001good evening welcome to the October 30th meeting of the Berkeley school board if you want to follow along on our online agenda the agenda is posted on the district website we have received comments about reparations in the literacy action quarter report the reparations item will be coming to a future board meeting and the literacy action report will continue to be agendized as informational because tonight we are having our annual data presentation which will include our literacy data and the Board of Education will be engaged in discussion about the literacy progress of our students along alongside progress in math Mr Ellis will return in January with a literacy monitoring report which will be agendized as a discussion item for that meeting I'm now calling the meeting to order at 7:26 p.m. Miss chyz will you please
002call the official role for this evening's meeting director Laura babbit here director Jennifer shinoski will be joining us remotely this evening uh student director winter here director Mike Chang here vice president kadia Brown pres president Anna vasev pres thank you Miss ches we will now approve the agenda for this evening's meeting is colleagues is there a motion in a second to approve the agenda I move to do so is there a second I can second so it was moved by director Chang seconded by President vasev all directors in favor I I because director shanoski is online you'll need to do a roll call vote of each board member got it Miss ches can you please call the rooll that's right director shinoski yes director bit yes director Clark yes director changen vice president Brown yes
003presid yes great thank you Miss teres we'll now report from our closed session vice president Brown uh can you please report out on this evening's closed session good evening everyone as well as the closed session from October 9th good evening everyone um I will report out from Clos session and I'll first begin uh with item 3.4 from the October 9th meeting as you will remember the board uh went back for close session and so for item 3.4 the board heard an update and provided Direction uh for this evening's close session for item 3.1 the board heard an update and provided Direction for item 3.2.1 the board heard an update and provided direction for item 3.2.2 it was moved by director babbit seconded by uh director Chang and all board directors voted in favor for item
0043.3 the board heard an update and provided direction for item 3.4 it was moved to table by director babbit and seconded by director Chang and all board directors voted in favor and finally for item 3.5 the board heard an update and uh provided Direction and this is the report out from Clos session thank you vice president Brown now we'll hear from our superintendent Ena Ford Morel good evening B USD family y'all been out of practice good evening B USD family evening uh so at our last board meeting um I announced that the month of October BD joins many around the country and recognizing Filipino XO History Month as well as lgbtq plus month as this month comes to a close we commit to continuing to honor and celebrate the contributions richness and histories of both
005of these and all of the diverse groups to make up our student body and on this night October 30th I am proud to say on behalf of myself my board of directors and the Educators and staff of B USD that we are even more resolved in our recognition and support of our transgender and gendere expansive babies I call your I call all of your attention to resolution 25-11 on tonight's consent agenda reaffirming support for transgender and gender expansive Children and Youth we bring this important resolution forth recognizing an alarming attack on trans people across the country and our need as a district and a nation to do better this resolution ensures that the district affirms supports and values the gender identities and gender expressions of all of our students and will continue to further efforts
006in our schools to create welcoming safe um and inclusive learning environments for our schools uh and for the babies that are in them inclusive our transgender non-binary and all lgbtq plus students we have work to do much work to do but we believe that this resolution is a step in the right direction and quite honestly this resolution is a big deal in the spirit of Berkeley together I must also knowe that this resolution was a collaborative effort but most excitingly this was the result of the advocacy allyship and voice of our very own BD students I especially want to uh many of them are in the room this evening should I say that too I especially want to thank our babies our students um who've advocated and spent countless hours at board meetings calling us
007up and out to do more and better some of them are in the room tonight as I said right over there in that corner this is indeed a resolution for our babies and by our babies and while this is the honor this is to honor them and their hard work I want to especially call out our former student James who actually was one of the first to get up and again call us up and call us out for this very important work so super excited to be the superintendent of V USD a district who has set out a resolution in support of our students speaking of student voice we are proud to be one of two cities that allow youth ages 16 to 17 years old to vote for Board of Education directors this newly
008earned right the Civil the civic responsibility has been eight years in the making and it is about perseverance because we took a long time to get here but we are finally here as of my last update well over 500 of our B USD students have registered to vote and some of them have already voted they're not done yet they have been working to get students registered doing press interviews and even held a candidate form at BHS we also know that processing the results of an election can evoke a range of feelings for our students just as it can for adults we want everyone in the room to know and those who are listening that we are prepared to support our students post elction process whatever feelings they have particularly our babies who for the first
009time are being able to exercise their voice in this new way I'm not sure if there's any families from Sylvia Mendes in the room well I'm talking to you um we have exercised much care and attention to ensure the safety of our students staff and community members and minimize disruption of instruction during the construction at syvia Mendes I was actually at Mendes earlier this week and was really proud to see teaching and learning still happening across the grade levels yet yesterday um we were made aware of a subt contractor ignoring additional mitigation Pro protocols that we put into place um and that was really upsetting um and we have taken action I want to make sure that folks who are listening and the syvia Mendes family member who was in the room um knows that
010we take the safety of our students and our staff very seriously um and we had taken many steps to ensure the safety protocols were in place beyond what was required a team is actively investigating this matter as I speak and out of an abundance of caution the district has directed all construction to cease at the end of today it cease now because the day is over um and this would allow us time to review the plans and protocols to ensure that they are effective and reevaluate our contractor's safety plans procedures and supervision practices um more information to come to the Mendes family but wanted to um I anticipated more of you to be here so wanted to make sure you heard that important message we will um have more information again and communication forthcoming as
011early as tomorrow now back to tonight tonight I'm excited that you all are here I actually want to count how many of you all are here so I can make sure that that exact number is here at the end of this night um because we have some um exciting topics on the agenda uh this evening most notably aside from the resolution that I just announced we are going to be sharing out our uh spring data from the big state assessment um and we have some good news to share as well as some good ahas around the work that we still need to do so because we are a school district and our our whole entire purpose is teaching and learning we hope that you stay around to hear what we've been doing in service of
012teaching and learning and the ways it's been impacting our students to date president that is the end of my comments uh thank you superintendent and with that uh we'll move on to our public comments and uh before we begin I'd like to remind you of our decorum expectations during this in all parts of tonight's meeting no person shall disturb the order of this meeting such Behavior includes but is not limited to booing hissing creating or participating in any physical disturbance or speaking out of turn in violation of applicable rules preventing or attempting to prevent others who have the floor from speaking preventing others from observing the meeting entering into or remaining in the area of the meeting room that is not open to the public or approaching the DI without permission as Miss chidas has
013already explained there are two opportunities for public comments at each meeting now and at the end of the meeting if you do not get to speak at the beginning of the meeting we encourage you to stay and speak at the end of the meeting you can also email us your comments at board ofed berkeley.net the board does not respond directly to comments or questions made during public comment however board members the superintendent and staff do take notes during public comment and may follow up with the speakers after the meeting these are hybrid meetings so we have public commenters in the boardroom and online we have designated 20 minutes to our in-person speakers this will be followed by 10 minutes to our online speakers anyone online who wishes to make public comment should raise a virtual
014hand now so miss chis can organize and if you're a student online and will'll speak can you please add student next to your name so we prioritize you each public speaker will have two minutes to speak tonight depending on the amount of speakers and please note that the microphone will shut off at the end of each speakers a lot of times so time your comments accordingly all right and I'll call you in the name in the names I've received in order from our board secretary and if you could approach the dice that would be great so the first speaker is Susanna stats followed by Carol Park hello um thanks for uh for having I thanks for your open remarks that's exactly why I'm here today um I want to start with some deep gratitude uh
015Jennifer especially to you I'm sorry you can't be here with us in person on this resolution um that we're honoring this evening I also want to get a little sobered on some of the work still to do I'm sharing some remarks from a parent who can't be here tonight um she shared it with me it's actually I think in your inbox as well but I'm going to share it with you here today hi board members I'm writing to support the resolution reaffirming support for Trans students I'm a parent of a non non-binary first grader at Oxford a few weeks ago my child walked into the boy's bathroom while wearing a dress and was confronted by another student who said you're a girl you can't be in here my child stood up for themselves with the
016help of a third supportive child and made it into a stall but the other child banged on the stall door the whole time the principal was quick to respond to my email and schedule a meeting she's very supportive but somewhat naive about how best to support us it turns out there is an all-gender bathroom but since it's not labeled my child thought it was not for them to use and the principal thought the sign was Universal but it isn't what we've learned is there is still need for adult education in this system and adults need a lot more training and support in order to do right by our trans kids the benefit extends well beyond our own students since folks outside the district look to us to set examples put one way well-meaning districts will
017struggle to support their trans students if others can point the way we fall short in Berkeley put another way if a student in Berkeley has what my child called a weird thing happen in the bathroom students in other parts of the country don't survive these sorts of bathroom incidents sincerely grateful to be raising my kids in Berkeley where we get to discuss how best to support our trans students so thank you on behalf of a parent who can't be here tonight next we will call Carol Park followed by Elizabeth Becker hi good evening I am the lone syia Mendes person in the room but I think a lot of people um are dialing in tonight um I've been syia Mendes parent for over 8 years um I have a daughter who's in eth grade at
018Willard and two current students in fourth and first and fifth grade um about a year ago today actually um I attended the committee meeting where Mr Kalise um laid out the options for the interim housing plan the one that all of you subsequently voted in favor of later um in the meeting several Sylvia Mendes community members some with extensive subject matter expertise and construction and safety raise questions specific to construction do dust noise runoff all things that could be harmful to the students staff your responses Mr CL reassured us at the time that the safety quote unquote the safety of our students staff and Community comes first and that quote unquote B USD ensures OSHA guidance is not only followed but is exceeded and those concerns would not happen at all on the contrary as
019the superintendent noted some since students have staff have been on campus this year there have been several incidents not just yesterday but several that have been reported to Mr kise and to this um this board um and where demolitions occurring with visible silica dust blums blowing into the school area where students are playing and studying this dust can cause cancer COPD kidney disease it can be fatal it's very dangerous um an example was used last year about um the a-wing work happening in the community theater that there in zero issues with leas release of duster silica that also again made us feel really comfortable about what was going to happen um but lots of things have happened repeatedly all parent reported and without any real proactive communication or anything until today um so like noise
020has also been excessive and so loud Outdoors that students and staff are wearing ear protection on campus going home with headaches some teachers are actually asking permission for for parents to allow students to be removed from campus during the day to school for study like to different Parks so they can avoid the noise I'll email the rest of my comments thank you thank you next we have Elizabeth Becker followed by Lindsay Noel hello um I'm here to discuss something that's basically the the same situation um I'm a parent of children at Longfellow and John M and as you all know the Longfellow students are at the Berkeley Adult School which is set to start building a highrise which is set to start building a highrise which will be 70 feet from the current building when
021it's completed and I have yet to hear any sort of plan of how you are going to mitigate these effects on the students this is a dilapidated building already it was scheduled for fire Life Safety ventilation and window replacement none of that's happening while the students are in there so in they're in this broken down building they have to walk three blocks to go to PE across San Pablo which is going to be right next to the construction site and we have heard nothing from the board about about how you're going to protect our kids like I'm worried and it is going to affect the way that I vote like for board seats coming up and in the future like you can't be silent on this you have to tell us how we're going to
022how you're going to protect our kids like I totally stand by this I have two non-binary girls I or children and protecting the kids should be the top priority I'm not trying to like Nerf this this housing project it is important but we can't push this forward without addressing the needs of the students first and I need to hear a plan I need to see a plan I also work in the industry I know it's at risk I'm OSHA 10 certified most of these job sites you have to be at least OSHA 40 certified it's going to be chaos please tell us how you're going to protect my kids thank you thank you Mr no felt hi my name is Lindsay nelt and I'm speaking as a member of reading for Berkeley this is a
023comment on the most recent progress report on the literacy Improvement plan the progress report claims that all tasks are on track but that doesn't live that doesn't match with our lived experiences as parents of kids in elementary and middle school instead it feels like this is a year of limbo especially in Middle School we're far behind our goals to reach all students methodology to support reading spelling and writing in Middle School classrooms has been updated to on track in this report but nothing really has changed for our kids there's no new resources and not really much training we could be providing all teachers evidence-based ways to power up their existing routines or even looking for a comprehensive curriculum instead of what we're using now which is a theory and filling up the gaps that we
024know exist because of tcrwp instead we have assurances that things have changed or will change but we don't have any proof it doesn't exist in the literacy report and despite effort the district continues to struggle to provide students and teachers what is required to move past this litigation at the close of the year let's make 2024 25 into a year where BD Works to make a difference with the students already Upstream in middle school this will require leaning on the expertise of others asking for help and being humble enough to accept it when offered thank you thank you Miss Noel we will now move on to our public commenters online let me see see Miss charz I only see two hands raised uh yeah and Linda is uh going to speak during the committee comments
025so there's only one U Miss G is going to speak during committee comments is that correct okay so then there's only one speaker the parents for public schools I believe it's Vanessa Maro okay all right so I see one hand ra correction and we'll start with Vanessa Maro and each commenter will have two minutes and again the mic will shut off after your allotted time good evening thank you for having me Presidente um my name is Vanessa I am the executive director of parents public schools and I am here in my official capacity about our young people with disabilities um there are concerns about young people with disabilities from an achievement standpoint if you look at the 2023 data from Longfellow you'll see that these students are in the red which is the lowest C
026category they can be and then if you hear and I'm sure you guys are hearing concerns from parents related to the implementation of accommodations I just want to remind the board that Implement implementing accommodations is not optional this is a requirement under idea and it is extremely important for you all to think about how you're going to do that if you are facing any staffing challenges our organization is willing to work with you however there are parents in the Berkeley Community who are super concerned and have reached out to parents and public schools on this issue thank you for hearing from me thank you very much now we will move on to committee comments Miss ches are there any committees here tonight we gack so we'll start with gack uh who's here in person and
