1 Berkeley Unified School District Office of the Superintendent 2134

Transcription

Berkeley Unified School District
Office of the Superintendent
2134 Martin Luther King Jr. Way
Berkeley, CA 94704-1180
Phone: (510) 644-6206 Fax: (510) 540-5358
BOARD OF EDUCATION – MEETING AGENDA*
Wednesday, September 15, 2010
Call to Order
Members Present:
Administration:
The Presiding Officer will call the Meeting the
Regularly Scheduled Board of Education Meeting to Order at
6:30 pm, recess to Closed Session and convene in Public Session
by 7:30 pm
Karen Hemphill, President
Beatriz Leyva-Cutler, Vice President
Nancy Riddle, Director
John T. Selawsky, Director/Clerk
Shirley Issel, Director
Lias Djili, Student Director
Superintendent William Huyett, Secretary
Javetta Cleveland, Deputy Superintendent
Neil Smith, Assistant Superintendent of Educational Services
Delia Ruiz, Assistant Superintendent of Human Resources
The Board will recess into closed session under the authority of the Brown Act
(including but not limited to Government Code section 54954.5, 54956.8, 54956.9,
54957, 54957.6, as well as Education Code section 35146). Under Government Code
section 54954.3, members of the public may address the board on an item on the
closed session agenda, before closed session.
a)
b)
c)
d)
Conference with Legal Counsel – Existing Litigation/Anticipated
Consideration of Student Expulsions
Collective Bargaining
Public Employee Discipline/Dismissal /Release/Evaluation
Classified Employee
e)
Public Employment /Appointment
f)
Liability Claims
g)
Property Acquisition & Disposal
* Board agenda posted on District website: www.berkeley.k12.ca.us
1
The Berkeley Unified School District intends to provide reasonable
accommodations in accordance with the Americans with Disabilities Act of
1990. If a special accommodation is desired, please call the
Superintendent’s Office 48 hours prior to the meeting at 510-644-6206
REGULAR MEETING AGENDA
CALL TO ORDER
Report Closed Session actions
Swearing in of Student Director, Lias Djili by Board of Education President, Karen Hemphill
Approve Regular Meeting Agenda of September 15, 2010
TEACHING AND LEARNING
BHS 9th Summer Bridge Program: Christina Falkner, Director of Curriculum and Instruction
PUBLIC TESTIMONY
Persons wishing to address the Board should fill out a card located on the table by the door and
submit the completed card to the Board Recorder. Speakers will be selected by lottery. The
Public Testimony is limited to 30 minutes – 3 minutes per speaker. Speakers with the same
concerns are encouraged to select a spokesperson to address the Board.
Union Representatives’ Reports
Board Members’ Reports
Superintendent’s Report
APPROVE CONSENT CALENDAR
CONSENT ITEMS
These items are considered routine and may be enacted by a single motion. Any items needing
discussion may be moved to the appropriate section of the agenda upon the request of any
member of the Board.
Human Resources
2.1-C
Approval of Personnel Report
Educational Services
3.1-C
Approval of Overnight Field Trips
Staff Recommendation:
Approve Personnel Report No. 10-16
8
Approve the overnight field trips
consistent with District policies and
instructional programs
20
2
Approve Forensic Science Textbook at
BHS
22
4.1-C
Approval of Contracts and Purchase Orders
Authorize the Purchasing Manager or
Deputy Superintendent to execute
contracts and purchase orders
23
4.2-C
Approval of Listing of Warrants Issued in August
2010
Approve the Listing of Warrants
issued in August 2010
26
4.3-C
Approval of Payroll Warrants Issued in August
2010
Approve the Listing of Warrants
issued in August 2010
29
4.4-C
Acceptance of Gifts and Donations
32
Accept the donations/gifts to the
District and request staff to extend
letter of appreciation
3.2-C
BHS Textbook Approval
Business Services
4.5-C
Approval of Master Contracts for Non Public
School Placements of Students for School Year
2010-11
4.6-C
Approval of 2010-11 Contract with Ed Support
Services, a Non Public Agency
4.7-C
Approval of 2010-11 Contract with Anova
Education and Behavior Consultants, a Non
Public Agency
4.8-C
Approval of Performance Contract Between
BUSD and California Department of
Rehabilitation Services (Transition Partnership
Program TPP)) for 2010-11
Approve and authorize the placement
of students in non public schools for
the Special Education department for
2010-11 school year
Approve 2010-11 Contract with Ed
Support Services, a Non Public
Agency
Approve 2010-11 Contract with Anova
Education & Behavior Consultation, a
Non Public Agency
Approve Performance Contract
between BUSD & California Dept. of
Rehabilitation Services (Transition
Partnership Program [TPP]) for 201011
3
34
57
58
59
4.9-C
Approval of the Memorandum of Understanding
with University of the Pacific, Gladys L. Bernerd
School of Education
Approve the Memorandum of
Understanding with University of the
Pacific, Gladys L. Bernerd School of
Education
4.10-C
Approval of the Memorandum of Understanding
with Alliant International University, Shirley M.
Hufstedler School of Education
Approve the Memorandum of
Understanding with Alliant
International University, Shirley M.
Hufstedler School of Education
4.11-C
Gann Limit – Resolution No. 11-09
Board Approval of Resolution Number
11-09 – Gann Limit
Facilities
5.1-C
Approve an Increase to the Contract with Landry
and Bogan Theatre Consultants for Services
Related to the Lighting Project at Berkeley High
School Community Theatre
Approve an increase to the contract
with Landry and Bogan Theatre
Consultants for services related to the
lighting project at Berkeley High
School Community Theatre
77
82
85
87
ACTION ITEMS
These items are presented for action at this time. They may have been
reviewed at a previous meeting
Human Resources
2.1-A
Approval of Certificated Layoffs
2.2-A
Approval of Declaration of Need
Business Services:
4.1-A
2009-2010 UnAudited Actuals
Approve certificated layoffs
88
Approve Declaration of Need
91
Approve the filing of the 2009-2010
UnAudited Actuals (separate cover)
95
CONFERENCE ITEM
4
This item is submitted for advance planning and to assist the Board in establishing future
agenda items. The Board may, however, take action
General Services
1.1-CF
BHS School Site Council Bylaws
Approve the edited version of BHS Site
Council Bylaws
96
INFORMATION ITEMS
These items are intended to keep the Board informed on various District business
matters, which do not require action, by the Board
General Services
1.1-I
Board Bylaw 9270
Human Resources
2.1-I
Approval of Employee Evaluation Report
Educational Services
Receive First Reading of the updated Board
Bylaw 9270 as information
Accept Employee Evaluation Report as
information
129
136
137
8:15 pm
3.1-I
Report on Adequate Yearly Progress
(AYP) and Academic Performance Index
(API)
Accept report on Adequate Yearly Progress
(AYP) and Academic Performance Index
(API) for information
3.2-I
Receive for information
138
3.3-I
New Textbook for AP and IB Biology at
BHS
Accept textbook for AP and IB Biology at BHS,
and CPO Science at B-Tech for information
139
3.4-I
Enrollment Update
Receive enrollment update report as
information
Report on Annual Measurable
Achievement Objectives for English
Learners
5
140
Facilities
5.1-I
Plan for Berkeley School Facilities:
Continuing to Build our Educational
Vision
Receive Plan and accept as information
(separate cover)
142
ADDITIONAL ACTION ITEMS
Approve Minutes of June 30, 2010
Approve Minutes of August 4, 2010
EXTENDED PUBLIC TESTIMONY
ADJOURNMENT
UPCOMING BOARD MEETINGS
September 22
October 13
October 27
November 10
December 8
Board of Education Meetings are broadcast live on KPFB/FM 89.3
Berkeley Government Access Channel 33
Guidelines for Speakers
You are invited to participate in Meetings of the Board of Education and make your views known
at these meetings.
WHEN YOU WANT TO TALK ABOUT AN AGENDA ITEM OR A NON-AGENDA ITEM: Please fill
in a REQUEST TO ADDRESS THE BOARD OF EDUCATION CARD) and give it to the Board
Secretary. Speakers will be selected by lottery. Your card must be submitted before the
Presiding Officer calls for PUBLIC TESTIMONY. You will be called to speak by the Presiding
Officer. A Speaker has three minutes in which to make his/her remarks.
Any subject related to the District or its educational programs is welcome at the Board of
Education Meetings. However, we respectfully ask that matters pertaining to individual
employees of the Berkeley Unified School District be discussed in private. There is an
established procedure for making such complaints. You may obtain information about this
procedure from a school or from the Superintendent’s Office.
6
Berkeley Unified School District Mission:
The Mission of the Berkeley Unified School District is to enable and inspire our diverse
student body to achieve academic excellence and make positive contributions to our
world.
Berkeley Unified School District Vision:
Our Students are curious and creative learners who succeed through personal
initiative and a sustained effort to reach high academic goals. They are critical
thinkers who seek knowledge and possess technological competence and collaborative
skills. Our students embrace diversity, act responsibly, and contribute to our
community.
Our Educators believe that all students can meet or exceed rigorous academic
standards. Teachers, staff, and administrators together form a rich professional
learning community where all are supported to hone our professional craft and
improve our effectiveness. Through the examination of our instructional practices and
data, we adjust our teaching and operational systems in order to continuously
improve. We are responsible in the stewardship of our fiscal resources and fair and
equitable in their distribution.
Our Families and Community are integral to the success of our students and
schools. Families are active, engaged partners in their child’s education who give
valued input and participate in making important decisions about our academic and
enrichment programs. Our diverse community is passionate about equitable
educational outcomes for all students. Our civic and community organizations
partner with us to promote family engagement and the well-being and success of our
students.
Our Schools are vital centers of community life enriched by the diversity of our city
and welcoming to all families. Each classroom offers engaging and culturally relevant
curriculum that builds on students’ interests and abilities. Student needs, as
identified by regular assessment, inform our teaching and guide appropriate and
effective intervention services. We offer an enriched learning environment and a
comprehensive system of supports to address the needs of the whole child.
Values and Beliefs of Berkeley Unified School District:
•
•
•
•
Students are our priority.
We take pride in our diversity.
We hold high expectations for ourselves and our students.
We treat each other with respect and act with integrity.
7
BERKELEY UNIFIED SCHOOL DISTRICT
TO:
FROM:
DATE:
SUBJECT:
William Huyett, Superintendent
Delia Ruiz Assistant Superintendent, Human Resources
September 15, 2010
APPROVAL OF HUMAN RESOURCES REPORT 10-16
Following is Human Resources Report 10-16 which reports details of personnel assignments,
employment, and terminations.
CERTIFICATED EMPLOYEES
NAME
RESIGNATION
Sterling Bruner
POSITION
LOCATION
BUDGET
FTE & SALARY
FROM
Principal
Adult School
Adult
1.00
8/31/10
Carolyn Janson
Teacher
All District
General
Fund
.80
8/6/10
Modupe Omolayo
Teacher
Adult School
General
Fund
N/A
8/21/10
RETIREMENT
Janet Taylor
Teacher
Franklin PreSchool
General
Fund
.43
9/1/10
Wendell Brooks
Teacher
BHS
General
Fund
1.00
6/18/10
CHILD REARING LEAVE WITH PAY
Marcella Bella
Teacher
Emerson
General
Fund
1.00
8/30/10
11/3/10
Natalia Bernal
Teacher
Le Conte
General
Fund
1.00
11/15/10
4/15/11
Anne Frost
Teacher
BHS
General
Fund
1.00
9/7/10
1/28/11
Susan Gatt
Teacher
Rosa Parks
General
Fund
1.00
8/30/10
12/16/10
Sacha Moustakas
Teacher
Washington
General
Fund
1.00
9/24/10
2/16/11
Kristin Snyder
Teacher
Emerson
General
Fund
1.00
`8/30/10
11/30/10
LEAVE OF ABSENCE WITH PAY
Susan Alexander
Teacher
Malcolm X
General
Fund
1.00
8/30/10
6/17/11
Sarita Johnson
Teacher
Malcolm X
General
Fund
1.00
8/30/10
6/17/11
Robert Whitlow
Teacher
King
General
Fund
1.00
8/30/10
1/28/11
Page 1 of 11
2-1-C
TO
NAME
POSITION
LEAVE OF ABSENCE WITHOUT PAY
Kimberly Beeson
Teacher
LOCATION
BUDGET
FTE & SALARY
FROM
TO
Rosa Parks
General
Fund
.60
8/30/10
6/17/11
Alison Kelly
Teacher
District
General
Fund
.80
8/30/10
6/17/11
Dwayne Byndloss
Counselor
BHS
General
Fund
.20
8/30/10
6/17/11
Laura West
Teacher
Cragmont
General
Fund
1.00
8/30/10
6/17/11
EXTRA DUTY – STIPENDS (MIDDLE SCHOOL DEPARTMENT LEADER)
Britt Badgley Alamo
Teacher
Longfellow
General
Fund
NTE $364.50
8/30/10
6/17/11
Ryan Chinn
Teacher
Willard
General
Fund
NTE $729
8/30/10
6/17/11
Patricia Coe
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
Patrick Collins
Teacher
Longfellow
General
Fund
NTE $364.50
8/30/10
6/17/11
Britta Fjelstrom
Teacher
Willard
General
Fund
NTE $729
8/30/10
6/17/11
Peter Gidlund
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
Vana James
Teacher
Willard
General
Fund
NTE $729
8/30/10
6/17/11
Dana Merryday
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
Mary Patterson
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
James Pawlak
Teacher
Willard
General
Fund
NTE $729
8/30/10
6/17/11
Sean Poremba
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
Marlo Warburton
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
Page 2 of 11
2-1-C
NAME
POSITION
LOCATION
BUDGET
EXTRA DUTY- STIPENDS (MIDDLE SCHOOL DEPARTMENT LEADERS)
FTE & SALARY
FROM
TO
Gregory Ward
Teacher
Longfellow
General
Fund
NTE $729
8/30/10
6/17/11
Michael Williams
Teacher
Willard
General
Fund
NTE $729
8/30/10
6/17/11
Mary Wrenn
Teacher
Willard
General
Fund
NTE $729
8/30/10
6/17/11
EXTRA DUTY-STIPENDS (TEACHER IN CHARGE)
Kim Shevelson
Teacher
Emerson
General
Fund
NTE $2,188
8/30/10
6/17/11
Addam Weis
Teacher
Arts Magnet
General
Fund
NTE $2,188
8/30/10
6/17/11
TEMPORARY TEACHERS
Julia Beers
Teacher
Malcolm X
General
Fund
1.0/III-01
8/30/10
1/29/11
Andrea Calderon
Teacher
Rosa Parks
General
Fund
1.0/III-06
8/30/10
6/17/11
Tatum Champlin
Teacher
Cragmont
General
Fund
1.0/IV-01
8/30/10
6/17/11
Krista Easton
Teacher
Le Conte
General
Fund
.40/IV/05
8/30/10
6/17/11
Robert Garrison
Teacher
Thousand Oaks
General
Fund
1.0/VII-12
8/30/10
6/17/11
Andrew Henderson
Teacher
Le Conte
General
Fund
1.00/VII-12
8/30/10
6/17/11
Hedy Herrera
Teacher
Le Conte
General
Fund
.40/V-12
8/30/10
6/17/11
Sarah Horowitz
Teacher
Le Conte
General
Fund
1.0/V-01
8/30/10
6/17/11
Sarah Howard
Teacher
Rosa Parks
General
Fund
1.0/VI-06
8/30/10
6/17/11
Sarah Jados
Teacher
Arts Magnet
General
Fund
1.0/IV-05
8/30/10
6/17/11
Michelle Johnson
Teacher
Cragmont
General
Fund
.50/III-03
8/30/10
6/17/11
Francis Kim
Teacher
Arts Magnet
General
Fund
.70/VI-07
8/30/10
6/17/11
Nicolette Moore
Teacher
Cragmont
General
Fund
.60/V-12
8/30/10
6/17/11
Page 3 of 11
2-1-C
NAME
POSITION
TEMPORARY TEACHERS
Kerry McKee
Teacher
LOCATION
BUDGET
FTE & SALARY
FROM
TO
Rosa Parks
General
Fund
1.0/II-01
8/30/10
12/17/10
Jessica Montmorency
Teacher
Malcolm X
General
Fund
.25/IV-01
8/30/10
12/17/10
Gloria Munoz- Hughes
Teacher
Thousand Oaks
General
Fund
1.0/V-05
8/30/10
6/17/11
Angelica Perez
Teacher
Le Conte
General
Fund
1.0/VI-10
8/30/10
6/17/11
Angela Reed
Teacher
Jefferson
General
Fund
1.0/II-05
8/30/10
6/17/11
Janine Tong
Teacher
Cragmont
General
Fund
1.0/VII-02
8/30/10
6/17/11
Alexandra Tyshler
Teacher
Le Conte
General
Fund
.60/II-01
8/30/10
6/17/11
Silver White
Teacher
Arts Magnet
General
Fund
.50/VII-06
8/30/10
6/17/11
Megan Wong
Teacher
Malcolm X
General
Fund
1.0/IV-01
8/30/10
6/17/11
ADMINISTRATIVE ASSIGNMENTS
Burr Guthrie
Acting Principal
Adult School
General
Fund
13-59-05
9/1/10
La Randa Marr
Adult School
General
Fund
13-60-05
8/30/10
Acting Vice
Principal
Page 4 of 11
2-1-C
NAME
RETIREMENT
Janet Taylor
POSITION
CLASSIFIED EMPLOYEES
CLASS
LOCATION
BUDGET
RANGE
STEP
FTE &
SALARY
FROM
Instructional Assistant
(ECE)
Franklin
8/31/10
Food Service Assistant
Willard/King
7/5/10
(ECE)
Rosa Parks
8/18/10
Brian Augsburger
Delivery Driver
Nutrition
Services
7/27/10
Jason Bennett
Instructional Tech.
(After School)
Cragmont
6/18/10
Martin Brecht
Instructional Tech.
(After School)
Malcolm X
8/13/10
Marian Dorsey
Instructional Tech.
(After School)
Malcolm X
8/9/10
Tanya Henderson
Instructional Tech.
(Cooking)
Willard
9/19/10
Leilani Hunter
Instructional Tech.
(After School)
Le Conte
8/26/10
Lois Jones
Instructional Tech.
(After School)
Arts Magnet
6/18/10
Heather Judy
Instructional Tech.
(After School)
John Muir
8/16/10
Naiesha Luckey
(Special Education)
Emerson
6/18/10
Chao-Yi Meng
(ECE)
King CDC
8/31/10
Teresa Saunders
(ECE)
King CDC
8/6/10
Loretta Stanton
(ECE)
Hopkins
9/3/10
Brenda Turman
Instructional Specialist
(Cooking)
Instructional Tech.
Le Conte
8/5/10
Vivian Robinson
RESIGNATION
Courtney Anderson
2-1-C
TO
(After School)
Kathering Yan
Administrative
Assistant
Calif. Nut.
Network
8/16/10
Page 5 of 11
2-1-C
NAME
POSITION
CLASS
LOCATION
BUDGET
RANGE
STEP
FTE &
SALARY
FROM
TO
LEAVE OF ABSENCE WITHOUT PAY
Kathryn DeJean
EDP Coordinator
Arts Magnet
After School
LNR SAFE
52/5
.80 FTE
$28.98 hr
8/10/10
6/24/11
Michelle Khazai
Coordinator of
Volunteers
District Office
Foundation
Resource
54/5
.70 FTE
$30.47 hr
8/23/10
2/23/11
Christine
Trowbridge
Instructional Tech.
Oxford
LRN SAFE
34/4
.67 FTE
$17.68 hr
8/30/10
6/17/11
52/5
1.0 FTE
$28.98 hr
8/10/10
12/17/10
38/5
1.0 FTE
$20.47 hr
8/17/10
11/29/10
Calif. Nut.
Network
51/5
.50 FTE
$28.27 hr
9/7/10
11/30/10
Calif. Nut.
Network
51/5
.50 FTE
$28.27 hr
12/1/10
12/17/10
General
Fund
44/4
1.0 FTE
$22.64 hr
8/25/10
9/8/10
INTEGRATE SICK LEAVE WITH STATE DISABILITY
Christina Lewis
EDP Coordinator
Longfellow
MATERNITY LEAVE OF ABSENCE WITH 50% PAY (FMLA)
Claudia Hernandez School Secretary I
Willard
General
Fund
FAMILY MEDICAL LEAVE WITHOUT PAY
Linda Sanders
Instructional Specialist Longfellow
FAMILY MEDICAL LEAVE WITH PAY
Linda Sanders
Longfellow
MEDICAL LEAVE OF ABSENCE WITH PAY (FMLA)
Roquael Baham
School Secretary II
Longfellow
Kenneth Booker
Program Specialist
Adult School
Workability
II
58/5
1.0 FTE
$33.60 hr
6/30/10
7/22/10
Sharon Cooke
(Special Education)
Berkeley High
Special Ed.
31/5
.80 FTE
$17.24 hr
9/1/10
9/15/10
General
Fund
44/5
.73 FTE
$23.78 hr
8/17/10
8/30/10
General
Fund
44/4
1.0 FTE
$22.64 hr
9/8/10
9/24/10
1.0 FTE
$33.60 hr
7/22/10
7/31/10
MEDICAL LEAVE OF ABSENCE WITH PAY
Marie Ferguson
School Secretary I
Jefferson
EXTENDED SICK LEAVE WITH 50% PAY (FMLA)
Roquael Baham
School Secretary II
Longfellow
Kenneth Booker
Program Specialist
Adult School
Workability
II
Sharon Cooke
(Special Education)
Berkeley High
Special Ed.
31/5
.80 FTE
$17.24 hr
9/16/10
10/6/10
Willie Jones
Food Service Satellite
Operator
B-Tech
Child
Nutrition
31/5
.67 FTE
$17.03 hr
8/30/10
9/10/10
Page 6 of 11
2-1-C
CLASS
NAME
POSITION
LOCATION
BUDGET
RANGE
STEP
EXTENDED SICK LEAVE WITH 50% PAY
Sharon Cooke
Instructional Assistant Berkeley High Special Ed.
31/5
(Special Education)
FTE &
SALARY
FROM
TO
.80 FTE
$17.24 hr
10/7/10
10/29/10
Marie Ferguson
School Secretary I
Jefferson
General
Fund
44/5
.73 FTE
$23.78 hr
8/31/10
8/31/10
Willie Jones
Food Service Satellite
Operator
B-Tech
Child
Nutrition
31/5
.67 FTE
$17.03 hr
9/13/10
9/30/10
REASSIGNMENT
Lisa Cullen
Instructional Tech.
(After School)
Malcolm X
LRN SAFE
34/5
+ .13 FTE
$18.57 hr
8/30/10
Ismail Shareef
Custodian I
Willard
General
Fund
32/4
1.0 FTE
$16.78 hr
6/16/10
Deborah Turner
Secretary to the
Superintendent
Supt. Office
General
Fund
52/5
1.0 FTE
$31.36 ht
8/23/10
(Cooking)
Willard
Calif. Nut.
Network
51/3
+ .50 FTE
$25.61 hr
9/20/10
Elizabeth James
Program Assistant
Berkeley High
General
Fund
50/2
+ .50 FTE
$23.78 hr
8/17/10
Patricia Stewart
Home School Liaison
Berkeley High
BSEP/EIA
37/4
+ .47 FTE
$19.03 hr
9/1/10
Robert Stiles
Program Assistant
Berkeley High
ARRA Stb.
General
Fund
50/2
+ .50 FTE
$23.78 hr
8/1/10
PROBATIONARY (CORRECTIONS FROM AUGUST 18, 2010)
Abbey Hansen
Instructional Assistant Franklin PreSpecial Ed.
(Special Education)
School
31/1
.67 FTE
$14.15 hr
6/1/10
2/8/11
William Louie
PERMANENT
Tanya Henderson
Sr. Budget Analyst
Business
Services
General
Fund/Child
Nutrition
61/2
1.0 FTE
$31.19 hr
8/3/10
2/2/11
PROBATIONARY
Mushin AbdulExt. Day Program
Musawwir
Coordinator
Arts Magnet
LRN SAFE/
After School
52/1
1.0 FTE
$23.78 hr
8/10/101
2/9/10
Jacqueline Brown
School Safety Officer
Longfellow
General
Fund
44/1
1.0 FTE
$19.46 hr
8/30/10
2/27/11
Devyne Coleman
Custodian II
Emerson
General
Fund/BB
Parcel
37/3
1.0 FTE
$18.10 hr
8/23/10
2/22/11
Page 7 of 11
2-1-C
CLASS
LOCATION
BUDGET
RANGE
STEP
Oxford
After School 34/1
FTE &
SALARY
.53 FTE
$15.24 hr
FROM
TO
8/30/10
2/27/11
60/1
1.0 FTE
$4501 mth
8/23/10
8/22/11
Lib Tech.
41/1
.80 FTE
$18.13 hr
9/1/10
2/28/11
Berkeley High
Lib Tech.
43/5
.80 FTE
$23.22 hr
8/17/10
2/16/11
Ext. Day Program
Coordinator
Cragmont
LRN SAFE/
After School
52/1
1.0 FTE
$23.78 hr
8/13/101
2/12/10
(Garden)
Washington
Calif. Nut.
Network
51/1
.60 FTE
$23.22 hr
9/1/10
2/28/11
Buyer
Purchasing
General
Fund
50/1
1.0 FTE
$22.64 hr
8/16/10
1/14/11
SUMMER ASSIGNMENT
Fundisha Adero
(Special Education)
Rosa Parks
Special Ed.
31/5
.80 FTE
$17.24 hr
6/28/10
7/30/10
RECALL FROM LAYOFF
Teresita Ablen
(ECE)
Hopkins
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Marcia Anthenian
(ECE)
King CDC
Calif. State
Pre-School
29/5
.73 FTE
$16.40 hr
9/1/10
10/31/10
Maura Blanco
Secretary
Franklin
Calif. State
Pre-School/
Donations
37/5
.80 FTE
$20.00 hr
8/30/10
10/31/10
Jacqueline CarterSharrick
(ECE)
Jefferson
Child Care
29/5
.60 FTE
$16.40
9/1/10
10/31/10
Virginia Chyou
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Colin Douglas
(Percussion)
Arts Magnet
BSEP
51/4
.16 FTE
$26.93 hr
9/1/10
6/17/11
Caridad Cruz
(ECE)
Hopkins
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Janaina DaSilva
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
16.40 hr
9/1/10
10/31/10
NAME
POSITION
Timothy Hewitt
Instructional Tech.
(After School)
Jana Jandra
Executive Assistant to
the Superintendent
Supt. Office
General
Fund
Jacqueline Overlid
Library Media Tech.
Cragmont
Sally Reed
Library Media Tech.
Sara Rosenfeld
Colette Rowe
PROVISIONAL
Melissa Hong
Page 8 of 11
2-1-C
CLASS
POSITION
LOCATION
BUDGET
RANGE
STEP
Instructional Assistant Franklin
Calif. State
29/4
(ECE)
Pre-School
FTE &
SALARY
.40 FTE
$15.63 hr
FROM
TO
9/1/10
10/31/10
Mary Jackson
(ECE)
Malcolm X
Child Care
29/5
.40 FTE
$16.40 hr
9/1/10
10/31/10
Melinda Jackson
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Janice Johnson
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Romila Khanna
(ECE)
Hopkins
Calif. State
Pre-School/
Child Care
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Karl Lampkin
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Rebecca Lewis
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Gloria Marroquin
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Bertha Martinez
(ECE)
King CDC
Calif. State
Pre-School
29/5
.40 FTE
$16.40 hr
9/1/10
10/31/10
Cecilia Melgar
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Mayra Morales
(ECE)
King
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Martha Murillo
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Eugene Patton
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Rosa Perez
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
NAME
Loywonner
Haddadou
Page 9 of 11
2-1-C
CLASS
POSITION
LOCATION
BUDGET
RANGE
STEP
Instructional Assistant King CDC
Calif. State
29/5
(ECE)
Pre-School
FTE &
SALARY
.40 FTE
$16.40 hr
FROM
TO
9/1/10
10/31/10
Jean Riley
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Guadalupe Rivas
(ECE)
Hopkins
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Andrue Robinson
(ECE)
King CDC
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Maria Romo
Secretary
King CDC
Calif. State
Pre-School/
Donations
37/5
1.0 FTE
$20.00 hr
8/30/10
10/31/10
Norma Rossoukh
Secretary
Hopkins
Calif. State
Pre-School/
Donations
37/5
.80 FTE
$20.00 hr
9/1/10
10/31/10
Cecilia Saffarian
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Pamela Sanford
(ECE)
Malcolm X
Child Care
29/5
.60 FTE
$16.40 hr
9/1/10
10/31/10
Maria Soria
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Shaela Stephens
(ECE)
Hopkins
Calif. State
Pre-School
29/5
.40 FTE
$16.40 hr
9/1/10
10/31/10
Cherylann
Thompson-White
(ECE)
Hopkins
Calif. State
Pre-School
29/4
.40 FTE
$15.63 hr
9/1/10
10/31/10
Rosa Villa
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
Brenda Wallace
(ECE)
Franklin
Calif. State
Pre-School
29/5
.80 FTE
$16.40 hr
9/1/10
10/31/10
NAME
Jackie Richards
Page 10 of 11
2-1-C
NAME
Ethel Wiley
CLASS
POSITION
LOCATION
BUDGET
RANGE
STEP
Instructional Assistant Hopkins
Calif. State
29/5
(ECE)
Pre-School
AVAILABLE SUBSTITUTES
Victor Alves
Delivery Driver
Purchasing
TEMPORARY/HOURLY/LIMITED TERM
Jacqueline Overlid Library Media Tech.
