001good evening everyone I would like to provide a brief overview of tonight's meeting after a free a few procedural items the board will hear approximately 30 minutes of public comment at the end of the meeting which is usually around 11:00 p.m. there will be another opportunity for additional public comments so you do not get to speak at the beginning of the meeting you can stay and speak at the end of the meeting if you wish to address the board please he'll fit please fill out a green card speaker cards are located in the back of the room speaker cards will be organized by agenda item and the board president will then rotate through the agenda items in order to hear from at least one person on each agenda item the board president usually will call
002our students first and we'll also prioritize those green cards that were submitted by 7:15 p.m. please note that if there are a lot of cards not everyone who turned in a card will get to speak if your name is called and you wish to see your time to another speaker you may you may do so by standing up stating your name and the name of the person to whom you wish to cede your time please no you may only see your time to a speaker who is addressing the same topic you have written down on your own on your card by ceding your time you give up your opportunity to speak on the topic and no one can later see their time to you to speak on that topic we do not allow a speaker
003to combine speaking time from multiple people the board president will determine whether to set tonight's speaking time at 2 or 3 minutes per speaker on an individual basis the board president also has discretion to allow for extra time for those who need translation or have other speech needs while you are speaking please note that the light at the lectern will turn yellow when there is one minute left when your time has elapsed the light at the lectern will turn red and you will hear beeping if you are still speaking when your time is up you are allowed to finish your sentence but please do not try to speak beyond your time we understand that there are really important issues that many people feel very passionate about however in order to be fair to all speakers
004and so we can hear as many speakers as possible the board president will ask you to stop once your time has elapsed and will ask that that might be turned off if it is necessary voy a proportional less un bravura suman sobre esta gente despues de unos prasada mentos preliminaries un período de trenta minuti Oh Sara dedicado a comentários públicos luego abre oportunidad para escuchar comentários de parte de comité s Union unions distant allas seguido spor comentarios de parte de La Mesa direct Eva yell superintendente al final de la noon Takei usual mente puede ser cerca de la zone say abre una segunda Y altima oportunidad para comentario del de parte de miembros de la dents ltn SIA que no podía non proporcionar comentario durante la primera oportunidad las torito's Verdes Reza vidas para comentario
005público ser an organized ah da sport Emma el Presidente all turn our alistair Jettas otra vez de los Barrios artículos en la gente para asegurar poder escuchar de por lo menos una persona de cada tama yo CC own you so al mint al Presidente la presidenta yah Mara Alice a los estudiantes primero y despues levar a period ad Alastair Jettas serozha vidas antes de las siete kinsa poor Roberto men cuenta que CA demasiado Oscar Jettas no todas Erin's Alexia nadas ya que el período de comentario público es limitada at rent a minute OHS al sorry Amado tienen la opción decid r su tiempo otra persona tome en cuenta que solo puedes seder su tiempo a alguien que decía comentar sobre el mismo time' Articuno escrito en su tarjeta para sadar su tiempo al-suri Amado porfavor
006PAGASA de PA digas su nombre ndk a quien desde hace dar su tiempo al-sayed r su tiempo pasa la oportunidad de prover comentario in ad in mess puedes udderly su tiempo usted El Presidente de la mesa direct Eva's determine ara Co Torah dos o tres minutos por hora door el Presidente también tiene la discretion de Otto Otto Gahr minutos additionally zakian SK trachea and reduction o cualquier otra that accion especial durante su comentario said are acquainted la luz en el al trill same volver a maria cuando falta solo un minuto cuando se acaba de su tiempo la luz de volver Aroha s cuchara on sonido porfavor trata de no sobre pasar su tiempo en tenemos que i diferentes cuestiones que sunday importancia para différentes personas sin embargo pedimos Kerris pet a el tiempo o torah
007auteur god o de manera que podemos escuchar a la mayoría del público pasilla gracias thank you very much oh is it still too early also quarters oh so you know everyone can just chill out because we're going to start what time is it oh we're going to start at 7:30 in a few minutes actually find somebody in the audience who you don't know and introduce yourself to them and tell them I know something you love are these okay I am going to call this meeting to order at 7:30 I'm so tempted to do a report back to have you guys do a report back but I'm not going to do that so I want to say you know good evening to everybody we called the meeting to order at 5:45 and then we sat in
008closed session I think that tie is gonna report back from that closed session shortly I and after that will hear public comment from those of you who have submitted cars we'll have time for all of you tonight I wanted to remind you all that the board meeting is broadcast live and then it stays on YouTube so just remember that when you're speaking because it's gonna be there forever and I also wanted to recognize that we just set up a press table so here we have Berkeley site and I don't know what other and Daley Cal there they are representing us okay so I'm I'm gonna go ahead and go ahead and approve the agenda do I have a motion oh we have to do the roll call sorry president Appel here vice president alper present
009director Brown student director Castro Romero as absent student director hem here director Sinai director Leyva color but I same thing okay now we're gonna discuss the agenda I have a couple of things the last several map in the agenda which are I'm gonna borrow this for a second twelve thirteen through twelve seventeen are all going to be postponed to a future date until we've had a chance to review the content and with that amendment do I have a motion to approve the agenda or is there are there any other things that people want to change if you will make the motion yeah I'll make the motion okay I mean Jenna's motion by director Leyva Cutler and seconded by director sinai all in favor aye okay I know I did your job for you okay so
010now we're gonna have director our vice president Alper report from closed session I'm sorry I'm having a little bit of difficult time with my script so can you just hold on one second he is right so first we have a report out from Martin Luther King the junior middle school are you here great come on up [Music] ready all right good evening members of the school board thank you for inviting us to come my name is Elizabeth Cornwall and I'm the vice principal at King middle school and I am here and have the honor of presenting Amy talian two of our lovely students and they are here to talk about our STEM course and Amy started her career in IT and then decided that her heart lies in teaching so we are very thrilled to
011hear about her vast knowledge of technology and her passion for our students do we have a tech person who can help oh there you go that look is that your screen saver don't worry I won't I yeah but we you know we want to be able to show it to everybody yeah HDMI you have a mirror enjoys houses laptop fire so usually the mirroring is somebody down in the zone it's right there what do you say yeah no problem alright why don't you go ahead they've started they've restarted the clock for you so you can good evening I'm Amy Talley I'm the computer science and stem teacher for seventh eighth and this year six that king and as Beth mentioned this is my fourth year I'm starting my fourth year of teaching I've taught for
012three years so I'm new and extremely excited to have the opportunity to share my passion for computer science in educational realm and specifically with our students I would like to share what we're doing at King to build a robust middle school program that supports state and national standards not only in computer science but in math science and engineering as well but first I'm super excited about page 81 of governor newsome's budget summary I know you guys are - specifically yeah there's a little thing about the 18 million dollars that he's allocating to computer science education in California schools but specifically the statement in his budget summary that says it is a priority of the administration that all students in the K through 12 12 public school systems are able to access computer science education to
013provide them with skills they need to succeed that was just released this January I am over the moon every meeting I've gone to for csca we're talking about it we're super excited a lot of hard work has gone into getting standards adopted statewide California is lagging behind in that and so we're super excited to be on the way and to see our governor really support computer science education in our schools one of the ways that we're supporting these the computer science standards that are going to go into effect at King are through our computing systems we're teaching the students human-computer interaction we're teaching about hardware we're teaching them how to troubleshoot and problem solve and we're doing it in a lot of different hands-on ways I have a take apart table in the back of
014my class we get computers we get VCRs we get all kinds of things that we put on the table and they're free to take them apart at will and just explore what's happening underneath the things that they use every day I think we even have some phones up there that they were super excited to be allowed to take apart we are also lucky enough to have community partners through hacker one and Berkeley public school funds who have a hacker one and do Google Android security team provide us with a field trip to a hacker conference and raspberry PI's for the entire class raspberry PI's are credit sized credit card sized computers that allow the students to create everything from they could you can you can run a sprinkler system off of it you can create
015robots and our students are learning Python and exploring the power that they have through these tools we're also taking everyday objects like cardboard paper clips and LEDs and they're learning how to create circuits you'll see one example of a fun game that our students Gillian and Marley created through the scrappy circuit models use with just stuff that they could find around their house and laying around the classroom I didn't need any special funding for them to explore these circuits we're also exploring the impacts of computing standard we're looking at culture social interactions safety law and ethics we're talking about digital status and ship in a lot of different ways not through just standard lessons and essays but I'm also like how it directly impacts them and how it's directly impacting how the ethics are directly
016impacting their community at school and at large we were lucky enough to have a volunteer from slack who is an AI expert come in and run us through the MIT ethics and artificial intelligence curriculum designed specifically for middle schoolers it blew their minds when we explored what's happening in an AI with what our law enforcement is using it for successfully not successfully bias and how that has profoundly affected what they use and what's been marketed towards them and also as they create their projects in my classroom we circle back around and we talk about bias they created a redesign for YouTube specifically thinking about stakeholders and how they would redesign it and some super-funny stakeholders that came up with was the soccer mom and ancient people which are just old people not actually the agents
017and teachers and they had some super funny ways that they would redesign the the AI in YouTube to specifically focus on us and it's fresh and it's great and it's great to see them excited to get up and do these presentations we're also supporting the algorithms and programming standard which is clearly inner inner interacts with our science and math the students are problem-solving on a high level with JavaScript in both text based and block base so to get a they get an introduction through block based programming and then they can explore further with text and they also are learning HTML and CSS so they're learning what's happening under the hood on the websites that they use every day they're also this year they were able to explore user design through co.org apple app with a
018lot of focus on empathy bias and design and understanding how to solve problems in our community some apps that they came up with helped speak to problems with our mental health system and how we can help support it there was time management there was environmental impact and finding places to volunteer and they worked really hard in teams and they came up with presentations that also included a 60-second escalator pitch like they would need to have if they were looking for funding so we even talked about that we also are trying to I just wanted to make you help you notice that you have three minutes left oh yeah we're also addressing equity in computer science I you can't see what you can't be what you can't see and our students the for the majority of
019our students this is first exposure if you ask them they'll say I know computer science and then they come into my class and go what that's computer science and that's the part that gets me excited today we have oh what we're doing that through snap the cap and girls who code and I take on anything that I feel will reach girls and students of color in our school today we have Gillian Ross and Marley Pierce they've chosen to take the computer science class twice to two years in a row their predict particularly adept at solving complex problems and I love watching their solutions of things so they're gonna speak a little bit to why they chose to take this class twice and what's been their favorite parts of it we took the class last year
020and we really enjoyed it and we were learning a lot about making websites and we chose to make websites about each other and I think we learned a lot about each other as well as how to make your own website and I think that really like helped me learn that like if you are on a website like any website you can they sickly think and like trace back and how one person made that thing possible for you to use and I really enjoyed missed Ally's class and it's really fun before I joined the middle school I had like no idea that coding was even like a career you could do like I didn't really know much about it and so I was like interested in coding as an elective and so I just chose it
021as an experiment to see how it would be and I liked it a lot it was really cool to be able to like make your own app and game that's thought that was just like things like experts do like I was actually able to do which is really cool and I'm glad I chose it yeah thank you so much I actually really appreciate your coming and really focusing in on this specific program I had no idea that this was going to the step that Ed King and it's great to hear so thank you okay so now that moment you've all been waiting for the report back from closed session Thank You president Pelton all right item three point one point one the board heard an update and gave direction and I'm 3.2.1 case number 201
0229 2 0 0 2 there was a motion by director brown a second by president Appel to approve the staff recommendation all voted in favor and the motion passed 5 to nothing item 3.2.2 case number 2 0 1 9 2 0 - oh 3 there was a motion by director brown a second by president Appel to approve the staff recommendation all voted in favor and the motion passed 5 to 0 item 3 point 2 point 3 case sir a 2 0 1 9 2 0 - 0 4 there's a motion my director Brown second by president Appel to approve the staff recommendation all voted in favor in the motion passed 5 to nothing finally an item 3 point 2 point 4 2 0 1 9 2 0 5 there was a motion by director Brown
023second by president upheld prove the staff recommendation all voted in favor in the motion passed five to zero and that concludes the report out from closed session thank you so very much vice vice president Alper okay so I'm gonna give you a brief summary of what we're gonna go what we're gonna have tonight and hopefully you will stay to hear some of the business being done but when I'm done giving this overview we will have public comment and there are and like I said all of you who have submitted a card will have a chance to talk we're actually going to cut public comment down from three minutes to two minutes because some people also need translation so we want to make sure there's time for that and then we will you I think hopefully
