June 14, 2017 Berkeley Unified Board Meeting

001good evening welcome to the June 14th meeting of the Berkeley School Board if you want to follow along on our online agenda you can do so on your phone or you can borrow a computer for miss choy res to my left I want to remind everyone that the meeting tonight is broadcast live on YouTube and over the radio on 89.3 FM and on TV Comcast cable channel 33 now going to call the open session of tonight's meeting to order at 7:30 1 p.m. for the record closed session began at 6:30 p.m. miss chairs would you please share with community members present our process for translation of the meeting buenas noches cinnamony dosia a alguien que de sade rehearsal a Mesa directive adran tell commentary o public o nsz de traducciones al español por déjeme severe

002muchas gracias director Beatriz Leyva Cutler presenter student director Alon turkeys will be here shortly director Karen Handel here student director Pecha Silvie here director Judy Appel here vice president Josh Daniels present president IL / here thank you ok we will now hold on one second we will now approve the agenda there any requested changes to the agenda have motion with make motion make a motion to approve the agenda motion but director leave a comment thank you can by reject your Hempel all in favor hi okay so we're gonna I'm going to turn it over to dr. Evans for a minute so Petra on behalf of the board myself I want to thank you for everything that you've done this year you have been a true champion for many issues and not only have you represented

003Berkeley High School very well but you represented all the students and we're so proud of everything that you've done and we know that there's many more great things in the future for you so thank you and I just want to add so in case you all haven't figured this out this is director Silva's last meeting with us because she's graduating Friday and going off to UCLA and I - on behalf of the board want to thank you for your service to the board your service to the district and your service to Berkeley hi is there anything you would like to say I wanted to say thank you for all the board members I've learned so much while being on the board it's been probably one of the best experiences I've had in high school just

004learning about local politics and being so involved in my school district it's really been an honor to represent Berkeley high all the students and to help work with you guys so thank you doing this so we have a plaque for you actually good you just just gonna should we get a picture with everybody when you sit on the door don't mess it and now back to our regularly scheduled programming yeah I will now report from our closed session we an item 3.1 give me one okay on a case number this is item three point one point one case number 16 17 - 0 4 - 0 4 0 6 0 2 there was a motion by director Leyva Cutler with a second by director Appel to accept the staff recommendation to expunge student records and

005the vote was unanimous in favor of the motion item 3 point one point two case number 16 17 - 0 7 - 0 4 0 - 0 3 there was a motion by director Appel with a second by myself to accept the staff recommendation with respect to the expungement of student records and the vote was unanimous in favor of the motion in case number 3 point 1 point 3 case number 16 I mean item number 3 point 1 point 3 case number 16 17 - 0 8 - 1 0 1 8 0 3 there was a motion by myself to accept the staff recommendation to expunge the student records with a second by director hempel the vote was unanimous in favor of the motion item 3 point 1 point for case number 16 17 -

00616 - 0 7 - 9 0 1 there was a motion by myself with a second by director Hemphill to reject the staff recommendation at this time without prejudice to the student returning with a similar request in June of 2018 director Appel recused herself director Daniels and director Leyva Cutler voted in favor and so the vote was 4 to 0 with director pal recusing herself item number 3 point 1 point 5 case number 16 17 - 18 - 0 4 - 1 0 7 there was a motion by director Appel to accept accept the staff recommendation through to expunge the students rec with a second by director Daniels myself and director Hemphill voted in favor director Leyva Cutler recused herself so the vote was four to zero with a recusal by director Leyva Cutler item

007three point one point six case number sixteen seventeen - 15 - 101 804 there was a motion by director Daniel's to accept the staff recommendation to expunge the students records with a second by director Appel and the vote was unanimous in favor of the motion item item three point one point seven case number 16 17 - sus2 - zero nine one four zero five there was a motion by director Daniel's to accept the staff recommendation to expunge the students records with a second by director Leyva Cutler the vote was unanimous in favor of the motion finally at item number three point one point eight although it's listed as three point one point seven on the agenda three point one point eight its case number 16 17 - su s aye - one two - nine

008nine nine there was a motion by director Hemphill to accept a staff recommendation with respect to accept the staff recommendation to expunge the student's records with a second by director Daniels in the vote using unanimous in favor of the motion okay item three point to collective bargaining the board heard an update and provided direction okay that concludes the report from closed session I'm now going to provide a brief overview of tonight's meeting first we will hear 30 minutes of public comment then we will hear from our unions and district representatives district committees then we will have comments from the board members in the superintendent then we'll consider our consent calendar which are items that the board may go to approve all in one motion then we'll hear a present presentation in recognition of the avid

009class avid Berkeley high class of 2017 then we will hear one action item which is the approval of the Berkeley high redesign and then we'll have just two discussion items which are both public hearings the first is a public hearing on the draft of our local control and accountability el cap plan followed by a public hearing regarding our 2017-18 preliminary budget the next at the end of the meeting there'll be another opportunity for public comment the next item on the agenda is 30 minutes for public comment the vice president I have organized the speaking requests but there are actually enough cards that we can call everybody is current 1 2 3 so we'll call each of the people who've submitted a card we're going to sorry if your name is called you you may seed

010your time to another speaker to do so please stand up if your name is called state your name and indicate to whom you're seeding your time by seeding your time you give up the opportunity to speak and no one can later see their time to you to speak please note that you can only see your time to a speaker who is speaking about the same topic you've written down on your card tonight we will allow people three minutes each to speak nobody can speak for longer than three minutes so that we can hear from everybody who submitted a card in the 30 minutes we have allotted when there's one minute left in your three minutes the yellow light will turn on in front of you and up here and behind me and when your time

011is up the red light will go on and please stop speaking as soon as the red light goes on because we will limit the public comment period to thirty minutes so in order to make sure that everybody gets to speak we're going to ask that everyone stop speaking when the red light comes on during the public comment the board does not respond directly to comments or questions made during the public comment board members the superintendent and staff do take notes during public comment and often will follow up with the speaker after the meeting following the public comment period there's a period on the agenda during which the board members and the superintendent have a few minutes each to make a common about whatever they want that is the time in which board members can choose

012to if they wish respond to something said in public comment or make any other comment that they wish and we found that this process keeps our meetings running smoothly allows for maximum number of people to speak during 30 minutes and it ensures compliance with the Brown Act which does not allow for board discussions about items not placed on the agenda at least 72 hours in advance of the heat of the meeting I want to remind speakers that there are some children in the audience there may also be children listening at home so please keep that in mind as you speak and if you have complaints about specific district employees we encourage you to take advantage of our formal complaint process rather than using public comment for that purpose um we will now hear from oh

013and I'm going to I'm going to call two people at a time and if the next person can come stand up next to the year of the reader sign that way we can move as efficiently as possible I'm going to start with two students abby Steckle and Andrew B's B's sorry I know you're here before and I got that wrong last time - Abby Andrew be followed by Catalina SP no Devine and I apologize in advance if I mispronounce anybody's names okay so you have three minutes each all right good evening school board members my name is Ruby Spees and I am Berkeley hi jr. and a member of the Berkeley Youth Commission I'm speaking tonight regarding the youth Commission's proposal for a peer mental health education program at Berkeley high called the mental and

014emotional education team at the City Council meeting last night the proposal was referred to the 2x2 Committee of the school board and the City Council so we're here tonight to talk a little about our vision for this proposal and request that the school board review it earlier this semester student leaders at BHS distributed an anonymous survey regarding student mental health needs and received striking responses 60% of 9th through 12th graders report a need for support around mental or emotional health 58% of those students say they haven't accessed any on or off campus care another survey revealed that this year 52 % of 150 students surveyed missed one or more days of school due to mental health issues and 32% self-medicated for stress depression anxiety or another mental health disorder with marijuana unprescribed pharmaceuticals alcohol and

015other substances the culture at BHS does not promote conversations about mental health and there is no official mental health curriculum while some teachers cover topics relating to mental health they are in the minority when these conversations are not fostered in classroom settings students rarely have the tools to facilitate them outside of the classroom we can clearly see the ramifications of this in the survey data well 51 percent of students report that they would be most likely to turn to appear if they need support only 22 percent believe that their peers are comfortable talking about mental health to summarize all of this the majority of BHS students need support for their mental health but less than half of those students are accessing care and even there perforce of support their peers do not feel safe to

016confide in this is an area of critical need and one step we want to take to address this is the creation of a peer mental health education program and my name is Abby steckel and I'm vice chair of the Berkeley Youth Commission so as you heard from Ruby the gap between students self-identified mental health needs and their access to on and off-campus resources is a big problem and when mental health needs aren't addressed these problems are exacerbated leave to lead to significant academic and personal repercussions for Berkeley youth so the mental health peer educator program that the Youth Commission has proposed would train a group of about 10 teens to deliver presentations to all ninth grade students covering mental common mental health disorders on and off campus resources and basic coping and intervention skills the

017program is modeled off of the successful sexual health information from teens or shift program which is a peer sexual health educator group and that currently operates out of the Berkeley High Health Center and given that over half of our student population has expressed mental health needs the Youth Commission believes it appropriate to develop a similar program for mental health education so the mental health peer educators would meet a specific need for preventive education and culture shift in an academic environment where mental health issues and services are stigmatized which can prevent students in need from a saving essential care in crisis situations or otherwise and the program objectives are to help build a positive mental health culture increase access to services on and off campus help students recognize when they need adult help and develop engaged

018student leaders in mental and public health so to close I want to refer back to the survey findings while many students said they would turn to appear if experiencing mental health issues far fewer said that their peers would be comfortable talking about mental health so we know students often turn to unprepared peers for support and so what we need is to implement intelligent systems to get them the care they need and we think that a peer educator program could be an effective solution to this issue and look forward to hopefully working with the school board to make it happen thank you thank you thank you both miss Devine yes followed by um ava de una de oro great good evening board members my name is catalina spinner divine i am a parent of two kids

019that are at Thousand Oaks Elementary School and I wanted to talk to you today about the Thousand Oaks bilingual program and some concerns that I have that I want to share with you so you are very familiar with this matter I'm sure we're concerned the first thing that we're concerned about is the plan to combine the classes for kindergarten first grade and second grade for the next school year so we felt as a group of parents and teachers felt that we did not we did we weren't able to provide input to that decision we were told about that decision in late May we know that the board was talking about this decision back at least in March so we felt that we just didn't have the time to provide input to that decision and we're

020concerned on what would that mean for our combination classes with bilingual kids some of these kids have IEP s and so there there's just different group of kids that are marginalized in many other ways and now they're put in this combination class for next year so we're concerned about that we have expressed our concerns to mr. Scuderi our assistant superintendent in a meeting that we already had and we have provided more details on that in writing to him the second concern that I have has to do with the admission process also I know this is sort of a repetitive theme for some of you and we I'm not going to go into a lot of the details of what the complaints are but I want to point out that we have submitted also in writing

021to mr. Scoleri some of those complaints that we have on the admission process and why we feel that the low enrollment in the tio bilingual class has to do with the admission process so what I'm here in my last minute I do want to propose something I don't want to come here and just complain I want to tell you that I think it's important for us to take a look at what superintendent Evans has proposed as a heritage program for not this year but the following year we want to be able to be part of that discussion and so if we can be part of that discussion and see what is it that is being proposed and be part of the shaping plan that would be great for us we also want you to leave