Cragmont
Colette Rowe
FTE &
SALARY
.80 FTE
$16.40 hr
FROM
TO
9/1/10
10/31/10
General
Fund
40/5
.50 FTE
$21.48 hr
7/19/10
8/6/10
Lib Tech.
41/1
.80 FTE
$18.13 hr
8/12/10
8/26/10
(Garden)
Washington
Calif. Nut.
Network
51/1
.60 FTE
$23.22 hr
8/10/10
8/31/10
60% Assistant Coach
(Varsity Softball)
Berkeley High
General
Fund
N/A
$1309.20
2/1/10
5/29/10
Michael
Hammerquist
Assistant Coach
(Boys/Girls Track)
Berkeley High
General
Fund
N/A
$1405.20
2/1/10
5/29/10
DeShawn Kelly
Coach
(Baseball)
Longfellow
After School
N/A
$600.00
4/1/10
6/18/10
Fred Sims
Head Coach
(Fooftball)
Berkeley High
General
Fund
N/A
$2661.00
8/1/10
11/25/10
Zachary White
Coach
(Track & Field)
Longfellow
BSEP
N/A
$600.00
4/1/10
6/18/10
STIPENDS
Maiko Bristow
WORKING EVENING SHIFT, DIFFERENTIAL, ATTENDANT DUTIES, OR AS CONFIDENTIAL EMPLOYEE
Fundisha Adero
Instructional Assistant Rosa Parks
Special Ed.
31/5
5% differential
6/28/10
7/30/10
(Special Education)
@ $.86 hr
Devyne Coleman
Custodian II
Emerson
General
Fund/BB
Parcel
37/3
5% differential
@ $1.81 hr
8/23/10
Ismail Shareef
Custodian I
Willard
General
Fund
32/4
5% differential
@ $.83 hr
6/16/10
2/22/11
Page 11 of 11
2-1-C
TO:
FROM:
DATE:
SUBJECT:
Neil Smith, Assistant Superintendent, Educational Services
September 15, 2010
Overnight Field Trip Requests
BACKGROUND INFORMATION:
The following overnight field trip requests are being made:
San Francisco Maritime National Historical Park/Balclutha, San
Francisco, CA September 20 – 21, 2010.
Approve participation of forty (40) fifth grade students, two (2) teachers,
and seven (7) other adults on a two-day, one night field trip to San
Francisco Maritime Historical Park located at the Hyde Street Pier. The
group will depart Cragmont Elementary at 9:30 a.m. on Monday,
September 20, and return at 10:30 a.m. on Tuesday, September 21, 2010.
This field trip supports the Age of Exploration Social Studies curriculum
for 5th Grade. Students will also build social skills and self reliance.
Students sleep in gender specific areas on the ship Balclutha. District
buses provide transportation. Parent donations will provide for the cost of
$95 per student. No student is denied access based on ability to pay.
Requested by Evelyn Bradley, Cragmont Principal.
Tilden Park-Wildcat View Campsite, Berkeley, CA October 1 – 2, 2010.
Approve participation of fifty (50) fourth grade students, two (2) teachers
and ten (10) other adults from Jefferson Elementary School on a two-day,
one-night field trip to the Wildcat View Campsite at Tilden Regional Park.
The group will depart Jefferson Elementary at 9:00 a.m. on Friday,
October 1, 2010. BUSD will provide transportation to the event. Parents
will transport their student home after the event on Saturday, October 2,
2010. Students will study the park environment incorporating community
building skills. Students and their families will join together in the
evening for dinner, stories, and a campfire program. Students will sleep in
tents with their families. The trip cost of $350 will be paid by the PTA.
No student will be denied access based on ability to pay. Requested by
Maggie Riddle, Jefferson Principal.
Tilden Park-Wildcat View Campsite, Berkeley, CA October 7 – 8, 2010
Approve participation of fifty-four (54) fifth grade students, two (2) teachers
and eight (8) other adults from Jefferson Elementary School on a two-day,
one-night field trip to the Wildcat View Campsite at Tilden Regional Park.
The group will depart Jefferson Elementary at 9:15 a.m. on Thursday,
October 7, and will return at 2:15 p.m. on Friday, October 8, 2010.
District buses will provide transportation. Students will study the park
environment incorporating team building, leadership and communication
3.1 – C
skills. Students will also visit Lawrence Hall of Science for lessons on the
physics of roller coasters. Students will sleep in gender specific tents. The
cost of $20 per student is being funded by parent donations. No student
will be denied access based on ability to pay. Requested by Maggie Riddle,
Jefferson Principal.
Cazadero Performing Arts Music Camp, Cazadero, CA, October 15 – 17,
2010.
Approve participation of one-hundred-fifteen (115) middle school students,
eight (8) teachers, and ten (10) other adults from the Berkeley Unified
School District on a three-day, two-night field trip to Cazadero Performing
Arts Music Camp. The group will depart from Longfellow Middle School on
Friday, October 15 at 8:00 a.m., and return Sunday afternoon on October
17, 2010. BUSD will coordinate service to the event using either District
buses or a District approved charter service, if BUSD is unable to
accommodate. Parents will provide transportation home from the event.
Students will learn new music to be played at a Sunday concert and will
work with high school students who mentor and encourage the middle
school students to continue their instruments. The weekend includes
outdoor activities and poetry writing. Students sleep in gender specific
tent cabins on the grounds. Parent donations and scholarships provide all
funding. No student will be denied access based on ability to pay.
Requested by Suzanne McCulloch, Program Supervisor, Visual and
Performing Arts.
POLICY/CODE:
Education Code 35330
Board policy 6153
FISCAL IMPACT:
As indicated above.
STAFF RECOMMENDATION:
Approve the overnight field trips consistent with the District Policies and
instructional programs.
3.1 – C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Accept Forensic Science for High School Students for Adoption
BACKGROUND INFORMATION
The staff at Berkeley High School is recommending the adoption of the text,
Forensic Science for High School Students for the new Community
Partnerships Academy forensic science course.
Forensic Science for High School Students, by John Funkhouser and Barbara
Ball-Deslich and published by Kendall/Hunt, provides forensic science
content with a creative, hands-on approach that engages students in
thought-provoking cases and scenarios that require them to take what they
have learned and apply it to new situations. This text is designed to work
well for a variety of reading levels, to be easily integrated with social science
and English, and it is ideally suited to cooperative learning teaching
strategies.
The textbook and the course outline have been on display in the
Superintendent’s Conference Room since the book was recommended to the
Board at the last Board meeting. The book is now being presented for
official adoption.
POLICY/CODE
Board Policy 6161.1
FINANCIAL IMPACT
Approximately $3,000 for 40 copies
STAFF RECOMMENDATION
Approve Forensic Science for High School Students for adoption.
3.2–C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Approval of Contracts/Purchase Orders for Services
Contracts
The District contracts with consultants or independent contractors who
can provide valuable and necessary specialized services not normally
required on a continuing basis. The following contract services are
requested. Expenditures are within budget.
1.
Ratification of contract to Nancy Johnson, to provide case
management and support services for homeless students and
their families for the 2011 SY as mandated by the McKinneyVento Homeless Education Act. The cost will not exceed
$35,000. To be paid from Homeless Education Grant and Title I.
Requested by Neil Smith.
2.
Ratification of contract to Lea Baechler-Brabo, to provide public
information consulting services for the 2011 SY. The cost will
not exceed $24,360. To be paid from BSEP Fund 4. Requested
by William Huyett.
3.
Caltronics Business Systems to provide lease of Konica Copiers
for the Berkeley Adult School for the 2011SY. The cost will not
exceed $24,000. To be paid from Adult Education Fund.
Requested by Burr Guthrie.
4.
Caltronics Business Systems to provide maintenance for Konica
Copiers for the Berkeley Adult School for the 2011SY. The cost
will not exceed $14,000. To be paid from Adult Education Fund.
5.
Best Instrument Repair to provide repair of musical
instruments as needed for the Visual and Performing Arts
program for the 2011SY. The cost will not exceed $14,000. To
be paid from BSEP Fund 4. Requested by Suzanne McCulloch.
6.
Datawise to provide annual maintenance including upgrades
and support and processing all State score files for 2011SY. The
cost will not exceed $39,897. To be paid from BSEP Fund 4.
Requested by Rebecca Cheung.
4.1-C
7.
Zoe Kalkanis to provide professional development and support
for teachers in arts instruction at Oxford for the 2011 SY. The
cost will not exceed $14,820. To be paid from BSEP Fund 4 and
PTA Donations. Requested by Suzanne McCulloch.
8.
Berkeley Albany YMCA to provide physical activities and games
and assist classroom teachers with PE classes at Berkeley Arts
Magnet for the 2011SY. The cost will not exceed $18,000. To be
paid from PTA Donations. Requested by Kristin Collins.
9.
Educational Testing Service to provide G.E.D. test scoring as
needed at Berkeley Adult School for the 2011SY. The cost will
not exceed $12,000. To be paid from Adult Education Fund.
10.
Henry Ducharme to provide Making Things, Math Fun and
Games and Chess classes for the after school program at
Malcolm X for the 2011SY. The cost will not exceed $17,248. To
be paid from PTA Donations. Requested by Emily Nathan.
11.
MOCHA to provide visual arts professional development and
arts instruction at Berkeley Arts Magnet for the 2011SY. The
cost will not exceed $24,000. To be paid from BSEP Fund 4.
Requested by Suzanne McCulloch
12.
Rosa Parks Collaborative to provide Family Resource Center
services at Rosa Parks for the 2011SY. The cost will not exceed
$10,000. To be paid from BSEP Fund 4. Requested by Paco
Furlan
13.
PSI to provide hazardous material consulting services for the
Jefferson Two Classroom project. Total cost of $15,000. To be
paid from the Bond. Requested by Lew Jones.
14.
Ken’s Pro Sound to provide transmitters and portable receivers
for assisted listening use at Berkeley High School theaters.
Total cost of $21,849. To be paid from Measure BB. Requested
by Steve Collins.
15.
Mad Science to provide hands on, one-hour science program at
Emerson Elementary after school program. Total cost of
$13,608. To be paid from PTA Donations. Requested by Emily
Nathan.
4.1-C
16.
Viva El Espanol to provide program focusing on the
development of listening and speaking skills and cultural
awareness at Emerson Elementary after school program. Total
cost of $14,774. To be paid from PTA Donations. Requested by
Emily Nathan.
17.
Increase in contract to Engeo, Inc. to provide geotechnical
consultation services for the Berkeley High School stadium. The
Board approved $19,400 on February 23, 2010. The additional
contract amount will increase the cost by $10,600 for a total
amount of $30,000. To be paid from the Bond Fund. Requested
by Lew Jones.
18.
Increase in contract, PO 110108, to Echo Landscape to provide
additional repair work under asphalt at the King Dining
Commons. The Board approved $10,400 on June 23, 2010. The
additional contract amount will increase the cost by $4,190 for
a total amount of $14,590. To be paid from Measure BB.
Requested by Steve Collins.
19.
Increase in contract, PO 110065, to Metro Painting Inc to
provide additional painting and other small construction repairs
as needed. The original contract amount was for $8,000. The
additional contract amount will increase the cost by $5,000 for
a total amount of $13,000. To be paid from Measure BB.
Requested by Steve Collins.
POLICY/CODE
Public Contract Code: 20111
Board Policy 3310
Approve the contracts with Consultants or Independent Contractors as
submitted.
4.1-C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Approve Listing of Warrants issued in August 2010
Each month the District writes checks to vendors for services provided
and goods received. The checks are written against both the Restricted
and Unrestricted General Fund. The summaries of warrants for the
month of August 2010 are attached for the Board’s review.
POLICY/CODE
Educational Code Section 41010 et seq.
FISCAL IMPACT
$4,069,223.31 for the month of August 2010 from various funds.
Approve the monthly bill warrant lists for the month of August 2010.
4.2-C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Receive and Approve Information on the Issuance of Payroll
Warrants for Employee Services for August 2010.
On a regular basis, the Board receives information on the total amount
paid employees during a month. The attached represents a summary of
pay warrants from various funds for the months of August 2010.
POLICY/CODE
Educational Code 41010 ET Seq.
FISCAL IMPACT
$5,372,089.41 for August 2010 from various funds.
Approve payroll payments made in August 2010.
4.3-C
DISTRICT PAYROLL – ACCOUNTING DEPARTMENT
August 2010
COMPUTER GENERATED
AMOUNTS
GENERAL FUND
$4,362,447.78
MEASURE BB FUND
$196,418.22
BSEP Measure A
$345,439.79
ADULT FUND
$59,175.77
CAFETERIA FUND
$46,494.28
CHILD DEVELOPMENT
$332,100.33
Measure A+AA (Bond Fund)
$15,317.50
SELF INS. FUND
$14,695.74
TOTALS
$5,372,089.41
APPROVED BY: _____________________________________
Pauline Follansbee, CPA
Director of Fiscal Services
September 15, 2010
4.3-C
District Payroll - Accounting Department
Payroll Issued by Funds
August-10
DATE
Type of
Payroll
8/13/2010 Mid
General
Fund
Measure
BB Fund
210
01
212
02
BSEP
Site Enrich.
215
05
BSEP
Measure A
04
Measure B
Fund
Adult
Fund
Child
Develop.
Café`
Develop.
BSEP
Meas.A+AA
(Bond Fund)
Self Ins.
Fund
08
220
11
240
12
230
13
16
270
21
260
67
$544,353.45
$423,581.06
$9,495.20
$0.00
$4,670.67
$0.00
$3,848.06
$95,587.53
$7,118.93
$0.00
$52.00
$0.00
$544,353.45
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
8/30/2010 EOM arrears
$3,166,219.56
$2,926,628.77
$0.00
$0.00
$229,742.58
$0.00
$6,668.42
$3,179.79
$0.00
$0.00
$0.00
$0.00
$3,166,219.56
8/31/2010 EOM
$1,661,516.40
$1,012,237.95
$186,923.02
$0.00
$111,026.54
$0.00
$48,659.29
$233,333.01
$39,375.35
$0.00
$15,265.50
$14,695.74
$1,661,516.40
$5,372,089.41
$4,362,447.78
$196,418.22
$0.00
$345,439.79
$0.00
$59,175.77
$332,100.33
$46,494.28
$0.00
$15,317.50
$14,695.74
8/20/2010 Mid-Fix
Totals
Totals
$5,372,089.41
$5,372,089.41
4.3-C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Acceptance of Gifts/Donations
The Board may accept and utilize on behalf of the District any bequests or gifts
of money or property for a purpose deemed to be suited by the Board.
The following donations have been presented to the District:
1.
King PTA donated $17,600 to fund Community Alliance for Learning/Writer
Coach Connection program, $28,000 to fund a technology program, $19,500
to fund the conflict resolution program for a total donation of $65,100 for the
2010/2011 School Year for Martin Luther King Jr. Middle School.
2.
BAM PTA donated $29,000 to fund a dance program, $18,000 to fund the
YMCA PE/Noon sports program, $2,000 to provide extra noontime
supervision for a total donation of $49,000 for the 2010/2011 School Year
for Berkeley Arts Magnet Elementary School.
3.
Savvy Source for Parents, LLC donated $10 to be utilized as needed for
Washington Elementary School.
4.
Wells Fargo Foundation Educational matching Gift Program donated $48 to
be utilized as needed for Washington Elementary School.
5.
Brian A. Jones donated $48 through the Wells Fargo Community
Support/United Way Campaign to be utilized as needed for Washington
Elementary School.
6.
Adobe Systems Incorporated matching Gift Program donated $125 to be
utilized as needed for Washington Elementary School.
7.
FreeCause/OneCause donated $28.57 to be utilized as needed for
Washington Elementary School.
8.
The Anonymous Fund at the East Bay Community Foundation donated
$2,500 to fund the Writer’s Connection After-School Writing program for the
2010/2011 School Year for Willard School.
4.4-C
BOARD POLICY
BP 3290
FISCAL IMPACT
The District received a total of $ 116,859.57 in donations.
Accept the donations/gifts to the District and request staff to extend letter of
appreciation.
4.4-C
TO:
FROM:
A. Kay Altizer, Executive Director of Special Education
DATE:
September 15, 2010
SUBJECT: Approval of Master Agreements for Non-Public School Placement of
Special Education Students
The District contracts with non-public schools for placement of special
education students. The District has confirmed the number of students placed
in the non public schools listed below, based on 2010 IEP team decisions. The
District requests approval from the Board to enter into a Master Agreement
with these non-public schools:
Non-Public School
Families First (residential)
Heritage School (residential)
Oak Hill School
Orion Academy
Springstone School
Total
# of
Students
1
2
1
6
3
Estimated Total
Cost
$30,567.60
$47,940.00
$76,532.00
$193,380.00
$74,276.00
$422,695.60
A Master Agreement has been completed for each non-public school. The rates
negotiated in each agreement were based on SELPA rates for Fiscal Year 20102011, a copy of which is enclosed.
POLICY/CODE
FISCAL IMPACT
The fiscal impact to the District for these services is estimated not to exceed
$422,695.60. This amount is in addition to $1,804,230 the Board approved for
non-public school services on 8/4/10 and $626,517 approved by the Board on
8/18/10.
Total 2010-11 Budget for non-public school services is
$2,856,890.00 by the Special Education Budget.
Approve Master Agreements for the above referenced non-public schools for
2010-2011 School Year.
4.5-C
Non-Public School Listing for 2010-2011
Contra Costa, Marin, Mid-Alameda, Mission Valley, Mt. Diablo, North Region, Napa
Oakland, San Francisco, Solano, Tri-Valley, Vallejo City, West Contra Costa, San Ramon Valley
Not for use in 2009-10
Contract Days/
Services
Basic Education
180 days
30 days ESY
Notes/Date of last rate
increase
New to list, 1/05
10/04
09/10 rate increase
$11/one way
$22/round trip
180 days
30 ESY
Basic Education
Program Director
& Behavior
Intervention
Services
Transportation
w/in City of Napa
Anova Center for Education
1142 State Farm Drive
Santa Rosa, CA 95403
(707) 527-7032
Andrew Bailey
$189/day
(Santa Rosa)
Basic Education
210 regular days
New to list, 1/05
06-07 rates reflect new
American Canyon Site
Santa Rosa Campus
3033 Cleveland Ave
(rates are
bundled)
Name of School
Advanced Education Services
North Haven School
PO Box 848
Colton, CA 92324
(909) 825-5795
John Neiuber, CEO
2008-09 Rates
$130/day
Aldea School
Mark Bontrager
4002 Jefferson Street
Napa, CA 94558
PO Box 841
Napa, CA 94559
(707) 224-8266 (administration)
(707) 224-5510
$112/day
Bundled rate
$199/day (Napa
& San Rafael)
American Canyon Campus
300 Benton Way
American Canyon, CA 94503
San Rafael Campus
150 Lovell Ave
San Rafael, CA 94903
Barbara Milliff Center
aka: We Care Treatment Center
John F. Jones
2191 Kirker Pass Road
Concord, CA 94521
(925) 671-0777
(925) 671-4707 (fax)
[email protected]
$125/day
$70/hr.
$70/hr.
221 days
Speech
OT
01-02
Burt Children’s Center
Linda Hallen Wohlrabe
950 Grove St.
San Francisco, CA 94117
(415) 922-7700
(415) 922-0761 (fax)
[email protected]
$160/day
$100/hr.
$85/hr.
$20/hr
180 days
Speech
OT
1:1
2005-06 increase
06-07 increase
07-08 no increase
Page 1 of 8
Updated September 10, 2010
Contract Days/
Services
180 days
Speech/Lang.
Counseling
1:1
OT
increase
04-05 COLA increase
NOTE: Transportation
dropped from Consortium,
8/04, and negotiated
individually
06-07 increase
08-09 COLA Settle-up (07/08)
$124/day
Basic Education
Program
New to list
10/04
05/06 no increase
$160/day
$94/hr.
$27/mtg.
$26/hr.
$77/hr.
$27/hr.
$169
$54
$24/hr.
$121/visit
200 days
Speech/Lang.
Parent Ed.
Parent Group
Indiv. Conslg
Parent Cnslg
Sign classes
Sign Workshop
1:1 Aide
Home Visit Spec.
O4-05 COLA increase through
RCC (Daily rate only)
04-05 2.23% increase to daily
rates
08-09 COLA settle-up (07/08)
Children's Learning Center
Patricia Dilks
1910 Central Avenue
Alameda, CA 94501
(510) 769-7100
[email protected]
$165/day
$93/hr.
$93/hr
204 days
Speech
OT
04-05 COLA increase
05-06 2.23% increase
06-07 increase
07-08 COLA increase to daily
rate
Edgewood Center for Children &
Families
Alvin Lee
1801 Vincente Street
(415) 682-3214
(415) 665-7852 (fax)
[email protected]
$178/day
$88
$44
$36
$79/hr.
$84/hr.
$30/hr
210 days
Trans-Rd Trip
Trans-One Way
Trans-Special
Speech
OT
1:1 Aide
O4-05 COLA increase through
RCC
05-06 no increase
06-07 increase
07-08 COLA increase for
Speech. Gen Ed COLA
increase for OT, 1:1 aide, and
daily rate
Fred Finch School
Mar Smith
3800 Coolidge Avenue
Oakland, CA 94602
(510) 482-2244
[email protected]
$170/day
(SED/DD)
235 days
04-05 COLA increase
05-06 no increase
07-08 COLA increase to
SED/DD rate
Name of School
Calif. Autism Foundation
“A Better Chance School”
Lori Mothersell
4138 Lakeside Dr.
Richmond, CA 94806
(510) 262-1500
(510) 262-1540 (fax)
[email protected]
2008-09 Rates
$165/day
$79/hr.
$79/hr.
$112/day
$76/hr
CCHAT Center – Sacramento
M. Elizabeth Ware
9350 Kiefer Boulevard
Sacramento, CA 95826
(916) 361-7290
CEID (Center for Early Intervention
on Deafness)
Cindy Dickeson
1035 Grayson Street
Berkeley, CA 94710
(510) 848-4800 x 301
(510) 848-4801 (fax)
[email protected]
Page 2 of 8
2008-09 Rates
$129/day
$112/hr.
$100/hr.
$14/hr.
$112/hr.
$112/hr.
Contract Days/
Services
180 days
DIS
Audio Eval.
1:1 Aide
Speech
OT
increase
O4-05 COLA increase
2005-06 rate increase
06-07 increase (Note-not to
charge for Infant Home Visits)
$162/day
220 days
04-05 COLA increase
07-08 COLA increase
$168/day
$25/hr.
229 days
1:1 Aide
04-05 COLA increase
05-06 no increase
07-08 COLA increase to daily
rate
Joshua Marie Cameron Academy
Gloria Hampton
3801 Third Street, Suite 620
(415) 642-1134
[email protected]
$172/day
$88/hr.
Behavior Int.
included
Daily Rate
Speech & Lang.
04-05 increase request was
denied.
07-08 COLA increase
La Cheim School, Inc.
Donovan Grant
2853 Groom Drive
Richmond, CA 94806
(510) 243-2360
(510) 243-2370 (fax)
[email protected]
Residential
$130/day, actual
$166/day
Name of School
Hearing & Speech Center of
Northern California
Formerly: SF Hearing & Speech
Center (Jan Christensen)
1234 Divisadero St
(415) 921-7658
(415) 921-2243
[email protected]
Hergl School
Sandra Carroll
1570 Greenwich Street
(415) 474-0191
(415) 673-9597 (fax)
[email protected]
James Sylla School
300 Sunny Hills Drive
San Anselmo, CA 94960
(415) 457-3200 x 133
[email protected]
$88/hr
$35/day
Day Treatment
$130/day, actual
$166/day
$88/hr
$35/day
$250/day
Lattice Educational Services
3273 Airway Drive, Suite A
(707) 571-1234
Nancy Alcott Lucas
$186/day
$335/day
$92/hr
$21/hr
$95/hr
½ day, intensive
180 days, plus
ESY (35 days)
Speech/Lang.
Transportation
½ day, intensive
180 days, plus
ESY (30 days)
Speech/Lang
Transportation
Home
Intervention
Services
Day Rate
Trans-Rd Trip
Speech/Lang
Temporary
Support Assist.
Behavior Plan
Development
04-05 negotiated
increase/agreement
07-08 COLA increase
New to list, 1/05 by Sonoma
SELPA
05-06 no increase
08/09 Rates increased by
Sonoma SELPA
Page 3 of 8
2008-09 Rates
$78/hr
$101/hr
$97/hr
$92/hr
$49/hr
Contract Days/
Services
Counseling
Adaptive Vision
O&M
OT
Health/Nursing
Learning Services of No. Calif./
Erikson School
Shelly Lobell
th
750 – 25 Ave
(415) 750-8464
(415) 750-8468 fax
Vanessa Brown
[email protected]
[email protected]
$164/day
$395/rd trip
$85/hour
Days
Transportation
Speech
04-05 COLA increase;
Lincoln Child Center
Toni Taylor
4368 Lincoln Avenue
Oakland, CA 94602
(510) 485-7131
[email protected]
$164/day
215 days or
230/residential
Transportation
Trans. (by taxi)
1:1 Aide
04-05 COLA increase
05-06 no increase
residential rate
Lynn Center
AKA: ARC
Elree Langford
950 El Pueblo Drive
Pittsburg, CA 94565
[email protected]
$104/day
$78/hr
$52/hr
$12/hr
$22
$11
250 days
Speech/Lang.
OT
1:1 aide
Transp., RT
Transp., OneWay
02-03 COLA increase
07-08 COLA increase
Marin Academic Center
Barry Feinberg
300 Sunny Hills Dr.
(415) 457-3200 x133
(415) 456-4679 (fax)
[email protected]
$161/day
$89/hr.
$65/hr.
$25/hr.
183/days; 35/ext.
Indiv. Speech
Group Speech
1:1 Aide
04-05 COLA increase
07-08 COLA increase daily
rate
Oakes Children’s Center
Austin Lambe
Rachel Noto
1550 Treat Ave.
(415) 641-8000
(415) 641-8002 (fax)
$172/day
$17/hr
$81
$89.76
210 days
1:1 Aide
Speech
Transportation
04-05 COLA increase
05-06 no increase
07-08 COLA increase for Daily
Rate, S/L, 1:1 Aide
Name of School
$14
$105/day
$12/hr.
increase
Page 4 of 8
Name of School
austinlambe@oakeschildrenscent
er.org
rachelnoto@oakeschildrenscenter.
org
2008-09 Rates
Rise Institute
Robert Fredericks
1760 Cesar Chavez St., Ste. RS
San Francisco, CA 94124-1136
(415) 641-1878
(415) 641- 4082
[email protected]
$160/day
$98/hr
Sand Paths Academy
Anne Crowder
1218 South Van Ness
(415) 495-7937
[email protected]
[email protected]
Contract Days/
Services
increase
211 days
Individual
Counseling
Group
Counseling
Parent
Counseling
02-03 COLA increase
Counseling rates approved by
SFUSD, June 2006
07-08 COLA increase for daily
rate, counseling svs.
08-09 COLA settle-up (07-08)
$175/day
$72
$36
$90/hr.