024you all have the agenda if you want to follow along you can do it on your own device or you can borrow one from us and we're gonna have a couple of really important conversations today after we after we approve that can revoke on the consent agenda where we are going to talk for a moment about the athletic coat stipends there's an increase that we want that we'll be voting on tonight but I think and then we're going to really get into the meat of it which is a staff presentation about the governor's budget and how it's going to impact us and our our district and then we'll have an overrun update on the district districts El Cap planning process from our superintendent and then we're going to talk about as I think most of
025you well some of you might know oxford school is going to be moving to this building where realm school used to be and so we are going to do some work with our parking lot to make sure there's room for both the you know for the staff that work in this building and the school staff as well as some of the other needs of that of that so we're going to have a little discussion about that all right I think that that is it and so now we're going to go ahead and have some public comment you will have two minutes to speak and just you know if you need I think you've already you've already communicated with folks within the translation right so just let us know if you need translation we're gonna start
026with prep Pedro tornado Chavez and then Francisco okay he cares it and you know hi my name is Bella Rosa River Chavez um I go to Longfellow but I went to Sylvia Mendez and I really liked it because of the Spanish my speaks Spanish at home but speaking and at school was also very good because you know I also learned a lot of stuff at school and language love was also very good it teaches me a lot of stuff for English my god we classified I forgot every wasn't third or fourth grade but yeah I really like that and yeah I mean um respiratory or Chavez um Java yellow squirrel assets um Longfellow pero yo CCR escuela Sylvia Mendez yo hablo espanol and Mikasa pero learning espanol and unless koala time in my head of
027mucho language lab when you don't mucho para hablar español porque my insignia muchas cosas que no se VI yo yo quiero que sigue en el programa billing where porque yo tengo dos hermanos y quiero que ellos también aprenden equal como apprendi mucho English ek yes I mean Sarah class if we can because I'm building Western mean porque es algo que la pelea de mucho net photo Roca no Kreskin he was maestro's so me way knows proceed todos a blonde dos dos idiomas espanol in class e es el que es muy bueno follow me para todos los k1s done stand-up in the English he SOT of reporters in the mundo porque te da mucho and tofu Torah meaningless I know you don't want to porque being budding was very good because it can help you a
028lot and when you go up it can when you're grown up it's just it helps you a lot and understanding people - yes thank you [Applause] and then there's me llamo - he's good what si quieres and Thursday aqui it is worse Pedro Terrell of Martinez all of Miami Francisco well as quality Diamandis me gusta megastar ended in dressy también habla espanol and la casa vs. con mis amigos an English economist and recreo never studied ba Mendez porque someone's building web a tambien for the moss if I'm ma who said I'm my sister Michelle but this one of my staff when I you see there that's what I said remember this um my gusta jugar conmigo she put it on me with the school I see tremendous Carol did you can you can you summarize
029that please English or translate it maybe you can do those Oh so my name is Francisco and I am in second grade I'm in second grade and I really like my school Sylvia Mendez because I get to speak I'm bilingual and I get to speak in English in Spanish at home and in English with my friends sometimes and I really like to play with my friends at school I really like my school I like my teacher Miss Michelle who teaches me English yeah and I think that was that was premature gracias and it's Pedro talero Martinez is here buena noches mean hombres Pedro torero yo soy padre de pedro torero chavez es un gracias por escuchar no zakia todo so truce yo vengo hablar como padre tengo mijo Pedro - Chavez Kaiser Matt may your
030tango soy Padres Nino's eliten comer lo dijo and longfellow tengo dos and Sylvia Mendez Elvira clasificado there's no records in Tercero party Wallkill senior please play this for our own momento para ok so my name is Beth wrote a little Chavez I have three children I'm a parent at Longfellow and that Sylvia Mendez I have two children at Sylvia Mendez and when at Longfellow one of my children has been reclassified tengo de minimis consider clasificado yo yo yo consider clasificado z-- y vengo yard in the survey linguist in Sylvia Mendez en Longfellow so two of my three children have been reclassified I'm here to speak in support of the TWI program of bilingual education and we have at our two schools yo creo que las cuales h OV a stunt a Sylvia Mendez e our
031alone fellow para mis ninos por que les I have a Stan tip the nurses support se apoyo de sentirse this until seawellk a loss Carolyn totalement English yes a parte extra can be linguist in joke as much as a porta potti I think I believe that the work that the schools are doing is very important for my children in particular to help them feel like they are equal to other students and have access to their education just like everybody else vamos a la escuela trabajan con los ninos fundamentals Metra's que creo que maurice a non poco más de apoyo porque si do messy do Monsieur creo que es un support a básico para la niñas Paris NTC mask on mask on fianza I think we owe a lot of this to the work of our
032teachers that provide all the support for students to feel comfortable and the school that worked at the school is doing to make sure that our students are bilingual apoyo con más support a Juergen creciendo porque yo creo que dos tres idiomas cuatro do Manasa demos capo de Navarra pramik Roku's mejor comenzar con dos pienso que algo muy importante para ellos conocer dos idiomas a poder espera ser un poco más in mass and multi forensic linguist so speaking two languages is is a star it's important for my kids to speak the two languages I mean speaking more would be amazing but language learning in general is is incredible the support that the two teachers are giving it's they deserve support for what they're doing and get them in support me in Casa de la confianza well
033pero creo que todo ESO delicacy Onis en casa el crecimiento como para poder a service to estudiando es en la escuela entonces creo que so Lucido bastante la escuela tiene muy buen sistema yo estoy in can todo con la escuela Sylvia Mendez a la hora alig wall con longfellow que esta mujer más grande Longfellow las escuelas para me on Tammy's Tracy who's our cousin in escuela so the so the work that the school is doing is very important for my children I do a lot of work with them at home but the support that they get at school is invaluable like I said my child I have one older child in Longfellow and he's been he's advanced and progressed a lot as well as my two children at CBM in this I'm very grateful for
034this program and I would like to make sure that it has the support that it needs gracias what perfect timing II Gaby CK stay here tell base hey wait a mere Center say hey mo copy boy yanking their hablo espanol story opinion English let's see to my I use a personal learning Abilene way booster Sylvia Mel Gracia Laura can you translate that are you gonna translate that for can't translate how cute she is hi my name is Gabby chica I am in kindergarten at Celia Mendez I like my school CVM in this I speak Spanish at home and I'm learning English but I need help to learn English and so that I can be bilingual thank you thank you all for coming so next we're gonna hear from is there anyone else from Sylvia Mendez
035who gave in a card to speak why don't you go why don't you go ahead and come up and speak and just tell me who it is why don't you yeah - not chessmen hombres and Raquel Derron and both the teacher at Sylvia Mendez and a Sylvia Mendez and Longfellow parent soy aprendiz English I am bilingual by literate and bicultural fully and pride I'm proud of it I am an English language learner and so are my two children which are hiding somewhere back there so there's a letter we are presenting and you will have it available I'll try to read it sort of fast the ellicott see Liam in this elementary is concerned about several issues that are currently affecting our school our first concern is about the decrease in funding for our RTI eld
036credentialed staff who directly support our English language learners as well as our students in need extra support without RTI teachers students would not receive the following essential services such a small group support in reading writing and math they also provide professional development to the whole staff and are critical in collaborative planning with classroom teachers to help students Sylvia Mendez has 384 students at our site 144 of which are Els 60 not yet reclassified 35 reclassified and 69 initially fluent that makes up 45 percent of our population our ELR FF students receive language lab four times a week for 40 minutes it is during language lab that students receive their English language development designated minutes we have seen an increase in our reclassified students through the years since language lab was implemented though language lab is
037only some of what our LD RTI teachers provide they continue to monitor our our FF FF students for four years to ensure they continue to meet benchmark standards this monitoring is dictated by law our second concern is regarding our al master plan written in 2013 over seven years ago since in its implementation a lot has changed in our district as well as state assessments for years our community has been demanding the USD provides students with a quality education we believe an updated il master plan would provide the guidance necessary to implement consistent effective systems and instructional practices that will support learning for all our ELL students our children can no longer wait while the plan describes the state and federal procedures and policies the heart of the document describes classroom expectations an updated il master
038plan would provide needed guidance and direction to administrators teachers paraprofessionals and students regarding the options available to parents and the expectations that district holds for each school and classroom in the community the EO master plan should directly inform decision making of bel cap funding it would offer a practical guide for all staff to ensure the consistent coherent services are provided to every english learner in the district the plan describes how yields are identified the different program options available to them and how they become proficient in English and have full access to a challenging academic curriculum it describes the systems for muttering student programs from the point of identification through the reclassification as reclassified fluent English Proficient our FEHB status while reclassification is an important milestone for ELLs it is not the end of the journey
039we as a district need to come together to develop a plan that best serves our English learners and supports them and is not a hindrance that demands on our teachers and students aren't backed up with the support they need to be truly successful please help support our teachers and English learners gracias that is [Applause] [Music] thank you all now I'm gonna call David Kerwin and and squared us squares maybe squares really is David here good evening boy it's fun to follow that up I'm Dave car when I work in the maintenance department and I just wanted to publicly commend BCC II for what they're doing with trying to slow the rate of growth of the pay inequity among the school district employees BCC II represents the lowest page workers in the district the instructional assistants
040the teachers age the people who keep the classrooms clean warm well-lit safe the people who drive the buses and as we all know when we're working strictly on a percentage raise basis those at the top get the biggest raises those at the bottom get the smallest raises and you compound that over decades of contracts and you can see how the pay inequity grows and so I understand that bcc II is is asking for a little bit more than what the teachers and supervisors and managers unions agreed to and I hope that will support that in giving the lowest page lowest paid workers a little bit more because the cost of living is increasing the same for all of us and so those of us at the bottom need a little bit extra support there was
041some question about whether we could do raises by the dollar amount instead of the percentage amount because you know the cost of gasoline and food or our data costs or energy costs or transportation costs are pretty much the same no matter how much you earn so I hope that you will continue to work with BCC II and I thank all of you thanks thank you next and and and if you can tell me how to pronounce your last name have you super appreciative and why Linda Oh squares okay and then Linda Worthman or Lorraine Gunther my name is Anne Squires and I'm a regular attendee of the senior aqua aerobics at the pool and so I'm addressing the parking issue when we're no longer we no longer have access to parking and what you may
042not know last spring we were delighted that we got to come to this pool throughout the year we had we did used to have to go to King for part of the year and come back here for the summer and share it with the kids which we were happy to do except it did mean coming at 9:00 instead of 10:30 so but many of us come every day and there are 20 to 35 people who attend every day and so I want to just read to you from the background information that was given regarding the parking it said the goal of the project is to ensure parking is provided to Berkeley Unified School District staff and made available for tenants located on the same property well the pool is on the same property and so
043assuring us parking would be wonderful except for some reason the aquatics program isn't considered a tenant so we kind of are in the Milazzo own and those of you who live in the neighborhood know that it's difficult enough when they're street cleaning that parking lot is full now because the community wants to park there the the people want to go there but I hope that you'll consider that we are also daily attendees and coming at we won't be coming at 7:00 in the morning to fight for our parking spaces when we come to the pool at 10:30 so that's something to consider thank you miss Carson I'm not supposed to respond to speakers when they like pop a comment but I will say that if you stick around for this item you'll see that there
044is a new there is a new new plant and there is an accommodation for eight places thank you okay so we have Linda Worthman or Lorraine Gunther next and then on a forester for sir so I'm Linda Worthman and I'm also speaking on the 14-3 parking lot item on the agenda and I'm both a neighbor and a pool patron and really stole a lot of the things I was going to say but we really just simply one from the council the ability to be at this pool for four hours a day the the seniors are normally come between 10:30 and 1 and as Ann pointed out by that time it's very likely that even in your revised schedule for which we thank you very much for even taking our comments into account but eight parking
045spaces four of which are designated for disabled parking four of which are just plain public parking at least the four public parking spaces will be snapped up immediately just this afternoon I learned from a neighbor that the parents who drop their children off at the CEC also then park in the lot and walk over to take the bus to their work so you know they filled it up even before we can possibly get there and use those spaces I'm hoping that you will figure out some way to better accommodate those of us who are seniors or disabled many of whom would be here but they can't come out in the evening to to address you so thank you thank you next we have Anna Forrester and then Catherine huck ting and finally Soledad de muchos
046Flores so motherly quality I mean this hi my name is Anna and I am a mom at cilium in the school come on Travis una escuela de mission dual inclusion donde los estudiantes telling a dolla dolla desafio que los de las otras equality I'm areas at the CBS and CNN espanol in English as you know this is a dual immersion school where students have the amount of work and challenges as other schools as they are learning in both languages English and Spanish no vengo I mean Chanelle in tamaño de las clases special Mentalist aquatic in tirado convent Yoshio event in ua estudiantes not to mention the size of the upper grade classrooms especially fourth and fifth grade which have 28 and 29 students pero sí quiero hablar por la posición de Mestral in ten Bensel
047para que ser repertoire at the end po completo but I am here to advocate for the position of our RTI teachers so that it can be respected as a full-time position in Turlock Rallos ayat antes que necesitan apoyo para poder esta a propia demente and nevada cerrado in every grader students that need support so they can be at their grade level and this is regarding the rtin LD positions the dresser to the antipope closet and recipient intervention I did say es que también la necesita ya sayin Latura a clitoris in Amber's idiomas or mathematica every for three students per class they're they're receiving intervention there are six to ten that also need it whether it is in reading writing or math in both languages la materia summa play has a Media Console of Rallos as