022on the table the idea of having the bilingual program at Thousand Oaks we feel that if we're part of that enrollment process in some way and we actually we actually are able to improve the enrollment process we can find the kids that are needed and this is an ongoing discussion on well are those kids still there in our district that can fill in those places from the bilingual program and I think we just want to be part of that discussion with you thank you thank you mr. hora um [Applause] followed by um not yella Camacho hello and good evening my name is Erika medina de Otto and I'm a resident of Berkeley I have two school-aged children ages 5 and 11 my 11 year old currently homeschools because she has dyslexia while my youngest attends

023the twi two-way immersion program at lacan elementary i was surprised to learn that the Thousand Oaks bilingual program is closing due to lack of native Spanish speakers in the district since I have spent the last couple months fighting to appeal the arbitrary decision that my native Spanish speaking daughter according to VSD actually cannot speak Spanish and was therefore denied the opportunity to continue in the twi class at LeConte we are also aware of another Twi TK classmate who of the native Spanish speaker who was denied the ability to continually count for kinder after requesting to do so during that missions placement process both of these children of Latin X descent who speaks fluent Spanish were placed in the to way immersion TK program at LeConte this past academic year by the admissions department without us

024requesting it and of course have only been exposed to pre-literacy skills in kindergarten readiness goals entirely in Spanish as you all know our Twi abused at the USD as a 90/10 model where the majority of the day 90% or more is entirely in Spanish it has been great for my daughter who has learned Spanish phone amps and letter and number identification for all intents and purposes you would have crossed the barrier to put it all together towards literacy in the coming year the disruption and repercussions of my child now faces due to this arbitrary defective Spanish language testing process for native Spanish speakers is disheartening it still astonishes me that a district would choose to put spanish-speaking children at a disadvantage I am sure that no educator would think it is a good idea to

025eliminate any benefit TK can provide by putting them into a full English program when they have only learned in Spanish obviously this will harm their initiation to literacy and their education by placing them in a monolog monolingual environment for one year and then moving them to an english-only environment the next at such a critical time in their introduction to learning my intent to address this error was centered on the new bilingual test that the USD started using this year to assess students my daughter whose first language was Spanish and who is a native Spanish speaker was assessed as a beginning Spanish speaker interestingly enough she is now considered to be one of only two girls in her class Twi who is totally fluent in Spanish she appears to have been able to follow this entire

026school year in the classroom we got the report cards today she did great and she has actually been nicknamed la reina that espanol by the support staff at the for her Spanish fluency compared to her peers in her class many who are non-native Spanish speaking children and will be returning to Twi next year instead of her I read that one of the reasons being given for the consolidation of the Thousand Oaks bilingual program was that there was not enough interest in the program from native Spanish speakers or bilingual children I urge you to consider that the admissions is arbitrarily denied access to these programs by asserting Spanish speakers are not do are such due to inaccurate teste I encourage you that this new assessment test the examined for accuracy and equity because I assure you

027at this time it is neither accurate nor equal thank you thank you this sum is camacho I've followed by Stephen Murphy what nest that is Gridley ah buenas tardes Tuscola am an solamente des des prés quiero comentar que yo soy una a blonde Hispanic ammos a pueden dar cuenta I want to just comment that I am a native Spanish speaker tengo los ninos su no estará tormenta de programa tops an awesome programmable lingua I have two children one of them who is in the bilingual program a Thousand Oaks el que sigue no fad me kiddo porque no Ricky Rio Rose no compleanno rectus Ito's que por que tienen Estrin están de rosado's my second child it was not admitted into the program no solamente queiro comenta que es de que es de me interests al

028distrito compromise adel los dos anos coselli sort of Zanuck's i want to hold you accountable to meet the promise that you made um that involved two years but a continent programa que ustedes a vm prometido al to continue the program the program for the next two years en este año que nos queda como todos annex programmable ingwe say knows communica los padres las decisions KS tanto mando y que no sagem participate de la decisión de como se before mar el nuevo plan varanasi you also involve the parents in kita kita me in the loop of tintin end of the changes that happen as you guys make decisions nana realmente yo consider okay ustedes están toma no esta decisión porque consider enter a program anis Thomas Nino's is simsimi that the only reason that you are

029making this decision is based on Kalos no suficientes para snag Nev kids enrolled in the program yo creo que si esto fuera possible de que este año escolar que de empezar ustedes admittin e knows de otro distrito para cumplir con el condor están aquí tienen para seguir con el programa bilingue solo este año I wanna suggest to you that you allow our district students to come in and fill the program y que este en este trans custodian AA sperm eatin a los padres a pure los con lo que queremos como el programa bilingue no estamos diciendo que no a las opciones que nós estamos we are not we are not rejecting the option say you are getting us we are just solamente kanay Mo's saber said participate decision Alaska stun effect unknown estrosi we just

030ask that you please keep us involved as you make these decisions that are their impact our children's education yo tengo Nino que tiene nacio con agua le pour in OS 10 Terra Pia's diabla I have a child who is in speech therapy guess I'll get tormented Edison Oaks he atones anoxia Binda Dolapo yo can necesita in Thousand Oaks has been created meeting his needs yo solamente quisiera que con el segundo que no tiene ninguna discapacidad a habla c'est la vie era la mismo oportunidad de aprender lidium espanol I'm also asking that my second child who does not require any additional support that he also be given the opportunity to be part des progra puesto que yo consider o de que Mineo pesar de tener Cinco años oblem a single desk espanol I'm sorry I wasn't

031i mean ii s todo Oscar said habla sentence decir lo tema tumhare say ok dijiste que yo solomon texia camino que no tiene estos El Diablo oportunidad de seguir con el español puesto Caleb Lamas English ok I just want to ask that you allow my second child to please be part of the program Thank You pinky mr. um mr. Murphy followed by a su Cana Davila hello Scoob or Stephen Murphy I've a daughter at the Thousand Oaks program before that I wanted to thank the two students to talked about mental health resources for somebody works with women in interpersonal violence childhood trauma as we learn more and more about it with aces scores and that it's it's it's if we can get mental health resources at Berkeley High School just be phenomenal for the students

032and I want to thank school board member in Pell for really leading the charge on that I think it's great and first somebody has two daughters and a son who will be in the school's they're going to experience a potentially traumatic event and to have those resources available is just phenomenal so thank you for your leadership on that also thank you for bringing this issue up and putting this on for the end of the Thousand Oaks program tonight really appreciate that for you're putting it on it's an informational item we fully appreciate the problem we understand beefs up dan you have to fill these classes we know that we also fully fully understand that this is not probably the program that you're going to fund for for under enrollment I think we also totally appreciate

033that also and I also we appreciate that there's a changing demographic in Berkeley we we know that this is a real real real challenge for you to try to kind of figure out how to skin this cat this is a tough one III think that we should all really appreciate that that this is tough I also know that you see us to a certain extent is protecting our piece of the pie and you have a lot of people who come to want to protect their piece of the pie in front of you all the time I know that I know that I appreciate that I just make a few very very specific asks first is is that we slow down and that we're deliberate and that we explore all the options out there for us

034we look at other districts and see what they're doing and we don't just simply say LeConte taking care of this this is the type of program we want we don't have the resources let's look at the cost and let's be really really really creative about how we look at this the second thing is I do want all of you to be mindful and attentive to the testing I wonder if there's an issue regarding the testing where we're ignoring potential native speakers who are really native speakers who are actually getting into the program because they're testing out so please take a look at the test you're all brilliant people I know some of you personally and I know you're very very smart and if you look at this and you spend some time with it I

035know that you'll be able to figure out yes or no what regarding the testing so I ask that I also ask that we really think about rebranding this program or redesigning it I know right now you can't let students in unless they're native speakers based upon I forget the name the Charter or how it's written in this particular mandate but we look at potentially rebranding this program and looking at and being creative about how it is that this program could possibly exist without it being really really expensive because I know that's also on your mind because just like these mental health programs they are expensive I know and it resources here research there this is a fantastic fantastic produce program with a lot of tradition so let's just slow down and be really really mindful

036and hopefully we can be part of and partner with you in that creative process okay so thank you ty thank you time and thank you for putting this on the agenda and we'll be back in a couple weeks and we'll continue to try to creatively work with you on this process thank you thank you mr. Murphy miss miss Davila and then our final speaker will be Arianna casa Castro um good afternoon my name is Susana Darrell I'm the third grade bilingual teacher at Thousand Oaks Elementary School first of all I would like to thank Pasquale and berries for taking the time to come and meet with us you know I really think about you know our program and what the future of our program is um you know these last couple of days I myself

037teachers parents we've been you know reflecting a lot on the future of our program our beloved program you know and like you guys have mentioned too it has such a strong history and we do want to do the best for community you know in thinking of you know our families and our students because I as a teacher that's what's most important for me you know thinking about them and just you know the future of them and making sure that they're taken care of you know I would like to remind you know the board of a promise that was made to us last year and that is giving us two years of a bilingual program two years you know this year and the following year to really look at the eld master plan and change make

038the the changes are needed because of our demographics because of the changes that are happening in Berkeley and also you know so what I'm asking is to give us that year that was promised to us you know give us that year to really look at the master plan give us that year to look at that idea of this heritage program at Thousand Oaks Elementary School what would that look like and like a lot of parents have said you know which you know I think that's you know one of the things that we now reflect on back and think is like we didn't really involve parents decision of the combo classes you know and the teachers like we're really like taking responsibility for that that you know parents need to be heard and these are their

039kids so give us that extra year runnin run a full kindergarten class at our school give us that year to look at the eld master plan give us that year to really look at what this Heritage Program would look at our school you know and also um give um you know these eight incoming families are committed to the program the opportunity to be in a full classroom one of our worries is that you know when these eight new families come to Thousand Oaks what will happen to them one of the reasons that the combo classes were agreed upon as teachers is that it would give us opportunity to continue to run our bilingual program but if we're saying that we're going to end our bilingual program then what will happen with these eight families what

040would happen with these eight children I'm just really think about them and what is the best way to really support them and if they will be the last group at Thousand Oaks um you know um giving them you know the full experience and the full support that is necessary for them so again I'm really asking you guys to think about giving us that extra year just run a full kinder class and give us that extra year to really think about with time because I definitely feel that we have rushed into making these decisions thank you thank you Miss Castro um good evening board my name is Arianna Castro and I'm a parent of a first grader in the Thousand Oaks bilingual program so today I'm just here to voice my concern for these proposed combination

041classes and it seems that this is the reality of the program and I just come to ask that our teachers and our students get the support that they need to they don't fall behind academically my son has had problems with math and reading for the first two years while he's with the Thousand Oaks I just want to make sure he does not fall behind because of these combination classes I also want to ask that you involve parents and teachers in the defining what the new Heritage Program is going to like a Thousand Oaks because I think that our input was not really considered when you guys decided to discontinue the program at Thousand Oaks and that's all I have to say thank you thank you okay that now concludes the public comment period and thank