$20/hr
209
Trans-Rd Trip
Trans-One Way
Speech Therapy
1:1 Aide
O4-05 rate appeal increase;
07-08 COLA increase for daily
rate and Speech/Language
Seneca Center
Scott Osborn
2275 Arlington Drive
San Leandro, CA 94578
(510) 481-1222
(510) 276-6828 (fax)
[email protected]
$159/day
$83/day
$25/day
$89/hr.
$20
218 days-Stndrd
235 days-CTF
1:1 Aide
1:1 partial day
Sp/L/Hearing
Transportation
04-05 COLA increase
05/06 no increase
07-08 COLA for daily rate and
Speech/Language
Sierra School
Erik Rehn
Katie Hancock
5416 Holdener Road
Elmira, CA 95625
(707) 453-6227
[email protected]
[email protected]
$156/day
$30/day
$19/hr.
Basic
Transportation
1:1 Aide
Simpatico School
Robert Strachan
100 Masonic Avenue
(415) 567-8370 x4056
(415) 440-5033 (fax)
Spectrum Center, Inc.
16360 San Pablo Ave
San Pablo, CA 94806
(510) 741-5440
$155/day
$12/hr.
$21/hr.
$83/hr.
$69/hr.
$28/hr.
$180/day
$97/hr.
$74/hr.
$83/hr.
$52/hr.
$60/hr.
$76/hr.
210 days
02-03 COLA increase
1:1 Aide
Group Cnslg.
Indiv. Cnslg.
Sp/Lang/Hearing
APE
210 days
02-03
Couns., Ind.
Couns., Group
Basic Rate, BII, Augmentative
SLP, Ind.
Communication, Specialized
SLP, Group
Transp., increase to 1:1 aide
SLPA
rate as requested
APE, Ind.
Gail Debiec
@esa-education.
$39/client.
$98/hr
New to list – 08/09
Page 5 of 8
Contract Days/
Services
APE, Group
OT, Ind.
OT, Group
PT, Ind.
PT, Group
1:1 Aides
OM
Parent Training
Assistive Tech.
Vision Therapy
Consulting
Beh. Impl. Serv.
Transition Serv.
Ed Cnslng, Ind.
Ed Cnslng, Grp.
Augmentative
Communication
Specialized
Transp. Van
increase
& 2% Transportation; added
new SLPA rate
$124/day
$76/hr
Daily rate
OT
New Member
07-08 11% increase
Stars High School
Chad Schimke
545 Estudillo Avenue
San Leandro, CA 94577
(510) 352-9200
(510) 352-3120 (fax)
[email protected]
$158/day
$78/hr.
210 days
Speech
02-03 COLA increase
05-06 2.23% increase
08-09 no increase
Stellar Academy
38325 Cedar Blvd.
Newark, CA 94560
(510) 713-2471
$62/day
178 days
03-04
Timothy Murphy School
One St. Vincent Drive
$177/day
$93/hr.
$70/hr.
$17/hr
$7
$39
$70/hr.
209 days
Speech
Speech - Group
1:1 Aide
RT transport/res
Day Transport
APE
04-05 COLA increase
05-06 no increase
06-07 increase
& 4% increase (Speech)
09/10 – add OT rate
Name of School
Chris Holmes
@esa-education.
2008-09 Rates
$54/hr.
$97/hr.
$78/hr.
$97/hr.
$78/hr.
$128/day
$97/hr.
$97/hr.
$81/hr.
$97/hr.
$122/hr.
$29/hr.
$121/hr.
$97/hr.
$74/hr.
$83/hr
$35-84
The Springstone School
John Howard
1035 Carol Lane
Lafayette, CA 94549
Phone: (925) 962-9660
Fax: (925) 962-9558
[email protected]
Dan Gallagher
@cccy.
415-499-7616
Page 6 of 8
Name of School
2008-09 Rates
$80/hr
Contract Days/
Services
OT
increase
Basic
1:1 Aide
Ind. S/L & Cnslg
Grp. S/L & Cnslg
Transportation
(RT)
Transportation
(one way)
02-03
08-09 4% increase (Basic),
transportation rate added
09/10 – Basic rate increase
Marie Souza
415-499-7616
[email protected]
TobinWorld II
Richard Couch
2330 Country Hills Drive, #102
Antioch, CA 94509
[email protected]
$125/day
$14/hr.
$61/hr.
$46/hr.
$75/day
Jake Demestre
920 E. Broadway, Glendale, CA
91205-1291
$38/trip
UHS Schools, Vallejo
425 Corcoran Avenue
Vallejo, CA 94589
707-643-9800 / Office
707-310-9915/Fax
707-310-9915/Cell
$155/day
$179/day
$22/day
$11/one way
$85/day
Basic rate
SH Daily rate
Trans, RdTrip
Trans, one way
Speech
06-07 increase
08-09 no increase
$171/day
214 days (1:3
ratio) – “Basic”
214 Days (1:2
ratio)
214 Day (1:1
ratio)
Ind. S/L
Grp. S/L
OT
00-01
05-06 no increase
07-08 COLA increase
208 days
02-03 rounded up from
$133.51
05-06 no increase,
06-07 increase, 07/08 COLA,
Betti Colucci, Regional V.P.
UHS Schools
Universal Health Services, Inc.
11980 Mount Vernon Avenue
Grand Terrace, California 92313
909-783-8400
[email protected]
Via Center
Angela McGee
[email protected]
2126 6th Street
Berkeley, CA 94710
510-848-1616
510-848-1632 (fax)
Anke Vandenbosch
[email protected]
Walden Academy
Brock Bannister
214 Haight Street
415-554-1480 x122
415-241-5599 (fax)
$191/day
$251/day
$88/hr.
$62/hr.
$83/hr.
$144/day
Residential
Page 7 of 8
Name of School
2008-09 Rates
Contract Days/
Services
increase
Page 8 of 8
Non-Public Agency Listing for 2010-2011
Name of Agency
AccentCare Home Health Services
2300 Contra Costa Blvd., #125
Pleasant Hill, 94523
[email protected]
(925) 356-6066
RN
LVN
Service
2008-09 Rate
$61/hr.
$45/hr.
Notes
04-05, 07-08
COLA
Access Speech & Language
Tina Facer/ Nina Herrera
379 Hayes Street
[email protected]
415-522-0277
415-522-0645 (fax)
Speech & Language
Services
$80/hr.
$300/day
04-05 COLA
ADDUS Health Care
2300 Contra Costa Blvd., Suite 500
Pleasant Hill, CA 94523
LVN
RN
OT
PT
$29/hr.
$38/hr.
$92/hr.
$92/hr.
01-02 COLA
Stephanie Afsharipour, S/LP
1310 Page Street
(646) 831-3346 (cell only)
Speech & Language
$95/hr.
New to list, 09-10
Alpha Vista Services, Inc.
Matthew Kurian
1290 Kifer Rd. Suite 301
Sunnyvale, CA 95086
(408) 331-2181
(408) 519-3457 - fax
[email protected]
Speech
Intensive Spec Edu Instr,
by credentialed teacher
OT
PT
Nursing
Psych Srvs other than
Assessment & IEP
$85/hr
$65/hr
New to list, 08-09
Anova Education and Behavior Consultation
2911 Cleveland Avenue
(707) 527-7032
Andrew Bailey
Behavior Intervention BII
Behavior Intervention BID
Speech & Language
OT
$31/hr.
$97/hr.
$110/hr.
$110/hr.
New to list 06-07
Augmentative Communication &
Technological Services (ACTS)
Marilyn Buzolich
350 Santa Ana Avenue
415-333-7739
415-333-3456 (fax)
[email protected]
Augmentative & Alternative
Communication Srvs.
Assistive Technology
$115/hr.
$100/hr.
02-03 COLA, 0506 rate increase to
AAC
Josephine Balakrishnan
732 Pomona Avenue
Albany Ca. 94706
510-524-6754
Speech
$85/hr.
New 08/09
$75/hr
$75/hr
$70/hr
$80/hr
Page 1 of 14
September 10, 2010
Name of Agency
Service
2008-09 Rate
Notes
Bay Area Communication Access (BACA)
Arnita Dobbins
443 Tehama Street
415-356-0405
415-356-0495 (fax)
[email protected]
Sign Language Interpreter
Weekdays- $90
per hr., $45 per ½
hr. thereafter
Less than 2 hrs.st
$135 for 1 hr.
.45 per mile, round
trip + tolls, parking
Bay Area Speech-Language Consultants
1152 Amador Avenue
Berkeley, CA 94797
(510) 334-6626
Contact: Hillary Metz
[email protected]
Individual and Group
Therapy
$75-$85/hour
08-09 no increase
Behavior Education Training Associates
Karen Baker
P.O. Box 225129
San Francisco, CA 94122-5129
(415) 564-7830 (Frank Marone)
[email protected]
Educational Counseling
Behavior Consultation
1 :1 Aide
Parent Counseling
$104/hr.
$102/hr.
$ 32/hr.
$102/hr.
04-05 COLA
Behavior Solutions for Children
811 Jefferson Street
Napa, CA 94559
Tracey Weigand
(707) 253-8470
[email protected]
Professional Clinician
Clinical Assistant
Professional Training
Group Intervention Services
$75/hr
$35/hr
$125/hr
$25/hr/child (3
child minimum)
Behavior Specialists of Lake County
PO Box 852
Clearlake Park, CA 95424
(707) 995-1806
Cynthia Swimm
Behavior Modification
$90/hr
Behavioral & Educational Consulting
Associates
1200 Newell Hill Place #401
Walnut Creek, CA 94596
Educational Counseling-Ind.
Educational CounselingGrp.
1:1 Aide
Behaviorist
$100/hr.
$100/hr. for group
Behavioral Intervention Association (BIA)
Lisa Crawford
3229 Elm Street, Ste 1
Oakland, CA 94609
510-652-7445
[email protected]
Program Director
Program Manager
(Behavior Implementor II)
Tutor (Behavior Impl. I)
$125/hr.
$ 16/hr.
$100/hr.
$ 62/hr.
$ 28/hr.
04-05 COLA,
07-08 COLA - BI
and BII
08-09 COLA
Settle-up (07/08)
Page 2 of 14
September 10, 2010
Name of Agency
Behavioral Counseling & Research (BCRC)
Mark Levine
454 Las Gallinas #131
(415) 499-8455
[email protected]
Service
Behavior Intervention Spec.
Behavior Intervention Assist.
Counseling./Psych.
Speech & Lang. - Individual
Speech & Lang. - Group
Home & Hospital
Health & Nursing
Behavior Assessments
Behavior Assist. (<6 hrs.)
Behavior Assist. (>6 hrs.)
1:1 Aide
Beyond the Classroom
Martie Martin
3020 El Cerrito Plaza, #125
El Cerrito, CA 94530
510- 234-3344
510-234-6644 (fax)
[email protected]
Dr. Andrea F. Blau
One Sansome St., Suite 1900
[email protected]
Blind Babies
Julie Bernas-Pierce
1814 Franklin Street, 11th Floor
Oakland, CA 94612
(510) 446-2229
(510) 446-2262 FAX
[email protected]
www.blindbabies.org
Susan Bluma
1659 Short St.
Berkeley, CA 94792
510-665-3795
510-665-4138 (fax)
Deborah Burns-McCloskey
2550 Ninth St., Suite 15
Berkeley, CA 94710-2549
510-704-9360
415-433-7707 (fax)
[email protected]
Speech & Auditory Service
Mainstream Deaf Liaison
CareerStaff Unlimited
5000 Hopyard Rd, Ste 220
Pleasanton, CA 94588
Judy Dye
800-493-2988
[email protected]
2008-09 Rate
$104/hr.
$35/hr.
$97/hr.
$88/hr.
$59/hr.
$32/hr.
$57/hr.
$70/hr.
$28/hr.
$29/hr.
$33/hr
$84/hr.
$81/hr.
Non-speech
Communication
Assistive Communication
$150/hr.
Vision Services. — Direct
Vision Services. — Consult.
Assessment
$82/hr.
$82/hr.
$300/per assess.
Speech/Language Services
$96/hr.
Speech/Language
$81/hr.
$80/hr.
Speech – Individual
Speech – Group of 2
Speech – Group of 3
Speech - Consult
OT – Individual
OT – Group of 2
OT – Group of 3
OT – Group of 4-7
OT - Consult
PT
RN
LVN
$85/hr
$85/hr
$85/hr
$85/hr
$75/hr
$75/hr
$75/hr
$75/hr
$75/hr
$75/hr
$61/hr
$45/hr
Notes
04-05 COLA,
05-06 no increase,
07-08 COLA Behavior Specialist
and Asst.
08-09 COLA
Settle-up (07/08)
04-05 COLA,
06-07 increase,
07-08 COLA –
Speech
08-09 COLA
Settle-up (07/08)
$124/hr.
02-03 COLA
01-02 COLA,
07-08 increase
08-09 COLA
Settle-up (07/08)
Page 3 of 14
September 10, 2010
Name of Agency
Sheila Cataford
759 Ernest Drive
Sonoma, CA 95476
[email protected]
Service
OT
2008-09 Rate
$80/hr.
Notes
05-06, 06-07
increase
Celebrations Speech Group
Chimezie Chidi
1145 Second Street, Suite 192A
Brentwood, CA 94513
(925) 759-6519
[email protected]
Speech Individual
Speech Group
$86/ hr
$86/hr (flat rate for
entire group)
09-10, new to
group
Center for Accessible Technology
Eric Smith
2547 8th St. 12-A
Berkeley, CA 94710
510-841-3224
510-841-7956 (fax)
[email protected]
Adapt. Tech. Srvs.
$76/hr.
$100/hr.
05-06 increase AT
only
Center for Adaptive Learning
Paula Groesbeck
3227 Clayton Road
Concord, CA 94519
[email protected]
Counseling/Vocational
Career Development
$97/day
230 days
02-03 COLA
Center for Speech, Language & OT, Inc.
Maya Alberto
3775 Beacon Ave., Suite C
Fremont, CA 94538
(510) 794-5155
[email protected]
Speech - Individual
Speech - Group
OT – Individual
OT - Group
$90/hr.
$25/hr.
$100/hr.
$55/hr.
Communication Works
Elizabeth Sautter & Hillary Kissack
Speech, Language and Social Skills
4400 Keller Ave, Ste 200
Oakland, CA 94605
510-639-2929
www.cwtherapy.com
[email protected]
[email protected]
[email protected]
Speech Language
AAC/AT
Occupational Therapy
$95/hr
$110/hr
$110/hr
Daly Physical Therapy Services
Kevin Daly/ Michelle Daly
1366 El Camino Dr.
Clayton, CA 94517
[email protected]
925-673-9355
925-673-9357 (fax)
PT
$85/hr.
O4-05 COLA,
05-06 no increase,
06-07 increase,
07-08 4%
Page 4 of 14
September 10, 2010
Name of Agency
Service
2008-09 Rate
Notes
Susan Deutsch
15 Tullamore Place
Alameda, CA 94502
[email protected]
510-769-2142
510-769-0400 (fax)
OT
$68/hr.
Diablo Valley Speech & Language
Richard Outman
191 Easy Street
Alamo, CA 94507
[email protected]
925-938-4722
925-935-9944 (fax)
Speech Therapy
$83/hr.
01-02 COLA
Dori Maxon – Pediatric Contracting Services
5830 Sacramento Avenue
Richmond, CA 94804-5610
510-527-0446
[email protected]
OT
PT
Speech & Language
$83/hr.
$88/hr.
$95/hr.
04-05, 06-07
increase
07-08 COLA - OT
and PT
08-09 COLA
Settle-up (07/08),
no additional
increase.
Joan Lerner Durham
43206 Christy St.
Fremont, CA 94538
(831) 429-6348 (home)
[email protected]
OT
$81/hr.
01-02 COLA
East Bay Agency for Children
Kulwant Asthana
303 Van Buren Avenue
Oakland, CA 94610
510-268-3770
[email protected]
Counseling
Individual & Group
$128/day
Easter Seals Northern California
5440 State Farm Road
Rohnert Park, CA 94928
(707) 584-1443
1:1 Specialized Health
Care Asst.
Licensed Vocational Nurse
Educational Sign Language
Interpreter
Adapted Physical
Education
Speech and Language
Occupational Therapy
Physical Therapy
$30/hr
Edmundo Martinez
[email protected]
$45/hr
$43/hr
$62/hr
$98/hr.
$81/hr.
$81/hr.
Page 5 of 14
September 10, 2010
Name of Agency
Service
2008-09 Rate
Notes
EBS Healthcare, Inc.
P.O. Box 911
Concordville, PA 19331
(800) 578-7906
Speech Therapy
OT
PT
$65/hr.
$65/hr.
$65/hr.
Ed Support Services, LLC
Meredith Akers, M.A.
5426 Brookdale Avenue
Oakland CA 94619
www.edsupports.com
415.272.3328 (cell)
510.550.1981 (fax)
Behavioral Aide, $38/hour
Behavior Specialist (BA
level)
Behavior Analyst (MA,
BCBA, or PhD)
$38/hr.
$75/hr.
Christine Egan
64 Main St., #2 Rear
Pt. San Quentin, CA 94964
415-455-9721
415-491-9735 (fax)
[email protected]
PT
$85/hr.
Faltz Associates, Inc.
Amy Faltz
4279 Piedmont Avenue
Oakland, CA 94611
(510) 654-3381
[email protected]
Speech/Language
$84/hr
04-05 COLA
Foundations Therapy Service
Julie Zito
144 Continente Avenue, Suite 100
Brentwood, CA 94513
925-513-2440 - Office phone
925-628-3634 – Cell phone
925-513-2440
[email protected]
[email protected]
OT
$83/hr.
07-08 increase
Janet Gennai-Rizzi
th
1623-D 5 Ave., Suite 2
415-455-9293
415-258-9940 (fax)
[email protected]
Speech, Language &
Hearing
$87/hr.
04-05 COLA
New to list, 09-10
$110/hr.
Page 6 of 14
September 10, 2010
Name of Agency
GOALS for Autism, Inc.
Amy Bona, Director
Adryon Ketcham
2104 Ross Lake Place
Martinez, CA 94553
[email protected]
[email protected]
415-218-4157
Hands Helping Hands
Debbie King
561 Capitol Drive
Benicia, CA 94510
(707) 748-1435
[email protected]
Service
Behavior Intervention/BID
Behavior Intervention/BII
Parent Counseling
2008-09 Rate
$100/hour
$35/hour
$100/hour
Notes
New 09-10
OT
$70/hr.
04-05 COLA,
06-07 increase
07-08 COLA
08-09 COLA
Settle-up (07/08)
Catherine Hayer
Educational/Behavioral Counseling
1206 Broadway
Alameda, CA 94501
(510) 521-7960
Behavioral Intervention,
Direct
$75/hr.
Behavioral Intervention,
Supervision
$75/hr
Helping Hands
Sharon Bertrand, OTR/L Therapy Director
Thorne Bertrand, Program Director
14 Galli Drive, #100A
Novato, CA 94949
415-884-9101
[email protected]
OT, Individual
OT, Group
Speech & Language
$86/hr.
$62/hr.
$88/hr.
Mary Heyward
1100 O’Hara Ave.
Oakley, CA 94561
925-372-6630 x26
Parent Counseling &
Training Services
Psychological Services
$70/hr.
Dawn Hopkins, S/L Pathologist
Wordplay
4164 Cherry Court
Oakley, CA 94561
925- 984-8224
925 679-2979 fax
[email protected]
I Can Too Learning Center, Inc.
Main Office:
1520 Parkmoore Ave., Suite A
San Jose, CA 95125
(408) 241-9911
(408) 241-7788 fax
Sara Gallagher
[email protected]
Speech Therapy –
Individual & Group
$87/hr.
07-08 COLA
08-09 COLA
Settle-up (07/08) &
5% increase
ABA Program Director
ABA Program Supervisor
ABA Behavior Therapist
$100/hr.
$60/hr.
$47/hr.
Added to list
(08/09)
06-07 increase
Page 7 of 14
September 10, 2010
Name of Agency
Hayward/East Bay Office:
1316 West Winton
Hayward, CA 94545
(510) 293-9379
(510) 293-9931 fax
Menaka DeAlwis
[email protected]
Service
2008-09 Rate
Notes
Independent Speech Pathology Network
Monique Eurich
1 Peralta Ct.
Moraga, CA 94556
(925) 255-4382
[email protected]
Speech, Individual
Speech, Group
$95/hr
$60/hr
Inside Out Early Intervention
Michelle M. Lambert
P.O. Box 2268
Dublin, CA 94568
(925) 689-2378
[email protected]
Behaviorist (Program
Director)
Behavior Consultant
Program Mgr/Senior
Therapist
Therapist/Tutor
$102/hr.
Jakubowitz Associates
Melissa Jakubowitz
20632 Redwood Road, Suite C
Castro Valley, CA 94546
(510) 881-5243
[email protected]
Speech/Language – Ind.
Speech/Language - Group
$90/hr.
$69/hr.
04-05 COLA,
07-08 7% for
individual
Jennifer Katz, MS, CCC-SLP
Communicate
1104 Sanchez Street
ph. 415-920-9984
fax 415-520-6953
[email protected]
Betsy Kaye
3856 Campolindo Drive
Moraga, CA 94556
510-284-7229
Speech & Language – Ind.
Speech & Language - Grp
$83/hr.
$69/hr.
05-06 rate
increase,
07-08 COLA - S/L
individual
08-09 COLA
Settle-up (07/08)
Vision Therapy
$80/hr
Marla O. Kelley, OTR
44 Via San Fernando
Tiburon, CA 94920
415-717-7921
OT
$85/hr.
Bay Area SpeechWorks
formerly Language & Learning
Leslie Brodbeck Whitaker
205 Camino Alto, Ste. 125
Mill Valley, Ca 94941
S/L
$93/hr.
$80/hr.
$51/hr.
04-05, 07-08
COLA
08-09 COLA
Settle-up (07/08)
$27/hr.
07-08 COLA
08-09 COLA
Settle-up (07/08)
Page 8 of 14
September 10, 2010
Name of Agency
(415) 205-1754
Service
2008-09 Rate
Notes
163 Filbert Ave.
Sausalito, CA 94965
[email protected]
Making A Connection
Mark Cerruti
P.O. Box 3277
Danville, CA 94526
925-806-8090
[email protected]
Behaviorist (Director)
Consultant
Program Mgr/Senior
Therapist
Therapist/Aide
$97/hr.
Angela Martyn
439 Odin Drive
Pleasant Hill, CA 94523
925-528-9373
[email protected]
Vision and O&M Services
$88/hour
MAX-ABILITY
Lee Ann Williams
15 Altarinda Road, Suite 209
Orinda, CA 94563
[email protected]
925-253-1347
925-631-7843 (fax)
OT
$73/hr
Maxim Healthcare Services, Inc.
Eric Dokken
25 Broadway St.
415-391-8950
415-391-8958 (fax)
[email protected]
McGrew Behavior Intervention Services
Deborah McGrew
229 Newbury Way
American Canyon, CA 94503
(707) 246-7920
(707) 648-0393 (fax)
[email protected]
LVN
RN
$50/hr.
$53/hr.
One-to-one Aide
Behavior Specialist
$24/hr
$66/hr
Mediscan Staffing Services
Nora Breskin
21050 Califa Street, Suite 100
Woodland Hills, Ca. 91367
[email protected]
(877) 630 - 2044 x1203
SLP/CCC
SLP/CFY
SLPA
PT/OT
PTA/OTA
$85/hr.
$75/hr.
$58/hr.
$75/hr.
$58/hr.
$80/hr.
$48/hr.
$26/hr.
01-02 COLA
New 09-10
Page 9 of 14
September 10, 2010
Name of Agency
(818) 462 - 0001 x1203
Service
2008-09 Rate
Notes
Milestones
Tracy Vickers
1620 N. Main Street, Suite #2
[email protected]
Behavior Development &
Modification
Behavior Implementation
1:1 Aides
$68/hr.
Joni Norris
145 Gardenside Drive #2
(925) 552-3458 (VM)
[email protected]
Speech & Lang. Individual
Aural Handicap or Hearing
Impaired
Speech: Group Rate
300 min. day
$79/hr.
O’Keefe, Whitney
101 Woodside Drive
415-686-1920
[email protected]
Behavior Intervention
Including Development and
Modification
$95/hour
Behavior Intervention and
Implementation of Behavior
Modifications
OT Individual
OT Group
$95/hour
$87/hr.
$95/hr.
04-05 COLA,
05-06 rate
increase,
06-07, 07-08
COLA
08-09 COLA
Settle-up (07/08)
Pediatric Therapy Services
Kathy Zeitz
43206 Christy
Fremont, CA 94538
(510) 656-3933
[email protected]
OT/PT
OT Group
.
$84/hr.
$92/hr
02-03 COLA
Jeanie Penington
514 Canon Park Drive
St. Helena, CA 94574
(707) 321-3626
OT
$81/hr.
06-07 increase,
07-08 COLA
08-09 COLA
Settle-up (07/08)
Elizabeth Prado
75 Catania Lane
Napa, CA 94558
707-363-3115
[email protected]
OT – Ind. & Consult
$82/hr.
New to list 08/09
Progressus Therapy
Holly Kaiser, MA, CCC-SLP
Sr. Vice President/Business Development
2701 N. Rocky Pt. Drive, #650
Tampa, FL 33607
Speech, OT/PT (6.5-8
hr/day)
$592/day
Speech, OT, or PT (hourly)
$93/hr
07-08 COLA
08-09 COLA
Settle-up (07/08)
08-09 no increase
Pediatric Building Blocks
Kelly Loew
[email protected]
1276 Gabriel Ct.
San Leandro, CA 94577-6821
510-895-1214
04-05 COLA,
06-07 increase
$27/hr
$52/hr.
04-05 COLA
$26/hr.
New 09-10
Page 10 of 14
September 10, 2010
Name of Agency
Local: 321 Karen Way, Tiburon, CA 94920
415-389-5018 (Phone - Tiburon Office)
415-389-6739 (Fax - Tiburon Office)
415-235-7250 (Mobile Phone)
[email protected]
Service
Certified Assistant, OT or
PT (6.5-8 hr/day)
2008-09 Rate
$480/day
Certified Assistant, OT or
PT (hourly)
$65/hr
Psychology, Learning, and You (PLAY)
Cheryl Markowitz
891 Sir Francis Drake Blvd.
(415) 259-0307
[email protected]
www.playbc.biz
$89/hr.
07-08 COLA
08-09 COLA
Settle-up (07/08)
Elizabeth Purdum, M.A.
2977 Ygnacio Valley Rd., Suite 426
(925) 787-0033
(925) 825-8448 (fax)
[email protected]
Behavior Intervention (BII)
Behavior Intervention (BID)
$110/hr.
$110/hr.
New 08/09
Kim Scott, M.S., CCC-SLP
2161 Filbert Street
(305) 609-1170
[email protected]
Speech
$95/hr.
New 09/10
Resilience School of Health
Mark Osredkar
2213 Buchanan Blvd., #104
Antioch, CA 94509
(925) 978-2303
$75/hr.
$77/hr.
$51/hr.
$77/hr.
$77/hr.
$15/hr.
$75/hr.
$75/hr.
$75/hr.
Behavior Intervention D & I
APE
Sp/Lang. Indiv.
Sp/Lang. Group
OT
PT
1:1 Aide
Nursing/Health
Asst. Tech.
Beh. Intervention
$85/hour
02-03 COLA
increase
Kate Shuster, OTR/L
265 Playa del Rey
415-721-7420
[email protected]
OT
$75/hr.
Kathy Skow
909 Hawthorne Drive
Lafayette, CA 94545
Orientation & Mobility
Instruction
$55/hr.
Respiratory Staffing
P.O. Box 410
Pinole, CA 94564
800-585-8287
Notes
04-05 COLA
Page 11 of 14
September 10, 2010
Name of Agency
925-283-2935
[email protected]
Service
2008-09 Rate
Notes
Donna Slater
2350 Farnsworth Dr.
Livermore, CA 94550
925- 243-1977
[email protected]
OT
$70/hr.
Speech/Language Therapy Services
Judith Lunger-Bergh, M.A., CCC-SP
th
2550 9 Street, Ste. 115
Berkeley, CA 94710
510-845-7510 (office)
925-254-1723 (H/Office/fax)
[email protected]
Speech/Language Services
$84/hr
07-08 rate
increase
The Speech Pathology Group
Susan Stark
2021 Ygnacio Valley Rd., Bldg. C-202
925- 945-1474
925- 945-1483 (fax)
Speech/Language – Grp.
$93/hr.
$75/hr.
04-05 COLA
07-08 COLA
08-09 COLA
Settle-up (07/08)
Staffing Options and Solutions
Sandra Burns
6249 S East Street, Suite E
Indianapolis, IN 46227
Phone: 800-554-7823, Ext 131
Fax: 800-791-1656
Traveltherapy.com
Rose Stamm
6753 Glen Moore Avenue
El Cerrito, CA
510-215-7615
[email protected]
$83/hour
OT
$70/hr.
STE Consultants
Sarah Eslinger
2560 9th Street, Suite 212M
Berkeley, CA 94710
(510) 665-9700
Steps Therapy, Inc.
Lisa Wade
P.O. Box 420924
(415) 829-7323
[email protected]
Supplemental HealthCare Services
Cindi Levin
333 Gellert Blvd., #142
Daly City, 94105
(650) 758-4700
Educational Counseling
Behavior Consultation
1:1 Aide
ABA Therapist
$110/hr.
$110/hr.
$37/hr.
$60/hr.
$90/hr.
Speech
OT
PT
$85/hr.
$70/hr.
$70/hr.
01-02 COLA
06-07 increase
Page 12 of 14
September 10, 2010
Name of Agency
[email protected]
Service
2008-09 Rate
Notes
Therapy in Motion (aka ADAPT)
Shari Curtis
604 Amberwood Way
Livermore, CA 94551
(925) 443-9219
[email protected]
OT
PT
$87/hr.
$90/hr
04-05,
07-08 COLA
08-09 COLA
Settle-up (07/08)
Therapy Works
Margaret Duggan Maceda, OTR
1717 Minturn Street
Alameda, CA 94501
(510) 220-2077
Samantha Tobe, Speech-Language
Pathologist
794 Great Highway #1
phone: 415-601-3454
[email protected]
OT
$85/hr.
04-05,
07-08 COLA
08-09 COLA
Settle-up (07/08)
Speech & Language
Consultation
$75/hr.
$75/hr
Transitional Ed. Services
Frances Khim
185 Capricorn Avenue
Oakland, CA 94611-1942
[email protected]
Behavior Management
Speech Individual
Speech (Group, 2-3)
Speech (Group, 2-3, ½ hr)
Speech (Group, 5, ½ hr)
$89/hr.
$71/hr
$56/hr
$31/hr
$28/hr
04-05 COLA
05/06 no increase
Ronald Tura
2425 East Street, #10
Concord, CA 94520
925-676-0284
925-932-5883 (fax)
[email protected]
S/L - Individual
S/L – group (2-3)
$77/hr.
$57/hr.
07-08 increase to
individual rate
08-09 – 3%
increase
Lydia Tuveson
426 Via Del Plano
Novato, CA 94949
(415) 883-4928
[email protected]
PT
$81/hr.
04-05, 07-08
COLA
08-09 COLA
Settle-up (07/08)
Gina Wilburn
4277 Tehama Ave.
Fremont, CA 94538
(510) 659-0491
[email protected]
OT
$75/hr.
01-02 COLA
Susan Williams, OTR
1804 Curtis St.
Berkeley, Ca 94702
510 558-1289
OT
$83/hr.
07-08 COLA
08-09 COLA
Settle-up (07/08)
Christine Zeitz
43206 Christy Street
Freemont, CA 94538
510.656.3933
PT
$85/hr.
04-05 COLA
Page 13 of 14
September 10, 2010
Name of Agency
Service
2008-09 Rate
Notes
Page 14 of 14
September 10, 2010
To:
From:
Date:
Subject:
A. Kay Altizer, Executive Director, Special Education
September 15, 2010
Authorization of Contract for 2010-11 for Ed Support Services, a
non-public Agency
Contracting with outside agencies is directly related to IEP team decisions.
When the array of services offered by the District does not meet the educational
needs of the student’s IEP, and in order to be compliant with FAPE, specialized
providers must be hired.
Ed Support Services provides intensive one-on-one support and behavior
modification for a student with severe emotional and phobia issues. The
District hopes to fade this service and transition student into daily school
attendance. Staff requests funding from July 1, 2010 through January 31,
2011, not to exceed $32,340.
The standard master agreement will be used for these services. The rates
negotiated in the agreement are based on SELPA rates for Fiscal Year 20102011.
POLICY/CODE
Education Code 56363, 49423.5
Public Contract Code 20111
Board Policy 3310
FISCAL IMPACT
$32,340 from Special Education budget.
Approve the 2010-11 contract for Ed Support Services.
4.6-c
TO:
FROM:
A. Kay Altizer, Executive Director, Special Education
DATE:
September 15, 2010
SUBJECT: Approve contract with ANOVA, Inc., for Behavior Intervention
Services for Special Education Department
Staff is requesting Board approval to contract with ANOVA, Inc., for the 20102011 school-year to provide specialized behavior support services. The
mandate for Special Education is to provide those services to support a student
access his/her education in the least restrictive environment.
Currently, six students require either short or long-term behavioral
