November 16, 2016 Berkeley Unified Board Meeting

001and we will win. Our last speaker, Ruth Weintock. Hello, my name is Ruth Weintock. I am a property owner and taxpayer in Berkeley for long for many years. I have supported the school district. I was shocked when I heard the story of Miss Farca. I support first of all can you imagine I all of us here are immigrants I would like to see one person stand up in this room whose grandparents were not in part immigrants so we must all stand up for immigrants if you are not that's wonderful but most of us here so let us stand up for immigrants and people of all races and all creeds at all times that the school of Berkeley became an example for intimidation of young people. I find this so disgusting as a taxpayer. I have

002been a proud, you know, resident and taxpayer of Berkeley. I've told so many people that I am so happy to live here. And now I have to tell them about what happened at the school board. How you pulled children, young children, out of their classes to intimidate them with questions without asking their parents permission. No matter what went on, that was absolutely uncalled for. You I highly support the parents who are suing you. This has to stop immediately. This sets a horrible example for all of the people in Berkeley who live here and see this city as a sanctuary for all the young people here to voice their free voice and speak for democracy. If we are supposed to stand up as an example for international democracy, it starts with these children and you, whoever

003pulled them out, I don't know if it was you personally, have set the most horrible example for the rest of our lives, but they will change that. They will change that example and they will stand up and they will tell the world what this is about. They will not allow intimidation to become the tool of the school board. Thank you. That now concludes um our public comment period. President, can I just make one one statement, one comment before we move on? I just hope that those of you who've come tonight and I I I welcome our many friends from Oakland who've come to visit us this evening and I just would hope that I know oftentimes this is the point where you all walk out and we don't have our opportunity to give our comments

004for another 10 minutes or so. So it' be awesome to all of you. So thank you. That concludes our public comment. You have something to say to us which is gracias. Uh we're going to continue with our agenda. So we have other people here who will you can speak to us through board of ed or come later on stay later on. Now we have an opportunity to hear from our unions. The district has four unions and so we have our Berkeley Federations of Teachers Union. Excuse me. Excuse me. Good evening board members and superintendent Evans. My name is Kathy Campbell and I'm the president of the Berkeley Federation of Teachers. I want to begin by congratulating board members Beatri Slava Cutler and Judia Pel on your reelection to the board. Local elected office is true

005public service and we appreciate your continued contributions to our school district. We also want to congratulate the board, the staff, and our whole community on the overwhelming victory for measure E1, the renewal of our BEP measure. As you know, this measure passed with 88.65 of the vote, uh, which I believe is a record for our local school measures, but I'm researching that as we speak. It was certainly great. Um, we want to be sure you know how hard Berkeley teachers worked to fight for this vital local funding of our schools. Over 140 BFT members volunteered, completing over 180 volunteer shifts. We had over 18 election volunteer actions, leafleted at 15 sites, participated in eight precinct walks, and held four very well-attended phone banks at the BFT office. We called over 900 voters in Berkeley about

006Measure E1 and Prop 55. Our teachers and BFT were a big part of our Measure E1 victory. BFT's release time organizer for 201617, Matt Meyer, did a fabulous job facilitating all of these events and this volunteerism. The California Federation of Teachers election worker for our area, Sam Frankle, also deserves a huge thanks for his efforts with our volunteers and for his own activism. I want to publicly thank Measure E1 co-chair board member Tai Alper for his incredible leadership of this campaign and E1's campaign manager Mia Gitlin who did an incredible job coordinating this very effective effort with grace, incredible energy, and meticulous follow-through. We really need to find a way to recognize her at one of these meetings. To BFT, BP and Prop 55 are part of a larger struggle, one that is likely to

007become more acute in the coming months and years to provide our students and families with the schools our students deserve. This includes access to a broad curriculum that includes music, drama, the arts, history, science, garden, and nutrition studies, and PE. Students deserve small class sizes and culturally responsive supports, including counseling. We need strong partnerships with families, and all staff need robust, professional learning systems. BP is fundamental to our ability to provide these things and so much more. and through them our students receive an engaging and holistic education. We thank our community for their incredible support of our schools. Speaking of struggle, as the representative of Berkeley teachers, I want to say that we commit ourselves to the values of our city and our schools, those we have long stood for, inclusiveness, respect, dignity, and the

008active valuing of diversity. Our public schools belong to all of us. teachers, classified staff, administrators, students, families, community members. They our schools are the foundation on which democracy is built, where all young people may learn to contribute to our civic society. They are the focal points of our communities. They welcome and bring together people of all backgrounds, races, genders, and classes. It is now more than ever the responsibility of all of us to build the best public education system we can. one that honors the diversity of our community, that fights against systemic oppression, including racism, sexism, homophobia, xenophobia, and classism, and that strives to help all of our students rise to their full potential. The best defense against oppression is education. The struggle for strong public schools where every family and every student knows they

009are safe has gotten harder. But we will fight and we will stand in solidarity with our colleagues, students, and families. We urge all Berkeley teachers, staff, students, elected officials, and family families to come to the community event at 7 a.m. this Friday in Civic Center Park. We need to affirm our values and stand together as we embark on this new phase of struggle. Thank you. Thank you. And now our Berkeley Council of Classified Employees. Good evening, Dr. Evans and school board members. My name is Paula Phillips. I'm the president of the Berkeley Council of Classified Employees and I'm here to speak to you board members about your bullying policy and the bullying tactics by Sam Paser at Berkeley High School. Your policy defines bullying as a systemically and chronically inflicting physical hurt or psychological distress

010on one or more students or employees. And I place emphasis on employees. It is further defined as unwanted, purposeful written and verbal, non-verbal, or physical behavior, including but not limited to any threatening, insulting, or dehumanizing gesture by an adult or student that has the potential to create an intimidating, hostile, or offensive educational environment, or cause long-term damage, cause discomfort or humiliation, or unreasonably interfere with the victim's school performance or participation. Bullying is carried out repeatedly and is often characterized by an imbalance of power. Sam Pasero has [Music] displayed bullying behavior defined in your policy to include verbal threats of discipline over the radio. non-verbal threats to include staring, stalking our classified employees, emotional terrorism such as terrorizing, defaming, intimidating, humiliating our classified employees, and what's sad about this behavior is that it's being inflicted on

011the African-American classified employees in particular, both male and female. We have entered into discussions. We've sat down with um Assistant Superintendent Scaderi, Evelyn Tamadong Bradley, Lisa Vanthillo um and Mr. Passero to which his only concern was I want to be able to do what I want to do pretty much. We thought we had made wave we had we thought we were able to resolve some of the issues that we've raised. However, at the end of the conversation, he still said, "I want to be able to be able to do what I want to do." Um, you have the district has received several complaints um that have gone unresolved and in general, some of the complaints that some of the issues that have been raised in the complaints include students are fighting, defiant, verbally, and physically

012abusive. They harassed other students and staff yet are being allowed to stay on campus. Students are being caught with drugs on campus and there is no suspension or police report. The students know there are no real consequences to their actions. And these are concerns that have been raised by the safety staff. When a safety officer calls in an absence, their position was not covered um or it was being covered by an administrator who did not have the training that the safety officers receive in order to protect the students and the staff. We were able to resolve that with the help of Assistant Superintendent Scader and we appreciate his involvement in that area. But yet we have other issues that have gone unresolved that we want immediate action taken to resolve to restore um a comfortable

013working environment and to remove the hostile work environment that Sam Passero has inflicted on the classified employees at Berkeley High School. The principal has lowered the morale of the safety officers because the safety issues that they have raised with him and his dean of students have not been resolved. The principal has used cost cutting measures by not backfilling positions and using the funds to support contract positions which is against district policy. He has reduced the amount of substitute employees to cover the position. Some substitute employees are not being called back and those who are being called are oftentimes refusing to accept the job because they're been they have been told to go home when they show up. So this has created an unsafe and a hostile work environment for the classified employees and the students.

014It's created an unsafe environment for the students. So, I'm requesting that we sit down to the table very soon to resolve these issues. We understand that there is a short staff short staffing issue in human resources, but these issues cannot be overlooked and we are requesting immediate action. Thank you. Thank you. Now, we'll hear uh committee reports. So, do we have U planning and oversight committee? Hello. Uh, my name is Danielle Perez. I'm one of the co-chairs of the B set planning and oversight committee. Um, we had a lovely statement to read, but it's quite long and my phone's gone dark, so I'm going to wing it a little bit. Um, we just wanted to take a brief moment uh the committee um to thank everyone who put in work volunteer hours uh to support

015measure E1. Uh I'm going to continue the trend tonight and the latest number that we've heard is actually 88.67% yes vote. So uh certainly the highest I think that a BP uh tax has ever garnered. Um, so we did just want to thank the board and the superintendent and the district staff for putting in so much time and effort to um draft to draft the measure itself to make sure that the foundations were sound. Uh, we wanted to thank the co-chairs of the campaign committee, Ty Al Ty Alper and Kathy Campbell, uh, for doing such a wonderful job. and we wanted to thank the citizens of Berkeley for supporting public education here uh for our students. Um and I'll let you get on with the rest of the meeting. Thank you. Thank you. Do we

016have someone here from the measured construction bond? Yes, we do. This is this is a comment period, not the presentation. I know there's there's just a bunch needed nowadays. We're very excited. So, are you going to like respond to us or should we still stay here for another two hours? I'm sorry. We We're still part of this comments of this is our committee comments. Well, again, not quite all here, but almost. Um, good evening. We are the almost full Citizens Bond Oversight Committee, minus our colleague, Carl Bridges, who I believe you heard from via email, and due to a last minute conflict, David Golden. It is unusual for us all to be here. Uh we all have shown up to emphasize to you how strongly we support uh facility director Tim White's plan to restructure

017measure I. My name is Stephanie Allen and I'm co-chair and I'm Susie Marzola, co-chair. Um just a little bit more about why we're here tonight. Just to remind you all that as you know we meet every month to discuss and review the facilities projects that are being considered with bond funding. And now given the construction climate, the enrollment pressures and educational priorities, we collectively agreed that the proposed um restructuring of the bond that will be discussed tonight and presented by facilities director Tim White is indeed in the best interest of the students, the faculty, the staff, and the community. We also believe that this proposed reallocation is very wise and forward-looking. We f fully we're here to fully support its implementation. We've been working with Director White on this for a better part of a

018year now. Um we've reviewed options. We've considered the tradeoffs. We've taken advantage of our collective expertise and the varied varied points of views we each bring to the table. And to this last point, we just want to briefly introduce ourselves and tell you what we do so that you know what it is we bring to the table. As you know, I'm Susie Marzola. I'm an architect. I'm a principal at Seagull and Strain Architects. We're in Emeryville. I live in Berkeley. Our firm is known particularly for our expertise in sustainable design. And I like to say of our project types that we mostly work for kids and their families on community centers, schools, libraries, and uh camps. Carl Brides, who's not here tonight, is also an architect. He's with Holy Associates in Berkeley, California, and their

019firm specializes in residential, commercial, and workplace design. He and I met when our daughters were in kindergarten at Malcolm X and we both celebrated their graduation from Berkeley High in 2010. Uh my name is Alan Nudell. Uh I'm a structural engineer with Felcessor Engineers in San Francisco. I live here in Berkeley. I have two children at King Middle School and member of the committee for the last six years. And uh I just want to say I think Tim White is doing a fantastic job. Oh, I'll switch with you. Hi board members. I'm Nicoli Bolster and you appointed me to this committee as the representative on the statemandated committee of the senior citiz of a senior citizen group. Um I became involved in Berkeley Unifi's construction matters. First as a theater mom because I had two

020students that were crew members volunteering employed at BCT, the largest indoor theater in Northern California, and at the Little Theater, both theaters on the Berkeley High School campus. and as a football player's mom. That was before we tore down the dilapidated stadium and the old gym and replaced the south of Bankraftoft area with a modern facility. And my involvement also came from attending years of community outreach meetings starting with planning and revising plans for the use of this West Berkeley campus and for moving the adult school over to Franklin for reusing this building for your board meetings and for developing the three-story building next door as your district administrative offices. I'm employed as a legal secretary in the disability civil rights community. And I've worked in bank lending, including real estate and construction loans and

021positions in trust and legal departments. And Tim's very professional. I support his recommendations. And thank you. Since David's not here, I'll introduce him. David just retired as the facilities director for San Francisco Unified School District and he's an architect and he uh he uh he keeps us on our toes I should say. And where's Eric? Oh no. Hi, I'm Eric Weaver. You know me from various hats that I wear. I just want to add that the for me the strength of this uh plan that Tim has come up with is that it takes a very peacemeal approach to lots of different facilities, makes priorities and takes a comprehensive approach. It's much more costefficient, delivers much more benefit to the sites and in the long run I think it's the model that we should use for

022facilities in future bonds as well. Thank you, Stephie. Thank you. So, now we'll go to board members and superintendent comments. Judy, thank you. Um, so I uh I apologize for being late. I was uh in I was in Southern California at a meeting uh of an alliance. It's a statewide alliance called the statewide alliance of for men and boys of color. And it was really an incredible couple of days that I was privileged enough to spend and learn about learn about the momentum of a movement that's out there to really um build power from the people who are impacted most by um systems that are being challenged right now even more than they've been in the past. And it was a really in it was I learned a lot and I'd love to be able

023to share more but I don't have time. What I wanted to say was um first of all I know people have come out for a couple of meetings to talk about um to talk about a a personnel issue and I think everybody who comes out knows that we are not at liberty to talk about a personnel issue um including any related investigation. So, uh, I won't be speaking to that, but I was already planning on speaking to an issue that I'm really happy that the group came up to talk about and that there were people from the public to talk about today, which is the need in this time to really be courageous and bold in our protection of our kids. And I think anyone who knows this board and knows this district knows that

024every single person up here, our teachers, our administrators are all really deeply committed to the the safety of our students. And um and I can say that um well, one of the things that was discussed down in LA a lot was this idea not just of sanctuary schools, but schools as sanctuaries. And I was really struck by um you know there are so many districts out there where where school boards are putting LCAP dollars over half of their LCAP dollars to pay for police in schools that then further criminalize students just starting that school to prison pipeline early on and exacerbate the um the all of the disproportionality that we see and the dehumanization of our students. And so I'm really proud of this board and I'm proud of this district for all of the

025actions that we take. And I just want to say now because I want to be held accountable and I um that I I personally and I think everyone here will agree with this. uh will will do everything that I can to help create to help make sure that our schools are sanctuaries for our students and to protect the potential onslaught of criminal further of deportations of actions of ICE of increased um liberties of the police departments uh and I think a lot of other measures that we might end up seeing over time that can really put our families and our children in danger. And I can say that I will do everything in my power. Um, and I recognize that I'm privileg privileged enough to have have power to um to protect our students and

026to stand in solidarity with our families because it's not just the students but their families. And there's so much fear out there and so much pain right now. And so what I really wish is that I mean people came today to this meeting like kind of accusing us of being fascists and accusing us of um like like we're not like we are going to throw away our students like we would welcome in and and and send our students off over the border. And it's it's I have to say like I try to really be stoic up here, but it's just so offensive to me because I am deeply committed to justice and I know I stand I'm sit up here with a group of people who are deeply committed to justice and we're not perfect.

