curriculum specialists, and UC staff wereassembled into teams and challenged to develop innovative model courses that infuse core foundationalacademic concepts with relevant career technical elements.

Course Outline

Applied Medical English is a college and career preparatory English course which integrates both theCommon Core standards for ELA and the CTE standards for the Health Science and Medical Technologyindustry sector. Applied Medical English is focused on the unifying theme of Public Health and related issues.It requires students to answer numerous essential questions divided by thematic CTE units while applyingtheir knowledge and skills with reference to the Common Core reading, writing, listening, and speaking ELAstandards. Upon completion of the Applied Medical English course, students will have answered numerousunit based essential questions. As an example, students will be guided in determining the variables affectinghow to make an informed decision on a given current health care issue, requiring them to determine whichactions should be taken for appropriate health care from the perspective of the culture, society, family, andindividual (as deliverer or receiver). Essential questions address foundational health care standardsnecessary for a comprehensive understanding of Public Health and the surrounding issues within today'ssociety.


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Instructional Methods and/or Strategies

Students will be engaged in a variety of activities that will support them in acquiring content knowledge andbuilding academic skills. Methods and strategies will scaffold and increase in complexity as students beginto demonstrate proficiency and become more familiar with the content of each unit. Methods of instructionwill include, but are not limited to:

Explicit direct instruction in areas such as notetaking, summarizing, paraphrasing, annotating,charting, writing, reading, and analyzing

Reading: silent reading, oral reading, jigsaw, choral, independent

Teacher modeling of all assignments

Guided and independent practice of all assignments

Small and large group interactions in the form of inquiry, discussion, debate, reflection,research, problemsolving, reciprocal teaching, Socratic seminar, pairshare, peer review, andjigsaw

Formal and informal oral and multimedia presentations

Use of organizational charts, graphic organizers, and matrices

Writing in various forms, including personal journals, academic summaries, explanatoryessays, compare/contrast essays, persuasive essays, narratives, business letters, pamphlets, andresearch papers

Passive and active interactions with multimedia

Assessment Methods and/or Tools

The introductory research project of case studies in Unit 1 (Assignment 11) will be assessed usinga rubric that determines if a student wrote an informative report that introduces the topic clearlyand provides concrete details and citation where appropriate to thoroughly explain the case,synthesizes multiple sources on the subject, demonstrates an understanding of the subject underinvestigation, gathers relevant information from multiple authoritative print and digital sources,and integrates information into the text selectively to maintain the flow ideas. Then, did the reporttransition to support their claim of the new course of action that should be taken.

The research project of indepth viewpoints in health care in Unit 2 (Assignment 5) will beassessed using a rubric that determines if a student answers the essential questions, synthesizesmultiple sources on the subject, summarizes issues and arguments, demonstrates understandingof the subject by comparing and contrasting opposing viewpoints, gathers relevant informationfrom multiple authoritative print and digital sources, and presents their conclusions in amultimedia format with proper language conventions.

Presentations, such as in Unit 1 (Assignment 2), Unit 2 (Assignment 4: Public ServiceAnnouncement), Unit 4 (Assignment 4: multimedia presentation), and Unit 5 (Assignment 2:portfolio presentation) will be assessed using a rubric that determines if a student's deliverydemonstrates a clear point of view, reasoning, use of evidence and rhetoric, appropriate wordchoice, and professional language, such that listeners can follow the line of reasoning.

Essays, such as in Unit 2 (Assignment 3), and Unit 3 (Assignment 1), will be assessed using arubric that determines if a student's writing demonstrates proficiency in focus, organization ofargument, quality of usage of texts, grammar, presentation medium [MLA format, PowerPoint(PPT), Google docs], delivery of arguments with support using precise language, and citing textualevidence.


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Narrative Writing, such as in Unit 1 (Assignment 7), and Unit 4 (Assignment 1) will be assessedusing a rubric that determines if a student's writing demonstrates proficiency in developing real orimagined experiences/events using wellchosen details, a wellstructured event sequence, aconsistent tone, the use of precise and sensory language, correct grammar, and adheres to formatguidelines.

Job Portfolios in Unit 5 (Assignment 1) will include cover letter, resume, recommendations,certificates (when applicable), and applications that are aesthetic in presentation, follow properlanguage conventions, and meet all job specific entry requirements.

Formative and summative assessments will be given throughout the course to ensure studentcomprehension of key concepts, vocabulary, safety, sexual harassment, and HIPAA. Each unitcontains both types of assessment. Specifically, a few examples of formative assessments are inUnit 2 (Assignment 1), Unit 3 (Assignment 6), and Unit 4 (Assignment 2). Examples of summativeassessments can be found in Unit 1 (Assignments 7 and 10), Unit 2 (Assignment 3), and Unit 3(Assignment 2).

Reading

Please see list of literature, articles, and reading materials in the "Textbook" and "SupplementalInstructional Materials" sections.

Writing

Students will be required to write in a variety of styles and formats and complete papers of varyinglengths. Writing will include:

Essays, such as in Unit 2 (Assignment 3), and Unit 3 (Assignment 1), will be assessed using a rubric thatdetermines if a student's writing demonstrates proficiency in focus, organization of argument, quality ofusage of texts, grammar, presentation medium [MLA format, PowerPoint (PPT), Google docs], delivery ofarguments with support using precise language, and citing textual evidence.

Narrative Writing, such as in Unit 1 (Assignment 7), Unit 2 (Assignment 2), and Unit 4 (Assignment 1) willbe assessed using a rubric that determines if a student's writing demonstrates proficiency in developingreal or imagined experiences/events using wellchosen details, a wellstructured event sequence, aconsistent tone, the use of precise and sensory language, correct grammar, and adheres to formatguidelines.

Job Portfolios in Unit 5 (Assignment 1) will include cover letter, resume, recommendations, certificates(when applicable), and applications that are aesthetic in presentation, follow proper language conventions,and meet all job specific entry requirements.

Listening and Speaking

Through their presentations, students will have opportunities to hone their speaking skills since thepresentations target different type of audiences.


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Unit 1: Introduction to Applied Medical English: Ethics and Culture (9 weeks)

Essential Questions

What knowledge do I currently possess to make an informed decision on a current health careissue?

How does one decide what actions to take for appropriate health care from the perspective ofthe culture, society, family, and individual?

What are the ethical responsibilities and implications surrounding medical technologyadvancements, research, and applications in a global society?

This unit will serve as a cursory introduction to the Applied Medical English course and the ethical issuesassociated with the health care industry and medical field. The unit will start with a series of case studiesintroducing students to the need for a global understanding of ethical issues. Selected case studies are atthe discretion of the instructor. Case studies on ethical issues in health care may include:

Universal health care, insurance Genetic testing, stem cell research Euthanasia How we begin to make decisions about health

Students will respond to ethical dilemmas in both written and oral formats by analyzing the case study,becoming knowledgeable with all technical terms, arriving at the best conclusion given their currentunderstanding of ethical situations, and participating in collaborative discussions with their classmates aboutthe given case.

Students will transition into an indepth study of ethics and culture, focusing on the ethical responsibilitiesand implications surrounding medical technology advancements, research, and applications in a globalsociety. Students will explore foundational concepts of philosophy and ethics. Students will gain knowledgeof rationalism in order to begin to form and justify their opinion on what actions need to be taken forappropriate health care to be administered in a given situation. Students will learn of Plato's Hippias Minorin order to establish a foundation for what is objective transcendent, and intelligible; consequently studentswill be able to make decisions in consideration of the concepts of ethics, mortality, and values. Students willdiscuss how Plato's belief of the sick and medicine impact current trends in health care. Students will readKant's deontological approach and consider the notions of goodwill and duty; resulting in the discussion ofhow this approach can affect decisions in health care. Students can begin to form opinions of the ethics ofmedical advancements, such as stem cell research and genetic engineering, based on the majorphilosophical beliefs.

Students will be required to gain a basic knowledge of health beliefs and practices in world religions such asBuddhism, Christianity, Hinduism, Islam, and Judaism in order to explore how various religious traditionsview sickness, health, birth, and death. This knowledge will give them a better understanding of the plotand conflicts when reading Mountains Beyond Mountains (see assignments section). Students will be able togain an understanding of the significance of cultural, philosophical, and religious beliefs within the givenhealth care system. Students will analyze the development of Dr. Farmer's organization, Partners in Health,


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and analyze how individuals and events interact in a collaborative effort to improve health care and culture.Students will determine the meaning of words (technical meanings) and analyze how an author uses andrefines the meaning of technical words over the course of a text. Students will recognize the ways in whichthe ethical and socioeconomic consideration of individuals impacts the community and society.

Students will delve into research by examining a health care case study, which prominently features acultural or religious issue, from a nonfictional source. The case studies will be analyzed to address theethical dilemmas, rationale of treatments, and effectiveness of outcome. Students will read the case studyto extrapolate key elements in order to write an informative report that introduces the topic clearly andprovides concrete details and citation where appropriate to thoroughly explain the case. Students willconduct research in order to understand new vocabulary and be able to effectively communicate the task athand. Then, using prior knowledge of philosophical methods of reasoning, rationale, and validity, studentswill create an alternative outcome. Lastly, the students will engage in discussions having researched thematerial in order to respond thoughtfully to diverse perspectives and resolve contradictions when possible.

1. Kant's deontological (actionoriented) approacha. Philosophy, Book 1; Kant; Theory of Categorical Imperativeb. Notions of goodwill and dutyc. How can this approach affect decisions made in health care?

2. The Ethical Decisiona. Philosophy, Book 1; James Christian; Philosophy: An Introduction to the Art of Wondering

i. A systematic approach in answering ethical questionsii. Theories of formalism, relativism, and contextualism

3. World Religionsa. Christianity, Buddhism, Hinduism, Islam, and Judaismb. UNIITE: Health Care and World Religions Handbookc. Characteristics, similarities, and differencesd. Philosophy of caring for populationse. Decisions with Ethical, Religious, and Cultural Values Context

i. Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure theWorld

ii. How individuals interact to improve health careiii. Current issues

Ex: genetic engineering, Euthanasia, stem cell research, AIDS/HIV, Third World access tohealth care, nutrition, media, and advertising

4. Medical Ethics

1. The four fundamental principles

2. Nonmaleficence, beneficence, autonomy, and justice

3. Informed Consent Module

5. Dilemmas in Actiona. The Man Who Mistook His Wife for a Hat and Other Clinical Talesb. Research additional case studies prominently featuring a cultural or religious issuec. Rationale of treatments and effectiveness of outcomed. Alternative outcomes?

6. Concepts of ethics, morality, and valuesa. Philosophy, Book 1; Plato; Hippias Minor

i. Descartes v. Plato


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Learning Objectives and Student Assignments

To gain a broader perspective of the ethical issues in health care, students will:

1. Read a case study or excerpt of an ethical issue in health care, such as universal health care,insurance, genetic testing, stem cell research, or euthanasia. Write a persuasive essay thatparaphrases the authors' argument and identifies points of view within the ethical issue (2 pagesFormative).

2. Create a multimedia presentation that summarizes a key ethical issue and then form a persuasiveargument for one side of that issue. Engage in small group discussions and debates of issues,citing evidence and support for their views (Summative Presentation).

To lay the foundation for ethical decision making, students will:

1. Learn the concept of rationalism: In order to begin to justify their opinion on what actions need tobe taken for appropriate health care to be administered in a given situation, students will readexcerpt from Philosophy, Book 1, Descartes: Meditations. Evaluate the argument for validity andrationalism. Write an expository summary about excerpt (1 page Formative).

2. Learn the concepts of ethics, morality, and values: Read excerpts from Philosophy, Book 1,Plato's Hippias Minor. Students will discuss how Plato???s belief of the sick and medicine impactcurrent trends in health care and analyze and evaluate their arguments for validity andunderstanding. Student will write a composition that compares and contrasts Descartes'argument to Plato's (2 pages Formative).

3. Understand the concept of Kant's deontological (actoriented) approach from Philosophy, Book 1.Read excerpts from Kant's Theory of Categorical Imperative. Consider the notions of goodwill,duty, and maxims. Discuss in a group how this approach can affect decisions made in healthcare.

4. Formulate an ethical decision: Read excerpt from Philosophy, Book 1, James Christian'sPhilosophy: An Introduction to the Art of Wondering, to examine a systematic approach inanswering ethical questions by analyzing the theories of formalism, relativism, andcontextualism. Evaluate how this form of reasoning could be applied to the student's case studyin Unit 1. Students will write a revision to their persuasive essay (from assignment 1) thatreflects the insertion of the new philosophical approaches to decision making. Students must citethe philosopher and their method of thought (3 pages Formative).

5. Read Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure theWorld by Tracy Kidder. Explore world religions: Create a matrix to show characteristics,similarities, and differences of Christianity, Buddhism, Hinduism, Islam, and Judaism. Include inthe matrix how Dr. Farmer would have been able to treat patients with the same illnesses asdescribed in the novel based on their beliefs (Graphic Organizer: 1 page per religion).Analyze central themes and ideas of the text, the development of Dr. Farmer's organization,Partners in Health, and how individuals and events interact in a collaborative effort to improvehealth care and culture. Students write narratives to explain Dr. Paul Farmer's experiences,struggles, and accomplishments in a wellstructured sequence of events (10 pages Summative).

6. Read nonfiction informational text from medical journals, domestic policy speeches, andstatements in the following areas: genetic engineering, euthanasia, stem cell research,AIDS/HIV, Third World access to health care, nutrition, media and advertising; to analyze a


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complex set of ideas or sequence of events to justify how decisions are made considering ethical,religious, and cultural values. Write expository piece on findings (2 pages Formative).

7.Define the four fundamental principles of medical ethics: Nonmaleficence, beneficence, autonomyand justice. Complete Informed Consent Module athttp://www.research.umn.edu/consent/mod1med/mod1sec1.html to apply the principles ofmedical ethics (Formative).

8. Read Jigsaw The Man Who Mistook His Wife for a Hat and Other Clinical Tales by Oliver Sacks.The case studies in this text will be analyzed to address the ethical dilemmas, rationale oftreatments, and effectiveness of outcome. Using prior knowledge of philosophical methods ofreasoning, rationale, and validity, create an alternative outcome; presented orally or written (5pages Summative).

9.Conduct introductory research into a health care case study which prominently features a culturalor religious issue read the case study to extrapolate key elements in order to write aninformative report that introduces the topic clearly and provides concrete details and citationwhere appropriate to thoroughly explain the case. Then, the report will transition so the studentssupport their claim of support or opposition to the course of action that was taken (7 pages Summative).

Writing Assignments

Persuasive Essay: paraphrase the authors' arguments and identify ethical points of view. (2 pagesFormative)

Expository Summary: based on excerpt from Philosophy, Book 1 (1 Page Formative).

Compare and Contrast: Descartes' argument to Plato's (2 pages Formative).

Narrative Writing: explain Dr. Paul Farmer's experiences, struggles, and accomplishments inMountains Beyond Mountains using a wellstructured sequence of events. (10 pages Summative).

Expository Essay: justifying how decisions are made considering ethical, religious, and culturalvalues using nonfiction informational texts (2 pages Formative).

Essay: Using prior knowledge of philosophical methods of reasoning, rationale, and validity,create an alternative outcome to The Man Who Mistook His Wife for a Hat and Other Clinical Tales(5 pages Summative).

Informative Report: on a recent cultural or religious topic, introducing the topic clearly, andproviding details and citation where appropriate. The report should support or oppose the courseof action taken (7 pages Summative).

Textbooks

TEXTBOOK 34280Title: Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the WorldEdition: 2009, Deckle Edge

Publication Date: 2009


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Publisher: Random House Readers CircleAuthor(s): Tracy Kidder URLUsage:

Primary TextRead in entirety or near entirety

TEXTBOOK 34285Title: The Man Who Mistook His Wife for a Hat and Other Clinical TalesEdition: 1998Publication Date: 1970Publisher: TouchstoneAuthor(s): OliverSacks URL Resource:Usage:


TEXTBOOK 34288Title: Philosophy, Book 1Edition: 2010Publication Date: 2010Publisher: The Center for LearningAuthor(s): The Center for LearningUsage:

Primary textRead in entirety or near entirety

Supplementary Instructional Materials

Health Care and World Religions: A Handbook for Health Care Professionalshttp://www.creativeartisticnuance.com/uniite/brochure/HCWRBooklet/HCWRBooklet.pdf

Informed Consent Module http://www.research.umn.edu/consent/mod1med/mod1sec1.html

ADDITIONAL SUGGESTED RESOURCES

Textbooks:Philosophy, Book 2 The Center for Learning The Center for Learning, 2010 Ed. (2010)Foreign Body Robin Cook Putnam Adult, 2008 Ed. (2008)Frankenstein Mary Shelley Qualitas Classics, 2010 Ed. (1818)

Movies:Patch Adams, 1998


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Unit 2: Health Care (9 weeks)

Essential Question

What aspects of health care are crucial to a society?

This unit of Applied Medical English will address the societal and global issues of health care and itssignificance to any community. Students gain an understanding of how the economy, culture, technology,and sociological and psychological processes influence modern health care. Students will research medicalinsurance, access to health care, quality of care and delivery, and policy changes. Students will analyze andevaluate the effectiveness of the structure an author uses in developing health care policy; students willdetermine if the policy is clear, convincing and engaging. Students will delineate and evaluate health carelaws and policies through the use of reasoning and utilizing the knowledge of the previous unit. Studentswill use technology to produce, publish, and revise hypothetical health care policies in response to articlesfound in medical journals, newspaper articles, speeches and statements, and conference presentationsaddressing current issues within the health care system. Students will begin to investigate global healthcare and how actions and choices can have farreaching consequences for our own and others' health.Students will inspect societal and policy issues and filter for bias. Students will read a thematicallyrelatednovel, such as Jodi Picoult's Change of Heart, My Sister's Keeper, Chris Crutcher's Deadline, or JohnGunther's Death Be Not Proud. They will trace and evaluate themes and character development throughoutthe novel and draw connections to current issues in health care that may impact their community.

1. Overview of General Health Care Topics

i. Current topics in health care

ii. Persisting topics

iii. Where and how issues are presented

iv. Filtering for bias

2. Perspectives: Personal and Public

i. Change of Heart and My Sister's Keeper

ii. Deadline

iii. Death Be Not Proud

iv. Themes and character development

v. Connections to current issues in health care

vi. SIRS Knowledge Source


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3. Real World Project and Application

i. Public Service Announcement (PSA)

ii. Purpose, audience, user/delivery, effectiveness

iii. General health care topics


To explore social issues, current events, and trends in health care today, students will:

1. Overview of general health care topics: Using Internet and print sources, students will researchcurrent topics in health care. They will evaluate a variety of informational texts and media, such asmedical journals, newspaper articles, speeches, conference presentations, or policy statements todetermine central issues in health care today. They will write objective summaries of the issues,cite their sources, and present their findings to their peers (23 pages Formative).

2. Detailed Personal Research and Response: Through a point/counterpoint response journal,students will follow current issues in health care as they are presented in a variety of informationaltexts and media, such as medical journals, newspaper articles, speeches, conferencepresentations, or policy statements. Students will read and analyze viewpoints and arguments oncurrent issues, responding to them in a critical as well as personal way. In this process, they willread a variety of viewpoints, paraphrase the authors' arguments, compare and contrast, andinterpret and respond to issues in their journal. Students will engage in small and large groupdiscussions and debates of issues, citing evidence, and support for their views (Journal Length1015 pages Formative).

3. Thematic Connections in Literature: Students will read a thematicallyrelated novel, such as JodiPicoult's Change of Heart, My Sister's Keeper, Chris Crutcher's Deadline, or John Gunther's DeathBe Not Proud. They will trace and evaluate themes and character development throughout thenovel and draw connections to current issues in health care. They will also analyze and evaluatethe effectiveness of the structure the author uses (LiteratureBased Paper, 48 pages Summative).

4. Real World Project and Application: Using research from the overview of general health caretopics, students will reformat information to present to an audience of the general public in theform of a patient education pamphlet or a Public Service Announcement (PSA).

5. Indepth Viewpoints Project: Students will develop an indepth analysis of one particular healthcare issue. They will look closely at essential questions surrounding the issue using a database,such as the SIRS Knowledge Source, www.proquestk12.com, to find essential questions andsuitable texts. Students will summarize the issues, paraphrase the arguments involved, citeevidence in support of each position, compare and contrast the opposing viewpoints, and developa response based on their research. Students will present their conclusions in a multimedia format(Summative Presentation).

Writing Assignments


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Objective Health Care Summary: based on current general health care topics researched usingthe internet and print sources, citing sources (23 pages Formative).

Detailed Personal Research and Response: students write about current issues in health carethrough a point/counterpoint response journal (Journal Length 1015 pages Formative).

Literature Based Paper: analyze and evaluate the effectiveness of the structure used by theauthor of a thematically related novel (48 pages Summative).

Textbooks

TEXTBOOK 34282Title: Death Be Not ProudEdition: 2007Publication Date: 1949Publisher: Harper Perennial Modern ClassicsAuthor(s): John GuntherUsage:


TEXTBOOK 34284Title: My Sister???s KeeperEdition: 2005Publication Date: 2004Publisher: Washington Square PressAuthor(s): Jodi PicoultUsage:


TEXTBOOK 34286Title: DeadlineEdition: 2007Publication Date: 2007Publisher: Harper TeenAuthor(s): Chris CrutcherUsage:



Textbooks:Five Little Pigs: A Hercule Poirot Mystery Agatha Christie Black Dog & Leventhal Publishers, 2007 Ed. (1941)Another Day in the Frontal Lobe: A Brain Surgeon Exposes Life on the Inside Katrina Firlik Random House,2007 Ed. (2006)


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Another Day in the Frontal Lobe: A Brain Surgeon Exposes Life on the Inside Katrina Firlik Random House,2007 Ed. (2006)

Movies:Medicine Man, 1992Lorenzo's Oil, 1992

Unit 3: Epidemiology (10 weeks)

Essential Question

How does geographical location and socioeconomic status affect the experience of health, disease,and prevention?

This unit of Applied Medical English will address how geographic location and socioeconomic status affectthe experience of health, disease, and prevention at a global and a personal level. To understand theramifications and implications of global pandemics and the umbrella organizations responsible for aidand assistance at local and global levels, students will gather relevant information from multipleauthoritative sources such as the World Health Organization (WHO), UNICEF, Center for Disease Control(CDC), United Nations, the World Bank, The Global Fund, United States Army Medical Research Institutefor Infectious Diseases (USAMRIID), and the Red Cross. Preventive policies and public health decisionson immunizations, vaccinations, and medical aid during outbreaks will be evaluated, analyzed, andcritiqued using case study scenarios.

To begin, it is necessary for students to comprehend how Public Health is a primary concern andresponsibility for government entities. As a public health provider or consumer it is essential tounderstand the mechanics of contagion that occur during a pandemic and the protections presently inplace to prevent and, if necessary, treat an outbreak. Disease pandemics have become of major concernto the world. In the 21st century, plagues have the potential of spreading across the world in a period of24 hours and can often reoccur in specific geographical areas. Through literature, both fiction andnonfiction, students will learn the sequence of events, from vector exposure to pandemic, and connect tothe scientific process of handling a pandemic and the careers associated with that field.Through analysis of nonfiction and fictional sources in literature and film, students will create a portfolioexploring the understanding of contagion through the lens of the public health official. First, by using avariety of writing and mapping techniques to coherently sequence the events in explaining apandemic/epidemic while maintaining a consistent tone, students will analyze the sequence of events inthe movie Outbreak a fictional account of an Ebolalike virus to understand the rudimentary aspectsof vectors, contagion, and the various governmental agencies called upon in the United States torespond to such an event. Next, the students will view the first episode of Stephen King's The Standfrom the TV miniseries. Through event mapping, analysis, and an essay comparing and contrasting thesequence of events, students will develop an understanding of the events of contagion and the possibleconsequences in large populations that have to be addressed by medical professionals. Secondly, thestudents will read Richard Preston's The Hot Zone and chronicle the nonfictional events in the book,recording the government agencies interactions, the medical professionals involved, and the threatlevels of epidemic comparing and contrasting to Outbreak and The Stand. In summation, the studentswill research newspaper and magazine articles chronicling the last few outbreaks of Ebola virus in theworld and analyzing the steps taken to keep it from becoming a pandemic. Students will analyze thesequence of these events and explain how specific individuals and ideas interact and develop over thecourse of the event citing strong, thorough textual evidence to support their analysis. Theseassignments will comprise the first section of the portfolio: Anatomy of a Pandemic.