intervention services. These students have severe disabilities associated with
their conditions such as autism and emotional disturbance. They require
implementation of a detailed behavior support plan developed by the IEP team
to increase positive and compliant behavior in the educational setting. Without
specialized support students may not be able to remain in a less restrictive
educational placement.
The cost to provide these services will be $165,000 using the approved SELPA
rates.
A copy of the master agreement for ANOVA is attached for the Board’s
information.
POLICY/CODE
FISCAL IMPACT
The fiscal impact to the District for these services is estimated not to exceed
$165,000 funded by the special education budget.
Approve master agreement for ANOVA, Inc., for 2010-2011 school year.
4.7-C
TO:
FROM:
DATE:
SUBJECT:
Board of Education
A. Kay Altizer, Director of Special Education
September 15, 2010
Approval of Transition Partnership Program (TPP) Performance Contract
between BUSD and the Department of Rehabilitative Services (DOR)
The California Education Code (Sections 56460-56463) defines the goal of transition
services as the “planned movement from secondary education to adult life that
provides opportunities which maximize economic and social independence in the
least restrictive environment for individuals with exceptional needs.”
Berkeley Transition Partnership Program (TPP) will be a collaborative program
between Berkeley Unified School District and the Department of Rehabilitation
(DOR) designed to facilitate the transition of youth and young adults with IEPs as
they move from high school to the world of work. The program focus is to provide
curriculum, assessment, counseling, career exploration, job search and placement
assistance, job coaching and other employment-related support when appropriate.
Upon completion of high school, the DOR will continue to work with the clients
providing post-secondary guidance until they enter into meaningful, competitive
employment.
All students at Berkeley High School with IEPs are eligible for WorkAbility services
including career/vocational assessment, career counseling and guidance, career
preparation, employment preparation, job development, job search services as well
as instruction in decision-making and interpersonal communications. The TPP will
expand services to eligible students to include intensive and in-depth services in
personal management, career management and life management.
The profile of a TPP student is based on the following factors:
• a second-semester junior or a senior with an IEP;
• has a disability that constitutes or results in a significant impediment to
employment; and
• can benefit from vocational rehabilitation services to obtain and retain
employment.
The benefit of this program is that once a student is a client of the DOR, services
can extend through life or until s/he achieves his or her employment goals. These
students receive services from the DOR vocational specialist and the TPP high school
staff to connect them with adult services and agencies. In addition, any postsecondary student requesting WorkAbility services at the Adult School, the
community college system or the 4-year college system must already be or become a
DOR client.
4.8-C
POLICY/CODE:
Education Code Sections 56460-56463
FISCAL IMPACT:
Transition Partnership Programs are funded and administered by the California
Department of Rehabilitation in partnership with the California Department of
Education.
There are no additional costs from the general fund for TPP; funding is provided by
the State of California. Services from Berkeley Unified School District are provided
by in-kind, 40% WorkAbility coordinator, Flora Russ (TPP Vocational Specialist),
20% Tamar Chaet (TPP Support Specialist), 2.5% Director of Special Education, A.
Kay Altizer (TPP Contract Administrator) and 5% Special Education Program
Supervisor, Diane Colborn (TPP Program Coordinator). The state match is 3.5 times
the district match which will be used to fund an additional 60% TPP Support
Specialist at Berkeley High School as well as job development mileage, training,
instructional materials and supplies, and indirect costs. The remainder of the state
funds go to the DOR for case management and to fund students' post-secondary
education programs.
Approve the Transition Partnership Program (TPP) contract.
4.8-C
TO:
FROM:
DATE:
SUBJECT:
Delia Ruiz, Assistant Superintendent, Human Resources
September 15, 2010
Memorandum of Understanding with University of the Pacific, Gladys L.
Bernerd School of Education
Staff is requesting the Board to approve a memorandum of understanding with the
Bernerd School of Education of the University of the Pacific to employ Leticia Zelaya
as a .8 FTE school psychologist intern for the academic school year.
A District supervisor is required to provide two hours of individual supervision each
year, review and initial each entry from the student log to verify content, complete
and submit midyear and final evaluation forms, which will be provided, and hold a
valid credential as a School Psychologist. The District has identified Don Klose as the
supervisor of the School Psychologist Intern Program.
The University has admitted the student to its graduate program in School
Psychology, is responsible for the student’s eligibility for the internship, and is
responsible for compliance with policies and regulations of the Commission on
Teacher Credentialing. The faculty expects the student to complete at least 1200
clock hours of work during this internship experience.
The term of this agreement is for a period of one year, commencing August 30, 2010
through June 30, 2011. The District may terminate the intern per Board Policy and
applicable law.
The University may refuse the intern academic credit for
unsatisfactory performance.
POLICY/CODE
Not Applicable
FISCAL IMPACT
The fiscal impact to the District for this service is $30,212 for the 2010-2011 school
year plus the cost for STRS contribution. Cost to be funded by Special Education
Funds, Resource 6500.
Approve the Memorandum of Understanding
4.9-C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Memorandum of Understanding with Alliant International University,
Shirley M. Hufstedler School of Education
Staff is requesting the Board to approve a memorandum of understanding with the
Shirley M. Hufstedler School of Education at Alliant International University to
employ Joscelyn Worley as a .8 FTE school psychologist intern for the academic
school year.
The District supervisor is required to provide supervision and pre-service training and
orientation activities as well as work collaboratively with the University Intern Faculty
Liaison. The District has identified Don Klose as the supervisor of the School
Psychologist Intern Program. The District agrees that it will not displace existing
school psychologists with interns.
The University has admitted the student to its PPS program in School Psychology, is
responsible for the student’s eligibility for the internship, and is responsible for
compliance with policies and regulations of the Commission on Teacher
Credentialing. The University will assign an Intern Faculty Liaison (IFL) to support
the intern during this required field experience to obtain the PPS Credential.
The term of this agreement is for a period of one year, commencing August 26, 2010
through June 30, 2011. The District may terminate the intern per Board Policy and
applicable law.
POLICY/CODE
Not Applicable
FISCAL IMPACT
The fiscal impact to the District for this service is $30,212 for the 2010-2011 school
year plus the cost for STRS contribution. Cost to be funded by Special Education
Funds, Resource 6500.
Approve the Memorandum of Understanding
4.10-C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Gann Limit - Resolution No. 11-09
Education Code Sections 1629 and 14132 specify that by September 30,
county office and district governing boards shall adopt a resolution
identifying their estimated appropriations limits for the current year and
their actual appropriations limit for the preceding year. The
documentation supporting the adopted resolution shall be made
available to the public.
The Gann Limit Calculation for FY 2009-2010 and 2010-2011 does not
have any effect on the funding of the District.
The attached Resolution and Calculations will be submitted to the
Alameda County Office of Education for transmittal to the California
Department of Education.
POLICY/CODE
Education Code Sections 1629 and 14132
Government code Section 7906(f).
FISCAL IMPACT
None
Board Approval
4.11-C
RESOLUTION NO. 11-09
RESOLUTION FOR ADOPTING THE "GANN" LIMIT
(Normal, no increase to Limit pursuant to G.C. 7902.1 [nothing on line K {COE LINE P}])
WHEREAS, in November of 1979, the California electorate did adopt Proposition 4,
commonly called the Gann Amendment, which added Article XIII-B to the California
Constitution; and,
WHEREAS, the provisions of that Article establish maximum appropriation
limitations, commonly called "Gann Limits," for public agencies, including school
districts; and,
WHEREAS, the District must establish a revised Gann limit for the 2009-2010
Fiscal Year and a projected Gann Limit for the 2010-2011 Fiscal Year in accordance
with the provisions of Article XIII-B and applicable statutory law;
NOW, THEREFORE, BE IT RESOLVED, that the Board of Education of the Berkeley
Unified School District does provide public notice that the calculations and
documentation of the Gann limits for the 2009-2010 and 2010-2011 Fiscal Years
are made in accord with applicable constitutional and statutory law;
AND BE IT FURTHER RESOLVED THAT THIS Board does hereby declare that the
appropriations in the Budget for the 2009-2010 and 2010-2011 Fiscal Years do not
exceed the limitations imposed by Proposition 4;
AND BE IT FURTHER RESOLVED that the Superintendent provide copies of this
resolution along with the appropriate attachments to interested citizens of the
District.
PASSED AND ADOPTED by the Board of Education of the Berkeley Unified School
District this 15th day of September 2010.
AYES:
NOES:
ABSENT:
ABSTAIN:
_________________________________
William Huyett
Secretary of the Board of Education
Of the City of Berkeley and of Berkeley Unified
School District of Alameda County, State of California
4.11-Ca
TO:
FROM:
DATE:
SUBJECT:
Lew Jones, Director of Facilities
September 15, 2010
Approve an Increase to a Contract With Landry and Bogan,
Incorporated to Provide Design Services for the Replacement of the
Stage Lights at the Berkeley Community Theater
On March 24, 2010, the Board approved hiring Landry and Bogan Incorporated,
for $65,000 to replace the stage lights at the Berkeley Community Theater. They
completed the design and the project was bid in the late spring of this year. The
Board rejected bids because they were higher than estimated. We plan to rebid
this project in a few months. After further review of the electrical design in the
building, we believe that it is prudent to rewire the house lights in conjunction
with the stage light improvement. The cost to perform this additional design work
is $8,000.
The Measure BB Annual Plan includes a project to replace the stage lights at the
Berkeley Community Theater during the summer of 2011.
POLICY/CODE
Board Policy 3310.
FISCAL IMPACT
Cost to be paid from the Measure BB Bond.
Approve Logan and Bogan, Inc. for an increase of $8,000 and a total contract of
$73,000.
5.1-C
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Resolution to Postpone Date to Lay Off Permit Teachers Employees in
the Child Development Program
Due to Governing Board approval of Resolution 10-68 dated June 23, 2010 to lay off
employees in the Child Development Program and Governing Board action on August,
18, 2010 to restructure Pre-School and Extended Day Programs, it is necessary to
postpone the layoff of 18 FTE Permit Teachers, effective October 31, 2010.
POLICY/CODE
Education Code Section 8366
FISCAL IMPACT
Savings to the District
Approve the Resolution
2.1-A
GOVERNING BOARD OF THE BERKELEY UNIFIED SCHOOL DISTRICT
COUNTY OF ALAMEDA, STATE OF CALIFORNIA
RESOLUTION NO. 11-07
In the Matter of the Reduction of
Positions in the Child Development Program
__________________________________ )
)
)
RESOLUTION TO POSTPONE DATE
TO LAY OFF PERMIT TEACHER
EMPLOYEES IN THE CHILD
DEVELOPMENT PROGRAM
WHEREAS, due to lack of work and/or lack of funds in the Berkeley Unified School
District, the Governing Board, under the authority of Education Code section 8366 and
Governing Board Resolution 10-68, hereby found it necessary and in the best interest of the
District to eliminate 28.43 full-time equivalent (FTE) of the Permit Teachers in the Child
Development Program. Based on Governing Board approval on August 18, 2010 of the
Proposal to Restructure Pre-School and Extended Day Programs due to lack of work and/or
lack of funds in the Berkeley Unified School District, the Governing Board, under the authority
of Education Code section 8366 and Governing Board Resolution 11-07, hereby find it
necessary and in the best interest of the District to eliminate 18.00 full-time equivalent (FTE) of
the Permit Teachers in the Child Development Program as specified below:
Position Classification
Full Time Equivalent
Permit Teacher
18
TOTAL
18
WHEREAS, The Governing Board of the Berkeley Unified School District approved
Resolution 10-68 dated June 23, 2010 to lay off employees in the Child Development Program;
and
WHEREAS, The Governing Board of the Berkeley Unified School District approved
action on August 18, 2010 to restructure Pre-School and Extended Day Programs; and
NOW, THEREFORE, BE IT RESOLVED, that as of October 31, 2010, 18 FTE Permit
Teachers set forth above shall be discontinued to the extent herein above set forth. The order
of layoff shall be determined by length of service. The Governing Board has further determined
in Resolution No. 10-68 that that among employees who first rendered paid service to the
District on the same day, the order of termination will be based solely on the needs of the
District and the students thereof.
BE IT FURTHER RESOLVED, that the Superintendent or his designee be authorized
and directed to give notices of layoff to all affected employees not later than 20 days prior to the
effective date of the layoff set forth above.
BE IT FURTHER RESOLVED, that the Superintendent or his designee be authorized
and directed to take any other actions necessary to effectuate the intent of this resolution.
2.1-A
PASSED AND ADOPTED by the Governing Board of the Berkeley Unified School District
this 15th day of September, 2010, by the following vote:
AYES:
NOES:
ABSTAIN:
ABSENT:
_________________________________
Clerk, Board of Education
Of the Berkeley Unified School District
2.1-A
TO:
FROM:
DATE:
SUBJECT:
Delia Ruiz, Asst. Superintendent, Human Resources
September 15, 2010
Annual Declaration of Need for Fully-Qualified Educators
Annual certification to the California Commission on Teacher
Credentialing is required for those teachers who assignments require
emergency permits or limited assignment permits. The Board of
Education must certify that there are an insufficient number of fullycredentialed applicants for certain positions.
In cases where the District must employ teachers without the proper
certification, the California Education Code and Title V Regulations
provide options for legal compliance.
The California Commission on Teacher Credentialing requires that this
item “not appear as part of a consent calendar.”
POLICY/CODE
Title V Regulation 80026
Education Code 44225.7
FISCAL IMPACT
None
Approve Annual Declaration of Need for Fully Qualified Educators
2.2-A
TO:
FROM:
Pauline Follansbee, Director of Fiscal Services
DATE:
September 15, 2010
SUBJECT: 2009-2010 Unaudited Actuals
The 2009-2010 Unaudited Actuals is a term that refers to the “closed”
financial books of the District prior to the independent audit of the
financial records. Closing the books means that all known expenditures
and revenues for the Fiscal Year 2009-2010 have been posted to the
financial ledgers of the District.
Staff will present information on Unaudited Actuals for Fiscal Year 20092010.
POLICY/CODE
California Education Code Sections 42122-42129
Approve the 2009-2010 Unaudited Actuals.
4.1-A
TO:
FROM:
DATE:
SUBJECT:
Board of Education
September 15, 2010
Review of BHS School Site Council Bylaws, adopted 8-4-10
The Board of Education adopted these Bylaws for the Berkeley High
School Site Council (SSC) on August 4, 2010.
Subsequent to that adoption, in the process of editing the Bylaws to
incorporate the additions and revisions specified by the Board at the
meeting of August 4, 2010, notably the composition of the parent and
teacher membership, we noted that a small, but significant, section of EC
64001, which describes the “Requirements of the School Plan” (p.2 in the
attached document) had been either omitted or incorrectly paraphrased.
This section has now been replaced with the applicable section from the
California Department of Education Handbook for School Site Councils.
Other edits brought to our attention include language about Alternates:
the edited language clarifies the intent of the Board Policy Subcommittee
about the position of Alternates in the SSC.
In order to ensure that the correct version of this document is widely
available for public dissemination, we believed it to be prudent to refer the
correctly edited document back to the Board of Education in the event
that it wishes to reaffirm this edited document.
POLICY/CODE
California Education Code, 2008, Section 5280, Thomson & West.
Guide to the Single Plan for Student Achievement, California Department of
Education, Nov. 2006.
Focus on Learning, Joint WASC/DCE Process Guide, 2009 Edition,
Updated Fall 2009.
FISCAL IMPACT
No impact on the General Fund.
Approve the edited version of BHS School Site Council Bylaws.
1.1-CF
BERKELEY HIGH SCHOOL
SCHOOL SITE COUNCIL BYLAWS
Board of Education
Adopted August 4, 2010
BHS School Site Council (SSC) Bylaws
I.
II.
III.
IV.
Name of the Committee ........................................................................... 1
Purpose and Philosophy .......................................................................... 1
Charge of the School Site Council ........................................................... 1
Overview of the Single Plan for Student Achievement .............................. 2
A. Requirements of the School Plan ........................................................ 2
B. Contents of the School Plan ................................................................ 2
V. Responsibilities of School Site Council .................................................... 3
A. Responsibilities of the SSC Members.................................................. 3
1. Developing the School Plan .............................................................. 3
2. Annual SSC Orientation.................................................................. 4
3. Soliciting Input and Disseminating Information ............................. 4
B. Responsibilities of the School Principal .............................................. 5
C. Responsibilities of the Governing Board ............................................. 5
D. Responsibilities of the Administration ................................................ 6
VI. Organizing the School Site Council ......................................................... 6
A. Composition of the SSC ..................................................................... 6
VII. Elections ................................................................................................ 8
A. Parent Elections ................................................................................ 8
B. Teacher Elections .............................................................................. 8
C. Classified Staff Elections ................................................................... 8
D. Student Elections............................................................................... 8
E. Alternates .......................................................................................... 9
F. BSEP and ELAC Committee Representatives to the SSC ....................... 9
G. The Principal on the SSC ................................................................... 9
H. Term of Office..................................................................................... 9
VIII. Operations of the School Site Council ...................................................... 9
A. Election of officers ............................................................................. 9
B. Responsibilities of School Site Council Chair/Co-Chairs ................... 10
IX. Open Meetings and Rules of Order ......................................................... 10
A. Open Meeting Law ........................................................................... 10
B. Information in Spanish .................................................................... 11
C. Accessible meetings ......................................................................... 11
D. Quorum Requirements .................................................................... 11
E. Removal from Membership .............................................................. 11
F. Filling Vacancies.............................................................................. 11
G. Conduct of meetings........................................................................ 12
H. Voting ............................................................................................. 12
I. Record keeping ................................................................................ 12
J. Soliciting Input from the School Community ..................................... 12
K. All Students versus Targeted Groups of Students............................. 13
X. Conflict of Interest ................................................................................ 13
XI. Approval of the School Plan and Budget(s) ............................................. 14
A. Two Readings of Plan and Budget .................................................... 14
B. Mid-year Changes to the School Plan ............................................... 14
XII. School Site Council Subcommittees ..................................................... 14
XIII. Standing and Special Committees ........................................................ 15
A. The SSC and the School Safety Committee ...................................... 15
B. English Learners Advisory Committee (ELAC) ................................. 16
C. Program Evaluation Advisory Committee ........................................ 17
XIV. The SSC and the BSEP Site Committee ................................................. 18
A. A Discrete Committee ..................................................................... 18
B. BSEP Site Committee and the SSC ................................................... 18
C. BSEP Budget Approval by SSC. ...................................................... 18
XV. Dispute Resolution ............................................................................... 19
XVI. Amendment or Suspension of Bylaws .................................................. 20
Exhibit 1 – Actions Required of the School Site Council ............................... 21
Exhibit 2 – Recommendations and Assurances for the BHS Single Plan for
Student Achievement (SPSA) ........................................................................ 22
Appendix A - Focus on Learning: Joint WASC/CDE Process Guide (excerpt) .... 24
I. Name of the Committee
Berkeley High School shall establish a School Site Council (SSC) as is
required by Education Code for any school participating in the programs
funded through the Consolidated Application process, and may include any
other school program it chooses to include. 1
The SSC shall be established in accordance with California law, local statute,
and policies and bylaws adopted by the Board of Education.
II. Purpose and Philosophy
The purpose of the California public school system is to provide for the
academic development of each pupil and prepare each pupil, to the extent of
his or her ability, to become a lifelong learner, equipped to live and succeed
within the economic and societal complexities of the 21st century. The
success of a school in achieving this goal, and the success of the students it
serves, comes through the shared responsibility of the staff and the entire
school community.
III. Charge of the School Site Council
The primary charge of the SSC is to develop a Single Plan for Student
Achievement (SPSA) 2. The purpose of the Single Plan for Student Achievement
(herein after called the School Plan) is to create a cycle of continuous
improvement of student performance and to ensure that all students succeed