027I know we're not perfect, but we're damn good. And um and I really want to work together with I really want to work together with communities. This is a movement. there is a movement that is brewing and there the the silver lining is that we all need to be bold and courageous and stand up and I think that there are a lot of people who are are many many people in our communities it's not a surprise that we live in a racist community it's not a surprise that we live in a xenophobic uh country uh and so for many people who exist with that fear and that realization every day the election results were less much less of a surprise although there's still fear and I think some level of surprise, but for many people

028are awakening to that reality and this is a moment and so we want to work with people to do that. We're not we're a very political group and I just I just wanted to say that. So I want you to hold me accountable and I'm and I really look forward to working with the district. I the superi superintendent and I today were just talking about the possibility of sanctuary of what sanctuary means and how to shore up the san that that sanctuary for our students and families. So, I just I felt the need to say that. Um, so I I know I went over way over my two minutes, but I've been so restrained in the last several weeks. So, I got to do the last several meetings. Um, and I just want to close

029by congratulating my colleague Josh Daniels and his partner Tracy for the in the birth and the addition to their family of the adorable looking little Ella, which I hope we'll get to meet here soon. Should I go? Who else? Okay. Um, I also wanted to congratulate Josh on the birth of his daughter. So, congratulations. I will, um, as Kathy Campbell did, I want to congratulate you, um, Judy and Eubric on your reelection. Um, uh, it's been a great pleasure to work with you both, and and I'm thrilled to be able to continue working with you. Um, and I really appreciate what you just said. Um, director appel Judy um and I agree with it 100%. Um, I wanted to um let the board know and let the public know too that that the policy committee

030is going even taking what you said about a sanctuary district is one thing and actually making school sanctuaries maybe more. Um the policy committee though is taking up on Friday um a a proposed policy that will um reaffirm our commitment to protecting all students including undocumented students. Um and that meeting will be uh Liz, is it here or is it in room 126 of the of 2020? Bonart's open to the public and it is at 3:00 on Friday. Um, our my hope, speaking for myself, is that we can um bring that policy to the board and have it approved prior to inauguration day. Um, I want to thank I I'll say a little bit more when we get to the item about measure E1. I wanted to thank the Berkeley voters for their incredible support

031of the public schools. Um, I want in case she leaves, I want to thank my co-chair on the campaign, Kathy Campbell, for her leadership in the district generally. um but in particular on this campaign. Um we all owe her a great debt. Um and I agree with her that we should find a way to recognize Mia Gitlin who is the campaign manager um who's taking a well-deserved break out of town for a few days but um was indispensable to the passage of this measure. Um yeah, thank you other board member just just very quickly uh thank you for your well wishes. Um, so I apologize for being late and the fact that I have to leave at 9:00, but with a 2 week old and a 4-year-old, my partner needs me. And so I was

032hoping to come for the facility item. Um, but I do have to leave at 9:00 to put my son to bed. I apologize, Karen. Um, I want to thank Judy for your words and I want to remind some of you um who do not follow our school board closely that this is the same school board that uh went uh that supported students a few years ago that linked arms around entire Berkeley High campus when there was a threat of ICE coming to the campus. Uh members of this board were were present at that time when that happened. This is the same board that um all of us for the one that worked in Sacramento and he sent an email in support of our African-American and other students who walked out because of a racist threat

033on campus. And for those of you who have known us for many years or know about us, you know that sitting on this board or people who have spent their entire lives working for social justice, including for immigrant rights, farmworker rights, Latino rights, uh black lives matter, uh death penalt uh working against the death penalty and those on the death penalty, working for um uh gay rights, transgender rights. We're the first district uh to pass um policies in support of transgender students. So given all that, it is a little hard week after week. Uh I understand criticism. I understand community members who are unhappy with specific policies and in fact I encourage people to come. But to be accused of being who we are not is a little hard to take. Uh it is more

034helpful to talk about certain uh to talk about and also when um as was witnessed today, these are not people who are in our schools or necessarily live in our community um and are not knowledgeable about the history of this district and the support that we have um given to labor to civil rights and to other issues. Um, having said that, um, this is nothing to do with personnel matters. This has to do with who came and spoke. Um, uh, and I just needed to get off that that off my chest. Um, because we are not allowed to talk specifically about individuals, but we can talk about, um, uh, some of what is being said as being incorrect. Um, I want to congratulate uh, Beatatrice and Judy on their reelection. Um, I also want to

035thank the superintendent for the letter that he sent out uh to our community after the national election. Um, and uh I I thought that it was true leadership um because many of us in the community are very concerned um about what this national election will bring and what the local impact will be. Um I did see that at the policy committee um that there is um uh on the agenda looking at some policies to support our students who are particularly threatened with this new national agenda. And I thank for that. Lastly, I just want to say that my office hours this month are on Saturday, November 26th at 10:30 at Cafe Leila, which is um on San Pablo Avenue at Delaware. And I'll end there and I'm sorry that I went over a little bit.

036So I too want to uh congratulate Beatrice and Judy. Um I am looking forward to working with you again another couple of years. Um Judy, thank you so much. I ditto echo everything that you said. Um, I could not have said it any more eloquently than you did. You captured what many of us up here, you know, are thinking and so I thank you for that. Um, I want to say um we have a PAC meeting tomorrow. Um, I hope that many PAC parent uh um parent advisory committee uh meeting tomorrow night. Um two days ago I met with the Berkeley Advanced Learner Support and Advocacy uh group and we had a very productive meeting. Um I took a lot of ideas, suggestions um from that group and hope to incorporate that uh some of

037their ideas into some of the things we want to do for uh this year. Congratulations Josh. Um you're going to be really really busy. Um, and I have a lot to say about uh measure uh uh E1. I'm sorry. Um, and I'll reserve my comments till uh the presentation. Student directors. First of all, I wanted to uh say how proud I am of Berkeley High and our students for the walk out that we did last week. Um, I think it's amazing that we set this national precedent of not allowing this to happen and really standing for all of our students. And I think that's something that makes me really proud to go to Berkeley High. Um, I also wanted to add to the condolences of the student and his family uh who were killed last

038week. I think it's just another tragedy that's been added on and I hope we can continue to stop things like that from happening in any way that we can. Um and also Judy's office hours are Saturday um 1 through 3 at Cafe Leela. Um okay. Um all my board members have said similar thoughts in terms of our our genuine support and lifetime career in terms of protecting the rights of our undocumented students, our families. Um, you know, I I personally my father was undocumented for many years and so for me this is very personal and and it's a career that I've devoted to in terms of protecting um providing bilingual education to families and children. So um this is something that I will continue to do. I also am very fearful for our families and

039for our students who are under DACA and have been calling and will go out to as many demonstrations as I can to protect the rights of our families. So this is part of the fabric of our community that I believe in, I love, and I've devoted a whole lifetime to. So it's very personal for me in terms of what kinds of protections our schools can provide. And I know that we're not isolated there. I had another school board member talk to me about uh c creating these sanctuary schools and not just our schools but also our universities and our colleges. So this is going to happen and um I look forward to our policy committee bringing forth um a policy that ensures that before the inaugurations in terms of how we protect our students and

040our families and our communities. So thank you very much uh for bringing that forward. Um was going to say oh yes and then Friday morning some of us will in our Berkeley community will probably come uh at Civic Center Park. Um there's also many of we'll be posting on our website several resources and information on how to support your students, how to get additional information regarding DACA or immigrant rights. Um so please look forward that to that. our parent engagement offices and our communications office will be working to make sure that we get that information out and if parents and families have questions they can certainly ask us and if we don't know we will find out and we'll have information and I'm sure we'll be having different workshops. I will not be having office

041hours in December and also this is um pretty much officially my la one of my last meetings as president. I will open up the next meeting and then we will transition at our next board meeting. We will be electing who will be our new president and vice president which sort of over here. So thank you very much um and congratulations Judy and I know that um we have a lot of work ahead of us. I know that we definitely were a board that rolls up our sleeves um in working with our staff and working with our families and our community and listening to seeing what is the best PLA path uh that supports our students in the positive because that's why we're here and that's why we ran for office to making sure that we

042have those protections and that eye and that lens and that ear for our community. So, thank you. So, now thank you. Um, so now we'll move to the consent calendar and we're um we're pulling item I'm sorry it's 11.3 and it'll be part of our discussion with the healthy kids survey and somebody can vice president can you can help me remind me to make sure that we um pass it. So can we have a motion to approve the consent calendar? I'll move to approve the consent second. Okay we have a a first from Director Alper and a second from Director Appel. And so uh all in favor I I so we are going to hear first from the uh reallocation plan um measure bond. So first of all I do want to thank the committee

043for being here. Um, I want to say that uh in June of 2016, at the end of last year, uh, the board directed staff to come back with a recommendation on how to best reallocate uh, the measure I funds to address the district's current needs and to improve the delivery of service and um, program efficiency. So this report that Tim is about to um present to the board addresses uh quite a few things. One, the imbalance between the largest and the smallest elementary schools. Uh the need for student housing experience in the south zone. Um the use and future of West Campus. Um a continual look at K through five enrollment. Um capacity dynamic to surface, you know, possible solutions. And also our current strategy for the capital campaign is centered around um small systems

044uh repair and replacement projects uh loosely defined scope of work uh which accounts for repeated interruptions to school with some having construction on campus four or five years in a row. And the last two years um you know have been characterized by rapidly increasing construction cost, increased costs for architects, inspectors and other professional services required to manage our construction projects and programs. So this proposal will definitely streamline our delivery of construction services. It will allow us to clearly evaluate schools needs and prioritize them um to be packaged in large comprehensive modernizations that minimizes interruptions to our schools and delivers a state-of-the-art learning facilities sooner for our students and they will definitely benefit from this project or from this plan. So with that, I'd like to turn it over to Tim. This is actually would like

045to follow up with Josh uh for Director Daniels because he will be leaving. So before we start the Okay. All right. Sorry to preempt you, Director White. Um but thank you for making the time. Just um a few general thoughts. This isn't on for action tonight. It's just a discussion. Um, I want to commend the committee and staff for sort of taking a holistic approach on how to rethink the remainder of uh, measure Ibond. Um, the the proposal, as I view it, is uh, very much consistent with what the voters approved uh, back in 2010. It is a different approach on how to get that done. Um, and but I do think it makes a lot of sense for a lot of the reasons that Director Wright will lay out. Um, I I could go

046into more specifics on the things that I think are really good, but in my limited time, um, so I can stay married, um, uh, I'm going to just talk about a couple of, um, additional considerations, uh, not necessarily to discuss at length today, but in the future. Um, so one is the the the use of the 2020 Bonar as sort of a flexible school site to move uh part or all of a site in. while working and doing larger scale projects. I think that makes a lot of sense financially. I think it makes a lot of sense just sort of programmatically. The one challenge is that schools in Berkeley are not used to that sort of largecale disruption perhaps with the exception of Berkeley High. They're used to sort of little pieces over time and

047and and Washington that's true. Um but I know that in the plan one potential would be that Oxford would move and then move back. And I I I think that um it doesn't require it. it allows it as an option which I think is a great option to have but I think that sort of move without extensive community discussion um will likely cause some push back. So as we approach it we just need to make sure that we are sort of reaching out way ahead of time. So no one is surprised by that possibility even though it's it's not determined today. It's just a possibility even if we approve it next board meeting it's not a possibility it's it's not a guarantee it's just a possibility. Um uh then the last two points are sort

048of um related. So we have seen in Berkeley and the Bay Area the everinccreasing cost of housing and we've seen our employees come to us at length about the challenges they face with being in or even near our community. Um, other districts, both community college districts and school districts, have moved to use bond funds and other funds for um, some sort of subsidized employee housing. And I think we as a district um, should explore that possibility that might mean another bond at some point in the next two or four years. Um, and I think it is relevant for this conversation because some of the sites that we are looking at through this um, sort of change in the plan affect where we might potentially build employee housing in the future. And so that's not to