027you'll have five minutes did they raise their hand the student um would you mind if we give the student a com a chance to comment and then we will move on to gack um all right uh I did not see ohin Martinez okay we will call on hin Martinez and then T Shak okay H let us NE you would like to speak did you um message the student Miss chares well we can move on to gack and then if the student does want to speak let me know I may after committee comments we can let him speak all right gack okay [Applause] hello once again Schoolboard my name is October and I want to begin by expressing my heartfelt gratitude for this resolution in supportive trans students today I'd like to share a piece of
028my journey with you Berkeley unified has never been a place of indifference for me from the day I walked into Willard Middle School I was welcomed by teachers and staff who made it clear that they cared deeply they didn't just teach me they helped raise me guiding me through my coming out as trans and shaping the person I am today from Miss Arthur Who led Willard's GSA to Haley O'Brien my growing leaders teacher and now my wonderful boss I was constantly encouraged to self- Advocate and demand equal treatment in a world that often feels harsh towards young trans people when I went to Berkeley High that self- advocacy became more essential than I ever imagined within my first month I joined ages and the support from BD never wavered the doors of every teacher I
029had freshman year were open Miss Pon biano my English teacher offered endless emotional support and Miss gentle my ethnic studies teacher created The Learning environment I still hold dear I spent countless hours in Miss P's room talking with her and miss gentle thinking I have a community that truly cares last year I stood before you many times as I'm sure you remember surrounded by passionate peers students deeply dedicated to improving our community I was scared that my voice alone couldn't drive change across an entire District so once again I looked to my teachers and staff who have always been by my side Mr Aguilera my comparative values and beliefs teacher listened to my rants on District policies and locked bathroom doors every day his classroom remains of safe space yes Mina constantly continues to collaborate
030with me on poster designs and next steps her office is a constant Hub of welcomed and supported students Miss Jennifer chanowski made it a point to come to Berkeley High and hear students voices today while our superintendent pushes for change alongside us my point is this we are a district of progress a district defined by resilience compassion and action even in tough times our community students and staff alike rallies together while the national political landscape becomes increasingly uncertain and frankly terrifying I find comfort in knowing that Berkeley unified stands firm in its commitment to protecting its students but while this resolution marks significant progress we are not perfect I stand by my peers advocating for better more inclusive education I stand with every student group engaged in the slow often grueling work of change navigating
031District codes meeting during precious free hours and staying up late to improve our schools at our city let this resolution serve as a reminder progress is possible it is worth the effort and we can and we must do better thank you school board for this resolution of continued progress thank you to gack to Gesa a is GA and every other organization and individual who work to make this reality and thank you to every member of our community staff parents students and teachers and allies who make me believe in a district of love I know we will continue to rise can I can I grab those last two minutes is that is that okay okay um that was beautiful October thank you um this is a very inspiring day and um I'm Rebecca levenson I'm the
032co-chair of the gender Equity sexual harassment advisory committee and I was here at the last board meeting talking about the $13 million settlement I don't know if you know this but Rachel Phillips was my oldest son's babysitter this has a whole lot of personal whole for me and I got a phone call today from a student who had been um sexually harmed and I am sitting here in this moment and wondering about change and wondering if we can really make it happen what if we were a school district that said it is more important to imbue values around around leadership and Care in our athletes than anything else what if we were to in fact make leaders leaders as athletes so it's inclusive I say to my friend yine over there but leaders as athletes
033what we stand for what we expect our coaches come from bastions of toxic masculinity themselves the wonderful thing about training those coaches is they can see themselves in the story they can make those differences with their young athletes and I'll tell you what those athletes that are school they're Gods and if we could help shift The Narrative around the upstander ship we could really really really make a difference in culture in our school district so let's make it happen this year thank you and Miss pus we have one more committee right online it looks like student Hing Martinez just raised their hand again you want to give oh yes we can give the student a chance to speak okay okay we're not coming home we'll move on we'll move on Linda gayon on behalf of
034the African-American success okay we'll move on to miss kadden I think U Miss chus tried to promote the student again but was he was unable to unmute himself so miss G good evening boorder of directors superintendent and members of the Berkeley Community my name is Linda gayon and I'm the executive director of biote Tech partners and I serve as a member of the buusd African-American success committee and one of the delightful Partners to this effort I am here tonight to provide a brief update on behalf of the buusd African-American success committee and biotech Partners the African-American success um committee met virtually on October 23d to brainstorm about ways to increase our increase to the communities we serve we look forward to sharing our ideas at an upcoming Board of Education meeting some of the ways
035that we think it's important for the African-American success committee to be representative of the diverse views of African-American parents in the district include Town Halls focus groups and community events we look forward to your support and leadership as we move these ideas to implementation finally the African-American success committee will meet on November 13th to continue its work and build connections with other buusd advisory committees thank you for your time and attention thank you very much Miss Gaden and is that it for committee comments Mr great now we have uh time for Union comments are there any labor Partners in the room to make comment tonight no do we have any virtual comments Mr teres all right seeing none now we will move on to board member comments thank you again again for all of you
036who came out to speak to us we're going to hear now from my board colleagues and before we restart board member comments tonight I'd like to remind our colleagues to review our governance team agreements the full list of our governance team agreements can be found in our board meeting agendas it's be the best role models that we can for our students and with that I'll turn it over to my colleagues for their call for their comments tonight who would like to go first director shinoski you raised your hand first so we're going to unmute you first I just have one quick comment I just I want to take a moment to thank um especially October and others who are there tonight I wish I was there with you celebrating but really uh without your advocacy
037none of this would have happened and so I'm so grateful to your work I hope you keep your voice and keep speaking up and speaking out and making us all do better all the time and I'm really honored to be part of this resolution and part of the work and I'm also want to acknowledge yasmina um who was without yasmina I'm like put the camera on yasmina please let's embarrass her too without yasmina this resolution would not be she's not gonna the C keep going camera um without yasmina this resolution would not be and so um I I just really want to give her heard that shout out so thank you all for being here and I I hope you have an extra cupcake and the board members don't eat them all well thank you
038director shinos I agree we all of [Laughter] yasmina and there's the camera right on yasmina colleagues who else would like to follow up from director shoski all right I guess I'll go next director Chim thank you so much uh thanks everybody um so nice to see everyone uh thank you everyone who has spoken again uh for bringing your thoughts and directing us to your concerns and recommendations on behalf of programs and services for our students um I'm so pleased that resolution 25011 reaffirming support for transgender and gender expansive children and youth is on consent today um consent items are often viewed as pro forma items but I know that uh rights for lgbtq youth has traveled great distances in time um thank you students families staff teachers administrators and board colleagues on the work to
039get to this important rights-based resolution and again uh the students who are involved on this are really the drivers behind this and working with um their families and great staff and lots of people have remarked upon yasmina's critical role not just in terms of Direction and coordination but on a daily basis providing a safe space in her office at phhs which I've heard Lots about um yes thank you so much I also want to give a shout out have to make a dad joke here on our consent calendar also which is often Pro uh Pro for Forma if you look on the consent calendar at 12.9 I want to make a shout out to the brand marketing genius behind honey bucket Services also known as portable toilets now they're known as Honey Buckets very very
040smart um so pleased to engage to be engaged with gack as well and support their important work I look forward to working closely with them this year um putting forth some of my subject matter uh experience in this area and hopefully I'll be helpful there um I've been keeping busy with lots of other folks uh chairing the policy subcommittee with our great staff and administrators including the superintendent and as me again who is everywhere all at once somehow um she's been super helpful on the policy uh subcommittee and President vasade also who served with me I want to reflect that policy often seems super boring we don't often have public commenters I just want you to consider um coming to public comment uh almost never do we have public commenters that's an opportunity for you
041to um give some uh feedback on your perspective on very important policies and procedures that impact uh your um programs and services so just since our last school board meeting for example policy has scrutinized and hustled through because we're really working to revise lots of policies and procedures some of which are decades old uh from what I recall Title 9 cell phones advanced math attendance and graduation just in the last uh couple of weeks since we last met um so uh please continue to check our agenda and and please feel free to drop in for a public comment if you have an interest on the item um thanks again everybody for your efforts um students families and staff teachers and fellow board members thank you thank you director J who'd like to go next oh
042you student director clerk good evening everybody it's been super lovely seeing my fellow classmates here today and hearing them speak um I want to begin by highlighting something truly Monumental for our community the recent resolution supporting transgender and gender expansive youth in Berkeley unifed I'm so proud of the students who advocated for this change and grateful to see our district formally recognize and uphold the rights of every student this resolution is a major step forward in ensuring that all students regardless of gender identity or expression have access to Safe Equitable and affirming facilities including restrooms and locker rooms that align with their gender identity it's a strong move towards making our school a welcoming space for transgender non-binary and all lgbtq students but let's be clear our commitment to gender neutral language and anti-discrimination practices
043is only a starting point building true culture of acceptance requires continuous effort collaboration and feedback from students families and our community also on another note with election day coming up next Tuesday I wanted to highlight how important it is especially for youth voters to make sure our voices are heard in Berkeley youth voters have a lot of power and by filling out our ballot we are directly shaping a more inclusive and Forward Thinking future and so for those of you who have received your ballots please remember to fill them out thoughtfully you can return them by mail or drop them off in one of the official drop boxes around 10 there's also a Dropbox right across from Berkeley High and if you need any guidance bulletin emails have resources to help this is for Berkeley
044High students overall let's keep pushing for a school environment where every student feels safe valued and supported thank you thank you student director Clark um who would like to go next director bobbit yes I'd love to go after student director Clark uh primarily because I can can't say anything that you said any better so I Echo all of her comments especially regarding our chender bathroom hoping that everyone takes this opportunity to to vote and making sure that we have um I mean our resolution and making sure that we have a safe welcoming environment for all of our students um since our last board meeting we lost another member of our community his name was Monte Roberts he was a treasure to the Berkeley Community he was a role model and a mentor to more young
045people than I could ever name including his own son Monte Jr his presence made a huge impact for students teachers in the entire community at Washington Elementary where he was nearly a daily fixture on the playground and in the classrooms as well as the camp that he ran called Park Hoppers he was a Berkeley High School graduate in basketball standout he passed away earlier this month and whether you knew him or not his passing is a loss for the berley Community we will forever remember his beaming smile and warm hug whenever we think of him you can send donations in his honor via the GoFundMe page under Monte Roberts senior also want to announce the save the date for the Berkeley Public Schools fund it will be Friday December 6 where they will have their
046impact showcase at St John's Church this year they will be honoring and showcasing educator innovators from all across our programs including grantees stem Educators key partners and teachers who host classroom volunteers finally I want to say thank you to the Sylvia Mendes and Longfellow families for remaining dilligent to ensure that we are aware of the construction issues it does take time to address them and I appreciate your partnership parents have always been willing to lend their expertise and B USD we have to do a better job about offering greater transparency and opening our hands to truly receive parent and caretaker inclus inclusion going forward let's do our part to ensure Berkeley together includes collaboration and partnership with our families who offer their expertise freely and to support to support their kids as well as the
047entire Community thank you thank you director babit vice president Brown no comments tonight okay um I have just a couple of comments try to be brief tonight I just want to say that I also echo my colleague's excitement for passing our resolution reaffirming support for transgender and gender expansive Children and Youth in the spirit of tonight's resolution I'd also like to highlight the work of the board's policy subcommittee which I serve on along with director Chang and um who who is we're also joined by the wonderful uh yasmina uh as we're working Tire tirelessly to update over 15 policies and regulations to incorporate a new title 9 regulations which now for the first time explicitly prevents harassment based on gender and gender expression in our [Applause] schools so I just want you to know that
048the important work of the resolution is also tied to our policy work and that we are moving a lot of these policies forward because that's how we can really create um long-term change so thank you for your advocacy uh additionally tonight's regulation on the Williams complaints includes the district's obligation to provide at least one gender neutral facility at each one of our school sites so I wanted to point that out that's on the agenda for tonight and um next up from the board policy subc commmittee please expect to see updates on our policies governing math and literacy instruction and again we welcome people to come and to give us public comment I also um share director babbit's appreciation for the Mendes and Long Fellow communities that came out to give public comment I know that
049I met with the Silvia Mendes family so wanted to appreciate your advocacy and please know that after that meeting I also followed up with our superintendent we'll be following up with director cliss and so um we'll be circling back with the community but I do thank you for your advocacy and for bringing up some of those really important uh topics during our conversation last Friday appreciate you making the time for that and that concludes my board update I'm very excited to dig into our data tonight um I don't know who else is really jazzed up I'm going to ask for a round of applause for that because that's what I'm really excited about tonight didn't get that many applauses but no um that you know that's monitoring the progress of our students is incredibly important
050to the board of education and so we hope um that if even if you have to leave the meeting early that you will still um be able to um participate in that conversation or ask us clarifying questions afterwards all right and with that I'll move on to the consent calendar um it's now the time where we approve our consent uh calendar colleagues can I get a motion in a second to approve our consent calendar I will move to approve the consent calendar move by director babit is there a second I'll second it seconded by director Chang and Miss ches can you call the role for the vote director shinoski yes director babbit yes director Clark yes director Chang yes vice president Brown yes president vev yes and now we're moving um to our first agenda
