Progress demonstrated on State tests

A+ News
Fall 2010
Berkeley Unified School District
Dear Friend of the
Berkeley Schools,
It is fitting that while coping with the
most difficult financial crisis in recent
history, we reaffirmed the core purpose
of our work as stated in the newly adopted Mission of the Berkeley Unified
School District:
To enable and inspire our diverse student body to achieve academic excellence and make positive contributions
to our world.
Grounding ourselves in this mission and the vision we
have for our schools provides the foundation for defining
the way forward for Berkeley schools (page 7).
Over the last three years we saw an improvement in
academic achievement as measured by the California
Standardized Test (CST) and other local assessments.
Kudos to the hard-working students, families, principals,
teachers and staff in all of our schools!
We have a team of professionals in each K-5 and 6-8
school that tracks the academic growth of each student
so that we can teach to high standards while ensuring
appropriate instructional services for students. We call
this team approach that identifies interventions needed
to support students the Universal Learning Support
System (ULSS). Teachers and specialized staff work with
students at all levels through small group instruction and
by providing student access to rich literature, appropriate
technology, and varied content-specific materials.
Strengthening the bridge between home, school, and
community is a key tenet of the 2020 Vision (page 2).
The importance of these partnerships in our work is underscored in the interview with Maya Hernandez, Manager of Community and Family Partnerships (page 4).
Each year Berkeley High students earn awards and
blaze new trails (more on page 5). Berkeley High
School’s small learning communities provide choice and
depth in coursework, while the counselor and teacherto-student ratios further personalize the school experience (average teacher to student ratio at BHS is still
28:1!). Studies show that high school students benefit
from mentoring relationships with their teachers, and
this year students can check in daily with their faculty
advisor and meet once-a-month during an advisory
period.
Despite the failure of our State legislature to adequately fund public education, the generous contributions of
time and money from our families, PTAs, our community supporters, and, of course, supportive Berkeley
voters continue to ensure enriching opportunities for
our students in safe and modernized facilities. The deep
commitment in Berkeley to small schools and small class
size has required the expansion of our facilities as our
student population has grown.
As we near the end of our second ten-year facility
development plan, we will be offering Berkeley voters on the November, 2010 ballot the opportunity to
renew Measure H (formerly known as Measure BB) at
its current level, and to vote on Measure I, a new bond
measure to fund over ten years the building of needed
classrooms, science laboratories, and other buildings
that meet today’s environmental, earthquake and building safety standards. The bond measure also includes
resources for district-wide technology upgrade and
expansion needs.
Progress Demonstrated
on State Tests
Berkeley Unified School District students showed
marked improved performance on the recently released
state test scores.
Each spring, all 2nd through 11th grade students in
California’ public schools take STAR tests – English and
Math, while Science and History are tested at specific
grade levels. The State establishes benchmarks that designate student performance as Advanced, Proficient, Basic,
Below Basic, and Far Below Basic. The state’s long-term
goal is to have every student score proficient or above.
Especially noteworthy were the Algebra scores.
Eighth grade Algebra proficiency
increased from 32% to 50%.
Longfellow Middle School was the top performer,
with almost two-thirds of its students (64%) scoring
proficient. District-wide, almost every 8th grader is now
taking Algebra or a higher-level math course — an
accomplishment few districts have achieved.
The number of students proficient or above on the
English test rose above 50% at every grade level for the
first time ever. The number of students in grades 2 to 11
who scored Advanced or Proficient increased by an
average of 4.1% at each grade level.
Grade 2-5 math proficiency is
now 66% or higher at every
grade level – also a new high.
In grades 2 to 8, the number of Proficient or above
students increased by an average of almost 8% at each
grade level.
In the past few years, the district has focused on improving literacy and math instruction in our elementary
schools. This effort has been valididated by our steadily
improving test scores for all our students. Writing profi-
ciency went from 17% to 74% between 2006 and 2009,
and 66% of our students are proficient at math in every
elementary grade level. In Algebra, the toughest test in
middle school, 50% of our 8th graders tested proficient
in 2010. While gaps in achievement are real and large in
Berkeley, we are now seeing significant progress.
API scores for schools were not available at press
time, but are expected to mirror the improvement in
individual scores.
Superintendent Bill Huyett said, “Though test scores
don’t tell the whole story about the many talents of our
students, these results indicate that Berkeley is continuing to make progress in providing a quality education for
all students.”
Congratulations to all of our students, teachers, and
principals for their achievements!
The severe fiscal climate of our state and the unprecedented loss over the last three years of $11 million
in state funding to Berkeley Unified School District
made the balanced budget for the 2010-11 school year
all the more challenging. Our ability to plug the holes
and stretch the dollars was severely undermined by the
Governor’s irresponsible last minute recommendation
to cut all State preschool funding, jeopardizing quality
preschool for our youngest and most vulnerable children. With federal stimulus dollars that have helped us
weather the storm set to expire, we suddenly find the
expected budget shortfall for the 2011-12 school year at
$5 million dollars and a fiscal situation shrouded
in uncertainty.