049say that nothing in this plan we should change at this point, but I think it is worth spending some money exploring the programmatic and legal ramifications of what an employee housing might look like and where it could be located and then use that information as we think about implementing this plan. So, I don't I don't think we should wait too long to sort of begin to have those discussions and and and to um uh provide some funding to support that um sort of analysis and evaluation. So, in particular, I'm thinking about Oregon Street. There's $15 million in here for Oregon Street. We obviously need to address the facility and maintenance building in this district, you know, immediately, but not necessarily at at the at the expense of a, in my opinion, a potentially prime site

050for for employee housing. So, um I think with with that I will um thank you for letting me go first and I wish I could be here for the rest of the meeting, but I will catch it on YouTube after the fact and um thank you very much. We I really appreciate it. Thank you. Did you want to see some? Yeah. I just wanted to say we will be bringing this item back and it's not an action item, it's just a discussion item. Okay. Thank you, Mr. White. Oh, um, thank you. It's a pleasure to uh come before this board and uh congratulations uh Josh on the uh new addition to the family. Congratulations to uh Director Cutler and uh Director Appel. Um uh we're happy to have you back and appreciate your leadership and

051this time in need. Um and uh also want to um just reflect my um uh my feelings and um uh regarding the comments you made uh about uh welcoming those that have been most recently marginalized in the public. And so I really appreciate the kind words of welcome that uh you offered to to those folks. So thank you very much for that. Uh today we're here to talk a little bit as uh we got some framing from the superintendent around the reallocation of the uh measure I bond. I'm not exactly sure if how oh there we go. Technology magic and so uh presentation is actually up. We're here to uh bring forth a recommendation on the reallocation options uh for measure I. I do want to thank the uh citizens oversight uh committee uh Stephanie

052Allen, Susie Marzola, uh Allan um Carl uh Eric and um Nikolai, they have been uh very gracious partners for me and as uh Susie said uh earlier today um I've actually used them for a lot more than uh just a uh a committee. they've been uh very actively participants and um uh thought partners as well and um it does uh give some indication uh to how far back we've uh given considerations to the reallocations for measure I. I also want to thank uh director uh Daniels and director uh hempill who uh the board uh assigned uh us to when um we were given this assignment back in uh July. Um I want to thank them for their time. I know they're awfully busy. Uh, everyone had some very very good uh input, some very very

053good ideas and um I I do want to thank them for those. In many cases, without their input, um we would not have uh the plan that's before you today. And and I think that's important because, you know, I've heard my name mentioned, but uh it's been a very collaborative effort in terms of uh what we are going to present to you today. today. Um uh we've accomplished uh quite a few things with our bond. Uh I want to give you an outline of uh what the agenda for tonight's uh presentation will will look like and uh we'll start off with what we've actually accomplished to date with the bond, give you a status of where the actual funding is at right now, and uh look at the remaining uh projects currently that have yet

054to be started. Um we want to talk about uh uh uh reallocation uh options and um look at why we're looking at uh changing this. What kind of criteria or consideration for change uh that we we we look at and ultimately uh for measure I what are those uh reallocation recommendations? We're going to give you a schedule and um and some phasing and tell you how we can actually uh uh implement uh what we're proposing. And finally, uh, we're going to end with a recommendation, uh, that comes back to you, uh, adopting it, uh, with any modifications as you see fit on December the 7th. Uh, in the last six years, we spent about $90 million uh, to date. Um, I'm not sure what's going on with the presentation. If somehow this thing's Oh, okay.

055getting kicked out. But, uh, we spent about $90 million to date. major projects completed have been uh primarily uh Berkeley High School. We've spent uh over $75 million at Berkeley High School and done some pretty impressive uh work there. Mullering field uh great deal of work at uh uh our middle schools and um uh primarily system replacement work at elementary schools. Uh here's a couple slides of uh the work that's been accomplished. south of Braftoft represented to the left and the fieldhouse Mullering Field to the right and uh a capacity expansion project at Jefferson um uh where we actually expanded capacity to accommodate uh additional kids in the north zone and the West Campus renovations uh the home of the boardroom uh where we're actually sitting right now. Um the status of funds in terms

056of the uh source of funds um uh we uh as you know had a $210 million bond. That $210 million has been leveraged up to about $216 million of which uh we've received about $130 million. Uh we we added an additional note here and I think this is pretty positive that um um uh as you know we have developer fees. It was on the agenda today. We pulled it. We're going to bring that back to you for an approval and um we anticipate it being approved uh by the board and implement it. We do believe that um uh uh that's going to be a positive revenue source for us. It's one that we haven't taken advantage of in the past and we anticipate bringing in about $3 million over the uh five years from developer

057fees. Uh additionally, Prop 51 passed. Prop 51 is a state school bond and so we're extremely happy about that. Um uh we're going to step up our participation in uh the state uh school bond. We believe that uh we can increase our funding beyond the uh $5 million that you see reflected on the table from uh previous uh bond uh projects that we were eligible for. And so from those two funding sources in addition to the funding source we have here, we anticipate uh bringing in some additional money. Um in addition to that uh modernization and CTE matching funds are are also available. Uh project expenditures for us uh uh and project uh commitments are listed on this uh table. We actually have project commitments today of uh 200 million a little little less 197

058million uh with contingency of around $14 million and an unallocated balance of $5 million. That bring us to the total of the 216 million. This is how the 90 million was spent across uh several years uh with a burn rate as high as 25 million one year. Um and um that was uh new construction at Bankro south of Bankro at Berkeley High School. And um so so now we've kind of par down to where our money is at currently. And so if we wanted to take a look at the remaining revenue funds and the funds that we're identifying for uh reallocation, um I I want to call your attention to this slide. And so, uh, our fund at this point is, uh, around $128 million, and it's composed of, uh, fund balance, uh, $42 million,

059undrawn down funds, uh, funds that have been unissued, uh, bond bonds that have been unissued of $85 million and about a million in local revenue. Uh, and if you subtract from that the work that we have currently in progress, uh, the projects that are currently in progress that have yet to be complete, uh, at a value of $16 million, you come up to the total of remaining funds, uh, of $112 million. This, um, uh, slide is a very interesting slide here, and of course, you can't read it. Um, but it's really interesting. It's and that's what really makes you want to see what's in it is because you can't read it. It's it's actually a two-part slide and so um I want to show you the second slide as well. Director White, these will all

060be made public right after the meeting. It should it should be posted on the website as well, the PowerPoint itself. Okay, thanks. Um and so two parts with a total on the bottom and it represents what is our existing um remaining projects that have not been started. And so you can see we have a total of about 111 million on the bottom page. And I'm going to take you back to the top page and kind of walk you through very quickly. And so the the the intent of the uh these two slides together is to show all of our remaining projects. And the takeaways are pretty uh easy for us. And um the takeaways are all listed to the side that we have a bond that has been mostly defined by system replacements. And on

061this list alone, there's 38 separate projects with only one project being above $5 million. And in many cases you can see just from this uh slide alone that the scope is loosely defined. In some cases it's a single word and and in many many cases we don't actually have the ability to validate what the original scope assumptions are. And um as you can see um some school sites even on this page are listed three times, four times, five times causing us to um return many many times to a school site to um to complete projects. The uh second half of the table is um uh all non-school work. Um first half of the table um school work uh secondary and uh primary schools. Here uh the remaining portion of the table shows uh support work

062for the capital program including uh program costs and furniture and equipment money. And uh on this page you can see that there only two large projects. uh Russell Street, uh the maintenance uh uh yard as uh you heard a little bit earlier, and the uh adult school um Berkeley adult school at Franklin. And so across uh ex a budget of overundred uh $11 million, we have three projects that uh are um $5 million and above. And so in inherent in that you can see um some inefficiencies in terms of how we we actually operate. Um we want to talk a little bit in the next few slides about what our uh criteria for change has been and and what were some of the considerations. And so for us uh we want to start with project

063consolidation. Um as you saw probably on the last slide Oxford had three different projects there all of them in three different years. And uh we want to combine those projects. We believe that we should package uh uh multiple small projects to um more efficiently manage the cost, reduce uh costs associated with professional services fees and reduce costs associated with brick and mortar. Um currently now our facilities upgrades are not comprehensive and we return to those sites as as you saw from the um the table uh on the previous slide uh many many times. And um one of the bigger problems with uh uh the system replacement uh methodology is that uh several uh deficiencies in school sites never ever actually get get addressed. Educational program deficiencies we like to define as uh things that uh

064are um pretty difficult to change at school sites. Um uh we uh we here are talking about educational program deficiencies uh primarily uh cons uh concerned with core classroom teaching spaces uh student support facilities and program spaces and um we have a great need uh to to help address some of the conditions that are uh students of special needs are currently u existing in. Um you see here uh a bullet uh that uh says we want to support 21st century learning and um I have been uh coached that uh we should we should be aware that 21st century learning is not just a euphemism. It's very a very direct intentional term that speaks to uh the ability of a school district to design its schools and its classrooms and um outdoor spaces as configurable spaces

065that have the ability to be uh adapt adapted in the future to different types of uh school uh pedagogies and teaching and learning uh uh platforms. And so, um, we do want to make sure that 21st century learning, uh, uh, types of, uh, amenities are in our schools and that they're supported by the educational specifications that, uh, we just approved. Uh, for those, uh, uh, for those type of things visually, what we're talking about are spaces where we can actually create um, homes for in some cases programs that currently don't have homes. Visual and Performing Arts currently exists at the Willard uh campus and we've been looking for a home for them for well over u the time that I've been here and that's almost two years. Uh Career Tech is one of the most

066robust uh offerings coming out in terms of academic offerings and uh holds quite a bit of favor uh uh for for for students. And uh we want to make sure that we create uh spaces for that program that uh mirror uh its opportunity to create uh uh job opportunities and career opportunities for for students. We want to update the classroom technology. uh in a lot of cases um our I'm sorry in a lot of cases our technology um has been upgraded but I do think we're still lagging in terms of comprehensively uh going to a school site upgrading to the latest technology doing it in a uh comprehensive fashion and then leaving that school site with those uh improvements so that students get to take advantage of them at a date certain as opposed to

067peacemail milling them out over several years. Um, parent and community support services are critical for us. We believe that uh um they're they're needed and we can create them with this plan. Uh appropriate full uh uh pullout spaces uh to dedicate to um um project based learning and maker spaces including uh what we call in um uh I think for our adult school a fabrication lab. So these are all different types of uh educational uh spaces that have amenities that uh enhance educational uh program delivery. The um the other consideration for change is we spent maybe a year and a half talking about how to accommodate fluctuations in enrollment here at a uh K5 level and a TK level as well. And um as we saw um there were no real easy um decisions, right?

068Um we looked at many many different options and um when we left here with the assignment from the board, our assignment was to look at ways to balance the capacity in our impacted zones. Uh we wanted to make sure that we looked at options in terms of how to um manage that capacity most uh particularly in the uh south zone where um uh we had our largest elementary school and uh and looking at ways to relieve that overcrowding. Um we're going to show you the the work that u that we uh considered and um uh as you can see here it was pretty difficult. We looked at several different options and we weren't able to come up with an option uh in the south zone to relieve the overcrowding, but we were able to come

069up with recommendations that we'll uh show you um uh uh shortly. Um we also believe that uh we need to increase the zone's geographic balance. Uh the west campus um as you know uh on 2020 Bonar is a campus that currently houses the Realm Charter School. the realm charters uh lease has expired and we've been uh uh challenged as the superintendent said in the opening with um coming back to the board talking about how to designate a use for the west campus and that's a part of the plan. We want to make sure that we upgrade elementary site infrastructure to support high levels of enrollment. um our elementary kids uh have a have a wonderful experience and I think it's constricted once they get into the circulation spaces of many of our elementary schools. Uh

070for the most part uh our campuses are small and have very small kitchens and u uh multi-purpose centers or or uh cafeterias where they can actually eat. And um additionally we want to provide adequate educational program uh support spaces. the um I want to introduce you to some data um and work our way through some uh interesting information here. Um and the slide that uh I've got on the um projector right now is a slide that looks at a five-year um five-year growth pattern across our uh across our district. And um we'll make these slides available to everyone. there are a lot of uh meaty information that you can uh get from the slide, but for for us I tried to put the takeaways into the um right margin. And so let's kind of jump

071right into this. Um I won't go through a lot of the the other data, but the the main takeaway is that if you look at the three zones that we have, north uh northwest, central, and the southwest zones, you can see that we actually have uh three elementary schools in the uh northwest zone. And uh at one point we had four elementary schools in the north zone uh that was closed and converted to an adult school. And you know I like to say that in communities like this there was master planning and uh the planners built schools where they built uh where they built homes because that's where kids were were expected to be. And so when we converted an elementary school to an adult school, we didn't move the elementary we didn't move the

072kids from that neighborhood. they still exist in that neighborhood. And so as a result of that, um you can see that uh Jefferson actually received a capacity project. It was in a previous slide that you saw uh a picture of earlier and that capacity project accommodated an increase of enrollment at Jefferson of about 30%. And um after the uh project there, we've exhausted our ability to expand any further of the existing sites in uh in the north zone. And so what we see as a result of that is that the south zone has this huge uh influx of growth and enrollment. And some of that definitely is not uh inherent u in the in the live data from the south. So the next slide is uh also maybe a little bit uh different uh kind