042you to everyone who came to speak okay now we're there's an opportunity here from our unions all right are there any union representative Miss Phillips Campbell are you speaking okay miss Phillips you have five minutes thank you good evening school board members dr. Evans and to our listening public my name is paula phillips i'm the president of the berkeley council of classified employees and I represent the district's rank-and-file non supervisory staff I'm here tonight to talk about the classified school employee pathway to teaching program so first I want to thank the district for the work that I put into designing the program but I also want to address a couple of things that the Union has concerned with in speaking with our members that have gone through the program successfully and unsuccessfully one of the

043key obstacles was financial assistance and this program will provide the financial assistance but the other obstacles that that weigh heavy on them are their obligations to their families there's the time the money to kept to keep food on the table as well as passing the CBEST exam as well so in addition to the financial support our members will also need support to attend classes either doing work time or after work a lot of our members have struggled with reducing their hours in order to participate in classes that occur when they work and sometimes the district is flexible with them sometimes it hasn't been usually it's it's taken a conversation between myself and dr. Evans in order to make it happen and I do appreciate his support in those areas so what we're looking for in

044this program is the flexibility of the district to allow classifieds to work part-time job share or take lead to focus on their studies key to also key to implementing this program will be the support whether it be peer assistance support networking with teachers networking with peers in the program but when you look at the studies on pathways of teaching programs most programs say the it's been reported that the participants a key to the success of their because of them becoming a teacher has been in that peer assistance support and so I want to make sure that you are aware of this and that you know there is a focus on that and that we provide something in that area also if we're going to provide tuition assistance to classified School Employees to obtain a teaching

045credential why would we not guarantee a teaching position for them and that is something that I believe is missing in this program there's no guarantee that they will have a job once they finish the credential there are opportunities for them to be interns in the program or to do their student teaching when they're close to completing and our district has provided that but key to the success of this program if we are to grow our own is to employ them after they've completed the program so that's all I have to say tonight and I appreciate again I want to give make special mention to dr. Sadler and all of her hard work on this program as well thank you thank you Miss ups okay now I there is there any representatives from my district committees

046here hi good evening Tasha hanim and chair the PA see just came to say thank you and give a little just brief final comment for the year I wanted to just share okay I don't know where my notes are so I'll just talk off the top of my head um first off wanted to just say that it's been a pleasure to serve with the PA see this year it's been an amazing group of parents the thought partnership and the thought leadership that's happened in the PA see me ting 's have has been really exciting and even for parents who couldn't attend the meetings every night just the feedback in the commentary and the commitment to the group was really just superb and excellent um we're really excited thank you dr. Evans for your feedback I

047just received it today so I didn't get to thoroughly read through all of it but what I did peruse through I did see a couple highlights that I wanted to just mention which is that we're really excited that the board is committed to supporting the math interventions that have happened that was a big topic for this year that came up and just particularly with the schools where there's the highest number of unduplicated students that was just a really important intervention that we know is still sort of being worked out with all of the trends and changes of common core and the professional development that still needs to happen and the education for the parents myself as the parent of a second grader who cannot help my second grader with math at least addition I can

048but maybe not subtraction we know just the changes in difficulties that exist with sort of making adjustments to math interventions so we're really happy to see that there will be those additional supports as well as the commitment to continuing to support the hiring of staff and faculty of color is really important to have those adult and student interactions so that there can be relation ability connect ability that transfers over to we know positive outcomes for students later down the road so I just really wanted to thank the partnership with the district I want to thank Sadler and Meena and all of the wonderful supportive staff that came to all of the meetings and helped us to facilitate and provided the support so that we could even get together be it child care and other resources

049made available to the families to convene and just also want to say in addition to you dr. Evans just the timeliness of your feedback was really important you still had 48 hours plastic that you could have waited but you didn't so it was really important for all of us to know that so you know that that's important you know just to know that you guys are hearing us out you're responding and you know parents are really giving up their time so to have that feedback in a timely manner is really important um and so lastly I just say let's continue to partner let's continue to make sure that we can have avenues to work together to really provide these important interventions that the Oh cap funding allows for so that's it thank you very much

050thank you miss Hanuman thank you for your services as chair of this dis committee it's it's just it's a critical committee you you your leadership is critical to its success and and we're all just grateful for your service thank you and I'd like to thank my co-chair Michael gray and also me me and many other parents who were instrumental certainly was a team effort please pass along I gratitude don't think I will thank you so much okay now we'll hear comments from board members and the superintendent director Silva um I just wanted to say thank you again to the district in to the board for having me as a school board member I'm I'm going to be leaving a bit early tonight I have my last finals tomorrow so I need some sleep um but

051I wanted to say thank you again and thank you all for coming Oh see you guys see you graduation yeah who's next um well actually you need a minute I just wanted to let the thousands were watching know that this year I will not be a Brickley high graduation unfortunately because a personal conflict but I wish everyone happy graduation and I am sure the event will go well and principal shwayne good luck on Friday so my last office hours of the summer will be this Saturday at 10:30 at Cafe Leela at which is on some Pablo and Delaware pretty much across from the Adult School so and I by anyone who comes a cup of coffee if they would like or a cup of tea so please come I will not be at the last

052board meeting of the year I have what is the 50th and probably last of the Patterson family reunion it's been going on since the late 50s and the last of the direct descendants all and my great aunt who is ninety nine this year old Commons is quite possibly the last time I have a chance to see her so I will be in Virginia and the DMV that the District of Columbia Maryland Virginia area I also just want to say a couple of words is that I have had the privilege of being part of our student attendance review boards our sob boards for the past few weeks and I just want to really show my appreciation to everyone who's been part of those the staff Susan Craig aja counselors at Berkeley high Merlin Edwards from celiabarclay

053mental health Martha from Berkeley Youth alternatives as well as the parents and the students who show up it is truly one of the most amazing things that I have I have witnessed in this district you know parents come in families come in needless to say not happy that they got called in because their kids is missing more than 10 percent of school and they feel called on the carpet in the process by which it really is about what can we do you know what's going on that your child's not going to school that you're not going to school and we're here to find solutions and at the end sometimes there's tears all around but it is I think something that is one of the finest things I've seen this district do since I have been

054on the board and I encourage if you are called to serve because of students attend it's not what you think and for staff that might be reluctant when students are missing more than 10% of school to call us are appearing that it's a it's a very restorative process culmination was that I actually went to the truancy court graduation today and that is for families that the SAR process still wasn't enough to support them and it gets free actually referred to the district attorney and we had four families that graduated from that program which means that their record is completely erased that they ever you know were taken to court by the DA and again it was a very obviously very restorative process and family members would say you know I'd appreciate it you know getting

055the date come to court but in fact it's what I needed and you know we've had kids that went from missing 30% of classes to you know just missing you look a few days you know in a whole school year so that was very interesting process to so anyway it's rare that I have been so moved by a process and I appreciate the fact that been able to be a part of it and seen it work and just want to give my thanks to all the parents and students who were bold enough to to trust that the district really did have their best interest at heart into the staff that showed and I also forgot principals come to so that's all I wanted to say thanks I'm going to go next LAN T thank you

056for being here tonight on behalf of the board I want to thank you for participating on the board for the last two years last year and this year I know you're moving on to bigger and brighter things but I want you to remember the voice that you had on the board and I remember last year advocating for the students particularly the african-american students so as you move on think of yourself as an advocate think of yourself as a civil rights fighter think of yourself as a leader and that's what I'll remember most when you leave us so thank you Vontae on behalf of the board we have a plaque for you and we would like to take picture of you you go in the middle direct your keys do you wanna say anything he's speechless

057okay director Leyva Cutler Bose um good evening I just have a couple of things to say first of all I wanted to thank Abby and Ruby for their presentation I was really pleased to hear that that the Youth Commission had been working on a response to kind of stigma and lack of access to mental health services at this at the high school so it was I'm impressed by their proposal and I hope we'll give it some consideration I also wanted to just give an update that there we've had some testimony in the last month or two months about the all gender multi stall bathroom request that's come from the committee of parents and teachers who are working to make our schools more welcoming and inclusive for transgender and gender queer students and so I just

058wanted to report that it's my understanding that members of the administrative staff did meet to discuss this request and are moving forward on a plan to respond that's that requests with an assessment of our facilities and a plan for and kind of learn a little bit more about how it's been rolled out in other places and a plan for with the goal towards implementation so I'm really proud of the district take that bold step and I also finally wanted to say that I am going to have to cancel my my office hours this month I'm going to be down in Southern California for the next week or so at a national convention that my my day job is call is convening so I won't be able to to see you in June so I guess

059for those of you are interested in talking to me about any issue is just shoot me an email at Judy Appel at Berkeley net and I will respond and we could find a time to meet one-on-one thank you so thank you I want to also thank the Youth Commission but I also want to take the the opportunity to invite our board members to appoint a youth to the Youth Commission because we have students that are we have vacant seats there so we I know that we have one applicant that recently applied to the Youth Commission to be appointed so we need to recruit some people so that we can have students like that came like a B and Ruby to take on the issues that are important to them in our city in our schools

060so I hope our board will consider that my office hours will start again in September however I am always open to families in community email me about when you would like to meet if you would like to talk a specific topic I'm available and we'll figure out it best time to meet I will this is graduation week and promotion from elementary to middle school middle school to high school and then our high schoolers are hopefully going to college an internship or traveling but most of all being safe I hope I really wish safe travels in a happy happiest graduation that will see this Friday at the Greek I want to think that that was an Oaks parents community and I have some of my staff also out here so I'd like to thank them for

061coming out and supporting dozen oaks and [Applause] the patience of children also but this is also an important process for them to see to see our youth and how we make decisions about our schools we have a meeting coming up on June 20th with the Thousand Oaks community I know the superintendent and president ty Alpert and myself will be there and I look forward to discussing further the the vision that we have for Thousand Oaks and how we will all work together to find the best solution for our schools and for our students so muchas gracias and I'm so glad that we have Liz to help translate you know that also works for us and also to make that available Petzl thing I want to I want to make a brief comment and then we'll

062be ready for you all about a resolution that's on our consent calendar tonight to express the board support for SB 607 which would disallow suspensions for willful defiance k12 statewide I'm going to want to thank director Appel for bringing this to our attention and for her work on this issue and as her cover memo indicates this is an important bill because the just dis justification for suspensions willful defiance has been used in racially disproportionate ways in districts across the state in our own district in Berkeley willful defiance is used more sparingly as justification for suspension and I want to clarify the one we take up this issue as it relates to be USD policy which we will do in the fall it will go through our normal processes for policies and we will hear and

063consider input from all stakeholders including if possible teachers safety officers and administrators at Berkeley high I personally do not believe that exclusionary discipline is the appropriate response to most behavior issues however I fully recognize that our staff on the ground in the schools need to have at their disposal meaningful alternatives to provide meaningful consequences to students who do engage in unacceptable behavior and I think that particularly at the high school we do not yet have those alternatives in place and I think a discussion of our own policies needs to be paired with a serious discussion about meaningful alternatives short of suspension for students who do engage in willful defiance of teachers safety officers and administrators so with that said I just want to be clear that while we will take this up in the in

064the fall and the Policy Committee the passage of this resolution is not intended to bypass our normal processes for policymaking in the district and again I want to thank director Appel for her leadership on this issue can't direct it I'd like to just add that there are also another legislations that prevent preschool from preschools also from expulsion of students and that's coming down the pipeline now so so I hope we can piggyback on those both okay thank you all now we will have a presentation are we good are we gonna move the consent calendar yes we should do that thank you drift repeal I'd like to make a motion to pass the consent there a second I'll second motion by director pals second by director Leyva Cutler on favor hi hi thank you for reminding