051item which is very exciting um which is discussion item 13.1 the report of BD's 2023 2024 end ofe data so um associate superintendent are you introducing this item or the superintendent you just did but I'll say some words I keep so good evening oh is it can you all hear me [Music] good evening again uh board of directors and members of the buusd community I'm so happy there's still members of the community here to listen um we are here this evening to share highlights from the 2324 end of year data not working uh the presentation this evening is an opportunity for us to reflect on our work towards our shared mission of academic excellence and our commitment to Excellence Equity enrichment and engagement across our classrooms I'm clicker problems the goals of our time before
052you are to help you better understand B usd's theory of change and Improvement framework for instruction and to review data sets that could provide some indication of our progress towards our mission and desired goals we'll be looking at three different data sets um focus on Ela or reading math and this year we'll be sharing data on science now as a data informed School District we believe in multiple measures to assess and evaluate progress and impact this evening's conversation however will be focused on one measure and that's the Casp assessments which include the smarter balance Assessments in ela and math and the cast assessment in science these assessments are administered across across California each spring though this is only one of many types of data that we use in our system it is an important one
053and is is the one that is used to evaluate our district to determine resource allocation from the state and sometimes from the federal level and it's the one assessment that's shared across school districts and can be a point of comparison um sharing of best practices and evaluation of overall growth in the county this presentation and the discussion that will follow also aligns to our lcap goals number one and lcap goal number two which are here on the screen as well as the critical pillar of academic excellence and equitable outcomes for all from our budding strategic plan that's the plug for the Strategic plan we have five pillars and this is the top one we are clear that our work as a school district is focused on teaching and learning this and every time we analyze
054data we do so with the learning orientation seeing data as an opportunity for reflection and growth a place and a chance for us to evaluate where we are making wanted progress and explore why and how that progress is being made as well as an opportunity for us to stop and be honest about where we need to have more attention focused um on continued growth now before jumping into the data you've all waited this long it was just released a couple weeks ago from the state so you can wait a little bit longer uh we want to make sure we take some time to orient you around our theory of change for this work that is what we think has to happen to achieve academic Excellence um and how we actually move to get there we
055understand that our work is not just making sure that we ensure equity and academic Excellence for all of our students but that we are very intentional to make sure that we are disrupting persistent uh Trends around focal student populations as well addressing the opportunity Equity Gap that doesn't just exist in bu USD but exists in many areas of public education now this slide in front of you does not reveal the theory of change specifically but this quote by m Michael fulin does reinforce our beliefs that whatever we do it must be aligned and coherent and it must connect our Purpose with our policies and ultimately with our practices in our schools and in our classrooms as we have centered the coherence work in BD over the past two years we have focused on coherence and
056Clarity around our identity who we are and what we are trying to accomplish as an instructional institution understanding the work that we do and how we're doing it infrastructure making sure we have systems and structures to support sustain our work our efforts and our expectations for teaching and learning in Buc classrooms implementation having a bias towards action and connecting our Theory and plans to actual practice and doing including strategies to monitor that implementation and identified focal populations doing the work to the benefit of all of our student body of course while paying specific attention particularly focusing on those groups of students for whom we have historically underserved and as we're moving toward organizational Clarity one important component is how we measure our progress and hold ourselves accountable remember as part of our lcap work last
057spring in addition to updating our lcap goals we also updated and aligned our metrics and identified our new 3x5 Target meaning that across most of our measures we are looking for 3% annual growth for all students and an accelerated red target of 5% for our focal student groups annually this is important for two reasons one is that we have a shared understanding of what that Target is we know it and we can name it 3x5 and two that we have a demonstrated commitment to accelerating the outcomes for our focal student groups I feel like we should take a pop quiz everybody can close their eyes what's the target five 3 by five okay right we're good all right um as we are heading as we head into looking at the data tonight we also want
058to Center this presentation around our BD theory of change or Improvement we know from research and work in continuous Improvement that there are three insights that drive organizational Excellence we talked a little bit about them in in a couple of our presentations last spring but the first of these is that ideal results require ideal behaviors for our work in BD this involves delivering High quality uh high quality tier one instruction that is research based and standards aligned and that we're clear on the instructional practices uh that we and that we appropriately provide intervention and support it also means that we're intentional about collaboration and that our professional development and coaching is aligned and supported and informed through observation and feedback next is that purpose and systems Drive Behavior we know that we need to Anchor
059Anor this work in our systems and that is involving our mtss framework and a system that is data informed and then finally mindsets and foreign behaviors any transformational work requires us to recognize that mindsets play a role in actions that people make and the mindset around continuous Improvement is one that is critical to us as a learning organization we need to be intentional about reflecting so that we can learn from both growth and failure some of our actions that we take are going to have positive results and we need to understand why and some of those actions that we take are not going to get us the results that we're looking for and we need to understand why and what we can change we're leveraging the theory of change here to move us toward realizing
060the academic Excellence that we call out in our District's Mission and we recognize that learning takes place in re for with real human beings in real classrooms and those interactions and classroom environments need to be student centered academically rigorous culturally responsive inclusive humanizing and ultimately joyful places for all of our students just making sure everyone's still here so now that you are familiar somewhat familiar with our theory of change and Improvement uh which speaks to implementation and the implementation work we've been doing we are now about to move to talking about the impact of those efforts again we understand the importance of multiple measures but this evening we'll be focusing on our yearly State C assessment which includes the smarter balance assessment in ela the smarter balance assessment in math and the cast assessment for
061um science um we also want to pause and again speak about how we look at data across our district for all of our students and have multiple instruments to do so but these particular assessments are specific to certain grade level so I'm going to call those out for the smarter balance assessment for ES LA and math the grades that are assessed each spring are grades 3 through 8th and 11th grade so when you hear us talking about high school students for example in this presentation we are only speaking about um our 11th graders at the time for the cast ass assessment the Science assessment those are for students in grades five and eight and once in high school typically also in the 11th grade as we talk about this data we will also be disaggregating
062the data in a couple of ways we will be looking at our students by program and you can see the list of our programs here uh these programs identify students with IEPs um our students who are identified as eels Etc we will also be showing you and disaggregating data by race and ethnicity and you can see the racial and ethnic background of our district on this slide finally before we get to it um want to make sure that we are all understanding what we are looking at in Reading when we talk about proficiency this evening well first of all we will only be looking at proficiency this evening identifying where we've made growth and proficiency um and the percentage of proficiency for whatever um particular aspect of data that we're looking at we know that
063there are a number of different ways to look at data we um typically in our internal conversations we not only talk about absolute proficiency but also identify and note where students are growing even within performance levels and across performance levels because that's also important to inform instruction but again in the interest of time we are going to only focus on proficiency this evening when speaking about proficiency on the California uh CP assessment uh test uh this is the breakdown uh meeting or exceeding standards as identified as level three or level four and for the purposes of this presentation three and four is combined to say proficient and then not meeting or nearly meeting standards is identified as one or two and again for the purpose of this presentation you will hear us say did not
064meet proficiency or not proficient um when we are again internally monitoring we're looking for movement across these levels as well um and not just the absolute level because we're looking for both growth as well as acceleration all right y'all ready um so I am just going to share with you districtwide uh what the results were for the cast sorry for the SBA data Ela and math for English language arts 69.9 four or 70% of our students here in B USD again in those tested grades met or exceeded standards for mathematics 64.6 going fourth we'll say 65% of the students in B USD in those test grades met or exceeded standard I'mma pause there I was pausing because y'all that's a big deal so whether or not you know it that is not necessarily what we
065see when we look at other districts um and we also know that our goal is to move closer to that 100% Mark but we are happy and excited that over 50% of our students in B USD are proficient in both English and math and particularly happy given that the data and the research has shown that post pandemic many districts saw um an a decline or had a hard time seeing improvements in their data and so the fact that BD has um been able to maintain over 60% is a is a pretty important feat and something that keeps us motivated every day as we continue to want to see growth and progress for our students another data point that we want to share with you is uh the comparison to State and County again the Casp
066assessments that we're focused on this evening is the one assessment that is commonly given across school districts and can be used as a point of comparison historically bud has scored higher than students in Alama County and even higher um compared to students across California and again we're excited to share that that Trend even post pandemic has continued BD uh scored 15% higher in language arts than Alam County and 18% higher in math than Alam County B USD also scored 23% higher uh in language arts or reading through all theal all of California and 29% higher in math um again compared to California as well not only did we score higher than both district and I'm sorry both County and state but we also exceeded the growth of um the county and state in that for
067uh the county level for ELA uh we had the highest gains of all the districts uh I think we were maybe tied with Emory uh and then for mathematics we also outperformed the other districts and so again that's not our motivation but it is a point of comparison and a point of information for us as we continue to work with other districts to uh close our opportunity and achievement gaps that exists so if you want more information about those comparisons or just how the districts and the county did we have included slides in the appendix um slides directly from Alam County Office of Education that gives more detail but for the remainder of this presentation we're going to focus solely on the work and the outcomes of B USD um before doing so I like
068to introduce to you the team that is presenting this information to you of course uh Joo Hogan dij our assistant superintendent um is here associate superintendent sorry is here with us we also have at the end Mr Chris albec who is our director of curriculum and instruction and who has led a lot of the work that we're are going to be sharing with you this evening we also have Rose James our pk12 literacy coordinator who again is also uh the lead for a lot of the literacy work that's been happening in our district and that continues to happen and reintroducing to you all uh Miss Lena Sweeney who was here in a different capacity before but is now our new director of Bria and with that I'm going to pass to Jill to continue the
069presentation all right before we get into the numbers about our proficiency rates in ela and math we do want to make sure that we're grounding this in our completion rates um we don't just monitor the results of Assessments but we need to also monitor how many of our students are taking the assessment the state requires an at least 95 participation rate um and as you can see here for grades 3 through eight the numbers are looking pretty good we had a little bit of a dip on the Science assessment um so it's just important to reinforce um that taking the assessments is important it's important for us to have that end size of 95% or higher so that we can uh make some AC some assessments about the work that we're doing where we need
070to continue to monitor progress we can't be data informed if students aren't participating in the assessment so that's just a little plug to make sure that as we head into assessment time your students are here and ready to participate um we do have some more work to do as you can see here with our high schools um we have been act in active conversations with the Berkeley High School team to understand the challenges that are happening in the system to ensure that we're assessing students at that 95% rate which you can see um has really fluctuated over time but took a dip um in Spring of 2024 um what we've been noticing is that there has been a big push at the beginning of the assessment window but we still have some areas to explore
071for improvement in terms of the timing of the assessments there's been a recognition that the Casp assessments are running into the AP testing Windows um and then improving our makeup testing time so that those are two specific areas that we'll be paying attention to um as we head into this year we're going to start to look at our SBA performance data by content area beginning with English um and so I do want to uh just remind folks that in our August 21st board presentation um on the literacy action plan we looked at overall progress for our star and dible screening assessments and as a reminder our students in grades three through five the grades that you see here take the star assessment three times the year three times a year that screening assessment helps us
072identify students who may be in need of additional support and intervention and these are the data those data are ones that we can be more Nimble with across the course of the year we were also able at the time of that August presentation to share with you the work that's been underway and we'll continue and we'll continue as we build and strengthen the the delivery of our literacy instruction to our students the SBA assessment data that we're looking at tonight here is summi of and tells us how many of our students show proficiency on those grade level standards so for spring of 2024 you can see here that 70% of our elementary students were showing Proficiency in our Ela standards and while our 3x5 targets were set in the spring a little bit after the
073administration of that assessment window we do see here that there was a 3% growth overall um and then that growth does vary across the grade uh the Elementary grades tested um did that switch um for the middle similarly we saw a 3% growth for our secondary students overall with higher proficiency rates at our sixth and seventh grades uh than our other grades so in addition to looking at the gr at the growth um and proficiency by grade level we are also looking at that um by our focal student population so with that I'm going to turn it over to Rose James to talk with you about our assessment data by focal groups good evening board members um so as Jill said I will now transition us um to looking at our cast results year toe
074but disaggregated um by our focal populations um and as our superintendent pointed out um this assessment is an indicator right of it's one data point that we look at that really is asking students to use higher order reading and writing skills um and so for our Upper Elementary and our secondary students something that we're thinking about as we look at this data is that a lot of our literacy work to date we've had a very specific Focus around um tier one foundational skills and intervention um and so just thinking about that and having that lens as we look at this data can you help me yeah okay um so here on this slide we see our SBA performance data for the last three years uh broken down by race and ethnicity um we're seeing Positive
075Growth sort of between 2 and 4% for most of our subgroups including our black African-American students who showed um 3% overall growth and I think it's important to say that although progress is being made we continue to acknowledge and continue to work towards disrupting inequitable outcomes that we see in this data when it's broken down by race and ethnicity so um on this next slide we see our SBA performance data for the last three years and this time broken down by special programs um we have 5% growth in our number of socioeconomically disadvantaged students and a 6% growth for our students experiencing homelessness um which is a PL those are both places where we were able to hit or exceed that acceleration Target of 5% um while we did see dips for our English learner
076populations and our students with iups so what will follow next on the next few slides is a closer look at each of our data by ethnic group and program but broken down by grade so as I said this next series of slides we're going to look at um our year-over-year percentage of Stu proficient students in our focal populations and the percent change between those years so here on this slide you can see that for our black and African-American students and there were some notable jumps um specifically in fifth and 11th grade we see 3% overall growth from 26 to 29% um as you will see a little bit later director Sweeney is going to share some of the school level bright spots and the strategies that school sites are employing that are showing some positive