048they go along and forth the eighth grade of course the subject matter is more difficult choc to antique allocating intervention NOLA receiving a tiempo la necesidad even creciendo en masse physic para a bonus idea if students that need intervention support don't receive it early on these needs continue to grow and it is more difficult for them to catch up let us read the su out Estima no salon de la primary ago una vez a academic Isola de this impacts their self-esteem they may not finish elementary school with a solid academic foundation a rat ran a tow problemas a la segunda ria a continuum con calificaciones bass they will continue with these challenges into middle school and with perhaps low grades e todo esto porque la cual Onofre capaz de doll L apoyo kanessa cetera por
049la fête de la ku so Kappa D an audit Rita : in all of this because perhaps the school was not able to offer the support that the students needed because they didn't have the resources that they requested from the school district indeed Rita Cola can open surah Naas in nofas in ofus Alito Lada qual intervention temprana I reckon Tala posición school district that didn't think about the students or enable the proper intervention early on if they were to consider cutting these positions por favor a un a que todos nuestros estudiantes sobre saggin académica meant a singer davido oh boy oh no I Akira please we ask for your support that all of our students are able to achieve academically without the adequate support there is no equity mucho necesitan de Maya intervention many of
050our students need this intervention no laissez-faire out him please don't let us down thank you thank you next we'll hear from Kathryn husky [Applause] good evening um I my name is Katherine richting and I'm a parent of a daughter at Berkley high without further ado I'm here tonight because I am both surprised and angry by what I believe is an egregious lack of administrative support at BHS for one of the district's most talented teachers my daughter had the incredible experience of having this Sydney over way as her math teacher last year at BHS Charlotte began to enjoy math because of her extraordinary year in her classroom not only was her teacher lucid and engaged and passionate about the subject she brought design connections from the outside world into the classroom so that her students could
051see and begin to do the mathematical equations and the things around them my daughter Charlotte began to ask the kind of questions that parents get the most excited about wondering aloud what the equations might be for this thing or that Miss Oh had that kind of skill she is a natural born teacher she was respectful and kind and patient with her students ones like my daughter who took longer to master the materials and meeting them on her own time when I heard that Miss O was evaluated recently and she received a poor evaluation by an administrator I was stunned I felt compelled to come and speak tonight I asked you to develop better tools for retaining new teachers especially in preparation for working in difficult classroom environments and doing a better job of mentoring these
052teachers additionally I hope the board will review miss over ways evaluation to determine whether it could have been done fairly and with impartiality given her relationship to the administrator who evaluated her if appropriate I hope that the administration acts quickly to initiate a fresh evaluation of Miss over waste classroom expertise and her teaching preferably by another person who is taught math and has taught recently at BHS I've heard rumors that she may resign if that happens it would be a great loss to all of our students and to the math department thank you thank you and we will finish up public comment with Soledad de muchos Flores hello my name is Soledad demoon de Flores I am a student at Berkeley independent study and I would like to bring to your attention that are prioritizing
053this school with resources would really give students the opportunity to have independent study versus a home schooling education and experience I so I transferred from Longfellow middle school to Berkeley independent study and I have found that Berkeley independent study helps me with my own prioritizing my time and helping myself prioritize goals throughout my life and I think it would be a really big help to provide resources to that school to help other students as well thank you [Applause] hello so that does end our public comment although we have recently been joined by one of our council members councilmember Cheryl Davila did you want to say a couple words good evening this is my first time at one of your meetings so it's really amazing to see this meeting go on and to hear the voices
054of the community at this meeting so I'm happy to be here but I was here because I was on my way home and I remembered I got a phone call today about this meeting because you were talking about the parking lot for the swimming pool and you know it took a long time for the swimming pool to be open all year round and now it's opened all year round and I just want you to consider having more spaces for the community to park because our seniors take as you heard there's 25 of them that regularly go to the pool every day and they need a place to park some of them and I don't know if you can accommodate that and see that you adjusted the number of spaces but I don't know if it's
055possible to also maybe get some handicap parking out on the street more of that just to accommodate all the people that come to the pool and to actually see you so I just wanted to bring that to your attention and thank you for all the work that you do and it's good to see you again [Music] superintendent Stevens and it's it's thank you for all the work that you do for PUSD and yes we can do better and we will do better thank you thank you very much I'm sorry New Year Happy New Year okay so that concludes our public comment now we will move on to Union comments are any of our union representatives here and want to speak I'm seeing that dççe maybe or EFT and no you have a C of T
056hello my name is Mark Ramaiah and I work at BHS as an instructional assistant here I go Pasqual Scuderi and Diane Colburn changed an instructional assistant paraprofessional weekly schedule in 2009 without negotiation I'm sorry you're here to speak on behalf of which Union Lynette Robinson BC so ABC Thank You president thank you okay Pasqual Scuderi and Diane Colborne changed the instructional assistant paraprofessional weekly schedule in 2009 without negotiating with the BCC e Union the schedule change which makes the Monday hours shorter and the Tuesday through Friday hours longer lacks being reflected in the Education Code which shows consistently that the timeframe frame is the same for every day this left our concerns rights and needs neglected the software and payroll has never been adjusted to the changing of the schedule B us DS system does
057not reflect the change which for almost a decade has caused many of our members to be shortchanged on their overtime unnecessary arguments with payroll and late checks Lynette Robinson did research and found the document showing that the change of the ia PP schedule had no record of approval from the school board from the personnel Commission or the Human Resources which is the document was just passed out to everybody Lynette Robinson requested the document and the only person who had a copy was Diane Colborne Lynette provided a copy to Brent Daniels so that he could understand what and why it was complicated this is another example of no checks and balances and the impact on the rank and file we need proper resources meetings with staff and training we need to read IEP glances legally it's
058the eyepiece period legally to use illuminate and other official sites needed to support students and documentation in order to have information of schedules to coordinate our work with specialists and to know about services students receive and to have time to collaborate with staff the district does not seem to understand the importance of strengthening supports for our students instead of providing basic training necessary to do our job as a district prefers to farm out the work to other agencies individuals in transportation like bus drivers took pay cuts to come to be USD with the promise of training only to be met with a lack of cooperation and a resistance to providing proper training in 2019 the Berkeley Unified School District decided starting year 2021 to change the yearly schedule starting fall 2020 on August 17th but
059did so without proper communication with the bcc e union and without union ratification there is a financial impact on 10-month employees as june is already short month and with even a smaller paycheck members in June 2021 would allow the district would owe the district for medical and have nothing to take home this further shows how little thought is placed on classified employee well-being while the quote we care is the tagline administration uses low pay no training and no respect explains the no staff we're losing quality invested employees we are losing the people that our students have learned to trust in we are losing commodity that our children need to learn thank you thank you are the representatives from any of the other from BFT or the principals or anybody else okay then we will move
060on to committee comments I have two committees who want to speak tonight let's first hear from the Audit Committee you guys are next good evening my name is Isaiah rotor and sitting next to me is Lori Snowden and we're members public members of the audit committee along with Dan Lynn Haim and and then there are two members of the board who also sit on the audit committee and tonight we're here to present to you the audited financial statements for the year ending June 30th 2019 I will be referring to the page numbers that are on the hardcopy of the auditory of the audit report normally the auditor from crow and company would be here to present the audit to you there's a scheduling conflict for him tonight so Lori and I will be presenting the
061audit to you I'm gonna go over a few of the highlights of the audit of the audit and Lori is going to go over the findings so starting with pages one through three of the audit report that is the opinion of the auditor and it's what's called an unmodified opinion which is the highest form of opinion that the auditing profession provides to to agencies then I wanted to point out on page 10 this is part of the school districts management comments and discussion and at the top of page 10 you will see that the district has met its state mandated requirement of a 3% reserved state of California requires a minimum of three percent of total expenditures to be kept in in reserve and we have met that requirement in this little editorial comment which
062is that although 3% is the minimum that doesn't necessarily mean that it's a sufficient reserve and that's discussed a little bit further in the districts discussion as well then one of the things that came up at yesterday's meeting was the bond rating for the district and recently we had refunding of a number of the bonds and therefore got ratings recently and I'm happy to report that those bond ratings came in very very good the the Fitch rating was triple-a and the Standard & Poor's rating was double a-plus so those are very very good ratings and of course because we do spend money on bonds the better and higher our rating is the less money we have to spend on on interest and then finally flipping over to pages 75 and 76 is a is a
063long list of the areas that the auditor reviews and on page 76 you'll see that that is also we are in compliance with all of the state requirements turn it over to Lori but I wanted to acknowledge a patrician and Pauline and Internet for their their work and their achievement and Vivian who's not here who's the support for our committee and thank board and the superintendent for their patience listening to this so as Isaiah pointed out there are really only two or three pages that have the meat of the audit on them page 1 gives the unqualified opinion and at the same time in paragraph 3 it's worth looking at the auditors responsibility to remember what the audit is and what it is not it expresses an opinion on the appropriateness of our policies our
064accounting policies the reasonableness of some of management's accounting estimates and on our presentation it's not an opinion on our financial position or on the effectiveness of controls so given that the accuracy of our you can have another minute okay so page 75 which I say also pointed out shows the scope of the audit and there are two particular areas that were sampled attendance and our unduplicated lcff counts on which the accuracy of our whole funding model depends so those are particularly important page 82 is the heart of the audit and it shows an unmodified opinion in three areas on our financial statements are federal awards and our state awards it shows that we are a low risk oddity which impractical terms means that the auditors sampled 20% instead of 40% of our records which may
065or may not save us money but it's still says it's a compliment to us there is also no findings of material weakness or significant deficiencies in any of these areas this again is the best result that you can possibly achieve in and our audit and as we understand they consider it quite an accomplishment for a Unified School District and also to the credit of Pauline and Anjanette they've achieved this result every year for the four years now and I just wanted to say so therefore you may be getting used to it but I say and I've been here since rockier times on the Audit Committee and every time we get results like this way always gratified thank you thank you both he's an Laura for giving us an update and you were very assisting so
066thank you and I also want to really thank Pauline and your Oh Anton at West okay thank you okay so now we have one more committee I think that wants to represent them want to present tonight that's a deal AK committee oh my gosh is come on you can all come up and you can why don't you actually just why don't you sit down and pull up a couple more chairs to the table so that we can see you all or you can stand behind her good evening board members dr. Stephens and miss tiara we are here tonight to report out on the work that we have been doing since the start of the school year as part of our responsibilities as a district level deal a committee as per the state guidelines and requirements
067I feel simple and easily implemented action items follow we request that the term caregiver be used instead of parent for all district communications in order to be inclusive of all families we recommend the use of Lex less text and more graphics in all communication from the district to families please create or find simple bullet point summaries of lengthy documents in multiple languages we request that students start reading and numeracy levels be included in illuminate so that high school teachers receive important academic data about their students and interventions can be created we ask that future l-dub funding include coaching and training expenses for systemic elg and constructive meaning for new and continuing teachers literacy intervention at the high school level currently non-existent an increased level of il teacher FTE the overarching need we highlight tonight and
068have repeatedly brought to your attention is the urgent and immediate need to write our il master plan B us DS outdated plan puts our district out of compliance and deprives staff of much-needed tools and procedures to ensure L student support and academic growth the dealer expects the revised L master plan to reflect the state states acknowledgment of bilingual and multilingualism as valuable assets we have again attach the documents from West Coast contra Costa and Los Angeles USD which are templates our district can use to create an assets based approach to our ell master plan the dielectric West's a meeting with the superintendent and Gloria Munoz al TSA to set forth a timeline and plan for launching the master plan revision enter aforementioned action items our next two meetings are February 11th and March 10th at
0696 p.m. we look forward to your reply sincerely Berkeley Unified stielike thank you oh I'm Renee Salinas I'm the Malcolm X and you like Tilak and I'm also a parent of two children and welcome thank you so much are you is that the only comment great thank you you luck all right so I believe that that ends our committee reports so now we will move on to board member comments and the superintendent so I guess I'm going to start down with the director Leyva Cutler she's fine how about you doctor director Sinai I'd really like to thank the D Lac representatives for coming and the families of Sylvia the families and staff from Sylvia Mendez to share the importance of the English language learners and the al masterplan I think that's a high priority for