073of information than than you've actually seen. And uh for us this um this slide is um intended to kind of help us understand um some of our uh constraints in terms of addressing uh the heavy uh enrollment in the in the south zone. But uh if you look at it, it's uh same data uh school site data, enrollment data for 2015 2016 um with the number of students at each school site. Uh it has the actual acreage uh site acreage building uh square foot acreage in addition to the um the factors now of students per acre and the number of square feet of building area per student. And so from this you can get an idea of which sites have capacity, which sites don't necessarily have capacity, and start asking ourselves some queries in terms

074of what opportunities may exist in the south uh for us to accommodate um uh the the the the high level of enrollment in the in the southeast zone. And so um the takeaway are in the boxes. And as you can see the most dense site Oxford uh Emerson and uh uh Washington Oxford itself u if you look at Oxford that uh uh 105 uh uh square feet per per student um and um and in term in terms of the building area the least dense sites being Mure to Lacant uh but those sites obviously being very difficult uh for us to build on uh and Tio and uh Mure uh difficult for so we want to make sure that we have enough time also for all right Tio and Mure difficult in terms of the uh

075program and building pad but in uh Lacant difficult from the program perspective uh uh itself where in Lacant we actually have space on the campus but u we do have some hesitation to recommend building at Lacant because of the nature of the TWWI program and So, um, our next slide tries to give us a little bit more of a, uh, glance at information to help us make some decisions about, uh, how to how to address our capacity issues. And so, this is a slide that maybe folks have not seen. We're going to unpack it, uh, a little bit, uh, quickly. So, um, if you look to the bottom of the slide, what you'll see, I kind of want to draw your attention to the livego data. And so, um, you can kind of see zone

076of residents total in the northwest zone. we've got,451 uh students. In the central zone, we've got 1628 students. In the southeast zone, we actually have less than a thousand students at 969 students. And so, you can see that in the um in the southeast zone, we've got about 500 students that come there that don't live there, and they're being pushed uh obviously from the north uh zone through the central zone uh down into the south. And so um the uh the options for for us were to create additional capacity within the south zone or try to rebalance uh as we talked about a little bit earlier rebalance uh uh across our zones. U I've highlighted a couple things here uh for you. But before we get to the highlight uh we we want to say

077that we've kind of taken out Lacant. I Lacant was one of the um the school sites that we looked very very heavily at but because of the nature of the program the fact that Lacant has building pad area doesn't necessarily make it an attractive option for us and so our our premise here is that if you look at Jefferson Rosa Parks and Thousand Oaks in the north typically they have ro uh enrollment very close to 90%. enrollment at their school in their attendance zone. And that same dynamic exists in the central zone for Craigmont, Oxford, and Washington. And so if you look in the in the south zone, you can see that uh Emerson has 85%, John Mure has 79%, uh Lacant is an anomaly, so we won't have to talk about that, but Malcolm

078X is split 50%. and some very intentional reasons I I I believe for that uh based on how the board divided up the attendance boundaries and uh and so what we're proposing here is that we don't balance towards the attendance of the zone that we balance towards the live of of the actual zone which um brings us to the visual of the two sites in the south zone uh which has a good building area. It's for small edition but is very restricted based on the nature of the TWWI program which makes it very difficult to grow and if we can't grow the program and we don't want to have two programs at the elementary school site then um that may not be the best option for us to build. uh John Mureer, it's got an

079adequate core facility to support the actual growth, but it is um on the far margins of the school uh district and has some historic significance. And so for us, both of these, as you can see, no easy solution to adding the capacity we need to address the the uh enrollment in the south zone. And so what we're recommending is that we reestablish capacity in the north zone in the uh west campus. Uh and ultimately that would add 15 classrooms to the north zone, rebalance across the zones for us to where we would have uh 75 classrooms in the north, 77 in the central and where we had less children um in the um attendance area in the south. Uh slightly lower number of classrooms uh for 69. And so we believe that additional capacity in

080north actually helps us address the rebalancing of the zones and within the zones um that also allows us to redistribute our enrollment and address some of the issues associated with the differential between our largest um elementary school Malcolm X and our our smallest elementary schools um Oxford Mure and um I believe correct m and so um finally As we look at the uh background to some of the um uh justification for our u our reallocation, um the slides before you now are slides uh are representing our cafeterias. The superintendent and I actually sat in the John Muer cafeteria over the summer and had a pretty good lunch with uh with the principal uh Audrey Amos and a couple kids. And um the the picture doesn't look bad, but it's in uh a drastic need of

081a major overhaul. Uh Washington's cafeteria, as you can see, um uh does not look good and uh and and needs work immediately. I think the the thing that uh I want to uh impress upon the board is that uh these are our elementary schools and uh we have actually prioritized uh the food service experience for high schoolers and for middle schools. And so we want to we want to go back now and create the same type of environment that uh we've created for our high schoolers and our middle schoolers at uh at uh Martin Luther King and now Longfellow to be uh advantaged as well for our TK5 students. Um, another uh consideration for change is across our district we have many many facil well not many facilities some facilities that have been taken offline

082most notably the Berkeley High School community theater um and um uh the Berkeley High School tennis courts and parking and on the west campus itself I don't know if we are actually aware that we have several closed facilities including the auditorium performing arts classrooms gymnasium and the locker room we propose to uh repair and put those back online and use them uh as swing space to accommodate uh future projects across uh the district. So in um wrapping up um we're proposing that these uh four things be fundamental in terms of our uh uh criteria for reallocation that consolidation of projects is a priority. Support for educational program uh needs is a priority and support for educational uh student capacity. and finally to finish incomplete and unmodernized uh buildings which lands us at uh the meat

083and potatoes of the actual recommendation. Um and I'm going to uh break this down into groups and uh go through it pretty pretty quickly. The the groups are uh divided by a white line on the actual table. Uh the first line is the elementary schools and among elementary schools uh the recommendation is Lacant modernization for $5 million. uh the capacity project at West Campus, which is a critical path for us, uh $10 million project to uh renovate uh West Campus and uh prepare it to be used as a swing site and upon completion of uh use as a swing site to be returned to our uh school district uh inventory for classroom availability to be used at our at our discretion. The um uh the next project is the elementary capacity projects uh for cafeterias

084food service expansions. Um we want to target five sites uh Washington BAM Malcolm X uh Emerson and Mure cafeteria uh including the the serving lines, the kitchens, the multi-purpose rooms. The next line item is the West Campus uh main gym, renovations to the locker room uh to support VAPA uh CTE and uh free up space at the uh Willard campus uh for for their uh program needs. Um one of the stars of this entire show obviously is our restoration of our uh historic um community theater. um that is uh uh um budgeted at 30 $35 million. We believe the completion of the full modernization of the theater um uh that that we've proposed is uh sufficient to reestablish that theater as a um as a a preeminent theater among uh Berkeley as it has been

085in the past. I think that uh one of the big changes will be that uh we will find the exact right lane for it to get in in terms of where it could be competitive as a uh a venue, but the primary purpose will always be for education for our students. In in addition to that, at Berkeley High School, uh we want to make sure that we prioritize and fix once and for all this this problem that's been dogging us around parking. Um this is a solution that uh once and for all solves that uh problem for us. Uh and it also prioritizes multi uh multi-use courts so that athletics can also be uh uh played there uh reestablished. Um uh CTE uh CTE is a very exciting uh program that's emerging. Um I I

086kind of have to give a big up to Stephanie Allen and Wind Skills. Uh I'm I'm really excited about CTE and um and some of the things that it could actually do for for our children. Uh we've kept the CTE allocations and you can see them there. They're at Berkeley High and available to be used at other locations as well because CTE will be uh at uh locations not just at Berkeley High. Uh plan operations uh $15 million plugged into the plan operations. Uh we are currently doing programming for that now. And as you heard doc um uh director Daniels mention um uh plant operations is uh on Russell Street and we're intending to take about half of that property there. And so we're also doing an investigation in terms of the feasibility for the

087remaining portion of the property and if it has any value for housing uh as well. Finally, the other portions of the uh uh the table uh are associated with our program cost uh furniture and equipment money and ultimately um um technology as well. And we we'll end by saying that we actually have a very healthy uh program unallocated balance of about $5 million that allows us to uh have some uh contingency um in addition to the contingency that we've loaded into the projects themselves to give us uh uh a cushion to make sure that we can cover all of our costs. So what do we accomplish? Um as director Daniels said uh earlier um we do uh continue to meet the spirit of the bond language. Uh we meet the basic reallocation criteria and focus

088on uh meeting u uh on uh addressing our high uh enrollment challenges. Uh educational program support work that will expand our our ability to meet our kids needs. will finish all of the work on the west campus in Bonar uh for full utilization uh of uh this site as a uh swing site and for full utilization of of this site as it is returned back into use as a uh uh facility. Uh we'll complete all of the work at uh B uh Berkeley High School including uh completion of the community theater parking operations and maintenance and um as we said do that with the reserve. I I think uh the next side of the slide is what do we defer for a future bond and um Franklin gets deferred. Um remaining elementary school modernizations and

089middle schools also get deferred. Uh Berkeley High School um has a group of work that also gets uh deferred and the portable replacement at BAM in Washington is something I think that we continue to want to explore with the future bond uh in addition to teacher and uh staff housing. And um I do want to uh say that um with the deferral of the uh work um I think it's very uh feasible for that to happen given that the work had been projected in the out years anyway and if we could actually mount a bond uh campaign for 2020 2018 I think that work uh can progress very quickly on the heels of when it was originally scheduled. Uh this is uh this is a west campus. Um and uh it's an aerial view. Um

090and we're proposing that this uh campus be um um as we said um modernized and used as a swing site and ultimately uh uh also a home for VAPA visual and performing arts and a shared site between uh u Berkeley High School, Oxford um as we mount up to do uh very ambitious projects there. our uh scheduling and phasing uh for the uh projects is is is really critical. We want to encourage the board to um to give it uh uh consideration and um uh pass this on uh December the 7th. For us, the the passage of the plan itself allows for us to uh get a jump start on what's necessary to prepare 2020 Bonar and uh delays and not to put pressure on the board, but delays and the preparation of 2020 Bonar

091uh West Campus would actually cause us delays and um uh projects that uh that we're projecting uh going forward. And so if if you look at the uh proposal, I won't take you through the entire thing, but you can see that December of 18 is when we're proposing to do the transition of the move. Uh if uh if you approve this plan in um December, the first portion of the table that talks about the West Campus, as you can see, can get started uh before the year ends and uh be completed uh for us to move into into December uh 2018. Um, finally, uh, we'd like you to, uh, consider the approval of the, uh, reallocation recommended option with any adjustments that the board sees fit. And, um, I also want to say that, uh,

092if the option is approved, we have the ability to change it as we see fit going forward. If new thinking comes forward that causes us to have some um hesitation or if better thinking comes forward, we have the ability to to consider that in uh in the in the recommendation as well. Um the recommendations are consistent with uh the original bond language. Um and the upgrades uh we're proposing to meet the current enrollment challenges are are are really important. So um direct staff to implement new projects. the west campus uh project and swing space use and return with any adjustments on uh December the 7th. Thank you. Thank you, Director White. And I know that um gone beyond our time, but it was important information and so we will probably go over in our time

093too on this on our questions asked directors. Um who has the first question or would like questions, comments? So, I think that I think we probably need to um kind of start with what's that most important question that you want to ask Tim and then kind of go down the line and then go back and then maybe some suggestions. Okay. Well, Karen has started. Oh, you can you want to start? That's cool. Okay. Go ahead. I mean I don't um so just to get this clear because I have a lot of comments and questions and if we're not going to have time then No, we're going to extend it. We're so you want to just go through one and then that's good. So when one person love that. Yeah. Um okay so first of all

094it looks it's I really appreciate all the work that was done on this. It's a really it's a really comprehensive um and thoughtful plan which I really appreciate. I do have a couple of questions. Um I can ask one of them now which is um which one do I want to ask now? I guess so I have some questions about the um plans for this building. Um I I I guess I I think that it will work actually to as a relocation for Oxford. I don't see as much. I'm a little confused about how it would work with relocation for BHS because of um you know because it's like certain programs or certain pieces or would it be like a return to like the ninth grade? I mean you know it's a little bit unclear

095about what would be here. Um I just want and as a part of the questions about here is also um just like I wonder if it's going to be if the plan is that it ultimately becomes an elementary school. Do we really need to have two gyms or maybe we could use one of the gyms? I would think we'd use one of the gyms for something else. We would convert one of the gyms. It would only be one gym. Okay. And then um and then the answer to the other question as far as your thought. I mean I'm just the flex space. I just want to hear a little bit more about the the Yeah, I think that you know um we still have some planning to do right in terms of this. It's at

096a proposal stage. We've we've done some preliminary analysis about the use of the site in terms of the uh um in terms of the resources that that we have here and the spaces and whether or not they could accommodate um um various types of programs. And so we we have not finished that analysis yet, but um uh director um Scaderi and I and the superintendent were having uh conversations with uh the the the high school uh principal Sam Paso and uh Oxford about how how it could actually happen. And uh we haven't finished and in all honesty fitting all of the different options in and how they could actually work. But the the premise is to to provide them with a high level of wraparound services so that ultimately um when they move it's not

097a hardship so much to move. We're trying we want to move them from a hardship of construction and living in a environment where they have to um compromise uh the the curriculum because of the work uh being done in the physical environment. And so, um, I I think we still we're still a couple weeks away from figuring out all of the logistics, but, uh, you're right. We have to figure out more clearly how Berkeley High School factors into the, uh, reallocation, uh, recommendation, and it may include using some additional spaces as well. I want to thank you um Tim for all of your work on this as well as the committee. Um and I thank you for I know that you spent some time with me at our the new favorite cafe in West Berkeley

098that's been there for for 20 years. Um and uh oh Bumbrush Cafe. It's old school. Um, yeah, it's old school, but it's really good. And it's one of the few places in Berkeley that you can actually get grits and biscuits. Sorry. Uh, anyway, um, I, um, I want to, I'm particularly, as you know, I have been a proponent for quite a while before some of you were on this board about having more comprehensive, systematic approach to facilities. And I really want to commend him and the committee for finally to get us there. You know, I think that for a lot of good reasons, you know, in in past years, uh, our our bond measure was really based upon we need, you know, x amount of money for major maintenance and replacement and whatever's left over.