in reaching academic standards set by the State Board of Education. The
SPSA involves a continuous development, implementation, and monitoring
cycle.
In the comprehensive high school, the WASC/CDE protocol, Focus on Learning3
serves as the basis for the SPSA. Both WASC and SPSA share the goal of
improving instructional programs. The purpose of WASC accreditation is “to
provide high quality learning opportunities …with the added requirement ... of
continual self-improvement.” The WASC process guides the school into an
ongoing improvement process that includes implementation, assessment and
refinement of the school wide action plan on an annual basis. Appropriate
reports and reviews throughout the normal six-year cycle of accreditation
support this process.” (See Appendix A4)
California Education Code, 2008, Section 52800, Thomson & West, Section 64001(a).
A Guide and Template for the Single Plan for Student Achievement: A Handbook for School
Site Councils, Overview of the Single Plan for Student Achievement, California Department of
Education, November, 2006, p. 1
3 Focus on Learning, Joint WASC/CDE Process Guide, 2009 Edition, Updated Fall 2009.
California Department of Education and Western Association of Schools and Colleges.
4 Ibid, pp. 3-7.
1
2
Board of Education final version 9-15-10
IV. Overview of the Single Plan for Student Achievement5
In 2001, the California legislature amended the planning requirements for
schools that participate in state and federal categorical programs funded
through the Consolidated Application process, creating the Single Plan for
Student Achievement (SPSA). The stated purpose of the SPSA is to “improve
the academic performance of all students to the level of the performance
goals, as established by the Academic Performance Index.”
This legislation requires that schools participating in programs funded
through the consolidated application process assure that school site councils
develop and approve a Single Plan for Student Achievement. Schools may also
include any other school program they choose to include. 6
A. Requirements of the School Plan 7
1. The School Plan must be developed with the review, certification, and
advice of any applicable school advisory committees.
2. The School Plan must be developed to be in alignment with the
District’s goals, objectives and policies.
3. School goals must be based on “an analysis of verifiable student data,
including the Academic Performance Index ... and the English
Language Development test ... and may include any data voluntarily
developed by the school or district to measure student achievement.
4. The School Plan must address how the Consolidated Application funds
(and other funds as determined) will be used to “improve the academic
performance of all students to the level of the performance goals, as
established by the Academic Performance Index…”.
5. The School Plan must be “reviewed annually and updated, including
proposed expenditures of funds allocated to the school through the
Consolidated Application, by the school site council…”
6. The School Plan must be reviewed and approved by the BUSD Board of
Education annually “whenever there are material changes.”
B. Contents of the School Plan
The contents of the School Plan shall include all of the following: 8
5
A Guide and Template for The Single Plan for Student Achievement, California Department of
Education, November, 2006, p. 1.
6 EC 64001 (a)
7 EC 64001 (a, d, f)
1) Curricula, instructional strategies and materials responsive to the
individual needs and learning styles of each student.
2) Instructional and auxiliary services to meet the special needs of nonEnglish-speaking or limited-English-speaking students, including
instruction in a language students will understand; and instruction of
educationally disadvantaged students, gifted and talented students,
and students with exceptional needs.
3) A staff development program for teachers, other school personnel,
paraprofessionals, and volunteers, including those participating in
special programs.
4) Ongoing evaluation of the educational program of the school.
5) Other activities and objectives as established by the Council.
6) The proposed expenditure of funds available to the school through the
school-based state and federal categorical programs and other funds
available to the school for the benefit of the students. 9
The SSC shall annually formally review the goals, student outcomes,
expenditures and program data of the School Plan, and make any necessary
modifications in the Plan to reflect changing needs and priorities before
submission of the Plan to the Board of Education for annual approval.
V. Responsibilities of School Site Council
A. Responsibilities of the SSC Members
1. Developing the School Plan
The responsibility of the SSC is to develop the School Plan. The SSC is
responsible, annually, to evaluate, monitor, revise and approve the
following elements of the School Plan:
• WASC Plan.
• Expenditure Plan for all state or federal categorical funds (such as EIA).
• ELAC Committee’s Plan for expenditure of EL funds.
• School Safety Plan.
• BSEP Site Plan for the expenditure of BSEP School Discretionary funds.
The School Plan may include review of other programs, expenditure
budgets or factors related to improving the academic performance of the
students as determined by the SSC annually.
In summary, the process for developing the School Plan is: 10
EC 52853
Ibid (7)
10 Guide to the Single Plan for Student Achievement, California Department of Education, Nov. 2006,
p.11
8
9
• Step One: Measure effectiveness of improvement strategies at the
school
• Step Two: Seek input from school advisory committees/school
community
• Step Three: Reaffirm or revise school goals and align with District
goals.
• Step Four: Review improvement strategies and expenditures
• Step Five: Approve and recommend the approved School Plan to the
District’s Board of Education
• Step Six: Monitor implementation of the School Plan.
[See Exhibit 1: a process timeline for developing the SPSA11.]
2. Annual SSC Orientation
SSC members must participate in an annual SSC orientation meeting,
and other workshops provided by District staff relevant to the SSC’s
charge and responsibilities.
3. Soliciting Input and Disseminating Information
The SSC must demonstrate that it has disseminated information about
its work widely in the school community and has solicited input from all
groups and individuals included in their respective constituent groups.
The principal shall make meeting space available outside of regular
class hours so that SSC parents, students, teachers, and classified staff
can each host regular meetings with their constituent groups.
While the SSC may not, in every case, include members representing
each group comprising the school community, the elected members
must consider the needs of the children of all the various school groups
and individuals, and must demonstrate the means by which the needs
of all children have been considered in developing and implementing the
School Plan.
All members of the school community must have
opportunities to bring their interests and concerns before the SSC.
Annually, the SSC recommends the School Plan to the District’s Board of
Education for adoption. The recommended School Plan must be
transmitted with an Assurances Letter, signed by the Principal and SSC
Chair(s), which confirms for the Board of Education that the SSC has
properly executed its responsibilities.
11
Ibid., p. 5
B. Responsibilities of the School Principal
The principal is a voting member of the SSC, and is vital to the success of
the planning and implementation of the School Plan. A principal’s
leadership is critical to the success of the SSC. The greater the principal’s
ability to engage and involve the SSC and other members of the community
in planning, program and budget development, the more effectively student
learning will be improved at that site.
By law, the principal has no administrative authority over the SSC and
therefore may not veto decisions made by the SSC nor make changes to
the School Plan after it has been approved by the SSC. Because it is the
principal’s responsibility to implement the School Plan, the SSC should give
weight and consideration to the principal’s view.
The principal has the following duties with respect to the development of
the School Plan:
• Provide vision, leadership and information to the SSC.
• Provide student data to the SSC in a format that allows the data to be
used as a basis for decision-making in developing the School Plan.
• Provide clear revenue and expenditure information for the SSC to use
in developing a realistic and accountable School Plan.
• Administer the school-level activities of the approved School Plan.
• Ensure that District guidelines with respect to hiring, procurement of
materials and conflict of interest are followed.
• Together with members of the previously elected SSC, ensure that
elections for the SSC are open, widely publicized, and timely.
C. Responsibilities of the Governing Board
The local governing board adopts policies for the development and
implementation of the School Plan consistent with the law. Acting upon the
recommendation of the School Site Council, the Board votes on the approval
of the School Plan and all subsequent revisions of it. The Board also must
certify that the School Plan is consistent with local educational agency plans
and initiatives. The School Plan must have Board approval to authorize
expenditures proposed in the School Plan. 12 The Board must provide
assurances to the CDE that the SSC of any school participating in
programs funded through the consolidated application process has
developed the SPSA in accordance with the law.
(See Exhibit 2: “Recommendations and Assurances.”)13
A Guide and Template for The Single Plan for Student Achievement, California Department of
Education, November 2006, p. 6
13 EC 60001(a)
12
In the event that the governing board does not approve the School Plan in
part or whole, the Plan shall be remanded back to the BHS SSC for
modification.
D. Responsibilities of the Administration
The district and school administration, which may include an appointed
leadership team, is responsible for implementing the SPSA.
Administration of the SPSA includes assigning, directing, and supervising
project staff; purchasing materials and equipment and accounting for
project funds. 14
As per Board policy, the Superintendent or designee will provide, annually,
training and information to the members of the SSC to facilitate its ability
to collaboratively analyze data, design measurable goals, and develop,
monitor, and evaluate SPSA programs. The District will provide a written
handbook of guidelines and information relevant to the SSC’s charge and
disseminate it to the SSC members.
Annually, the District will provide student data to the SSC in a format that
allows the data to be used as a basis for decision-making in developing the
School Plan.
The District will also make available regularly to the Principal and the SSC
revenue and expenditure reports, including an annual report of revenue
and expenditure to enable the SSC to prepare its School Plan).
VI. Organizing the School Site Council
A. Composition of the SSC
The SSC shall be composed of the principal and representatives of:
teachers elected by teachers at the school; other school personnel
elected by other school personnel at the school; parents elected by such
parents and students elected by students attending the school.
Classroom teachers shall comprise the majority of the school staff.
14
EC Section 64001(h)
Principal
Teachers
Students
Other Staff
Parents or Community Members
The size and composition of the BHS SSC shall be as follows:
Membership = 24 persons
School
Principal
1 Classified Staff
Parents, Students, Community
6 Parents or Community:
6 Students
10 Certificated Staff 15
designated as follows:
2 from the Small Schools
2 from Academic Choice
2 from International Baccalaureate
1 Non affiliated with
Small Schools or Programs
3 At large
Parents, Student, Communit y
designated as follows:
1 from the Small Schools
1 from Academic Choice
1 from International High School
3 At Large
NOTE: Co-membership (two persons sharing one seat) shall not be permitted.
15EC
52852: May include counselors, psychologists, and/or library personnel so long as
classroom teachers comprise the majority of the school staff.
VII. Elections
A well-publicized election to the SSC shall be conducted during September each
year with the elections completed by October 1.
Recruitment of candidates and election of members should be conducted in
such a manner as to promote an SSC which reflects the ethnic, linguistic,
socioeconomic and programmatic composition of the school. It is strongly
desirable that members represent the diversity of the student population of the
school, as well as those students who are participating in special programs such
as instruction for second language students, special education, gifted and
talented, and compensatory education.
To this end, efforts should be made to ensure that information about the
mission and role of the SSC is widely disseminated and that the election process
is made accessible to all members of the school community.
No parent, teacher or classified staff person nominated for re-election may be
involved in the supervision and oversight of the election process, i.e., chairing
the election meeting, counting the votes, and so forth.
A. Parent Elections
Parents/guardians, residents, or other community members shall be
elected in September, no later than September 30. Parents/guardians,
residents, or community members shall be elected from the school at large.
The Principal shall work with key parent organizations such as the PTSA and
outgoing parent SSC members to conduct elections. The District’s and High
School’s Parent Outreach staff and the District’s Public Information staff will
assist the school in its efforts to recruit candidates who represent the
student body of BHS and to expand and diversify participation in the
elections.
B. Teacher Elections
Teacher members shall be elected by teachers no later than September
30th.
C. Classified Staff Elections
Classified staff shall be elected by their peers in the fall no later than
September 30th.
D. Student Elections
Student members of the SSC shall be elected from Berkeley High School in
the spring prior to the school year in which they will serve.
E. Alternates
Alternates may only participate in the absence of an elected member.
For students and parents, the next two persons obtaining the highest
number of votes may be designated as non-voting Alternates for those two
groups.
For teachers, there may be one non-voting alternate from each of the
following subgroups: Small Schools, AC, IB, At Large group.
F. BSEP and ELAC Committee Liaisons to the SSC
To enhance coordination between the SSC and the ELAC, and the SSC and
the BSEP Site Committee in developing the School Plan, each Committee
shall appoint at least one member of their respective Committees to serve as
a non-voting Liaison to the other Committee.
G. The Principal on the SSC
The Principal is a de facto member of the SSC; s/he may appoint another
administrator as his/her designee.
H. Term of Office
The term of office of the SSC shall be October 1 through September 30 of the
following year. An SSC member may be re-elected for subsequent terms,
without limit.
VIII. Operations of the School Site Council
A. Election of officers
The SSC needs to elect officers with stated responsibilities and authority,
including:
• Chair or Co-Chairs to preside over SSC meetings. If Co-Chairs are
elected, at least one should be a parent. It is strongly recommended that
the principal not be the Chair.
• Secretary: to ensure that meeting minutes are recorded and submitted to
the District Office in a timely fashion and to maintain other documents as
required. Due to the volume of work required by the BHS SSC, and to
ensure the timely posting of meeting notices and minutes, the school may
choose to retain a staff person who may be compensated to serve as the
SSC Recording Secretary. Said person shall be non-voting and shall not
engage in the SSC deliberations. In the event that the SSC retains a
Recording Secretary who is compensated, the SSC shall nevertheless
select a Secretary from among its membership to serve as a liaison
between the SSC and the Recording Secretary.
• Parliamentarian: to resolve questions of procedure with the help of
Robert’s Rules of Order or similar guide.
B. Responsibilities of School Site Council Chair/Co-Chairs
• Preside over the meetings of the SSC.
• Make arrangements for the Co-Chair to preside over any meetings which
the Chair is unable to attend.
• With the SSC membership, publicize the upcoming SSC election each
year, via a welcoming letter to parents and staff, announcements and
tables at PTA meetings and Back-to-School Night, encouraging parents
and staff to participate on the School Governance Council.
• Attend SSC orientations and training meetings as provided by District
staff.
• Represent the SSC in presenting its recommendations and concerns to
the School Board and to the public. The recommendations and opinions
presented are to represent those of the Committee as a whole (not the
Chair’s nor any individual member’s opinion), as shall be discerned by
discussion and direction of the SSC at a legally convened meeting.
• Sign, on behalf of the SSC, the annual “Recommendations and
Assurances” letter which transmits the SSC’s approved School Plan to the
Board of Education for adoption. (See Exhibit 2: “Recommendations and
Assurances”)
IX. Open Meeting Laws and Rules of Order
The SSC is governed by the State of California “Open Meeting Law”16 and these
Bylaws as follows.
A. Open Meeting Law
The SSC shall meet regularly and as often as needed to accomplish its
duties. The day and time of SSC meetings shall be agreed upon among the
SSC members (both parents and staff) and, preferably, shall be at a set time.
A calendar of meetings should be established at the first meeting and then
published, to allow maximum community participation. SSC meetings must
operate according to the following rules:
• Meetings must be open to the public.
• Notice of the meeting must be posted at the school site at least 72 hours
before the meeting (preferably longer). Such notice shall be given in the
Principal's bulletin, on the school e-tree, and posted by the Secretary in
an identified place for meeting notices.
• The notice must specify the date, time, and place of the meeting and the
agenda.
16
EC 35147
• The SSC cannot take action on an item not described on the posted
agenda unless, by unanimous vote, it finds a need for action unknown
when the agenda was posted.
• The public may address the SSC on any item within the subject matter
jurisdiction of the SSC.
• Questions and brief statements of no impact on students or employees
that can be resolved by providing information need not be described on
the posted agenda.
• If these procedures are violated, upon demand of any person, the SSC
must reconsider the item at its next meeting, after allowing for public
input on the item.
B. Information in Spanish
Information in the Spanish language about the SSC agendas, minutes and
the School Plan shall be made available upon request. Meeting notices shall
include the contact point to obtain the requested information in Spanish.
Spanish translation of the SSC meetings shall also be provided upon the
request of interested parties.
C. Accessible meetings
SSC meetings shall be shall be open to the public and conducted in the City
of Berkeley in a place which is accessible to the public. Effort should be
made to provide an interpreter for the meeting in the event that non-English
speaking individuals wish to participate in SSC meetings.
D. Quorum Requirements
A quorum of SSC members must be in attendance to approve any Action of
the SSC. A quorum shall consist of no fewer than “one half plus one” of the
total number of SSC members, that is, at least 13 SSC members. In
addition, the Quorum shall further require that no fewer than six (6) staff;
and six (6) parents/community or students are in attendance.
In the absence of voting members, Alternates may be counted for the
quorum and may vote in their place.)
E. Removal from Membership on the SSC
In the event that an SSC Member should fail to attend three or more SSC
meetings, s/he may be considered to have relinquished his/her post by a
majority vote of the SSC.
F. Filling Vacancies
Every effort should be made to have a complete SSC. In the event of a
vacancy, an Alternate shall be selected from the same group which held the
original seat (i.e., teacher, parent or student). In the event that a vacancy
occurs and there is no Alternate, an interim election shall be conducted by
the same group which held the original seat.
G. Conduct of meetings
SSC meetings are public meetings; the regulations and procedures
governing meetings of other public bodies (such as Roberts Rules of Order)
generally apply to meetings of the SSC. SSC meetings should be conducted
in an open, civil manner.
H. Voting
When a vote is taken, it must be open and recorded; secret ballots are not
permitted. Although reaching consensus in decision-making is desirable, a
majority vote (one-half + 1) of those present is required to approve Action
Items.
I. Record keeping
Public records require safekeeping. SSC records should be filed in a secure
place which shall be available to the SSC members. Federal law requires
that all records pertinent to a funded project be retained for three years.17
SSC records must be made available for public review upon request. The
SSC shall maintain records of the following:
• Elections
• Official correspondence
• Agendas of SSC meetings
• Evidence of input from school advisory committees and groups
• Minutes of meetings, recording attendance, discussions,
recommendations, and actions
• Copies of current and prior year School Plans
• Documentation required to modify the School Plan
After each SSC meeting, minutes shall be completed in a timely manner and
made accessible to the public in both electronic and printed copy. A
“Meeting
Summary
Report”
recording
attendance,
discussions,
recommendations, and actions shall be submitted to the appropriate District
office in a timely manner.
J. Soliciting Input from the School Community
Prior to developing the School Plan, the SSC shall solicit input from
members of the school community, advisory groups, teachers,
17
Code of Federal Regulations, Section 34, Part 74.53
administrators, parents and students, when appropriate, regarding the
status, performance and needs of the students and school. Such
solicitation may come through surveys, informational meetings, and the
exchange of information with all the stakeholders in the school.
K. All Students versus Targeted Groups of Students
The School Plan must benefit all the children at the school, although
particular school funds may be targeted toward special purposes. Not
every program that the school develops must directly benefit every child.
The school’s decisions related to program development and financial
allocations should consider qualitative and quantitative data that may
determine the needs of all the school’s students.
X. Conflict of Interest
“Conflict-of-interest” laws are based on the notion that members of a body
responsible for making decisions about public funds, owe their paramount
loyalty to the public, and that personal or private financial considerations
should not be allowed to enter the decision making process.”18
“A public official has a financial interest in a decision within the meaning of
Government Code Section 87100 if it is reasonably foreseeable that the decision
will have a material financial effect, distinguishable from its effect on the public
generally, on the official, or a member of his or her immediate family.19
The “public interest” of the SSC is to identify and allocate resources, without
personal bias, to educational programs which lead to improving the
achievement of the students for whom they are responsible to provide an
education. A conflict-of-interest thus occurs when a SSC member participates
in making a particular decision in which s/he or an individual in the member’s
immediate family stands to gain financially from adoption of that particular
decision.
The SSC shall enforce “conflict of interest” laws in accordance with applicable
regulations in Government Code, Education Code and in policy adopted by the
Board of Education. The District shall provide training annually to the SSC
about the “conflict of interest” regulations.
Avoidance of a “conflict of interest” position should be taken into account during
the election of SSC members, e.g., personnel paid by funds to be allocated by