070for us to look at this year I also want to thank though they left mr. Oda I the Audit Committee and assistant superintendent kelan's me and your staff for the stellar work on the audit having no findings and you know being able to be clear with the audit is extremely important for the health of the of the district so I appreciate all your work I want to take a minute to thank everyone who participated in the ninth anniversary celebration for Martin Luther King jr. Day we had over 400 people representing the faith community education n-double-a-cp labor community activists and a host of others one of the really fun things we get to do at this event is we have what we call the next generation Awards because we really want to recognize the young people
071who are working in the spirit of dr. King and I want to announce that this year's awards went to Justine brown from Berkley Technology Academy Ciaran Norwood Lyndon Ward dodge a Connor Lee and our very own Estella Nakahara hemp' all from Berkeley High parent voices we also provide Community Action Awards again in the spirit of the work of dr. King and parent voices was awarded the community action award and I want to bring it up particularly tonight because it was done in honor of drew Howard drew Howard passed away earlier this last year and she is a long time after school educator in Berkley schools with most of her years at Berkley Arts Magna and she was really a valued community member so this year's award was in her name and then we also recognized
072the East Bay Community Law Center for the stellar work they do with low-income residents and people who are homeless really helping to make sure that their rights are represented we as elected officials those of us who were there were challenged by Donald Fraser the executive director of boss who was the keynote to challenge our public institutions to create a genuine inclusive community honoring and elevating the voices and the lives of our communities of color our low-income communities and to end education excuse me institutional and systemic racism so I take that challenge very seriously and really look and dr. Stevens was at the event to continue to work on that as we go through our time here on the board and I hope everybody can join us next year it'll be the 10th anniversary of Berkeley
073hosting this breakfast for decades communities across the Bay Area have been celebrating dr. King and Berkeley just started nine years ago so I look forward to next year and congratulations this fella oh no we're gonna go down the line yes you should go now I'm sorry hi so my name is Estella hunt and I'm the student director on the board so I first just want to you know thank all the sponsors and contributes to the MLK Day celebration breakfast you know just for making that event possible in the first place and then also just truly thank them for the award I was so honored and I had an amazing morning so thank you it was great to see so many people from many different sides of the community kind of come together and celebrate not
074just what I'm okay is like done for us in the past but then also bringing hope for the future so those was really awesome to see and be a part of and I don't have too much that I want to talk about in terms of you know the things going on for me just cuz finals week so not super exciting but I missed the last meeting so I wasn't feeling too well and so I didn't really get to wish the district a Happy New Year and I kind of wanted to list a few good things that happen in the year 2019 because it was a very hard year for at least a lot of people in my community so I'm sure it was challenging for many of us so the first thing is there's the
075most diverse class of lawmakers in the history we're sworn into the 116th Congress Lori Lightfoot becomes mayor of Chicago becoming the first black female as well as first openly gay leader in Chicago forever Michelle Obama's memoir becoming became the most successful more an all-time selling over 10 million copies there's youth-led climate activism all over the globe which is super super amazing and I felt super like you'd be a part of that the European Union banned single-use plastic the California Crown Act was enacted banning workplace discrimination of natural hair the United States women's soccer team won the World Cup for the fourth time Simone biles became the most decorated athlete in history with 24 world champion medals and then lastly just this week actually it rained vegetables in Australia to feed the wild animals affected by
076the fires which i think is pretty cool so thank you I hope you guys all have a great week thank you very much and Happy New Year director Brown are you okay so I am going to just say a couple of words I want to thank everyone who came out tonight it was great to hear from Sylvia Mendez community and you know while I'm I think we're all I will speak for myself I'm very proud that we have such a vibrant TWI community and program here in the district it's still important to remember that we need to keep making it we need to keep our eye on I said it saves quality and you know director Leyva Cutler has been like reminding us for a long time that we really really need to redo that
077yell master plan and so it was really great to hear from our community so that we can prioritize that I also want to wish all the Berkeley High students but good luck on your second half of your week of finals and you too I also want to make sure that people know that my my office hours are the first Sunday of the month so that's going to be February 2nd from 3:30 to 5:00 at mojo cafe come and see me I think you know the time goes much more quickly if I have somebody to talk to about the district and I really welcome the input and finally I'm gonna pass this over to superintendent and I will say that you know I've only been I'm taking this the second run at being president this time
078around and it's just really been a pleasure to work with you and I look forward to us of the year thanks very much president Appel my name is Brent Stevens again the superintendent of Berkeley Unified I thought I'd offer just a quick comment about Community Engagement the spring semester and every school district is an opportunity for administrators to reach out to the community to begin collecting thinking about a variety of topics we're right now at the beginning of launching several processes to begin collecting feedback on a number of important areas one of which has already come up in public comment and that is plans for the West Campus community so you heard several members of our community make comments about the parking lot so so we have but both benefitted and been informed by our
079engagement with that West community neighborhood at a meeting last week we've actually made some reservoirs to plans on the basis of that feedback and we'll present those a little bit later in the and the evening we also plan to share those revised plans through a newly established listserv because of the folks who attended last week's community meeting and we're also about to launch the El Cap process I'm excited to be able to preview some of that work with the associate superintendent Bahji a tiara this evening and then have already articulated to the board sort of apropos of earlier comments that were intending to spend the spring writing the El Cap process but then sort of stay in planning mode as we move into the fall to contemplate the revision of the EO master plan potentially
080the facility's master plan and with direction from the board a strategic plan for the district that would sort of thinking incorporate a number of areas that might not be captured in the El Cap plan so we'll sort of stay in engagement mode right through the summer and into next year the idea is that as we learn and are an informed by the community for the El Cap that we'll have lots of the grist we need to write these other plans as well and also the spring please be on the lookout for engagement opportunities related to the middle school student assignment policy we're planning to reach out broadly across multiple communities to collect an input eventually for recommendations to the board in November of 2020 tomorrow evening for folks interested in both gathering information about the
081budget and offering input the the annual district state of the district event takes place at King middle school at 7 o'clock I'll be there as will members of the senior cabinet and will be both sharing general information about the budget analyzing the governor's budget and then soliciting input that will inform our ell cap so hope to see members of the community at any one of these many events thanks oh yes wanted to see if I could still make my comment you may juice for not making my comments earlier I just wanted to actually wanted to hear from everyone that I appreciate the Sylvia Mendez parents coming out I also the deal I committee also coming out and speaking to the board and sharing a letter I know that this has come up on various occasions
082and I feel like a broken record but it's certainly very important to the parents and we keep finding in the D Lac the issues that keep rising in the school's the inconsistencies and so the protocol is in the master plan and I can't urge enough that it be its get started and we're in everybody's on the edge of their seat willing to help however possible in terms of getting this process the D like has asked for the superintendent to attend one of the means with Gloria when yes Munoz who is our TSA on special assignment to work on this so that a timeline can really be developed and we can they can at least really see that something's subtraction is happening on this otherwise it just keeps feels like the letters that they've been giving
083to us have been coming since last year and it keeps going nowhere and the teachers really want the tools to be able to implement policies and practices that are in falling to what the roadmap for English language learners is outlining for us and I think we we can do this I think you know I hope that the board would also help and also making sure that the D Lac is represented at the PAC meeting so that there would be a specific meetings or two where the D light can actually really present and look at the El Cap in terms of what is needed and where we can make adjustments to better serve our English language learners which I hope one day we can change to really look at dual language learners because as we saw
084our students they are dual language learners so thank you very much thank you Cutler now we are going to go on to I'm going to see if anyone wants to move to approve I'm sorry I saw something that you talked about I took we are we approved the agenda with those items removed all of the content coming so that's the consent calendar as its as it is here but we're only one through I'll let twelve isn't that correct Carol so and the UM at oops Oh plus 18 and the reason for that is because plus yes plus 18 so it's 12 point one point two point three point four point five all the way through 12 and point 18 which is the graduation venue which we don't want to oh what I'm sorry oh it
085says a bit of date oh that's right on line it's correct and that is really because for the new classes that are being proposed we want to make sure that we have a chance to really evaluate them and make sure they're consistent with all of our equity goals and our other goals so we've just at the request of a couple of the members have pulled them from determination to this meeting but we will come back to them soon so is our movement I move ok movement pay vice-president helper and seconded by Leyva Cutler all in favor opposed okay let's now move on to our action item which is the approval of the 2019-20 athletic coach stipend schedule and increase to budget who is going to present that you like to welcome our assistant superintendent of
086Human Resources Samantha Tobias Espinosa to come down she'll take a moment to set up her computer while she's doing that I wanted to offer just a little bit of background about this particular conversation so it has been the case sort of year after year that the topic of stipends for our athletic Coaches has come before the board the board in various years has approved increases to those stipends samantha did excellent work and sort of analyzing the history of those increases she'll present the history of those increases for the benefit of the board and the public and then unlike many of the other pay increases which we negotiate with a union athletic coaches are not represented by a union in fact that changed only slightly for six of our coaches this year who had previously been
087represented by BFT so she's been working very closely with our high school athletic directors to think about comparable stipends across various communities and to come up with proposals that are both fair and equitable across multiple sports and that account for the the number and variety of the sports activities that we offer our students so she'll provide this quick primer and then we're requesting approval from the board for the stipends that we were laying out in the presentation thank you thank you dr. Stevens so this is a slight history but last February the athletic coaches were separated from the BFT contract per a Memorandum of Understanding last year in March and April at the board meetings there was discussion about increasing the budget to be able to raise the amount of the stipends in May the
088berkeley athletics foundation also discussed the need that they need to be involved in sustaining our coaching stipends and in june the board did approve our budget with an increase of $50,000 towards the coaching stipends in july the BHS b sep site funds were also approved an additional forty five thousand so this shows you sort of what has happened with this budget in the past and what is been the trend is that we have budgeted a certain amount and then the actual expenses have been quite far above that which was the reason for the 50,000 increase that was proposed last spring and so with that we are proposing a new schedule and a smaller increase for this year to meet that new schedule one of the benefits for this years that we do have supplemental funding
089from both the b sep site funds from berkeley high as well as from the athletic boosters the b AF and so that's a total of 95,000 coming from those groups so for this year in 1920 we currently have budgeted a hundred and nineteen thousand nine hundred dollars which was an increase of actually forty five thousand two hundred eighty eight dollars from last year's budget as of november after the fall sports were done they've already spent sixty five thousand seven hundred dollars of this to pay those fall coaches for doing a fabulous job of supporting our students in addition we've also been made aware of a fifty thousand dollar pledge from the birth lee berkeley athletics fund which is on there also and of course we've been working on this basically since my first week here
090in august the new amounts are based on research that was done in two local comparable districts to try to make ourselves competitive and so we've increased the stipends on average of 50% the highest increase was 64% and the smallest increase was 40% the current proposal would cover the cost of 58 plus positions we're not sure that we're actually going to need all 58 plus but that's what we're proposing might be needed for this year and so that's a total estimated cost of two hundred and thirty two thousand three hundred fifty dollars sixty percent would be covered by general fund 139 nine fifty and forty percent would be covered by the B sub-site funds and the pledge from the berkeley athletics fund this is the new schedule the new proposed type stipend amounts so you can
091see on there that a lot of them have increased and that shows just sort of also on that chart what the sixty percent and what the 40 percent look like additional information so for our JV and frosh coaches they will be getting 70 percent of the stipends and for assistant coaches the ones who are approved to receive payment will receive 50% of the stipend most of our assistants are volunteers and it's a course of based on the budget availability of funds and then if they are involved in postseason they'll be receiving $250 per week of extended competition so the staff recommendation is to approve the stipend schedule as presented and to approve an increased budget for this year of another twenty thousand sixteen dollars for a total of 139 950 thank you very much assistant
092superintendent are there questions thank you so stipend schedule does that mean that what we're we're committing it can you go back to that what we're committing is the cut the 60% general fund column in other words if in a given year the outside funding isn't available we're not committing to making up the difference we're committing to spending out of the general fund what's in that column is that right correct we're not committing to that at this point but we would have further discussion if needed at that point okay because we you know we were asked to increase even more spend even more of the general fund to get the coaches salaries up even you know even higher which I'm sure we would all like to do but I think we just can't afford to do