099We could only do like one big project and then little peace meal projects. And it really was how the bond measure was kind of created every year. And um while I understand the reason for that history, I think now looking forward and and and having a much more pro programmatic view. I particularly appreciate the thought behind um the theater because it's not just a theater so to speak, though nally close your ears when you hear that. Uh but it's also the bas it's going to be a basis for a robust career technical education program with carpentry um uh theater craft um artisan possibly a maker space. So it really is energizing and making use of that space in a way that uh will maximize its potential for our students. And that's not the way we've

100tended to look at our construction. It's been more really facility and system replacement as opposed to looking at how does our capital projects and major maintenance projects support our our um the educational side of the fence. So, I I'm really thrilled about this. You know, I um clearly there's some things to still be worked on and particularly about the domino effect of some of the major maintenance. Um, so if you come back and say, well, some of this is not going to work exactly the way we thought. We're still going to, you know, or we may have to scale back some of what we're doing because we really can't move all the pieces with the facilities that we have. You know, I certainly will be open to hearing that. Um, and I commend you for

101getting this far in in in this process. Okay. Thank you. Um for me I think one of the things that um I'm always encouraging I think all of the board members also encourage is the proactive communication plan that we have in terms of this this is a plan that you're we're projecting we're saying it's going to come to us December 7th correct and so between now and then I would really want us to make sure that the schools all of our schools know of this plan that it's coming forth particularly we mentioned BAM and Washington um in terms of the portables and that being a very uh hot issue for many of our families in terms of what about the space, what about the capacity. So, I really would encourage us to have a real

102strong um communication plan in terms of how we're getting this, whether it's this video clip or making ourselves available to being able to talk to our school sites. Um so, however we can make sure that that gets out, it's going to be very crucial because we don't want to find ourselves here December 7th and families not saying they didn't know. So I I really encourage us. I also think um the the reallocation is is is really something that we've been waiting for in terms of how we can address some of the most critical issues in our schools including capacity. Um but and I agree in terms of the modernization of the theater. I would really like to hear some at some point in time what is technology modernization? What does that look like in our

103schools now given where we're at? I think we haven't we keep talking about it in this way that's very up there, but it's not specific. So at some point I think we need to talk about what that looks like for our students because I think if anything is going to keep our students definitely engaged um in terms of you know the future and what they have the capacity to learn and what we have the capacity to provide is having a much more detailed u plan in terms of what does that look like that does not just mean having internet access. It means something else and it looks different from what we can imagine. Um, and it's ever great and it's changing. It'll be ch it'll be different come 2018. So, thank you. Um, so I

104really appreciate this and all the work that went into Director White and and I want to also thank the committee. Um, I think this is extremely thoughtful and I really appreciate the leadership that um that that you showed in in in taking the initiative to um think about a more efficient um exciting allocation of this bond money um that benefits the district that's um fully consistent with the voters's intent um and that really moves our educational programming forward. Um so I'm very excited about this plan. I I um hope that we will approve it on December 7th because as you said we um need to do so in order to start the planning for this building um which is something that um I've been very anxious about and um hoping that we can take action

105on. So I'm I'm thrilled that you've brought this to us and I hope that we approve it on the 7th. Um, and I want to um just reiterate and and Josh I think mentioned it and you mentioned it too, Director White, that this isn't approving. This isn't um deciding to do necessarily any of these things. It's giving you staff the authorization to go forward on on these projects. Um it doesn't um lock us into any of it. Um but it allows us to go forward. It gives you the green light to continue planning for these things. Um, so, um, I definitely agree with with what Director Daniel said earlier and what President Le Cutler just said about notifying the communities. Um, I I think we just want to make sure that we're we're clear and

106accurate in what we are telling those communities. We aren't we haven't made the decision to do anything particular with Oxford, for example, or when we we we're moving forward maybe in in that way if we approved this plan. um we we never promised the BAM or the Washington community that we would be replacing the portables. So I think we want to be careful about um implying that this is a change from some previous commitment we've made. Um but but I think of course the more communication the better. And then and going forward I think director Daniels is right. If there is um an entire school whether it's an elementary school or the high school that is going to have to be you know repatriated for a period of time. Is that the right word? Relocated.

107Um that's a big imposition when they come back. Oh okay. Yeah. Um it's not unheard of in this district when but it's been a long time but um but I know when I was a kid and and my wife too was moved around and from Franklin to Malcolm X and schools can can deal with it but it but it does require a lot of planning and communication. Um my question just real quick can you go to the la the last slide of the with the timeline chart? Um oh no no oh yeah there you go. Are you um is there room here for the the under this plan Oxford um could potentially relocate here and then they'd be out and be repatriated to their home um before Berkeley High moved in or is there an

108overlap? There's not enough room for both here, is there? There's there's an overlap. The way's overapes So, we're still working and the actual I'm sorry. Yeah. So, so there there will be an overlap and um we think we can fit them both based on the fact that we've got several spaces on this campus that are locked down. And so we believe as uh director uh Judia Pel said, when we com take one gymnasium away for an elementary school, we don't need two gyms. At some point, this place was a middle school. And so we have some facilities here that are that are duplicate facilities. And so we're going to convert those. We only have a need for two gymnasiums. And so um I'm sorry, we only have a we only we don't have a need

109for two. And so we're going to use those spaces that are shut down and used for different purposes right now to add capacity to the site where we believe we will be able to fit um in an overlapping fashion those those programs here. Do we have other questions have been inspired? Had other questions. I had to pick my one. I And so I wanted to say that I really first of all I wanted to um say I there's a lot of things I really love about this plan. I'm like giddy about the Berkeley High the building a a building renovations and um and I'm only noticing that the construction goes beyond when my term runs out. So that makes me sad. But um I'll still come run again. Uh oh, that's another option. Um and

110I uh anyways and you know I think the ideas about Oxford are great. I have I thought that was brilliant because you know that site's sitting there. It's all nestled in the community and I didn't even think of how we could expand it. It hasn't come up before. So I thought that was really amazing. Um and then here I think that's like you said that requires more how we're really going to use this site as an elementary school and how we're going to pay for it. Yeah, I think is another question because we have had some we had a bunch of outstanding questions about how we would pay for the um operation we don't have to answer this here but how we would pay for the operational costs of a another elementary school and so

111I'm really curious to know what um deputy no I think uh director that ultimately if we can you know and and director Daniels just constantly keeps that on my mind I hear him in in my sleep sometimes about the differential between the largest and the smallest and I think that as we we work on that. I think it becomes more economical to talk about how do we staff a West Campus school because now you you don't have the burden of this huge differential anymore and it becomes he's finally gotten to you. He's been saying that Kool-Aid drank drank the Kool-Aid. And so and then I just I wanted to mention a couple of other small things. First of all, there are some smaller projects. I think I mentioned this to you, but just to say

112it here, there's a couple smaller projects that are kind of outstanding. One of them being the renovation of the cafeteria at Long the old caf the current cafeteria at Longfellow which is again space in an impacted school that we shouldn't let go to waste. So I I think I don't know how much that costs or where that would come from or if it's part of that 16 million that's still outstanding. But I don't want to forget that. And um then then there's some other conversations that are happening about other potential buildouts. Like I know there's a conversation about a health center at the on the ISPTA campus and I think that um it would be I guess so this gets back to what we talked about earlier which is really I think I'm really glad

113that my colleagues brought up talking to the community because I think that's really important and I also um really think the next step before December 7th I would really um appreciate it if there's a way to com communicate with the site princ the site administrator ators, the principles cuz their schools have all will all be, you know, they this is their their little their little queendoms and kingdoms and so they should have a chance to just know about it and be I I would hate for them to be um informed after the fact of these changes. Um but I really appreciate the master planning. I really ditto what what Karen said because it's great to have a vision that aligns with our educational um vi like values. Um, oh, and that was the other thing.

114I really, really also agree about your definition of 21st century learning. I thought when you were going to define it, you were going to talk only about technology, which is what a lot of people do. And I think the idea of 21st learning to include, you know, joint learning opportunities and flexible learning spaces and hubs for students is really uh critical. So, thank you. Thank you. So, I guess I want to kind of piggyback on what um President Levy Cutler said in that um as we um I I think it is important to communicate this plan to our school sites, but I also think it's also important to uh to communicate that any of the flexibilities that we are establishing with this plan such as the use of the center, we have not made any

115decisions that in fact that those options are going to be used and to the extent that they become something that is more just than a possibility but you know a proposal that it would only be done you know with close discussion um uh with the school community that would be affected. I um because sometimes things go out there and the first thing we know we hear is, "Oh my god, they're going to do X, you know, and they haven't even told us they're going to do X." Where in fact, we're not doing X. We're just, you know, we first have to have some options and then we can decide what if any of those options will work for where we find ourselves when the time comes. And I just think that's really important because you

116know we have seen how misinformation or no information um you know people react based upon that as opposed to real information which if it's real information upsets you please come. If it's you know lack of information or missive information you know that meant that we were not really doing our job to to to to make you understand where we are in the process. So, I just want to piggyback that part on on it and and and the same with these projects as well that yes, they're in the hopper, but you know, I think, you know, there's been now a board policy that very clearly discusses that when we have capital projects that not only is the school community involved, but also the surrounding neighborhood is involved. And I think that that's important um that as

117we push out and um say the St. Charles, if Charles, hello. Hi. Uh, that to the extent that um you are working with them to help with that communication that that is done. Thank you. We're we knew we were going to extend our time. Did you want to say something? Just just real quick, I just wanted to also say I know that you all are termed out, right? When do you until at what point? They never Oh, great. Never mind. Okay, good. That procedure for Stephanie, you got to come up to the mic. I just want to make sure people remember that we instituted a whole procedure for notifying communities around a school as well as the school when projects are going to happen before they happen. So they get involved in the planning. So

118we're gonna can can you know our big yellow boards and we're talking about the policy as well. So I think it's Friday. Yeah. So it and it's worked extremely well. It's worked extremely well. We don't have any more angry delegations coming to our meetings. Great. Um I only because um I also want to thank everybody. I believe the whole committee is here tonight. And so I really want to thank you. I didn't thank you originally um when I first spoke, but I also wanted to say um the parking and the multi-use courts. Thank you. Thank you. Thank you. This is I think for many of us and I know many us former school board directors and our current board really appreciate and the the community that's always been um working and trying very much to

119get this. So, I know that we all appreciate that this is we'll find some solution and some um finally we'll we'll be celebrating hopefully sooner than later. Do any other board members have other questions or comments? No. Um, President Cutler, could I uh my uh my partner, my East Bay brother, Bill Savage, uh a long time Berkeley boy right there. You have a great committee. Thank you very much for your time. So, superintendent. Yeah, I just want to say so um I just want to say um what I think I've heard is that you appreciate the thoughtfulness, the efficiency of the of the plan and that you do have some concerns around logistics in terms of um the relocation of maybe Berkeley High School. Um you understand Oxford seems more appropriate. Um but then there

120are some concerns about being able to house the two because they kind of overlap. And Tim did say that he was going to um look at some alternative spaces as well as just that just this space here. Um I also heard that you really want us to do a lot of communication um reach out to the principles um between now and the 7th to make them aware of what we're trying to do. um and communication communication communication and this is basically um doesn't lock us into anything but um allows us to move forward. So I think I captured pretty much everything that we've talked about. Right. That's a different process. All right. Thank you. You everyone. Good night. We'll report on measure E1 on our election results. Yay. Yes. Um so let me start by

121saying how grateful appreciative uh for the overwhelming high level of support for the measure and as someone said expressed earlier at the rate the passage rate of 88.65%. It's up to 88.72 with the latest. Okay. 88.72 going for 89. And I do believe that this support was due to a number of positive factors. Some of which uh director Berry will u mention in her report. uh one is that there is a high level of approval for the quality of education in Berkeley public schools and the solid foundation of the community values in Berkeley which prioritizes access to a quality public education. I also want to highlight the importance of the substantial planning process that went into the measure which began nearly two years ago. Um, the process was very intensive in engaging our best thinking

122about our educational goals, our budget constraints, and our community priorities. Last year, we had a measure planning group that met every week to go over multiple budget scenarios and possible measure language, and we ended up with a well-written measure that should serve our students very well. We also had a strong community engagement in the planning process for the new measure with meetings all around the district at every school as well as here in the boardroom for some very thoughtful conversations about our community priorities. Our BEP planning and oversight committee was also uh deeply engaged um and we are grateful to them for their continued commitment to oversight of the measure on behalf of the community. Thanks to all that careful process and engagement, the measure ended up with the endorsement of every PTA and the