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Understanding the roles given to medical practitioners based in a government context requires a deeperunderstanding of the organizations and their philosophies for handling possible or actual pandemics.Emphasis is placed on the United Nations and the Center for Disease Control. This is the second sectionof their portfolio: Understanding Who's the Boss During Pandemics. Students will explore and define thevarious global agencies and their responsibilities for public health on a global scale. Finally, students willapply what they have learned about disease pandemics to realworld applications of specific diseases bycreating a multimedia presentation synthesizing the first two parts of their portfolio. The project willcomprise the third section of the portfolio. They will be required to select, research, and report on aspecific disease from its historical perspective and how it was addressed by the agencies we havestudied. This project will encourage analysis of various health care policies from different organizationsin which grasping the point of view requires distinguishing what is directly stated versus what is reallymeant. Students will demonstrate knowledge of how two or more policies from the same period treatsimilar themes or topics related to disease prevention. Given a specific pandemic/epidemic, students willpresent information, findings, and supporting evidence conveying a clear and distinct perspective solisteners can follow a line of reasoning, and understand opposing perspectives.

Prevention is generally the better alternative to loss of life due to disease and an important aspect ofPublic Health. Currently there is a raging debate as to the efficacy or harm that vaccinations provide forthe public. As a global citizen living in the United States, each family chooses whether to safeguardtheir family from preventable diseases through vaccinations or to not participate and rely on "herdimmunity" for protection. Currently herd immunity is becoming challenged as a viable means ofprevention because more families are opting out of participating in the vaccination programs. Fears thatvaccinations can cause other disease states or medical conditions, such as autism, can result in childrendying unnecessarily. In this lesson students will practice their research and analysis skills by reading andrecording the various arguments for and against the practice of vaccination using standard debateprotocols. Students will take sides, research, and argue the merits of the situation. They will alsodevelop and practice the skill of discerning highquality reliable and valid information as published on theInternet versus unreliable information. As a possible extension, the ethical debate over immunization forthe flu as required by the government (to prevent a possible outbreak and protect national security)from a health practitioner perspective versus that of a private citizen can be explored. The debate andsupporting evidence constitutes the final section of the portfolio: Is An Ounce of Prevention Worth aPound of Cure? At the conclusion of the debate, students will be asked to write a twopage positionpaper elucidating their feelings about the topics from a personal and from a medical practitioner'sperspective.

1. Pandemics: The Mechanics and Possible Outcomes

i. How disease and panic spread

ii. Hot Zone

iii. Outbreak and first episode of The Stand

iv. Newspaper articles reporting on the last set of outbreaks of Ebola in Central Africa (19921993)

2. Global Actions of Organizations with Pandemics

i. WHO, CDC, UN, UNICEF, World Bank, Global Fund, and USAMRIID

ii. Investigate and explain who does what and where in the world


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iii. Interpret their mission statements, identify decisionmakers and stakeholders, anddetermine who the policy makers are. What role does an individual or health provider havein this hierarchy of decisionmaking?

3. Different Approaches/Philosophies: the United Nations (UN) and the Center for Disease Control(CDC)

i. Preparing the world for future occurrences

ii. Global Pandemics and Human Security: Strategies for Today and Tomorrow

iii. Slowing the Next Pandemic: Survey of Community Mitigation Strategies

iv. Pandemics in Our World Today: A Tool to Understand Disease in the World Today

v. Outbreaks Global Incident Map

vi. Correlating disease and their prominence in Third World countries

4. Genesis and History of Disease: Group Multimedia Presentation Project

a. Response and course of action by global organization

b. Possible diseases and associated countries

1. Haiti or South Africa and Cholera

2. Pakistan and Maleria

3. China and SARS

4. Mexico and H1N1

5. Africa and Tuberculosis

6. United States and Hanta Virus

7. Africa and HIV/AIDS

8. Panama and Yellow Fever


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5. Vaccinations and Immunizations General Information to Begin Research for theDebate

i. Vocabulary of vaccination

ii. Immunity, herd immunity, vector, etc.

iii. Center for Disease Control and Prevention: Vaccinations and Immunizations Page

iv. Third episode of RX for Survival: A Global Health Care Challeng

6. Infant and Childhood Vaccinations: A Variety of Perspectives

i. Healing Arts Children's Vaccines: The Risks for Children and Possible NeurologicalConsequences

ii. Controversies

iii. Implications

iv. Perspectives, laws, regulations, practices worldwide

v. Documentation and immunization cards


To complete the first section of the portfolio, Anatomy of a Pandemic, students will:

1. View both the film Outbreak and the first episode of Stephen King's The Stand. Using a Venn diagram,students will compare and contrast the viewings (Formative).

2. Read the novel Hot Zone by Richard Presto and create a plot diagram that traces the sequence ofevents that occur in the first chapters of Hot Zone, which reflect how a pandemic can spread rapidly(Formative).

3. Create a timeline behind the outbreak of Ebola in Africa from Hot Zone and compare with events fromall viewings.

4. Compare the Ebola outbreak from Hot Zone with recent outbreaks of Ebola in Central Africa using theCDC website. Students will write an essay that compares and contrasts the portrayal of events in thefictional and nonfictional sources (3 page Summative).

To complete the second section of the portfolio, Understanding Who's the Boss During Pandemics,students will:

1. Understand global actions of organizations with pandemics. Students will create a matrix thatsummarizes the mission statements and identifies the decisionmakers/policy holders from variousglobal organizations such as WHO, CDC, UN, UNICEF, World Bank, Global Fund, and USAMRIID(Formative).


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2. View the pandemic map, Outbreaks Global Incident Map, found athttp://outbreaks.globalincidentmap.com/home.php. Students will learn the locations of Third Worldcountries. Students will analyze the pandemic map and correlate disease and their prominence inThird World countries. After studying these facts, students will match diseases to locations of thirdworld countries on an objective assessment (Summative).

3. Pandemics in our world today Students will read the two articles listed below on pandemics andanswer document based questions to understand the difference in approaches over time between twoorganizations (Formative).

Article 1:Global Pandemics and Human Security: Strategies for Today and Tomorrowwww.un.org/dpi/ngosection/annualconfs/56/moghalu.pdf

Article 2:Slowing the Next Pandemic: Survey of Community Mitigation Strategieshttp://www2c.cdc.gov/podcasts/media/pdf/EID_0408_Koonin_PanFluSurvey.pdf

4. Summarize the philosophies of the UN and CDC regarding pandemics. Compare and contrast thedifferences in philosophy of the UN and CDC regarding pandemics. Compare and contrast how the UNand CDC prepare the world for future occurrences (2 pages Formative).

To complete the third section of the portfolio, students will:

In groups, create a multimedia presentation (PowerPoint) and/or a written research report (4 pages)that incorporates a comprehensive genesis and history of disease within a country and the course ofaction taken by the responding global organization. Students will include their opinions using evidencefrom previous assignments. This summative report will follow MLA guidelines. Groups will be assignedone of the following categories:

Haiti or South America and Cholera Pakistan and Malaria China and SARS Mexico and the World and H1N1 Africa and Tuberculosis US and Hanta Virus Africa and HIV/AIDS Panama and Yellow Fevers

To complete the fourth section of the portfolio, Is an Ounce of Prevention Worth a Pound, students will:

1. Prepare for a class debate on the efficacy of childhood vaccinations. Students will pick or beassigned roles representing a variety of viewpoints on infant and childhood vaccinations anddebate the controversy of vaccinations and immunizations based on prior information studied inthe unit using the following assignments for preparation (Formative):

Explore and analyze the CDC website for background information on vaccinations andimmunizations, emphasizing the vocabulary related to the science of vaccination, immunity,herd immunity, vector, etc. at Center for Disease Control and Prevention Vaccines andImmunizations Page:www.cdc.gov/vaccines and Healing Arts Children's Vaccines: Research the Risks for Childrenand Possible Neurological Consequences: www.healingarts.org/children/vaccines/


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Students will use the relevant vocabulary to fill in and annotate a blank immunization card(Formative).

View RX for Survival: A Global Health Care Challenge, Episode 3 "Delivering the Goods" andcomplete accompanying worksheet.

As an extension, students can debate the choice of government to mandate immunizations inthe name of national defense taking on the perspective of a medical practitioner compared toa private citizen.

2. Complete their portfolio on disease by writing a position paper discussing their feelings aboutvaccinations as a private citizen and as a medical practitioner using evidence from their experienceto support their conclusions (2 pages Formative).

Writing Assignments

Compare and Contrast Essay: compare and contrast the portrayal of events in fictional andnonfictional sources (Hot Zone and CDC website) (3 pages Summative).

Compare and Contrast Essay: considering the philosophies of the UN and CDC regardingpandemics and how these organizations prepare the world for future occurrences (2pages Formative).

Multimedia Presentation (such as PowerPoint) and/or a Written Research Report (4pages Summative) on disease and response, including their opinions. The report willfollow MLA guidelines.

Textbooks

Title: Hot Zone: A Terrifying True StoryEdition: 1999Publication Date: 1999Publisher: Anchor PressAuthor(s): Richard PrestonUsage:


Supplemental Instructional Materials

Textbooks:Global Pandemics and Human Security: Strategies for Today andTomorrow www.un.org/dpi/ngosection/annualconfs/56/moghalu.pdf

Slowing the Next Pandemic: Survey of Community Mitigation Strategieshttp://www2c.cdc.gov/podcasts/media/pdf/EID_0408_Koonin_PanFluSurvey.pdf

Movies:Outbreak, 1995

RX for Survival: A Global Health Care Challenge, TV miniseries, 2005


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The Stand, TV Series, 1994

Websites:Center for Disease Control - www.cdc.gov/ncidod/dvrd/spb/mnpages/dispages/ebola/ebolatable.htmwww.cdc.gov/vaccines/Healing Arts www.healingarts.org/children/vaccines/Global Incident Map http://outbreaks.globalincidentmap.com/home.phpUnited Nations www.un.org/dpi/ngosection/annualconfs/56/moghalu.pdfWorld Health Organization www.who.intUNICEF www.unicef.orgWorld Bank www.worldbank.orgThe Global Fund www.theglobalfund.orgRed Cross www.redcross.orgUnited States Army Medical Research Institute for Infectious Diseases www.usamriid.army.mil


TextbooksMedical Detectives Berton Roueche Truman Talley Books/Plume, 1991 Ed. (1947)Ghost Map: The Story of London's Most Terrifying Epidemic-and How It Changed Science, Cities, and theModern World Steven Johnson Riverhead Books, Penguin Group, 2006 Ed. (2006)Outbreak Robin Cook Berkley Books, 1991 Ed. (1987)

MoviesContagionOutbreak (Documentary)The Plague


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Unit 4: Communication (4 weeks)

Essential Question

How do I gather, analyze, and respond to incoming global medical information to effectivelycommunicate with others in the health care industry?

This unit of Applied Medical English will focus on the career technical requirements of the medicalprofession and teaches how one gathers, analyzes, and responds to incoming global medical informationto effectively communicate with others in the health science and medical technology industry. Studentswill read current event articles (see assignments section for more details) and respond by keepingjournals, writing letters to editors, and practicing good communication skills. Students will be expectedto cite evidence that supports an analysis of what the given medical terminology says explicitly and toanalyze medical journals and articles to form an objective summary of the text.

This unit will focus on reading with precise and accurate interpretation of texts using medical journals,files, online articles, and related literature. Students will incorporate experienced reading strategies,such as utilizing prefixes and context to understand meaning, and develop appropriate applications ofterminology and language from the health care field while focusing on the format and housing of healthand medical records.

In this unit, students will write and establish a formal style and objective tone in analysis about a giventext. Gathering relevant information from multiple print and digital sources, students will assessstrengths and limitations of sources in terms of task, purpose, and audience. They will integrateappropriate information into the text selectively to maintain the flow of ideas, avoid plagiarism, andoverreliance on any one source, and then present through discussion and multimedia presentationstheir interpretations utilizing peer evaluation to validate their process. In this way, the multitude ofsafety regulations, current trends in medicine, and current appropriate legislation and legal issues willbe analyzed and learned for application in the medical context. Emphasis will be on the debate overhealth care delivery, its stakeholders, and inherent issues at the government, local, provider, family,and individual levels.

Students are required to maintain specific highlevel standards of recordkeeping. By understanding andcompleting electronic records students will gain applied knowledge of the health care field which will helpthem communicate with other professionals and their patients in the future. Students will broaden theirscope of understanding and evaluate and critique current trends in health care communications. Theywill give oral reports on articles, health and medical journals, and online resources, conveying a clearand distinct perspective so listeners can follow a line of reasoning, opposing perspectives and style.Students will review and debate current laws, policies, and regulations in the health science and medicaltechnology field, including sexual harassment. Sexual harassment is particularly important for studentsworking in the medical field because of the sensitive nature in dealing with patients.

1. Health Science and Medical Terminology and Language

i. Standard and common vocabulary

ii. Prefixes and suffixesiii. History, roots, and origins of words


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2. Current Trends for Electronic Records

i. Formats and varieties of electronic records

ii. Local medical technology communication systems

iii. Pros and cons of medical electronic records

iv. Experiential observation

v. Additional online research

3. Sexual Harassment and OSHA Regulations

i. Details and implication of laws, policies, and regulations

ii. Compliance with CTE guidelines

4. Current Events in the Health Care Field

i. Dominant issues/trends

ii. Local, national, and global perspectives and responses


To learn how to effectively communicate with others in the health care industry, students will:

1. Write a letter to the editor. Students pick a highly debated topic to write to an editor and write apersuasive response in their own voice and with their own opinion. They must take a firm stanceon the issue and give specific details and examples in the letter (1 page, min. 250 words).

2. Keep journals and "quickwrite" reflections on various articles read throughout unit. Students willread weekly current event articles that are relevant to the health care field and write a response.At the end of the unit, the students will select at least three of their best quickwrite reflectionsand responses to turn into a complete portfolio (min. 2 paragraphs, 250300 words. Formative).

To illustrate the current trends in electronic records, students will:

1. Fill out several different electronic records and explore the local medical technologycommunication systems by visiting health care providers. By understanding and completing theseelectronic records students will get applied knowledge of the health care field which will help themcommunicate with other professionals and their patients in the future (Formative).


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2. Argue the pros and cons of medical electronic records. In developing their argument, they willconsider and include their experiential observation with additional online research. After researchand observations, students will select a pro or con side of electronic medical records and presenttheir arguments through inclass oral debates. Students will be able to gather and use theterminology taught in this unit and with this assignment with other professionals in the healthcare field (Summative).

To understand sexual harassment and OSHA regulations, students will:

Produce skits or multimedia presentations on sexual harassment and OSHA regulations. Studentswill be assessed on these laws, policies, and regulations to comply with CTE guidelines. Sexualharassment is all about communication: verbal, nonverbal, and visual. When students enter theworkforce it is important they understand what sexual harassment is and the legal ramificationsof their actions and actions of others. It is extremely important working in the medical fieldbecause of the sensitive nature in dealing with patients (Summative Presentation).

Writing Assignments

Letter to Editor: based on information covered in the section (1 page, min. 250 words Formative).

Current Events Journal Response: Students will keep journals and write reflections basedon various articles read.

Portfolio of Responses: At the end of the unit they will turn in a portfolio with at leastthree responses to articles read in class (min. 2 paragraphs, 250300words Formative).

Textbooks

TEXTBOOK 34283Title: The OSHA Handbook: The Guidelines For Compliance In HealthEdition: ThirdPublication Date: 2002Publisher: Delmar Cengage LearningAuthor(s): Barbara AcelloURL Resource:Usage:Primary Text

Read in entirety or near entirety

Supplemental Instructional Materials

PowerPoint:

Sexual Harassment

How to Provide Necessary/Appropriate Documentation


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Unit 5: Careers (4 weeks)

Essential Question

What do I need to consider and research when preparing for a career in the health industry?

In this unit of Applied Medical English, students will hypothesize and reflect on the question, "What do Ineed to consider and research when preparing for a career in the health science and medical technologyindustry." Students will adapt speech and writing to a variety of contexts and tasks, demonstrating acommand of formal English when indicated and appropriate.

This unit will focus on labor market analysis of health careers, nontraditional medical careers, andeconomic access to those careers. Additionally, medical industry soft skills such as critical thinking,ethics, integrity, professional behavior, and confidentiality will be addressed.

In this unit, students will research and present career trends in health care by utilizing the Departmentof Labor web site and US Bureau of Labor Statistics. Students will develop medical industry workabilityskills, such as work ethics, problem solving, responsibility, and professional behaviors. Students willdevelop career portfolios using a formal tone of oral and written English to convey a vivid picture of thecandidate. The portfolios will contain one page resumes, college and work applications, cover letters,and awards. Students will practice interview skills through mock interviews.

1. Labor Market Analysis of Health Careers

i. Nontraditional medical careers

ii. Economic access to those careers

2. Soft Skills in the Medical Industry

i. Critical thinking

ii. Role of team work

iii. Ethics, integrity

iv. Personal responsibility, flexibility, professional behavior, and confidentiality

3. Digital and Hard Copy Career Portfolio

i. Cover letter

ii. Work application

iii. One page resume

iv. Frequently asked interview questions

v. Thank you note


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vi. Certificates and awards


To prepare for a career in the health care and medical industry, students will:

1. Create a digital and hard copy career portfolio that contains a cover letter, onepage resume,college application, work application, frequently asked interview questions, thank you note,certificates and awards, two letters of recommendation, and three references.

2. Present their portfolios during a mock interview to industry partners invited by the teacher.

3. Participate in two mock phone interviews.

4. Take notes and respond to guest speakers from the medical industry by writing reflections andpersonal narratives.

5. May participate in a college and career fair.

6. Write a research paper on the career of their choice including roles and responsibilities of thatcareer, what education is needed, what the labor market demand is for that career, and if it is anontraditional career for that student (2 pages ??? Formative).

7. Read excerpts from What Color is Your Parachute? to better understand what career choices mayfit the student's style. The outcome of this assignment will be a personal essay in which they usewhat they have read in the novel to generate three career choices in which they are interested.They will explain the three career choices and use details from the novel to describe how thesethree choices are relevant to them (min. 5 paragraphs. Formative).

8. Go online using US Bureau of Labor Statistics: www.bls.gov and Job Search: www.jobs.ca.gov toresearch job statistics.

Writing Assignments

Career Portfolio: create a cover letter, one page resume, college application, workapplication, frequently asked interview questions, thank you note, certificates and awards,two letters of recommendation, and three references.

Career Research Paper: students will write a paper on the career of their choice includingroles and responsibilities of that career, what education is needed, the labor marketdemand for that career, and if it is a nontraditional career for that student (2 page Formative).

Personal Response Essay: students will use what they have read in What Color is YourParachute? to generate three career choices of interest to them. They will explain usingdetails from the novel to explain how these three choices are relevant to them (min. 5paragraphs Formative).


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Textbooks

TEXTBOOK 34289Title: What Color is Your Parachute? 2011: A Practical Manual for JobHuntersand CareerChangersEdition: 2010Publication Date: 2010Publisher: Ten Speed PressAuthor(s): Richard N. BollesUsage:Primary TextRead in entirety or near entirety

Supplementary Instructional Materials

PowerPoint:Creating and Using a Job PortFolio

CTE/Career Resources:US Bureau of Labor Statistics www.bls.govJob Search www.jobs.ca.govOnline Resume BuilderEDD Employment Development Department www.edd.ca.govDepartment of Labor www.dol.govCalifornia Workforce Investment Board www.cwib.ca.govSIRS Knowledge Source www.proquestk12.com

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TO: Donald Evans, Ed.D., SuperintendentFROM: Lew Jones, Director of FacilitiesDATE: February 12, 2014SUBJECT: Approval to Advertise to Recoat and Replace Sections of the Roof at

Rosa Parks

BACKGROUND INFORMATIONOn January 15, 2014, the Board approved a project to replace the roof at RosaParks School. The design will be finished within a few weeks, and it isadvantageous to bid the project as soon as possible so the contractor can beprepared to mobilize and complete the project over the summer break. The projectis scheduled to be awarded in April.

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

POLICY/CODEPublic Contract Code 20110 – 20118 and sections 5100 – 5110.

FISCAL IMPACTCost to be paid from Measure AA Funds.

STAFF RECOMMENDATIONApprove the advertisement to solicit bids for this project.

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TO: Donald Evans, Ed.D., SuperintendentFROM: Lew Jones, Director of FacilitiesDATE: February 12, 2014SUBJECT: Approval to Advertise to Improve the Grounds at Three Sites

(Emerson, John Muir and Willard)

BACKGROUND INFORMATIONOn January 11, 2013, the Board approved projects to improve the grounds atEmerson, John Muir and Willard. The Board approved the schematic design forthese projects on January 15, 2014. The designs will be finished within a fewweeks, and it is advantageous to bid the project as soon as possible so thecontractor can be prepared to mobilize and complete the project over the summerbreak. The project is scheduled to be awarded in April.


POLICY/CODEPublic Contract Code 20110 – 20118 and sections 5100 – 5110.

FISCAL IMPACTCost to be paid from Measure AA Funds.

STAFF RECOMMENDATIONApprove the advertisement to solicit bids for this project.

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TO: Donald Evans, Ed.D., SuperintendentFROM: Lew Jones, Director of FacilitiesDATE: February 12, 2014SUBJECT: Approve a Contract with Van Pelt to Provide Project Management

Services for the King Gymnasium, LeConte and John MuirModernization Projects

BACKGROUND INFORMATIONOn January 15, 2014, the Board approved a plan which included themodernization of the King Gymnasium, LeConte and John Muir Schoolmodernizations. Based on the approved schedule, it is time to hire the projectmanager.

Van Pelt is one of the District’s two project management firms. The alternatefirm, Turner Construction, has recently indicated that the size of projects makeit difficult for their firm to garner sufficient overhead and profit to properly staffour projects. Staff is recommending that Van Pelt be hired to project managethese three projects. We have communicated to Van Pelt that we may solicitproposals to ensure that the District has two viable project management teamsin the future and that these projects may be re-assigned during the bidding orconstruction phases of these projects.


POLICY/CODEBoard Policy 3310

FISCAL IMPACTCost to be paid from the Measure I Bond Fund.

STAFF RECOMMENDATIONApprove Van Pelt for a contract of $252,000 ($81,500 for King, $82,500 forLeConte and $88,000 for John Muir) to manage the three listed projects.

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BERKELEY UNIFIED SCHOOL DISTRICTTO: Donald Evans, Ed.D., SuperintendentFROM: Delia Ruiz, Assistant Superintendent, Human ResourcesDATE: February 12, 2014DISTRICT GOAL: V: Efficient Use of ResourcesSUBJECT: HUMAN RESOURCES REPORT

The following is submitted for approval.