093and we actually and we need that outside funding and and appreciate it but also need it director syenite hi thank you so much for putting this all together um I just have a super quick question it's to kind of general do do coaches get paid their salary at the time of their season or is it all at the same time it's generally at the end of the season once everything's been completed it's a one-time payment and so it generally comes at the end of the season they may if they get postseason that might be a separate check okay awesome things so a couple quick questions so this means that we would then be actually increasing the coaches stipend to $65,000 versus the 45 is that because we increased it last year I thought we increased
094it 50 I thought we increased it 50,000 mm-hmm so let me go back to the budget slide so June 2019 we increased fifty thousand right so it was what was budgeted at the beginning of this year was 119 334 and so in order to meet the 60% and not exceed than the what's being given to us as supplemental funding we would need an additional 20,000 to be able to meet this proposal right so I guess what I'm thinking from a board perspective is really 15,000 more than what we approved last spring but the reason director said is because there was some confusion really realize that when we approved $50,000 more we were we we weren't really well I think the reality is they wanted more money and we said we could do 50 I don't
095think we had a great calculation to come up with the 50 I think they weren't they originally asking 80 well no but the idea was what I think that what we tried to do is say we want to spend 50 thousand dollars more than we have been spending and we were there's been some confusion about what we had been spending in order to make okay so could you okay thank you for explaining that I'm a little confused about where we're going in 2020 okay with this hundred and eighty so going from one hundred and thirty nine thousand so 284,000 that that's right because 184 is worst-case scenario if we didn't have any supplemental funding and we wanted to continue at a hundred percent of funding the stipends we're not asking for that today we're saying
096that that might happen we're hoping that the ninety five thousand will continue but that would be the worst-case scenario is the hundred and eighty four okay so I really appreciate our coaches both my kids went through the sports program at Berkeley high so what I'm about to say is an zero reflection of the value I have for our coaches I don't think it can be an option to not have supplemental funds so I'm just going to flag that now and if there aren't then serious cuts have to get made so I don't I I get nervous when it's kind of a just well we didn't meet it so we're gonna add more and like everything else in this district we are running short of money and hard decisions have to get made so we have
097more in a I don't know what it's called intercollegiate whatever the sports at Berkeley high than any other high school has and we're rich for that and I appreciate it and the parents put in hundreds of thousands of dollars to help make that happen so I value that but I want us to be very cautious about how it creeps up while at the same time doing what we need to do to do good for our coaches because they put in a ton of hours and and don't get a whole lot of compensation they get a lot of reward I think they did this last year but I can't remember I think it's important that every year we get a sense of how many of our students are in these sports and what the demographic breakdown
098is of these students so that we can make sure when we look at our equity goals our equity goals are being included in our official sports programs thanks Tom today I'm gonna actually propose because of the time that we not look to the future but that we just look at what we're going to do about this year because I think it is a deeper broader discussion I wasn't here for that last discussion but I'm sure it was great it's gonna be even better this time but I'm gonna see if there's anyone who wants to move to I think it's 20,000 what is the edition so it's really a motion to add $20,000 twenty thousand and sixteen dollars to the coach budget do I have a motion motion is there any one second it all in
099favor anyone opposed okay thank you very much and you know I am hearing some you know just because what we'll hear next about our budget you know we have some concerns so why don't we talk about other ways that we can help raise that money because I you know that there is a richness of sports programs at our high school and I think our community really appreciates that so it shouldn't be difficult to raise some money for that thank you thank you so much all right now we're moving to our discussion items and first we are going to have the discuss the description and analysis of the governor's January 2020 budget proposal are you going to introduce us thank you very much so joining us is the author of our queen audit assistant superintendent pauline
100follansby in basking in the glow of this evening so as Pauline said separately I tried to thank her she's like it wasn't me it was so we always find ourselves in this interesting position at the midpoint of every single year where the governor announces his budget it's then followed within a couple months by a whole raft of trailer bills which attempt to describe many of the concepts that he puts in summary form in the budget and we also know then through the entirety of the spring season that there's additional commentary on the budget there are revisions to that budget and the whole thing is not made final until sometime in the summer well after school districts around the state have already approved their budget and made staffing decisions so as mr. follansby describes all of
101this it's important to keep in mind that what we're really describing as a set of moving targets that we don't yet know the final numbers but that she's sort of picking apart as best we can right now the governor's budget offering a perspective and that will continue to update and revise these revenue estimates as we get additional information coming out of the legislature so thank you very much so Carol is is projecting okay great so hello everyone I'll be going over the governor's proposal for the 2021 budget and as dr. Stevens mentioned this is the the governor's first attempt at the budget he comes back in me with a revision and then it's enacted in in June so this is governor Newsom second budget and this time he actually has a little bit he first
102but it was pretty rushed because he kind of came up with that pretty quickly so this being his second budget he actually has official and planning time to unveil significant changes and the overall feeling of the budget is that while there's we continue to go to moderate pace there's a growing concern that the current economic recovery may be coming to an end so there's always that bit of caution with each budget so the impact of this budget as it as it impacts the district we look at the cola and the first thing that we noticed was that for 2021 the governor reduced the cola from 3% of projected 3% down to two point two nine percent and he also had projected a lower Cola for the out here 21 22 from two point eight to
103two point seven one and what does this mean for Berkeley Unified School District you can see that in 2021 we had projected 95 point five million and after the governor's budget or projection is now nine to four point nine that's a difference of 618 thousand dollars similarly in 2021 there's a reduction from 97 actually closer to 98 million to 97 points through a reduction of seven hundred and twelve thousand dollars now another interesting factor in on the governor's proposal had to do with the special education and the introduction of a new funding formula for special education so we will no longer be using the a B 6 into formula but we will now be using a three-year rolling ad average to allocate an amount to to to Elias of of an amount between 640 and
104680 per ad a we suspect most ATS will benefit from this but our funds will still be allocated to the cell phone and allocations to Le we'll be subject to l2 cell funding allocation models looking at Berkeley what does this mean or what do we think this is going to mean for us our base rate is five hundred and sixty-five thousand dollars so an increase of 640 to 680 will give us an increase between seventy five hundred fifteen / 88 which is anywhere from 700 thousand to 1.1 million dollars and this would be ongoing funding however as dr. Stephens mentions we will be waiting for trailer bill language to get this this actually passed and determined the impact based on what we hear from our cell phone and then we also looked at funding for
105special education for preschoolers we had this in the nineteen in the 2019-20 budget and it's also in the 2021 budget but what's different this time is that we think that maybe one time for 2021 and also it sounds as if it's going to be specifically for increased or improved services whereas before it was unrestricted what's not in the budget there are no increased lcff targets and no significant increase for lcff funding besides the cola there's no additional payments to reduce CalSTRS and Cal pers as there was in the previous year and there's no one-time discretionary grants there was some thought that with the reduction in the cola we were going to get one-time discretionary funding but that's not the case in the giant in the January budget so other proposals the governor still focusing on
106education on on trying to to fill the gap in with the educator shortage so he's put nine hundred million dollars in one-time funding there's also early child care education where he's now going to be establishing a department of early childhood development effective July 1 and also he's going to be spending more money on preschool facilities and we heard earlier with the King King presentation that there is a focus on computer science so there's going to be fifteen million dollars for grants for ten thousand students teachers to earn their credentials in computer science the governor also proposes further improvements to strengthen El Cap fiscal accountability so there is going to be an online plan and then he's also going to collocate the school accountability report card and El Cap online so the public can access and
107compare both accountability tools the bottom line looking at our multi-year projections and this is just on the revenue I haven't included anything in terms of special ed this is just looking at the lcff funding we decided to look at the impact on based on supplemental so the 618 that I mentioned before this is a breakdown between piece and supplemental and in the seven hundred and twelve thousand that's a breakdown between base and supplemental so over two years we're looking at a reduction in funding of 1.3 million dollars which is a significant amount so looking at next steps we're going to have to work closely with ourself but to determine what arm would be our allocation based on the new funding model and knowing that the funding model could change based on the southpaws allocation model
108we have to look at the impact on the district's budget target reductions or assumptions for 20 21 and 21 22 but we also have to be aware that this is governor Newsom second budget so we don't have a track record in terms of what he would do from the January to the me revision so we'd have to see what come what he proposes in the May revision and of course the budget will be enacted in June and I'll be presenting the second interim report based on the governor's January assumptions so are there questions Thank You assistant superintendent on fate um are there comments or questions from board members detective yes honey thank you for the summary and I think a lot more information is gonna continue to come out I just want to remind folks
109that we passed a resolution on consent around full and fair funding week and we didn't actually call it out so I want to call it out for February 3rd through 7th and it's fund education now and it's in recognition that while governor Newsom you know did put more money in education overall it's not adequately funding our public education and so there's an effort across the East Bay to heighten the awareness that we need to continue to advocate and I would just reiterate that as part of our next steps we also need to include advocating with our colleagues at the state level both our elected officials our assembly members and our senator as well as our department connections because full and fair funding of education is not the priority right now the what the Democrats are
110really focusing on in addition to all the host of budget issues is the very real issue of homelessness and housing but also the prop 13 reform and it's getting posed as schools and communities first focus on schools though I think only a third of the funding will be actually targeted to schools so I support it the schools and community first is important but it's not the answer to public education funding that kind of the advertisements for the ballot measure are presenting and I think it's really important that we highlight this with our elected officials in our community thank you vice president Dalbir yeah I guess I I appreciate in grieving Georgia said and in and I guess in the meantime I'm wondering him dr. Stephens the you've been sending out these great communications to the
111district about the budget you know a budget situation and and I wonder or I guess the question is are you is there a plan to let the community know that the reduction in the cola might mean that we have to make budget reductions that we weren't expecting to or even if that decision has been made although it seems like something we should prepare ourselves for at least letting the community know that as of right now and it could change but we're gonna get less significantly less funds from the state that we thought we were going to so you're precisely right for folks who have been following along with our budget conversations or for members of groups like the superintendent's budget Advisory Committee we very deliberately been hedging for a few weeks wanting just to get
112time enough to analyze the governor's budget to try and assess its impact it's really clear that the set of strategies that we might use to forestall cuts are becoming more and more unrealistic given the impact of the governor's budget so although we haven't sort of said that we need to cut although we haven't established reduction targets I do think that we're sort of in that area now where we may have to go back and announce yet again that we'll have to cut by some amount so we we're very early in this process still it's a bit frustrating that we don't yet know but I think it's better to take the time we need to analyze it properly before making this statement that we've got it yet we yet again jump into budget cutting mode but
113within weeks I would expect that we'll will have to say something definitive I really appreciate that I appreciate the comments also that I'm director sign they made I think that you know we should really I think we as a board should also be really strong because you know our representatives are like saying that that it's kind of like the Democratic position is that there is no problem with education funding this year and so just because they say it doesn't make it true and I really think we need to communicate as a board to our like our politicians into the folks at Department of Education and also talk about how we want to advocate more strongly in Sacramento for this and and you know with our board with our groups because I really think I think
114our board we have strong members here and I think that we can be a leader in talking about how we want to get like and I don't know I haven't actually had a community had communication with many folks from other districts but I do understand that other districts are also I mean we're reading about it they have a lot of shortfalls and the you know the governor's budget isn't isn't addressing this and the fact that we have to go to our tax payers now to help you know pay our staff a decent wage we're doing it because we have to do it but the state should be kicking in more money so I I just would really encourage this board to as a like figure out how we as a group can be we you
115know as a body can be strong advocates on this issue because I know it's just you know it's for me it's for it's incredible to me that Gavin Newsom is not that they are not investing more in our education because it's I think it is central to who he is he just really I don't know what they don't know what they're thinking but it might be helpful so we can kind of shift the way they think I just want to ask a question about the special education base rates mm-hmm be USD so there will potentially be an increase but can you just explain again how the allocation or house up with the terms determines allocations based off their model how does that the funding usually comes into the sample and they allocate to districts based
116on their attendance and they usually look at the prior year attendance so so for this particular model I'm very using a three-year average and there are several adjustments that the cell who may make 4 in district and out of district placements and other various changes that may happen so most funding it goes through the cell phone the cell pocket and there are five of us five districts in the South Pole so they allocate funding and if there's discretionary funding then we can we talk about how is that going to be allocated so when we spoke to Katie Babcock who's our cellphone director she was very she she encouraged us to be cautious about saying what our funding would be because then this money would then go into all the entire funding model that she that