18 Conflicts of Interest, Office of the Attorney General, Preface by Bill Lockyer, Attorney General, January
1, 2004
19 Government Code Section 87103.
the SSC should not be elected to the SSC since funding for his/her position will
need to be reconsidered and approved each year by the SSC. When a conflictof-interest occurs during the course of the SSC’s term, the “interested member”
must resign from the SSC and be replaced by an Alternate.
An exception to the above-stated rule shall exist in the case of programs that
are generally available to a substantial number of teachers at the school.
If needed, arbitration of “conflict of interest” disputes alleged by an individual or
the SSC shall be resolved through the dispute resolution procedures approved
in these Bylaws.
XI. Approval of the School Plan and Budget(s)
A. Two Readings of Plan and Budget
The SSC must have two readings of the School Plan and budget(s) prior to
taking action to approve. The budget presented by the Principal and the
final reports from the Standing or Special Committees (e.g., ELAC
Committee, School Safety Committee, BSEP Site Committee) to the SSC
must be presented for review and discussion at meetings of the SSC at
least one week prior to the meeting where a vote for approval of these
budgets and/or reports will take place. The final approval of the School
Plan, including final budget allocations, may not be approved by a vote of
the SSC at the same meeting at which it is presented for the first time.
B. Mid-year Changes to the School Plan
The SSC may amend the School Plan at any time, in accordance with Board
of Education policy and SSC Bylaws. Whenever the SSC makes a material
change to the School Plan, the Board of Education must approve the
change. Any of the following factors may indicate a need to amend the
School Plan during the school year:
• A major service or activity proves ineffective, and students are at risk.
• Loss of funding or other material changes occur that affect the academic
programs.
• Staff, equipment, or materials essential to the School Plan cannot be
procured.
• School boundaries or demographics suddenly change.
• An activity is found to be non-compliant with state or federal law.
• A planned activity is not supported by staff, parents, or students.
XII. School Site Council Subcommittees
The SSC may establish or abolish subcommittees of its own membership to
assist the SSC in developing, monitoring, or evaluating the SPSA. Such
appointed groups may be charged with gathering and analyzing information,
proposing strategies for improving instruction, examining materials, staffing
or funding possibilities, or drafting portions of the School Plan for SSC
consideration.
For example, a subcommittee may be tasked with reviewing and
recommending goals for the School Plan or to study the student data in depth
and provide the Committee as a whole with a synthesis of the most relevant
student data. Other tasks which may be delegated to a subcommittee include
investigating and reporting on a successful program operating at another
school or considering unsolicited proposals from any individual or group.
Subcommittee members may be appointed by the SSC Chairperson(s) with the
advice and consent of the SSC. At least one member representing teachers
and one member representing parents shall make up any SSC subcommittee.
No subcommittee may exercise the authority of the SSC.
XIII. Standing and Special Committees
The School Plan must be developed with the advice, review, and certification of
any applicable school advisory committees. 20 The School Safety Committee,
the English Language Learner Advisory Committee (ELAC) and the Program
Evaluation Committee shall be considered Standing School Advisory
Committees of the SSC. Other Standing School Advisory Committees may be
established as required by state or federal law, by the decision of the SSC or
by policies of the District’s Board of Education.
All School Advisory
Committees shall have the responsibility to advise the school, through the
SSC, on how to meet the needs of students for whom state and federal funds
are allocated. Each of these Standing Committees shall develop its own
Bylaws which shall be in conformance with the SSC Bylaws.
A. The SSC and the School Safety Committee
The SSC is charged to write and develop a comprehensive School Safety Plan
relevant to the needs and resources of the school. The SSC may delegate this
responsibility to a School Safety Committee. 21 At Berkeley High School, due
to the magnitude of the charge of this Committee, the School Safety
Committee shall be considered a Standing Committee.
The charge of the School Safety Committee shall be to write, evaluate and
update annually a comprehensive school safety plan that addresses the safety
20 EC Section 64001 (a)
21 EC 32280-32289,
concerns of Berkeley High School identified through a systematic planning
process. In developing the School Safety Plan, the School Safety Committee
shall consult with a representative from the City of Berkeley law enforcement
agency, the Alameda County probation agency, the City of Berkeley Public
Health and Mental Health agencies and the BHS Student Health Center.
The members of the School Safety Committee shall be appointed by the SSC;
The School Safety Committee shall be made up of the following members:
• The Principal or the principal’s designee.
• One teacher who is a representative of the recognized certificated
employee organization.
• One parent whose child attends the school.
• One classified employee who is a representative of the recognized
classified employee organization.
• Other members, as desired. Joint membership on the SSC and the School
Safety Committee of some members is desirable.
The School Safety Committee shall annually review its charge and the existing
goals and strategies in the School Plan related to the charge of the School
Safety Committee, and will develop recommendations for improving school
climate and safety. The SSC shall annually review and approve the School
Safety Plan developed by the School Safety Committee, and shall integrate
those recommendations into the School Plan prior to presenting the approved
School Plan to the Board of Education for adoption.
If the SSC modifies the School Safety Plan, the School Safety Committee and
the SSC shall meet in an attempt to resolve the proposed modifications prior
to the School Plan being presented to the Board of Education for adoption. In
the event that agreement about the SSC proposed modifications is not
achieved, the School Safety Plan shall be presented to the Board of Education
as approved by the SSC.
B. English Learners Advisory Committee (ELAC)
In compliance with California Education Code, 22 BHS shall have an English
Language Learners Advisory Committee (ELAC) which shall be a Standing
Committee. Although the law allows the ELAC to designate its charge to the
SSC, at BHS, due to the large number of EL students and their families, the
ELAC shall be considered a Standing Committee. In compliance with this
provision of the law, this designation shall be renewed every two years by a
vote of a properly convened ELAC.
22 EC Section 52176
The charge of the ELAC shall be to assist in the school’s language census and
needs assessment of ELL students, and to develop recommendations for the
expenditure of any funds allocated for educational services for the English
Language Learner population at BHS. The ELAC should also be responsible
for identifying ways to make parents aware of the importance of their
students’ regular school attendance.
The ELAC Committee is open to all parents/guardians of ELAC students. The
law does not describe a mandated size for the ELAC. The only requirement is
that the percentage of parents/guardians of English learners serving on the
ELAC must be the same as the percentage of English learners in the school. 23
To enhance coordination between the SSC and the ELAC in developing the
School Plan, each Committee shall appoint at least one member of their
respective Committees to serve as a (non-voting) Liaison to the other Committee.
A Plan for services to EL students shall be developed annually by the ELAC.
The ELAC plan shall be presented to the SSC annually for approval, and the
ELAC recommendations shall be incorporated into the SSC’s School Plan. The
ELAC must approve the School Plan prior to the SSC approving the School
Plan to be presented to the Board of Education for adoption.
C. Program Evaluation Advisory Committee
It is the responsibility of the SSC to modify those activities approved in the
School Plan which have proved ineffective in leading to the improvement of
student performance. To that end, the SSC, in conjunction with the school’s
and district’s administration, shall appoint a Standing Committee for Program
Evaluation to perform the function of monitoring the effectiveness of the
activities of the adopted School Plan.
The members of this Committee shall be appointed annually, no later than
October 15th. The members shall be appointed by agreement of the High
School Principal and the Chair or co-chairs of the SSC. The Superintendent
shall appoint someone from the district office to participate in the Committee.
Members may include teachers, parents, school and district administrators
and external consultant(s). Every effort shall be made to appoint members to
the Committee who can provide an objective evaluation of the programs to be
evaluated.
The charge of the Committee is to work closely with the district’s Office of
The Administrator’s Guide to English Learner Advisory Committees, 2007-08. School
Innovations & Advocacy, 2007. www.sia-us.com
23
Evaluation and Assessment (BEA) to develop a plan for evaluation of the
programs identified in the Single Plan for Student Achievement. Committee
members may also assist in preparing student and program data in formats
which are understandable to the members of the SSC, and in disseminating
the information to other interested individuals or groups. The findings of this
Committee shall be brought to the whole SSC on a regular and timely basis.
XIV. The SSC and the BSEP Site Committee
A. A Discrete Committee
The BHS BSEP Site Committee shall remain a discrete committee from
that of the SSC, due to the size and complexity of the charge of each of the
Committees. The charge of the BHS BSEP Site Committee is to consider
BHS’ School Plan and to develop an Annual Plan for the expenditure of
BSEP School Discretionary Funds for the personnel, services and materials
required to deliver effective activities leading to improved student
performance as described in the School Plan
B. BSEP Site Committee and the SSC
To enhance coordination between the SSC and the BSEP Site Committee in
their work, each Committee shall appoint two members of their respective
Committees, one teacher and one parent, to serve as a (non-voting) Liaison
to the other Committee
The BHS BSEP Site Committee will have at least two joint meetings with
the School Site Council: one in the fall, once both new committees are
constituted, to review the BHS School Plan for the current year, and once
in the spring when the SSC is considering adopting the budget proposed
by the BSEP Site Committee. Additional meetings may be scheduled as
needed to insure collaborative planning. Toward this end, the SSC shall
notify the BHS BSEP Site Committee when revisions to the School Plan are
taking place.
C. BSEP Budget Approval by SSC.
The BSEP Site Committee’s recommended Annual Plan for the expenditure
of BSEP School Discretionary funds shall be submitted to the BHS SSC
where it will receive a vote to approve or disapprove.
If approved, the BSEP Site Committee’s Annual Plan for the expenditure of
the BSEP School Discretionary funds shall be submitted to the Board of
Education for adoption.
In the event that the BHS SSC rejects the BSEP Site Committee’s Annual
Plan budget recommendations in whole or in part, the BSEP Site
Committee shall have an opportunity to respond directly to the concerns of
the SSC.
The SSC will observe the following process in developing its
response to the rejection of the BSEP Annual Plan budget
recommendations:
• The response should be focused exclusively on those items for which
the BSEP funding in the current year was reduced or eliminated
(“considered but not recommended”).
• If the SSC’s recommendation is to fund an item which was reduced or
eliminated in the BSEP recommendation, then an item or items of an
equivalent amount in the funded budget must be reduced or eliminated
so that SSC recommended budget is balanced as was the budget
recommended by the BSEP Site Committee.
• The SSC’s recommendation shall be approved by a simple majority vote
(50% + 1) of the SSC.
• The SSC shall deliver a written response to the BSEP Site Committee
which details the revised budget recommendation and comments on the
rationale for its changes in the recommendation.
• The BSEP Site Committee shall then consider the SSC’s
recommendations and either support or reject them.
After
consideration, the BSEP Site Committee shall refer its reconsidered
budget to the SSC.
• If disagreement about the budget recommendations persists between
the SSC and the BSEP Site Committee, then the recommendation of
each of the Committees and the recommendation of the School Principal
shall be submitted, with a written rationale from each Committee and
the School Principal, to the Board of Education for adoption.
The BSEP Site Committee at Berkeley High shall be responsible for oversight
of the expenditure of BHS BSEP School Discretionary funds.
XV. Dispute Resolution
Because the School Board, administration, and SSC have separate but related
responsibilities for the School Plan, they need to work cooperatively. Every
effort should be made to resolve disputes regarding the development and
implementation of the School Plan and SSC compliance issues. Should an
impasse occur, remedies available are:
A. Individuals may file a formal complaint, only about an alleged violation of
process, under the district’s Uniform Complaint Procedure for Categorical
Programs.
B. If the SSC is in dispute within itself or with the school’s implementation of
the School Plan, then the following process for assistance in resolving the
dispute may be observed:
1) Designated representatives of the SSC may request assistance from
the Educational Services Office in an effort to clarify policy or resolve a
dispute.
2) If resolution is not reached, the complaint may be brought to the
Superintendent to arbitrate.
3) If the SSC is not satisfied with the Superintendent’s decision, the
decision may be appealed to the Board of Education. The Board of
Education may establish a rule on the issue involved, and/or may
remand the issue back to the SSC with guidelines to resolve the issue.
XVI. Amendment or Suspension of Bylaws
Amendment or suspension of these Bylaws must be authorized by the BUSD
Board of Education. These Bylaws shall remain in effect until amended or
rescinded by the BUSD Board of Education.
EXHIBIT 1
ACTIONS REQUIRED OF THE SCHOOL SITE COUNCIL 24
The graphic below represents the cycle of actions required by the School Site
Council in the development, implementation, and revision of the SPSA. 25
Revise
Improvement
Strategies
and
Expenditures
Reaffirm or
Revise
School Goals
Approve and
Recommend SPSA
to Local
Governing
Board
Reach Desired
Outcomes
Seek
Advisory
Committees
Input
Monitor
Implementation
Measure
Effectiveness
of Improvement
Strategies
24
25
EC Section 64001
A Guide and Template for the Single Plan for Student Achievement, p. 5
21
Exhibit 2:
RECOMMENDATIONS AND ASSURANCES
BHS SCHOOL SITE COUNCIL
SINGLE PLAN FOR STUDENT ACHIEVEMENT (SPSA)
I. SUMMARY OF SCHOOL GOALS:
•
•
SCHOOL SITE COUNCIL MEMBERS: (Quorum is 13)
Staff
Parents/Community*
Students*
(Principal)
1) Chair
1)
(Classified)
2)
2)
1) (Teachers)
3)
3)
2)
4)
4)
3)
5)
5)
4)
6)
6)
5)
7)
7)
Teacher 9)
Teacher 10)
6)
7)
8)
*A quorum of the School Site Council consists of: 13
ELAC Committee Chair ____________________________________________________________________________
(Name)
(signature)
(Date)
School Safety Committee Chair______________________________________________________________________
(Name)
(signature)
(Date)
BSEP Site Committee Chair_________________________________________________________________________
(Name)
(signature)
(Date)
22
FY
______
RECOMMENDATIONS & ASSURANCES
The School Site Council recommends this School Plan and its related expenditures to the
District’s governing Board for approval, and assures the Board of the following:
1. The Berkeley High School Site Council is correctly constituted, and was formed in
accordance with District applicable state law, governing board policy and local statute.
2. The BHS School Site Council reviewed its responsibilities under state law and District
governing board policies.
3. The BHS School Site Council members do not have a conflict of interest in making budget
decisions regarding these categorical school funds. No one sitting on the School Site
Council stands to benefit financially from any decision of the Council.
4. This Single Plan for Student Achievement is based on an analysis of student academic
performance, as well as other benchmarks of student achievement. The Committee believes
that the actions proposed herein form a sound, comprehensive, coordinated plan to reach
stated school goals to improve student academic performance by addressing the needs of
the whole child.
5.
The BHS School Site Council sought and considered all recommendations from the
following committees, before adopting this School Plan:
• English Learner Advisory Committee (ELAC)
• School Safety Committee
• BHS BSEP Site Committee
6. This School Plan was reviewed and approved by the BHS English Learner Advisory
Committee on ________________
7. This school plan was adopted by the BHS School Site Council on _______________________.
ELAC Committee Chair
Signature
Date
BSEP Site Committee Chair
Signature
Date
Principal
Signature
Date
BHS School Site Council Chair:
Signature
Date
Director, Curriculum & Instruction
Signature
Assistant Superintendent, Educational Services
23
Signature
Date
Date
APPENDIX A
An excerpt from Focus on Learning: Joint WASC/CDE Process Guide
by
California Department of Education and
Western Association of Schools and Colleges
2009 Edition, Updated Fall 2009
Focus on Learning: Overview
Rationale
Focus on Learning Joint Process WASC/CDE is an ongoing school improvement
process that assists a school in an in-depth look at what currently exists and
what needs to be improved in relation to student learning and the school’s
program. Basic concepts addressed in this process focus upon student
success in meeting expected schoolwide learning results and academic
standards (i.e., what all students should know and be able to do by
graduation). They are:
1.
How are the students achieving?
2. Is the school doing everything possible to support high achievement for
all its students?
Through the Focus on Learning process a school fulfills the requirements for
Accreditation and forms the basis for the Single Plan for Pupil Achievement
through use of a single set of curriculum-driven criteria for high schools.
School Improvement Cycle
The accreditation process is an ongoing, perpetual cycle of assessment,
planning, implementing, monitoring, and reassessment: The process is guided
and assisted by self- study, visit, and follow-up. Annually, schools are
expected to summarize the degree to which all students, including
disaggregated subgroups, are accomplishing the expected schoolwide learning
results and state or local academic content standards. In addition, schools
must review the progress on the current schoolwide action plan in relation to
student achievement and make appropriate revisions. Every six years, a
school conducts an in-depth self-study to examine overall progress
accomplished since the last self-study and the effectiveness of its current
program based on the WASC criteria in relation to student achievement. This
results in a written summary of findings supported by evidence and the
development of an updated schoolwide action plan for the next three to five
years. The completed school report is sent to the visiting committee members
for careful study at least four to five weeks prior to the visit. Using the results
24
of the visit, the school modifies and implements its action plan and so
continues the cycle of improvement.
WASC Six-Year Cycle for Schools 26
Below is the WASC six year cycle that demonstrates the ongoing improvement
cycle.
Year Six – Past Cycle:
Completion of Self-Study/Visit/Refinement of Strategic Plan
New Cycle
Year One:
Profile update, progress Report, refinement of Schoolwide
Single Plan for Student Achievement
Year Two: Profile update, Progress Report, refinement of Schoolwide
Year Three: Profile update, Midterm Progress Report (one-day review),
refinement of Schoolwide Single Plan for Student Achievement
Year Four: Profile update, Progress Report, refinement of Schoolwide
Year Five: Review of all profile data, Progress Report, Progress and Programs
Analysis (beginning of next self-study), revision of annual
Academic and Financial Plan
Year Six:
Completion of self-study, including refinement of Schoolwide
Single Plan for Student Achievement, full self-study visit, including
revision of Schoolwide Single Plan for Student Achievement after
the review of Visiting Committee Report
(continued on next page)
26
Focus on Learning, p.4
25
Importance of School’s Vision, Expected Learning Results
(Schoolwide Learner Outcomes)
An essential element of systemic school improvement is the collective vision
on the part of the school’s shareholders for all students: what should students
know and be able to do upon exit from the school? What does it mean to be
an educated person? What is the most effective preparation of students for
their future? The expected schoolwide learning results should address the
identified critical academic needs of the students.
This vision provides the school’s foundation for establishing expected
schoolwide learning results and academic standards which drive the
instructional program and the support operations of the school.
Importance of School’s Academic Standards
Academic content and performance standards, whether those adopted locally
or by the State Board of Education, define what students should know and be
able to do in each curricular area and the level at which students are
expected to demonstrate this knowledge and grade-level expectations for
performance. In a standards-based educational system, schools determine the
benchmarks for student work that meet these standards, provide appropriate
instruction, and use multiple assessment measures to identify the level of
achievement for all students. This approach assists the schools in defining the
quality accomplishment of the complementary, more global expected
schoolwide learning results and the degree to which all students are achieving
them.
Criteria
The criteria are research-based guidelines for school improvement that focus
on student achievement of the expected schoolwide learning results and
academic content standards. A school will examine all aspects of its program
against these five categories.
1.
Organization: Vision and Purpose, Governance, Leadership and Staff,
and Resources
2.
Standards-based Student Learning: Curriculum
3.
Standards-based Student Learning: Instruction
4.
Standards-based Student Learning: Assessment and Accountability
5.
School Culture and Support for Student Personal and Academic
Growth
26
Importance of Data Analysis
The self-study revolves around an in-depth gathering of data and information
that will enable a school to take a careful and penetrating look at the
following:
1) the identified critical academic needs
2) the related expected schoolwide learning results (schoolwide learner
outcomes)
3) the academic standards
4) what is and isn’t working based on the WASC/CDE criteria.
Examples of strategies which will be used for this review are the examination
of student work; the observation of students working; the interviewing of
students about what they are learning; the review of group test data; and the
analysis of feedback from parents, graduates and community.
Expected Outcomes of Self-Study
The Focus on Learning self-study process is organized to support ongoing
school improvement efforts. The Leadership Team will facilitate the
engagement of all the school staff and other shareholders in a self-study
through subject area, support, parent, and student Home Groups and
interdisciplinary Focus Groups. Through the completion of the self-study the
school will have accomplished:
Overview
Focus on Learning: Joint WASC/CDE Process Guide
1.
The involvement and collaboration of all staff and other shareholders
to support student achievement
2.
The clarification and measurement of what all students should know,