CERTIFICATED EMPLOYEES

Name

Classification(Temporary,Probationary orPermanent) Position FTE Location

Date(From)

Date(To)

LEAVESJoni Beach Probationary Teacher 1.0 Longfellow 05/06/14 06/13/14

Marcella Bella Permanent Teacher 1.0 Emerson 02/21/14 06/13/14

Brian Crowell Permanent Teacher 1.0 Berkeley High 03/03/14 06/13/14

Tom Fairchild Permanent Teacher 1.0 Washington 01/08/14 03/31/14

Sheila Gause Permanent Teacher 1.0 Washington 01/17/14 02/17/14

Cory Henrickson Permanent Teacher 1.0 Berkeley High 02/24/14 06/13/14

David Schroeder Temporary Teacher Hourly Independent Study 02/13/14 06/13/14

Janice Schroeder Temporary Teacher Hourly Adult School 01/06/14 06/13/14

Julie Venuto Permanent Teacher 1.0 Prof. Development 04/14/14 06/13/14

REVISION OF LEAVE PRIOR REPORT INFORMATION BOARD REPORTDATE

Linda Carr, Teacher, 1.0, Berkeley High,Leave 09/05/13-01/27/14

Leave 09/05/13-01/31/14 10/09/13

RETIREMENTSJoette Al-Hakim-Hall Permanent Teacher 1.0 Willard 06/13/14

Hire date: 09/05/1989

Sarita Johnson Permanent Teacher 1.0 Malcolm X 06/13/14Hire date: 08/29/2005

Awilda Rojas Permanent Teacher 1.0 Le Conte 06/13/14Hire Date: 01/27/1999

Joel Scholefield Permanent Teacher 1.0 Washington 06/13/14Hire date: 01/25/1999

James Schroeder Permanent Teacher Hourly Adult School 06/13/14Hire date: 07/01/1980

Page 1 of 3

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CERTIFICATED EMPLOYEES

Name

Classification(Temporary,Probationary orPermanent) Position FTE Location

Date(From)

Date(To)

RETIREMENTS (continued)Marlyn Siegel Permanent Teacher 1.0 John Muir 06/13/14

Hire date: 01/17/1984

Sharon Strachan Permanent Teacher .50 Thousand Oaks 06/13/14Hire date: 10/28/1986

SEPARATIONSDorit Perry Permanent Teacher 1.0 Berkeley High 06/13/14

John Poole Temporary Teacher .56 Malcolm X 06/13/14

Maria Ramos Temporary Teacher 1.0 Willard 01/31/14

Megan Ratliff Permanent Teacher 1.0 VAPA 02/28/14

NEW HIRES OR REHIRESLeorah Abouav-Zilberman

Temporary Teacher .40 Berkeley High 01/28/14 06/13/14

Jose Castillo Temporary Teacher .40 Berkeley High 01/28/14 06/13/14

Angela Coppola Temporary Teacher 1.0 Berkeley High 03/03/14 06/13/14

Sara Dieli Temporary Teacher 1.0 Berkeley High 01/21/04 06/13/14

Coco Kelley Temporary Teacher 1.0 Willard 01/28/14 06/13/14

CLASSIFIED EMPLOYEES

Name

Classification(Limited Term,Provisional,Temporary,Probationary, orPermanent) Position FTE Location

Date(From)

Date(To)

SEPARATIONSDavita Sampson Permanent Supervisor, Sous Chef 1.0 Central Kitchen 02/06/14

Gina Butler Probationary Instructional Assistant,Special Ed. Attendant

.80 Berkeley High 01/28/14

LEAVESLatanja Chambers Permanent Administrative Assistant 1.0 Human Resources 01/29/14 02/13/14

Michael O’Loughlin Permanent Supervisor, V&EMechanic

1.0 Transportation 01/22/14 02/15/14

Paula Phillips Permanent Administrative Assistant 1.0 BEARS 01/01/14 06/30/14

Kevin Younger Permanent Payroll Specialist 1.0 Payroll 01/22/14 03/02/14Page 2 of 3

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CLASSIFIED EMPLOYEES

Name

Classification(Limited Term,Provisional,Temporary,Probationary, orPermanent) Position FTE Location

Date(From)

Date(To)

NEW HIRES OR REHIRESGazel Valdez Probationary Instructional Assistant,

Special Ed. Attendant.60 King, CDC 01/21/14

*

Jesse Wolfson-Pou Probationary Instructional Technician .40 LEARNS atArts Magnet

01/21/14*

NEW ASSIGNMENTKara Anthony Probationary Instructional Technician .87 LEARNS at

Malcolm X01/21/14 *

Armando Aguilar Permanent School Bus Driver .90 Transportation 01/01/14

Richard Dawkins Probationary Supervisor, Sous Chef 1.0 Central Kitchen 01/21/14 **

LIMITED TERM/PROVISIONALEvan Adorador Provisional Coordinator, Extended

Day Program.53 Emerson 01/06/14 06/13/14

Lonetta Alexander Provisional Instructional Assistant,Special Ed. Attendant

.70 Rosa Parks 01/21/14 06/15/14

Barret Donahue Limited Term AdministrativeCoordinator

.60 Educational Services 01/15/14 06/30/14

Carolyn Perez Provisional Parent Liaison .80 Cragmont 01/21/14 06/13/14

Jenise Walker Provisional Instructional Assistant,Special Ed. Attendant

.80 Berkeley High 01/30/14 03/14/14

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

Page 3 of 3

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TO: Donald Evans, Ed.D., SuperintendentFROM: Javetta Cleveland, Deputy SuperintendentDATE: February 12, 2014SUBJECT: Acceptance of Gifts/Donations

BACKGROUND INFORMATIONThe Board may accept and utilize on behalf of the District any bequests or giftsof money or property for a purpose deemed to be suited by the Board. Thefollowing donations have been presented to the District:

1. Sarah Shen and Preston Tucker donated $2,000 to be utilized as neededfor Washington School.

2. Lifetouch donated $660.92 to be utilized as needed for John Muir School.

DISTRICT GOALV. Resources: Generate and equitably allocate resources for programs andservices that enable every student to succeed.

BOARD POLICYBP 3290

FISCAL IMPACTThe District received a total of $2,660.92 in donations.

STAFF RECOMMENDATIONAccept the donations to the District and request staff to extend letters ofappreciation.

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TO: Donald Evans, Ed. D., SuperintendentFROM: Javetta Cleveland, Deputy SuperintendentDATE: February 12, 2014SUBJECT: Approval of Contracts/Purchase Orders for Services

Contracts

BACKGROUND INFORMATIONThe District contracts with consultants or independent contractors whocan provide valuable and necessary specialized services not normallyrequired on a continuing basis. The following contract services arerequested. Expenditures are within budget.

1. Ratification of contract to Bay Cities Mechanical, to replace adehumidifier at Berkeley High School. The cost will not exceed$23,640. To be paid from Measure H/BB Budget. Requested byLew Jones.

2. J&R Fence to replace the fence along the south side of JohnMuir School. The cost will not exceed $45,000. To be paid fromMeasure H/BB. Requested by Lew Jones.

3. Community Options for Families to provide psycho-educationalevaluation for BUSD students in NPS residential placement for2014 SY. The cost will not exceed $35,000. To be paid fromSpecial Education Budget. Requested by Kay Altizer.

4. Stephanie Allen to provide consulting services in connectionwith Career Technical Education CTE/ROP for Ed Services. Thecost will not exceed $10,000. To be paid from General Fund.Requested by Neil Smith.

5. Increase in contract PO 141179 to SEEDS CommunityResolution Center to provide restorative justice support servicesfor Student Support Services. The Board approved $20,000 onOctober 9, 2013. The additional contract amount will increasethe cost by $10,000 for a total amount of $30,000. To be paidfrom the Alameda County Positive School Climate Grant.Requested by Susan Craig.

6. Increase in contract, PO 140871, to Community Alliance forLearning to provide Writer Coach Connection program at King,Longfellow and Willard Schools for the 2014SY. The Boardapproved $29,800 on September 11, 2013. The additionalcontract amount will increase the cost by $13,300 for a totalamount of $43,100. To be paid from BSEP School DiscretionaryFund and PTA Donations. Requested by Pat Saddler.

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DISTRICT GOALV. Resources: Generate and equitably allocate resources for programsand services that enable every student to succeed.

POLICY/CODEPublic Contract Code: 20111Board Policy 3310

STAFF RECOMMENDATIONApprove the contracts with Consultants or Independent Contractors assubmitted.

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BERKELEY UNIFIED SCHOOL DISTRICTTO: Donald Evans, Ed. D., SuperintendentFROM: Delia Ruiz, Assistant Superintendent, Human ResourcesDATE: February 12, 2014SUBJECT: Release/Non-Reelection of Temporary and/or “Probationary 0”

Certificated Employees

BACKGROUND INFORMATIONThe California Education Code provides for the employment of certificatedpersonnel under a temporary contract for multiple specified reasons. Suchemployees may be released at the end of the school year at the Board’sdiscretion. To prevent overstaffing, to maintain the integrity of the employmentprocess, and to assure that the District employs the best available certificatedstaff, it is prudent to release Temporary (including “Probationary 0”) employeesat the conclusion of the school year. Such individuals may re-apply for vacantpositions in the District.

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

POLICY/CODEEducation Code Sections 44954 and 44909

FISCAL IMPACTTo be determined.

STAFF RECOMMENDATIONApprove the Resolution.

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BOARD OF EDUCATIONOF THE


Resolution No. 14-032:

Release/Non-Reelection of Temporary (including “Probationary 0”)Certificated Employees

WHEREAS, Education Code section 44954(b) requires that the governing boardshall notify a temporary employee, in a position requiring certification qualifications,of the decision to release/non-reelect the employee from such a position for the nextsucceeding school year; and

WHEREAS, certain employees hired in a temporary capacity by the Districtmay retain certain employment protections even though these employees are unableto accrue permanent status in the manner of probationary employees (suchemployees are otherwise referred to as having “Probationary 0” status).

NOW, THEREFORE, BE IT RESOLVED by the Board that:

1. The employees who are temporary employees of the District employed inpositions requiring certificated qualifications (including “Probationary 0”employees) shall be released/non-reelected at the end of the 2013-2014school year for the 2014-2015 school year.

2. The Superintendent, or designee, is authorized and directed to givenotice to each affected employee of this decision. Notice shall be given:

a. in the manner required by law; and

b. in conformity with the mandated timeline.

THIS RESOLUTION was passed and adopted by the Board at a regular meetingheld on the 12th day of February, 2014, by the following roll call vote:

AYES:NOES:ABSENT:ABSTAIN:

____________________________________Beatriz Leyva-CutlerClerk, Board of Education

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BERKELEY UNIFIED SCHOOL DISTRICTTO: Donald Evans, Ed.D., SuperintendentFROM: Delia Ruiz, Assistant Superintendent, Human ResourcesDATE: February 12, 2014SUBJECT: Non-Reelection of Probationary Certificated Employees

BACKGROUND INFORMATIONThe California Education Code provides for the employment of certificatedpersonnel under a probationary contract. An individual newly-employed by theDistrict must serve a probationary period before earning permanency. Aprobationary certificated employee shall be notified, on or before March 15 ofthe employee’s second complete consecutive school year of probationaryemployment, of the District’s decision to reelect or not reelect the employee forthe next succeeding school year.

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

POLICY/CODEEducation Code section 44929.21(b)

FISCAL IMPACTNone.

STAFF RECOMMENDATIONApprove the Resolution.

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BOARD OF EDUCATIONOF THE


Resolution No. 14-031

Non-Reelection of Probationary Certificated Employee(s)

WHEREAS, California Education Code section 44929.21(b) provides that acertificated employee shall be notified, on or before March 15 of the employee’s secondcomplete consecutive school year of probationary employment, of the decision toreelect or not reelect the employee for the next succeeding school year.

NOW, THEREFORE, BE IT RESOLVED by the Board that:

1. The employees listed by employee number on Exhibit “A” were employedby the District as probationary certificated employees for the 2013-2014school year and shall not be reelected as certificated employees of theDistrict for the coming 2014-15 school year.

2. The Superintendent, or designee, is authorized and directed to givenotice to each affected employee of this decision. Notice shall be given:

a. in the manner required by law; and

b. in conformity with the mandated timeline.

THIS RESOLUTION was passed and adopted by the Board at a regular meetingheld on the 12th day of February, 2014, by the following roll call vote:

AYES:

NOES:

ABSENT:

ABSTAIN:

____________________________________Beatriz Leyva-CutlerClerk, Board of Education

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EXHIBIT “A”TO RESOLUTION NO. 14-031

LIST OF PROBATIONARY CERTIFICATED EMPLOYEESFOR THE 2013-2014 SCHOOL YEAR

WHO SHALL NOT BE REELECTED AS CERTIFICATED EMPLOYEES OF THE DISTRICTFOR THE COMING 2014-2015 SCHOOL YEAR

By Employee Identification Number

10098

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TO: Board of EducationFROM: Donald Evans, Ed.D., SuperintendentDATE: February 12, 2014SUBJECT: Resolution No. 14-033 Proclaiming February 2014 as African

American History Month

BACKGROUND INFORMATIONThe Berkeley Unified School District has a tradition of commemoratingBlack History Month in February of each year. African Americans have arich history of outstanding accomplishments in every field of humanendeavor from literature and art to science, industry, education,diplomacy, athletics and jurisprudence. It is important that ourstudents learn of the people and events that enrich African Americanhistory.

DISTRICT GOALIV. Cultural and Linguistic Relevance

POLICY/CODENone

FISCAL IMPACTNone

BOARD MEMBER RECOMMENDATIONApprove Resolution No. 14-033 proclaiming February 2014 as AfricanAmerican History Month.

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BERKELEY UNIFIED SCHOOL DISTRICTResolution No. 14-033

Proclaiming February 2014 as BLACK HISTORY MONTHBerkeley Unified School District

WHEREAS, February has been designated Black History Month byvarious official bodies and is celebrated as such in schools, businesses,and governmental agencies throughout the nation; and

WHEREAS, Berkeley Unified School District recognizes and celebratesthe contributions of African-American historical figures, leaders,teachers, parents, community activists, and students, and

WHEREAS, Berkeley Unified School District further recognizes andcelebrates the value of diversity and the richness of cultural heritageswithin the City of Berkeley and within the District, and the integral partthat each of our many communities plays in the overall fabric of ourhistory as well as the present state of the City and District; and

WHEREAS, the Berkeley school community has chosen to name three ofits K-12 schools after African-American leaders of national, andinternational, renown, i.e., Malcolm X Elementary, Martin Luther KingJr. Middle, and Rosa Parks Elementary, clearly reflecting the importanceof these Black American leaders to the residents of the Berkeleycommunity; and

WHEREAS, Berkeley Unified School District has a long-time commitmentto integration in our public schools and a long-time commitment to anappreciation of and a celebration of diversity in our public schools, andfurther, a long-time commitment to recognizing the value, contributions,and importance of our African-American students, parents, teachers, andadministrators; and

WHEREAS, Berkeley Unified School District again affirms itscommitment to appreciating, celebrating, and valuing its African-American students, and recognizes the importance of acknowledging thehistory, culture, and struggles of our African-American community;

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THEREFORE, BE IT RESOLVED, this 12th day of February, 2014 thatFebruary 2014 is declared Black History Month in the Berkeley UnifiedSchool District, and that the Board of Education encourages discussions,presentations, and projects relating to and enhancing the experience ofBlack History Month within the BUSD.

AYES:NOES:ABSTAIN:ABSENT:

______________________________Beatriz Leyva-Cutler, Clerk

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Minutes, Regular Meeting OFFICIAL MINUTESWednesday, January 29, 2014Berkeley Unified School District2134 Martin Luther King Jr. WayBerkeley CA 94704

Roll Call 7:30pmMembers Present:

Josh Daniels, PresidentJudy Appel, Vice-President (excused absence)Beatriz Leyva-Cutler, DirectorJulie Sinai, DirectorKaren Hemphill, DirectorLaJayah Moore, Student DirectorShira Wolkenfeld, Student Director

Administration: Donald E. Evans, Ed.D, SuperintendentJavetta Cleveland, Deputy SuperintendentNeil Smith, Assistant Superintendent, EducationalServicesDelia Ruiz, Assistant Superintendent, HumanResources

The open session meeting was called to order at 7:36 pm.

Report Closed Session Actions (Called to order at 6:10 pm)Collective Bargaining BCCE & BFT– Update on Negotiations

Student ServicesStudent Expulsions:Student Case No. 1314-09-110700 – recommended for expulsionSinai/Hemphill and approved on a vote of 4-0

Student Case No. 1314-11-011697 - recommended for suspendedexpulsionLeyva-Cutler/No second (motion died)

Motion by Daniels to modify recommendation: ExpulsionDaniels/Hemphill and approved on a vote of 4-0

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Student Case No. 1314-10-012097 – recommended for expulsionHemphill/Leyva-Cutler and approved on a vote of 4-0

APPROVAL OF REGULAR AGENDAD-1 pulled by Daniels will come back at a later dateC-12 moved to end of the agenda

Wolkenfeld/Leyva-Cutler and approved as amended on a vote of 6-0

President Daniels: YesDirector Hemphill: YesDirector Leyva-Cutler: YesDirector Sinai: YesStudent Director Moore: YesStudent Director Wolkenfeld: Yes

Reading of Mission and Meeting Overview

Public TestimonySeven people addressed the Board regarding the future of HopkinsPreschool and future of transitional kindergarten. A staff member fromBTA addressed the Board regarding the quality of school lunch and lackof salad bar at Berkeley Technology Academy. Three people spoke insupport of funding for cooking programs. One person spoke aboutcohesiveness amongst staff and students.

UNION REPORTTwo BCCE members spoke.

Committee CommentsMembers of the Audit Committee presented a report to the Board.

Board Members’ ReportsHighlights:

The Berkeley High students support Berkeley Technology Academy(BTA) students in their desire for improved lunch choices and asafer campus.

Second quarter grades will be coming out at BTA soon. Recognized work being done at BHS in developing college and

career pathways for students The Board had a joint meeting with the Berkeley City Council to

discuss plans for violent crime prevention in our community (EastBay Corridor and Violence Prevention)

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There was a panel last week at UC Berkeley to discuss educationand equality.

Staff was asked to keep the Board up to date on improvements toBTA school lunch and salad bar.

Thanked the Audit Committee for their service Staff was asked to prioritize the security systems at BTA. Announced upcoming trainings on the LCAP process. Updates are

on the District website.

Superintendent’s Report Attended the community event celebrating Martin Luther King Jr. The District is receiving an award for their efforts to conserve

energy and use green energy.

APPROVE CONSENT CALENDARC-12 moved to the end of the agenda under separate voteHemphill/Leyva-Cutler and approved unanimously 6-0


INFORMATION ITEMS1. Facilities Plan Update

2. School Average Daily Attendance and October EnrollmentSummaries

3. Williams Case Settlement Quarterly Report

ACTION ITEM1. Independent Audit Report for FY Ending June 30, 2013

Leyva-Cutler/Sinai and approved unanimously 6-0


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2. Demographics Study by Davis Demographics and PlanningNo vote was taken. The report was accepted by the Board.

The Board will form a subcommittee of Directors Leyva-Cutler and Sinai.They will look at the demographics data further and report back to theBoard. Their work will focus on the implications of demographicchanges on transitional kindergarten and district zoning.

C-12 Approval of Superintendent’s Appointments to Parent AdvisoryCommittee: Marc Beyeler, Laura Babbit, Bethany Schoenfeld, ChristineMeurisMoore/Sinai and approved unanimously 6-0


DISCUSSION ITEMS1. Re-envisioning the Gardening and Cooking Program

(Pulled by Superintendent Evans)

2. Report on Culver City Schools: Improving the Achievement ofAfrican-American Students

3. Information on Governor’s Budget

EXTENDED PUBLIC TESTIMONYNone

EXTENDED BOARD COMMENTSNone

EXTENDED BOARD AND SUPERINTENDENT COMMENTS: None

President Daniels adjourned the meeting at 10:33 pm.

______________________________Beatriz Leyva-Cutler, ClerkBoard of Education

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Minutes, Special Meeting OFFICIAL MINUTESWednesday, January 29, 2014Berkeley Unified School District2134 Martin Luther King Jr. WayBerkeley CA 94704

Roll Call 10:30pmMembers Present:

Josh Daniels, PresidentJudy Appel, Vice-President (by phone)Beatriz Leyva-Cutler, DirectorJulie Sinai, DirectorKaren Hemphill, Director

Administration: Donald E. Evans, Ed.D, SuperintendentJavetta Cleveland, Deputy SuperintendentNeil Smith, Assistant Superintendent, EducationalServicesDelia Ruiz, Assistant Superintendent, HumanResources

The meeting was called to order at 10:33 pm.

Report Closed Session ActionsCollective Bargaining BCCE & BFT– Update on Negotiations

President Daniels adjourned the meeting at 11:30 pm.

______________________________Beatriz Leyva-Cutler, ClerkBoard of Education

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TO: Donald Evans, Ed.D., SuperintendentFROM: Lew Jones, Director of FacilitiesDATE: February 12, 2014SUBJECT: Information about Potential Surplus Sites

BACKGROUND INFORMATIONOn the advice of the Citizens Construction Committee, the Board voted toreceive a yearly report listing potential surplus property. The first reportwas received by the Board on February 24, 2010. This is the fifthreport.

The Board voted on March 28, 2012 to form a Surplus Committee toexplore surplusing a strip of land to the north of our transportation yardalong Gilman. Staff placed a newspaper advertisement, but we did notreceive enough applicants. No Committee was formed. Staff will re-advertise for Committee Members and the Board may wish to encouragecitizens to apply.

There are several additional properties which may be considered in thefuture:

1. B-Tech. There is a strip of land along the south edge of thecampus on Ward Street which is owned by the District butleased to the City. Housing is located on that strip. The leaseis for 99 years and expires in 2085.

2. Franklin. There are two strips of land along the south edge ofthe campus on Francisco Street owned by the District butleased to the City. Housing is located on that strip. The leaseis for 99 years and expires in 2085.

3. Oregon Street gymnasium. The Board has leased this site tothe City of Berkeley for five years, beginning in July 2009.There is no decision about what will happen at the expiration ofthat lease.

4. West Campus. The District administration has moved into thissite. A CTE/Charter school also occupies a portion of this site.The whole site will not be utilized for these purpose andportions of the site may be considered in the future.

DISTRICT GOALV. Resources: Generate and equitably allocate resources for programsand services that enable every student to succeed.

POLICY/CODENone

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FISCAL IMPACTNone

STAFF RECOMMENDATIONReview the information in the report.


TO: Donald Evans. Ed.D.. SuperintendentFROM: Natasha Beerv. Director of BSEP and Community Relations, and

BSEP P&O CommitteeDATE: Febniaiy 12. 2014SUBJECT: Annual Report of Revenue and Expenditures in FY 2012-13 of the

Berkeley Public Schools Educational Excellence Act of 2006(BSEP/Measure A) and First Interim Report FY 2013-14

BACKGROUND INFORMATIONIn compliance with The Berkeley Public Schools Educational Excellence Act of2006 (BSEP/Measure A), the District makes available to the Planning andOversight Committee an Annual Report of the revenues generated by the BSEPMeasure, and the expenditures of the revenues for each Fiscal Year.

The Planning and Oversight Committee has reviewed the Annual Report for FY20 12-13, and hereby provides this report to the Board of Education on theDistrict’s compliance with the conditions of this Measure. In addition, the FirstInterim Report for FY20 13-14 is appended to this document. While it is not arequirement that the BSEP First Interim Report be presented to the Board, it isa useful indication of the trajectory of the BSEP resources.