117she does and she does very detailed worksheets and we kind of sit and go through them to determine our allocation and that's what we built our special ed budget on today read someplace where the the governor is also proposing additional funding for nutrition program yes there's actually I think there's sixty million dollars for nutrition program is gonna I think our funding is going to go up by two cents per meal which doesn't sound like a lot but we I have the numbers and again that will have to I'm gonna wait a little bit longer to get like more details on that I thought I'd mentioned as well there's a couple of other interesting but small programs in the governor's budget some of this is one-time funding but it's alluring in any case for example the
118governor has allocated I can't remember the exact number but millions of dollars for the professional development of school leaders so we're already in conversations with the PLI program up at kau to be co-authors of a grant for some of that money to increase professional development resources there's also additional money to support classified staff to become certificated teachers so we're also interested in becoming signatories to grant applications for that kind of money it doesn't change the outlook for the general fund but it does permit us in the short term to develop a few programs that are important for us I also about 65 million for mental health first public schools - so that's just additional funding that I think you we would be able to apply for alright thank you very much assistant superintendent our next
119item on the agenda is the district's El Cap planning process 2020 to 2023 January to June I think that means scenery to June 2020 to 2050 it looks like our superintendent is present this while they are setting up the new presentation for the budget president min the new PowerPoint for the El Cap presentation didn't down didn't upload or something into the agenda so if it would be great to have that oh now it is oh he just took care of it well we talked I didn't know that was in your job history all right there I am good evening good evening as a follow-up from our December 11th meeting we are here tonight to present an overview on the l cup planning process this year we begin the process of developing a new three-year L
120cap as we launch this process we will engage both staff and stakeholders in the reflection of the former plan and will reconsider goals and actions moving forward for tonight's presentation we will provide an overview of lcff l cap where are we now and where we are headed in the planning process as a bit of context lcff was passed in 2013 there are three tiers of funding base funding which goes to all students and then supplemental and concentration funding which is provided based on our population of three student groups low income English learners and foster youth I'd love to make a quick comment on this just a little bit about nomenclature so as I have entered Berkeley what I've found is that it's sort of second-hand for educators in Berkeley to refer to El Cap as
121the Supplemental Trac tranche of funding lots of other districts refer to El Cap as the plan that describes all funding and and so you may find as I'm talking about El Cap that I'm referring to the full plan that sort of intends to describe the full set of plans related to all of our funding but I understand that's not been typically the way that we've used the term El Cap here in Berkeley we've typically referred to the Supplemental tranche of funding so just a quick note if I if you catch me sort of confusing the term El Cap it's for that reason I interrupt you for one second if it's okay with everyone I think that we should all start talking about the El Cap in this way because in some ways that also it
122doesn't detract from our focus on the most many students the students with the highest need but it does allow us to kind of have the El Cap talk about our whole district which i think is really helpful so if that's okay with you can I see nods or if you have concerns with that will you let me know or let the superintendent know great thank you in addition to these student groups I just mentioned we also know our district needs to focus on our homeless youth african-american students and students with disabilities well you are familiar with the lcff and El Cap it's helpful to start the foundations as a reminder of what work lies ahead again the El Cap is a three year plan that sets goals and actions and dollars towards these high needs
123students the new El Cap will cover the academic years of 2020 2023 there are several components of the El Cap and throughout all of these components will keep equity at the heart serving our high needs student groups and engaging stakeholders throughout the process where are we now El Cap review 2019 2020 is a third year of our previous El Cap this year we received about five hundred five and a half million dollars towards support of our high needs student groups these dollars were distributed across four goals that focus on academic achievement racial equity school climate and accountability throughout the engagement process we will dig deeper into the goals and outcomes these goals will guide and lead our conversations around equity now I will briefly just recap our goals and actions the bulk of our money
124was spent in goal one which focused on classroom instruction and curriculum some examples of how resources were allocated include activities such as teacher PD math coaches and the avid program gold number two sex centers around equity equities equity as always been a critical piece of our El Cap approximately 20% of our supplemental funding is allocated toward the school which explicitly called out racial and equity in the district we sought to build cultural and linguistically responsive systems through services to build staff capacity around cultural competency and to build and maintain a diverse teacher pipeline goal number three is related to climate we understand that school climate goes hand in hand with student academic success we work to build a safe welcoming inclusive environment for students through staff support such as behavior specialist counselors and alternatives to
125suspension professional development the final goal is related to accountability to ensure resources are directed to serving our highest needs student populations that ongoing monitoring of student progress is taking place and that dollars have been directed for oversight we have established past evaluate the L cap first most recently a brea coordinator has been hired to analyze student data second as we enter the planning and engagement process of the new plan we have begun a series of rigorous community engagements across various groups by role and backgrounds this will allow us to keep students at the forefront looking ahead so as we step into this committee process deliberations here at the board i've just begun over the last week to begin to introduce a frame for thinking about equity I'd like to share with you a number of
126representation of the gaps here in Berkeley I'm not going to linger too long on any one of these charts but each one of them sort of illustrates pretty vividly the kinds of gap that the caps that the district has been wrestling with for some time this chart as an example difficult to see in this particular format represents the sort of difference between demographics groups in Berkeley in terms of proficiency rates on the the state assessment the SBA you can see those gaps represented for English and math for a variety of ethnic groups from 15 to 19 so again I'm not lingering but only illustrating the the sort of existence of this gap this is another chart that represents that gap again this is just the slightly different representation of s back scores so this shows
127the average proficiency rate across grade levels in the years 17 18 and 19 again difficult to see in this particular format it's the lines represent the state and the dots represent Berkeley so in some cases we're better than the state in some cases were worse but generally you can see the difference between groups and you can see the decline in average test scores from the lower grade sorry from the lower grades to the higher grades this is a quick representation of the variation that we're experiencing right now between our schools this is sort of two schools selected just to illustrate that the the size of the difference the top two scores the 14% and the 25% come from one of our elementary schools this is proficiency rate for African American students oops something has happened
128I've lost the screen I don't know why I'm on here but something has happened to the projection so I might just continue and hopefully we'll figure it out have you all lost the screen you have as well yeah okay let's pause then and we'll try to figure this out yeah sorry and just unplug and see if this makes any difference caryl have we lost all the cameras is that can you can you tell it seems like everything what's that I can keep it cheeki across the board this is its everything's off yeah there we are thank you continuing on so the the bottom two of these circular representations is just another one of our elementary schools so you can see the difference right now in Berkeley among proficiency rates among african-americans students school to school
129this is a representation that the board would have seen in the recent presentation by the 20/20 vision team this is a representation of a by demographic group of students who are UC and CSU eligible upon completion of high school so you can see the differences between the eight nine school year and the 1516 school year troublingly about this graph we see a decline for african-american students where all other demographic groups experienced an increase is it possible to make a current graph I wonder where dies today is this five years old yeah it's only because the recent arrival of our Brea coordinator and so I'm I'm fortunately drawing from some older data in some cases this again the slightly older graph but represents the difference between California the county and B USD with chronic absenteeism and
130again it's sort of illustrating the gap between demographic groups so all of these all of these sort of representations conjure in every single committee setting that I've been in feelings of frustration feelings of commitment a desire to do better I know that I certainly share that with every member of the Board of Education I've been showing since my arrival in Berkley this graphic about the different between equality and equity and I know that it's sort of a heartfelt belief among many Berkeley ins that it makes sense to commit more to invest more to reorder the sequence of priorities such that equity is taken up as the first consideration and not the last but turning an idea into practice is hard so as I've been going through these committees I've been sharing with people that I'm
131seeing already in Berkeley a whole variety of commitments to the concept of equity there have been work over years trying to address things like individual mindset and implicit bias we've got teams working hard to try and improve the quality of teaching and learning on behalf of African American students and other students family empowerment has also been a subject of board conversation this year and obviously is a theme in our investments over years as is the the value of relationships between teachers and students and then a willingness to look hard at our own organization and our policies as they impact disproportionately communities of color here in Berkeley and every one of these is important there's not one that's more important than the other and that would be a mistake to invest in one over another so
132thinking inclusively about strategies make sense as I've been going through these committee process adjust again beginning last week and over the course of the coming months I've really been trying to highlight for these committees this question of how we can over the course of this lengthy budgeting and planning process hold the needs of African American students and their families at the center of these conversations and ideally develop a more consistent and informed perspective on what makes a difference drawing from the research and our own expertise what makes a difference for these students and their families I'm beginning to propose in these committee settings the potential value of an African American Success framework a way of holding a collection of ideas in common across multiple settings so in our p-cad setting in our s back setting
133and our educator advisory setting that if we had a common way of thinking about what makes a difference it's more likely that we'll invest in common ways and that collective impact can make a difference I'd propose if we have this framework that we draw from around data including community input that we'd also draw from research and that we look at other districts and that are committed to looking specifically at african-american students and their families a few ideas that sort of pop to the surface of the research for me are here and I propose these only sort of a straw men there's lots of good people doing lots of good work in this area so I've included here work from TNTP they have recently put out a report called the opportunity myth but they've got lots
134of good research the 60s that suggests what makes a difference for african-american students and students of color in the classroom also would point towards Michelle Morris's book called push out to start thinking about the subtle ways that schools can essentially to create what she calls the school to confinement pipeline so those are sort of two two different authors thinking hard about access another sort of powerful set of research around the potential value of implicit bias understandings about implicit bias and structural racism national equity project has all kinds of good work in that regard but there's lots of smart folks doing work in this field Beverly Tatum's work on positive racial identity development is interesting and as I'm visiting Berkeley schools I'm not hearing a lot of talk about the potential valley value of thinking about
135positive racial identity and affinity as a potential investment strategy staff diversity has been getting a lot of attention and the research lately and there's lots of convincing empirical evidence that it really does make a difference who's in the classroom and then finally only last month I believe we had a conversation about Karen maps and dual capacity framework and Caligari from the OFI office presented on that framework so if you were to collect these ideas together put them into something like a framework and this is very very preliminary draft you start to get a sense of sort of the categories that that might be included in a framework and even the kinds of sort of bullet points that might exist underneath this framework as well now I've only put together this as the sort of sacrificial
136draft but would love to begin to engage in committee in committee groups with and other sort of ad hoc groups to make this better as we go along I don't see that it's essential that it exists in perfect form at the beginning of the process but over through this process we make it more strong here's another example so a creative soul just last week took my draft and and offered another one mmm and so this is sort of a thoughtful version of the same kind of thinking again drawing from the same basic categories but trying to flesh it out make it a little more friendly but you can very quickly see that some of the thinking in these columns begins is powerful its provocative and if we held it up as a lens for inspecting
137our current investments or thinking where we do have the opportunity to sharpen investments that we'd want to run it through this common lens that it might make a difference so this could inform schools it could inform departments and it could it form district investment strategies I'll continue so these are just a representation of the many groups that we're now actively consulting with as we begin to build the budget and begin to build the El Cap they include committees that are explicitly focused on budget related items they're also there is also program planning committees we'll be doing a number of community groups including tomorrow night's state of the district we plan of community events in March and in April and then we've got a whole variety of internal meetings as well where we're beginning to introduce
138exactly this kind of idea and solicit feedback from the smart people who work with us so I'm going to turn back to ba J she'll walk us through the end of the presentation and then we welcome comments and a discussion so as mentioned earlier the ellicott process has begun and we've started initiating many of our stakeholder groups we have recently met with the PA C and will soon be meeting actually with D Lac on the 11th and we will also continue to meet with students board superintendent's cabinet EAC and p-cad so as we look ahead this is our planning and draft timeline as a final date we want to come to the board for final approval of the L cup but prior to that we really do believe that our community stakeholders staff and board