077impacts on Cas data for our black and African-American students um the negative percent changes for third fourth and 7th as well as that stability in 6th through e8th emphasize a need to continue our work and our focus on a strong implementation um across our schools of an evidence-based curriculum that very importantly has hold students to high level of rigor and is culturally and linguistically responsive um to our black and African-American students on this next slide you'll see our um Hispanic and Latin X student data and we're seeing a 4% increase in proficiency overall for um this group in BD we see a positive trend across third through 11th with the exception of eth grade um we believe the positive trend in year-over-year change here reflects the work um that our superintendent and our associate superintendent
078talked about in terms of building our literacy system and our theory of action um beginning with capacity building around foundational skills instruction which we started um year before last with Shifting the balance book study and then last year we did a big Focus around language and literacy with the core reading Academy um and all of our Educators in Upper Elementary and Middle grades oops he myself Middle grades uh received PD around topics like vocabulary and comprehension um so now looking at our students uh with IEPs we saw many sorry many grade levels got it it's not working oh okay try it again so let's see I don't know what slide number this is going try the it was working okay can we go to slide 29 oh she can't move it either okay okay there
079we go now we got it um so here we see the the same breakdown for our students with IEPs um with with most grade levels showing decreases from 2023 to 2024 um as I mentioned earlier we've had a really intense focus on foundational skills and supporting all students um especially those needing intensive reading support with Orton Gillingham um and as we shared in our literacy action plan report in August we've been concentrating on goal setting for students with IEPs um at the beginning of the year 3% of IEP goals for students with reading difficulties had a goal using our screener data so Dibbles or star and we increase that to 60% so this is important because these goals drive that um support um that we provide our students with IEPs um we moving forward we
080also recognize the importance of continuing to monitor support and strengthen our use of evidence-based interventions and supports and really importantly making sure that it's aligned to their tier one instruction um this next slide hopefully we can get to it yes okay um we this is looking at our socioeconomically disadvantaged student population and we see a very positive pattern of between 3 and 12% growth um with the exception again of eighth grade I think this calls out our need to focus on our our middle schoolers who are transitioning to high school and to understand some of the literacy strengths and challenges for our eighth graders I know in particular um our interventions at the Middle School level have been focused on Sixth and sth um and so thinking about that it I think that explains the
081dip in eighth grade um in the positive trend that we see as well the work um that teachers and staff are doing to support students and families with literacy learning and really build that bridge between school and home around reading development um and that's an important level lever in this work that will continue to improve upon and refine um here we see % proficient changes for our multilingual Learners um there is a 2% dip overall we are not seeing the positive Trends reflected in that we see in some of our other focal populations and we're seeing some stagnancy and as well as some dips across the grades um given the growth that we shared with you in August around our screening data for our multilingual Learners um from Fall to Spring of last year we
082are reflective on this change in progress and have been been in conversations with our school stakeholders around what the the causation might be for these results um and as of now as part of our work towards fulfilling the goals in our multilingual learner master plan um we have engaged ELD spe specialists in a series of training first starting with systematic ELD training for designated ELD but we've also initiated some constructing meaning training um at an opt-in level first but we will continue to need to think about and learn um about the challenges and experience of our multilingual Learners and how especially how our literacy Focus intersects with their specific needs as a linguistically diverse uh group of Learners and on this next slide we're going to look at our um multilingual Learners that are Spanish-speaking
083um while the state shares data for English Learners through our latinx resolution we call attention specifically to um our Spanish speaking multilingual Learners and our students in this category are students who have not yet been reclassified um meaning that they have not yet demonstrated English proficiency on the lpac or the star or Dibbles so there is an added challenge for these students um when they're taking an assessment like the Casp um particularly in the upper grades when the language demands on the state assessment um are more complex um newcomers in the Middle School who are learning English may have greater gaps in their Prof iciency than students in lower grades and in addition to that um as I mentioned systematic ELD is a training that ELD teachers are receiving right now as well as they'll
084be receiving Orton Gillingham training to help um our emergent emerging readers um we've also launched the rewards reading program in middle school for our long-term English Learners um at the middle school level which includes um work around academic language and uh development and comprehension um this is the last slide um and this is where we'll be looking closer at our students experiencing housing insecurity um as noted earlier I think or maybe we haven't gotten to a slide like this yet but student populations that have smaller total numbers of students can't be reflected here to protect their identity um however we see in the numbers that we're able to reflect here some positive gains for a fourth eth as well as a 6% increase overall um one factor that can explain this positive trend we see
085is the work of our office of family engagement and our pupil Services Department um they've been really furthering the work the network of support to combat chronic absenteeism um ensuring that our students are coming to school at high rates is a priority for us and we feel confident that when they're in school we can support their academic development um with that I'm going to pass it over to director Sweeney to share more details around some of the bright spots in ela thank you and and good evening um so on this slide with our commitment to continuous learning and Improvement connected to our theory of action we explore new practices and study their efficacy in looking at our growth in English language arts we Revisited our strategies while there were bright spots across sites on this
086slide we highlighted a few reflecting their growth and some of the potential reasons why we ask what what can we learn from these successes and now I'll pass to director ALC good evening everybody uh now we'll take a look at our mathematics scores um as of the end of last school year sorry we just wanted to ask if you all want to uh engage in questions now or if you want to wait till the end we just finished the ELA uh assessment uh slides and so whatever the board's preferences my preference would be to ask questions now and break it into small pieces under are no colleagues okay yeah all right so then I'll turn to my colleagues first I I have a couple of questions but don't know if one of my colleagues wants
087to start student director CL okay um I was just wondering since I think students don't understand the importance of these tests itself so they don't perform as accurately to their knowledge as they should I was wondering how you guys plan to address this significant so standardized testing to encourage greater student engagement and ensure that their performance accurately represents their knowledge I think that's a very good question particularly at the second grade at secondary level we know um we know that there is um heightened attention to our AP testing as an example um and so there are some theories about um how and whether or not students understand um the impact of uh having strong scores on the SBA assessment so it can help serve as um a qualifying measure for our our California state State
088and uh State University system um and so there's definitely work that we can be doing um to better address that I think it's also connected to the work that we're doing to build and drive a data informed culture which is understanding that these assessments um are important touch points for us to be able to be reflective about our practices one of the things that we're initiating this year at the high school is um the star assessment for 9th and 10th 10th grade so that will I think help start building routines and awareness around assessment and why that's important I think to pick it back on that just again because we are a learning organization one of the things that we've talked about particularly at the secondary level uh is engaging you all W engaging the
089students themselves to to understand what they know or don't know about the importance again um as Miss Hogan dij said the AP exam or the exams that our secondary students typically um might really run to and that is likely because they have an expectation of how um participating in that examination could benefit them either currently or more likely um in the Years After High School and so engaging in some focus groups and some Q&A if you will around what their understanding is of the value of these assessments um is one strategy we've been thinking about one thing we've been doing though is also making sure that our our our parents and Guardians even at the secondary level I was just thinking about a presentation I recently did with College Bound understand the assessments and understand
090the value of taking the assessments so thinking about it as a multi-prong approach we've been really focusing on our excuse me on our Educators making sure they understand the the value of engaging students and that has taken off in the in the lower grades if you will um and now really wanting to move it up to making sure the students themselves who as we've demonstrated Berkeley students have a lot of agency understand the importance of it and that's not just for this assessment um that's for our internal assessments as well um me we we do have some different uh participation rates for those assessments than we do for this one and the only thing else that I would add to to that is as much as this is about lcap goal one and two we
091know that when students feel safe students feel heard and students feel cared for by the Educators in their their classroom it makes them want to uh do better and try the hardest that they can so as always we're focused on that wellness and belonging to ensure that when students are in learning spaces um they feel the social emotional support that they need to do the best that they can vice president Brown um I have a series of question questions but I just wanted to make um a response to this specifically um I think uh director Clark's point is so important um for for many reasons but I think especially um at the 11th grade level there are um colleges and universities who are now looking at espect data um as a way to consider um
092approval into their or acceptance rather into their colleges and so I'm not sure how many families how many students are aware of this but they absolutely need to know that and that performance on the espc test does not just impact uh your your class or the district but it impacts the student as an individual and so I'd like to know how we're sharing that information um how many of our educators are aware of that information how many our students how many our how many of our families are aware of that also so that's my first question my second um as it relates to this topic is that the last time we received uh data from you all specifically talking about the ESC I made a recommendation that we really consider using iabs um because iabs
093are it's a great preparation for the esac it's the uh inim assessment block test that you all know but for the public um it's a test that they can take in preparation and it's uh categorized by uh standards and by units um that students are learning and they can take it at the of uh each unit and it really really is formatted and structured in the same way that the SBA is um and it is a great tool that uh is available to us that is um free um as well as our icas that we can take up to three times a year and so the last direction that I gave when we were here is that I really like to see both the iabs um and the icas being utilized so I'd like to
094uh reive some an update to know where we are with that yeah so so in response to the use of iabs um in some of our reflection on some of our bright spots that has come up um when looking at some of our positive data M momentum as one of the the practices that some school sites um many school sites were engaging in and and and seeing um positive data as a as a result or at least at least that's one of our um one of our Wonder ings is is how much those iabs are are positively correlating with some of the positive data that we're seeing and do we know how many um classes are using iabs do we have the data on that is that the standard that we're providing I'm saying that
095we want to utilize them alongside with the curriculum that we're using what's our what's our focus on that so again we have some uh so we do have data on sites that have used the iibs and can get more information about the rate of use and participation um but as uh Lena said there are schools and classrooms that are that are using and piloting it but we have not made a systemwide shift to the iabs and and that is for multiple reasons not because we don't see the benefit in the assessments um as possible predictors of how our students would do on esbc but again as we were um you know managing change in our system getting our teachers to even move and shift to the use of dibles and star and using those assessments
096and understanding them with Fidelity um we were just mindful not to then add on another assessment they need to learn that is not to say that that is not the direction we might go in I'm definitely would love to hear feedback from those Educators who have piloted because that is often times a way to increase uh practices is to have other Educators say and I gave this or to even see results like the ones that we're seeing at some of those bright spot schools and and can contribute that um at least in part to the use of the iabs as a as a predictive measure that can inform um that can inform the work and so that is still the direction we're going um vice president brown but it has not yet been a systemwide
097shift that we have made in year two now going into year three and we've made some progress on it uh vice president Brown as well so every year we redo our pacent guides as it relates to mathematics and this year at the K5 level uh when we were doing redoing our patient guides we put all the iabs and icas in the pacent guides as opportunities for um those those assessments so this was the fir a step forward um we have not mandated all iabs to happen per the points in the year but we have put them into the pacing guides as recommendations as as points of clarification as we be continue to depend on ourselves as a data informed culture um I I think we're taking a step forward there and we're committed to continue
098to do so thank you I appreciate that um superintendent and um I always want to call you director Chris but I appreciate both of your response and that's specifically for the iabs now the icas we are doing three times a year as a as a standard are we not we're doing our screening assessments three times a year our but we're not using the state icas three times a year we're not mandating that we use the Okay I uh the direction that I would like to I'm happy we're using our screeners I know they're super helpful the direction I would really like to provide is icas three times a year absolutely IAB is teacher Fidel like teacher autonomy I understand that but icas we really really should be using um especially we have those three opportunities
099um to use them so I I think we absolutely should use them and so I'd love to engage um in ways in which we can or provide I'm sure I don't have to provide this to you all because you already know but provide best practices or reasons why we absolutely should be using those especially from the um perspective of of practice giving our students the opportunity to practice I could imagine being in the third grade um where this is the first time you're taking this assessment you've taken local Assessments in your classroom all year but this is the first time you're taking a really big state assessment and haven't had any practice on it um especially as it relates to looking at the format not on the content or the information in the assessment I
100know that they are well versed on that because they're learning that in their class every single day but on the actual assessment we have the opportunity to expose our children to give them opportunities to practice let's please utilize those I do have other questions that don't relate to this um can you help me understand what our um what our percentage of students who met and exceeded the standard in ela was last Academic Year I know this year you provided um 69.9 4% um but I'd like to do some sort of comparative analysis just to know what it was last year and what's triggered that for me um is this uh the slides around the ELA year-over-year growth um and how it's disaggregated um by race and by um our focal areas but I'd like to
101know overall um what what it is oh thank you so much so last year was 67% overall proficient in ela for our elementary students and 70% for this year is that's your question yes that is thank you very much I appreciate that and then um you all were when you all were sharing um specifically around our focal students uh I I know that you were sharing um what caused our the success that we were able to see um in grades uh like three and four um I'm sorry what's success we saw specifically in grade 11 for our African-American students but I wanted to know uh what caused the drop and you may have shared it and I may have just been taking in the data and having my own little personal crisis moment that I