All BSEP revenue from Measure A of 2006 is deposited, monitored andexpended through the BUSD accounting system (QSS) in an account (Fund 4)which is accounted for separately from the Dist.ricts General Fund (Fund 1).BSEP Fund 4 revenue is allocated to each of the purposes delineated in theBSEP Measure in separate and distinctly coded Resources in accordance withthe percentages specified by the measure’.

The attached Annual Report displays the revenue and expenditures of eachResource of Fund 4 at the closing of Fiscal Year (FY) 2012-13, as well as a briefdescription of the status of projects funded through BSEP. Appendix Aprovides an overview of FY 2012-13 expenditures from carryover funds fromBSEP Measure B of 1994, Funds 5, 6 and 7 and Measure B of 2004, Fund 8.

Resource Code Purpose Percentae0854 Public Information & Translation 2.00% of net

After 2% of net revenue is allocated to Resource 0854, 100% of the availablerevenues2are allocated to the following purposes and deposited in restrictedaccounts.

BSEP Measure A. Section 2.

0841 Class Size Reduction 66.00%0852 School Site Discretionary 10.25%0853 Music. Visual and Performing Arts 6.25%0857 Parent Outreach Services 1.25%0860 School Libraries 7.25%0855 Professional Development 9.00% (shared0856 Program Evaluation by these three0862 Instructional Technolo’ resources)

The attached Annual Report displays the revenue and expenditures of eachResource of Fund 4 at the closing of Fiscal Year (FY) 2012-13, as well as abrief description of the status of projects funded through BSEP.

DISTRICT GOALV-B. Parcel Tax and Bond Revenues: Provide the best possible education forall students by effectively utilizing local parcel tax and bond revenues.

POLICY/CODEBerkeley Public Schools Educational Excellence Act qf 2006 fMeasure A)Berkeley Public Schools Educational Excellence Act of 1994 (Measure B)

FISCAL IMPACTIn FY 2012/13, BSEP Measure A of 2006 provided 20% of the District’scombined General Fund revenue, in the amount of 823,904,119. In addition,carryover funds from BSEP Measure B of 1994 accounted for S69,645 inexpenditures.

STAFF RECOMMENDATIONReview and accept the annual report of 2012-13 BSEP Revenue andExpenditures from Measure A of 2006, and BSEP Measures B of 1994.

Available Revenues” shall mean... atler deduction of authorized collection charges b the count) or citY tor

collection of the tax and ro percent t2R of Special Tax revenues for public information, translation services forDistrict families arid support of the Planning and Oversight Committee.

Berkeley Schools Excellence ProgramAnnual Report — 2012-2013

GUIDE TO READING THE ANNUAL REPORT

The Anmial Report is organized to clearly display how the expenditures relate to the purposes ofBSEP Measure A of 2006H

Overview and Status ReportRevenue is allocated to each of the purposes delineated in BSEP Measure A in separate anddistinctly coded Resources in accordance with the percentages specified by the measure2.EachResource is introduced with a one to two page Overview of revenue and expenditures, includingsalaries, benefits, supplies and other operating expenses. This brief narrative also compares thebudget with actual expenditures, and explains significant variances. The overview is followed by abrief status report. providing additional detail on the on the projects funded by each BSEP resource.

Comparison ReportFollowing the overview of each resource is a Comparison Report which shows expendittues fromFY 2011-12. compared to the FY 2012-13 budget (revised at second interim. January31 2013), the(unaudited) acruals as of June 30. 2013. and the variance between the budget and actuals. Thiscomparison report also shows a Fund Balance Analysis.

Budget, First Interim, Second Interim, and Actual (Closing)Revenue is projected in February for the following fiscal year, with budget allocations initiallydistributed to each of the Purposes of the Measure in the percentages delineated in the BSEPMeasure. Since the District receives tax revenue at various points throughout the fiscal year, a firstand second interim budget (at October31 and January 31) provide the opportunity to revise budgetcalculations. At the fiscal “closing” of the year on June 30. the actual net revenue is recognized. andthe distribution to Resources is made.

Indirect CostsEach BSEP resource is charged for Indirect Costs. The Indirect Cost rate in FY 2012/13 was 6.39cand is calculated by a formula determined by the State. The rate is applied to all expenses andtransfers and totaled S 1.444.558. The funds are transferred to the General Fund to support theDistrict’s common functions such as Payroll, Purchasing. Human Resources and Plant Operations.

Transfers to General FundTwo resources, Class Size Reduction (Resource 0841) and Music, Visual and Performing Arts(Resource 0853) transferred a total of $12,782,995to the General Fund. The transfers funded 127.46FTE to reduce class sizes and 4.56 FTE for music teachers providing General Fund release time.The transfers also supported costs associated with the increased FTE.

Fund Balance and ReservesA fund balance is maintained in a central resource (0000). to meet the 3% reserve required by theState. The fund balance totaled 5918.432 at the end of FY 2012/13. a reserve of 3.7%. In addition.there arc Fund l3alancc br each resource. nanag:d b the program stipcr\ hors and F)strictadministration.

BSEP Measure A, Section 5.C- BSEP Measure A, Section 5.A

BSEP/Measure A of 2006

Revenue Allocation Summary

FY 2012/13

Res % Budget

County Tax Collections

City of Berkeley Tax Collections

Rebates/Reduction in PY Reccivable

Interest

County Collection Fees

City of Berkeley Fees

Misc. Expense

Audit and Legal Expense

Total Expenses

Net Revenue

Reserve/Incremental Reserve

Net Revenue after Reserve

Available for Allocation

Public lnformation/P&O

Net Available for Allocation

0854 2.00%

24.250.000

100.000

(75.000)

40,000

24,315,000

412,250 411,018

50,000 48,400

0 0

6,000 4,840

468.250 464,258

23.846.750 24.078.643

0 130.43223.846.750 23,948.211

23.846.750 23,948,211

(476.935) (478.964)23.369.815 23.469.247

it) Calculated Actuals show how actual revenue wouldbudget process.

he distributed using the methodology used in the

t2; Unaudited Actuals reflect the actual revenue recorded in the hooks for each Resource

Revenue

(Ii (2)

UnauditedCalculated Actuals as

Actuals of 6/30/12 Variance

Total Projected Revenue

Expenses

24.392.199

211.865

(75.500)

14,337

24,542,901

Resource Allocation (a) (b) b)-(a)

Class Size Reduction 0841 6600% 15,424,078 15,489,704 15,489,704 65,626

Site Discrectionary 0852 10.25% 2,395,406 2,405,598 2,406,103 10,697

Music/VAPA 0853 6.25% 1,460,613 1,466,828 1,466,852 6,239

Parent Outreach 0857 1.25% 292,123 293,366 293,366 1,243

Libraries 0860 7.25% 1.694,312 1,701,520 1.701,520 7,208

PD/Evaluation/Technology (9%)

Prof. Development 0855 3.24% 757.182 760,404 760.403 3,221

Evaluation 0856 2.52% 588.919 591,425 591.426 2,507

Technology 0862 3.24% 757.182 760.404 760,403 3.221

Net Resource Allocation 23.369,8 15 23.469,248 23.469.777 99.962

Public Information/P&O 0854 476.935 478,964 478.964 2.029

Total Allocation to All Resources 23.846.750 23.948,212 23,948,741 101.991

12/3/13 2012-13 BSEP Revenue

CLASS SIZE REDUCTION, EXPANDED COURSE OFFERINGS,MIDDLE SCHOOL COUNSELING, PROGRAM SUPPORT

(BSEP Measure A, Resource 0841)

OVERVIEW

PurposeReducing Class Sizes at all K-12 schools, expanding course offerings at all secondary schools,and providing counseling services at each of the District ‘s middle schools.

The goals for the class sizes to he achieved with these revenues are District-wide Average ClassSizes of 26:] fbr the elementary schools grades K-5, 28:] fir the secondary schools, and 18:] forcontinuation high school and other secondary opportunity programs. Average class sizes in theK-3 grades shall he reduced to 20:] as long as state class size reduction fisnds are provided forthat pu rpose at a level not less than currentLv funded by the State.

After resultant class sizes meet the goals stated above, additional teachers may he added first toallow for expanded course offerings and then fhr program support in schools in so far as thefisnds permit.’

Budget Managers: Javetta Cleveland and Neil SmithInterim Co-Superintendents (FY 2012-13)

REVENUE TRANSFERS TO THE GENERAL FUND2

Budget Actual VarianceTeacher Compensation (127.46 FTE) (11,263,600) (11.729,105) (465,505)Substitute Compensation (220,400) (231,080) (10,680)Direct Support’ (372,000) (376,324) (4,324)

EXPENDITURES

Budget Actual VarianceCertificated Teacher Salaries 2,007,335 1,656,658 (350,677)

At closing, part of the expense for ULSS/Rtl teachers was transferred to the General Fundfrom BSEP Fund 0841. This amounted to about $356,000, equivalent to 5.0 FTE, whensalaries and benefits are included. This transfer was done in order to maintain the same levelof special education expenditures from year to year as required by the state, as there had beena decrease in other expenditures due to sending fewer students to non-public schools.

BSEP Measure A, Section 3A.2 The use of parentheses in displaying variance in this section requires an explanation. For transfers to the GeneralFund, a negative variance (shown in parentheses) represents an increase in the amount of the transfer; a positivevariance represents a decrease in the amount of the transfer. For Expenditures, a negative variance (shown inparentheses) shows actual expenses were less than budgeted.

Operational and other costs associated with opening and maintaining additional classrooms.

BSEP Measure A, Resource 084]

Budget Actual Variance

Certificated Counselor Salaries (4.8 FTE) 381.808 378.281 (3.527)

Employee Benefits 725.312 576.992 (148.320)

Indirect Costs 950,129 955,205 5,076

Beginning Ending Variance

Fund Balance 1.315.750 901.809 (413.941)

RESOURCE SUMMARY:As with other BSEP Resources, the General Fund paid for the increased cost of employees for

the directly charged salaries, amounting to approximately $132,500 for this resource. Thetransfers to the General Fund from 0841 (CSR) were increased by the average teacher cost based

on the bonus and increased salaries. This meant an increase of about $465,000 to the CSR fund.

The transfer of costs to the General Fund for pail of the ULSS/Rtl expense also offset some of

the deficit spending in this resource, but the overall trend at this point is toward deficit spending,

with significant reduction of the fund balance this year.

STATUS REPORTThe contribution of BSEP Class Size Reduction (CSR) Funds for classroom teachers iscalculated each year using a planning tool known as the “Teacher Template.” The TeacherTemplate reflects BUSD student enrollment and staffing for the agreed-upon class size ratios to

be paid from General Fund monies. and the ratios to be achieved with BSEP monies to reduceclass sizes.

The General Fund contribution is calculated based on 34:1 in the elementary schools, and 36:1 inthe Middle Schools and High Schools. The BSEP contribution is calculated based on providing

the classroom teachers that would bring those ratios to the level specified by the Measure, of

20:1 K-3 and 26:1 for other elementary grades,4 28:1 for the Middle and High Schools, and 18:1

for continuation high school (B-Tech). In addition, BSEP has provided the funding for the

“necessary FTP’ required to round out reqttired FTE. Class size reduction goals, as specified inthe Measure, were met in FY 2012-13.

For 2012-13. BSEP Class Size Reduction (CSR) funds paid for 127.46 FTE for classroom

teachers, This represents over 30% of the teaching staff in the district. Furthermore, because

average class sizes in the K-3 grades were reduced to 20:1, the District qualified to receive state

class size reduction funds, amounting to S2.6 million in FY 2012-13. (With the new Local

BSEP Measure A of 2006: Average class sizes in the K-3 grades shati be reduced to 20:1 “as long as state class

size reduction funds are provided at a purpoe at a level not less than currently funded by the state.”

BSEP Me’ILVIUc .1. Resource 84I

Control Funding Formula, the state CSR target will shift to 24:1 for K-3. and the fundingallocated by the State for CSR has also been reduced from S2.6M to SI .9M. with the difference

of $.7M becoming part oi the unallocated base grant.)

The Teacher Template is developed in the spring of the preceding school year and adopted by theBoard of Education as part of the District’s Annual Budget in June. Tn the fall, when enrollment

has somewhat stabilized, there can be increases to FTE if needed to maintain the Board-adoptedclass size ratios. Conversely, the FEE allocation may be reduced if enrollment does not meetprojections. These changes may be reflected in the First or Second Interim Report of that school

year or at the fiscal closing of the year.

At the fiscal closing in August, a final transfer is made from BSEP CSR to the General Fund topay for class size reduction teachers based on the average actual cost of teacher compensationand the actual FTE. This reimbursement to the General Fund by BSEP is known as the ‘l’eacherTransfer.”

In FY 2012-13 there were sufficient funds to meet the class size reduction goals stipulated in theBSEP Measure, and also provide Middle School Counseling, teachers for Expanded CourseOfferings (ECO) and staff for Program Support. These expenses were charged directly to theBSEP Resource 0841. In FY 2012-13, these funds provided for

• Middle School Counselors 4.80 FTE• BUS Expanded Course Offerings: 6.40 FTE• Middle School Expanded Course Offerings: 1.60 FTE• Elementary Literacy Coaches 3.30 FEE• 3/4/5 TWI Combination Classes (3 schools) 1.80 FEE• BUS Math Teachers (lower class size) 2.0 FEE

• Middle School Math Teachers 3.80 FEE• Elementaty ULSS/RtI Teachers 5.50 F1E’• Middle School ULSS/RtI 5.50 FTE

*At fiscal year closing. S356,000. equivalent to 5.0 FTE of elementary ULSS/Rtl expense.

was shifted to the General Fund, as explained above in the Resource Summary.

BSEP Measure A. Resource 0841


BERKELEY SCHOOLS EXCELLENCE PROGRAM (BSEP)

CLASS SIZE REDUCTION (Measure A, Resource 0841Revenue and Expenditures

Comparison Report FY 2012/13

PurposeSixty-six percent (66%) of the available revenues of this measure shall lie dedicated annually to reducing class sizes at all

K—I.? schools. expanding course offlrings at all secondary schools and providing counseling services at each a/the

Districts niuldlt’ schools.

Budget Managers: Javetta Cleveland and Neil SmithCo-Superintendents

REV ENUERevenue

BSEP Contribution to General Fund (1)

BSEP Direct Support (2)

BSEP Substitute Compensation (1

NET REVENUE

EXPENDITtJRESCertificated Monthly Salaries (3)

Certificated Counselors Salaries (3)

Employee Benefits (3)

Unallocated Reserve

Indirect Costs

TOTAL EXPENDITURES

NET INCREASE (DECREASE)

FUND BALANCE ANALYSIS

Beginning Fund Balance

Net Increase (Decrease) in Fund Balance

Ending Fund Balance

Notes(1) The BSEP Contribution to the General Fund includes only Class Size Reduction classroom teachers for regular and Special Education

and substitutes for those teachers. In FY 2010/I I, the BSEP Contribution funded 136.72 FTE for classroom teachers. In FY

2011/12. it funded l30.49FTE. InFY 2012/13, it funded 127.46FTE.

2) Operational and other costs associated with opening and maintaining additional classrooms.

(3) Total FTE directly charged to Class Size Reduction includes 21.90 EYE for Program Support, S.0 FTE for Expanded Course

Offerings in the Middle Schools and Berkeley High School and 4.80 FTE for Middle School Counseling for a total of 34.70 FTE. 5.0

FIE for elementary RTI expense was moved to the General Fuad at closing, reducing the total FTE to 29.7.

(a) (b) (b)4a)

Audited Adopted 2nd Interim Unaudited 2nd Interim

Actuals Budget Budget Actuals Budget vs.

2011/12 2012/13 2012/13 2012/13 Unaudited

as of as of as of as of Actuals

6/30/12 7/1/12 1/31/13 6/30/13 2012/13

15,181.547 15.424.078 15.424.078 15.489.704 65,626

(11,452,756) (11,160,000) (11,263,600) (11,729,105) (465,505)

(387,384) (372,000) (372,000) (376,324) (4,324)

(226,767) (217.700) (220.400) (231.080) (10.680)

3.114,640 3.674.378 3.568.078 3.153.195 (414.883)

1,370,631 1,787,598 2,007,335 1,656,658 (350,677)

322,220 388,379 381,808 378.281 (3,527)

491.481 690.641 725.312 576.992 ( 148,320;

0 226,782 5.453 0 (5.453)

954,833 941.643 950,129 955.205 5,076

3,139,165 4,035,043 4,070,037 3,567,136 (502,901)

(24,525) (360.665) (501.959) (413.941) 88.018

1,340,275 1.315,750 1,315,750 1.315.750 0

(24,525) (360,665) (501,959) (413,941) 88,018

1,315.750 955.085 813.791 901.809 88.018

SCHOOL SITE DISCRETIONARY PROGRAMS

(BSEP Measure A. Resource 0852)

OVERVIEW

Purpose:The .Sc)iooi Governance C’oitttci/ v/ia/I develop reL’Oinnieidtttiofl5 to a/locate these reietiuesfrr

the personnel. sen’ices and materials required to deliver effective activities leading to improved

student perlonnance... Revenues inn’’ he used tar... arts tint! sctences instruction, academic

tutoniiç’ (intl counseling, athletics tint! .ctitdeiit acttiines. tit it! heThre (tilt! titter school pro gratils’

Budget Manager: Natasha Beery. Director of BSEP and Community Relations, with

Mary iluribert and Valerie Tay, BSEP Program Specialists

The budgeted revenue allocated to the BSEP School Discretionary program in FY20 12-13 was

$2,395,406: The expenditure budget of 52.892.425 was funded by this new revenue and pan of

the School Discretionary Fund Balance3,allowing for allocations to the sites of 5233 per pupil.

In addition, most sites had budget savings4 from FY 2011-12 that carried over and were available

for expenditure in FY20 12-13.

Each School Governance Council (SGC) developed a School Plan based on district goals as well

as the articulated needs of each school. This isa summary of how BSEP Site Discretionary funds

were utilized across the district to support the School Plans.

Staffing (70.6% of total actual expenditures)

Budget: $1,871,994 Actual: $1.657.258 ½triance: (214.736)

Certificated salaries $ 698,439Classified salaries $ 588.156Employee benefits $ 370.663

BSEP Measure A. Section 3.B.i- Revenue is allocated to each school site based on the projected number of students for the year CALPADS data).

The projection is adjusted ftr Independent Study, B-Tech and Early Childhood De\elopmenr and is based on an

agreed-upon average enrollment. Independent Study enrollment is deducted from Berkeley High’s CBEDs

enrollment. For FY 201 2-13. the adjusted projected enrollment was 9,714 students.

The Fund Balance consists of monies that are held centrally, as well as unspent balances from the prior year. The

Fund Balance may be held in reserve for future needs, or maybe allocated to the sites tdr their use. The ending Fund

Balance from FY 2011-12 totaled $55 1.659. 59.714 of this fund balance was allocated ro sites in the budget

process. and $444,438 was posted in FY 2012/13 as carryover once the books were closed. The fund balance was

reduced when indirect costs of 52t&400 associated with carryover, were posted in FY 20112/13. The net effect ‘‘as to

use S482.552 of the fund balance inFY 2012/13.

Budget savings are ftinds that were budgeted but unspent during the year. These balatices become available as

“Carryover.” once the books are closed at end of fiscal year. Carryover is posted to that school’s budget in

September and may he allocated by the School Governance Council in accordance with the School Site Plan.

BSEP Measure A. Resource 0852

Books and Supplies (11.9% of total expenditures)

Budget: $468,936 Actual: 5279,532 Variance: (189,404)

Contracted Services (II .5% of total expenditures)

Budget: 326.679 Actual: 5269.863 Variance: (56.816)

Indirect CostsBudget: 5172.122 Actual: 5141.000 Variance ($31,122)

The variance in budget and expenditures was due to factors including: I) salary and benefit

savings from plaimed positions left vacant during part of the year, 2) unspent hourly work

budgets and instructional materials budgets. 3) carryover funds left unallocated, and 4) planned

savings by an SGC.

Fund BalanceBeginninQ: $551,659 Ending: $610. 109 Increase: 558.450

RESOURCE SUMMARY:Some school sites obtained slightly more funding than prior years due to enrollment increases at

the sites, but other sites, such as Berkeley High. had lower student numbers and found it difficult

to allocate funds to continuing programs or to consider new programs.

At the end of 20 12-13, unexpended funds in the BSEP School Discretionary budgets ranged

from a low of $1 .481 at B-Tech to a high of $9c,438 at Berkeley High. All BSEP School

Discretionary dollars allocated, but unspent, by the sites at the end of FY 2012-13. have been

carried over to this year’s site budgets for expenditure in FY 20 13-14.

As with all BSEP resources, the General Fund paid for the increased cost of employees for the

directly charged salaries, amounting to an estimate of 562.500 for this resource.

STATUS REPORTThe School Site Discretionary funds continued a broad variety of programs during the school day’

and before and after school. The resource played a significant role in funding positions and

contracts for academic and social-emotional support in the schools. Additionally, discretionary

funds were allotted for enrichment and experiential learning opportunities in the form of art and

music classes, gardening programs. and field trips. In several cases, BSEP funds provided over

50% of instructional materials and equipment at the school sites, for an average of 34.5%

district-wide. Although no two School Plans were alike, BSEP-funded resources primarily

supported the District goals of improving academic achievement and promoting student success.

Summary of Prorams Funded

• Academic Support:o Pre-K: Bookbag Literacy Program;

o K-5: InstnLctional Assistants. Literacy Coaches. English Language Development

(ELD). and Bilingual Support Teachers, in-school and afterschool academic

BSFP Measure A, Resource 0852

interventIon & tutoring programs. CalCorps BUILD tutors, reading program

coordinator;

o 6-8: Read 130 Teacher, WriterCoach Connection programs. Academic

Counselors;

o 9-12: BHS Student Academic Support Program (Student Learning Center,

algebra tutors and study group leaders). R.l.S.E. Scholars program. English

Learner Tutors. College/Career Advisors. Independent Study Program Study

Skills Mentor & Tutors. B-Tech academic software.

• Professional Development (Pre-K — 12):o Substitutes to release Prc-K teachers and lAs to collaborate with “Creative

Curriculum” teams:o Substitutes for Staff Professional Development.

• Mentoring. Counseling, Behavioral Support, and Safety:

o Pre-K: Counseling/Universal Learning Support Services (ULSS) from Bay Area

Children First (BACF);

o K-5: Parent Liaison, case management/family support from BACF, Bay Area

Comnmnity Resources (BACR) and City of Berkeley Mental Health. RtI

teaching/coordination. Mosaic Project diversity awareness program. Noon

Supervisors:

o 6-8: RtI coordination, Mentors from Keepin’ It Real program (Nikao Youth

Enrichment Services) and Stiles Hall, Youth Support Program VISTA Volunteer,

Mental Health Counselors. AVID program. Noon Directors;

o 9.12: Berkeley High 9th & 10th Grade Intervention Coordinator. BHS and B-Tech

On-Campus Suspension/Student Welfare and Attendance Specialists. Student

Court, R.I.S.E. Scholars/Mentors, BHS Outsiders’ Club College Prep class with

Berkeley City College.

• Strengthening School-Family Connections:o K-5: Rosa Parks Family Resource Center, Parent Institute for Quality Education

training. Volunteer Coordinator:

o 6-12: Independent Study K-8 Piogram Coordinator, Berkeley High School Parent

Resource Center, BHS Volunteer Coordinator, BHS Bilingual Home-School

Liaison.