139members will be very familiar with our goals strategies as moving forward as we will as we plan to continue to present multiple drafts thank you thank you questions comments definitely the cup thank you whew Oh tread limit um thank you very much for this presentation really helps I think the community know how how we are going to move in March down all the way to June when hopefully we can adopt rlk plan so two things how this is our third iteration of the L cap right so we're going we'd be entering our seventh year into nine years how will the district assessment in youing programs after seeing these you know programs that we've been doing for the last two three you know six years and assessing them in terms of have they made progress have
140we do we need to tweak them do we need to do something else well how how will we use what lens will we use to look and to identify the programs have been successful the programs any perhaps have shown some progress and maybe need something else by the people who are who are actually doing the work because it worries me that we're going to continue something that hasn't shown results and we're at this place now we've been at this place where we're seeing the same thing over and over and so I feel like we need to change something I don't know what that is I think the teachers and the staff who are working with our students know best but I certainly hope that we can look through the lens in terms of the progress
141that some schools have had with some programs and how do we amplify those programs district-wide you know it's great that some schools are making a difference but how can we make sure that other schools are having the same kind of change or what are they doing differently that perhaps needs to be replicated so I don't know what process you'll be using but on that but I definitely hope that we can start to look at those programs that have shown some positive results you know I definitely believe that we need to amplify the african-american success of our students but you know I'm gonna make the pitch also for English language learners the same kind of focus and and attention has to also be given because they're also at the very bottom and so it's not it's
142and I don't mean it upsets me it's it's sorry but it becomes this clash between who is neediest and they're both needy and they're both needing our attention so I do hope that we can find a way to include making sure that the focus this continues to be with our african-american student success but also to how we are addressing the English language learners in this in this next iteration of our ell cap also ed would hope that we would find other ways that other families can provide input if they can't come to a meeting is there gonna be something that they can text that they can blog go into and make their comments in terms of what they would like to see you know as a school site or as a district yeah we're thinking
143about surveys and some sort of email address that folks can can send their feedback yeah that would be good yes I think this is what yeah and in terms of also in this success framework I think that the other part is looking at how trauma-informed practices are being implemented in the classroom and in as special ed in terms of how else we can frame look at our students and work with our students in a way that helps them where they're at and their needs thank you oh no no debris I'm calling at you thank you thank you so much for your presentation I know that many folks like to say that the El Cap plan for the district talks about the dish with the district values and so I'm really appreciative to see this new
144African American success framework because it is it shows that that's something that our district values and I think that african-american students are sometimes and challenges that they face are sometimes swept under a rug so I'm so appreciative for this framework and the opportunity to provide the support to our students who really need it I didn't want to ask about or I wanted you to highlight a little bit within that framework I don't want to take away from the rest of the conversation about okay but within that framework can you highlight I know one of the first slides that you shared was around our students SBA scores and can you just maybe highlight a little bit about instruction and curriculum and how those that using the african-american Success framework framework will help support our students with
145SBA yeah I appreciate that question and so in the first I'm gonna see if I can pull it up here and project it so there's a the column on the left hand side of this draft framework and I want to emphasize this is in its earliest possible stages talks about access to opportunity and one element of that axis is what happens in classrooms in fact it may be the most important element of access so I've drawn very deliberately from a framework created by TNTP if there's lots of good organizations out there the reason I selected them is that they focus on some real fundamentals about powerful teaching and learning so they talk about the alignment of lessons to grade-level standards in their study of 5,000 students in the Chicago Public Schools they actually found it
146was the single miss the single largest missing element of the lessons that kids were experiencing was that alignment to grade-level expectations I don't know that that's true here in Berkeley but it's a lens to use and asking a question they also focus on the quality of student engagement they focus on the quality of teachers feedback on students work in the a per you need a revised so those are sort of fundamentals in that circular learning process that all great teachers implement so it's not that it would be entirely new to our educators but it does have sort of a powerful and foundational set of questions to ask and having you can imagine training across the board for our coaches our principals our teacher leaders and others on these fundamentals with a specific lens on the
147experience of african-american kids in the classroom has potential that has potentially a transformative effect on students so TNTP has a great track record they do good work with districts I selected it as the sort of talking point but there's other there's other good organizations out there as well you know at first I was a little confused because you know you did make a point to me personally in here to like kind of redefine the El Cap as kind of a long line to a strategic plan and then you talked about equity and then I've come to a real appreciation for that because I think that that is what we need to do like as we're discussing the broader scope we need to talk about the things that were that works truly committed to like equity
148and I want to repeat something that did I don't know if you just said this layer Beatrice I think so but you know it's not like this is you know it's not like the first time we're talking about equity this is something that this school board and the district I think have been working towards for a long time and we still have so far to go and so you know I'm encouraged that I mean I'm hopeful that we will be able to build this in in a way that is kind of taking us to another level and taking the inclusion of equity and not just for african-american students but for all of the students who aren't succeeding for different ways and for all of our students but you know look really looking at equity as
149a I don't know like a cornerstone for all of our decisions in some way that you know maybe it hasn't been like we you know what I'm saying like we always talk about it like we actually obviously all have a commitment to it we talked to a about a lot talk about it a lot but a lot of time it's kind of a separate I don't really explain it and I don't want to over speak which it can do but I do want to say that I really do appreciate the way this discussion of equity is within the conversation of recognizing that El Cap is more like a strategic planning process and that it's - that this is where we need to start with that strategic planning process so I don't know if that was
150what you meant to do but that's kind of what I got from it that I really appreciate there's no question in there Julie I'm sorry director Sinai I actually want to thank you for the presentation and the framework and the approach and I was at the PAC meeting and I think it was really well received people were walking out of there feeling it was like one of the best dialogues and discussions that they'd had I'm not sure if I'm piggybacking on what President Appel was saying but I want to make sure that we look at the success that exists in the district and come at it from an angle that you know our dad is still bad and we don't do anything well I think we can see that there's pockets of success and the
151question is you know how long has that success but building what have they been doing and what can we glean from that and how can we use the strengths of people in our district who have made that kind of change to be pure mentors and educators and trainers within our own system I really value looking outside of the district I think we've talked a little bit that there are a number of districts across the state that have really made some advances around this and we need to go beyond our own walls to see what's working I want to reiterate director Leyva Cutler's issue around making sure English language learners are a high priority and not just don't worry we'll make sure we cover them but that with african-american students when you look at the graphs
152of Al students in particular not all Latin let Latin ex students but Yale students they are scoring very poorly so I think we need to look at how we incorporate that at a high level as also with the additional challenges of family engagement and really wanting to value our spanish-speaking parents and the parents of other languages that make up that Yale population I would love to actually know I thought about this during the PAC meeting what the breakdown is of our ell students in the sense of languages and what the percentages are I'm curious a couple of specific questions is how so in the chart on the engagement you talked about students and that you've already started talking to students No okay so I'm curious about what you're thinking about and looking at our student
153rep and then also asking that you please let us know the calendar for the community event so that we can go to listen yes we're planning community events in March and April we don't have the specific dates yet we'll be sure to let board members know and also to announce those dates clearly to the community we're having just preliminary conversations about how to engage students there's obviously a number of already powerful student convenings across the district so we've been thinking about the student government groups at Berkeley High who were elected to represent their peers we're thinking about groups like the BSU which is an affinity based assembly of students so we're right now sort of listing out those groups but our current thinking is that we'll go to groups that are already meeting and think
154from an equity lens about how to engage across the school communities as opposed to trying to do random surveys of kids right now so that that's our current thinking can I just add one more thing just in the sense of surveying I think one of the things we need to be careful of is the B sub survey and you know how many surveys we do to families at the same time so I think there might have to be creative ways to gather some of that information I'd love to that this concern about sort of asking the community and asking all of these committees to sort of set aside a special space for conversations about african-american families and students is is one I'm sort of sensitive when I ask for that space that it may suggest
155that the priorities have shifted away from other groups that also need attention and that's not my intention to do that in fact that's not what's going to happen I'm well aware that there are three groups and bsusb USD right now that are underserved they include African American students students with disabilities and e-l students specifically and so we will need to make serious steps forward in our out cap planning on every one of them and the team will work on every one of them the idea though that we would create special space and this committee is really just drawn from the data the data is pretty conclusive about which group of students and families right now is the least well served and so my ask is really just sort of drawn empirically from what's happening but
156is not meant to sort of make a value statement about other conversations and other groups that also need attention so I recognize the risk I appreciate guidance about how to enter into these conversations without without offending because that is certainly not what I want to do and I'm not directing the team to pay singular attention to African American students but do want special attention paid on the basis of the gap right now that we're experiencing thank you for making that comment because I think I think it is now it's time to it's important to pay attention to that that subgroup of students and it's not saying that there's a fight to for who is neediest but it should be a subgroup that that is highlighted for high needs especially based off of the data that
157we've seen so not to reiterate what you have said however I do think that we we need to offer space for that conversation to happen solely and I think the board respects that idea and supports it as well not to speak for everyone but I as a board member in agreeance what everyone else probably believed the same thing and so yeah thank you I just think they agree I think it's just something that you when your presentation should say and exactly how you express it right now it's you know you're you're looking at the the whole picture and are also zeroing in and special populations of students that do need we do need to do something and make improvements and you know I don't know how we discuss this or if we mentioned the fact
158that you know the demographics of our city are really changing in a way that's actually pushing out a lot of African American families and there are a lot of affluent people largely white people kind of moving into that space and I don't know how we it's something I've been thinking about a lot because the you know the population is getting smaller and but the need isn't getting less so I feel like we need to kind of incorporate that Rec I mean it's a reality that's true of our city and so it's got to be impacting our schools I would agree with you and there are a lot of districts who have in the past and who are currently highlighting than identifying them and are unapologetic about supporting that need and so I think it would
159be best for us to jump on that bandwagon as well yeah well as I'm having conversations in the community sort of sort of detect opposing viewpoints and and I imagine that these things will come up over the course of this this season's planning sort of one viewpoint expressing because of the demographic changes that the conversation about race and the impact the sort of racism on African American students and families is less important and mainly African American families expressing the need that because of these demographic changes the conversation is more important yeah that the experience of isolation is actually more profound now than it used to be and so I'm sort of I'm hearing those sort of nodes in the conversations already taking place even last week in committee meetings and so I'll in my leadership
160role need to assert that it really continues to be an important priority of the district to create that space independent of the changes going on in the key the data suggests that we must continue to bear down on this topic so I have director hemp and then vice-president Alpert and then director Sinai oh I thought you I think this is a really interesting conversation I appreciate everyone's comments and the presentation I had a comment in a slightly different Baine which is just to make up I guess a comment about the data that we use and in these presentations and I and I say this with understanding that Brea has gone through some transitions and stuff but and it's just it's just a discomfort over the I guess I focus on the SBA as the academic
161indicator and I appreciate that there's absenteeism and college and career readiness and there's other 20/20 vision as other you know benchmarks and and there's others that you know like discipline and other things that we use to measure progress and I guess I'd because because the gap is so apparent in almost every way whichever measure we use I would encourage you all to use you know we've invested a lot in some district assessments that again show the gap just as starkly but don't run the risk of what what I think anyway can be the distorting influence of focusing too much on the SBA so I guess that's it's my requestor comment about the yeah I appreciate that we're sort of hard at work at getting both more up-to-date and more local sort of counterpoints to all