065me um okay now we will move to a recognition of the avid graduating class of 2017 turn it over to dr. Sadler so good evening board members and this is a honor for me to actually be able to present an update on the class of 2017 the seniors at Berkeley high that stuck hung in there and and continued in the avid program despite the challenges that they face at the high school with conflicts with course options some of them having to take it after school but there are a group of them that we as the district should be extremely proud of they made an end-of-the-year video and they actually had a celebration the other day at Longfellow and so I'm going to share with you about three minutes of the video just so you can

066see who the seniors are and where they're headed and then I'm going to introduce to you one of the seniors that we're going to recognize this evening hello my name is Amber Lee I will be attending UC Berkeley in the fall hoping to study psychology or social welfare I am CR or so and I will be majoring in politics at UC Santa Cruz is my t ask Sofia gotta be Odin on this I'm going to Wesley College and my major is neuroscience missed icy banks and in the fall of 2017 I'll be attending UC Merced will I'll be majoring in biological sciences my name is Michael Peck I will be attending UC Berkeley in the fall and my major is conservation in resource studies my name is Heath laude atlandis and I'm thinking about going

067to UC Davis or UC Berkeley potentially studying neurobiology hi my name is Isabel orso's and I'm going to attend SF State and majors and Women and Gender Studies my name is Aaron Aris College I will be attending his Berkeley Community College and I'm gonna be majoring in liberal arts my name is Kyla I'm going to Sacramento State and I'm going in my nine Spanish my name is Arian Griffin I'm going to California State University Northridge and majoring in biotechnology I'm Maria and I'm going to UC Merced and my major is business most uh syllabus my college or the colors that I chose to go to is BCC and my major I am undecided and major up in criminology my name is Karla Vonda hanno I'll be attending San Francisco State University in the fall where

068I'll be majoring visual communications and designs my name is Roberto and I'm going to attend San Jose State University and um for right now I've decided Rizzy Maura I'm going to Berkeley City College and I'm majoring in biotechnology Mariano Hernandez I will be attending ss SS State University and the major I will be my major would be kinesiology Sandra Cal Aceves and I will be attending San Francisco State University and I'm majoring in criminal justice my name is Norma Lee Patterson I'm going to be attending Humboldt State and I'm majoring in law in psychology my name is Ferris Madonna I will be attending San Francisco State I'm majoring broadcast and electronic communication arts Rebecca towards my college in UC Santa Cruz and my major psychology so I'm gonna stop my hopes and dreams for the

069future is to go around the world it's a funny story about that young guy when he was my student at Longfellow we had a test irregularity on standardized testing because he did a design with his dots and the state and he took a picture and put it up on social media and the state called us and we had to do an investigation and look at him now and [Laughter] I was shocked when I saw him in the video he was always really bright obviously and it his design said Yolo you only live once that's how he felt about the state testing so though we have a little humor tonight so can we make that official board policy I don't agree with that anymore now that I'm in my new role so I also think there's

070one other piece I wanted to acknowledge before I turn it over to Amber and that is Miss Shuang was actually Amber's avid teacher and how cool is it that she now gets to be her principal and issue her diploma on Friday so I think that's just sweet for her and all of all of those students from Longfellow yeah many of them were long fellow students so I'm going to let amber tell you a little bit about what her experience was participating in Abbott starting in seventh grade thank you Miss Sadler and thank you board members for having me here as masala said my name is Amber Lee and I will be attending UC Berkeley in the fall I just want to say that I have been in avid since seventh grade I am NOT a

071twelfth grader obviously and I have it has helped me extremely so much in the process of the college application process in middle school we focused on foundation in Cornell notes and binder checks and tutorials and field trips and it was kind of boring to be honest but it was the foundation of what helped me in high school and I'm guessing what will help me in College as Miss Tyler said miss Wang was my teacher along with mr. Hinkley in seventh and eighth grade when I got to high school I was thinking about not doing of it but I stuck in there my ninth grade year to just see how it was I had it a seventh period I've had average seventh period all four years which was a struggle because seventh period and who wants

072to be at school but it's pretty cool mr. Chernykh has been my teacher all four years so we have built a really nice relationship by the time now that I'm a senior he knows a lot about me emotionally he knows about my family life along with my academics and he really got to be a teacher because I had him for four years along with all the students most of them have mostly Longfellow students a lot of people in the video did go to Longfellow and we have been a little knit family I just want to say that avid helped me in the college process by making me have a college list in ninth grade year we had to have ten colleges like four privates for Publix we had to learn about safety schools and dream

073schools we learned about things that I didn't have access to we went to a lot of college visits we went to Dominican we went to UC Davis UC Berkeley UC Merced UC Santa Cruz we went to most of the UCS and I overall I've had like a positive experience in avid um the tutors have helped me a lot most of them go to UC Berkeley attend UC Berkeley now so it was cool for me to be able to hear stories about what it's like to be a UC Berkeley student from my tutors outside of it was kind of an academic setting but um yeah I personally enjoyed avid I thank you guys for supporting avid and everyone else that supports it and thank you Miss Adler and thank you thank you my shoe angle course

074and mr. Chen I don't like the all right so thank you and we have just a quick presentation for Amber so I'm going to turn it over to Tasha she's not here as a PA C person now but in her day job right so I'm switching roles here although the PA seated and supports add vid to and I should have said that in the report earlier but I'm here because I actually know amber because I have a teenager who's in college and I have a niece who's a senior who serves on the Youth Commission also and so I've had the pleasure of knowing amber a little bit professionally and personally but tonight I'd like to offer this state of California Senate certificate of recognition from your state senator Ms nancy skinner and it says that

075this is presented to amber lee for your demonstration of student leadership and academic excellence and thank you for being an extraordinary example for your peers you have such a bright future ahead of you keep up the hard work and go bears so on behalf of state senator nancy skinner we offer you this certificate and wish you the best of luck in college and you need to keep it up so you can take her position in the future ed one last comment you see the color red I'm in a sorority our colors are red and white just just by chance so when you think about college sororities think about the red congratulations amber okay and amber would you would you come on up here for for picture and you swing can you come up as well

076[Applause] we will be watching Amber's accomplishments and taking credit for them for many years okay now we have item 13.1 yes so I see the reason redesign team is here we started this journey a couple years ago and after much engagement with the community I mean a lot of engagement with the community and with the board we're asking the board tonight to approve the redesign personally I can't thank the team for your endless hours working on this you've done an amazing job and I know you can't please everybody but I want to say that you've made a difference and this redesign will make a difference for the incoming ninth graders so I just want to let you know that I truly appreciate the hard work that you've put into this to this project so with

077that being said I'm asking the board to approve the redesign tonight so if you have any questions statements thank yous they would love to hear that accept the questions thank you dr. Evans so maybe we can just sort of go we'll go down the row or speak up if he has anything you'd like to say before we take a vote with me if you want yeah I'm happy to thank you once again for all of the incredible work this process has been very thoughtful and I think and we've said that so many times but an example for what we an example of a lot of buy-in and also flexibility on the part of the design team to respond to financial limitations and still keeping the concerns of the community and the school board but most

078importantly our students at heart so I'm very excited to support this redesign and and watch it unfold so thank you I also want to thank the redesign team for all the hard work I know it's been a hard slog in many ways and when I look at what the proposal first was and with kind of a much larger budget and to where the proposal is with a smaller budget but really targeted now and I think that it's a testament to the fact that we don't see a whole room full of angry parents or staff here that well can't please all the people all the time what you have done is really going to make a difference at Berkeley High the one thing I will say that this is a journey it's not a destination there

079is still some details to be worked out with the redesign even for ninth for ninth grade and so I look forward to keeping up with with that part of it no the Devils in the details and so I look forward to being hopefully part of some of those discussions I also think that while the more grandiose plan to restructure all the Berkeley high right now is not feasible there certainly are parts of what has been discussed that needs to change or meet or needs to at least be reviewed for 10th for 12th grade isn't necessarily a budgetary issue or perhaps a nominal budget issue and so I'm looking forward to how we strengthen our African American Studies program how we open up the opportunities for all of our students in 10th and 12th grade I

080look forward to hearing how we're going to coordinate our Berkeley technical Academy with with the with what is happening with 9th grade so making sure that it's a consistency there but also looking at the potential of a redesign of what we can do that is a high school redesign not just a ninth grade redesign and of course when you're talking about a high school redesign that also looks at how we can better coordinate all of our upper secondary programs Berkeley high the independent study program as well as BTA to make sure that we are supporting all of our students in the different ways that many students need to be supported so with that again I just want to thank you for all your hard work I know I have not always I've often been a

081critic but believe me I tend to criticize those that I have the most respect and the most belief in that they will take you know that that it's I know if I don't think you if I don't think much of you why would I bother so anyway job well done and I am looking forward to now the the harder work that's kind of lie ahead of all of us including especially you thank you so I a slope I also would like to thank staff and our staff also who have been working to helping this be successful and making sure we had the time to plan because I think that that was very critical to giving staff the time to plan to really think about this respond to the questions that the board had presented to

082the community the forms that you held that were that have been always been very thoughtful I you know I having been part of served for many years and saying most of our ninth graders be come to the SAR I'm really looking forward to how we wrap our arms around our ninth graders so that they will be successful in the next three years that they're going to be at Berkeley High I think if anything I look forward to how the houses are going to create that kind of community and that sense of community learners for our students and the toolkit that you're going to give them so that they will be successful in three years and we won't have to see that but at the same time we this year we have an incoming group of

083students that are not going to be part of the redesign so I hope we also keep our eye on this young other incoming ninth graders as they enter because they too need for us to wrap our arms around them and so that they will be successful in schools I also look forward to that I know there's other things that we're going to have to focus on and look at but I also welcome the redesign of the ethnic studies that includes not only African American but Chicano Studies you know perhaps Gender Studies - I think we need to figure out how we create that and augment that at Berkeley high because that will help our students and also put the AP augmentation on to this because I think there will be students that would be very

084much interested in having that in their in their transcripts along with the seal of biliteracy I think that those are things that are important to some to our students and they come out much more prepared that I believe than any other school so I will be looking forward to how we how the details come out and how we present this out communicate this in this coming year to our community I think it's really important right now that parents start to have that idea of what will be happening in 1819 so a good communication plan and marketing plan is really important so thank you director keys to doing this I think I've said my sort of substantive thoughts at other meetings I guess I will add that at some point in time somebody in the distant

085future from now is going to look back and wonder sort of why we did what we did at Berkeley I structurally and is going to want to know sort of on what basis do we determine success or not success so I know that a lot of effort has been put in to sort of write up the basis for why these structural changes are occurring and it my guess is maybe already doing this but if you if you aren't documenting it such that right now today we look back at the small schools and say what were they thinking and it didn't always make sense and you know what were the outcomes they wanted that we have that to explain to you know 1012 years now for future board - to refer to and and look at