• Arts and Movement:o Pre-K: Dance and Art classes:

o K-5: Visual Aits, Dance, Music, and Di-ama classes, Physical Education

instruction, Arts Coordinator, Berkeley YMCA P.E. & recess program;

o 6-8: Art Teacher. afterschool performing ai-ts and media classes, afterschool

athletics:

o 9-12: BHS Video program and Afro-Haitian Dance class.

• Other Enrichment Programs:o Pre-K: Kindergarten visits, field trip transportation and admissions;

BSEP Measure 4. Resaure 0852

o K-12: Garden programs and AmeriCorps: garden volunteers. Computer Teacher.

field trips such as Sierra Outdoor School.

Instructional Materials & Equipment (Pre-K-12):o Science: consumables and lab equipment, garden supplies;

o Math: web-based math program;o Art: visual art supplies and equipment. performing arts matcrials:

o Literacy: classroom library books:o Technology: computers. software. document cameras aM carts.

BSEP ileosu,e 4. Resource 0852

BERKELEY UNIFIED SCHOOL DISTRICTBERKELEY SCHOOLS EXCELLENCE PROGRAM (BSEP)

SCHOOL SITE DISCRETIONARY PROGRAM (Measure A, Resource 0852)Revenue and Expenditures


Mission StatementTen and a quarter percent (i0.25) of the available revenues generated by this measure is allocated annually as

School Discretionary Funds to each K-]2 school on a per pupil basis. Existing district preschools shall receive

a similar allocation for each/WI time student. The School Governance Council shall develop recommendations

to allocate these revenues for the pcrsonnel.service and materials tequired to deliver effective activities leading

to nnproied student pertorinance.

Budget Managers: Natasha Beery. Director of BSEP and Community RelationsMary Hurlhert and Valerie lay, BSEP Program Specialists

(a) (bI (b)-(a)

2nd 2nd

Audited Adopted Interim Unaudited Interim

Actuals Budget Budget Actuals Budget vs.

201 1/12 2012113 2012/13 2012/13 Unaudited

as of as of as of as of Actuals

6/30/12 7/1/12 1/31/13 6/30/13 2012/13

REVENUE 2.357.740 2.395.406 2.395.406 2.406.103 10.697

EXPENDITtJRES

Certificated Salaries 706,549 663,134 764,593 698,439 (66,154)

Classified Salaries 595.451 642,253 661,981 588.156 (73,825)

Employee Benefits 4 13.017 448.663 M5A20 370.663 (74.757)

Books & Supplies 328.258 139.024 468.936 279.532 (189.404)

Unallocated Reserve 0 73,008 52.694 0 (52,694)

Contracted Services 296,675 297,280 326,679 269,863 (56,816)

Indirect Costs 155,604 144,629 172,122 141.000 (31,122)

TOTAL EXPENDITURES 2,495.554 2.407,991 2.892,425 2,347.653 (544.772)

NET INCREASE (DECREASE) (137.814) (12.585) (497.019) 58.450 555.469


Beginning Fund Balance 689,473 551,659 551,659 551,659 0

Net Increase (Decrease) in Fund Balance (137.814) (12,585) (497,019) 58.450 555.469

Ending Fund Balance 551.659 539,074 54,640 610.109 555.469

NotesRevenue is allocated to each school site based on the projected number of students for the year (CALPADS

data). The projection is adjusted for Independent Study, B-Tech and Early Childhood Development and is based

on an agreed-upon average enrollment. Revisions were made for sites with additional classrooms. Independent

Study enrollment is deducted from Berkeley High’s CBEDs enrollment. F0rFY 2010/li. the adjusted projected

enrollment was 9.538 students. In FY 2011/12, it was 9.814. In FY 2012/13. it was c.679.

MUSIC, VISUAL AND PERFORMING ARTS(BSEP Measure A, Resource 0853)

OVERVIEW

Purpose:Provulmg qualm instructional programs in imisic 011(1 the visual arts [or elementary and inn/dieschool .ctudents. Revenues may be used Thr. /,jjj arc 1101 restricted to, providing qua/i/tedteachers and staff protessional development in the arts, musical in.vtruinents and instructionallnaterial.c.seflices and equipment necessary to conduct these programs

Budget Managers: Neil Smith. Interim Co-SuperintendentSuzanne McCulloch, VAPA Program Supervisor

Release Time Teachers: Transfer to General FundBudget: 5404,100 Actual: $446,446 Variance: ($42,346)

• Release Time Teachers: 4.56 FTE

Fourth and fifth grade students receive music instruction twice per week during two of thefive contractually required preparation time periods of the classroom teachers, with 4.56 FTEfunded by BSEP as a transfer to the General Fund. As enrollment in4th,5th grade grows, sodoes the number of required release time FTE, increasing from 4.16 FTE in 2011-12 to 4.56FTE in 2012-13. This year the costs associated with the raise and bonus compounded theincrease, accounting for just over half of the $42,346 variance.

Certificated SalariesBudget: $650204 Actual: 5645,735 Variance: ($4,469)

• Supplemental Music Teachers: 4.64 FTE

• Middle School Music Teachers: 260 FTE

• Middle School Arts 0.24 FTE

• Elementary Arts Anchor 0.35 FTE

• Program Supervisor: 1.0 FTE

Classified SalariesBudget: 549.767 Actual 550.084 Variance: $317

• Music Library Coordinator: 1.0 Eli

Classified salaries include the Music Library Coordinator as well as irne for InstructionalSpecialists and a limited amount of hourly work to support the program.

BSEP Measure Section 3.B.ii.b

BSEP Measure A, Resource 0653

Employee Benefits:Iludç’et: $196,719 Actual: 5181.672 Variance: (515.047)

Instructional Materials. Instruments and EquipmentBudget: $66,112 Actual: $60,253 Variance: (5,859)

Conference/Mileageflnstructional ContractsBudget: $128,277 Actual: 86,923 Variance (4/,354)

Funds were available for each elementary school site for professional development in the arts;however not all sites participated in the program in FY 2012-13.

Indirect CostsBudget: 595.385 Actual: $ 94,297 Variance: (81.088)

Fund BalanceBeginning: $375,400 Ending: $272,256 Decrease: ($103,144)

RESOURCE SUMMARYThe cost of transfers to the General Fund was increased by the calculation of average teachercost, based on the 2012/13 bonus and increased salaries, accounting for 521.259 in increasedcharges to this resource. The General Fund took on the increased cost of employees for thedirectly charged salaries, estimated to be 538.500.

Despite the partial relief from the General Fund, the fund balance for this resource has decreasedby over 27% over the prior year, as compared to 13% and 16% in prior years. The primary driverof the deficit spending is associated with the increased FTE for music teachers (both transfer anddirectly charged) due to enrollment increases. A total of 2,] 64 fourth-eighth grader studentsparticipated in the Music Program, an increase of 15.6%’in two years. Enrollment in grades 4-8music classes increased by 207 students (lO.6%)between20ll-12 and 2012-13; FTE increasedaccordingly by 0.76 FTE. Instruments and materials were provided for the additional students ata cost of S95.000.

In addition to the music teachers paid for as a transfer to the General Fund, supplemental musicteachers for grades 4 and 5 provide more options for students at each music period. includingbrass, woodwind, and string classes. Students in fourth and fifth grade are scheduled into musicclasses of 12-18 students according to choice of instrument; providing smaller classes to focus onone or two instruments ensures that all students will successfully meet grade level musicstandards. Without these supplemental teachers, classes would be at 24-26 students, with eightdifferent instruments taught in the same class. In total, the FTE for the fourth and fifth grademusic program requires 9.2 FTE.

The allocation to this resource is driven by tax receipts. and is not tied to student enrollment. Inorder to maintain the resource for the remainder of the measure, it will he necessary to considerchoices such as: relief from the General Fund of FTE-associated costs of the transfer to thegeneral fund; redistribution of up to 10% from the linked library and/or parent outreachresources’, and/or a substantial reduction in the music program.


STATUS REPORTBSEP funding for Visual and Performing Arts is the foundation of the Arts programming inBUSD elementary and middle schools.

The core program supported by BSEP VAPA funds are:• Staffing and materials for the grades 4-8 Music Program. including music classes for all

fourth and fifth graders. and in addition, materials for all third graders:• Staffing support for afterschool arts classes at the middle schools;• Drama materials for grades 6-8;• Support for the Berkeley Symphony Orchestra Music in the Schools Program at eleven

elementary schools;• Professional development for classroom teachers in arts integration at seven elementary

schools and one middle school;• Professional development for music and arts teachers:• Staffing support for outreach programs such as Arts on The Run. Kennedy Center

Partnership with Cal Perlbrmances. Cazadero Music Camp, The Music Connection, thePerforming Arts Showcase, and scholarships and tutors for students in need.

Highlights of the Music and VAPA program from the past year include:• BUSD was selected as one of the “Best Communities for Music Education 2013” by the

NAMM Foundation. The award reads “For Outstanding Support of Music Education,Enriching the Lives of Children and Advancing Student Achievement.”

• All fourth and fifth graders participated in the program. regardless of ability to pay forinstruments. Options were expanded to include ukulele, guitar and mariachi instruction.

• All students were provided with a well-functioning instrument of their choosing, gradelevel method books, supplemental sheet music, and necessary accessories such as strings,valve oil and cork grease.

• Music teachers planned and transcribed music for a culturally relevant supplementalmusic book which includes a play along CD. The tunes were composed by BUSD alums.

• Music teachers designed PBIS “You Rock” and “Out of Tune” slips which they are usingsuccessfully with their grade 3-8 students.

• 225 students played the National Anthem at a Giants game in May.• Collaborative partnerships provided workshops. tutoring, and performances by

professional musicians for Berkeley students K-l2.• Six middle school band and orchestras competed at the regional level at California Music

Educator Association festivals.• The middle school jazz bands played at Freight and Salvage and Yoshi’s.• Many middle school students played and or sang in multiple ensembles.• The winter and spring concerts were very well-attended, especially at the middle schools

where the students played to packed houses. Nearly 2000 family and communitymembers attended the Performing Arts Showcase in March.



MUSIC ,VISUAL AND PERFORMING ARTS (Measure A, Resource 0853)Revenue and Expenditures

Comparison Report FY20 12/13

PurposeSix and a quarter percent (6.25) of the available revenues generated by this measure s/ia/I he al/orated annual/v toproviding quality mst ructional programs in music and the visual and petjorining arts for elementary and middle schoolstudents. Revenues may be used for hut are not restricted to, providing qualified teachers and staff professionaldevelopment in the arts, musical instruments and instructional materials, services and equipment necessary to conductthese programs.

Budget Managers: Neil Smith. Co-SuperintendentSuzanne McCul loch, VAPA Program Supervisor

(a) (h) (b)—(a)

REVENUERevenueTransfers to General Fund (Release Time) (1)

________________________________________________________

NET REVENUE

EXPENDITURES

Certificated SalariesClassified SalariesEmployee BenefitsInstructional Materiais/InstnirnentsEquipmentUnallocated ReserveConference/Mileage/Instructional ContractsCapital OutlayIndirect Costs

TOTAL EXPENDITURES


FUND BALANCE ANALYSISBeginning Fund BalanceNet Increase (Decrease) in Account BalanceEnding Account Balance

Notes(1) During FY 2010/Il, this resource funded 6.84 FTE for Music and Visual and Performing Arts Teachers andfunded 3.84 FTE for release time music teachers through a transfer to the General Fund, In FY 2011 / 12, the numberswere 7.08 ETE and 4,40 FTE respectively. In FY 2012/13, the numbers were 7.82 FTE and 4.56 FEE, respectively.

Audited Adopted 2nd Interim UnauditedActuals Budget Budget Actuals2011/12 2012/13 2012/13 2012/13

2ndInterim

Budget vs.Unaudited

as of as of as of as of Actuals6/30/12 7/1/12 1/31/13 6/30/13 2012/13

1,437,765 1,460,613 1,460,613 1,466,852 6,239(382,718) (400,100) (404,100) (446,446) (42,346)

1.055,047 1,060.513 1,056,513 [.020,406 (36,107)

619.039 632.782 650,204 645,735 (4.469)52,589 54.485 49.767 50,084 317

194.944 210.346 196.719 181.672 (15.047)57.620 45.000 61.463 60.253 (1.210)24,768 20.000 4.649 0 (4.649)

0 10,400 13,611 4,585 (9.026)67.787 107.900 128,277 86,923 (41.354j

0 0 0 0 093,764 94,637 95.385 94,297 (1,088)

1,110,511 1,175,550 1,200,075 1,123,550 (76,525)

(55.464) (115,037) (143,562) (103,144) 40.418

430.864 375.400 375.400 375.400 0(55,464) (115,037) (143.562)375.400 260.363 231.838

(103.144)272.256

40.41840.418

PUBLIC INFORMATION. TRANSLATION SERVICES, andSUPPORT OF THE PLANNING AND OVERSIGHT COMMITTEE

(BSEP Measure A, Resource 085$)

OVERVIEW

PurposePublic information, translation sen ices for District fain ilies and support of the Planning andoversight Conuninee

Budget Managers: Neil Smith, Interim Co-SuperintendentNatasha Beery, Director of BSEP and Community Relations

Classified SalariesBudge!: $262285 Actual: $261,680 Variance: ($605)

• Director of BSEP and Community Relations 1.0 FTE• BSEP Program Specialist 1.0 FTP• Public Information Officer 1.0 PiE• Specialist, Translation and Interpretation: 0.5 FTE

In addition to salaried positions, hourly staff continued to provide P&O meeting support (set-up,minutes) and some additional translation services.

Employee BenefitsBudget: $86,496 Actual: S 84.503 Variance: (1.993)

Contracted ServicesBudge!: $ 93,420 Actual: $78,195 Variance: (15.225)

Equipment and SuppliesBudtet: $ 10.605 Actual: 52.007 Variance: $ (8.598)

Fund BalanceBeginning: $285,628 Ending: $338,207 Increase: $52,579

RESOURCE SUMMARY:Since the office was not fully staffed until mid-year there were savings in salaries and benefitsand an increase to the fund balance. The budget was adjusted during first and second interim toaccount for the staffing transition. As with other BSEP Resources, the Genera] Fund took on theincreased cost of employees for the directly charged salaries, estimated to be $14,700 for thisresource. For 2013-14. some planned deficit spending will reduce the fund balance.

BSEP Measure Section ÔAAnother 0.5 PIE is funded by the General Fund for this full-time position

BSEP Measure .4 Resource 0854

STATUS REPORTThe BSEP Office was restructured and the job descriptions were revised to encompass the fullduties of the office, beginning with a plan that went to the board in June 20. 2012. The newBSEP Director was hired in November of 2012. and the BSEP Program Specialist in March2013. During the transition, the previous BSEP Manager and BSEP Administrative Coordinatorprovided hourly and limited term support during the transition to the new Director of BSEP andCommunity Relations and BSEP Program Specialist. The core functions supported by thisbudget in FY 2012-13 and highlights from the past year included:

Oversight of the BSEP Budgets, and Support for the Planning and Oversight CommitteeThe BSEP Director and Program Specialist have responsibility for:

• Implementation and monitoring of operational and technical tasks which place the BSEPfunds in the District’s financial systems. working alongside the Senior Budget Analyst toensure careful oversight of fund expenditures;

• Partnership with each school Principal and School Governance Council to analyze anddevelop the BSEP School Discretionary Fund budget and plan:

• Support for the September School Governance Council (SGC) elections and theappointment of P&O Representatives from each school site in October;

• Preparation of the annual SGC Election. Diversity, and Activity Report for the Board iniSovember;

• SGC and Parent Leader Orientation Workshops in October. and Orientation for new P&ORepresentatives in November.

• Planning and facilitation of 14 P&O Committee meetings and five P&O Subcommitteemeetings, providing documents, coordinating guest speakers. and preparation ofpresentations.

District Communications and Community Relations• The BSEP Director convened the Communications Team on a biweekly basis to ensure

that the recommendations of the Spring 2011 Communications Study continue to beimplemented to ensure clearer and more strategic communication with families and thewider Berkeley community. The team includes staff members from Parent Outreach,Translation, Superintendent’s Office, and Technology, and makes strategic use of outsidecontractors for some content, consultation, translation, printing, and mailing services.

• In FY 2012-13 some of the top news items that needed consistent communication andstrategic community involvement, included:

o Superintendent Search/Hireo District Finances/Budgeto Two Way Immersion Programo Transition to Common Coreo Cooking and Gardeningo Admissions

• To reach our varied audiences and meet their diverse communication needs, acombination of traditional and new media tools and channels were employed, including:website. homepage blog posts, school & community postings/flyers, letters to families.


online surveys, email, phone blasts, school newsletters, community forums, and tabling atcommunity events.The A+ eNews. produced in both English and Spanish on a bi-monthly basis, is theprimary communication tool for keeping families and community apprised of the events.programs. services, and new initiatives in Berkeley public schools through directsubscriber email delivery and website access. In addition, limited paper copies arcprovided at school sites. The A+ elvews is sent electronically every two weeks to over2.000 staff and over 7.000 parents and community members. It is translated into Spanishand sent to a growing list of Spanish-language subscribers (currently at 325 households).

• The website is our community’s entry to information about district programs andservices, departments, facilities, and new initiatives, with the most visited pages beingthose covering Admissions. Human Resources. District Calendar, and the School pages.Blog posts on the hornepage are used to serve as a source for immediate updates andmeeting postings. and link the reader to other related pages on the website.

• In addition to established communication channels, Online Community Surveys, PublicForums, and stakeholder group meetings provided community engagement opportunitiesand valuable input that informed the Superintendent Search.

New Admissions MaterialsNew outreach and promotional materials were developed in Fall 2012 in conjunction with theAdmissions Office, and included new art work, branding, posters. post cards and invitationsto participate in the admission process. This effort expanded access for families andcomplemented the information refreshed and developed for the website in 2011-12. TheKindergarten Fair in December 2012 was attended by a record number of families, andelementary school enrollment continues to grow.

BUSD Logo RedesignWith the move to 2020 Bonar Street, there was an opportunity to update the BUSD logo,which relied upon an image of prior building site. The Communication Team, in conjunctionwith Cabinet, reviewed a number of possibilities before deciding upon a simple. scalabledesign which focused on thc word “Berkeley” in large font, with variations using the“Excellence, Equity, Engagement, Enrichment” tagline or the BUSD “official” name. Thenew logo has been well received.

Berkeley Schools Biannual ReportThis BSEP Resource paid for the production of a fall and spring Biannual report that wasmailed to all 46,000 residential addresses in Berkeley. It was also translated into Spanish, andboth English and Spanish print versions were distributed at schools. Berkeley taxpayerdollars fund 2Ok of the BUSD General Fund budget through the BSEP tax: the four pagedocument focused on the District budget. including BSEP funded programs, and an updateon new and continuing construction projects. The Biannual Report also serves as a resourcefor the human resources, admissions, and other District departments involved in outreach toprospective faculty, staff, and families.

BSEP Measure A Resource 0854

Public Information OfficerProduced a Board Update, posted on the BUSD website following every Board meeting.including a summary of agenda items. Board decisions, and Vimeo clips from keypresentations and discussions:

• Compiled and distributed the Week/v Bulletin to principals and other administrators and staffevery Monday:

• Provided community outreach related to Facilities and Maintenance Projects. includingproject and meeting postings at construction sites, and on the district website.

• Responded to requests from news media and community members:• Covered district issues and student events, including documenting and photographing student

activities, district meetings, and community forums.

Translation and InterpretationWhen the BUSD English Learner (EL) population exceeds 15% for the Spanish language, keydistrict documents must be translated into Spanish. In addition, the enrollment at five Berkeleyschools approaches or exceeds 15% of students who are Spanish-speaking. creating increaseddemand for document and meeting/event interpretation. The full-time Translation andInterpretation Specialist position is co-funded 50% with the General Fund and 50% from BSEPResource 0854. In 2012-13. the BSEP Office and specialist provided Spanish translation andinterpretation to support district—wide and school site—specific communications, including:

• A+ News. Biannual Report. Flyers. Posters• IEP documents (5 documents, over 6 pages each)• IEP meetings (5 meetings)• Student Services (over 30 documents)• Interpretation for Student Services for Latino families and SARBS (5-7 meetings)• Translation and interpretation for Superintendent Search events• Translation and interpretation for Superintendent communications• SGC documents for schools• Parent-Student Handbook, and other mandated district documents• Translations for LeConte• Educational Service Documents: EL Master Plan, Common Core, Report Cards, Story of

Units, and much more• BEARS and LEARNS communications• Office of Family Engagement and Equity translation and interpretation• Interpretation for community forums, including SGC training

In order to ensure the inclusion of families who require communication in a language other thanEnglish, contracted interpretation services are available via the Language Line. a telephone-based service providing simultaneous translation in many languages. Requests have includedArabic, Turkish. Mandarin and Cantonese. and Antharic.


Purpose

BERKELEY UNIFIED SCHOOL DISTRICTBERKELEY SCHOOLS EXCELLENCE PROGRAM (USEP)

PUBLiC INFORMATION ,TRANSLATION.P&O COMMITTEE SUPPORT (Measure A, Resource 0854)

Revenue and ExpendituresComparison Report FY20 12/13

Two percenE (2%) of the revenues from this measure shall be utilized fhr public injbrmation, translation services/orDistrict /thnilies and support of the P/wining and Oversiç’hr Committee.

Budget Manager: Neil Smith. Co-SuperintendentNatasha Beery, Director of BSEP and Community Relations

REVENUE

EXPENDITURESClassifIed & Certtificated SalariesEmployee BenefitsSupplies/EquipmentUnallocated ReserveContracted Services

TOTAL EXPENDITURES


FUND BALANCE ANALYSISBeginning Fund BalanceNet Increase (Decrease) in Fund Balance

Audited Adopted interim Unaudited BudgetActuals Budget Budget Actuals vs.2011/12 2012/13 2012/13 2012/13 Unaudited

(a) (b)

2nd

(b)-(a)

2ndinterim


469,441 476,935 476,935 478,964 2,029

247.030 264.231 262.285 261.680 (605)91.205 106.032 86.496 84.503 (1.993)11,120 10,500 10,605 2,007 (8,598)

0 36,137 56,496 0 (56,496)62,493 89.500 93,420 78,195 (15.225)

411,848 506,400 509.302 426.386 (82.916)

57.593 (29,465) (32,367) 52,579 84.946

228.035 285.628 285.628 285,628 057.593 (29.465) (32.367) 52.579 84.946

Ending Fund Balance 285,628 256.163 253.261 338,207 84.946

PROFESSIONAL DEVELOPMENT(BSEP Measure A, Resource 0855)

OVERVIEW’

PurposeProviding pro’ssional development for the District’s teachers and staff”

Budget Manager: Neil Smith. Interim Co-Superintendent, with

Veronica Valerio, Coordinator of Professional Development

SalariesThu/get: $506,615 Actual: $698.13] Variance: (S& 484)

• Coordinator of Professional Development 0.50 FTE2

• Supervisor of Family Engagement & Equity 0.50 FTE2• Teachers on Special Assignment (TSAs):

o II Elementary Literacy Coaches 2.75 FTho Elcmentary Literacy Lead Coach 0.40 FIT2o Middle School Literacy Coach 0.40 FEEo Elementary and Secondary Math Coaches 0.90 FTE3

o 6 BETS Teacher Leaders [.20 FEEo TSA for Rtl / Behavior Specialist 0.40 FTEo TSA for English Language Development 0.70 FTE’o TSA for Instructional Technology 0.35 FTE2

Employee Benefits

Budget: 5176.198 Actual: 5174.154 Variance: (2.044)

Services. Materials and Other Operating Expenses

Buaçet: $35,403 Actual: $16,322 Variance: ($19,082)

These funds were expended for Teacher Initiated Professional Development (TIP), TeacherLeader Stipends for ELD. ELA, Math and Equity, Welcoming Schools workshops, and

Specialized Workshops for Secondary Teachers (lB. AP. AVID, AIM).