We cannot let the statewide revenue shortage continue to threaten the viability of
excellent public schooling in Berkeley.
We are at a critical juncture. I believe that as a diverse
community committed to both excellence and equity
in our public schools, we must come together and commit to making the right fiscal choices while ensuring
that every student is well served in the mission of our
school district.
I look forward to building the road ahead in creative
partnership with this community. Berkeley’s youth
deserves no less.
Sincerely,
William Huyett
—Mensaje del Superintendente en español en la página 2
School Measures on
November Ballot
In June 2010, the School Board put two measures
to maintain and improve Berkeley school facilities
on the November ballot. Measure H would renew
funding for maintaining existing school buildings and
classrooms; Measure I provides bond funding to build
new facilities and renovate existing ones.
In 2000, Berkeley voters passed a special tax
(Measure BB) to maintain the school buildings and
provide landscaping and grounds maintenance. Measure H continues this funding for an additional 10
years. The $5 million currently raised by Measure BB
every year provides all routine maintenance on school
district buildings, landscaping and grounds.
Measure I is a facilities bond that will allow Berkeley to build new classrooms, improve technology, and
replace obsolete and inefficient systems. Measure I
would allow the district to complete Berkeley High,
build a new classroom building, build science labs,
and to improve technology and athletics facilities at
Berkeley High as well as several other projects.
In April, a demographic study reported to the
School Board that in the next five years, elementary
attendance would increase by 300 children. With
all but one of our 11 elementary schools already at
capacity, and 17 portable classrooms at elementary
schools already in use, additional students will require
additional facilities.
In addition, the measure provides funds for replacing obsolete roofs and boilers, as well as tackle projects to make the district more energy efficient, and
complete seismic safety projects.
Both measures include independent audits and
oversight committees.
More information, and a complete text of both
measures, is available at the school district’s website:
www.berkeley.net. The Berkeley Board of Education urges all Berkeley voters to vote on November 2.
Inside: Schools Win Awards • Berkeley High News • Calendar/ Contacts ›››
2
Estimado(a) amigo(a)
de las Escuelas de
Berkeley,
Es adecuado que mientras lidiamos
con la crisis financiera más difícil de
la historia reciente, reafirmemos la
finalidad esencial de nuestra labor en
la recién adoptada Misión del Distrito
Escolar Unificado de Berkeley:
Facilitar e inspirar a nuestro grupo diverso
de estudiantes para que logren la excelencia academica y hagan contribuciones
positivas a nuestro mundo.
Afianzándonos en esta misión y en la visión que
tenemos para nuestras escuelas estamos poniendo
los cimientos para definir el futuro de las escuelas de
Berkeley (página 7).
Durante los pasados tres años hemos sido testigos
de una mejora en los logros académicos establecidos
por el Examen Estandarizado de California (California
Standardized TestCST) y otras pruebas locales. ¡Felicitaciones para los esforzados estudiantes, padres, directores, maestros y personal de todas nuestras escuelas!
Tenemos un equipo de profesionales en todas las
escuelas de kinder al 5º y del 6º al 8º grados que
hacen un seguimiento del progreso académico de cada
estudiante para que podamos enseñar al más alto nivel
asegurándonos al mismo tiempo de que los estudiantes
cuenten con los servicios educativos adecuados. A este
enfoque de equipo que identifica las intervenciones
necesarias para ayudar a los estudiantes le damos el
nombre de Sistema Universal de Apoyo a la Enseñanza
(Universal Learning Support System, ULSS). Los maestros y el personal especializado colaboran para distribuir la instrucción en grupos pequeños de estudiantes
y proporcionando a éstos el acceso a una literatura
variada, tecnología adecuada y materiales de contenido
concreto diversos.
A+ News A Publication of the Berkeley Unified School District
El principio clave de 2020 Vision es el fortalecimiento del vínculo que se establece entre el hogar, la escuela
y la comunidad. La importancia que estas asociaciones
tienen en nuestro trabajo se subraya en la entrevista
realizada a Maya Hernández, Gerente de la Oficina de
Enlace entre Familia y Comunidad (página 4).
Cada año, los estudiantes de Berkeley High logran
premios y marcan el camino (más información en la
página 5). Las comunidades de escuelas pequeñas en la
preparatoria Berkeley High School permiten la elección
y profundización en los cursos, mientras que las proporciones entre consejeros y maestros por estudiante
hacen más personal la experiencia escolar (¡la proporción
promedio de maestro por estudiante en la BHS sigue
siendo de 28:1!). Las investigaciones muestran que los
estudiantes de preparatoria se benefician de las relaciones
académicas con sus maestros y este año los estudiantes
pueden consultar diariamente a su consejero académico
y reunirse con éste una vez al mes durante el periodo de
asesoramiento.