102missed it and so if you could um go back and share kind of those success stories and those areas of growth um and I think that will reign true not just for our black and African-American students but what also happened um for our students um with IEPs that we identified um specifically in grades 3 4 7 and8 for the for um that focal group and then um uh there was another group but unfortunately I missed I'm having a hard time reading my own notes so if we could just paint the story to to see like what happened what what what didn't work well what where did we miss the Mark um and then for 11th grade to go from 10% to 29% is something great so what is the success story there that we can
103use to apply to to every grade and and every um every group of students and then I have one more question after that and I'll take a step back so I I will definitely let the team uh respond to your question and before doing so I I just want to be really transparent about when we are talking about uh the data both the areas in which it is moved in the positive direction as well as um examples of when it is either stagnant or moving in the opposite direction we are not here to propose that we know exactly what happened because we are a district uh engaged in continuous Improvement and only in our third year starting out as a team um we are still very much in the learning phase of trying to understand
104um what we did and what we did not do that led to the results and so just want to preface that for for the audience even in those places where we're seeing success where're we're cautious to say um that correlation is causation or that we know exactly what um has happened um also want to add to that that for the site specific bright spots um you know there's there's two third grade classes or we're talking about a group of students at a specific site and it's easier in some ways I'm I'm scared to use that word but it's it's a little bit um easier to identify what specific practices um happen that we might think led to the success when we're talking about District wide data spefic specifically the examples that you gave for example
105our fifth graders our fifth grade African-American students we're talking about across multiple sites and so we are still in the process of engaging with our Educators so you know what that would look like is pulling out the fifth grade teachers and having conversations about what did you do and finding where there was commonalities in what they did across you know the the 10 or 11 sites and then saying which of those things that we think led to Improvement and we have not yet pinpoint that yet um there's definitely anecdotal data and observational data that we've made either as a team or as individuals or things that even our our fifth grade teachers for example can speak to but we are still very much in just very transparently in the study stage to figure out what
106happened across all of B USD fifth grade that led to that 177% increase and then what didn't happen across all of BD third grade perhaps that led to that 7% um reduction in proficiency for our African-American students again our theory of action gives some ideas of what we know we've instituted systemwide but in terms of How It's actually happened or the degree um of fidelity with which has happened Etc director Brown we are still studying and understanding one of the pieces in our theory of action um talks about uh reflection as a part of uh the work uh that we do I'm sorry that's not I was going to say it wasn't reflection I just lost my answer sorry I'll come back to you okay um thank you for that I really would the direction
107I'd like to provide on this point is really encourage those conversations to happen sooner um rather than than later I know there are some things and some shifts that have been made some of which um you all presented to us before receiving this data tonight some of which we've given um direction for and so like let's let's tell the story and like let's learn from the story which I'm sure you all are are going to do but I think H how powerful would it be if we saw this data and we knew exactly what changes we made to um to shift the data and to make it better and if we could call call out explicitly what we didn't do and what we still need to do and where the gaps are so that we
108can change the data that still is in the 20s for for our black and African-American students and the other focal group was our multilingual student multilingual Learners so um I think it's great you know for us to receive the data but the data tells us the story and if we don't um take take ownership and not saying that you're not but if we have the opportunity to take own ownership of the shifts that we see and the trends that we see in our data then we can tell our own Story versus people making up whatever they think happened and so I appreciate um your partnership on that superintendent um and staff and then finally um just in in looking at the data and I'm going to be you know specific to our black and African-American
109students um because we're on the slide and because um we time and time again see um this as a group that needs a support um what what is our need our direct support need beyond what we are providing and what is our um our plan of action to ensure that that's happening can I go back so what I forgot what I was trying to remember to say uh was that when you look at our theory of action observation and feedback is well let me go back before that um so first of all I want to be clear that we are not here to say and if I imply it otherwise I apologize that we cannot tell the story about the work that we're doing um that has that we believe has led to the outcomes
110that you've seen um again that's why we started with our theory of improvement and change um in our appendix of our presentation we have starting on slide 61 um some more details about what the specific actions are around literacy um since we're talking about the literacy section that we believe led to improvements what I would was trying to articulate is again when we start to Nuance it by grade level for example I I want to make sure that we are telling the right story and the piece of the theory of action that I would say we did we need to develop more and do better at and really um kind of grow is the observation feedback component of the theory of action and what that means is that there are practices that we are saying
111all dist all schools do this or all classrooms do that getting into the classrooms to see where it is happening where it is not happening will help us better tell the story but will also help us to better answer the question around why is it that certain grade levels or certain populations are not necessarily seeing the same growth even though the same uh practices are being implemented in the classrooms those pieces of information or data or storytelling if you will cannot happen accurately without that next component of observation and feedback of getting into those classrooms and seeing the teacher implement the strategies that we've learned in our PD that they've gotten feedback on in their coaching and saying I see that you're doing it but I notice that with this particular group of students or
112with this student over here those um practices might not be being done um either with the same level of rigor or Fidelity Etc so I do not want anyone to leave uh thinking that we cannot tell the story we tried to start off by telling the story but I also want to be honest about the ways in which that this data is is very new wants and I don't want folks I don't want to tell a false story um and I want to be really honest about there's some things we can speak to and there's still a lot that we have to learn about what we're doing and not doing that's having the impact that we want to have and that observation feedback piece of the component of the equation I think will help us
113do that thank you did you want to respond to my second question about uh direct support needs well go ah well I think for our literacy work in particular um so thank you to Berkeley voters because we do have funds that help support our literacy coaches um we had made a significant financial investment in the core training last year um and I do want to acknowledge um our literacy coaches in particular because they have been instrumental in continuing that delivery of professional development um I think that what one thing we actually heard from principles this morning when we were looking at some of the data is the importance of being able to fully support a full-time literacy coach at each of the schools what we also heard from George Ellis's monitoring report in June um
114was that we you know a lot of our uh School site specialists are spending a significant amount of their time as um Service delivery providers for that intervention and that it would be really important to our superintendent's comment about the observation and feedback but it's really important to be able to have designated time to do the coaching and support and that's going to be particularly important as we're making as a as a as a district a significant shift into a new curriculum for our Elementary grades starting next year um what we have heard from our school leaders is about the importance of having um specific designated professional development time so a need to have additional days in the summer as an example headed into the school year um so that we can make sure that
115we have level set on those expectations and I think then providing um that capacity for our literacy coaches to do the work of of coaching um I know that um director Dean who's here alongside of director alback have been working with our principles on that instructional leadership component and then um how we can start making those regular observations and feedback for the purposes of learning right like it's really important for us to be able to understand what's happening what some of the challenges are so that we can work to address them director rabbit yes thank you um and just as we as we ask questions if we could leave space and if if it's time for us to piggy back on some of those questions so we don't have to revisit them backwards cuz now
116I got to go back to a bunch of stuff um so that would be helpful as a coworker colleague for us to think about so when we talk about icas for example and uh iabs which I got to go back four questions now [Music] um so um did you or did you not say that our bright spot schools were using those um practice iibs um yes some of our bright spot schools are using iabs and and some are are are wondering if that's part of um part of the reason for the increase is that like the ones you highlighted like the BAM the Emerson are they definitely doing it or no um to to my understanding those two schools are yes okay and then when we look at the icas um I just want to
117definitely back up um director vice president Brown because especially when you haven't taken a test from 8th grade to now your next test is 11th grade and we're not even doing the icbs for 10th graders we're not really doing the prep work so that you've had this break and now all of a sudden I'm supposed to perform at 11th grade right um and so I think why are you laughing I think making that routine is very important um do you want to comment on that I was was that a was it a question or just a comment cuz well it's both got it okay um so one I want to appreciate that feedback both from you and from vice president Brown um and again going back to our theory of action which I'm going to
118reference a lot is uh a data informed culture um and to be clear when we talk about a data informed culture it is a is a rather comprehensive uh in culture in that there's again multiple measures but also multiple purposes for assessments um and so the the fact that at this moment we have not implemented the icas again does not um imply or say that we don't intend to it it really means that again we're trying to manage change and chunk change such that is digestible and actually happens um I recall two years ago when we started here in Bud that the the culture around assessments was not necessarily uh that of excitement right and there was a lot of hesitancy um on the part of community members and and parents even let their STS
119take a test and what the test means Etc but also on the part of our Educators to really understand the value of it and how it can be used to inform instruction so we were strategic to start with assessments that actually inform instruction um and not that the icas don't help instructionally but they are really about practice and can be a predictor for this summative assessment and so we're going to definitely phase those types of Assessments in but just want to be really um clear that we were trying to chunk the change our ultimate goal though is to definitely have a really robust assessment system um that includes screeners and Diagnostics and summative informative and uh you know formal and informal and so um we are definitely committed and I want you all to hear
120that and the community they're gone to hear that we are we are continuing to build so the assessments that we have or not it right we know there's a lot more work that we have to do inclusive of Assessments that give our our students opportunities to actually practice taking a standardized test so that feedback is received um and echoed because we're working on figuring out how to continue to build out this system um in year three of our um time as a team thank you I also want to talk about when you were mentioning uh our reflective work and what we are observing in the different classes is why I've been pushing for the equity walkthroughs to take place because this data is extremely disheartening um for people to sit in the same classrooms and
121have such a tremendous difference in their actual results and so until our instructional leaders of the house are actually going through and making sure that Equity is happening in the instruction in the class room I actually have no idea how we're going to get to different results than we've seen year after year after year um as Chris albach said talking about relationships and how important that is if nobody's going in to show hey do you see how your relationship with this student is basically non-existent and how when you disregard their questions it cuts off their relationships we can do practice tests we can do all these iibs but we have to make sure that every professional is really thinking about their relationship with their students and the foundation of how they are inclusive that's what
122we're talking about safe welcoming and inclusive environment uh for all students in the learning mode right um and so that leads me to this question about our 3x5 plan right we want 3% for all five % for our focal students what is the plan to make sure that that 2% happens when they're all in the same classroom how are you going to make sure that this focal group is getting that extra 2% work what what is the differentiation an instruction like what is going to happen that's going to make 3x5 real and not an accident or oh we did it or we didn't do it we don't know why we did it over here but we did it over there you want it want me start yeah can we look towards slide appendix slide 62
123y you right who's got the all the way there I think got that yeah I I think as we're getting to that place because I think director albc is going to talk about some of the practices what I will say is as part of building an in a data informed system and implementing our current assessments um what we have been doing um so our star and Dibbles are screening assessment um but we also have been using dibles as a progress Monitor and that Dibble score is giving us more accurate information about the areas that need areas of reading that need to be addressed for students which is giving us better information about how and where to intervene we've also invested significant resources in training our site-based specialists in Orton Gillingham we're seeing a lot of
124positive growth um in students who are um participating in OG one of the learnings that we had um because we do have edge of climber right we're now able to track the progress monitoring is that we had some variation in the drop-down menu on edge of climber to be able to make this one for one one to one um and I think I'm looking at Lena some of that's been cleaned up this year so that we can make that decision but to your to your point uh director babit about how do we ensure that acceleration part of that has to happen because we're making faster more informed decisions about the the specific areas in literacy development that a student needs and we're better able to do that now than we were a year or year
125and a half ago and with that all yeah and just to sort of build on that so last year um as associate superintendent Hogan Dy mentioned we did a lot of focus on tier 2 and three and we trained a lot of our practitioners in using the screening assessments to inform instruction collect diagnostic data and progress monitor students who need additional support but what we know is that just pulling students out for 30 minutes of additional support is not enough to accelerate their progress right and it really needs to happen in the classroom so this year is really about aligning the classroom practices with student need so not not waiting for students to fail but giving them what they need immediately so we've been rolling out a very stepbystep plan with our classroom teachers around
126this new assessment protocol so we screen students we use that data to identify focal students who need additional support and we are training our classroom teachers in how to use diagnostic data where in the past we've used reading levels as a way to provide differentiated instruction this year we're using um the core diagnostic assessment manual uh assessments to help teachers uncover exactly what the finished unfinished learning that those students have and be able to Target that in the classroom um and it's really through that like alignment of tier one and making sure that first teach is as strong and as targeted as possible that we feel like we're going to see a lot of growth with our focal populations and then uh with um student director Clark's point when we talk about um students really
127understanding the importance of um taking these exams are we also going back to a line if their grades are reflective of these esack results because we know some kids just bubble in right and they're not really actively participating but can we also have prese presentations where we could find out if the percentage of grades in grading is working is is matching are matching these esack results and that can also help us further understand our equity for grading kind of our grading for Equity goals at the same time and how that is aligning with the esack results and our reflective observation um I think I I'm pretty sure I asked for that last time so I just want to really make sure that we um withhold that going forward in future data presentations and I'm also
128confused about when I look at these bright spots um in the appendix in other school uh at all these various schools the increases don't seem to be matching the overall results which means there have to be some serious schools that are not doing well at all say that I don't understand what you're saying say it again so when I look at the bright spots so for example if I search Rosa Parks and I go and it'll come up on the appendix page as a bright spot increase right so I have bright spots in ela on page 79 for example we have increases of % 7% 8% at 10% 15% 34% we have all these increases but then the overall data I'm showing declines in some areas yeah and I understand what you're saying so when