Indirect CostsBudget: 560.218 Actual: $56,782 Variance: ($3,436)

BSEP Measure A, Section IC.Multifunded to IC FEEMultifunded to 2.0 FITMultifunded to 2.1 FiT

BSEP Measure A. Resource )855

Fund BalanceBeginning: 5376611 Ending: 5191.626 Decrease (5184,983;

RESOURCE SUMMARYThe BUSD professional development program has used BSEP resources to fund professionaldevelopment in conjunction with state and federal resources. This strategy has led to a relativelylarge fund balance in prior years. With the 20 12-13 year, the balance has begun to shift towardmore significant deficit spending. As with other BSEP Resources, the General Fund took on theincreased cost of employees for the directly charged salaries, estimated to be $34,200 for thisresource.

STATUS REPORTIn 2012-13, Professional Development priorities included a focus on literacy. English learners.Response to Instruction and Intervention, cultural responsiveness, algebra readiness and success.support for new teachers, and preparation for the transition to the Common Core State Standards.Highlights from last year included:

• Support for the Teacher College Reading and Writing Project (TCRWP) curriculum tomeet the diverse needs of K-5 students;

• Professional Learning Communities for Literacy Coaches, ensuring the implementationof best practices throughout the district;

• Workshops and coaching in Systematic ELD to improve instruction for English Learners;

• The development and use of more common assessments followed by collaborativeanalysis of student performance:

• Preparation for the changes in curriculum and pedagogy associated with the CommonCore State Standards;

• Three-day Constructing Meaning workshops primarily at BE-IS to improve instructionalpractices and student performance;

• Three-day workshops for both certificated and classified employees in CulturalCompetence;

• Training and support in implementing a system of Positive Behavioral Intervention andSupport at pre-K-—8 sites;

• Guidance and support for teachers to use a variety of educational technology tools, suchas online tutorials. interventions, diagnostics, and other resources.

BSEP Measure .4. Resource 0855

BERKELEY UNiFIED SCHOOL DISTRICTBERKELY SCHOOLS EXCELLENCE PROGRAM (BSEP)

PROFESSIONAL I)EVELOPMENTRevenue and Expenditures (Measure A. Resource 0855)

Comparison Report FY 2012113

PurposeNine percent (9%) of the available revenues shall he dedicated roprovidingprofessional developmentfor the District’steachers and staff to assessing the effectiveness of the District c educational programs for improving studentachievement, and to providing and maintaining (Ott?jiitters and technology iii schools.

Budget Manager: Neil Smith. Co-SuperintendentVeronica Valerio. Coordinator of Professional Development

(a) (b) (b)-(a)2nd

Audited Adopted Interim Unaudited 2nd InterimActuals Budget Budget Actuals Budget vs.2011/12 2012113 2012/13 2012/13 Unaudited


REVENUE 828.084 757.182 757.182 760.403 3.221

EXPENDITURESCertificated Salaries 588.805 604,418 677,120 668.638 (8.482)Classified Salaries 29,165 0 29,495 29,493 (2)Employee Benefits 175.080 171,952 176,198 174.154 (2.044)Materials & Supplies 0 0 176 158 (18)Unallocated Reserve 0 68,688 24,166 0 (24,166)Services & Other Operating Expenses 28,345 97,324 35.227 16.164 (19,064)Indirect Costs 55.033 60.218 60.218 56.782 (3.436)

TOTAL EXPENDITURES 876,428 1,002,600 1,002,600 945,388 (57,212)

NET INCREASE (DECREASE) (48,344) (245.418) (245,418) (184.985) 60.433

FUND BALANCE A? ALYS1SBeginning Fund Balance 424.955 376,611 376.611 376.611 0Net Increase (Decrease) in Fund Balance (48.344) (245,418) (245,418) (184,985) 60.433Ending Fund Balance 376,611 131,193 131,193 191.626 60,433

Notes$50,000 for Teacher Initiated Professional Development is included in the salary, benefits and services expenses.

PROGRAM EVALUATION(BSEP Measure A, Resource 0856)

OVERVIEW

PurposeAssessing the effectiveness of the District’s educational programs for improving studentachievement’

Budget Managers: Neil Smith. Interim Co-SuperintendentDebbi D’Angelo, Director of Evaluation and Assessment

Certificated SalariesBudget: $298,784 Actual: $305.853 Variance: $7,069

• Teachers on Special Assignment. K- 12 2.1 FTE• Director of Evaluation and Assessment 1.0 FTE

• Certificated Hourly and Stipended Participants in Professional Development

Total ETE for Teachers on Special Assignment increased during FY 2012/13. Thisconformed with the 2012/13 plan. moving a .7 FEE TSA from Professional Development toEvaluation and increasing staffing by .2 FEE. Revenue was moved from ProfessionalDevelopment to Evaluation to pay for the FEE moved from Professional Development, aspermitted within the BSEP 9% budget. Evaluation also paid part of the cost of a teacher onsabbatical.

Classified SalariesBudget: 592.039 Actual 5 92.18] Variance: 5142

• Data Technician 1.0 FEE• Clerical Staff 0.5 FTE3

Employee Benefits:Budget: $108,635 Actual: $ 110,022 Variance: $1,387

Books & Supplies and EquipmentBudget: $ 9,000 Actual: $5,236 Variance: ($3. 764)

BSEP Measure .\. Section 3C2

MuItfunded to 3.3 VIEMultifunded to 1.0 FTE

BSEP Measure A. Resource (1856

Services and Operating ExpensesBut/get: $ 83,762 Actual: $50,874 Variance: (32,888)

Costs for Services and Operating Expenses were reduced as part of the implementation ofIlluminate and a one-year reduction in overall contract expenses for Assessment Vendors.

Indirect CostsBitt/get: $38. 655 Actual: 536.050 Variance (2.605)

Fund BalanceBeginning: $87. 633 Actual: $78,842 Decrease: ($8.79))

RESOURCE SUMMARYEvaluation revenue and expenditures increased during FY 2012/13, primarily due to a staffingtransfer from Professional Development. However, savings from contracted services reduced theneed to use the fund balance to support the Evaluation program. As with all BSEP resources, theGeneral Fund paid for the increased cost of employees for the directly charged salaries.estimated to be 521.000 for this resource.

STATUS REPORTFollowing is a summary report of the activities accomplished with this BSEP Resource duringFY20 12-13. Additional activities funded through other sources are not detailed in this report.

Professional Development / Trainin Delivered by BEA Staff• 10 Illuminate Assessment System training days• 2 Intel Assess — Assessment Item Bank Trainings• 2 Survey Monkey Trainings• 10 BHS data and administrative trainings• 10 Administrative trainings (Using Data to Inform)• Site Based Professional Development / Support

Number of Trainees—20-25 per training

15 per training—25 total—75 total—30 per training

All Schools. I to 2 times per week

District Assessment Support: Provided production support for all district assessments, whichincludes test duplication and distribution, design of assessments using Illuminate, scanning andreviewing scores for accuracy. and score reporting (see list for subjects and frequencies). SQL.PowerPoint and Excel used by the Director and Data Techniciai to Produce the Reports.Assessments were in English Language Arts (ELA) and Math for Grades 1-11 and 3 times a yearfor Elementary and Middle School; twice a year for High School. Writing for MS was 4 times ayear. This is the second year a Kindergarten Universal Screener was conducted and Kindergartenstaff also assessed students in ELA.

(Contracted software / systems paid thr by BSEP funds such as Illuminate. Intel-Assess. SQL and SureMonkeyare listed by name.)

BSEP Measu,-e A, Resource 0856

School Principal Support: All 16 principals received one-on-one support at their school sites on aregular basis (at least rnonthlyL Activities included support for Evaluating Programs series,providing supplementary data analysis, assisting principals to plan or prepare data presentationsto staff or School Governance Council (SGC), and supporting principals in using Illuminate,Survey Monkey orPowerSchool. In FY 2012-13, four schools also received support in pilotingthe new Smarter Balanced Assessment in a classroom environment.

Reports: Provided reports both electronically and in paper copy that the School Board, DistrictAdministrators, and Schools can use to inform their practice including:

• 10 School Board Data Presentations• 16 School Information Sheets (in English and Spanish)• 16 Data Presentations for SGC or SSC and School Staff (all schools)• Class Profile reports in Illuminate for every classroom teacher. K-12• 20 District Assessment Summary reports

BHS and B-Tech WASC and Small Learning Community (SLC) Grant Support: Trained B-TECH site Teachers on Special Assignment (TSA) on Illuminate and provided data presentationsummaries for use with WASC accreditation visit. Provided data support for the ProgramEvaluation consultant evaluating the Small Learning Community Grant.

2020 Vision Support and Partnership: Debbi D’Angelo participated with Co-SuperintendentSmith in the implementation of Phase III of the 2020 which included a series of seven day-long2020 meetings with City and Alliance staff. In addition, over 1000 hours of meetings and data-analysis were conducted with 2020 partners.

Assessment Development:Organized and facilitated meetings with ELA and math teacher leaders to review CommonCore aligned assessments.

Elementary Report Cards: Updated K-2 Elementary Report Cards to alian to revised Mathpacing guides including the update of teacher and family guides (in English and Spanish) for usewith the Report Cards

BFT and We Care Survey: Implementation and analysis support of BFT and We Care survey toBFT members. The We Care survey was also administered to district managers and classifiedstaff. These surveys used the BEA Survey Monkey tool.



EVALUATION (Measure A. Resource 0856)Revenue and Expenditures

Comparison Report FY20 12/13

PurposeNine percent (9) of the available revenues s/tall he dedicated to providing professional developntcnt br theDistrictc teachers and staff to assessing the effectiveness of the District’s educational programsfor inprovingstudent achinement, and to providing and niaintalt!itlg computers and techno/oc’v in schools.

Budget Managers: Neil Smith. Co-SuperintendentDebbi D’Angelo. Director of Evaluation and Assessment

(a) (b) (b)4a)2nd

2nd InterimAudited Adopted Interim Unaudited BudgetActuals Budget Budget Actuals vs.2011/12 2012/13 2012/13 2012/13 tTnaudited


REVENUE 496.851 588.919 588.919 591.426 2.507

EXPENDITURESCertificated Salaries 211,094 229,614 298,784 305,853 7,069Classified Monthly Support Salaries 87,672 90,600 92,039 92,181 142Employee Benefits 90,865 99,094 108.635 110,022 1,387Books & SlLpplies 0 9,000 4.400 665 (3,735)Equipment 0 0 4.600 4.571 (29)Unallocated Reserve 0 91.406 12.703 0 (12,703)Services & Other Operating Expenses 61,759 81,000 83.762 50.874 (32,888)Indirect Costs 30.243 38.386 38,655 36.050 (2.605)

TOTAL EXPENDITURES 481.633 639,100 643,578 600.2 i 7 (43,361)

NET INCREASE (DECREASE) 15,218 (50,181) (54,659) (8,791) 45,868

FUND BALANCE ANALYSISBeginning Fund Balance 72.4 15 87,633 87.633 87.633 0Net Increase (Decrease) in Fund Balance 15.218 (50.181) (54.659) (8.791) 45.868Ending Fund Balance 87,633 37,452 32.974 78.842 45.868

PARENT OUTREACH SERVICES(BSEP Measure A, Resource 0857)

OVERVIEW

Purpose:Support the families of Berkeley’s public school students by provithng parent education cindpromoting greater parent involvement in their children’s educatiojY

Budget Managers: Neil Smith. Interim Co-Superintendent, withCharity DaMarto, Supervisor. Office of Family Engagement andEquity (OFEE)

StaffBudget: $13& 364 Actual: $135, 757 Variance: ($607)

• Site Coordinators 2.0 FTE• Site Coordinator. Bilingual 1.0 FTE• High School Parent Liaison: .27 VIE2• Supervisor of Family Engagement .5 FTE

This was the first implementation year of a pilot program for Parent Outreach based on a Boardapproved plan. A Supervisor of Family Engagement was hired in September, and two of threeSite Coordinators were hired in early fall. A bilingual Site Coordinator was hired in February.The budget was developed on the assumption the positions would be filled for the entire year.The difference in salary and benefit expense was approximately S40.000. Since the positionswere filled after school started, the budget was revised at First and Second Interim to moreclosely reflect the actual expenses expected for the year.

Employee BenefitsBudget: $46,527 Actual: 545.341 Variance: ($1,186)

Books, Supplies and EquipmentBudget: 510.000 Actual: 56,695 Variance: (53.305)Books, supplies and equipment purchases were needed as part of the startup costs for the newprogram. as well as tbr day to day functions. Purchases included parent education materials andequipment for the Site Coordinators.

Services and Other Operating ExpensesBudget: $15,800 Actual: $3,534 Variance ($12,266)

BSEP Measure A Section 5BiicMulti-funded .0 PIE position: .053 from Resource 0852 and 20 from FIAMulti-funded 1.0 FTE postion: 0.5 from Professional Development


All expenses incurred were for staff professional development. There were no expenses for

contracted services out of the BSEP budget hut OFEE did use a contractor was paid for out of

general fund and Berkeley High Funding.

Indirect CostsBudget: $19,438 Actual: 512.226 l?irit’u,ce: (57.212)

Fund BalanceBeginning: $228,650 Ending: $318,462 Increase: $89,812

RESOURCE SUMMARYThe reorganization of the program during 2011-12 school year lead to a substantial increase in

the fund balance. For 2013-14. this resource is budgeted for staffing for the full year. which will

rely upon deficit spending from the fund balance. The General Fund paid for the increased cost

of employees for the directly charged salaries, which is estimated to be $10,200 for this resource.

STATUS REPORTCreating a welcoming environment for all familiesDuring the 12-13 school year the office collaborated andlor facilitated eleven events, including:

• An event at Oxford Elementary with Dr. Joy DeGruy at which families and staff learned

about the relationship of African-American history to family stmctures today;

• Collaboration with Rosa Parks Parent Center on the annual Summer Resource Fair;

• Parent information session about the Berkeley SMASH Prep program. which serves

African American males who have demonstrated both an aptitude and interest in math

and science. The curriculum is designed for sixth through eighth graders and will increase

the participants college and STEM aspirations. The OFEE office contacted the parents of

every fifth grade student that qualified for the program and invited them to the

information session. 34 of 36 families contacted attended the event. Every family that

attended, applied to the program. 17 students are currently participating in the program;

• Facilitation of a Welcoming School Walk-Through, at which the Principal and Site

Coordinator assessed the school climate, This created goals for the school year.

Providing support to families of students in need of academic, behavioral, and emotional support

• The OFEE provided over 200 parents with direct services and resources which included:

• Connection to local organizations to find housing, food, and transportation.

• Referrals for domestic violence counseling and housing support.

• Preparation and meeting support for SSTI 1EP’s

• Review of written IEP’s with parents to better understand the IEP.

• Site Coordinators documented all contact with parents at their sites. The Site

Coordinators chronicled when parents came into the office and when school staff referred

a family due to an issue. By highlighting how parents were referred, how parents were

contacted, and the services needed, the coordinators could identify and focus on the most

requested services in order to guide the work for the 20 13-2014 school year.

BSEP .tfeasure .4. Reco,ui 1)857

lncreasin2 the involvement of marginalized and under-represented parents (African-American,Latino and parents who are not proficient in English)

The OFEE began to define and assess how the district, schools, staff, and parentsdescribed “parent involvement”. Most parents are ‘involved” but certain typcs ofvolunteering or being on a site committee were seen as more “involved”. The sitecoordinators initiated conversations on what it means to be an Involved” parent.

• The OFEE foned two new ELACs. and two African-American parent groups. At onesite, the OFEE was involved in recruiting more parents of color to the SGC.

BSEP Measute A, Re.couree 0857


PARENT OUTREACH (Measure A, Resource 0857)Revenue and Expenditures

Comparison Report Fl 2012/13

PurposeOne and a quarter percent (1.25%) of the revenues dedicated to the Programs to Enhance Student

Learning shall he allocated annual/v [or a variety of services to support i/ic tanihes of Berkeley vpublu

school students by providing parent education and promoting greater pai-eiit involie,nent in their

children c education.

Budget Manager: Neil Smith, Co-SuperintendentCharity DaMarto. Supervisor of Family Engagement and Equity

(a) (b) (b)-(a)2nd

2nd InterimAudited Adopted Interim Unaudited Budget

Actuals Budget Budget Actuals vs.

2011/12 2012/13 2012/13 2012/13 Unaudited


REVENUE 287.529 292.123 292.123 293.366 1.243

EXPENDITURES

Staff 83,527 173,912 136,364 135.757 (607)

Employee Benefits 30,993 86,610 46,527 45,341 (1,186)

Books & Supplies 3.472 4.000 8.880 6.225 (2.655)

Equipment 0 0 1.120 470 (650)

Unallocated Reserve 0 9.6 18 95.498 0 (95.498)

Services & Other Operating Expenses 24,949 28,000 15,800 3,534 (12,266)

Indirect Costs 9,578 19,307 19,438 12,226 (7,212)

TOTAL EXPENDITURES 152,519 321,447 323,627 203,554 (120,073)

NET INCREASE IDECREASE 135.010 (29.324) (31.504) 89.812 121316


Beginning Fund Balance 93,640 228,650 228,650 228,650 0

Net Increase (Decrease) in Fund Balance ]35,010 (29,324) (31.504) 89,812 121,316

EndingFundBalance 228.650 199,326 197,146 318,462 121,316

SCHOOL LIBRARIES(BSEP Measure A, Resource 0860)

OVERVIEW

PurposeProvide student access to quality sc/tool libraries. itIuch shall be mamtauied by pnnuhnglibrary stall to operate rite District s K- 12 .ccl,ool and at/icr speciahi:ed libraries, citici ba/hcati,tg revenues/or hooks, inateruils. services cuici equipment [or the school libraries.1

Budget Managers: Neil Smith, Interim Co-SuperintendentBecca Todd. I)istrict Library Coordinator

Certificated SalariesBudget: 5530.837 Actual: 5537.907 Variance: 57.070

• 3 Middle School Teacher Librarians 3.0 FTE• 2 High School Teacher Librarian 2.0 FTE• Continuation High School Librarian 0.6 FTE• District Library Coordinator 1.0 FTE

Classified SalariesBudget: $475,094 Actual: $460,609 Variance: ($14,485)

• 11 Elementary Library Media Technicians 8.80 FTE• 2 Middle School Library Media Technicians 1.06 FEE• Middle School Library Media Technician 0.8 FTE• Central Media Library Technician 0.8 FTE• High School Library Media/Textbook Technician 0.8 FTE

Employee BenefitsBudge!: $377,362 Actual: 536c, 929 Variance: (5 7.433)

Hooks and SuppliesBudget: 5154.105 Actual: 5/37.200 Variance (16.905)

Services and Other Operating ExpensesBudget: 597.953 Actual: $92,227 Variance: (55.726)

Indirect CostsBudget: 5108.316 Actual: 5103.288 V?:riance: tS.5. 028)

Fund BalanceBeç’inning: 5555.937 Ending: 5537,763 Decrease: 518. 174)

BSEP Measure A, Section 3.B.ii.


RESOURCE SUMMARYThe relative strength of the fund balance allowed a slight increase in expenditures over FY 2(311 -

12. There were only small variances from the plan budget. with some increases in TeacherLibrarian salaries due to the need for a substitute, additional expenditures for professionaldevelopment, and more spent on contracts due to the initial expense of a change in librarymanagement software. In FY 2013-14. the fttnd balance is supporting a 0.1 FTE increase forlibrary media technicians at each of the six largest elementary schools and one 0.5 PIE TeacherLibrarian for the elementary schools. As with all BSEP resources, the General Fund paid for theincreased cost of employee salaries, estimated to he $54,300 for this resource.

STATUS REPORTBSEP funds provide the backbone for library staffing and resources throughout the Berkeleyschool system, with a core mission of addressing every student’s academic and independentreading needs with a wide range of hooks, online resources and integrated programming. Thelibrary lens of the 2020 Vision focuses commitment on developing skilled thinkers and learnersthroughout the entire Berkeley school community. Following are highlights from FY 2012-13.

Student EngagementThe BUSD libraries promote a strong reading culture with print and digital resources aligned tocurricular assignments. as well as reader interest and initiative. Close to 244.000 books werecirculated in the K-12 schools in 2012-13. up from 208.000 during the prior year. The continuedallocation of $15 per pupil for library books and materials allowed the program to address thebroad range of reading levels and interests of students and staff. There were highlighted authorsand illustrators of many cultures and ethnicities, going beyond the annual heritage months.

Subscriptions to WorldBook Online and TeachingBooks.net were provided districtwide; themiddle schools also have a subscription to Teen Health and Wellness: the high schools haveadditional subscriptions to ABC-Clio, Gale Virtual Reference, Opposing Viewpoints, andProQuest. Each library webpage provides dfrect links to these useful resources and as well asother appropriate resources on the open web. Digital citizenship and cyber safety skills areaddressed when guiding students to use online resources.

The Preschool Book Bag Lending Library got off to a late start last year. yet emerged strongerthan ever. The Book Bag staff established consistent morning and afternoon hours that bettersupported the preschool rhythm of the day, ensuring that all students had a weekly opportunity tohear an additional story and exchange a book for hotne reading.

Many libraries have an active Student Library Assistant program, establishing positive workhabits and customer service relations in addition to a deeper understanding of library resourcesand organization. Student artwork and suggestions of “Recommended Reads” are often ondisplay. Providing a communal venue to be able to view large projects such as “The Museum ofExtraordinary Women” enables student work to he appreciated beyond the individual classroom.

The BEARS Summer School Library program continued in thefl sunner of 2013. with a LibraryMedia Technician at both BEARS/EDC summer school sites (this year BAM and Rosa Parks)for twelve hours per week at each site, a total of 24 hours per week for five weeks. This program

BSEP Measure A, Resource 086(1

supports the focus on literacy, and yields strong results by mitigating the common “summer

slide.”

New Staff and New Library SystemNew library staff were welcomed at BAM. BHS, Longfellow, Malcolm X and Willard. The new

library management system. Destiny, provides online access from any internet connected device.

and integrates resources from our online databases. In addition to the usual topic and title

searches, reading levels of Fountas and Pinnell or Lexile can he added as search limiters. The

initial purchase and conversion was costly: subsequent years will see only an ongoing

maintenance fee. Working with a new automation system, library staff support 9.500+ students

with a welcoming, robust, and challenging library program.

Community CollaborationBUSD libraries collaborate with the Berkeley Public Library to promote book clubs, individual

library cards, online database research and summer reading. We host the Rotary Club’s third

grade Dictionary Distribution. We sponsor author and illustrator visits; during the 2012-13

school year we were fortunate to have visits from Annie Barrows. Cory Docrorow. Reyna

Grande. Jennifer HoIm. Vaunda Nelson. Raina Telgemeier. and Doug TenNaple. with a Skype

visit with Adam Gidwitz to boot.

BSEP Measu,e 4. Re.cou,ce O8O(

BERKELEY UNIFIED SCHOOL DISTRICTBERKELEY SCH000LS EXCELLENCE PROGRAM (BSEP)

LIBRARY PROGRAM (Measure A, Resource 0860)Revenue and Expenditures


PurposeSeven and a quarter percent (7.25%) of revenues dedicated to the Programs to Enhance Student Learning shallhe allocated annually to provide student access to quality school libraries which shall he maintained byproviding library staff to operate the DistricLs K-12 school and other specialized libraries, and by allocatingrevenuesfor hooks, materials, services and equipment for the school libraries.