086in a single concise document that's what articulates all the justification that was presented to us in the past so not a board directive at all just a suggestion for the future thank you so I've been on the board now for two and a half years and by now I've cast many votes not nearly as many as some of my colleagues but this is one that I'm particularly proud to cast and it's not because I think that the redesign will solve all of Berkeley High's problems it's not because I don't recognize that some members of the Berkeley high community including some of their here tonight don't have heartfelt and genuine concerns about what the redesign will mean for their schools and for their students and it's not because I'm under the delusion that this plan has

087unanimous support from the large and complicated ecosystem that is Berkeley high I'm proud to cast my vote in favor of this plan because I'm absolutely convinced that it's the result of a process that has been deliberate inclusive guided by the best research and the best data available a process that was led by experienced and dedicated teachers and it was a process that was initiated because many of the professional educators in the Berkeley high community were willing to say we need to rethink what we're doing because we're not serving all students and this process was born out of that humility and I think it showed every step of the way the process that led to this proposal is not unique in the history of the district of planning that led to our current school assignment system

088for elementary schools involved literally years of neighborhood meetings in town halls and research reports and and board presentations the planning for this years beset measure similarly involved dozens of community meetings and research papers and staff and board meetings so while the Berkeley high redesign process is not unprecedented I think it is squarely in the tradition in the best traditions of our district and it's a model for us to aspire to in all of our work I want to commend all the members of the redesign team especially its leaders Hasmukh Minassian Tamara Freedman and Matt Meyer I want to acknowledge that this process started under the leadership of then principal Sam passer Oh and continued uninterrupted when Aaron Schwing took over as principal earlier this year and as I said in at an earlier meeting we

089are all in principal rings debt for the steady and steadfast leadership she has provided to Berkeley hi finally I want to thank and acknowledge our district's educational leaders assistant superintendent Scuderi who shepherded this process from the perspective of the district office working closely with deputy superintendent Cleveland to ensure we didn't break the bank rolling up his sleeves and getting in the weeds you know which we didn't rolling up his sleeves and getting in the weeds when he had to and cheerleading from the sidelines when that was more appropriate we're grateful for for everything Pasquale has contributed to this process and of course finally our superintendent dr. Evans whose job I think is to ensure that the conditions are in place that allow the Berkeley Unified School District community to rise to its best self and

090I think you've done that here dr. Evans and and I'm very grateful to you for that would anybody like to make the motion I'll make the motion to accept the redesign okay motion is nted motion by director Leyva Cutler to accept the proposal for the redesign of Berkeley high in beginning and then 2018 2019 school year yes sir a second I'll second it second by director Powell we have a roll call vote director Leyva Cutler yes student director don't want the keys no director Karen Hemphill yes director Judy Appel yes nice president Josh Daniels yes president I all / yes the motion passes congratulations to you all congratulations dr. Evans [Applause] okay we will now hear a discussion item 14.1 which is a public hearing so I will call the public hearing session open is

091there anybody here for public comment on the El Cap plan now close the hearing no but so now we hear from dr. Tsao there right yes now so I'm going to have dr. Sadler not go over the entire plan but really talk about taking into what you have given us at the last meeting of your suggestions for the 97,000 Pat dr. Sadler actually had a chance to meet with the PA see the e AC and D Lac as well to review what we're thinking about in terms of $97.00 $97,000 but before she starts I do want to say this year for our PAEC you guys have done an amazing job and I do want to thank the leadership I want to thank Tasha for her hard work and also dr. Sadler for leading that in

092terms of the questions and I say this to Josh that thank you so much for that policy I think I can pretty much read it say it by verbatim by heart I know it because you made me learn the policy in the rules and I think we did make the we were able to answer all the questions and I want to say dr. Sarah thank you for pinning me down on Friday with these questions and also Leah who has worked tirelessly with us with answering these questions so I just want to acknowledge her as well so thanks can you switch it okay so good evening I'm just going to briefly go over I just have three slides I'm going to just give a little snapshot around the finances for El Cap so as you know

093El Cap has three explicit goals and based on our recommendations that will be in our final El Cap plan that we will present for approval on June 28th for goal one you can see that our recommended expenditure is two million one hundred seventy one thousand five hundred and three dollars goal two is 1 million one point one hundred fifty two thousand $26 and goal 3 is 1 million four hundred ninety-three thousand two hundred ninety five dollars and then the additional expenses are indirect our evaluation cost and our variance because it's a little challenging for us this time of year to know accurately how much each of the actions or services are going to cost us because we don't know who will actually staff them or be the service provider and based on where they are

094on the salary schedule or if we have to go to an outside consultant it could fluctuate a little bit so we always put a little bit in a variance this time of year and so the total projected budget for El Cap for 1718 is 5.2 million dollars which you see there and so at our last presentation we talked about the new revenue which was about ninety seven thousand dollars it's a little bit less when we take the indirect out but what we we heard your feedback and we heard the intentional focus around math especially at the secondary level but also we heard your intentional focus around the schools with the high unduplicated populace to dn't populations and so when we looked at the data based on the cowpats information from the first Wednesday in October

095of these were the three schools that had the highest number of unduplicated students LeConte Longfellow had 311 students Thousand Oaks had 297 students and LeConte I believe had like 281 don't quote me on those numbers but that's what I remember and so in looking at the needs of the schools and in trying to figure out how to distribute the funding to really make a difference around math we determined that point four should go to Longfellow and then Thousand Oaks and Lacan should get the equivalent of 0.2 FTE which is about $21,000 and there will be some money that we haven't allocated and we hope to use that money to identify intervention materials we'd like to find something that's technologically based that will give us ongoing data as the students progress through the intervention we also

096hope that the students who at the elementary level who are assigned to do the math intervention won't necessarily require it all year but that there would be a mile model that we refer to as flexible grouping and that the students will come in and out of the intervention you know as needed and so our next steps for approval with El Cap one was to respond to the PA C comments within 15 working days and we did that in 13 days so we're happy about that and then the final L cap document will be produced on June 20th and put in the board packet for approval on June 28th and on June 29th we will submit the approved l cap to AC OE for final approval and that's it thank you that was really supposed to

097do one slide are the question of the answers and questions on the website no yes they were posted today okay great um questions dr. tramble dr. EMPA so anyway I really appreciate all the work that's been done around the El Cap and I know that a lot of thought and we have had some discussion on where to do with some of the additional funds but I have to admit that I am deeply concerned about the lack of a ninth grade math one summer school for this summer I would say a lot of the students that I've seen in sorb the past few weeks our ninth graders and they are all flunking math one and and I've heard from other families that we have a large number of students who do not successfully pass math one

098and while they will have the opportunity to take math one again as sophomores it's not clear to me that the pattern won't repeat itself it certainly has in the past when it was algebra that those students that failed math one or the those who failed 9th grade math and took it in 10th grade failed it in 10th sometimes filled it the entire time they were in high school so I consider this a crisis particularly because this year's ninth grade class is the class of 2020 and while I really do believe in front-loading and you know and I it's not that I disagree with the money that we're providing for the elementary school math for example I'm just really concerned that you know we may have 30 40 50 students that we may be losing without

099the opportunity for them even if they end up taking math 1 again as sophomores that summer school could be more even a pre teaching for them so that if they do take it again you know they will have that basis and particularly after a summer of not being in school whatever skills that they did get from math 1 and 9th grader likely to have evaporated so I'm just I am just I don't want to vote against it gives the whole plan just because of that but but for us not to be able to come up with some money somewhere for summer school this year I just um makes me very very concerned but I think I want to just clarification perhaps with our assistant superintendent in terms of the pie it's a policy that ninth

100graders cannot enroll for the summer school it's a pot it's more of a policy well we don't have the resources the funding that we use for summer programs that we offer currently we use bears basically finances our k5 program and for the middle school program we're using Title one and Berkeley high school doesn't receive title one funding and I think a few years back we lost the funding that we used historically for summer school so we only offer summer school per the L cap as well for students in eleventh going into 12th grade so they'll be on target hopefully to graduate other comments unfortunately by that time for some you know that's really too late mister isn't um I'm really into this so it'll forgive me for a little bit of take a little time

101so first off for those who are tracking this there's a new template a new format for how the El Cap looks which required additional effort but next year rather than a whole new plan that will basically be a modification of the existing document so hopefully the amount of work that goes in and the ability to read it will improve next year compared to this year in addition to what we see is in the attachment my understanding dr. Sadler is that we will also include the executive summary which is in both English and in Spanish in the final document and there will be a table offering our explanations around school-wide and le a wide actions and services correct I do want to encourage those who are here and the thousands who are watching to take a

102look at the plans summary which is the first section of this document and/or the executive summary if you want to read more go for it but I do think it is it is a document that helps explain a key it gives a key lens to our district it's not it's not fully comprehensive it's not everything that we're doing but it gives you a sense of some of the important things that we're doing and how we're doing them on a more substantive thing I want to keep calling out the the things that I think we do really really well in this area and it's going to sound strange but we do a really good job cutting and I say that because we have a number of actions and services in our ell cap and I don't

103think in a sense before we should presume that those twenty or whatever number of action services can never be improved that they are the perfect exact right things that we're doing and so what that means is we need to continually question what is successful and what is not successful or at least what is not as successful as we need to be for our kids and so one of the things that it's in our policy it says that the superintendent every year must recommend discontinuing or reducing one or more of the actions and services that we have in our ell cap and that's hard to do because we're talking about programs that employ people that serve kids but we need to make sure that we are being as focused and as effective as we can and

104this is a mechanism to help do that and so last year we reduced the middle school bridge program based upon data that that program was that actually having a positive impact on our students at least not a significant one and we reinvested that money towards restored addresses counselors in the middle school this year we are completely eliminating the middle school bridge program and we are also eliminating the equity TS a position not because we don't believe in equity but because it's not we has not been shown to be an effective position and so we are then redirecting those funds into something that we hope will be more effective by looking at data by making sure that we sort of are honest with ourselves in an open a transparent way we practice what I think is

105is is a really challenging thing to do in a public political environment which is to make difficult program decisions not because we have to for lack of funds but because we believe that there are more effective ways of spending our money and while you know it's still action by action it is building our capacity as a system to do that which I think we should be really really proud of because there are not many districts in the state who can explicitly point to the things that we're doing I also want to point out sort of as a kudos about how we listen to our community and that doesn't necessarily agree with them they means listen to them and so you know we've seen this additional focus on math and I think that well not exclusively

106due to the PA see that is in part due to the fact that they pressed year after year about about math and so but I also think it's important to say that they wanted us to keep the middle school bridge program at Longfellow and we listened we heard it we presented the data and very publicly insurance apparently we said we disagree and we will continue to move forward to eliminate that program and it's not out of fear of upsetting someone that stopped us and I think again that builds capacity in ourselves to continue that approach it builds capacity within our parent offended community to understand that listening doesn't mean always agreeing it means listening really listening and hearing and you know not always agreeing and not always disagreeing but but finding the right medium such

107that their input is really valued and heard so I just I think those are two very clear and concrete examples of listening that again I think we we should hold up and demonstrate to other districts about how how to do it right so those are my sort of kudo comments the staff I do want to present a quick issue for to ask the board to weigh in on and that has to do with the way in which we reference the SBA metric in the El Cap and only I bring it up because in our previous El Cap what it says is that the s back score is basically shall not go down they shall only go up and in this version it says they shall go up but it doesn't say by how much and