129we're looking at the school bright spots um Ela we're we're and and also for the the next slide um bright spots for math we're looking at at at all of the grade levels together um within within um focal groups so so that that's that is why the the numbers will look um slightly different so for example looking at um at John mure increase 5% for our our socioeconomically disadvantaged students um that's a 5% increase for all of all of the students who are under that category um who who are taking the exam from three through um five so then the total on the overall on the slides where you have overall should be somewhat closer to some of these price I don't know it's it's just very it's kind of misleading I I don't know
130how to use this without assuming that there must be some schools with huge declines is that true that we have schools with huge declines or we definitely have uh variance in performance across schools and we do have you our intent was to try to provide District level data but there had been some ask um in previous presentations for some school data we cannot show the entirety of school data so we tried to highlight some bright spots but we do have newsletters for each of our school sites that actually gives you the specific overall data for that school as well as a specific data for um their focal populations as well as uh their grade levels but it is true um hence the the data looking how it is that there are some schools that made
131significant gains or stayed flat and there's some who may have seen some declines in some areas um or did not make as much progress okay thank you so much can I just ask one more question on Ela and then I'll pass the mic um just trying to pick which one is most important at this point how are we making sure that U we minimize the gap between our families with um fewer resources and and more resources as well um for example how do we know which students are performing better because of the supplemental work that's happening at home um and which students are not getting that supplemental work or they could be getting supplemental work in the after school programs that uh people can pay for that other students aren't privy to um so how
132are we assessing that to determine because that's going to impact your 2% differential right yeah so that's it's kind of challenging uh director rabbit to collect that level of data what we what we are able to identify of course there students who are for example our after school program and know that there's examples of programs in our after school that do additional academic enrichment we're able to identify an edge of climber uh which students are in different interventions that we have some um interventions from our some of our Frameworks as well as interventions um in in the schools um however we're not able to get data um that is reliable quite honestly on the additional uh supports that families are providing their students or that students have access to um outside of B USD um
133and so because of that what we really try to do is focus on the the things that are within our locus of control which is first and foremost what happens during the school day um that's both that tier one um instruction as well as T tier two and tier three and of course looking at data around um students who are in other programs that we might provide it is hard to then still make a a jump around what has led to improvements because again we're really clear that correlation and causation are not always the same thing and it's it's hard to pinpoint was it did that student show progress because they were in that school intervention or because they went to you know the YMCA Camp one week in the summer um so unfortunately we're
134not able to collect that data but I think what we want to do and what research says is the best practice is to really focus again on that sphere of influence that we have that our Educators actually um influence and that is what's happening during the school day and we really want to make ourselves accountable to um tracking and understanding data in progress with regards to that aware though that there are of course uh families who do have the means to supplement um uh their students uh learning and that might likely show up in some of the academic data it's just hard for us to pinpoint and know for sure what those things are and how they're impacting um and then using that to make any um you know decisions around next steps of support
135for students and I completely agree I would just say sending a questionnaire a Google form a a a survey home to families is is really easy and it would also help us as we direct funds and think about supplements to make sure that we can um offer those kinds of services uh to other students I personally would have definitely told you immediately what supplemental things that I was doing for my child especially if it was going to help someone else right and we know that our educators will often teach to the top and so if the top is the top because of all of these other initiatives that nobody else is a part of we I believe we will continue to see these kinds of results and we can definitely look at collecting information I
136do want to say that we are able to and have been looking again at not just our intervention but some of the programs that our students are in that again are within uh buusd um those who participate in you know some of our ASF programs again as an example and and can collect data around if those students have shown progress or not but yes it gets harder outside but we can definitely collect the information I do want to say um we do have two more content areas to to share with you all math and then uh science which is is the new one to share with you um and so if there are no further questions we'll go ahead and transition and I also again just want to acknowledge that um that 3x5 Target was
137created in the spring uh and we still despite having a long ways to go specifically with our focal populations have seen improvements in the outcomes of our focal populations if you look again at those slides around growth um both by race and ethnicity as well as um uh program though it might not be when you break it down by gray level we are seeing overall that we are moving in the right Direction and moving towards that 5% increase specifically for ELA and I'm happy to now have the team share with you uh the the data on math um thanks superintendent I know that director shinoski do you have your hand up sorry yeah director shinoski has your hand up I have a couple questions director Chang do you have any more question okay so we'll
138keep him brief but you know I'm gonna just jump in and then I'll call on you director shinoski thanks for raising your hand I see you um I really appreciated the calling out of different focal populations that we hadn't seen before so I like the de aggregated data for our aapi students and really appreciate it seeing um the data for Pacific Islanders in particular and so I you know I look at that data and I see growth areas still that we have to address for our Pacific Pacific Islanders El students and our special education students that are still concerning to me um thank you uh director Al for pointing out the literacy actions and the work that we're doing internally but externally and as we think of you know our new literacy curriculum and the
139work that's um coming up in the spring are do we have a focus group set up to engage with parents of Pacific Islanders Els and sped families in particular to see you know what we could do to improve literacy scores for those student populations um yeah we've held focal groups for black African-American families uh latinx and M multilingual learner families and families of students with special needs and we have not yet had one for families of Pacific Islander students but it is something that we can look forward to doing yeah I think that'd be great I appreciate this disaggregated data but would love to learn um how can we can better support our Pacific Islanders given what was presented tonight and director shinoski I'll turn it over to you for your questions and then we'll
140move over to math superintendent yeah I more just have a comment um I I'm the data is really hard to understand for me I mean and some of it I think is like the statistics of small numbers and so looking at all of this I I'm really excited to hear during the previous questions and answers that we're trying to figure out why the numbers look the way that they look and I hope that we have a plan for really um targeting that and assessing that because I think it's really hard to know um why a particular classroom has particular outcomes with only you know 20 25 students in it so um I just hope that we have a clear plan for how we're going to really dig into that and so that we're not just
141continuing to try and Chase down better numbers without um you know achieving those results and I also just want to you know really shout out the improvements because I think that it we often get bogged down in what we're not doing and I think that our educators are clearly working hard and trying to make change and and really we're seeing results and that is shown by you know the improvements we see this year over last year and then also in comparison with neighboring districts so I just want to give um some gratitude for all of our teachers all of our staff all of our administrators for that hard work and good work so thanks anything else before we move forward all right so we will go ahead and transition to our data Pres presentation on
142mathematics uh next slide please so the first slide that you see here is at the elementary level um as you see we continue to see year-over-year progress in the amount of students that perform proficient on the math SBA assessment a very good news year-over-year since last year we made 4% growth in proficiency at the elementary level and over two years we've seen 8% growth at the elementary level since the year 2122 and the specific grade levels that you see in front front of you have followed a similar pattern so overall growth over the last two years at the elementary level positive trend next slide please the slide before you is for BD secondary schools we continue to see similar growth in proficiency rates as well secondary student proficiency Rose by 4% from 2223 to 2324
143we continue to we we observe nonlinear trains at TR trends at what I call the transition grades those ones coming in and out of middle school and then in out and out of um high school so definitely um some learnings to do there but overall we have also seen an 8 8% increase in proficiency over the last two years at our secondary schools next slide please returning to our 3x5 Target as we transition to discussing our focal groups next slide please the slide before you breaks down math proficiency rates by racial and ethnic subgroups from 2021 all the way to 2024 showing overall positive Trends the district saw an overall proficiency increase in of 4% with African-American students improving by 6% and Latin students by 2% the multiethnic group improved by 4% while American Indian
144Alaskan native Filipino native Hawaiian or Pacific Islander students saw the largest increase at 7% white students also proed improved at a 3% gain similar to English language arts we encourage by the progress that we have made and we continue to acknowledge and continue to work towards disrupting patterns of predictability and the inequal outcomes that we see represented in our dat data next slide please this slide highlights the math proficiency improvements by program from 2223 to 23 24 we see a districtwide increase of 4% overall socioeconomically dis students showed a 6% gain while students receiving special education services improved by 2% notably students experiencing homelessness saw the largest increase with a 10% rise in proficiency next slide please overall BD's black African-American students proficiency rates Rose by 6% year-over-year meeting our new lcaps 3x5 Target one
145of the efforts that we can attribute this to not the only effort but one of the efforts is BD's continuous Improvement monitoring of significant disproportionality also called Sim for signus work which continues to focus on the improve proficiency of black African-American students through student specific individual learning plans around math goals although we have significant work to do to close the opportunity Gap within math education we are excited by some of the work that is taking place this year around aligning math professional learning which we can highlight later next slide please overall BD's Hispanic Latin X student proficiency increased by 2% from 46% to 48% significant growth can be seen in third F Fifth and seventh grades with increases of 10% each however declines are noted in fourth with an 8% drop as BD Works to
146replicate assessment and progress monitoring systems developed through our literacy action plan we are taking lessons learned from that work to develop mtss math practices specifically as a relates to identifying diagnostic assessments and intervention practices for students with unfinished math learning ensuring that all students including Hispanic latinx students receive the support they need to achieve at high levels next slide please overall BD students with I APS we have an overall increase of 2% in proficiency rising from 23% to 25% notable improvements are evident at the third and seventh grades with gains of 10% and 11% respectively these results align with our theory of change emphasizing the importance of collaborative structures between general education and special education teachers this collaborative approach is designed to provide more cohesive and inclusive tier one instruction moving forward we aim to
147strengthen targeted interventions and professional development for both our general education and our special educ education Specialists ensuring consistent support and more integrated practices to enhance outcomes for all of our students with IEPs next slide please for our students identified as socioeconomically a disadvantage BSD had an overall increase of 6% in proficiency rising from 33% to 39% in 2023 24 notable growth is seen across multiple grade levels particular in the Middle School level where two out of three grade levels met our 3x5 Target by building a more aligned intervention model and improving support structures across all three schools at our Middle School level we've been able to make positive progress as we move forward we continue to strengthen these efforts focusing on consistent tier one instructional practices aligned with the new California math framework ensuring that
148all students especially those who have been who are socioeconomically disadvantaged re receive the support they need to achieve at levels next slide please this this slide details the year-over-year math growth for our multilingual Learners with an overall proficiency rate holding steady at 18% overall notable improvements include a 15% increase at sixth grade with a 6% gain in fifth grade indicating positive growth in certain areas however we see significant declines in the fourth grade with a four 177% drop which raises curiosity about the underlying factors affecting progress for this group in recent years we've seen consistent gains among our multilingual Learners making this year's growth a point of reflection this aligns with our continuous Improvement approach prompting us to analyze not only the factors affecting this subgroup but also to extend our Reflections to other groups
149where progress has been limited looking ahead the meeting of the math Minds initiative will play a crucial role in this analysis by fostering collaborative collaboration among Educators families and other stakeholders this initiative aims to identify and address address instructional gaps refine refine strategies and better support all subgroups including our multilingual Learners next slide please this slide presents year-over-year math growth for Hispanic Linex multilingual Learners the overall increase in proficiency is minimal at 1% from 13% in 2223 to 14% in 23 24 notable growth occurred in third grade with 11% gain however however there was a 7% client in fifth grade which highlights an area for further support in developing our integrated ELD practices throughout BSD next slide please similar to English language arts we are seeing Improvement in achievement of our younger students who experience
150housing insecurity as stated earlier we believe our student services department and the work through our attendance efforts have been one element that support this growth we know that when we have students that are coming to school regular we can support them and get them to achieve at high levels now we will pass it back to director swiy to discuss school bright spots thank you as a learning organization we continuously listen and reflect upon the changes we are making and how they are contributing to progress and also how they relate to our 3x5 Target and looking at our growth in math we Revisited our instructional strategies as related to mathematics here are some of the bright spots and some of the potential reasons for the why that was cool what was cool what happened well um
151the John Muer when when we talk about the math specialist being in the instruction class which would be like tier one instruction four times a week for 30 minutes so you're moving out you're moving away from pulling them out where they're missing to incorporating them in where they can help more children is that what that's correct yes see that's that's a good model now we got something that's why we like the evaluation part is that part of why they are one of our um Blue Ribbon Schools that that is one of many reasons uh that John Mir made the gank that they made and is acknowledged as a blue in school yes think that was go ahead are we pausing for questions so that concludes our our section on mathematics so following mathematics we have
152four slides for science we are happy again to uh do whatever you all choose either to stop and talk about math or to continue on with science and then do math and science together I would to continue on with science and let's do both Math and Science together okay okay so next slide oh we're going to yeah this one this Slide the cast California science test is a state assessment administered to evaluate students understanding and Proficiency in science it is designed for students in grades 5 8 and high school typically administered in grade 11 as was mentioned earlier and aligns with the California next Generation science standards we are introducing this data set and are excited to discuss our cast data as clearly along with math and reading science is essential we will expect to
153see this information on the dashboard the CDE dashboard and as we turn our attention to the lcap for the next school year we will need to add a measure related to our science data next slide we are building we are building practices that can lead to Improvement across subject areas including science regular and cohesive collaboration use of data to drive instruction study of research and standards are are contributing to some progress as we see we have a 5% total growth in cast scores with growth in fifth grade and high school and a slight decrease for our eighth grade students next slide and while we see 5% growth overall and we see and recognize some growth in our focal groups we continue to see significant areas of Need for our focal groups next slide similar to