Budget Manager: Neil Smith, Co-SuperintendentBecca Todd, District Library Coordinator

(a) (b) (b)-(a)2nd 2nd

Audited Adopted Interim Unaudited InterimActuals Budget Budget Actuals Budget vs.2011/12 2012/13 2012/13 2012/13 Unaudited


REVENUE 1,667,670 1,694,312 1.694,312 1.701,520 7,208

EXPENDITURESCertificated Salaries 510,248 513,738 530,837 537,907 7,070Classified Salaries 460,216 471,216 475,094 460,609 (14,485)Employee Benefits 376,514 388,587 377,362 369,929 (7,433)

Books & Supplies 154,151 145,300 154,105 137,200 (16,905)Equipment 0 25,000 31,142 18,533 (12,609)Unallocated Reserve 0 32,737 33,853 0 (33,853)Services & Other Operating Expenses 67,820 112,900 97,953 92,227 (5,726)lndirectCosts 105,119 107,622 108,316 103,288 (5,028)

TOTALEXPENDITURES 1,674,068 1,797,100 1,808,662 1,719,694 (88,968)

NET INCREASE (DECREASE) (6,398) (102,788) (114,350) (18,174) 96,176

FUND BALANCE ANALYSISBeginning Fund Balance 562,335 555,937 555,937 555,937 0

Net Increase (Decrease) in Fund Balance (6,398) (102,788) (114,350) (18,174) 96,176

Ending Fund Balance 555,937 453,149 441,587 537,763 96,176

INSTRUCTIONAL TECHNOLOGY(BSEP Measure A. Resource 0862)

OVERVIEW

PurposeProviding cind mat ntai ung cotnpurerc and tech Il(IlogV iii sc/too/s. /

Budget Manager: Jay Nitschke, Director of Technology

Certificated SalariesBudget: 524.565 Actual: 524.566 Variance: $1

• TSA for Instructional Technology 0.33 FTE

Classified SalariesBudget: $379,205 Actual: $379,623 Variance: $418

• Microcomputer Technicians 6.0 FTE3

Student Systems Specialist 0.6 FTE4

Director of Technology 0.2 FTEr

Employee BenefitsBudget: $184,943 Actual: $184,296 Variance: ($647)

Materials and SuppliesBudget: 585.628 Actual: $80,701 Variance: ($4,927)

EquipmentBudget: 44,326 Actual: 44.041 Variance ($285)

Services and Other Operating ExpensesBudget: 52.200 Actual: $2,100 Variance: ($100)

Indirect CostsBudget: 545.637 Actual: 545.709 Variance: 572

BSEP 1ea’ure A. Section 3CMultifunded: General fund 0.33. BSEP PD 0.34

‘Site contributions proided another 0.2 FTE for a total 6.2 FEE

The General fund provides 0.4 ElF ti a total 1.0 FTE

The General fund provides 0.5 FTE tbr a total 1.0 ETE

BSEP Measure .4, Resource 0862

Fund BalanceBeginning: $38, 703 Ending: 38,070 Decrease: $633

RESOURCE SUMMARYTotal expenditures for the BSEP Technology Resotuce were lower in FY 2012-13 than in FY2011-12. While the higher expenditures for materials, supplies and equipment in FY 2011-12created a $60,100 decrease in the fund balance, deficit spending in 2012-13 was minor. Thereduction was primarily the result of reduced expenditures for materials, supplies and equipment,from $196,500 in FY 2011-12 to $124,700 in FY 2012-13, a reduction or $71,700. In 2012-13,expenditures for salaries and benefits increased by $40,700 primarily due to a 0.4 FTE increasein classified staff. As with all BSEP resources, the General Fund paid for the increased cost ofemployees for the directly charged salaries, estimated to be $23,700 for this resource.

STATUS REPORTTechnology in the hands of teachers and students is critical to teaching and learning and meetingdistrict instructional goals. BSEP funds are the only funds that provide schools with staff to keeptechnology working. Technicians’ tasks include supporting teachers and staff by keepingcomputers and other technology up-to-date and operational, to help integrate technology with thecurnculum, to support teachers in using PowerSchool and IlluminateEd, and to help technologycommittees and School Governance Councils make decisions about technology needs andpurchases.

Until the passage of the Measure I facilities bond in November 2010, there were no districtmonies outside of BSEP for the purchase of network infrastructure and other technology.Measure I has provided funds for installing wireless throughout the district. This will providecrucial infrastructure when 2014-15 Smarter Balanced Assessments will completely replace theCalifornia Standards Tests (CST) as a part of the Common Core implementation, and these newtests will be completely online. It is anticipated that these tests will he on Chromebook devices.

At the end of the 2011-12 school year, the district was approached about the desirability of adonation of 350 three-year old CPUs. These machines were indeed received in Fall 2012 andpurchases in 2012-13 included monitors and other gear for the donated computers.



TECHNOLOGY (Measure A, Resource 0862)Revenue and Expenditures


PurposeNine percent (9%) of the available revenues shall he dedicated to providing professional development/br theDi cit IC t S a at bet S atid staff to a’ st 5510 tilt ( ( U I lit S 0?’ nit Di’!, it t Jut (lilt ‘lUil pro cti tans for inipi vi mc’student achievement. mid to providing and maintaining computers and technology iii st7iools.


(a) (b) (b)—(a)

2ndAudited Adopted 2nd Interim tjnaudited InterimActuals Budget Budget Actuals Budget vs.2011/12 2012/13 2012/13 2012/13 Unaudited


REVENUE 745,276 757,182 757,182 760,403 3,221

EXPENDITURESCertificated Monthly Support Staff 24.322 18.963 24.565 24.566Classified Monthly Support Sniff 352.417 355,709 379,205 379.623 418Employee Benefits 170,788 180,152 184,943 184,296 (647)Materials & Supplies 98.490 50,000 85,628 80,701 (4,927)Unallocated Reserve 0 49.642 2.49 1 0 (2.49!)Equipment 97.984 45.000 44.326 44.041 (285)Services & Other Operating Expenses I 0.803 IOXNJO 2.200 2.100 (100)Indirect Costs 50.572 45,334 45,637 45,709 72

TOTAL EXPENDITURES 805,376 754,800 768,995 761.036 (7,959)

NETINCREASE(DECREASE (60.100) 2.382 (11.813) (633) 11.180

FUND BALANCE ANALYSISBeginning Fund Balance 98,803 38,703 38,703 38,703 0Net Increase (Decrease) in Fund Balance (60.100) 2,382 (11.813) (633) 11,180Ending Fund Balance 38.703 41.085 26.890 38.070 11.180

APPENDIX to BSEP ANNUAL REPORT

BSEP Funds 5, 6, 7, 8

Budget Managers: Javetta Cleveland and Neil Smith, Interim Co-Superintendents

In addition to the BSEP/Measure A Funds accounted for in this report (BSEP Fund 4), there were

small balances of residual monies remaining from prior measures in Funds 5, 6 and 7 from BSEP

Measure B of 1994 and in Fund 8 of Measure B of 2004.

Carryover funds were available for expenditure in FY 2012-13. and funds also remained available

for adjustments generated by the Alameda County Tax Collector. There was no new revenue, other

than a small amount of interest income. However, the County Tax Collection office reduced prior

revenue received in each of the Funds tinder the “Teeter Plan” of adjustments. A financial summary

for each Fund is attached and explained as follows:

BSEP Fund S (BSEP Site Enrichment and BSEP Implementation)

There wcre no expenditures in BSEP Fund 5 in 2012-13. A fund balance of 512.100 remained at the

close of FY 2011-12. however revenue adjustments reduced the fund balance by $672. Combined

with interest income of $30, the fund balance at year-cnd was $11,428.

BSEP Fund 6 (B5EP Books and Educational Materials)

Funds were used to expand the range of reading materials lbr the Lucy Calkins Writing Program

and increase the collection of non-fiction materials. Funds were also used to purchase new

instruments for Berkeley High. The plan authorized expenditures for technology for the Summer

Bridge program at Berkeley High School, but $11 ,000 of equipment for the program was purchased

in FY 2013-14. so the expense was not recognized in FY 2012-13.

A fund balance ofSl4l.174 remained at the close ofFY 2011-12. During FY 2012-13. the fund

earned $354 in interest, but revenue adjustments of $3,510 reduced the funds available for

expenditure during the year. Expenditures for the year totaled $120,681. leaving a fund balance at

year end of $17338.

BSEP Fund 7 (BSEP Buildings and Grounds Improvement)

Expenditures in BSEP Fund 7 in FY 20 12-13 totaled $6,206 and were used to fund architectural

services for Berkeley High School and King Middle School field improvements and stage lighting

projects. Funds were also used to pay for a controller for the scoreboard at Berkeley High.

A fund balance of $8,655 remained in Fund 7 at the close of FY 2011-12. During FY 2012-13,

revenues were reduced by a revenue adjustment of $1,170 and negative interest erroneously charged

to this hind. The interest charge will he corrected in FY20 13-14.t the end of the year, the fund

balance was $1,245.

BSEP Fund 8 (BSEP Measure B of 2004)

No expenditures were made in FY 2012-13. A fund balance of $9,705 remained at the close of FY

2011-12. The fund balance was reduced as a result of a revenue adjustment 53.680. Combined with

interest income of 519. at the end of FY 2012-13 the fund balance totaled $6,045.

Financial SummaryFunds 5-8 FY 2012/13

Unaudited Actuals FY 2012/13

Fund 5 (a) Fund 6 (a)(672) (3,155)

Fund 7 (a) Fund 8 (b)

(1.204) (3.661)

Expenditures

BooksMaterials & SuppliesEquipmentLand

Buildings and Improvements

Total Expenditures

Net Increase/Decrease

Ending Fund Balance

(a) BSEP Measure B of 1994

(b) Measure B of 2004

Revenue

0 109,149 0 00 0 0 00 11,532 1,951 0

0 0 5,650 00 0 (1,394) 00 120,681 6.206 0

Beginning Fund Balance

Net Increase/Decrease

(672) (123,836) (7,410) (3,661)

12,100 141,174 8,655 9.705

(672) (123,836) (7,410) (3,661)

11,428 17,338 1,245 6,045

2/9/ 3 BSEP Annual Report

INTRODUCTION TO THE BSEP MEASURE AFIRST INTERIM REPORT

FY 2013-14

This is the First Interim Budget report for BSEP/Measure A for FY 2013-14. representing the

Budget as of October 31. 2013. Comparison reports for each Resource are attached and include the

financial information from the Unaudited Actuals for FY 2012-13: the Adopted Budget and First

Interim Budget for FY 20 13-14 and the difference between the Adopted and First Interim Budgets.

Explanations for variances are included in each report.

Revenue and ExpendituresIn FY 2013-14, revenue is projected to total $25,086,457. which represents 21% of the District’s

General Fund budget. This is an increase in revenue over the prior year. primarily due to a 1.565%

Cost Of Living Adjustment (COLA) as permitted by the Measure. Projected expenditures and

transfers to the General Fund total $26,878,937. The excess of expenditures over revenue reflect

planned deficit spending from Fund Balances in each Resource.

Indirect CostsThe Indirect Cost rate in FY 2013-14 is 6.73% and is calculated by a formula determined by the State.

The rate is applied to all expenses and transfers, and is projected to total $1,622,277. These funds are

transferred to the General Fund to support the District’s common functions such as Payroll,

Purchasing, Human Resources and Plant Operations.

Reserves and Fund BalancesBSEP maintains a 3 reserve as required by the State. The reserve is ca1cula’ted using total

expenditures as well as transfers to the General Fund from the Class Size Reduction and Visual and

Performing Arts resources. During the budgeting process. each Resource carries an unallocated reserve

as a contingency to allow for variances in personnel expenditures (wage and fringe). Fund Balances are

maintained in each Resource to meet program needs.

Fund Balance and Reserve Comparison:

Unaudited 1st1st Interim Actuals Interim

2012-13 2012-13 2013-14

Class Size Reduction

Other BSEP Programs

BSEP Unallocated Reserve

BSEP 3% Reserve

Reduction from the funding formula.

813.792 901.809 306.992

1,378.939 2.385.338 695.625

9.844 170,177 72,064

778.156 748,255 806.368

2,980.731 4,205.579 1,881,050

First Interim Budget ChangesThere are four primary reasons for changes in the Budget since it was adopted.

• Increased revenue due to prior year revenue (FY 2012-13) recognized in FY 2013-14 totaling $206,457.

• Benefit savings due to a reduction in the State Unemployment Insurance rate and elimination of PERS

• Budgets were updated to reflect revised salary and benefit projections as staff as hired or placed inopen positions. Health benefits ere also adjusted.

• For some Resources, carryover from FY 2012-I3 was posted and then allocated according to plan.


CLASS SIZE REDUCTION (Measure A, Resource 0841)Revenue and Expenditures

Comparison Report FY 2013/141st Interim Budget

PurposeSixty-six percent (66%) of thc available revenues of this measure shall be dedicated annually to reducing classsizes at all K-/2 schools, expanding course offerings at all secondary schools and providing counseling services ateach of the District’s middle schools.

Budget Manager: Donald Evans. Superintendent

(1) (2) (2) - (I)

1st Interim

As of6/30/13

Asof Asof Asof07/01/13 10/31/13 10131/13

REVENUERevenue (d)BSEP Contribution to General Fund (a) (ciBSEP Direct Support (hi (e)BSEP Substitute Compensation (a)

______________________________________________________

(e)NET REVENUE

EXPENDITURESCertificated Monthly Salaries cCertificated Counselors Salaries c)Employee Benefits (c)Unallocated ReserveIndirect Costs

TOTAL EXPENDITURES


FUND BALANCE ANALYSISBeginning Fund BalanceNet Increase (Decrease) in Fund BalanceEnding Fund Balance

(a) The BSEP Contribution to the General Fund includes only Class Size Reduction classroom teachers for regularand Special Education and substitutes for those teachers. The Contribution increased at 1st Interim dueenrollment growth resulting in an estimated increase of 1.2 FEE since Budget Adoption.

Unaudited Adopted 1st Interim Budget vs.Actuals Budget Budget Adopted2012113 2013/14 2013/14 Budget

I 5.489.704 15.734,1 86 15.867.723 I 33.537(11,729.105) (11.587,900) (11.698.300) (110,400)

(376,324) (377,500) (381.100) (3,600)(231,080) (223,600) (225,800) (2,200)

3. 153,195 3,545,186 3,562,523 17,337

1.656,658 2.041,889 2,041.889 0378,281 367,487 367,487 0576,992 717,990 717,173 (817)

0 0 0 0955.205 1.030,791 1.030.791 0

3.567.136 4.158.157 4.157.340 (817)

(413,941) (612,971) (594,817) 18,154

1.315.750 901,809 901.809 0

(f)

()901,809(413.941) (612,971) (594.817)

288,838 306,992

18,15418,154

(b) Operational and other costs associated with opening and maintaining additional classrooms.

Class Size Reduction 1st Interim (continued)

(c) in FY 2013/14. total FTE directly charged to Class Size Reduction includes2l50FTE for Program Support.8.0 FTE for Expanded Course Offerings in the Middle Schools and Berkeley High School and 4.8 PIE for MiddleSchool Counscling for a total of 342 PIE as outlined in the plan.

(d) increase in revenue is from prior revenue (FY 2012/13) recognized in FY 2013/14.(e) Transfer to General Fund adjusted for additional staffing due to growth in enrollment.(13 Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(g) increase in Fund Balance due recognition of prior year revenue.

BERKELEY SCHOOLS EXCELLENCE PROGRAM BSEP

SCHOOL SITE DISCRETIONARY PROGRAM (Measure A. Resource 0852)Revenue and Expenditures


PurposeTen and a quarter percent I f).25’ ) of the available rexenues generated by this measure is allocated annual/v a. SchoolDiscretionary Funds to ear/i K- 12 school (‘fl a per fill/Ill has is. Existing district prescliool.c s/ia/I receive a stint/ar allocation foreach fit/I time student. The School Governance Council s/tall develop reconunendations to allocate these revenues far thepersonnehse rvice and materials required to deliver effective activities leading to improved student petformance.

Budget Managers: Natasha Beery. Director of BSI-iP and Community RelationsValerie Tay. BSEP Program Specialist

(1) (2) (2)—fl)1st Interim

Unaudited Adopted 1st Interim Budget vs.Actuals Budget Budget Adopted2012/13 2013/14 2013/14 Budget

As of As of As of As of6/30/13 07/01113 1031/13 10/31/13

REVENUE 2.406.103 2,443.567 2,464,305 20.738 (a)

EXPENDITURESCertificated Salaries 698.439 773.514 776.691 3.177 ib) (C)Classified Salaries 588.156 607.674 629.225 21.551 (hi (C)Employee Benefits 370.663 421.210 413.759 (7.45 I) cb) (c (d)Books & Supplies 241,603 90,774 256,212 165.438 (b)Equipment 37.929 2,000 10,299 8.299 (b)Unallocated Reserve & Carryover 0 122,867 353.403 230.536 (h)Contracted Services 269.863 255.109 347.210 92.101 (hiIndirect Costs 141,000 152.982 187.551 34.569 (b)

TOTAL EXPENDITURES 2.347.653 2.426.130 2.974.350 548.220

NET INCREASE (DECREASE) 58,450 17.437 (510.045) (527.482) (e)

FUND BALANCE ANALYSISBeginning Fund Balance 551.660 610.110 610.110 0Net Increase (Decrease) in Fund Balance 58.450 17.437 (510.045) 527.482)Ending Fund Balance 610,110 627.547 100.065 (527.482)

(a) Increase in revenue due to prior year revenue (FY 2012/13) recognized in FY 201 3/14.(b) Total carryover of $548,220 from FY 2012/13 was posted in the 1st Interim Budget. $271.850 was allocated to

various categories of expenditure authorized by School Governance Councils.(c) Reduction in Employee Benefits retlects reduced health benefit costs after employees are placed in open positions.

Salary and statutory benefit expenses increased for employees who opted for Cash-in-Lieu of benefits.d; Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(e) The shift in planned deficit spending at 1st Interim is the difference between additional revenue of $20,738 and the

carryover of $548,220 posted after closing.


MUSIC. ‘lStJAL AND PERFORMING ARTS (Measure A, Resource (1853)Revenue and Expenditures


PurposeSix and a quarter percent (6.25c ) of the available revenues uenerated by this measure shall he allocated annually to proiulmgqualav instructional programs in music and the visual and peifrrnzing arts for elementai—v and middle school students.Revenues may he used tar. 1,ut are not restricted to. providing qualified teache,-s and staff prok’ssional development in the arts.musical instruments (hid uzstructu)nal materials. services and equipment necessary to conduct these pro grains.

Budget Managers: Neil Smith. Assistant Superintendent fbi Educational SericesSuzanne McCul loch. VAPA Program Supervisor

REVENUERevenue

Transfers to General Fund tRelease Time) (a)NET REVENUE

EXPENDITURES

Certificated SalariesClassified Salaries

Employee Benefits

Instructional Materials/Instruments

Equipment

Unallocated ReserveConference/Mileage/Instructional ContractsCapital OutlayIndirect Costs

_________________________________________________

TOTAL EXPENDITURES


FUND BALANCE ANALYSISBeginning Fund BalanceNet Increase (Decrease) in Account BalanceEnding Account Balance

(a) tncrease in revenue due to prior year reenue WY 2012/13) recognized in FY 2013/14.(b) BSEP funding thr release time teachers directly charged w the General Fund.

(c) Classified hourly work for music tutoring to be done by conLract.(dl Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(e) Employee benefit savings moved to the Unallocated Reserve.

(2) (2)— (1)

UnauditedActuals2012/13

(1)

AdoptedBudget2013/14

1st InterimBudget2013114

1st InterimBudget vs.AdoptedBudget

Asof Asof Asof Asof6/30/13 07/01/13 1(1/31/13 10/31/13

1.466.852 1.489.980 1.502.626 12.646(446.446) (418.125) t418.125) 0

1.020.406 1.071.855 1.084.501 12.646

645.735 679.981 680.074 93

(a)(b)

(C)

(C) (dl (e)

(e)

(c)

50.084 54.992 50.310 (4.682)IS 1.672 200.655 184.764 ( 15.891)60.253 73.000 73.000 04.585 15.000 15,000 0

0 33,997 49,477 15.48086.923 103,700 108,700 5.000

0 0 0 094.297 106.297 106.297 0

1.123,550 1,267,622 1.267,622 0

(103,144) (195.767) (183.121) 12,646

375.400 272.256 272,256 0(103.144) (195.767) (183.121) 12.646272.256 76.489 89.135 12.646


PUBLIC INFORMATION ,TRANSLATION.P&O COMMITTEE SUPPORT (Measure A. Resource 0853)

Revenue and ExpendituresComparison Report FY 2013/14

1st Interim Budget

PurposeTwo percent (2f ) of the revenues from this measure shall be utilized for pith/u’ in/brmation. translation services forDist net film/lies and support oj the Planning and Oversight Committee.

Budget Manager: Natasha Beery. Director of BSEP and Community Relations

(1) (2) (2) —(1)1st Interim

Unaudited Adopted 1st Interim Budget vs.Actuals Budget Budget Adopted2012/13 2013/14 2013/14 BudgetAsof Asof Asof Asof

6/30/13 07/01/13 10/31/13 10/31/13

REVENUE 478.964 486.524 490.653 4,129 (a)

EXPENDITURESClassified Salaries 261,680 305.088 310.113 5.025 (b)Employee Benefits 84.503 118.732 111,953 (6.779) (c)Books & Supplies 2.007 20,000 17,600 (2,400)Equipment 0 5.000 7,400 2,400Unallocated Reserve 0 12.880 10.8 12 (2.068)Contracted Services 78.195 102.000 103.000 1,000

TOTAL EXPENDITURES 426.385 563.700 560.878 (2,822)

NET INCREASE (DECREASE) 52,579 (77,176) (70,225) 6,951 (d)

FUND BALANCE ANALYSISBeginning Fund Balance 285.629 338,208 338,208 0Net Increase (Decrease) in Fund Balance 52,579 (77.176) (70,225) 6,951Ending Fund Balance 338.208 261.032 267.983 6.951

(a) Increase in revenue due to prior year revenue (FY 2012/13) recognized in FY 20131)4.(b) Salary expense adjusted based on revised projection(c) Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(d) Planned deficit spending reduced due to increased revenue and benefit savings.

BERKELY SCHOOLS EXCELLENCE PROGRAM (BSEP)

PROFESSIONAL DEVELOPMENTRev ernie and Expenditures (Measure A. Resource 0855)

Comparison Report FY 20 12/131st Interim Budget

PurposeNine percent (9%) of the available revenues s/ia//he dedicated to pro viding professional developmentJar theDistrict’s teachers and staff to assessing the effrctiveness of the Districts educational programs fhr improvingstudent achievement, and to provulnig and maintaining computers and technology in schools.

Budget Manager: Neil Smith. Assistant Superintendent for Educational ServicesMichelle Sinclair. Coordinator of Professional Development

(1) (2) (2) —(1)1st Interim


6/30/13 07/01/13 10/31/13 10/31/13

REVENUE 760.403 772.405 778.960 6.555 (a)

EXPENDITURESCertificated Salaries 668.638 684,886 664.722 (20,164) (b)Classified Salaries 29,493 0 0 0Employee Benefits 174,154 181,344 172,041 (9,303) (b) (c)Books & Supplies 158 0 0 0Unallocated Reserve 0 7,970 31,437 23,467 (b)Services & Other Operating Expenses 16,164 25,000 3 1.000 6.000 (d)Indirect Costs 56.782 60.5 16 60.5 16 0

TOTAL EXPENDITURES 945.389 959,716 959,716 0

NET INCREASE (DECREASE) (184.986) (187.311) (180.756) 6.555

FUND BALANCE ANALYSISBeginning Fund Balance 376,611 191,625 191,625 0Net Increase (Decrease) in Fund Balance (184,986) (187,311) (180,756) 6,555Ending Fund Balance 191,625 4,314 10,869 6,555

(a) Increase in re\enue due to prior year revenue (FY 2012/13) recognized in FY 2013/14.(b) Budget adjusted based projected expense at 1st Interim. Savings moved to Unallocated Reserve.(C) Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(d Savings used for Travel and Conferences.