108while I know we haven't had the board study session we want to have I do think it's important for at least purposes of of this El Cap to get a sense of how we want to if at all use the S Beck and I will start the discussion by saying this that if all we say is that in say eighth grade math we don't want our scores to go down if you look at our eighth grade math 22% of our african-american students show proficiency and 20% of our special ed student proficiency and I know that no one in this district is comfortable with that there is no other metric however in the El Cap to measure math and so all we have on math is the s back and so if all we say if

109we leave it as it was last year which is to not go down then we're sort of without intending to do what we're saying is we're comfortable with that baseline and I know that we're not so I don't I don't necessarily want to digress us into a full-fledged conversation around the pros and cons of standardized testing in the s back but I think that on this particular narrow slice I think it's important for us to have a somewhat of a discussion about is there a way to to find a common ground forward on this one because otherwise I think the message we send is one that we're not trying to send do we wear our weight dr. Sadler and in the development of a local middle school math assessments I know that Ryan Keely has

110been looking at samples but may be assistant superintendent kediri may have an update there is a requirement that we have one of the indicators will be a local indicator and there is an academic indicator and for this year because it's where the dashboard is new we just had to say that we had local assessments and we got a passing score but moving forward it has to be a local assessment that's going to help us support instruction and identify the gaps so I hope that by August he's working with a group of teachers I believe the first week school's out and they're going to be looking at building some type of assessment that can be given at multiple points throughout the school year to help us have the data to put in the interventions as they

111as needed I'm not sure if there's any yeah I mean I think that's accurate would just leave it there unless there's a more specific way and he's one of our t SAS that's returning so that work will continue well I mean I don't know if you're are you proposing you maybe be a well if you're maybe HP's so currently if we approve the L cap right now or if we approve an L cap that is similar to the draft that is in right now it will call for an increase in s back scores as a way it does exactly doesn't say and it could be 1% it doesn't say my my previous nation with dr. Sattler that we need to be more specific and so that staff would come back on the 28th with you

112know specific percentage point growth that would be our goal but what it means is that we will then per our L cap be measuring success in math by the s back yeah and that's something that I know well I'm comfortable with that I know that the board has expressed reservations about that and and so Matt there's a there's additional aspects to it like how predictive the S Beck is compared with say Twp and other things that sort of should influence a general conversation but given what's before us is language that calls for an increase which is different and in the past and so if we're comfortable with that that's fine we there's no need for discussion but I wanted to highlight it to make sure that it was clear that this is a change this

113is a situation where we are at least as a district if not on a school by school or grade by grade or class-by-class basis saying that the s fact matters well saying that it saying that the scores won't go down is also saying that it matters I mean it's just it's just a slightly it matters a little bit less than yeah mr. spectrum it could say this the SBA could not be mentioned at all perhaps attention yesterday so that has a dimension so I'm actually the other thing so just just so there's the L cap which is this document which is locally created and then there is the dashboard which directors haven't mentioned which is a statewide accountability system that includes a number of state indicators including math in grades three through eight and one

114of the things that it looks at is basically if if and I don't want to get into the the conditions too much but basically if you have a student group that is performing poorly on a number of indicators including the math SVS vac the math assessment then the County Office of Education is required to offer us technical assistance so we would be deemed to be what's called level 2 support and so even though we and yeah well not me but yeah so what was it with what that means is that the state regards what we decide the state believes and frankly the vast majority of districts as well but the state believes that this is a valid measure of our success with respect to math and so if we if we if we however we

115relate to it we should just be aware that it's that that those scores will impact whether or not we are determined to need technical assistance in a preferred particular student group in a particular area so so in other words regardless of what we put in our own ell camp we're going to be evaluated and to some extent held accountable based on their SBA scores whether we would really want to be or not yes so so in terms of our own El Cap which we have to mention SBA we can either say what if I understand what you're saying what we've been saying is the scores won't go down that's about as minimal and investment in the scores as we could make we could say what we're saying now which is this course will go up

116but not by a specified amount which is kind of middle-of-the-road or we could say that we our math scores will go up by 10% yeah I I would urge strongly that if we're going to say that they're gonna go up we should be specific but you're right that is an option that the board could direct to be great because if we say we're going to go up by 10% and we have a huge gap already stat the starting point we're saying we're going to go up by 10% but we're still going to have the gap so I think we need specific measures for specific subgroups and what the dashboard tells us is that african-american students and students with disabilities were not as successful on SVA because that's the measure we have right now they have

117the orange or the red circles and so I when I went to the county for feedback I was told that I had to explicitly address that in El Cap and and be able to show which of our actions and services we have in there to increase services for those particular so groups to increase services but the county didn't say that we have to say or did the county say that we have to tell them what percent on the SBA's no it's for us to set the measure but currently what our measure says is that we will make growth but it doesn't address the gap I'm sorry I don't mean to be dense for what gap or retirement determine the achieve they go yes the gap between different subgroups we're just we have a blanket we

118plan to increase by 5% or 10% but we didn't call out the specific subgroups so if if I guess we sort of have a range of options but I think that a doctor sounds saying is that I've always say is we need to increase our scores there's nothing explicit in that that talking closing the gap between student groups because you're Mike dude Mike so just to cut to the chase so we could say we want to close the gap by the gap between x and y students will be closed by X percent per year that would be a way that we can yeah the way that we vented enough for other metrics is we say all students shall be at X percent and these student subgroups the student groups that are far below that sort

119of average need to grow by 5% a year and so we taught you have so basically it's like this and then you know so I mean how you structure it I think the question really for the board is do we want to keep what we had last year or do we want there to be a call for an increase and if we want to call for an increase then I think we should leave to staff about what that increase looks like just because that's the sort of overarching policy decision but I think that's really what most fundamentally I think the board should weigh it on okay so I appreciate you bringing this up so but yeah good Jack your pal um so I'm curious to know what you think um director Sadler and if this

120has come up if this was discussed in the PC cuz I'm compelled by that I don't know if we you know I want to be realistic I guess but I I'm intrigued by the idea of really addressing the gap specifically in this around math although I am it's frustrating that we don't have a better local indicator that we can use like we do at the high school you know in the high school we have that formative tests but so so what do you what do you think because I know that you share that I know you share the values and the passion of the board and closing the achievement gap so what what is do you have a recommendation so our baseline the first year that we gave us back all students the percentage was

12153% e-l with 10% student assault low social economic students with 31% african-americans 14% Latino students were 36% and students with disabilities were 7% so I don't have the data in front of me but I know we made increase your two but we still have a wide gap so I think my recommendation would be is that we make a goal for an increased proficiency for the targeted subgroups which are unduplicated subgroups as well as the subgroups that this county says we have to address which would be African American again students with disabilities yeah and it maybe we would make a 5 percent gain as opposed to looking just at an overall gain and what happens if we don't do it well either way I believe we're going to if we still have the red in the

122orange for students with disabilities in African American we will get targeted assistance from Josh yes patrina we actually get for free anyway so I mean I suppose I support I support that so let me say why it makes me really uncomfortable I'd like to appreciate your comments and your thoughts so Tim I don't think that anything we write in here is going to change our practices I don't think saying that we want to increase test scores on the SBA by 5% for African American students is going to give us a greater commitment to equity or or actually have us place a greater focus on African American students in math proficiency in middle school instead I think it's going to give us give classroom teachers uh in principles it's going to put pressure on them to

123increase those scores in a way that focuses not necessarily on actual math understanding or proficiency but getting the scores up on those tests the problem with high-stakes testing in general to me I I don't know why we would increase the stakes of the tests beyond what the state is requiring which is already part of the the new dashboard we're already going to be held accountable for how we do on the SBA but you know again whether we like it or not putting in specific targets in the El Cap that we don't have to put in will well I think have the effect of unduly emphasizing the test in those in those classrooms and I think that's what those of us who are concerned about high-stakes testing are concerned it's not about the testing or the

124assessments about the high-stakes part of it so can I respond to that because I hear what you're saying but I truly do believe you know that there should be something in there to increase the percentage for our targeted groups if nothing else there's an expectation that's in there for us that we believe that kids can can meet that expectation that translate into what we will do what we will provide for their students for those students that need that assistance and it helps us to be targeted in terms of the instruction for those kids and I think that from what I've seen from a spec when they give us the data the reports the reports are so helpful because it narrows in on what skills that kids need to master and so I do like the

125s back in that regards and right now we don't have our informal assessments or not or not our district assessments do not give us that type of data to really target the type of intervention that we need for those students well that's kind of confusing to me because the s back scores don't come out until the next year I mean you lose something you could yeah but I that they don't for that student in that year they don't inform instruction for that student but but for in general yeah I mean why I shared they can't because they're cuz of what dr. pal just said they don't the teacher who's teaching that student doesn't get the scores until but those scores can be shared well I mean for me I I mean I you know I

126share a lot of your concerns about high sex size stakes testing I think I just don't want to lose the the goal since we don't have an alternate measure these numbers are really alarming and I don't want to send the message that we it's not that I want to send the message I think we have to hold ourselves accountable to the kind of interventions and extra instruction and the kind of support that Karen was talking about to really focus in on the math and I think we're doing that we're investing in math instruction and supports and so we should hold it's really you know we should do you know we have to have a weighted we have to have a way to to gauge that and I guess I'm kind of between a rock and

127a hard place because I don't I I agree I don't think the teachers like the high-stakes testing I don't think we should be teaching to the test all of the I think the a spec as a way of of gauging math proficiency is very odd because I'll typed in but I mean I don't but I I still do feel like in this situation given how poorly we've scored you know we have to have a measure for for improvement but you've also what do you what would you say is an alternative well do you suggest I mean as an alternative just say it increases or does it whatever is kind of says doesn't decrease I would leave it as it is I would leave it as would it if that's the most minimal weight to the

128SBA that we can give dr. Sava then then that's that's what I would be in favor of because let me just that just like George around book um I mean does anybody think that our math instruction will improve if we're telling teachers their kid their afro-american kids need to get five points higher on the sba do we actually think that I mean I would hope not but I also think that I mean that I don't know so I would I guess answer this way mr. president we are going to be investing in three new math per like pilots basically in three schools and right now we have no way of measuring the success of that and so I guess my question to you is in three years when you're on the board or in two

129years when you're on the board and I'm no longer on what basis will you decide whether to continue that investment and on a teacher by teacher basis there may not be I mean I think there is its usefulness instruction has to do with what a teacher sees in the in their incoming class for example or what a teacher sees in broad patterns over the course of three years that for some reason all my kids never know this math concept at the end right and then how we suggest it doesn't replace the need for formative assessment it doesn't replace the need for other other PD and I also think that more generally if if RS back score is going up two percent a year and Oakland's was going up five we should not be congratulating ourselves

130for going up two percent and the only way we know that our growth is slower than the others is by having a common assessment which would be the s back so so I guess I would I would answer by saying this is director Ellis point I think that we we need some way of measuring our our investment in math instruction and so whether a teacher is going to change their practice for next year probably not but will we as a district make decisions based upon our s back scores I think the answer is yes and I think that if we set meaningful goals in terms of growth targets I think that will then say you know we did hit the three percent growth target for example and therefore our investments are great or we didn't