154what we observed on the previous slide when looking overall at overall focal programs we see some growth from last year we have a 2% growth for our students in special education 7% growth for our social social socioeconomically disadvantaged students and a 6% growth for our students experiencing homelessness however we continue to recognize unfinished learning for our program groups in the area of Science and that concludes this section directors do we have any questions vice president Brown yeah a couple comments well you all just turn that frown upside down so I'm really happy to um hear about some of the bright spots that you all shared uh specifically as it relates to math and um and for science you you all know um that the science test is a newer test as it relates to ELA
155and math and so um of course there are going to be areas of growth but to see the areas that we're succeeding in is really really um great and exciting and um absolutely makes me happy if you could go back to I believe it's uh 46 oh no uh yes so the places where we have data that's not reportable is that because we what what is the reason for that I know it's coming from the state state level but what what's the specific reason um those are data that were that are not reportable publicly because of the either the size of the population or the bands that they're scoring in and so it it would it would lead to ident potential identification of a student so we are looking at those numbers internally but not
156sharing them publicly in order to protect uh the student population okay thank you um real quick real quick on on this slide would that also infer that many of these students have been reclassified out of the English language multilingual learner plan program and that's why the numbers have declined no so for um the the multi the multilingual Learners and we should have put eel there because that's how they're identified at at this at on the state reports these are not our redesignated students so that is coming up as one of the learning questions um are we looking at our Spanish-speaking uh English Learners who have also been redesignated and are we seeing what is it that we're seeing between students who have redesignated versus those who haven't long-term English learn Learners versus the earlier earlier
157grades so that's definitely an area that we're going to be looking at thank you and if you um could go ahead to slide 50 is that the next one yes or 49 I'm sorry the brights B 48 48 excuse me thank you um so to director babbit's point so excited about what's happening at John mure um especially with the um Specialists being able to come into the classroom four times a week giving um the intervention that is absolutely necessary and needed um is is great and I think the question I was asking earlier is what what direct support do we need um and so this may be a place where we need to continue this um direct support and so how many um math Specialists do we have in the district uh what is our
158capacity to if if not do this uh in every classroom or at every school increase what we are doing and I'm asking really from um a budgetary perspective because when we think about our budget and we think about ways that we've made gains and the recommendations that we're supposed to make from the dis this directly informs that and so how many specialists do we have um and what capacity do we have to continue this uh pushing support rather than pull out sure I can um take this one so a few different things it's about resources right but it's also about instructional vision and master schedule uh so those are some big implications as well so to answer your questions directly what Specialists are we talking about we're talking about our literacy coaches we're talking about
159our RTI coaches we're talking about our ELD coordinators and we're also talking about our case managers all supporting students either at the tier one or the tier tier 2 level and what this looks like is this looks like an intervention block um that is happening purposefully at a specific time of the day um where we're doing um lingo like a flooding model where um it's intensive intervention of many specialists with our students that that have unfinished learning um so in regards to the resource allocation that we support from the Das I feel very um grateful to work in BD um for all the funding that we have either through Bap and through all the other funding sources which allow our schools to have these amazing resources and then for us as the district with your
160support it's around how do we how do we reimagine what can potentially be different structures within the school setting and how can we encourage and support our site leaders to be those instructional leaders to make those changes because we know no change is easy and we know that if we're asking folks to do things a little bit different than they've done for many years potentially there's some resistance but at the end of the day we have to make decisions that are best for kids and if we see um subgroups like this at John M black African-American students that are increasing 25% in one year that leads us to you know reflect back to our our theory of change and one of our one of our elements is reflection and that's a big Reflection Point absolutely
161I couldn't agree with you more um and how many in in terms of my question how many math Specialists do we have do do we have I heard you mention all of our intervention team who's working with our students specifically as it relates to the math data we're looking at how many math Specialists do we have or interventionists we have RTI RTI coaches at each site some sites have math coaches some sites do not have math coaches and then I think that is really um there's some site discussion there maybe you can get the number to me later we will we will get the number uh to you later and I and I anticipate that there are other questions I do want to just call out uh directors for for your benefit as well as
162the benefit of the audience um and out of respect for the hard work that's happening at our sites that uh we again started with our theory of action because um we wanted to really kind of set the stage for what we've been doing and what we think is important or necessary to drive change and Improvement um and if you look at these bright spot slides both the math ones and the ELA again wanting to uh reiterate that we've only put a couple and even the things that we put on these slides do not reflect the entirety of what those schools are doing um that might have led to the U to the uh improvements or the progress that's said um all of these bright I'm sorry all these strategies directly align to the theory of
163action and and we could draw that connection for you all more explicitly at a later date but I do want to give an example uh of Malcolm X for example for ELA uh they also were listed as a bright spot specifically with their African-American students and uh called out targeted small group instruction and then the example that you all just gave uh John mu with their uh you know push and intervention if you will as well as their collaboration and so when we talked about the studying piece we're really trying to understand not like oh is it about pushing intervention I think there's been enough research that says that going into the classroom is better than pulling students out specifically depending on what you are trying to achieve there's also tons of research parior of
164action that talks about the importance of collaboration the study piece that we talk about why we say we just we can't just give you the immediate answer is it's actually more nuanced than that it's what's happening in that collaboration it is what are the things those teachers are talking about what kind of questions are they asking when they're planning what are the things that they're considering are they coming back looking at student samples for student work samples as an example similarly when we talk about the pushin model that you highlighted for John Muer is not just about do we have interventionists or other people um going into the classroom it's again what are they doing when they're in the classroom what are they focused on how are they working directly with the classroom teacher Etc
165so again I want to say and celebrate the work that's happening at our school sites and all of that work the work that's led to improvements definitely directly aligned to our theory of action our learning is what are those little tiny distinctions those little small change actions that we can learn from and then replicate and scale and not until we have another year or so or some really intentional time to look at and study and do those observations and feedbacks we'll be able to answer those questions we could have 20 specialist and we can push everybody in and you still will not get the exact same results or even the same levels of increase unless you understand what it is that you're doing differently when you go into those classrooms as an example I I
166absolutely appreciate didn't agree with you um superintendent for marel and I remember uh years ago not that long ago but um CH director albach when you were uh the principal of Willard you all made some major gains in math that were just so exciting um and so what we did as a board is we invited you all to present to the community I'm sure you remember this but to present to the community about what changed and what did you all do so that it could be a model for the district and so I I know that there are so many different reasons uh why we see gains or we don't see gains and you know so on and so forth but maybe we need to um bring bring those those Equity moments um or the
167equity showcases back because I'd love to just sit down and hear from John M or hear from Washington or hear from Longfellow um directly about the things that they're doing because we're excited and it's wonderful and it's great and we want to keep it going and so not just highlight them and celebrate them uh for their for the great things that they're doing but also learn from them knowing that we are um a school district that will will collabor will really uh leverage a lot from collaboration and so thank you can I just add on the slide yes while we're on this slide um and and and also to vice president Brown's Point as a board um how how can we use this to kind of direct vision and policy to help the expansion because
168what I've seen in bosd a lot of times is once we get the best practices out there then somehow it gets shut down even though it was working and this is just what has happened in the past and so and I know in a lot of schools and a lot of different classrooms people don't even want to share what they're doing when it's working because the district will then come in and not support it right for for other reasons of um of tensions that happened throughout all of our schools so I just also want to know how we as a board can use these best practices and also make it a a direction a policy uh this is what we do to support your work as a superintendent like where do we fit in to
169help roll out these best practices Beyond just making sure that the resources are there but really um giving in that directive um and so when I look at Washington s for example on this slide like this bright spot sounds like what we've been saying for all of our schools to do so I'm just wondering why here it's so different to to drive a 16% increase because this should be the model at every school for example I think I mean but I think that that that is what we're saying is that when we were talking about our theory of action and specifically calling out being part of a data informed cult data driven District coupled with um a mindset around continuous Improvement there are practices and systems and structures that we need to have in place
170across the board and so what's been happening over the course of the last two years is building into these data routines around our screening assessment Windows to do that work what we know and any change management process is that doesn't necessarily happen as consistently at the beginning right because we've got to get to a place where we are what is the we we got a nice little um a nice little message from our core Learners we have to uh teach it support it and then expect it right and so we're now hitting the stage where particularly around our data routines we are getting to a stage of being able to expect it and we recognize that there's some additional work that's happening particularly within regard to our literacy work so uh director babot you are
171correct these are the the systems and processes that we want to see across all of our schools but we need to see them happening consistently so we're now in the space where we're able to ask like are these things happening how often are they happening and then how well are they happening right and that's you've got to be methodical and intentional about studying across all across that process thank you very much um I just had a just couple quick comments I do want to Echo what my colleague said the excitement uh for seeing all the positive work that's happening and I know it's just a snapshot of some of the sites uh I like that vice president Brown called out Willard a lot of the excellent math work continues even though you're not there former
172principal Al under principal Billet I know that there's a there's a math um strong math culture and a strong uh maker space culture at the school that still continues and uh Willard participates in math counts and all these great different activities um that makes that Community uh continue to go strong in terms of uh tutoring sessions because I know there's stuff that we do inside during the school day and stuff that we do after the school day I'm curious um and this comes from feedback that I had heard at AUD meeting when under um principal fan when he was principal of Long Fellow I know that for latinx fam is there and I know that there has to be consistency AC cross sites but for that particular site I remember tutoring being brought up in
173that venue and I'm curious right do you feel like certain interventions work better at different sites like I know that that was a direct request from that particular group and from latinx parents at Longfellow and I'm glad to see the the positive results here but um do you know if if that is something unique to Long Fellow because of that engagement with principal fan and and with that work in other sites like how do you in terms of cost Effectiveness right as the board enter a period where we're going to have to make tough decisions and budget cuts um could we get information and in a different uh maybe email to the board about you know just understanding the cost of like you know having Specialists inside during math instruction versus tutoring and um what
174works better for which community and maybe for which age group too director CH thank just really quickly um these are really positive uh data points and numbers and I I want to make sure that um I note my uh Kudos and appreciation for the hard work that's going on with this team and across the district um and for myself as a governance person reflecting the comments of both director Brown and also director schi but all directors here it's um sitting from a pure like from a governance perspective um having the data is really important but also having um some type of exposure to the type of qualitative approaches the theory of practice is that the term Theory practice theory practice um you know there's a obviously a qualitative aspect to this too that can't be
175captured in just the um data points and in another school year we'll have three years we'll have more long Jal at some point we'll have like four or five years and that'll be really helpful but um I I also support um director Brown's suggestion to have folks who have uh had these improvements come come to the board and speak to us and um educate us on on these type of theories of practice or pedagogical uh practice that are that are so effective in class thank you great um I don't see director Shin's hand up but do directors have additional questions before we move on yeah we do you can go I did I I asked oh now her hand is up hi director shinoski you can go I see you now yeah I I guess
176I just feel compelled to make a comment as a teacher you know different things also work for different teachers in different ways and so the notion I I'm just troubled by the notion of mandating certain things it's like teaching is a skill and it's also an art and so I think we also have to figure out a lot about culture culture and a lot about um you know what we can do to support our Educators to make sure that they are doing what is best for them for serving the kids in their classrooms can I ask I may have missed it um director shinoski um but what mandated um instructional uh changes do we make I I just want to make sure I have it in my notes cuz I remember that and I'm not
177sure I was responding just to some other comments that were made thanks D shinoski are there any further questions uh vice president Brown can I can I Pig you back on that um Dr shinoski I was really referring to best practices um and I I don't think what's best for them is necessarily the same as the best practice and there could be a Maring of the minds there but we really do have to think about what are Best Practices that get the results for kids and and ask for that kind of improvement and support it like they said teach it support it and then expect it that's what I was thinking if that's what you're referring to vice president yes I wanted to um ask a question about what you were um mentioning earlier associate
178superintendent um Hogan djk from the teach that supported and then expected uh model uh that I'm sure also includes the designated PD time that you were mentioning earlier when you when you said that um some of our areas for growth that will impact our um theory of change is really that the need for designated PD time so currently uh could you just share what our um capacity is for what we have for designated PD time and our vision to um include more opportunities for PD who's providing um those trainings for our Educators um from you all's office do you all provide expectations for outcomes um just if you could share a little light on that please I'm going to I'm actually going to turn this over to director albeck because um he and his team
179really led the professional development so for folks in the public to know uh BD supports um two and a half uh professional development days that are not uh te classroom teaching days one before school starts and then two during the course of the school year we've been making some shifts to also utilize the Wednesday release time and recognizing where we've got capacity with both our teachers on special assignment and our literacy coaches RTI folks to help us with that work um but in terms of um how we're setting expectations in alignment that's a lot of the work that our curriculum and instruction Department have been have been doing um so I do want to acknowledge those efforts and then just briefly so we have the site discretion Wednesday PD for K8 and then our high