EVALUATION (Measure A. Resource 0856)Revenue and Expenditures


PurposeNine percent (9 ) of the available revenues shall lie dedicated to providing protessional development for the Disrricrcteachers and stafi, to assessing the effectiveness of the District’s educational programs for improving studentachievement, (IPICI (0 ptx’iultiig atia mat itaining cotn’iitcrs (117(1 tLChflOl(’V in schools.

Budget Managers: Neil Smith. Assistant Superintendent for Educational ServicesDebbi D’Angelo, Director of Evaluation and Assessment

(1) (2) (2)— (1)

1st InterimUnaudited Adopted 1st Interim Budget vs.

Actuals Budget Budget Adopted2012/13 2013/14 2013/14 BudgetAsof Asof Asof Asof

6/30/13 07/01/13 10/31/13 10/31/13

REVENUE 591.426 600.760 605.859 5.099 (a)

EXPENDITURESCertificated Salaries 305,853 299.099 308.822 9,723 (b)Classified MonLhly StLpport Salaries 92.181 96,464 96.472 8 (b)Employee Benefits 110.022 122.417 107.423 (14.994) (b) (c)Books & Supplies 665 10.000 10.000 0Equipment 4.57! 0 0 0Unallocated Reserve 0 6,180 11,443 5,263 (b)Services & Other Operating Expenses 50,874 81,500 81,500 0Indirect Costs 36,050 41,434 41,434 0

TOTAL EXPENDITURES 600.216 657.094 657.094 0

NETINCREASEDECREASE) (8.790) (56.334) (51.235) 5.099

FUND BALANCE ANALYSISBeginning Fund Balance 87,633 78.843 78,843 0Net Increase (Decrease) in Fund Balance (8,790) (56.334) (5 1.235) 5,099Ending Fund Balance 78.843 22.509 27.608 5.099

(a) Increase in revenue due to prior year revenue (FY 2012/13) recognized in FY 2013/14.(b) Staff placed in open positions(c) Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.


PARENT OUTREACH (Measure A, Resource 0857)Revenue and Expenditures


PurposeOne and a quarter percent (1.25%) of the revenues dedicated to the Programs to Enhance Student Leaming shallhe allocated annually for a variety a! cervices to suppot-t the families of Berkele’s public school students byproviding parent education and promoting greater parent involvement in their children’s education.

Budget Manager: Natasha Beery, Director of BSEP and Community RelationsCharity DaMarto. Super isor of Family Engagement and Equity

(1) (2) (2) - (1)

1st InterimUnaudited Adopted 1st Interim Budget vs.

Actuals Budget Budget Adopted2012/13 2013/14 2013/14 BudgetAsof Asof Asof Asof

6/30/13 07/01/13 10/31/13 10/31/13REVENUE 293.366 297.996 300.525 2.529 (a)

EXPENDITURESStafT 135,757 256,896 251.123 (5,773) (hiEmployee Benefits 45,341 85,345 77.989 (7,356) (C)Books & Supplies 6.225 5,000 5,000 0Equipment 470 0 (1 0Unallocated Reserve 0 14.359 24.988 10.629 Id)Services & Other Operating Expenses 3.534 31.000 33.500 2,500 (e)Indirect Costs 12,226 26,422 26.422 0

TOTAL EXPENDITURES 203,553 419,022 419,022 0

NET INCREASE (DECREASE) 89.813 (121.026) (118.497) 2.529

FUND BALANCE ANALYSISBeginning Fund Balance 228,650 318,463 318.463 0Net Increase (Decrease) in Fund Balance 89,813 (121,026) (118,497) 2,529Ending Fund Balance 318,463 197,437 199,966 2.529

(a) Increase in revenue due to prior year revenue (FY 2012/13) recognized in FY 2013/14.b) Budget revised for revised projected expense. Staff placed in open positions.

(C) Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(d) Savings moved to the Unallocated Reserve.(e) Budget for staff cell phones.


LIBRARY PROGRAM (Measure A. Resource 0860)Revenue and Expenditures


PurposeSeven and a quarter percenu7.25ch of revenues dedicated to the Programs to Enhance Student Learning shall Ik allocatedannually a’ provide student a ccc.c.c to qua/rn cchool libraries ¾/lie/i shall be tnaintai ied by providing library sin/ftc operatethe District’s K42 school and other specialized lthranes, and by u/locating revenuesfor hooks, materials, services andequipment/hr the school libraries.

Budget Manager; Neil Smith. Assistant Superintendent for Educational ServicesBecca Todd. District Library Coordinator

(1) (2) (2)-U)1st Interim

Unaudited Adopted 1st Interim Budget vs.Actuals Budget Budget Adopted2012/13 2013/14 2013/14 Budget

As of As of As of As of6/30/13 07/01/13 10/31/13 10/31/13

REVENUE 1,701.520 1,728,377 1.743,046 14,669 (a)

EXPENDITURESCertificated Salaries 537.907 530,295 566,076 35,781 (b)Classified Support Salaries 460.609 464.145 390,439 26.294 (d)Employee Benefits 369.929 394.936 399.931 4.995 (b) Cc) Cd)Books & Supplies 137.200 170,096 176.834 6,738 (e)Equipment 18,533 25,000 26,000 1,000Unallocated Reserve 0 149,375 73,080 (76,295) (b)Services & Other Operating Expenses 92,227 53,453 60,178 6,725 (f)Indirect Costs 103.288 120.285 120.285 0

TOTAL EXPENDITURES 1.719.693 1.907.585 1.912,823 5.238

NET INCREASE (DECREASE) (18.173) (179,208) (169,777) 9,431

FUND BALANCE ANALYSISBeginning Fund Balance 537.763 5 19.590 519,590 0Net Increase (Decrease) in Fund Balance (18.173) (179.208) (169,777) 9.43!Ending Fund Balance 5 19.590 340.382 349.813 9.431

(a) Increase in revenue due to prior year revenue (FY 2012/13) recognized in FY 2013/14.(b) A new Elementary Teacher Librarian position was approved for FY 2013/14. The budget was set aside in the Unallocated

Reserve at budget adoption. then moved when the position was filled. It is a .5 FEE position.(c) Benefit savint’s due to reduction in State Unemployment Insurance raze and elimination of PERS Reduction.id) FEE for Librarian Media Technicians at the six largest elementary schools increased from .8 FEE to .9 FEE as

provided in the plan.(e) Book award collection and supplemental Bilingual and Transitional Kindergarten materials added at 1st Interim.(f) Professional Development budget increased to provide training for Common Core implementation and technology.


TECHNOLOGY (Measure A, ResoLirce 0862)Revenue and Expenditures


PurposeNine percent (9Cf) of the available revenues shall be dedicated to providing professional de’eIoptneiittor theDistrict’s teachers and srafi, to assessing the effectiveness of the Districts educational pro grains for iIilpI’Oi’iilgstudent achievement, and to providing and maintaining computers and technology in schools.


(1) 2) (2)—ti)1st Interim


6/30/t3 07/01/13 10/31/13 10/31/13REVENUE 760,403 772,405 778,960 6,555 (a)

EXPEND I TURESCertificated Monthly Support Staff 24,566 25,358 25.358 0Classified Monthly Support Staff 379,623 397,371 392,829 (4.542) (b)Employee Benefits 184.296 198.753 186,770 (11,983) (5) (c)Materials & Supplies 80.701 65.000 70,029 5.029 (d)Equipment 44.041 0 20,000 20,000 (d) (e)Unallocated Reserve 0 16,318 4,000 (12,318) (e)Services & Other Operating Expenses 2.100 25,000 25.000 0Indirect Costs 45,709 48,981 48.981 0

TOTAL EXPENDITURES 761.036 776,781 772,967 (3,814) (0

NET INCREASE (DECREASE) (633) (4,376) 5,993 10,369

FUND BALANCE ANALYSISBeginning Fund Balance 38.703 38,070 38,070 0Net Increase (Decrease) in Fund Balance (633) (4,376) 5,993 10,369Ending Fund Balance 38.070 33.694 44,063 10.369

(a) Increase in re’enue due to prior year revenue (FY 2012/13i recognized in FY 2013/14.(b) .1 FEE for classified staff moved to other funding.(c) Benefit savings due to reduction in State Unemployment Insurance rate and elimination of PERS Reduction.(d; Budget transferred from Materials & Supplies to Equipment for equipment value of 5500 to 55.000.(e) Salary savings moved to Materials and Supplies for District-wide equipment purchases.(f) Reduced expenditure budget due to decrease in FTE.

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TO: Donald Evans, Ed. D., SuperintendentFROM: Delia Ruiz, Assistant Superintendent, Human ResourcesDATE: February 12, 2014SUBJECT: Public Hearing to Reappoint of Personnel Commissioner

BACKGROUND INFORMATIONThe Berkeley Unified School District Personnel Commission is composed of threeCommissioners. One is appointed by the Board, one is appointed by the BerkeleyCouncil of Classified Employees (BCCE), and the third is appointed by the twocommissioners. Education Code mandates that the term of each Commissioner befor three years and expire at noon on December 1st. The term of one Commissionerexpires each year. The terms of office for each of the present Commissioner are asfollows:

Dan Lee, Appointed by the Board: December 1, 2010 - December 1, 2013Timothy Carter, Appointed by BCCE: June 7, 2012 – December 1, 2014Ann Aoyagi, Joint Appointee: December 1, 2012 – December 1, 2015

In September 2013, staff informed the Board that Commissioner Lee would notpursue reappointment as the Board appointee. Since then, we have not identified aviable candidate, and Commissioner Lee agreed to continue to serve for theadditional 90 days allowed in such circumstances. Staff has recently been informedthat Commissioner Lee is seeking reappointment for another year of the three-yearterm, to allow the District to continue its recruitment for a replacement.

To be eligible for appointment or reappointment to our personnel commission, aperson shall be a registered voter and resident of Berkeley and be a known adherentto the principle of the merit system. No present Berkeley Board Member or AlamedaCounty Board Member or present District employee shall be eligible. CommissionerLee continues to meet these requirements.

Staff recommends that the Board reappoint Commissioner Lee as specified. ThePersonnel Commission will then swear Commissioner Lee to serve past the initial 90day extension.

DISTRICT GOALV. Generate and equitably allocate resources for programs and services that enableevery student to succeed.

A-2

POLICY/CODEEducation Code sections 45245, 45246, 45248 and Merit System Rules 20.100.1 and20.100.4

FISCAL IMPACTNone

STAFF RECOMMENDATIONConduct Public Hearing and reappoint Commissioner Lee.

A-3


TO: Donald Evans, Ed.D., SuperintendentFROM: Lew Jones, Director of FacilitiesDATE: February 12, 2014SUBJECT: Approval of a Plan to House the Transitional Kindergarten For Next

School Year

BACKGROUND INFORMATIONAs a part of the Kindergarten Readiness Act of 2010, the legislature approvedadding transitional kindergarten to the schools. The Act allows children bornfrom the beginning of September until the end of November the option toattend kindergarten for two years. The District must hire more teachers andmust dedicate additional classrooms to accommodate the program. BUSDmust plan for up to an additional eight classrooms district-wide. Staffrecognized the potential impact of the transitional kindergarten andrecommended that the Board accelerate the pre-K expansion project at Kingand Franklin so that those sites and Hopkins could be considered possiblecandidates to house some or all of the transitional kindergarten classes. TheBoard approved the acceleration on January 9, 2013. The expansion projectsare scheduled to be completed over the next summer. No decisions on whetherto utilize any of these sites for transitional kindergarten have been made.

On October 23, 2013, staff presented our working plan to house transitionalkindergarten at Hopkins next year. On January 29, 2014, the Board accepteda demographic study which clearly shows that there will be an increase instudent enrollment. The long term implications of this study have not beenaddressed at this time. The demographic study also detailed that next year’sincoming kindergarten enrollment will be lower than the past few years. WhileHopkins is still an option to be considered for future years, staff is of theopinion that the existing elementary schools, which will include an additionalfive new classrooms at Jefferson, can accommodate the transition kindergartenthrough 5th grade population. There is also some advantage to allowing thetime to ensure that licensing has sufficient time to fully license Franklin andKing before adding to the population at those sites.

It is advantageous to maximize our available classrooms at other sites. Theonly project currently under design that can influence the number ofclassrooms is the Washington portable project. Cabinet studied the pros andcons of including six or seven portables at Washington and is recommendingseven portables. This approach will permit Washington to maintain a flexroom, will decrease pressure on making Malcolm X too large, will provide someflexibility if the predicted kindergarten class is slightly larger than predicted,and can provide for a better distribution of our students in other schools.

A-3


POLICY/CODENone

FISCAL IMPACTNone at this time

STAFF RECOMMENDATION(1)Determine that transitional kindergarten will not relocate to Hopkins forSchool Year 2014/15, and (2) direct staff to proceed with the seventh portableat Washington as the base bid, with the final decision to be made when theBoard approves the bid in April.

D-1


TO: Donald Evans, Ed.D, SuperintendentFROM: Natasha Beery, Director of BSEP and Community Relations

Charity DaMarto, Supervisor of Family Equity and EngagementDATE: February 12, 2014SUBJECT: Report on Office of Family Engagement and Equity

BACKGROUND INFORMATIONIn April 2012, the Board of Education approved a new model for providingFamily Outreach and Parent Educational Services, to begin in FY 2012-13.This created the new Office of Family Engagement and Equity. The primarygoals of the office are the following:1. Create a welcoming school environment for ALL families.2. Provide support to families of students in need of academic, behavioral, and

emotional support.3. Increase the involvement of marginalized and under-represented families

(African-American, Latino, and other families who are not proficient inEnglish).

PROGRAM SUMMARYA two-year pilot program was designed to focus on engaging families bystrengthening the connection between the home and school. District staffcreated a Family Engagement and Equity pilot program based on research oneffective family engagement models, together with 2020 Vision communitydiscussions, the results of the District Communications Study, and surveys tofamilies. The Office of Family Engagement and Equity (OFEE) leads efforts intwo distinct but related areas, family engagement and equity, throughoutBerkeley Unified School District.

Six elementary schools were selected to participate in the pilot years of the newprogram: Emerson, John Muir, Berkeley Arts Magnet, Malcolm X, LeConte andThousand Oaks. A Site Coordinator position was created to support families atthe six school sites. Four criteria were considered in selecting the pilot sites:

1. Number of students enrolled in the Free and Reduced Lunch Program,2. Number of English Learners,3. Number of students with “below basic” achievement in math and/or

English, and4. Schools’ Program Improvement status.

In September of 2012, a Supervisor of Family Equity and Engagement washired, and two of three Site Coordinators were hired in early fall of 2012. Abilingual Site Coordinator was hired in February of 2013. The program hasbeen fully staffed for just a year, but in that brief time, there are a number of

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accomplishments and lessons learned that could inform decision-making forfuture parent outreach plans.

ACCOMPLISHMENTS FROM THE PILOT PROGRAM

Goal 1: Creating a welcoming school environment for ALL familiesSite staff worked to improve parent engagement, school climate, and sitecommunication. The District Family Engagement Supervisor and SiteCoordinators varied their strategies, based on the areas of specific need at eachschool site. Accomplishments included:

Improved attendance of under-represented families at site-basedworkshops, committee meetings, and volunteering opportunities, throughincreased personal connections and outreach, alongside mail invitations.For example:

o Partnering with site teacher leaders and principals to design fourwell-attended Math/Common Core workshops for parents,

o Increasing parent participation at two schools with already highrates by focusing on communication through bulletin boardpostings and cross communication between multiple committeeson site;

Parents reported to Site Coordinators that they feel an increased sense ofcomfort coming to school sites to ask for support and resources;

Site Coordinators consulted with sites to increase visibility of images,schoolwork and resources in order to reflect the racial/ethnic diversity ofthe student body at school sites.

Goal 2: Provide support to families of students in need of academic,behavioral, and emotional support.Site staff established an ombudsman program at all six sites, resulting inimproved services to families, including preparation for SST, IEP and othermeetings.

Each Site Coordinator contacted 10 target families weekly. Site Coordinators provided parents with support before and after SST,

IEP and 504 plans were discussed and developed. Parents have indicatedthey felt more informed and prepared to participate in the meetings.

Site Coordinators also participated in RTI, SST, IEP meetings to buildpartnerships between teachers and parents in support of the students.

Goal 3: Increase the involvement of marginalized and under-representedfamilies (African-American, Latino, and families who are not proficientin English).

The OFEE was instrumental in providing support for two sites in re-establishing ELAC representation for their schools.

DELAC attendance has greatly improved, with the number of sites withrepresentatives increasing from two to fifteen.

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Through direct outreach and recruitment to parents and families, theOFEE has increased the representation of parents of color on SGC, PTAand ELAC leadership committees.

Additional Services to Schools Outside of the Pilot ProgramIn addition to conducting the pilot program, OFEE provided services to BUSD’sthree middle schools, and to the two elementary schools that do not havedistrict or site-funded parent liaisons/site coordinators. Services included:

Technical and facilitation support to elementary school ELAC’s; A District ELAC/ DELAC resource guide for all school sites; Collaboration with Oxford Elementary School on a Math/ Common Core

parent workshop; A series of parent workshops (Positive Behavior, ATOD, and Navigating

Friendships) for all middle schools; Funds dedicated to pay teacher hourly for additional outreach to targeted

families (home visits, conferences, and phone calls).

CHALLENGES AND LESSONS LEARNED FROM THE PILOT PROGRAM Building infrastructure and relationships was challenging due to the

necessity of splitting time between two school sites; There was a significant delay in finding and hiring a bilingual site

coordinator; The lack of an eligibility list for long-term Site Coordinator substitutes

left sites without staffing for significant periods; There is limited site space available for meeting with families; and There is a lack of dedicated district space to meet with families/parents. There were repeated requests and questions from schools without Site

Coordinators, or those paying for equivalent services through otherfunds, as to whether and when services would be available for each site.

INITIAL RECOMMENDATIONS FOR 2014-15 AND BEYONDAt this point, the current model is not being recommended for continuanceafter the pilot period. Continuing the current pilot program as it is structuredrequires substantial deficit spending of the BSEP fund balance, beyond theamount projected for the remaining three years of the current measure.Furthermore, the pilot model only serves six sites, and there has been a stronginterest in a program that would serve more sites. However, BSEP funding isnot sufficient to provide an increased level of staffing. An expansion of theprogram would require additional funding sources, such as the LCFF baseand/or supplemental grants. An alternative that could be funded throughBSEP funds alone would be to provide scaled-back support on a zone-basedmodel rather than through site-based coordinators.

A formal proposal or set of proposals will be brought to the BSEP P&OCommittee and to the Board in the late spring, once LCAP and BSEP planning

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and Board discussions provide clearer direction. In the meantime, threepossible models are being proposed to open an initial discussion. A budgetsummary is appended after the description of the three models.MODEL 1: Cost estimate:$832,139Site Coordinator for all K-5 Schools, MS Coordinator, HS SiteCoordinatorsThis first model is the most comprehensive. Site Coordinators could beestablished at every K-5 site, from 0.4 FTE to 1.0 FTE, with staffing levels to bedetermined by school size and student demographics (low-income,free/reduced lunch, English Learners, students scoring “below basic”). OneMiddle School Coordinator would work with all three middle schools. At thehigh schools, 1.5 FTE would be provided to Berkeley High and 0.5 FTE toBerkeley Technology Academy. The Supervisor of Family Equity andEngagement would continue to oversee the program.

Under Model 1, support for Family Engagement and Equity would be providedat the School, Family, District and Community levels with the following areas offocus:

SCHOOL LEVEL SUPPORT• Academic support for students (attend RTI, IEP’s, SST meetings)• Behavior support for students (attend IEP’s, SST meetings)• Attendance/health monitoring and support for students (preventative

outreach, SART support/ SARB attendance)• ELAC support at every site• PCAD support at every site

FAMILY LEVEL SUPPORT• Ombudsman/advocacy services• Parent Education workshops (PowerSchool, school committees,

understanding report cards, Common Core, homework strategies,effective parent/teacher conferences, how to navigate BUSD, CELDT)

• Parenting classes (nutrition, effective discipline and encouragement,mental health, local resources)

• Clearinghouse of community resources and services

DISTRICT LEVEL SUPPORT• DELAC planning and facilitation• PAC support• 2020 Vision Design Team participation• Professional development for staff• SARB support (home visits, committee participation)

COMMUNITY LEVEL SUPPORT

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• Charitable distributions School supplies Food Clothing

• Health fairs• Summer resource fair

MODEL 2: Cost Estimate:$645,864Site Coordinators K-5Given the expense of Model 1, another option to consider could be a phase-in ofa Site Coordinator program over a few years, beginning with K-5 support, andexpanding to middle schools and high school as more state funding becomesavailable. Under this model, a Site Coordinator would be provided at everyelementary site, with FTE determined by school size and demographics as inthe first model. The .27 FTE support for Berkeley High would be continued, butnot expanded immediately. All supports at the school, family, district andcommunity levels would be provided as under Model 1, but only at elementaryschools. It should be noted that both Model 1 and Model 2 would requirededicated space for site coordinators at each school site, which could beproblematic given current space constraints.

MODEL 3: Cost Estimate:$350,598Zone Coordinators K-8An alternative that remains within BSEP funding levels could be a zone-basedmodel, providing three Zone Coordinators to support K-8 schools. OFEE staffwould work with schools by zone to develop a family engagement plan for eachsite. District-wide, community and family-level support in Model 1 would stillbe provided, but the school-site support would not be part of this model. Allservices would be provided from a central location.

A District Welcoming Center with public health representatives, computer lab,space for parent workshops/ classes would be a welcome adjunct to Model 3 orany other model, but is not feasible with BSEP funding alone.

EVALUATION AND ACCOUNTABILITY MEASURESThe Family Engagement and Equity model selected will require severalperformance indicators to evaluate the effectiveness of services on an on-goingbasis, and to help direct resources to the priority areas. The OFEE would beevaluated by measurable outcomes such as those outlined below:

SGC Surveys on School Climate, Student Engagement and ParentEngagement;

Parent Focus Groups; Principal and Staff Survey;

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Successful outreach to families from high-need populations such asthose with students who are Far Below Basic and Below Basic.

Decrease in Chronic Absenteeism.

NEXT STEPSThe LCAP process and the BSEP planning process will provide opportunities toconsider potential programs and budgets for 2014-15. Evaluation data such asthat provided from the SGC surveys will also inform the process. Specificproposals, along with budgets, will be brought to district committees and to theBoard in May and June.

DISTRICT GOALIII. Family/Community Engagement: Establish partnerships with our familiesand community to increase academic success for all students.V.B. Parcel Tax and Bond Revenues: Provide the best possible education for allstudents by effectively utilizing local parcel tax and bond revenues.

POLICY/CODEBerkeley Public Schools Educational Excellence Act of 2006 (Measure A) Section3.B.ii.c.

FISCAL IMPACTNone at this time. This report precedes an eventual proposal to the Board.Current estimates for a later proposal range from $350,598 to $832,139.

RECOMMENDATION:Receive this Office of Family Engagement and Equity Report.

(510) 644-8764 Meeting location: 2134 Martin Luther King

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