131and therefore we need to reconsider whether or not that growth is either the target is too you know too too ambitious or the action is not going to get us there so I guess that's how I would as one programmer to answer that query well go ahead director hambone and obviously not everything that is measured counts and everything that counts is measured but I think what we're hearing is for me is we don't have another way of measuring progress and this idea of teaching to the test to me is a red herring because this has never been ever been despite what some people have said the policy of this district or the practice of this district if you are teaching well that will come out in the assessment if and I mean by teaching well

132that means standard based teaching supported by professional development and then that should raise the scores if it doesn't and you have an assessment that allows you to look in general around trends and areas of common issues for example if kids don't know their number since in second grade then that's where you put more PD if you do not have a common assessment to be able to find out that kind of data you don't know that other than anecdotal data and I get rather upset when I hear this about teaching to the test and high-stakes testing because until these same same folks who say that start boycotting the SAT I really don't want to hear it because that is high stiffs testing at its prime and which black and brown kids do not do well and

133in fact has been proven over and over again is not a prediction of how well those students do in upper and higher education but yet that high-stakes testing is accepted in this district and in fact people literally teach to the test and spend thousands of dollars on SAT exams to bump up scores that have absolutely no relationship to the actual knowledge that those students have so to me it's a red herring this is the only assessment that we have is ludicrous to invest money into student support without having some way of measuring progress and determining those areas where the investment isn't working needs to be altered and so I just you know I'm quite frankly just you know it's if we had a district assessment then it would be a different story but we do

134not and we're not going to have one for a year or two and I think it is a mistake not to set some bar of progress this is just a discussion discussion and oh I'm sorry trees I was going to suggest you pull the board for direct so just for in terms of my feedback in terms of this I think it's important to call it out I also think if you expect by the end of August to have this assessment it's not good then we'd have something also to compare it to to say that it's we have our students are doing well when we do our assessment but when they do take the aspect there the results are not there but you know not all students test well and we know that that's a system

135and so we know we're measuring our students by their progress on a regular basis and we have something to compare it to in terms of it's not just about the tests but it's also about how students you know respond to testing also so I think it's a comparison that is important to also show up and I also think that families want to see how their students fare and so that that results it's important especially those students targeted population of English language learners and our special edit because I look forward to how we are going to support better support those students in their math based on their language and based on those target groups and special our special ed students you know I haven't heard how how we were going to do that better and that's

136probably something that I think a lot of families are very interested in hearing how we as the school district aren't going to address our special ed students in through our ell cap so I would be as supportive so I'll get you to suggestions you just want to respond to a couple comments so very respectfully I guess I disagree with all of you I yeah no it's true and I'm glad that I'm glad the vice present Danis brought this up so a couple things so first of all we our parents will see their scores of the kids of their kids who take the SBA because nothing about this is whether the whether parents are informed of their students progress on the SBA if the parents feel that that's an appropriate measure nothing about this affects whether

137the state will look at our SBA scores and evaluate us according to our SBA scores because that's part of the dashboard right so it's only whether in this local document that we're creating we ourselves decide that we want to include SBA as a important measure that we care about I think that's the way vice president Daniels accurately sort of framed the question but but we shouldn't we should be clear that we're going to be evaluated by the SBA anyway a bi subgroup right yes in the in the dashboard so is do we want to add further high stakes to that I have a different perspective on the SAT point but I agree with you about the SAT absolutely it's one it's it's a high stakes test that and I think you said this director temple

138you can you can look at a graph of achievement on the SAT and socioeconomic status and it tracks almost one to one it really is a test of socioeconomic status and it certainly is nothing to inform instruction but to me that's not an argument for giving more weight to the SBA which is also a high-stakes standardized test it's to me neither one of them should have high stakes attached to them and that our assessments should be used to inform instruction now to the point that we need to measure our progress in some ways I think that's the really difficult question I agree with that and I really want to urge us to develop local math assessments particularly the middle school I know that's been a challenge for us and it's not for lack of trying

139we just need to we just need to continue that work because that will solve I think some of the some of the concerns we have I think saying we need to measure it and so we need to take this test that a consortium has given us that has only been in existence for a couple years puts a lot of weight in that test that you know I think the research is sort of mixed about how how effective it is there's no research that can't be on how predictive it is of any success so the idea that if oh you SD is has a 10% gain and we have a 2% gain you know we really need to be concerned about what we're doing well yes if we're all 100% convinced that doing well on this

140test is an appropriate marker of understanding the standards or predictiveness of success in high school there are other ways we can measure how our medical well we don't it's true but we but we have our students who go on to high school we can assess their readiness we can develop our middle school assessments and the and the last thing I'll say is to me again it comes back to is this going to is this going to improve instruction or not as doing this or as I think it's going to impede instruction because it's going to put a focus on the test and I hear you direct your helpful about well I guess I just disagree that the teaching to the test is a red herring I've seen just in the last few weeks I've seen

141teachers good dedicated teachers saying to their students we're going to be spending these days practicing for this test make sure you get a good night's sleep for this test that we have coming up we're not going to have other instruction in the afternoon because you're all tired from the test so it has effects on instruction and practicing even one hour for a test to me is both a an hour lost of real instruction and if we're if we're practicing for a test why does the in what way does that tell us how we're genuinely instructing students in math we if anything we should just come in on a day that's unannounced and give them an assessment so I have said my piece now thank you for letting me say it but I'm probably stating the

142obvious but I think this is once again underscoring the need for us to take this up and very kind of in-depth submissive way because as staff as we kind of move out if we get to the point where we define some sort of value for the assessment I would hate for us to be so far sort of one way and then go pee I mean having been someone trying to sell the value of state tests to high school students it's a challenge and so if we get to a point where we define a value for it and we really want people to participate I hope that we can have a fairly United well maybe not United but a majority what some consensus around its importance and I just want to assess it's a process that

143from the educational side I think I can speak for educational services that you know I don't think we in any way think that any value that could be derived from SBA which is summative in nature replaces the need for a formative assessment I mean I don't I don't think that's the issue at all and one of the things that I think we might have as part of that conversation with SBA is you know to your questions director alper is are there some benefits in the discrete skills kids learn from taking an external test that's given you know period periodically and and connected to some of the the observations that director Ham Poe was pointing out about the need to ultimately take those SATs and AC T's and GRE etc but in the AP exam as

144well so so I all a preview forgive it given get this is a draft and given we I mean I I think I at your point mr. skitter of the need to set aside some time in the fall to have a more robust discussion I mean we even this 10 min has been very I think healthy and robust and honest and a mix of you know citing of research and personal experience and perspective and I mean I think it demonstrates the complexity of the issue the respectfulness that I think we bring to this discussion and I have confidence that wherever we will end up will be a productive and thoughtful results I don't think we at this point want to get too far side track down this road and I think that director Pell has

145a potential way forward yeah I mean I think we're already down this road it's fine I think it's this was a helpful conversation I think the I was just going to recommend that it sounds like there's a majority of the board that would be interested in directing staff to come back with a recommendation for how else to assess or what your different a different indicator there and my only request there would be that we if we do that which I support that we also make a commitment that next year we will redress this assessment because I don't think it's I don't think it's necessarily where how we want to gauge success but since we don't have any other indicator in word such such orange and red in this in this respect in this regard that

146um that we that we should use this for this year so that's my recommendation and then if you want to do a poll of the board to make sure people support that we can't although I I think we kind of know the answer I think I think we're there I think that's a good suggestion and and and as vice president said we we had planned to have this discussion earlier this year we put it off for various reasons but but we we do hope plan to schedule it in fact I think we have a date October or something we have a date in October scheduled for for a study session on this so we're overtime on this is there any other burning comments people want to make okay doctors had to thank you thank you

147and we'll move to item fourteen point two which is also public hearing which I will open about the preliminary budget is anybody here for comment close the hearing deputy superintendent Cleveland [Music] she has a long keeps falling out y'all ready or no no we re but it's not this yep Ian Jay told me how to do it what do you think Jake trainee you can't touch that oh good evening um sure that weight or get started okay um this is a coup and I'm taking over for president helper you you you may begin okay um we're going to present the preliminary budget for fiscal year 2017 18 which will be brought forward to the board for adoption on June 28th 2017 and I'm going to turn it over to Polly bolus B director fiscal services

148to present the presentation make the present a good evening Pauline so I will be going over the preliminary budget for 1718 and I'm going to start off with the budget highlights so we had a positive certification and we project our undesignated fund balance will be to 3.2 million dollars and that's after designations of 1.5 million so our total ending fund balance is projected to be 4.7 million we did have a change in fund balances since estimated actuals and that's projected to decrease by 1.4 million we had a significant drop in enrollment of 152 students in fiscal year 1617 and in 1718 we have a slight increase of 63 students the governor's may revision for the first time in four years it included no one-time funding for discretionary funds so there is proposed one-time funding for

1491819 but is conditional and this may change when this budget is adopted towards the end of June the budgeted expenditures incorporated in they board approved priorities it included all of the board approved priorities and reductions for 1718 and we do have a projected increase increased contributions the cafeteria fund in the amount of three hundred and sixty-seven thousand dollars and that was primarily due to the revenue shortfall mostly in the universal breakfast program the increase for 1718 is two hundred and fifty thousand dollars now we're going to look at the changes between estimated actuals and our 1718 budget the details this is going to be an overview and the details are on page pages 21 through 24 of the budget book so we look at our revenues first and we can see that we had an

150increase in lcff funding of 1.1 million dollars and that's primarily due to the change in gap funding and the ad increase that we spoke about earlier we had a reduction in state funding because we no longer have the prior year one-time funding and that was 2 million dollars if we look at our expense our expenses we have a list of the changes that there was a 3.5 million dollar favorable variance and that's predominantly driven by the fact that know that we are in the new measure we have increased increased class sizes which reduces our need for FTE so we had a 3.1 million dollar savings there and in addition we last year we had a 1 year one-time bonus and we eliminated the impact of that or classified salaries those went up by 0.3 million

151dollars and less because we restore the prior year vacancies and we had all the changes as listed in the budget book our benefits we had a 1.1 million dollar negative variance and that's due to the increase in employee pension rates but that was offset by the reduction in our retiree benefits rates and also staffing reductions expenditures continued in services and operating expenses we had a point seven million dollar change and that's predominantly due to the elimination of prior year one times and central office reductions or indirect cost had a point 1 million dollar change and that's due to the reduction in expenses and the decrease in the rate and we had other budget changes of 0.2 million dollars and that explains our total change in expenses of 3.5 million dollars when looking at our transfers

152and contribution we had a decrease in the transfers the cafeteria overestimated actuals and that was 0.1 million we had a decrease in the contribution from be SEP as a result of the new measure due to the reduction of FTE for class size reduction that's point 7 million but then we increased our we decreased our contribution to special education and that's mostly due to the elimination of one-time expenses will now look at the multi-year projections so we listed the assumptions for the current here 1718 on the two o ears we can see the cola one point five six percent two point one five and two point three five percent the gap funding is listed there and that's based on the Department of finances assumptions the school services they have a much more conservative projections for gap