123PTA council, the Berkeley Federation of Teachers, the League of Women Voters, every candidate for city office, as well as the support of so many individuals and community organizations. It was truly all of Berkeley coming together to support our schools. And of course, following all that process, there was a brief well-run grassroots campaign which was able to build on all that process and consensus and I'm sure also contributed to bringing up bring us up to a record high number for approval. Uh I personally enjoyed walking with the teachers, getting to know the community, um and all those that work with uh all of those that walked with me on Saturdays. So, I just want to thank everyone who contributed to this measure in so many ways. And I know we thanked a lot of people, but

124um I truly want to thank Natasha. You were the foundation. You were the spirit. You kept everyone going. and without you um we would never have gotten this far. So I just want to personally thank you for everything that you've done. And so with that, I'm turning over to you. Oh, shocks. Thank you. Well, um I uh am really pleased to be able to report um that it's we've gone even higher. um that um numbers that we hadn't only dreamt of um when we looked at our wonderfully strong history of past support. We all kn knew we needed to get to 2/3. I never took that number for granted. Um but the numbers have been going up and actually we can now round to 88.8 which is a lovely number. Why not which rounds to

12589 which kind of rounds to 90. So, uh, I'm absolutely thrilled, um, that we, uh, are able to continue this tremendous, uh, history here in Berkeley of support for our public schools. And, um, and of course, the campaign, um, was an absolute delight. You know, as uh, as the superintendent mentioned, it was a very, very long slog towards the campaign with all of that planning process, which was uh, really intensive. But once the campaign was launched and kids were really out there, um that made it all the more fun. Those bright yellow signs everywhere in Berkeley were a delight to see. Um and you saw no there was no such thing as a no on E1 sign. And that's another really important thing um is that uh we had we had no opposition. So that

126was a tremendously uh wonderful place to be in. And uh I want to let people know that there is um a because this is Berkeley, people are recycling these signs, flipping them over and putting all kinds of other messages um on them um that I think you're also going to start seeing around town. But I'm very very pleased um with both the the prior process and the campaign process. And I do want to say that not you've seen this before that um planning process was really intensive leading up to the measure and there was more of a process after the measure um was uh finalized and even after the campaign was going people continued to come to my office to ask questions. We were still going out the superintendent and I and other um members

127of the community going out to various groups who had questions about the uh about the measure. Uh but it shows that you know people really care and people are really interested and the next thing I'm going to uh and and it's still not over because once once we have this uh measure to celebrate we we need to um wee there it goes um uh once the measure is actually in place we now have what I'm going to talk about very briefly is the transition from the old measure um to the new measure. So here we are with measure E of 2016. It looks pretty familiar. you can still turn it into a pie. Uh, and the pie is sliced a slightly differently and I'll talk about that very briefly just um, so we understand what

128the implications of those different uh, differently sliced pies mean. Um, there are also some other changes that uh, we need to keep in mind. For one, the term has been shortened. So, we went from a 10-year to an eight-year term. We decided to do that for a couple of reasons. one was to to align with the presidential elections when there's higher turnout. Also, um a shorter term seemed to us to be more feasible in terms of maintaining the um the ability to forecast what would be happening with the funds. But I do want to let you know that um eight years is is right around the corner. I mean, I came into this job in 2012, and when Neil Smith hired me or, you know, did the last hiring interview. Uh, one of the things

129he said to me at the time was, you know, we we're going to have a campaign uh ahead and we're going to have to create a measure and how do you feel about that? Uh, and I was very excited about that. Um, I love nothing more than public process. That's why I live in Berkeley. Um, but, uh, we started that process really 2013 and kicked into fairly high gear 2014. in 2015 was very intensive with as as superm mentioned we had weekly meetings. Um so if we're talking about something in eight years that means in six years we'll be starting up that process again. Um and oh you know I also want to say that in terms of those um those weekly meetings there are people who who haven't been mentioned um directoral director Daniels

130were in those weekly meetings. Um Kathy Campbell, uh Dan, uh Dan Lynheim, who used to be the PNO chair, uh uh Jay Nitski, absolutely instrumental, a veteran of past campaigns, and we really relied upon his wisdom. Um Jetta Cleveland, Pasqual Scaderi, and of course the superintendent, deeply engaged. So all these folks or some folks who are an awful lot like them are going to need to step up again very soon. Um the um the rate of course um has changed and and that was a subject of a great deal of discussion and and concern uh given the various pressures upon the um the measure due to external factors. Uh this 37 cents um kicks in with the first year of the measure and it u stays there until the second year. In the second year

131we can apply the cola. the cola has changed from um the prior statewide cola to a Bay Area index. That's going to make things much easier to manage because we'll get that um CPI number uh that'll be indexed to the prior December and it will be fixed and we won't have this um headache that we've had in the past of of changing numbers coming in from the state. Um the class size reduction as you all know was a huge issue. Um the opportunity of reframing the measure um and uh and other u pressures led us to reexamine what we're doing with class size and that was one of the most um intensive discussions I would say as we engage with our PTAs and SGC's. Uh and there are some implications for how that rolls out

132that I'll just talk about very briefly. Um and then structurally of course we had that pie slicing where we realigned things a little bit differently, created some more flexibility um so that we weren't stuck with um absolutely fixed slices and um and then also allowed written into the measure the possibility for a long-term measure um to be sustainable. These are all things that you as a board are going to be hearing about over the next year because we're going to be planning for the first year of the measure during this year. And so what we're going to be looking at is um that first big slice, the small class sizes has been done a little differently. Um so that the first section, what we used to call page one is still about class size. Um

133but the second um part of it or what we've called page two is now um largely teaching support. This used to be in a different category, but now we have professional development program evaluation um in there with expanded course offerings. And that's going to require some work on the part of um Mr. Scaderi who will be uh who has oversight over actually all of these components. And I think that actually that'll assist us in making some um holistic decisions about how to spend those funds most effectively. Um the largest component of that decision is of course the twothirds that goes to class size. And um this slide shows you that even with the eventual um transition to the balanced elementary school classes where our we're going to hold ourselves to a goal of 23 K5

134at a schoolwide goal rather than a district-wide goal. Um we think that means starting kindergarten around 21 and a half children. I always think of fan phantom toll booth with the um marginal children. Um but uh that's an average. uh uh then um we allow room for a little bit of growth uh as um kids come into later grades. At least that's been our experience. But what it shows you highlighted there in yellow is that um even with um adjusting those class sizes slightly upward in the lower grades and then downward in the upper grades to a balanced approach, we are um far um we have smaller class sizes than just about everyone else um that you can compare yourself to in the Bay Area. I selected um several here. The ones that are asterisks

135are ones that have parcel taxes that also focus on class size. You'll notice um there there uh the other thing that we do that's unusual is we keep our school sizes much smaller and that's an expensive thing that we've chosen to do. Um but that is a challenge. Um and then you'll see that if you compare ourselves to Oakland West Contraosta, we're we're significantly smaller. Uh and the way that this gets done is um we end up um uh the upper portion of this slide shows you what we have now which is this challenge of uh uh this gives you an idea of a a school which has three sections of 20 kids in kindergarten and as you know that becomes a problem in fourth and fifth grade u where we have to either have

136large fourth and fifths or we have to have combo classes. We anticipate that by the uh full implementation of this measure which is six years out that will no longer be the case and the lower portion shows you how that will work. Um this is something that again is phased in one class at a time and so we'll be coming to you um in uh the spring with the first plan for how this will roll out. And um here's this is what the inside of my head looks like. Um uh this this shows you um how we get from measure A to measure E1. Um basically uh page page two um which we had prior uh called program support we realized was sort of um we were hiding in there unintentionally things that we were

137doing um uh that were supporting students. And when we were polling the community, we heard that support for students was something people really wanted to see and hear a lot more about. And we recognized that with middle school counseling and with some of those what we're now calling student achievement strategies. Uh and then with the um parent outreach, which we're now calling family engagement, those all really belong in a little family together in the little kind of mustard family down there in the new um measure E1. uh and that the way that that measure um uh the measure language is phrased, we have some flexibility as to what percentages go um to each one of those purposes. But um what you're going to be seeing this year as we bring forward the plans for the

138new measure is we'll come to you first as we always do with class size. Um that's the most expensive thing that drives the budget that um has to do with uh the um how many teachers um we're going to be employing in the following year. So that that comes first. Um but then after we've done that and um and also accounted for the remainder of the budget which will pay for professional development program evaluation and expanded course offerings, we'll next talk to you about the effective student support that really needs to come next. And then the last component um will be um pretty similar to the one we had in measure A. We've just um we've just moved technology up with libraries, music, and uh school site programs as um the the next larger components.

139Um so that part should look pretty familiar to you when it comes to you. Um and uh again, the um the student support that you'll be seeing next um does have um a fair amount of flexibility as to what constitutes each component. um we have grouped them into three areas and these are examples of what we currently pay for but they can be other things. Um and then that family of essentials for excellence will still have the school site funds. It's currently $230 per student with the new measure. We might be able to afford a bit more. Um I'm hope hopeful that's the case. um school libraries, music and visual and performing arts are still get the same percentage that they do uh currently and then instructional technology currently gets about the same percentage that

140it does as well. But there is room to move um do a little bit of robbing Peter to pay Paul. Um so if there are greater needs in technology that can and libraries can spare it for example that's allowable. Um and then the last thing is just to show you um how we carry that out. Um so the Beta Planning and Oversight Committee the next thing you'll be hearing in December um in the dark green is the reports on the uh past year 1516 uh and then a first interim for the current year um six uh whatever year this is I have no idea lost track um and then the first year of the next measure uh 1718 um you'll begin to hear about in February so that's really right around the corner so I'm

141meeting this coming Friday with um the all the Bet budget managers and we'll start to talk about how all of this is going to um roll out. Um we do we are required to uh if we do have any funds remaining um from the from measure A to expend them in accordance of with the language of measure A but that should should not be too difficult to do. Um we don't expect a whole lot of money left over. As you know, this board had to step forward and allocate some um funds towards support of programs that had been formally supported by um BP, which BP should now be able to pay for going forward. Um but um even with the tax increase, um we're not anticipating having a whole lot of extra um funds to

142to create new programs with. Um we're going to have to see how it plays out, but it's pretty much what it looks like. Wait, with that that last is that supposed to be fiscal year 18 there or 17? Um, so starting in February of 2017, we're going to start looking at fiscal year 18. Uh, the Oh, you know what? I probably clipped out. Yes. You know what? This is a three-year um slice of what I told the PNO we're doing, and it looks like the top part got shifted. So, um, yes. 20. No, no, no. This is right. 20. This is uh, no. 20167. This is correct. Right now we are it is November 2016. In November 2016 we are looking at uh and December uh this you're you're trying to catch me here aren't

143you? But no I know what year it is. It's 2016 now and we talk about the past year which is 1516 as well as the current year um which is 1617. And then we are planning for the next year in so starting in 2017 we are doing the plans for school year 201718. That make sense? Yeah we are. Yeah we're yes and the little keys are up there and yeah we are always living in three times at the PNO. It's just that next year we'll have to still be looking back and then next year. Yes, we're always looking back and forward and present. We have eyes all over kind of like owls. Um, so, uh, and just I, this is just something I just wanted to leave you with because it made me happy. Um,

144I've shared with this with some of you. This came from a Berkeley High student. I don't know who he or she is. U, but measure E1, um, is a wonderful thing in that it turned uh, Prop 13 upside down. Uh, pretty pretty splendid. So, um, thank you again. Um, and discussion or questions about E1 or next steps, board members. Yeah, just to thank I think on behalf of our board uh to thank our BP um our office of um our PNO committee, our teachers who in our unions and um all the volunteers, our PTAs, everybody who went out. I think what we've created and done here, I think other school districts are going to be looking at us and knocking on the door and saying, "How did you do it?" So I think you know

145there's a lot of congratulations and thank yous that go around to everybody. So thank you very much for all the work and effort on this. It paid off and we look forward to that number growing to 90%. Yes. Why not? Unprecedented. U so thank you very much. Any other questions, comments? Superintendent. Did the measure in Oakland pass? It did. It did. Um there was one in Oakland and there was one in Alama. They did not approach our numbers, of course, but they they did reach uh past 70 70%. So, I think nothing was nothing on the ballot was more popular than E1 except for Barbara Lee, but you can't beat Barbara Lee. She had 91. Yes. Republican. Well, thank you. Absolutely. Thanks so much. Thank you. So now um healthy kids to healthy kids survey

146results and I apologize for lateness and I hope we'll we still have a little bit more energy. Thank you. Thank you for your patience. Thank you Dr. Craig. I know I promised you that you would be able to be out of here by like 10 o'clock because you have to drive all the way to Napa. I'm so sorry. I had to arms to keep them here too. I'm so sorry. So, I just want to say that um the presentation that you're about to hear is u the healthy kids survey um it's given every two years in certain grades. Um it does uh in order for it to be valid, we need about 60% um participation. Um we had that except for in one grade and so Dr. Craig is going to present those results and

147after that we can have a discussion on um some of those uh numbers. Okay. Thank you. And um good evening Dr. Evans and board members. And um I have with me Geette Cobbs who's the executive director of the Newbridge Foundation because I I know uh director director of adolescent program. Okay. And Kente Wiggins is um the ATOD uh intervention counselor at Berkeley High from Newbridge. He worked uh at Berkeley High and at BTA last year. And so because a lot of this discussion uh revolves around substance use and we will also be discussing the new bridge contract, I thought it would was directly relevant to have them available to um answer questions and comment as well. So um we gave the healthy kids survey last spring um to fifth, 7th, 9th, 11th graders and all