180school uses Monday morning so that's around a 2 block that uh our our instructional leaders work with their teacher leadership teams on determining it's a joint agreement between the uh the teacher leaders and the instructional leader or the site administrator on determining the best use of that time um and I think and then in addition to that we have then the district mandated PD which is the two day long PD days the October one uh or also one this day before school starts and then the January one um and then at the middle school level we also have Middle School collaboration structures where five times a year all the middle schools come together um in a in professional learning communities to focus on uh the areas of practice but the one thing that I'll say
181about this and I think what has led to some of the growth that we've seen is um again getting to our theory of action which is really around alignment um before this I would say um sometimes what's happening at the sites on the Wednesdays or BHS on the Mondays wasn't necessarily the same practices or the same Focus that was happening on the district on those PD days right and that provided a lot of mixed messages for our teachers um and one thing that I hope you all are hearing um is literacy continues to be a focus and will be a focus in in our district and this year specifically our site PDS on the Wednesdays which is around the diagnostic work that um coordinator James was speaking about and then our PD days our district
182byde PD days have also been focused on the literacy practice so we're sort of beating a common drum um that provides some consistency for educators because we also know um sometimes education is flavor of the month and what's happening next this year and it's you know for our teachers sometimes that can be um challenging but I think we're in a year three of an Administration that is supporting um very consistent learning and I think for our Educators it's starting to pay off and even folks that potentially you know we're we're waiting and out there's no more waiting and out and this is sort of the the that we're going of course we are learning it we are now expecting it and monitoring it and supporting it so that's sort of the structures that leads to
183it but there's there's more than just the structure if that makes sense VI president Brown yes that does make sense and so great to hear because I know that you all always update us every time you all have that summer PD and I was excited about what I've heard in the past years in terms of um the focus areas on abolitionist uh teaching and Goldie Muhammad's work and so those things are really exciting and great and how do we align because vertical alignment is so important right and so how do we align and how are we saying the same messages in summer PD that we're saying in October PD in those Wednesday sessions and those Monday sessions um and so it's sounding like you all are continuing to move in that direction and so that's
184the only update that I wanted to hear so that's great thank you great thank you and superintendent we still have the closing next step slides right bring you home can a couple more questions oh to what she was saying though um how do we make sure that new people like new principls new teachers new Educators get this training that we did a year before in the year like what is the onboarding plan for for for new Educators into our system y uh so that's going to be work that's going to be ongoing um we're going to need to we're we're going to need to be able to um think about the the core training was about 22 hours of training over the course of the school year that's what we got last year we do
185um have specific and designated time to align those practices at our new teacher orientation as a starting place um but we are going to be getting to a place where we're going to be need to think about um these PD times and how we're going to differentiate the learning um depending on where folks are in the system I mean in terms of what they know and are able to do the other part that I would add to that again getting to the resources and opportunities that we do have in our district uh we often rely on our coaches to support uh the new folks that are that are coming in so for a new middle school English teacher then our literacy coach our coach spends time with them walking them through inquiry by Design through
186the curriculum and you know what it entails and the one part that I'll go further specific on director babbit is specifically as we're thinking about this new um Elementary uh literacy curriculum as we're working with Publishers and as we're projecting out Financial impacts as we're talking about it's not only the cost of what year One is because we know we're going to have new teachers on year two and year three it's around what was that what will that ongoing support look like to to make sure that no matter where a teacher comes into our system they're getting um I would say the Fidelity of what the curriculum or the instruction is supposed to be because sometimes when uh the training train one and the trainer trains another one some things get lost uh in Translation
187so we're just really thinking about long-term um training for folks specifically as it relates to that curriculum all right last just one more one more when you talk about um the the meeting of the minds for math um I was really also curious as to how um the community can also be involved D in our updates to to math and and meeting of the minds and and just really how can it be more collaborative um with with the community so the meeting of the math Minds is a collaborative process um it is not only site leaders and math teacher leaders um but it is also community members so what we did in the spring is we sent out a survey um throughout all of our EES to families to invite them to be a part
188of the math minds and currently on our math mins we have several families at each grade level um the K5 level the 68 level and also the high school level so in the meeting of the math Minds it I think you said a different ma another M I like that one marriage or marriage or Myriad of math Minds um regardless it's mcubed not M3 math lingo um but we do have community members we also have educational Partners which are not BD so we have folks from math agencies there's folks from Lawrence at Lawrence Hollow Berkeley and some other ma um folks around the regional Network so it it really is a collaboration um we were not able to take every single family that said hey I want to be a part of this but one
189other um intentions of ours is through the curriculum instruction website uh we are going to be we we are linking all of the information so for it it's an open you know what we do in there is the transparent process so if when somebody wants to go in there and say what's this meeting of the math Minds what are they doing I wasn't necessarily a part of it they can see the notes there's contact information um so on and so forth you said lastly so uh superintendent pause I'm gonna go yeah so uh just in closing we wanted to make sure that we gave a couple of uh highlights and then just wrap this up so at the state level what's important to know is that the growth reports will be coming soon now that
190we have three years of consecutive data the state will be able to produce those reports um and those will be up on the dashboard along with a return to the full color dials um on the California dashboard that we're anticipating will be released in December um that will release will also include science on the dashboard for the first time um we want to close out in this in uh with a slide on our continuous Improvement model for improvement um because I think a lot of the conversation that we've been having today is really honing in on these Improvement questions um in everything that we're do we really are asking ourselves what is it that we're trying to improve what changes are or actions are we taking and why and then how would we know that
191change LED to Improvement so those are those reflective questions that we are using across the organization as we engage in what we call pdsa Cycles or plan do study and act we're really at the The Big Picture level in the study state agage of this process as a district we are we're seeing some results we know that we've tried some things but we're trying to figure out you know do we do the things that we said we were going to do how do we know and that study part is really important um because what we're learning even in these bright spots um is that there are there's a lot of context there is a lot of uh culture that we need to understand about individual schools that are getting um that are moving in and
192getting to those results that study part is critical it is really easy to say do do do do do um but that's not going to lead us to be that learning organization um so that we can get to um predictable results right we engage in continuous Improvement Cycles because we do want to identify what are the what are the actions that we take under what conditions that can then be sustained that result in consistent results that we can then predict over time and we're def we're not in that place yet but that's where we're headed and that's why the this continuous Improvement mindset in a data in a data driven culture is critically important to the work um we want to move from a place where we're looking at bright spots to where we're looking
193at constellations right where we can say that if we are doing these things then we can reasonably expect that there will be results and that we can see that um in multiple places right so bright spots are easy to look at constellations are a little harder so we're aiming for the constellation in the work that we're doing in Berkeley um we do want to make our Public Service Announcement uh and our superintendent mentioned this earlier we have our district and school newsletters that are posted on the district website um that there is a grad span newsletter for elementary middle and high school that is posted on the Bria website and there's information in the appendix for how to access individual um individual uh School level reports on the individual School website Pages um and then
194just to close out again was we are uh working on our emerging strategic plan with these five pillars we are looking for alignment um as we're thinking about uh what are we learning from our various other plans and initiatives um and how do we consolidate that it is what we are learning it's really difficult across these plans we have nearly 200 actions it's really difficult as an organization to then pinpoint what's the one or two or handful of things that we're doing that are getting results so in the context of the Strategic plan we are going to be identifying a more narrow set of priorities that will then better help us refine our continuous Improvement Cycles as we're learning what is working to accelerate outcomes for our student population and that that's the thank you
195well thank you so much for this great presentation and I I do also want to thank my colleagues um for a great discussion so thank you great I see I told you would be excited about this all right the next um and our last item colleagues is item 14.1 the Oxford Surplus recommendation now this is an action item that assistant superintendent kce good evening we'll try to make this relatively quick we've done a lot of work on this with you guys before and what we're coming back today for is really the next step of action with me tonight is Jennifer Gibb from Van Pelt Construction Services she's one of our consultant and she's been here before on this see I know never works for me so what we're going to talk about tonight is really
196the next step on the surplus of the Oxford property at 11:30 Oxford Street um the board did accept the 7-11's committee's uh recommendation a while back and I have a timeline in here to declare it as Surplus and at the last time we met and discussed this uh we had direction from the board to proceed with the priority offering the priority offering is required under the California statute and that's where we did offer it to State and local agent gencies as well as nonprofits this included the county along with the city of Berkeley the priority offering was sent out to all agencies and there was no interest expressed by any of those agencies in purchasing or acquiring that through a land swap or other means so the sale of the property priority offerings is done
197so really the next step now is to go to public offering uh and that's the direction that we're seeking from the board tonight um the public offering is can only proceed if the priority offering is there's no interest which there was not and Jennifer if you want to jump in at any point please feel free so we do have a timeline there which shows that in April of 24 uh was when this really began as far as the approval of the Surplus and that moves us to now um so our next steps is really um to move to a public off offering so the board has already determined disposition methods and provided Direction we've issued the priority offering so really the next step is to move to a public offering and then from there the
198board can evaluate offers and negotiate uh can also gives uh potential buyers the opportunity to complete due diligence and then finalize a transaction something I want to stress on is just since we move to public offering the board is not required to accept the deal that it gets right that was something that I know this board did Express concern with in the past um so we are not required to do that as the school district and the board doesn't have to authorize it um additionally we don't have to list it with a price we can list it publicly using uh real estate agency using couple developing agencies Etc and depending upon what we see we can also do a public bidding process as well and allow you know we want to go through the realtor
199first so that we have the it properly marketed but then from there we can open up a an auction on the property and see what offers the district gets and then the district can evaluate those at that point in time so this just explains those two processes and how that would look moving through it um and again I told you I would try to be quick so at this point we'll move to any discussion or questions that the board might have um and then from there hopefully uh gain Direction and action colleagues any questions or comments yes director babit um can just for the community sake can you just list out um who the priority offerings are I know you say public and nonprofit but some people might not understand that means the city or
200you know yeah so it it's actually quite an extensive list I don't have the list with me but it's all local city County state and government federal government agencies as well as certain nonprofits so not every nonprofit agency has the right to participate in a priority offering but legal actually Drew up the list and it was quite extensive and the offering went out to all of those so you may recall from the last board meeting when the board authorized doing the priority offering there was an opportunity under a Senate bill that was sunsetting and we were able to get in under that where we sent the priority offering to all of those agencies at the same time otherwise we would have had to sort of check off the Box starting with City and then County
201and state and the priority offering period would have taken much longer this allows the board to move a little bit more quickly in the sense of rather than sitting on the property because we've discussed it you know in the past just what a liability it's become for the district at a cost M and did we do any personal Outreach to any of these organizations I mean it just seems odd that nobody had any interest um so no the way this the way the statute reads is that it just does get sent out um and it got sent out via uh regular USPS as well as email notifications to all of those agencies but no there's not personal Outreach that happens okay and then under the um offers the offers that we get um well they
202also include what they want to do with the property next yes so and we can also structure the deal that you know it's you know basically where we can structure the offering in such a way that it's you know submit your price as well as your intended land use right they have to understand what the zoning is and the process that they would have to go to to potentially rezone the property if they chose to do so or repurpose the property in a different way but really the board can sort of help direct and say well we want to know not only what your price is but what your intended use is is that correct yeah and then how can we make sure that um the community is also aware of that um cuz ultimately
203we we are here to represent um the entire community and their tax dollars and you know what they would like to have also so once we get the offers with their intendent use is there a community engagement process for what we accept or how would we go about that that's really at the will of the board right if if the board wants to do a community engagement process after considering the options that come in absolutely great colleagues any additional questions can can we stay right there for a second is that the direction that you're providing director bab i' would be happy to support that if it is yes that's what I would like so this is for Action so do you have a motion director pabit what's your motion yes I will move to approve
204uh putting this up for public sale public sale I'll second the motion director K if I may so is it is the motion to just approve to move it for public sale or move it for public sale and then consider public Outreach after that as far as like a community for yes based on the offers that we received and the intent I would like for that to be included in the in the offers um and then we can have a community engagement process okay that that's helpful so that we know when we talk to real estates and people who are going to Market this basically what they need to include in that for the record I second the amendment to the mo original motion made yes thank you thank you great and then Mr Charles
205can you call the rule for the vote director shanoski director babit yes director Clark yes director Chang yes vice president Brown yes president buev yes thank you so much assistant superintendent kise um now it's time for extended public comments let me see if there's anyone for public comment online I don't see any hands online um Miss Tes is there anyone for public comment here seeing no one for public comment here um directors it's also Now call for extended board member comments do does anyone have extended board member comments I have a question um also before I officially conclude the meeting please look at the informational items on tonight's agenda all right um seeing no extended public comments no extended board member comments uh the meeting of the Berkeley Unified School District Board of Education is
206hereby adjourned at 10:21 p.m. thank you colleagues