162of these presentations and I expected as we go through coming committee presentations and board presentations that we'll have I think just the better more complimentary set of data to present director saying yeah and I know also with some of the changes in Brea I hope we keep the ASI as something that we really track and look and with some of the transitions I'm I don't want to lose that I hope that continues I wanted to kind of comment on president Apelles the comment demographic changes I think the other crisis that we're facing and this again was just being at the PAC meeting the other night is the data is is devastating to African American families and when you look at the elementary to middle to high are our african-american families are leaving the district especially
163after middle school and going into high school three families that are active within the pack our eighth grade families are not coming to Berkeley high because they're looking at the data and so it is compelling that you know it's urgent we need to deal with this right now and the isolation is really serious and so I just wanted to reiterate that you know and the more that people who have the resources go to other schools the more challenge the families that are here remain and so the concentration of support and the risk of isolation becomes even greater for those families so I just want to reiterate the urgency around that all right thank you very much we are now I'm not sure if you're staying there but we are going to be discussing this game
164at the draft schematic design of the West Campus parking lot improvement project which we heard a couple of public comments on tonight and so are you gonna do this yes okay I will I'll need 60 seconds just to find the deck on my computer and then we'll jump right in I'm sorry I resign I think your presentation is an attachment to our agenda yes I don't think I've got it so Carol so I I am sort of subbing in for John Cleese's our executive director facilities this evening he was not able to be here this evening because of a family engagement so I'd like to offer a quick presentation on a recent community engagement event that took place last Wednesday evening here in our board chambers and then describe some revisions to plans for the
165West Campus parking lot that come directly from feedback we received from the community last week so I'll start with a little bit of an overview jump into a preliminary plan some feedback and then a revised plan and then talk a little bit about our process after that so board members will be familiar with that the Oxford community will be moving down to West Campus at the beginning of the 2021 school year so in August you can tell already a visible difference in the level of construction activity that's going on outside part of those plans include accommodating the Oxford staff here at West Campus we have about a hundred and two staff members who are working here at district office we're expecting about fifty eight new staff members between the school day program in the after-school
166program coming from Oxford and which means that we need to rethink the parking lot currently the parking lot is an open design it's available to anybody who wants to park there we do not monitor who parks there there is no sort of parking guard and so oftentimes the parking lot is well beyond capacity and folks who are here on district business oftentimes can't find a space there so knowing that it would be necessary to restrike the lot we came up with a preliminary design that design is represented here in the schematic it would create a larger number of parking spaces about a hundred and forty nine still a bit short of what we need for every one of our be USD employees but better than the current accommodations and then we also wanted to create
167drop-off and pickup spots for the early childhood center what we call the CEC that's located just on the west side of the parking lot and then we needed to create accessible spaces ata accessible accessible spaces for employees so the schematic represents a new striping design the drive way continues to be off browning Street so entering from the right-hand side of the slide coming in along the wall of the vapid building and then we would essentially mark a large fire lane slash turnaround lane along the upper side and the sort of left-hand side we would create 15-minute drop-off spaces about thirteen of them for CEC parents and then we would install essentially sort of a keycard gate that would permit our employees to use their current entry key card for this building to gain access to
168the lot so the red line on this represents the sort of first draft of the design it was this design that we shared with the community on Wednesday evening and so we heard a number of points of feedback from folks who attended that meeting we had about 30 people in attendance and here is a representation of that feedback as you heard in public comment we had a number of folks concerned about pool users both seniors and those who would need a DA accessible spaces we had a few neighbors come and say that they actually used a lot during the day in the evening for their own parking because it's tough to park in this neighborhood there were a couple people actually who said you know they they dropped off their children at CEC and then
169left their car for the day to get on BART and go into the city to work and then the CEC has also expressed some needs both for family drop-off and are interested in some limited number of staffs parking spots as well we heard the need or desire rather for public parking during the nights weekends and holidays to have those bar gates lifted up and makes a lot accessible and then a just concerned that we not install sort of true fencing that they want a lot to still continue to maintain its clean appearance so with that in mind John Cleese has worked quickly with an architect to do a revised design and so this now stands as our sort of current best thinking about that restriping scheme it would continue to have just one less parking
170spot a hundred and forty-eight this design has eleven pickup drop-off spaces loading spaces for the vapid team would offer five accessible spaces for our employees so behind the key carded gate and then the new design introduces for accessible parking spaces so for folks with placards and then five sort of standard public parking spaces so repper the this is all represented in the new schematic essentially what you're looking for in the schematic is bollards it's a word I learned from John this week essentially it's just sort of a concrete post that would demarcate the employee parking from the public parking so essentially what we've done is move to the bollards downward and so over over on the right just as you turn left into the parking lot members of the public would find those four ad
171a accessible spaces plus the five public spaces and so those could be used for seniors with placards and then could be used by pool users certainly on the basis of the couple public comments I think there's probably interest in more but wanted at least to propose this as our current best thinking in terms of the so this is again a summary of what I just presented our thinking at this point about next steps is that we will email out this revised parking schematic to all of the folks who attended last Wednesday's meeting about those thirty or so folks solicit another round of feedback and that if we are able to that we would then introduce some more revisions to the plan we'd like to be able to bring this back to the board we hope
172for approval in two weeks and so we'll be communicating by email about any ongoing feedback any ongoing revisions and the reason for asking for approval next week is that we need to move on with the selection of a contractor and have the lot prepared by the time the Oxford community moves down so I will take questions as best as I can feel them in this I don't know that this may not be as precise as I like it I don't know that there's any difference in the distance between the cec fence and the turn around it's always in both designs it was always conceived that the drop-off parking would be along the wall of the vapid building and the fence of cec protect the kid at this at this point the project is conceived of
173as a restriping project and we haven't been thinking about doing any trenching to install electrical systems or to install install carpet n shal low cost project to restriped and install the gate do we have maybe we had life is just I'd be happy to convey this to John and ask him just to prepare some information about what it would cost to include some charging stations and only because it would also help promote perhaps more people biking that we have a place that where bikes could also be locked up because right now I know people put them against the poles that we have outside so it might also encourage people to bring their bikes and they can safe safely lock them also I'll pass that along this thank you I'm sorry is there bike parking did
174I lose it no no there's not currently bike parking in this in the schematic okay I'm wondering given the feedback about the pool that we heard today fifth eleven 15-minute drop-off zones is there a possibility we could think about that to be drop-off between 7:30 and 9:00 and then you know maybe some are always but it seems like 11 is a lot for all day long to be a drop-off zone so maybe similar to the way we do our bus drop-off you know it's like 7:00 to 9:00 and then 3 to 5 or something and then those spots could maybe be accommodated for pool Parkers because obviously employees aren't going to necessarily be able to do that window but that might be a way to accommodate some flexibility for the pool mm-hmm that's a great
175idea there were other a few other creative ideas that we do want to explore a number of a couple of the community members who attended on Wednesday suggested we reach out to the city to also think about curb striping for example and just having some blue curb painted so that there's additional accessible spaces close to the pool so we'll look at that I that idea seems feasible to me and I'll pass that one along as well so that will be an issue I mean councilmember Davila brought that up as well but as soon as you paint a curb blue the neighbors can't park there if it's if they're not if they don't have a disabled so just keep that in mind I want to say I'm real was really impressed by how quickly you responded
176to the community and I guess I'm gonna say but what I really think which is I think that these ideas are really brilliant I think the idea of turning the drop-off spaces into you know limited time spots for people engaging in like swimming classes you know with some time limitations is a really smart idea and I want to say that ultimately our parking lot the majority of our parking lot is going to be for our employees and I I know that might not make me popular in this neighborhood but I do like I know some people like to leave their cars there and go down to Bart and take mark but you know you're gonna have to find a place to park on the street or something else because you know we've had the luxury
177of having that space till now but now we're gonna have a whole nother school here and so I think we need to really think about I mean of course I think the solution you came up with is really it's a way to not lose any of those spaces and still accommodate the seniors who are coming for lessons and I think that's great but I do think that you know we should keep in mind the desire to have as many pace spaces as possible as well as like places for people's bikes and maybe scooters and I don't know what else but you know to try to make it it's you know this place is kind of out of the way for a lot of people and so we're gonna be asking them to come here although
178Oxford is too so and so I appreciate you guys doing your best to keep as many putt spots available as possible for our employees yeah I would actually really agree with president Appel I want to be sensitive to our seniors who use the pool and who also need the spots but I want us to also highlight and keep in mind that we have a new school coming down here and just keeping the students first approach and thinking about how our teachers would also be affected by the more parking spots or it would benefit from more parking spot just for Berkeley Unified School District employees there isn't anything worse than trying to find parking when you're getting ready to go into the classroom in the morning and I don't want to think about the causes in
179the loss of instructional minutes because where we're fighting for for parking so I do want to remind people most of our schools do not have parking for all of their staff or even a few of their staff and I'm hoping that we're going to encourage our staff to use public transit we're right on a bus lane so hopefully there's some you know whether it's travel voucher you know whatever you call wage works kind of thing that would be great it just occurred to me I I can't vision challenged right so are there still like is there still a key gate in the second revision I mean like an access issue and what do we do for city council meetings to communicate to the City Council or the I can't remember who else meets area you
180know so the access like the parking the rent board and are we talking to them about making sure that we're accommodating their evening meetings and whatever implications there might be with that yeah our current thinking on this one in terms of other uses of the board chambers is that by three o'clock we could just lift the gates on those evenings at that point probably employee parking becomes moot in fact many employees will start to leave teachers will begin to leave at that point in some of our folks who start early so it will be in that regard probably just the same as it is now there's no spot set aside for council members or members of the public but the lot will be open so we think that that's probably an easy accommodation to make
181one of the other tasks that we'd like to do is just to begin to query both Oxford staff members and folks who work here about the number of people who actually do drive this is just a strict headcount it's not a car count and so we do know that across both those employee groups not everybody comes in a car so we'll also sort of work to refine our estimate of how many parking spaces we need so I was just encouraging for full transparency and communication to you know give the city manager a heads-up if if you haven't already just so that we don't get the oh my gosh I didn't know this was going on how you know you know we planned in fact to send got a number of people that will be sending
182both the original and the revised plan to plus the community feedback that includes councilmember devala and we want to include Dee Williams and that just sort of thinking we want to both communicate that we are trying to respect the community and understand its needs and also adapting to those needs as we go along I just wanted to make clear it's I do think the community's needs are important I just think that this board needs to really make sure that our employees are taken care of associated okay any other comments all right it is 1018 and is there anyone here for extended public comment I think you are you've been waiting so patiently good it means listening and engaging so actively good evening everyone yes as this year I'm SSE co-chair at Sevilla Mendez and how
183I see the SSC is to listen and understand the community need and today like the year came their main concern is that the year caseload for our eld teacher is one of the highest in the elementary school and so one of the requests is that we have at least an even caseload for our yearly teachers at the school that has the lowest number of yen this is not equity it's just even so this is one other thing the other thing is like for the reclassify students as one of the two students have said he has reclassified but he still knee and his english learner development teacher or his RTI intervention teacher to keep him for extending his vocabulary and all his skills so we want to make sure that reclassified especially those that are under
184at caps implement I found that they face multiple they are still if they are socio-economic knee and disadvantaged so keep that funding for them and also address their needs and one things that I really liked about and the presentation of the cap in your question is that we don't want to fire that I was cool between the african-american needs and their needs and this is very important and so I'm also in contact with our p-cad and also families in my kids grade that are african-american or black a few of them are as native Spanish speaker but most of them are English only and they totally need the RTI support so what we want at our side is not to say that English only only those that can afford bilingual education can access we want that
185all the kids even the kids that are English only and face headwinds is any other school in Berkeley or served in our school to become bilingual this is really important for us that everybody access here and we want don't want to reserve the learning Spanish a little special so please help all our students that feel in our school and so as I see I hope we can continue to have a conversation and work with our principal and different subgroups and was a district and solution for everybody to get to our language education thank you thank you very much and with that the meeting is adjourned at 10:21