148students at BTA. uh we've every we give the survey every two years and uh for many years uh we've given the core module which is required and an additional module called module G which is specific for the health center and that is given to high school students only. We added an additional module uh this year which was uh closing the achievement gap module which was a brand new um module. Uh goals of checks are to reduce risky behaviors, help us understand and identify areas for prevention and intervention education. Well, one good example is we have used the data in um our decision to uh partner with city of Berkeley and to have new bridge uh offer substance use prevention and intervention support in our middle and high schools, promote learning, promote healthy behaviors, and promote

149health programs. Um participation uh rates, as Dr. Dr. Evans mentioned we need a 60% minimum for the data to be considered valid. In 2012 and 2014, we reached those levels at virtually all grade levels. In 2016, we were short uh by 1% at the fifth grade. Um and we were had very good participation in grades 7, 9, and 11. And we had very low participation at BTA. So unfortunately the BTA data is not valid. Uh that is um real disappointment because uh the information from those students is very very important and uh I think the the elementary school while not technically at 60% is close enough that I think it's uh you know reasonably valid. Uh a fairly new question. and it it was uh first in checks in 2014 had to do with sexual

150identity and gender identity. So we saw uh some changes already in that more students in 2016 were identifying as either gay or lesbian or bisexual. Um more students in at the high school level were identifying as transgender. Also more students indicated not sure uh especially in um middle school and uh grade nine and fewer students declined to respond. So in general general trend was that more students did uh identify um their sexual identity and gender identity and and of those students more of them were gay, lesbian or bisexual and there were um more transgender identified students at the high school levels. So, uh, one, um, interpretation is that, you know, students do seem to be more comfortable with, um, being forthcoming with, um, sexual orientation and gender identity. Uh, fifth grade, it's always nice to

151look at the fifth grade results and see really very high percentages of students feeling uh, supported in the school. So these are just some of the sample sampling of questions. Uh the first one, do teachers and other grown-ups at school believe you can do a good job? And none of the students said no. So every student said yes. Um 5% of the students said some of the time. 95% of students said, you know, either most of the time or all of the time. So that's really good to see. [Music] Um then there was um some questions around teaching students. Does your school teach students to care about each other and treat others with respect? And again very high numbers here. 99% of students fifth graders said yes at least some of the time and 68%

152said all of the time. Uh there were other qu lot lot of other questions there. I don't um feel it necessary to go through every single question, but that's a a samplings. Um also looked at lifetime substance use at or alcohol, tobacco, and other drugs. Um not surprisingly, um the older a student is, the more likely it is that they have tried substances, alcohol, marijuana, uh uh cigarettes, and electronic cigarettes. uh a trend that uh we first saw in 2014, which was the first time that the checks included data on electronic cigarettes in BUSD. Our students have historically had very low uh tobacco use rates. But what we are seeing that's very alarming is uh fairly high uh use of electronic cigarettes which do contain nicotine and sometimes have other um other things in them

153and most notably THC which is the active uh psychoactive ingredient in marijuana. So um students at all levels including fifth grade are um using electronic cigarettes. that is very concerning. Um we have longitudinal data from 2006 all the way through two 2016 now. um sort of a very general uh what we're seeing in general there over the over the past 10 years use has in general gone down uh for the past few couple years 2014 and 2016 it's essentially holding steady with the exception of marijuana use has gone down in ninth grade and I think what we're seeing is that the effects of the past three, four years where we've had the toupe grant, we've had the new bridge support now for what? Four years, three three years. So, we've had programs in place now

154for three, four years. And so, we're while we'd like to see numbers go down, you know, I think holding steady is not a bad thing. Um so um one thing noticeable about the um longitudinal data. Uh this is some good news. I think fewer students are reporting actually being drunk or high on school property. So then that's at all of the secondary grade levels. This question is not asked of elementary students. Um so we like to see that we are seeing um bullying rates much higher than we'd like to see and in fact they um in fifth grade students reported an increase in bullying. Uh one of the things that we're um feeling is that with the increase in electronic uh use of um social media and that kind of thing is um a lot

155of there's a lot more cyber bullying that has has really gone up in the past few years. I think the increases in bullying a lot of that uh is likely uh related to the cyber bullying because we are seeing de a decrease in physical in fighting um at schools. We're seeing a decrease in uh students reporting seeing uh weapons at school and reporting bringing weapons. And um students, fifth grade students uh are feeling fairly safe at schools. And then something nice to see is that they're feeling much safer outside of school than they had been in in recent years. So that's that's a good trend. This is secondary data and so the um the bullying rates have inched up a little bit and again I believe a lot of that is re uh related to

156uh cyber incidents and I do know that uh Berkeley High is uh tomorrow actually all day tomorrow doing a spark assemblies uh which focuses on um LGBT um awareness and support and also sexual harassment uh uh sexual um assault and uh sexual battery and consent and uh so there's a lot of work being done around uh being an ally speaking up and that's going to be a very strong message in the assemblies tomorrow at Brookley High but it's a continual work uh dealing with a lot of the cyber issues that are going on fewer students are reporting uh fighting participating in fights and fewer students are reporting being afraid of being beaten up. So it seems to be more of the psychological uh emotional type um bullying and a little bit less of the physical.

157So, similar to what we saw in the fifth grade data at uh middle and high school, fewer students are reporting carrying weapons. And um we've uh historically seen for gang identification, it's the the middle schoolers that have typically reported the highest um rates of self-reporting around gang being a member in a gang. And that got went down quite a bit in uh seventh grade which is interesting. Um school protective factors. So students um feeling safe or very safe at school um went up in seventh grade. It's more or less steady at the high school levels relative to uh the past couple times checks has been given. And uh this is earlier in this slideshow. Uh you saw some data on fifth graders. 99% 100% of fifth graders really feeling um you know very supported by

158the adults and we see much lower numbers at secondary and I think part of that is just um developmentally uh where adolescence are at but I think it's also the nature of uh the structure of secondary schools and the elementary schools are much smaller and sort of a more um you know same teacher all day more of a a family more of a cocooning effect um relative to secondary school. So I always wonder when I see this data what we can do to um to increase uh the feelings of connectedness and caring uh with the our middle schools and our high schools. There are concerns about when when we look at indicators of students feelings of well-being. Um two years ago we were very concerned when we saw the data on the number of students

159who are experiencing chronic sadness or hopelessness was quite high and continues to be quite high. And similarly the number of students who uh consider suicide uh again you know 14% of 9th graders 12% of 11th graders very high uh two years ago at BTA it was 14%. Uh that's very concerning. Um high academic motivation the numbers are not as high as we see at elementary schools. Uh again, we'd like like to see higher numbers around academic motivate motivation in secondary schools. Um I commented already on weapons. Fewer weapons are are being seen. And this this is um slide is from the the school the health center module. And one one positive thing is that onethird of students are saying they have received counseling in the past year for issues like stress, sadness, family problems or

160substance use. So there are a lot of we do have um mental health resources through the health center through Berkeley mental health at our high schools. We have uh counseling for substance use with uh new bridge and we are seeing a lot of students accessing those services. I mean a third of students I think that's that's uh really good to see so many students seeking help and using you know those services. Um, very high percentage of students are saying they do have an adult they can talk to about their health. And also threearters of high school students say they know where to go to for help with stress or personal issues. So again, I think that's a good sign. We'd like 100% of students to know where to go. Um, but 75% is a good

161start. So this slide uh I took a sampling of uh the data from the new closing the achievement gap module and the data is concerning. I think we really need to look at this and and listen to the students voices here. uh as an example are all all students are treated with respect agree or disagree and uh in middle school a little bit more than half students agreed but in high school it drops down to below but fewer than half of all students feel that all students are treated with respect. Uh and then when students were asked are all students treated fairly when they break rules um you know at high school level only about a quarter of students said yeah. So that's that's very concerning that most students are feeling that that is not

162happening and uh students many students are feeling that there is tension between cultures, races, ethnic groups and uh will be um you know interesting and concerning to see if that goes up during this new um administration with our new um incoming president. So key findings, um the checks partic participation rates continue to be high with the exception of BTA this last time. I'm I'm really confident with our new principle there that we'll bring those numbers back up next year. Electronic cigarette use continues to be uh significant concern at all grade levels. alcohol mar marijuana use pretty much holding steady although there's been a decline at nth grade for marijuana use um I'd mentioned already the data on the high school students reporting tension between cultures races and ethnic groups also discussed uh more students uh

163speaking out around sexual orientation and gender identity um concerns about the number of secondary students feeling hopeless, feeling sad, and even considering suicide. On the flip side though, um good to see the number of students who are receiving counseling support. Fewer students reporting bringing weapons to school across all grade levels and fewer students similarly reporting seeing weapons. fighting has decreased. Feelings of school connectedness are very high at elementary schools. They do go down at the secondary schools and many secondary school students do not feel that all students are treated with respect or treated fairly when they break rules. Those are just a sampling of uh key findings. Um so we are now available for questions from the board and Dr. Evans and we've have our experts from New Brria here as well. Well, I will

164start because I was the one who pulled the item and I wanted to make sure that you know that I'm very supportive of the work that uh Newbridge has been doing with our students. But and I brought this I pulled this forward because of Prop 64 and its passage in terms of being more acceptable and in light of this new this proposition, how we expect or anticipate to change up or alter or do something different in order to be able to address some of the things that might be happening when we have we're in a community in a state that and and I haven't read all the details of it that will be much more permissive perhaps is I don't know if that's the word. Um so and given that and what we're trying to

165accomplish here and keeping our students young people uh healthy and safe so that they can live productive adult lives. Um do we do we know something? So, can you hear me now? Okay. So, one of the things that first of all, thank you for having the opportunity um alcohol and other drug use as it exists in uh the city of Berkeley. One of the things that uh we have talked about is that we will probably need to step up our uh environmental push because that will be the main issue is how uh marijuana is now advertised and where dispensaries um can be placed. um the the marijuana exists in Berkeley right now and so some of it comes from here and some of it's brought in and so that I think that will be the

166main change is that we will look at the environmental issues associated with uh how um uh marijuana is now advertised um because we've you know we've seen things happen in the park right across the street from the school it happens now and I think uh Kinte brought An important point today is is the um the community and their views on it because you have people in the community that don't think it's a bad thing and you have people in the community who say you know it's you know the parents smoke and so some of the kids arrive at school with those sort of notions. Um, and as far as the work that we do around alcohol and other drugs, I think that what we do is why some of it's holding steady. And again, being

167in the school for since 214, um, is that just now adding some more key pieces to it. And because we can't tell kids, you know, uh just quit or don't do that or we have to come with something that actually uh enhances um the services that we're providing versus what they believe to be true and acceptable in the community. I think it's going to be a battle. Um and one of the reasons too is is the uh the police department and their responses to young people who might have marijuana on them or they're caught smoking. And so some of the young people tend to sort of go, "Okay, I'll get a slap on the wrist and or they'll take it away from me, but then I get to go on to school." Um, and maybe

168I'll meet up with my friends and we will uh uh resume our our our practice of uh smoking marijuana. Do you want to add any? And and Kint is actually in Berkeley High. Uh good evening. Uh, I would just like to add um pretty much what Miss Geette has touched on. It's a uphill battle mainly because um Berkeley is really lax when it comes to marijuana. I mean, it's, you know, it's been like that pretty much for years. It's always been kind of like a I don't say a safe haven, but a place to be, you know, really expressive. And I think that um you know, working at Berkeley High, you definitely see um you know, a multitude of drugs, but I think marijuana is a big problem from edibles to just smoking it. And

169uh the main thing that you know I try to address students with is prioritizing um may be cool in high school but in the real world and real world job set is not that's not you know normally there's drug testing you know there's a lot of more imp implications to you know how to reproductive once you leave high school. So I stress that point and I stress, you know, every time, you know, we have presentations for students to come out. Uh we just did a presentation for Red Ribbon Week. Uh was really really good turnout uh for the most part of trying to inform students of just kind of like the risk and dangers of you know different drugs and alcohol. But um marijuana I I think will always be kind of a battle just

170for being in California and being in Berkeley for sure. Just kind of how do you deal with it? Um talking to students and talking to um parents also um is is not seen as you know in some cases a serious you know serious offense you know due to you know having a lot of um you know dangers of you know not knowing family feeling history of you know mental illness and how it can you know trigger some episodic episodes depending on you know you know it has different effects to everyone. So just kind of keeping you know people aware of not just the you know the benefits of it I guess you can say but also the real risk you know behind it and um you know the misuse of it and how can it

171you know really affect you know people lives and things like that and now since you know there's making it so strong now the THC level is so high you know it's really uh you know I mean just at Berkeley High alone you know a few cases of you know people uh students found like unconscious and you know really um I don't want to say overdosing but you know really kind of like in a bad situation due to we uh with marijuana and having like you know the actual uh hospitals being called couple of things. Uh, first of all, thank you for coming and I I I was trying to look really quickly, Debbie. I couldn't find it, but for the suspension data and one thing that's I will just want to commend is the increase

172of your presence on campus has and tied with our kind of new policies around suspension um have really led to a decrease of suspension and so it's really good to see that isn't 14.1 what? It's in the document. Oh. Oh, it's in this. I knew I'd read it recently. So, I just I think those two things need to be looked at together because there it's also important that kids stay in school and so um it's a much more productive way of handling and I can confirm that there's a lot of marijuana. It's Berkeley High and I do think that it's possible that 64 might change it a little bit because of the advertisement. I thought your point was really well taken and it's not difficult for kids to get pot now. So, I don't think