153funding in 1819 and 1920 theirs was about thirty percent or a little over thirty thirty percent so in looking at our cff funding you can see the impact of the change in our gap funding our state funding remained flat local funding remained flat our total revenues are predominantly driven by the change in our lcff funding total expenditures we went from eighty seven point two million dollars to eighty nine point five and then ninety one point eight that's explained further in the slides and that has to do predominantly with one-time expenditures in the prior year total sources and uses some of that was impacted by board approved or budget approved priorities and that's also explained further this next slide looks at the change in fund balances a significant number because we use that as the beginning

154point to look at our structural deficit so you can see the change in fund balance 1.4 million in 1718 and in the ears is 1.1 million dollars we then add all beginning fund balance and we have an ending fund balance of four point seven three point six and two point five million dollars respectively we then designate for cash or revolving cash and also for the commitment to program support for beset program support and you may remember that the board approved a commitment of two million dollars this is a say unspent balance and for this amount to be rolled back into our arm into revenues we would need to have a board approval to to kind of like on committee I guess these funds but we will do that we will know they to amount when

155we close the books okay and then we've also looked at El Cap the supplemental grants the unspent funds for from inception to to date and that's point eight million dollars and then I'll share of a three percent reserve you can see that's listed as point two so our undesignated fund balance is 3.2 million two point one and and $1,000,000 and these next slides does explain what I went through earlier and this is a graphic representation that I thought would be helpful for you to see what our ending fund balances are looking like you can see the gradual decline and then you can see the components as well so and then deficit surplus I kind of touched on that a little earlier we started with the change to the to the fund balance which represented in

156the multi-year projections so then we added the one-time expenditures and you can see how strict structural deficit or surplus in 1718 we have a slight surplus 271 thousand dollars in 1819 and 1920 the the deficit is growing significantly and the next slides if we does explain what they want I'm expenses are their proposed board priorities and approved board priorities for current here on the subsequent two years and then we included this section on reserves based on the recommendation from a CoA and that's there we were told to disclose the following information based on the code section listed in this slide they wanted to know what the minimum reserve level in terms of dollars and percentages and we were looking at funds 1 through 8 so you can see it's 4.4 million we're doing 3 percent

157as they as they reserve as a required amount and it's 4.4 million for point 5 and 4 point 5 for the current and the two subsequent years we also are required to do to disclose the amount of assigned and unassigned ending fund balances exceeding the minimum reserve each year so that's what we have done in the set beloso in 1718 it's 4.2 million 1819 1.9 and 1920 a little rolling up to a million so we also have to give an explanation as to why we haven't a reserve over the minimum required amount and that's predominantly to assign unspent balances based on prior board action and to protect programs from severe disruption in an economic downturn other considerations did you want to talk other so um beyond the or increase in pension cost continues to absorb

158whatever increase in revenue were experiencing and it is increasing the structural deficit and based on projections of deficit spending will have to face balancing the budget and we expect significant budget reductions in 1819 and possibly 1920 and the superintendent's budget Advisory Committee they have held meetings and they will continue to hold meetings to discuss the cuts proposed cuts that we think are coming down the pike we it's important to note that the multi-year projections do not include negotiated salary increases and deputy Cleveland is going to so um Pauline mentioned that the food services budget took a dip in revenue and therefore we had to increase the required contribution from the general fund for 1617 and then we slightly reduced the required contribution in 1718 but it's still an increase up two hundred fifty thousand in

159the budget so we looked at what caused the downturn in revenue we have a report for Friday notes that's more detailed by school and by participation numbers but it's interesting that the downturn in revenue was result of our Universal breakfast program where we provide students breakfast all students breakfast and the food definitely is not a participation issue the food is definitely eaten every day but the account in terms of the number of free and reduced students that we submit to the state for reimbursement that count is lower due the one demographics have changed over you over the last several years and the other one is our accounting is more significant because the demographics have decreased the number of Aryans reduced students so therefore our effort around making sure all teachers count the students that are

160free which we get two dollars per per day and then we get for the for the reduced students we get a dollar and forty-one cents and the paid students and we only get 26 cents so it's really important that we count properly count for the free and reduced students and the cost for us to serve breakfast is about a dollar fifty per student so we have been over the years relying on the free and reduced reimbursement to cover the paid students and as I will say is that we do we do need to re-examine our universal program to see with the change in demographics can we continue to provide all students free breakfast and only get reimbursed primarily for the free and reduced students and then it's going to be even more important that every

161student every student is counted by the teachers when they serve those students and so we did find out in the month of May after putting some effort in to try to increase the revenues after we saw the trend with reductant with lower revenues than expected and that month of May we were able to bring our revenues back up to the level of the prior year revenue for the month of May so it's definitely some effort that can be done so basically we look that four areas which in which we could improve the revenues for the program one would be increase in fees which the board approved tonight the other would be providing more training and development on state breakfast counts for students eligible for free and reduced meals at every school we've done it before

162but we need to go back and make sure every every teacher and the principals are working really hard to make sure that they properly account for the free and reduced students and then we need to continue to recruit and recruit and retain food service assistance based on the restructure it is helping the month of May was a definite better revenue month for the district in terms of how we prepared the food to the students which was more of a buffet style instead of pre-packaging at Central kitchen and then sending it out so it really had an impact May revenues looked really good so I think that going forward we should be able to increase the revenues and continue the buffet-style services I will say that the estimate estimate for 1617 in terms of contribution may

163be a little lower than that once we close the books but we wanted to be conservative we have some lower cost so we may be able to reduce that contribution in 1617 when we actually closed the books and the required additional contribution of 250,000 for 1718 if we work on these four bullets I think we can also reduce that as well but I do think we're going to be at about a hundred thousand more a year which I mentioned before just from increasing costs from negotiated salary increases the comp study the restructuring pay more health benefits for the employees and the program I do think we're going to probably still have an ongoing increase of about a hundred thousand a year once we work on this these four goals that we have for the program

164thank you other considerations and next steps this has to do primarily with the governor's new revision and the common message so the governor is cautioning that the trend of increases revenues would not continue indefinitely and then he also commented on if there's a modest recession it would result in large decreases in state revenues and also there may be an impact of the Affordable Care Act it would have a negative impact on California and then his word of caution cuts are coming over the next few years in in addition the historical volatility of state revenues the significant economic risks on the horizon and the cost pressures from employer pension contributions at all points to the need to maintain reserves and fiscal flexibility and then the last word of caution we should not make spending commitments now

165based on projected revenues in the out years and if you have any questions I can address that as always great presentation I think the slides really help clarify the key focal points just to clarify does do the does the do these numbers include the the TA okay they do not know they do not and they don't include the proposed authority a sorry a tentative agreement with with the teachers use that's correct and or any other unions and they do not the multi-year projections do not include any projected additional cuts for 1819 so those are not in there as well so you can see that why we probably will have to make cuts once we provide the put in the proposed ta you know that's ratified that would be about 800,000 per year into that particular

166multi-year projection and therefore we would have to put offsetting cuts into the budget as well in order to maintain an adequate reserve and then the next time we will see a budget that in foods the impact of any negotiated salary increases or any other impact of the culture bargaining agreements will be in September is that right well we have to do an AV 1200 so that's going to come forward at the next board meeting actually June if the come if the ta is ratified we will bring an a be 1200 for the teachers in June 2 at the June 28th for meeting it's an every requirement to show that you can fiscally support the increase the TA so the board approves the the you'll see an actual fiscal impact of the race into a multi-year

167projection that's provided to the County Office of Education and the County Office of Education has actually approved the raise before we can actually go forward with it and that'll happen at June 28th the June 28th meeting and then any rolls or me to requirements would happen at the August meeting okay so we would we would get a multi-year projection with the full impact of any collective bargaining agreements basically on on August 23rd to 24th whenever our August me that's correct then I'm going to provide you with the summary summarized version in the Friday notes great so maybe mr. president superintendent if we could flag that as a meeting to begin thinking about sort of the long term implications and how you want to what our strategy is for the 1718 school year and leading up

168to the 1818 budget adoption about how we're going to approach you know the first of what would be many meetings where we discuss it on on food services I really appreciate your proactive attention to this and coming to us with already explicit sort of ways and we're addressing it my recollection and correct me if I'm recalling wrong is that up until the this year 1617 the cafeteria fund has been basically self-sustaining in other words there's been no general fund contribution to that fund since I don't know 10 15 years ago that's correct this is the first trend downwards and revenues that they've ever experienced and they normally bring in about 2 million in federal revenues their project around 1.6 million and so that's where and we looked at at detail you know every single school

169site participation levels breakfast versus lunch and those the downturn is in the universal breakfast program so when we think about where we want to be a year from now so closing the books of seventeen eighteen your sense is that a good year would be a contribution of the general fund of a hundred thousand dollars give or take on top of what we're doing already so we do transfer the meals for the needy used to be called that yeah it was about six hundred and thirty two thousand so a good year I think we would want to aim for seven hundred and thirty two thousand got to be the content in fact for those of us who remember in fact when we were dealing with the Great Recession we actually swept that one hundred thousand dollars

170I don't ongoing basis so there was a time when they were getting that and we used that basically to help us get through the last I don't know five years or whatever was that's great and ok good I mean I do think long term you know two three four years from now the goal would be to get to a we consider to be a self-sustaining program whether or not we then sort of redefine that hundred thousand dollars as self-sustaining as part of the you know meals for needy kids or whether it's we are able to further increase revenue through fees or adjust costs I do think particularly given the financial pressures that we currently are feeling and will feel more acutely in the next you know six months that that doing everything we can over

171the long term to you know take off pressure to the general fund which I think for this board means in addition to thinking about cuts you know supporting staff and how how they are approaching this fund so and just just the other of my favorite funds to ask you about is the Child Development Fund I didn't take a look at the budget book about it but are we still more or less okay on that one I know we opted to contribute some for this year we made some changes to it but it's more or less static it's not in a downward direction well we definitely need to watch it it's a very tight budget we're contributing 127 thousand to the Child Development Fund and we are looking to maybe propose that reduction in 1819 we

172added 48,000 in the TA for health benefits so it's definitely another look at the budget reduction process okay thank you director David Cutler it was about the food program oh my god I lost it that's it and just so maybe I'll recover after speaking about child development there is an expected Cola increase to the child development contracts so I you know I hope that that will help just a little bit in terms of what child and all I can't do but I know that this additional cost is also something that weighs on that budget but in the food program I think would would help guide that what we want to do is what is our vision for the food program what would we want to accomplish in terms of making sure that our students have

173nutritious meals does that mean the universal breakfast you know does it mean you know well you know the kinds of snacks that we're providing to students so I think part of it is also having what exactly we're trying to accomplish in providing the the universal breakfast program to our students in the whole meal program that we have I think that that would help guide what our future decisions might be about our contribution and envision what we want to provide Blueface ow we can't provide bit obviously um family-style but you know what are we trying to provide our students with in the food program that we do have in the district I would like to say that the meals for the meeting money that we've been contributing 632,000 was increased because of the meals because of

174the universal program so when we started being breakfast to all kids we increase the participation of free and reduced kids which increased the mills from the kneading program revenue back you know ten years ago from 300,000 upwards to almost 800,000 and so that money that will that's now being rolled into lcff was actually generated from the food service program anyone else all right thank you so much I means anybody here for public comment Natalie no I guess so alright meeting adjourned you