understand, and be able to do through expected schoolwide learning
results and academic standards
3.
The gathering and analyzing of data about students and student
achievement
4.
The assessment of the entire school program and its impact on
student learning in relation to expected schoolwide learning results,
academic standards, and WASC/CDE criteria
5.
The alignment of a long-range action plan to the school’s areas of
need; the development and implementation of an accountability
system for monitoring the accomplishment of the plan.
27
Flexibility
As long as the school adheres to the expected outcomes, there is flexibility in
the self- study process. For your assistance, a model is provided. If the school
adapts the model to accommodate a particular school community, it should
explain how the expected outcomes listed above have been met.
The Focus on Learning Process
The Focus on Learning process is the work of the school community organized
into three types of groups:
1.
Leadership team
2.
Home Groups (shareholder groups organized by roles/responsibilities)
3.
Focus Groups (interdisciplinary groups of shareholders)
Within the Home Groups, participants will analyze student data and
achievement in relation to the academic standards, the expected schoolwide
learning results and quality of the school program based on the WASC/CDE
criteria. The Home Groups will share the results within the Schoolwide Focus
Groups.
Within the Focus Groups, participants will analyze student results to decide
what is most important to change in order to quickly and substantively
improve student learning. The work of each Focus Group is organized around
one of the five categories of criteria with emphasis upon the identified student
learning needs and related schoolwide learner outcomes. For instance, within
a Focus Group concentrating on school culture and student support and the
critical learning need of reading (e.g., effective communicator, the learning
result) participants will examine the extent to which the school culture and
student support contribute to students’ high achievement, especially in the
area of improved reading.
Each Focus Group must answer the question: What are the implications of
the student learning result for this Focus Group? Each Focus Group begins
with the analysis of student learning and then the analysis of the criteria to
determine what needs to be done in this area in order to promote student
learning.
Visit
After careful study of the School Report, a visiting committee composed of
fellow educators spends three and one-half days at the school. The purpose of
the visit is to provide an outside perspective from educators who are
thoroughly familiar with the criteria used by the school.
28
The visiting committee gives insight to the school through dialogue with the
Schoolwide Focus Groups and with the Home Groups about the self-study
findings, and by its own review of evidence and student work. The visiting
committee and the Leadership Team/Schoolwide Focus Groups collaboratively
compare findings. The resulting discussion and written results assist the
school in refining the schoolwide action plan with respect to the expected
schoolwide learning results and the WASC/CDE criteria.
Follow-up
After the visit, the school refines and implements an action plan for school
improvement. The plan integrates the critical areas of follow-up identified by
the visiting committee. The school annually reviews progress, and refines the
“next steps” in meeting the goals of the action plan. This assessment of
progress is always done with respect to evidence that students are
accomplishing the expected schoolwide learning results and academic content
standards, especially in relation to the critical student learning needs. The
governing board and district are involved in the ongoing improvement process
and ensure that the follow-up process is integral to district planning and goal
setting.
29
TO:
FROM:
DATE:
SUBJECT:
Board of Education
September 15, 2010
Board Bylaw 9270 – Conflict of Interest
The Political Reform Act requires every local governmental agency to review its
Conflict of Interest Code for accuracy on even numbered years. The Code must
have three components: Terms, Designated Positions and Disclosure
Categories. The Board of Supervisors in Alameda County advised that our
current policy does not include Terms that designate a place of filing and
position within the agency that receives and maintains Forms 700. The
Amended Bylaw must be submitted to Alameda County by November 1, 2010.
The attached Bylaw has been updated to include that information and is
highlighted in bold. The filing requirement for employees who leave office has
also been added.
POLICY/CODE:
BB 9310
FISCAL IMPACT:
None
Receive updated Bylaw as information.
1.1-I
Berkeley Unified School District
Conflict Of Interest
BB 9270
Board Bylaws
Incompatible Activities
Governing Board members shall not engage in any employment or activity
which is inconsistent with, incompatible with, in conflict with or inimical to the
Board member's duties as an officer of the district.
Conflict of Interest Code
The district's conflict of interest code shall be comprised of the terms of 2CCR
18730 and any amendments to it adopted by the Fair Political Practices
Commission, together with a district attachment specifying designated
positions and the specific types of disclosure statements required for each
position.
Upon direction by the code reviewing body (Alameda County Board of
Supervisors), the Board shall review the district's conflict of interest code in
even-numbered years. If no change in the code is required, the district shall
submit by October 1 a written statement to that effect to the code reviewing
body. If a change in the code is necessitated by changed circumstances, the
district shall submit an amended code to the code reviewing body.
When a change in the district's conflict of interest code is necessitated by
changed circumstances, such as the creation of new designated positions,
amendments or revisions, the changed code shall be submitted to the code
reviewing body within 90 days.
When reviewing and preparing conflict of interest codes, the district shall
provide officers, employees, consultants and members of the community
adequate notice and a fair opportunity to present their views.
If a Board member or designated employee determines that he/she has a
financial interest in a decision, as described in Government Code 87103, this
determination shall be disclosed. The member shall be disqualified from
voting unless his/her participation is legally required. Board Members should
be encouraged to call the California Fair Political Practices Commission should
they have any questions about a potential conflict of interest.
Board members and designated employees shall annually file a Statement
of Economic Interest/Form 700 in accordance with the disclosure
categories specified in the district's conflict of interest code. These
statements shall be filed annually by April 1 with the District’s filing
officer, the Superintendent, on forms prescribed by the Fair Practices
1.1-I
Commission and supplied by the District. The District’s filing officer shall
make and retain copies and forward the originals to the County Board of
Supervisors, the code reviewing body.
A Board member who leaves office or a designated employee who leaves
district employment shall, within 30 days, file a revised statement
covering the period of time between the closing date of the last statement
and the date of leaving office or district employment.
Statements of economic interests submitted to the district by designated
employees in accordance with the conflict of interest code shall be available for
public inspection and reproduction.
Financial Interest
Board members and designated employees shall not be financially interested in
any contract made by the Board or in any contract they make in their capacity
as Board members or designated employees.
A Board member shall not be considered to be financially interested in a
contract if his/her interest includes, but is not limited to, any of the following:
1.
That of an officer who is being reimbursed for his/her actual and
necessary expenses incurred in the performance of an official duty
2.
That of a recipient of public services generally provided by the public
body or board of which he/she is a member, on the same terms and conditions
as if he or she were not a member of the board
3.
That of a landlord or tenant of the contracting party if such contracting
party is the federal government or any federal department or agency, this state
or an adjoining state, any department or agency of this state or an adjoining
state, any county or city of this state or an adjoining state, or any public
corporation or special, judicial or other public district of this state or an
adjoining state unless the subject matter of such contract is the property in
which such officer or employee has such interest as landlord or tenant in
which even his/her interest shall be deemed a remote interest within the
meaning of, and subject to, the provisions of Government Code 1091
4.
That of a spouse of an officer or employee of the district if his/her
spouse's employment or office holding has existed for at least one year prior to
his/her election or appointment
5.
That of a non-salaried member of a nonprofit corporation, provided that
such interest is disclosed to the Board at the time of the first consideration of
the contract, and provided further that such interest is noted in its official
records
1.1-I
6.
That of a non-compensated officer of a nonprofit, tax-exempt corporation
which, as one of its primary purposes, supports the functions of the nonprofit
board or to which the school Board has a legal obligation to give particular
consideration, and provided further that such interest is noted in its official
records
7.
That of a person receiving salary, per diem, or reimbursement for
expenses from a governmental entity, unless the contract directly involves the
department of the government entity that employs the officer or employee,
provided that such interest is disclosed to the Board at the time of
consideration of the contract, and provided further that such interest is noted
in its official records
8.
That of an attorney of the contracting party or that of an owner, officer,
employee or agent of a firm which renders, or has rendered, service to the
contracting party in the capacity of stockbroker, insurance agent, insurance
broker, real estate agent, or real estate broker, if these individuals have not
received and will not receive remuneration, consideration, or a commission as a
result of the contract and if these individuals have an ownership interest of less
than 10 percent in the law practice or firm, stock brokerage firm, insurance
firm or real estate firm
In addition, a Board member or employee shall not be deemed to be interested
in a contract made pursuant to competitive bidding under a procedure
established by law if his/her sole interest is that of an officer, director, or
employee of a bank or savings and loan association with which a party to the
contract has the relationship of borrower or depositor, debtor or creditor.
A Board member shall not be deemed to be financially interested in a contract
if he/she has only a remote interest in the contract and if the remote interest is
disclosed during a Board meeting and noted in the official Board minutes. The
affected Board member shall not vote or debate on the matter or attempt to
influence any other Board member to enter into the contract. Remote
interests are specified in Government Code 1091(b); they include, but are not
limited to, the interest of a parent in the earnings of his/her minor child.
A Board member may enter into a contract if the rule of necessity or legally
required participation applies as defined in Government Code 87101.
Even if there is no prohibited or remote interest, a Board member shall abstain
from voting on personnel matters that uniquely affect a relative of the Board
member. A Board member may vote, however, on collective bargaining
agreements and personnel matters that affect a class of employees to which the
relative belongs. "Relative" means an adult who is related to the person by
blood or affinity within the third degree, as determined by the common law, or
1.1-I
an individual in an adoptive relationship within the third degree.
A relationship within the third degree includes the individual's parents,
grandparents and great-grandparents, children, grandchildren and
great-grandchildren, brothers, sisters, aunts and uncles, nieces and nephews,
and the similar family of the individual's spouse unless the individual is
widowed or divorced.
Gifts
Board members and designated employees may accept gifts only under the
conditions and limitations specified in Government Code 89503 and 2 CCR
18730.
The limitations on gifts do not apply to wedding gifts and gifts exchanged
between individuals on birthdays, holidays and other similar occasions,
provided that the gifts exchanged are not substantially disproportionate in
value.
Gifts of travel and related lodging and subsistence shall be subject to the
prevailing gift limitation except as described in Government Code 89506.
A gift of travel does not include travel provided by the district for Board
members and designated employees.
Honoraria
Board members and designated employees shall not accept any honorarium,
which is defined as any payment made in consideration for any speech given,
article published, or attendance at any public or private gathering, in
accordance with law.
The term honorarium does not include:
1.
Earned income for personal services customarily provided in connection
with a bona fide business, trade or profession unless the sole or predominant
activity of the business, trade or profession is making speeches
2.
Any honorarium which is not used and, within 30 days after receipt, is
either returned to the donor or delivered to the district for donation into the
general fund without being claimed as a deduction from income for tax
purposes
APPENDIX
DESIGNATED POSITIONS/DISCLOSURE CATEGORIES
1.
Persons occupying the following positions are designated employees in
Category 1:
1.1-I
Governing Board Members
Superintendent of Schools
Assistant/Associate/ Deputy Superintendent
Purchasing Agent
Designated persons in this category must report:
a.
Interests in real property located entirely or partly within district
boundaries, or within two miles of district boundaries or of any land owned or
used by the district. Such interests include any leasehold, beneficial or
ownership interest or option to acquire such interest in real property.
b.
Investments or business positions in or income from sources which:
(1)
Are engaged in the acquisition or disposal of real property within the
district
(2)
Are contractors or subcontractors which are or have been within the past
two years engaged in work or services of the type used by the district or
(3)
Manufacture or sell supplies, books, machinery or equipment of the type
used by the district
2.
Persons occupying the following positions are designated employees in
Category 2:
Director
Principal
Assistant Principal
Maintenance and Operations Director
Program Coordinator
Project Specialist
Supervisor
Dean of Students
Designated persons in this category must report investments or business
positions in or income from sources which:
a.
Are contractors or subcontractors engaged in work or services of the type
used by the department which the designated person manages or directs, or
b.
Manufacture or sell supplies, books, machinery or equipment of the type
used by the department which the designated person manages or directs. For
the purposes of this category, a principal's department is his/her entire school.
1.1-I
3.
Consultants are designated employees who must disclose financial
interests as determined on a case-by-case basis by the Superintendent or
designee. The Superintendent or designee's written determination shall
include a description of the consultant's duties and a statement of the extent of
disclosure requirements based upon that description. All such determinations
are public records and shall be retained for public inspection along with this
conflict of interest code.
A consultant is an individual who, pursuant to a contract with the
district, makes a governmental decision whether to:
a.
Approve a rate, rule or regulation
b.
Adopt or enforce a law
c.
Issue, deny, suspend or revoke a permit, license, application, certificate,
approval, order or similar authorization or entitlement
d.
Authorize the district to enter into, modify or renew a contract that
requires district approval
e.
Grant district approval to a contract or contract specifications which
require district approval and in which the district is a party
f.
Grant district approval to a plan, design, report, study or similar item
g.
Adopt or grant district approval of district policies, standards or
guidelines
A consultant is also an individual who, pursuant to a contract with the district,
serves in a staff capacity with the district and in that capacity participates in
making a governmental decision as defined in 2 CCR 18702.2 or performs the
same or substantially all the same duties for the district that would otherwise
be performed by an individual holding a position specified in the district's
Conflict of Interest Code.
Adopted:
April 20, 2005
1.1-I
TO:
FROM:
DATE:
SUBJ:
William Huyett
September 15, 2010
Employee Evaluation Report
Each year, the Human Resources Department provides the supervisors a list of
employees to evaluate according to timelines governed by collective bargaining
agreements. This report provides information regarding submission of the
employee evaluations.
K-12 Certificated Personnel
In accordance with the BFT/BUSD Collective Bargaining Agreement and State
law, teachers are to be evaluated yearly if their employment is temporary or
probationary, and permanent teachers are evaluated at least every other year.
By May 1st, the supervisors must complete all of the required summative
evaluations. These evaluations were due to the Human Resources Department
by May 30, 2010.
For the 2009-10 school year, 356 certificated performance evaluations were to
have been completed. A total of 319 or ninety per cent (90%) of the evaluations
were completed and submitted timely to the Human Resources Department.
For the 2008-09 school year, the submission rate was seventy-three percent
73%.
Classified Personnel
In accordance with the collective bargaining agreements, all permanent
classified employees are to be evaluated once per year on or about their
anniversary dates. Probationary employees are to be evaluated twice during
their probationary period, except once if they in a supervisory or management
position.
As of June 30, 2010, 337 of the 582 required performance evaluations or fiftyseven percent (57%) were submitted. For the 2008-09 school year, the
submission rate was forty-seven percent (47%).
POLICY/CODE
Collective Bargaining Agreements, Education Code, and Board Policy
FISCAL IMPACT
None
Review and accept the Employee Evaluation Report.
2.1-I
TO:
FROM:
Rebecca Cheung, Director of Evaluation and Assessment
DATE:
September 15, 2010
SUBJECT: 2010 Accountability Progress Report
The 2010 Accountability Progress Report provides the following information for
the Board and the public:
1) the schools’ and the district’s current progress to achieve the federal
benchmarks required to demonstrate Adequate Yearly Progress (AYP);
2) the most recent Academic Performance Index (API), the state’s
accountability measure, for the district, each school and various
subgroups.
The 2010 AYP and API results were made public by the California Department
of Education on Sept. 13th.
The Accountability Progress Report is being provided under separate cover, and
staff will present the key points of the report at the Board meeting.
POLICY/CODE:
Ed Code 52051, 52052
FISCAL IMPACT:
None
Receive the 2010 Accountability Progress Report for information.
3.1-I
09/13/10
TO:
FROM:
DATE:
SUBJECT:
Rebecca Cheung, Director of Evaluation and Assessment
September 15, 2010
2010 Accountability Progress Report
The 2010 Accountability Progress Report for schools and the District provides
information about their current progress on the federal 2010 Adequate Yearly Progress
(AYP) as well as the results of the state Academic Performance Index (API).
Federal AYP requirements are based on a “status bar model,” which measures how
well a school or district meets common performance targets, or status bars based on
the number of students identified as “Proficient or above”. This model expects all
schools or districts to meet common academic and participation levels, regardless of
where they started.
California’s accountability requirements, reported as APIs, differ from federal
accountability requirements. API requirements are based on a “growth model,” which
measures the academic success of a school on the basis of how much it improves on
multiple assessments. It acknowledges that not all schools start at the same place.
Because of the different models, schools and districts can receive mixed reports. For
example, a school that showed 40 points growth on the California API from 2009 to
2010 reflects a school that greatly improved its results on multiple statewide
assessments. However, the same school might not meet federal AYP criteria because
its 2010 percent proficient rate was below the AYP target (or status bar) set for all
schools.
The 2010 Accountability Progress Report includes a school’s API growth alongside AYP
status in order to provide more complete data about school and district progress
toward proficiency on rigorous state academic standards.
The 2010 AYP and API results were published on Sept. 13th and show whether schools
and the District met all Federal and State criteria.
Federal Accountability: Adequate Yearly Progress
The federal No Child Left Behind Act (NCLB) of 2001 requires that all California
schools and districts meet or exceed the following Adequate Yearly Progress (AYP)
requirements in order to demonstrate AYP:
• Requirement 1: Participation Rate
• Requirement 2: Percent Proficient (Annual Measurable Objectives)
• Requirement 3: API
• Requirement 4: High School Graduation Rate
1
09/13/10
Table 1 is a summary of every school and their status related to AYP requirements for
2010. The rest of this section details the reasons why specific schools did not meet the
requirements.
Table 1: District List of Schools AYP Requirements 2010
Made AYP 2010
Program
Improvement
Status
District
No
PI Year 3
Arts Magnet
Yes
PI Year 5
Cragmont
No
PI Year 1
Emerson
No
PI Year 1
Jefferson
Yes
Not in PI
John Muir
Yes
Not in PI
LeConte
No
PI Year 4
Malcolm X
No
Not in PI
Oxford
Yes
Not in PI
Rosa Parks
No
PI Year 5
T. Oaks
No
PI Year 2
Washington
Yes
Not in PI
King
No
PI Year 5
Longfellow
No
PI Year 5
Willard
No
PI Year 5
Berkeley High
No
Not Title I
Berkeley Technology
No
PI Year 5
Requirement 1: 2010 Participation Rate
NCLB requires a 95 percent participation rate in the percentage of students tested in
order to make AYP. This requirement is applied separately for schools, districts, and
numerically significant subgroups tested in English/language arts (ELA) and
mathematics. A significant subgroup is one with 100 or more students enrolled on the
first day of testing or one with 50 or more students who represent 15% of the total
population.
For the second year in a row, the District met the 95% participation requirement.
Every school, including Berkeley High School, met the required participation for the
entire school as well as for every significant subgroup in both ELA and math.
2
09/13/10
Requirement 2: Percent Proficient – Annual Measurable Objectives (AMOs)
NCLB mandates that all students perform at the proficient level or above on statewide
assessments in English-language arts and mathematics by 2014. California’s Annual
Measurable Objectives, or AMOs, are the minimum percentages of students who are
required to meet or exceed the proficient level on the statewide assessments used for
AYP. Tests used to determine the AMOs vary by level. Elementary and Middle School
AMOs use the California Standards Tests (CSTs), California Modified Assessment
(CMA), and the California Alternative Performance Assessment (CAPA). High School
AMOs are determined by the performance of 10th graders on the California High School
Exit Exam (CAHSEE).
In 2010, the district wide AMOs are 56% proficient or higher in ELA and 56.4% in
Math. For K-8 schools, the rate is 56.8% in ELA, and 58% in Math. At the high school
level, the AMOs are 55.65% in ELA and 54.8% in Math. AMO targets in California were
designed to increase only twice in the first 6 years of NCLB and then at a rapid rate of