173the access I don't think lack of access is a is lowering marijuana use now in Berkeley, right? Um I know you probably have something to say about this, Mr. Husband of the person who drafted Prop 64, but um I will uh um and I but I did want to say that um again, just to be predictable, you know, I um I want to say a couple things. First of all, I know there was some public comment earlier about the aggregation of those different um forms of bully or causes of bullying or uh and I just I just went back and checked and in fact they are separate in the long report and so if people and those are public too, right? So if people want to look they can they they do distinguish like acts

174sexual acts and sexual harassment basically and then they do separate out the different reasons for which people are are um bullied. So that's worth taking a look at if that's something that people are interested in. Um, and then as far as mental health, I [Music] um I just want to be careful in saying that our health center really provides mental health care because right now at this point they basically provide emergency services to people who come in because there's just so much. Um, so they really don't offer long-term mental health care there or clinical care in that way according I just met with Lisa and I think that they might be able to do that with a few students but we really are in dire need of more mental health care services at the school

175and I think the intervention counselors who are there now are really helping some students and providing more clinical support even though we don't call that mental health but I do think it's something that we need to continue to look at and you know if 14% % is something like a hundred kids. So to have a hundred kids to have contemplated suicide, what is it like within the last month of the or is last year? It's still it's a lot. So that's just two grades. That's just two grades. 100 each grade. That was like 100 ninth graders, 100 11th graders. So that's not our 10th and 12th. That's a lot of kids. Thank you. Um Karen. Oh, I'm sorry. I'm so sorry, Karen. The other thing I wanted to remind people of is that we did

176order the um raw data this year. So the intent of that is to be able to break down by race and ethnicity who like who's feeling safe and who's not feeling safe and who believes that the teachers believe in them and who doesn't and who who is safe inside of school and outside of school because we also have a really a changing demographics in our city. So I think that it'll be really interesting to to look at that data. So, I want to thank you for ordering that and hope that Debbie will help us crunch that data when we get it. Yeah. And that's something that I wanted to bring up too is that I'm very interested to see if there's any difference uh around gender or around ethnicity. You know, we've had a few

177in the past couple of years, you know, we've had some particularly some racial incidents on campus um which certainly there's a lot of support by the um wider school community um against that type of of behavior, but be interested to see just, you know, is there a difference? Um, and I'm particularly interested around those questions around being connected to school and is there an adult who cares about you and and other high expectations because I would suspect when you look at some of our academic data that's broken down ethnically, it would be unusual for them not plus you not to be following each other. Um, and I would also and I know that this is this is probably it's well I know that this is too small of a group to be able to say

178publicly because it gets into identifying, but I'd like to know that if we can I don't know if you can do this Debbie, but particularly that those students that are receiving support from us in terms of they're involved in Bridge or they're involved in AVID or, you know, they're involved in any of our programs that are particularly meant to support students um who who we have not traditionally supported as well as we should have. I'd like to know if if if there's any distinctive if there's any actual difference in how those students um are filling out the survey around those issues versus the students who are not receiving those services because there is a difference great if there isn't much of a difference you know then I think you know that's part of us evaluating

179the efficacy of those programs so we won't be able to look at the specific services they receive because there's no ID number on the chick survey So to match them, but there is a school survey that is given to all that was given this year to all the students at Berkeley High. And so there may be we'll be able to look at some of those questions or that you're asking in the same way. I'm going to try and hopefully what you just said was recorded so I can get exactly what you're looking for. And then just in the in the interest of time, one of the questions that I had was I think what st I was trying to read as much as I could was having I've been having ongoing Google issues. Um and

180thank you Liz for getting all that sent to me. Uh no, it wasn't you actually. It was the other um the new person. Um, but I was a little astonished at Longfellow because that has always been a school that has had very strong supportive services for students and historically have students have felt very supported at that school. So, I was a little disturbed that there seemed to be a a significant uh difference in how students are are long. So, I'm just curious if there's been any kind of drilling down in terms of are there is is it a difference in the services being provided? Is it you know just why is there such a dramatic difference than we were seeing let's say the last time or obviously the last time the survey was given I

181mean the other school I mean Berkeley High had some good stuff and some bad stuff so to speak and and Willard was was very positive which I was very glad to see that King seemed to be about was also had a lot of positive movement and Longfellow was the one middle was the one middle school that there was a dramatic decrease and I was just surprised. And so I don't know if there's been any discussion with Longfellow about a why that might be so and b what what can be done about it. Um not yet. So the so the the principles received their reports the same day you got the reports. So they have a little time to digest. and uh they got the um you know the aggregate report and then their own schools

182report so they didn't get each other's schools report so that you can see because you have all the schools reports um I think you know one thing that happened at Longfellow last year when the checks was done was um we had their really outstanding counselor working at the district office most of the time and I am just wondering if the impact of you know when you have someone who's really uh dynamic and central to a to a school's culture driving a lot of the uh um initiatives when they're away you know it it has an impact and I that may be all are part of of that Um yeah but I I so further step is to see what we can do to rectify it. Yes. Yeah. So we want to make sure that we

183leave enough time to approve the the consent item of 11.3 of our contract with new bridge. So can we have a motion? I'll move to ex extend the meeting just 10 minutes to 11:10. Okay. We'll extend the meeting and we'll approve at the same time. Can we do that double? We'll just we should probably do it one at a time. Okay. So, can we have a motion to extend the meeting for 10 minutes? Yeah, that was me. Okay. Second. Okay, Dr. All right, we have that. All in favor? I. And now for the new bridge. Um, make I'll make the motion to approve the contract with new bridge. You have a second. I'll second. Second. All in favor? I Thank you. Can I just add something too is that with the whole passing of the

184uh the the legalizing of marijuana is that uh I think there are nine cities uh and Oakland's not one of them that they have this delay process and so Berkeley is one of the cities that is taking the delay process and what happens is uh people are part of the a committee that has been formed they have the opportunity to say how it will be implemented. And I don't know how long Berkeley will take, but I can tell you uh uh San Jose is one of the cities that they have said that they're going to uh plan and plan and plan and their hope is their hope is to never allow the marijuana, you know, to uh become recreational in their city. But I I I when I saw that Berkeley was one of the

185ones on the map, I was like, "Yes." So, we have some time to uh sort of uh talk about, you know, uh what steps we'll take around uh uh delaying the process environmentally. So, yeah. So, Berkeley, it's Thank you for sharing that because it's definitely something our school district should be involved in in that kind of conversation. Yes. So, I have a couple comments about Prop 64. Um, and I and I really appreciate the work that you do. And I want to echo what Director Appel said about um the the value of having people at the school who can work with kids um and and not either suspend them or um funnel them into the criminal justice system. Um, and that was one of the um motivating um uh factors in pushing for Prop 64

186was to decriminalize the use of marijuana because it is black and brown students by the hundreds of thousands who are arrested for marijuana um offenses um and uh that has a destructive impact on our communities um as well. I because I do have some insight into the the measure in particular. Um I just wanted to point out a couple things about it. One is that as and as some of several of us have said access to marijuana um is not a problem for um youth in many communities but but certainly not in Berkeley. So, um I don't think we should expect that Prop 64 is going to make marijuana more easy for kids to access because they can already get it. Um and in fact, in other states that have legalized marijuana before we did

187for recreational use like Colorado, teen use has not increased. So, I think one response to um President Leva Cutler's, you know, reasonable concern, I think, is to look at other states and their their experience so far is that it has not increased. um use. Go ahead. It has not increased, but there have been other issues that have arised as a result of it. And so, one of the things is that we talk about the revenue that's going to come into the the state. And of course, Colorado uh approving it. Uh unfortunately, their revenue was spent on other things such as now having to increase uh uh funding for the county due to emergency room visits and uh some of the other uh violations that occurred, you know. Yeah. Yeah. In the in the in the

188community. So, their revenues, they they didn't show up. They haven't shown up yet, right? And then lawsuits like Wyoming suing Colorado because people were coming over from Wyoming and per and purchasing marijuana and then taking it back in. And so they're like, "We're going to file a suit against you because it's not legalized here." So there's the the there so there the pros and cons. I don't care what adults do. My issue is when it falls into the the hands of young people, right? And I don't know if you guys are familiar with Harborside, which sits over on the Embaradero about 5 years ago, they they had a uh their uh client base. So we're talking about on record was 100,000 people. So can you imagine what it is today? And then there's this process

189of I can go and buy some marijuana and I can give it to him and if he wants to, he can tell me that he wants to donate some money to me. So then he gets to donate money to me, but it's a legal transaction. So there are lots of things that exist around uh marijuana use, but my main thing is is is its exposure to adolescence and then the perceptions that it's okay now because now it's legalized. We'd like to to believe that they're all mature in thought. Unfortunately, marijuana use, altering the state of mind, addiction, it will override any sensibility and logic around the long-term effects of it. No, I I really appreciate that and I just I can't resist pointing out two aspects of Prop 64 that relate to that. One is

190that there's strict restrictions on the advertising and marketing to children that's different than the marijuana initiatives in other states. And as far as the revenue and and hopefully this can benefit Newbridge, there's um a big chunk of the revenue is specifically allocated allocated for treatment um for for children um to reduce youth use of marijuana um and money targeted to communities that were disproportionately affected by the war on drugs. So um so there there are opportunities with the revenue to address the exactly I think the issues you're you're bringing up. And then I guess just the last thing I would say on in general um with our drug education in the district, this is something that Dr. Craig and I have talked about a little bit. Um I would really like us to see I

191would like to see us um pushing for as progressive a um and and that doesn't mean necessarily lenient or permissive, but is progressive a drug education approach for all of our kids. Not. So, so maybe not only the kids that that you all see um and that that's realistic that that takes a harm reduction approach that doesn't say um you know, you're you that doesn't um assume that none of them will use drugs or tells them that they're not going to use drugs because we know from these numbers that they are. Um and so if we know that they are, just like with sexual education where we're not just preaching abstinence, we're saying we know you're going to engage in these behaviors. they're not healthy. But here's but if you're going to do it, here

192are some things you need to understand. How it affects you at school, how it affects you when you mix certain drugs with with alcohol or or other drugs. Um I would like to see We don't think you should, but we know you're going to, and so you need to be safe about it, right? Um, do you have any thoughts about No, definitely agree, but Yeah, go ahead. Yeah, definitely agree with that. Uh, I would like to say just that's kind of like the main thing we do at um, Newbridge and kind of like with project success is not only educate them, but kind of create a safe space so they can be, you know, express themselves or why they use or, you know, the reasons why they feel as though it's okay to use marijuana

193and not just kind of like lecturing. I think um you know K through you know whatever grade they reach has been more so of a lecture about drugs or why they're bad and you know kind of like that. So I think the approach of kind of like just informing them and giving them information and giving them the current information, current facts about different drug use and kind of let them make the decision but also tell them like you know if you are going to use which we hope you don't you know this is this proper way of of using kind of like the same thing you say like sex education you know just kind of make sure that you know to reduce as much as possible for them to be able to function or be

194safe when they use. I think um you know just like you know with drunk driving you know I think marijuana is becoming huge of you know a lot of students are now feeling though it's okay to drive we're under influence and we're seeing like you know a huge you know increase in like accidents far as you know surrounded by um you know al I mean not alcohol marijuana use and I think just uh keeping them informed about um just the things that goes on um the alter state of mind um you know the different effects it has you know on different people you know some people you know feel you know okay on other people you know have anxiety attacks or things of that nature. So, just giving them the the current and uh information

195and keeping that um I guess at the forefront of uh educ educating them. I think that's more important. Thank you. Thank you for what you all do. Just wanted to reach out to our student directors if they answer questions. Um I just wanted to say one little thing also in conjunction with this is that uh in part of California Healthy Kids survey there's a staff survey and there's also a parent survey that goes together and I'd like to explore the possibility in the future that our district um participate in doing and so it gives us a better a fuller picture more complete picture and at some point maybe have a discussion this is going to happen in two years. So, it's it would be part of our budget obviously. So, just to keep that in

196mind because I think that that these these surveys um we do a parent survey but it's not aligned to this one and so I think it would give us a more complete information in terms of where we're at and our our whole community Oh, go ahead. I'm sorry. Okay. No, no, just just acknowledging I'm not no I'm noting your request. Thank you. also want to mention I hope my other board members also feel likewise. Yeah, I think that's a great idea and I just wanted to make sure every people who are interested know that they're in the process of revising the survey and so if people have strong feelings about what should be included on it they should um I think west is leading that effort again and miss thank you for your and staying

197this long. Thank you. Cool. All right. We did. No, we did the consent. We did. Yep, we did. You voted for it. So, um, so if there's anybody here to address the board, no. So, extended board comments. Superintendent. No. Board meeting self-evaluation. Will you indulge me one last time? I don't know if it's going to stick around, but I'll I'll do it. Were you Okay. Um I'm looking for the questions. Um did we frame I thought the superintendent did a great job of framing the agenda items with the introduction and then after the um measure I discussion which was a long discussion. Um kind of summing up wrapping up what we had agreed to. I thought that was very helpful. Um, we actually allocated the time pretty well. Um, we the president and I thought

198that the measure I discussion was going along but Tim wrapped it up and we kept our questions short. Um, so that was good. Um and I think we had just then in that discussion we were address trying to get to the fundamental problem at the root of the issues that were brought up in the survey. Um um and I think the whole measure I reallocation also tries to get at the fundamental um issues or problems around our facilities needs and as always we modeled mutual respect and and I think that I did want to um again appreciate what you said Judy at the in your comment about we honestly we always we always model mutual respect and I think it I appreciate that you called out the community to and asked them to model that

199as well. Thank you. Thank you. So we'll now thank you so much. Thank you. Um so we're journ