approximately 11% per year so that by 2014, 100 percent of students in all schools
must score at the proficient level or above. AMOs can also be met through alternate
routes, such as averaging scores for the past two or three years, which prevents
schools from being penalized for poor performance in one testing administration.
At the district level, BUSD did not meet AMOs for all significant subgroups. Table 2
provides the proficiency rate for all subgroups with the subgroups that did not meet
AMOs in bold.
Table 2: 2010 District Subgroups AMO Performance
Subgroup
ELA AMO Requirement
(56%)
African American
33.5%
Asian
66.3%
Latino
47.7%˚
White
90.7%
Two or More Races
77.6%
Math AMO Requirement
(56.4%)
37.9%˚
74.7%
56.8%
88.4%
79.5%
Socioeconomically
39.8%
48%˚
Disadvantaged
English Learners
26.5%
45.8%
Students with Disabilities
36.9%˚
41.1%˚
˚These proficiency designations are tentative because alternative criteria were not fully
calculated at the time of this report.
At the school level, four BUSD elementary schools met the 2010 school wide AMOs for
their total populations and all significant subgroups. Those schools are BAM,
Jefferson, John Muir, and Washington. However, ten K-8 schools did not meet AMOs
for all subgroups. Tables 3 and 4 provide details for all school AMOs. Subgroups that
did not meet their AMOs are listed in bold. Blank cells indicate that the school did not
have a significant subgroup in this category.
3
09/13/10
Table 3: 2010 K-8 Site Subgroups AMO Performance in ELA (56.8 % target)
School
African
Latino
White
Socio-Econ.
English
Disabilities
American
Disadv.
Learners
Arts
Magnet
Cragmont
Emerson
Jefferson
John Muir
LeConte
Malcolm X
Oxford
Rosa Parks
T. Oaks
Washington
King
Longfellow
Willard
34.4%
50.9%*
56.3%*
53.8%*
90%
52%*
93.7%
94.5%
95.4%
35.1%
53.2%*
47.9%*
43%*
31.7%
41.7%
55.3%*
23.6%
32.6%
41.7%*
40.1%*
41.3%*
39.8%
39.7%*
40.3%*
36.4%
48.2%
25%
34.8%*
30.5%
32.6%*
30.6%*
53.6%*
53.6%*
55.6%*
94.2%
89.1%
88.8%
92.3%
90%
91.5%
88.5%
87.5%
25.4%*
18.1%
26%
26.1%*
21.2%
27.8%
*Made AMO target through alternative means
Table 4: 2010 K-8 Site Subgroups AMO Performance in Math (58% target)
School
African
Latino
White
Socio-Econ.
English
American
Disadv.
Learners
Arts
Magnet
Cragmont
Emerson
Jefferson
John Muir
Leconte
Malcolm X
Oxford
Rosa Parks
T. Oaks
Washington
King
Longfellow
Willard
36.5%
48.1%*
66.2%
48.1%
90%
53%*
94.9%
94.5%
96.9%
45.9%
49.1%*
74%
51.9%*
40.8%*
59.1%
65.9%
40.5%*
58.1%
68%
43.4%*
52.5%*
32.5%
37.9%*
50%*
48.5%
57.1%*
47.8%*
66.1%
34.2%
37.8%*
25.4%*
50.5%*
69.9%
36.4%
92.8%
96.9%
91.2%
96.2%
90%
84.9%
88.5%
81.1%
Disabilities
38.1%*
39.8%*
55.8%*
35.6%*
45.3%*
37.3%
*Made AMO target through alternative means
Berkeley High School made the Schoolwide AMO criteria. However, it did not make all
AMO requirements for all significant subgroups. Table 5 provides details related to
4
09/13/10
subgroup performance. All subgroups that missed the targets are listed in bold.
Berkeley Technology met its AMOs through an alternative method for small schools.
Table 5: 2010 BHS Subgroup AMO Performance
Subject (AMO)
African
Latino
White
American
ELA (55.6%)
33.2%
44.8%
93.3%
Math (54.8%)
30.7%
46.3%
86.2%
Socio-Econ.
Disadvantaged
36%
39.3%
It is important for us to note that the proficient designation on AYP is different than
the pass rate on the CAHSEE. To pass the CAHSEE, students need a scaled score of
350 per subject. To be designated as proficient for AYP, students need a scaled score
of 380 per subject.
Requirement 3: API
NCLB requires that each state adopt an additional indicator for AYP, and California
has chosen to use the API to meet this requirement. Progress on the API is defined
differently for AYP than for the state API requirements, and this year, an API score of
680 or growth of at least one point is required to meet AYP. More details regarding the
state API requirements are detailed in a later section of this report.
The District and all K-8 schools met the federal AYP API requirement of 680 points.
Berkeley High did not make the AYP API requirement because in 2010, Berkeley High
School did not meet the participation requirement for the CST Life Science and CST
History/Social Studies tests that is necessary to receive an API score. Berkeley
Technology’s AYP status related to API was not available at the time of this report.
Requirement 4: Graduation Rate
NCLB requires that the state use the graduation rate as another indicator for all high
schools and districts with high school students. Starting in 2010, high schools must
meet the graduation rate requirement through three methods: attain a graduation rate
of 90%, or meet its 2010 fixed growth target rate, or meet its 2010 variable growth
target rate.
The California Department of Education announced that graduation data will not be
available for the September 2010 AYP release. As a result, a final AYP determination
cannot be made until the data are available. However, since BUSD did not make the
AMO requirements, the District did not make Federal Adequate Yearly Progress
regardless of the graduation rate calculation.
Program Improvement (PI)
Schools in BUSD that receive federal Title I funds and have not met AYP criteria for
two consecutive years are identified as “Program Improvement” schools. Potentially, a
school may have to meet up to 46 measures in four basic requirements to meet all AYP
criteria. In addition to the three middle schools and B-Tech, there are six elementary
schools identified as Program Improvement schools: Berkeley Arts Magnet, Emerson,
Cragmont, LeConte, Rosa Parks, and Thousand Oaks. Berkeley High School does not
receive Title I funds and therefore is not in danger of entering Program Improvement
status. Table 1 displays all PI schools. PI schools that meet all AYP criteria for two
consecutive years exit Program Improvement status.
5
09/13/10
State Accountability: Academic Performance Index
Background
California’s accountability requirements, reported as APIs, differ from federal
accountability requirements, reported as AYP. API requirements are based on a
“growth model,” which measures the academic success of a school on the basis of how
much it improves on multiple assessments. Calculated by converting student
performance on statewide assessments in multiple content areas into points on the
API scale, scores range from 200 to 1000 with a goal for every school to score 800 or
above.
The API emphasizes standards-based assessments as primary measures of students’
academic achievement. These state tests include the California Standards Tests
(CSTs), the California Modified Assessment (CMA), the California High School Exit
Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA)
for students with significant cognitive disabilities, who are unable to take the CSTs.
The CST, CMA, CAPA, and CAHSEE tests are closely aligned to state academic
standards for each subject tested. Each assessment is weighted differently at each
grade level to create the combined API.
In order to measure the academic improvement of a school, academic results in the
form of the API are compared from year to year. Growth (or change) in the API is the
difference between one year’s Base API and the next year’s Growth API. Each reporting
cycle begins with a Base API. The 2009 Base was calculated using results of statewide
testing from spring 2009. The 2010 Growth API is calculated in the same fashion and
with the same indicators as the prior year Base API but using test results from 2010.
Using the Base API, the State sets growth targets for each school and its subgroups.
API Results:
For 2010, the District made a 17 point gain on the API from 767 to 784. Six of the
seven district-wide subgroups made growth on their API scores. Table 6 provides
details of the API results for District subgroups.
Table 6: 2010 District API Subgroup Performance
Base API 2009
Growth API 2010
District
767
784
Students with
Disabilities
Latino
Socioeconomically
Disadvantaged
African American
Asian
White
English Learners
Difference
+17
538
585
+47
688
674
730
700
+42
+26
621
811
901
652
643
827
911
648
+22
+16
+10
-4
Fifteen schools made gains on their API scores, meeting growth targets. Of those
fifteen, two schools made 60 points or more growth, two schools made 40 points or
6
09/13/10
more growth, two schools made 30 points or more growth, and two schools made 20
points or more growth. One school declined 3 points, but still exceeded the 800 point
target. Berkeley High School did not receive a Growth API score because it did not
meet the participation requirement for the CST History/Social Science and Life
Science tests. Table 7 details the API results for each school, indicating the growth
target and actual growth.
Table 7: 2010 School API Performance
Base API 2009
Growth API
Growth Target
Actual
2010
829
854
A
+25
Arts Magnet
843
840
A
-3
Cragmont
842
858
A
+16
Emerson
864
894
A
+30
Jefferson
805
821
A
+16
John Muir
748
763
5
+15
LeConte
834
847
A
+13
Malcolm X
874
877
A
+3
Oxford
735
797
5
+62
Rosa Parks
824
835
A
+11
T. Oaks
811
852
A
+41
Washington
773
883
5
+60
King
778
819
5
+41
Longfellow
768
788
5
+20
Willard
Berkeley
489
528
16
+39
Technology
A=the school scored at or above the statewide performance target of 800 in 2009,
exempting the school from a growth target.
Of the 44 site based subgroups, 40 made gains. Only two schools did not meet all of
their growth targets for significant subgroups. Table 8 details the site subgroup
performance targets. For each significant subgroup, the Growth API score and actual
growth are listed. The subgroups that did not make their targets are listed in bold. BTech did not have any significant subgroups due to small numbers.
7
09/13/10
Table 8: 2010 Site Subgroups API Growth Performance
School
African
Latino
White
Socio-Econ.
Growth API American
Disadv.
(actual
Growth)
Arts
950
772
Magnet
(+35)
(+37)
Cragmont
690
800
962
704
(-16)
(+30)
(+18)
(-17)
Emerson
774
984
775
(+12)
(+21)
(+39)
Jefferson
978
806
(+20)
(+19)
John Muir
722
753
(+28)
(+60)
LeConte
711
(+10)
Malcolm X
722
975
759
(+7)
(+5)
(+28)
Oxford
969
818
(-19)
(+34)
Rosa Parks
711
958
673
(+58)
(+68)
(+32)
T. Oaks
758
973
738
(+38)
(-5)
(+14)
Washington
950
785
(+27)
(+55)
King
649
782
954
719
(+74)
(+102)
(+29)
(+79)
Longfellow
719
808
954
761
(+53)
(+57)
(+13)
(+38)
Willard
664
936
721
(+25)
(+7)
(+24)
English
Learners
Disabilities
679
(+36)
671
(+50)
729
(+6)
668
(+29)
696
(-10)
582
(+114)
Longitudinal Growth on API
From a longitudinal perspective, BUSD schools have increased their API scores
significantly over time. Table 9 provides the Growth APIs for each school from 2002 to
2010. The final two columns tabulate the change in API from 2002 to 2010 and from
2007 to 2010. Since 2007, 10 schools have gained 50 or more points. Eleven schools
have exceeded the 800 point target.
8
09/13/10
Table 9: BUSD Longitudinal Growth API Scores
2002
2007
2008
2009
2010
02-10
07-10
Arts
Magnet
Cragmont
766
797
803
829
854
+88
+57
720
802
842
843
840
+120
+38
Emerson
808
801
818
842
858
+50
+57
Jefferson
793
834
853
864
894
+101
+60
John Muir
764
818
835
805
821
+57
+3
LeConte
683
706
757
748
763
+80
+57
Malcolm X
720
818
854
834
847
+127
+29
Oxford
792
834
839
875
877
+85
+43
Rosa
Parks
T. Oaks
672
729
759
735
797
+125
+68
656
776
796
824
835
+179
+59
Wash.
714
720
783
811
852
+138
+132
King
730
778
780
779
833
+103
+55
Longfellow
694
744
783
784
819
+125
+75
Willard
638
721
745
772
788
+150
+67
Berkeley
High
B-Tech
733
**
**
**
**
N/A
N/A
N/A
428
596***
490
528
+100
N/A
**There is no score available due to an inadequate percentage of students tested.
The Accountability Progress Report provides one measure of the effectiveness of the
District’s educational practices. The information, combined with a variety of other
educational measures, helps district and site staff evaluate programs and practices
and improve plans to address the needs of all students.
POLICY/CODE:
Ed Code 52051, 52052
9
09/13/10
FISCAL IMPACT:
None
Receive the 2010 Accountability Progress Report for information.
10
TO:
FROM:
Rebecca Cheung, Director, Evaluation and Assessment
DATE:
September 15, 2010
SUBJECT: Report on Annual Measurable Achievement Objectives for
English Learners
Title III of the No Child Left Behind (NCLB) Act of 2001 provides
supplemental funding to local educational agencies (LEA) to implement
programs designed to help English Learners and immigrant students
attain English proficiency and meet the state’s academic and content
standards. An Annual Measurable Achievement Objective or AMAO is a
performance objective or target that every Title III LEA must meet each
year for its English Learners (EL). The California Department of
Education has defined three AMAOs for all districts receiving Title III
funding. AMAO 1 and AMAO 2 use student performance on the
California English Language Development Test (CELDT), a test given
annually to all English Learners that includes listening, speaking,
writing, and reading. Due to the testing cycle for CELDT, AMAO 1 and 2
are calculated using data from 2009. AMAO 3 is based on English
Learner performance on the California Standards Tests in 2010 as
measured by the Adequate Yearly Progress standard.
The 2010 AMAO results were made public by the California Department
of Education on Sept. 13, 2010.
The Report on Annual Measurable Achievement Objectives for English
Learners is being provided under separate cover, and staff will present
the key points of the report at the Board meeting.
POLICY/CODE:
No Child Left Behind, Title III
FISCAL IMPACT:
There is no impact on the General Fund.
Receive for Information.
3.2-I
09/15/10
TO:
FROM:
Rebecca Cheung, Director, Evaluation and Assessment
DATE:
September 15, 2010
SUBJECT: Report on Annual Measurable Achievement Objectives for
English Learners
Title III of the No Child Left Behind (NCLB) Act of 2001 provides
supplemental funding to local educational agencies (LEA) to implement
programs designed to help English Learners and immigrant students
attain English proficiency and meet the state’s academic and content
standards. An Annual Measurable Achievement Objective or AMAO is a
performance objective or target that every Title III LEA must meet each
year for its English Learners (EL). The California Department of
Education has defined three AMAOs for all districts receiving Title III
funding. AMAO 1 and AMAO 2 use student performance on the
California English Language Development Test (CELDT), a test given
annually to all English Learners that includes listening, speaking,
writing, and reading. Due to the testing cycle for CELDT, AMAO 1 and 2
are calculated using data from 2009. AMAO 3 is based on English
Learner performance on the California Standards Tests in 2010 as
measured by the Adequate Yearly Progress standard.
Annual Measurable Achievement Objective (AMAO) 1:
AMAO 1 measures the percent of English Learners making annual
progress on the CELDT. There are three ways for students to meet the
annual growth target on CELDT:
1. EL students previously tested at the Beginning, Early Intermediate,
and Intermediate levels must gain one proficiency level.
2. EL students at the Early Advanced or Advanced level who are not
yet English proficient are expected to achieve the English proficient
level.
3. EL students who were previously designated English proficient are
expected to maintain this level.
The target established by the state for the 2009-10 school year is 53.1%.
The District has exceeded this target with 61.1% of our EL students
meeting this AMAO.
09/15/10
AMAO 2 measures the extent to which English Learners are attaining the
English proficient level on the CELDT at a given point in time. In May,
2010, the State Board of Education approved a new target system for
AMAO2. Starting in 2010, two cohorts have been established for the
AMAO 2: (1) English Learners who have been in language instruction
educational programs for less than five years and (2) English Learners
who have been in language instruction educational programs for five
years or more.
In order to meet the state’s target for AMAO 2 (1), 17.4% or more of
English Learners who have been in language instruction educational
programs for less than five years must attain the English proficient level
in fall of 2009-10. The District exceeded the target with 22.2% of the
cohort attaining English proficiency.
In order to meet the state’s target for AMAO 2 (2), 41.3% or more of
English Learners who have been in language instruction educational
programs for five years or more must attain the English proficient level in
fall of 2009-10. The District exceeded the target with 47.7% of the cohort
attaining English proficiency.
AMAO 3 holds Title III Districts accountable for meeting the Adequate
Yearly Progress (AYP) targets for the English Learner subgroup on the
California Standards Tests in English and mathematics. AYP requires
that at least 95% of English Learners must participate in the CST
English/Language Arts and Math. In addition, 56% of students must
score proficient or above in English/ Language Arts and 56.4% of
students must score proficient or above in Math. The chart below shows
the District’s performance for AMAO 3.
District Performance on AMAO 3
Target
ELA Participation
ELA Percent
Proficient
Math Participation
Math Percent
Proficient
95%
56%
District
Performance
99%
26.5%
Met
Requirement
Yes
No
95%
56.4%
99%
45.8%
Yes
No
Because the District did not meet the ELA or Math percent proficient
requirement, the District did not meet the requirements for AMAO 3 and
therefore did not meet the Title III accountability requirements. This is
the third year that Berkeley Unified has not met all of the AMAO
requirements. As a result, the District is required to notify all families
09/15/10
that the AMAOs have not been met and must develop a plan to meet
future AMAOs.
AMAO Information for Individual Schools
Title III Accountability is measured strictly by the performance of the
District as a whole and does not provide reports for individual schools.
However, it is important to examine the results for school sites with
significant English Learner populations. The chart below lists each school
site’s percentage of English learners meeting the Annual Measurable
Achievement Objectives 1, 2, and the percent proficient for AMAO 3.
School /
Measurement
( ) = number
students
included
2009-2010
AMAO 1
Annual
Growth
Target
53.1%
Percent met
AMAO 1
2009-2010
AMAO 2(1)
English
Proficiency
Target
17.4%
Percent met
AMAO 2(1)
2009-2010
AMAO 2(2)
English
Proficiency
Target
41.3%
Percent met
AMAO 2(2)
2009-2010
AMAO 3
CST ELA
Proficiency
Target
56%
Percent met
AMAO 3
2009-2010
AMAO 3
CST Math
Proficiency
Target
56.4%
Percent met
AMAO 3
BAM
Cragmont
Emerson
Jefferson
76.9% (39)
49% (51)
74.6% (59)
67.7% (32)
27.1% (59)
17.8% (73)
47.5% (59)
14.7% (34)
*
*
*
*
42.3% (26)
26.1% (46)
35.9% (39)
25.9% (27)
57.7% (26)
56.5% (46)
46.2% (39)
59.3% (27)
John Muir
Leconte
Malcolm X
*
53.2% (78)
66.7% (42)
27% (37)
16.3% (92)
22.6% (53)
*
*
*
28% (25)
14.3% (49)
41.9% (31)
44% (25)
30% (50)
54.8% (31)
Oxford
Rosa Parks
Thousand Oaks
Washington
*
53% (100)
56.4% (96)
65.5% (58)
23.7% (38)
16.1% (118)
15% (120)
26% (73)
*
*
*
*
41.7% (24)
15.1% (86)
31.5% (73)
35.3% (34)
54.2% (24)
29.1% (86)
53.4 (73)
58.8% (34)
Longfellow Arts
Martin Luther
King
66.7% (42)
60.6% (94)
*
17% (53)
60% (40)
59% (61)
30.5% (95)
22.3% (157)
36.8% (95)
26.4% (159)
Willard
55.6% (36)
*
41.9% (31)
32.9% (70)
47.9% (71)
*
64.5% (205)
61.1% (991)
*
25.6% (117)
22.2% (942)
*
44.6% (121)
47.7% (354)
*
23.1 (108)
27% (890)
*
26.4% (106)
39.7% (892)
B-Tech
Berkeley High
District-wide
* The school had less than 25 in the cohort; thus, no calculation was
performed for that AMAO. Data are reported for schools with 25 or more
annual CELDT testers in Cohort 1 or Cohort 2 because the results are
more reliable when schools have larger numbers taking the test.
POLICY/CODE:
09/15/10
No Child Left Behind, Title III
FISCAL IMPACT:
There is no impact on the General Fund.
Receive for Information.
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
First Reading to Consider Adoption of New Biology Textbook
Berkeley High School is seeking Board approval for updated editions of a
text now being used at BHS. Berkeley High School is currently using
Biology, by Campbell et al. and published by Pearson, for the AP and IB
Biology courses. This text is used widely by universities, colleges and AP/IB
programs across the country to aid in educating students studying biology.
This book is comprehensive in its coverage of biology topics.
The Board has previously approved the fifth edition of Biology. Berkeley
High School is now seeking approval for more current editions of this
textbook. The recent editions of the book provide essential coverage of the
latest information in the fields of biotechnology, evolution and biodiversity.
In addition, greater emphasis is put on teaching techniques of experimental
design, data collecting and data processing to reflect their increased
emphasis on the AP and IB tests that our students take to earn college
credit.
The textbook and the course outline are on display in the Instructional
Services Office. The book will be presented to the Board at the next meeting
for official adoption. The Board is required to adopt textbooks for grades 912 in order to use funds from the State Instructional Materials Funding
Program to purchase them.
POLICY/CODE
Board Policy 6161.1
FINANCIAL IMPACT
Approximately $6,000 for 50 textbooks
Receive for information.
3.3-I
TO:
FROM:
DATE:
SUBJECT:
September 15, 2010
Enrollment Update
A copy of the enrollment numbers for the sixth day of school has been
attached. Staff will provide the Board with the most current copy of this
report at the Board meeting.
POLICY/CODE
None
FISCAL IMPACT:
None
Receive the enrollment update report for information.
3.4-I
Office of Admissions and Attendance
REPORT OF DAILY ENROLLMENT
SIXTH DAY ENROLLMENT - Thursday, Sept. 09, 2010
A
KDGN
K
58
59
54
60
37
55
71
41
62
83
68
648
B
C
1
ARTS MAGNET
60
CRAGMONT
78
EMERSON
42
JEFFERSON
42
JOHN MUIR
40
LE CONTE
61
MALCOLM X
79
OXFORD
59
ROSA PARKS
82
THOUSAND OAKS
94
WASHINGTON
78
TOTAL K-5th
715
KING
LONGFELLOW
WILLARD
TOTAL 6th-8th
BERKELEY HIGH SCHOOL
B-TECH
TOTAL 9th-12th
TOTAL K-12th
TOTAL SPECIAL DAY CLASSES
TOTAL K-12th W/SPECIAL DAY CLASSES
OTHER PROGRAMS (Independent Study)
OTHER PROGRAMS (Tuition & Home/Hospital)
TOTAL K-12th W/OTHER PROGRAMS
D
1ST-5TH
2
3
62
98
74
61
58
40
59
44
35
38
50
60
94
60
42
60
77
79
80
80
56
61
687
681
E
F
4
5
74
43
55
46
35
44
70
33
60
55
49
564
54
58
55
52
45
43
62
63
54
56
53
595
G
H
6
6TH-8TH
7
309
139
201
649
318
140
187
645
I
8
J
K
9
9TH-12TH
10
11
9255
9471
Projected Enrollment
Projected Enrollment
M
837
837
900
6
906
800
54
854
N
O
P
Q
R
Total Sp. Day Total
Total
+Over
Regular Classes Schools Projected -Under
A+B+C
N+O
N-Q
12
312
123
155
590
777
86
863
406
373
304
303
230
313
436
298
414
448
365
3890
939
402
543
1884
3314
146
3460
9234
5
3
14
22
12
12
0
406
378
304
303
233
313
436
298
428
448
365
3912
951
402
543
1896
3314
146
3460
9268
34
9268
107
96
9471
Enrollment: Same Day Last Year
9255
Diff:
216
Note: 9192+211 (Other Programs - 82 Tuition & Home/Hospital + 129 I.S.) = 9403 (Budgeted Projections)
09/10 Sixth Day enrollment
10/11 Sixth Day enrollment
L
9277
9403
% of STU Projection
% of STU Projection
3.4-I
100%
101%
379
389
310
293
236
322
427
293
416
439
366
3870
913
415
495
1823
3256
150
3406
9099
93
9192
129
82
9403
27
-16
-6
10
-6
-9
9
5
-2
9
-1
20
26
-13
48
61
58
-4
54
135
-59
76
-22
14
68
TO:
FROM:
DATE:
SUBJECT:
Lew Jones, Director of Facilities
September 15, 2010
Acceptance of a Report Prepared by the Facilities Department
Providing Information on Measure H and Measure I
On June 9, 2010, the Board approved asking the voters to renew the existing
maintenance parcel tax and to approve a bond in November 2010. The measures
are now designated Measures H and I. The Board considered project plans, the
legal requirements of the measures, financing models and other factors before
making their decision. Until now, those ideas have not been compiled into one
document.
Under separate cover, an informational document titled, “Berkeley School
Facilities: Continuing to Build Our Educational Vision” has been prepared. The
Board is being asked to accept the document for information.
POLICY/CODE
None.
FISCAL IMPACT
There are no costs to accept the report.
Accept the report.
5.1-I

1 Berkeley Unified School District Office of the Superintendent 2134

Transcription

Similar documents

Undeliverable Email to Hotmail/MSN/Excite Addresses

Asst.US.Treasury Secretary Phillip Swagel Speaks on

ssc foundation elects new membership, readies for scholarship drive

Madison Middle Letter.2015

CP 846 CP 111 CP 206 CP 810 CP 910 DM 11 DM 8

FICTION and How to get FILTHY RICH in RISING ASIA

SSC Open House Flyer

March 2010

Warnaco Calvin Klein

YOU NEED - Musicians Institute