A pesar del fracaso de los legisladores de nuestro
estado de financiar adecuadamente la educación pública, las generosas contribuciones de tiempo y dinero
de nuestras familias, asociaciones de padres y maestros
(PTA), personas de nuestra comunidad que nos apoyan,
y, por supuesto, el apoyo de los votantes de Berkeley
siguen proporcionando oportunidades enriquecedoras
para nuestros estudiantes en centros seguros y modernizados. El serio compromiso que hay en Berkeley hacia
las escuelas pequeñas y las clases de pocos estudiantes ha
hecho necesario que se amplíen los centros educativos en
la medida que crece la población de estudiantes.
A medida que nos acercamos al final del segundo año
de nuestro plan de desarrollo de centros académicos de
diez años, ofreceremos a los votantes de Berkeley en la
votación de noviembre de 2010 la oportunidad de renovar la Medida H (conocida anteriormente como Medida
BB) a su nivel actual, así como la Medida I, una nueva
medida de emisión de bonos para financiar la construcción de los salones, laboratorios de ciencia y oficinas
para el personal del distrito necesarios, que cumplan las
normas actuales de seguridad medioambiental y contra
terremotos. Asimismo, la medida de emisión de bonos
incluye recursos para las necesidades de expansión y
actualización tecnológica en todo el distrito.
El austero clima fiscal de nuestro estado y la pérdida sin
precedentes de los últimos tres años de $11 millones en
concepto de financiación estatal para el Distrito Escolar
Unificado de Berkeley dificultó mucho el equilibrar el
presupuesto para el año escolar 2010-11. Nuestra capacidad de cubrir los agujeros y estirar el dinero se vio muy
socavado por la irresponsable recomendación de última
hora hecha por el Gobernador de reducir toda la financiación estatal para las escuelas de educación preescolar, poniendo en peligro la calidad educativa de nuestros niños
más pequeños y vulnerables. Con los fondos de estímulo
federal que nos han ayudado a hacer frente al temporal a
punto de agotarse, nos vemos de pronto que la carencia
presupuestaria prevista para el año escolar 2010-11 sube a
$5 millones y una situación fiscal llena de incertidumbre.
No podemos permitir que la carencia presupuestaria del estado siga amenazando la
viabilidad de la excelente educación pública
de Berkeley.
Nos encontramos en una encrucijada crítica. Creo que
como comunidad diversa comprometida tanto con la
excelencia como la igualdad en nuestras escuelas públicas,
tenemos la obligación de unirnos y adquirir el compromiso de tomar las decisiones fiscales correctas asegurando al
mismo tiempo que todos los estuantes estén bien atendidos dentro de la misión que tiene nuestro distrito escolar.
Espero que, formando una asociación creativa con esta
comunidad, forjemos el camino que tenemos por delante.
Los niños y jóvenes de Berkeley lo merecen.
Atentamente,
William Huyett
Superintendente de las Escuelas de Berkeley
Excellence and Equity: the 2020 Vision in the Schools
2020 Vision is Berkeley’s community-wide effort to end
the disparities along racial lines that exist in academics
and in health among children and youth in Berkeley. The
commitment of the City, the school district, and others
in our community is to end this trend and achieve the
2020 Vision’s goal:
“That all children, regardless of race, ethnicity and
income, who enter Berkeley public schools beginning in
2007 (and remain in the district) will achieve equitable
outcomes with no proficiency differences by the time
they graduate in June, 2020; and that all children born
in Berkeley in 2007 and beyond, receive a healthy start
and are equally ready to learn and succeed in the Berkeley
public schools.”
The work has already begun, and efforts are showing
signs of progress.
Recently released test scores show that Berkeley is closing the achievement gap, most noticeable with students
who stay in Berkeley schools and benefit from the continuity of our curriculum and our talented faculty and staff.
navigate the school, build strong study skills, and create
a plan for success over the next four years. The students
2020 Vision
were selected from incoming students from King,
Systems Investments
Longfellow and Willard Middle Schools, and parents
and Pilot Projects
were required to participate in activities as well. These
students will meet weekly throughout their first year
Financial
at BHS to continue building skills for academic
Sustainability
achievement.
Family &
In addition to pilot programs, the group leading
Communtiy
2020 Vision is focused on key “Systems Changes”
Engagement
Summer
Early
that will ensure more long-term success for BerkeOpportunities
Childhood
ley’s children. These systems investments include:
Cultural &
Pilot
Linguistic
• Creating the ability to share data easily across Student Projects
Relevance
Support
schools and institutions,
After School
Initiatives
• Improving cultural and linguistic competence in our services,
Information
Support
• Developing a funding mechanism to ensure that programs are financially sustainable,
Shared
Governance
• Sharing governance and accountability with community partners and between the City and “Improving educational outcomes for
School District, and
our underperforming students improves outcomes for all of our students. • Implementing methods for consistent parent/guard
ian input as 2020 continues to evolve.
Equity and academic excellence work
in tandem and we are making both a
priority in our work.”
— Neil Smith, BUSD Assistant Super-
intendent of Educational Services
For the past two years, a group of dedicated people
including leaders within Berkeley Unified, the City of
Berkeley, UC Berkeley, Berkeley City College, the
Berkeley Federation of Teachers, Berkeley Public Education Foundation, United in Action, and Berkeley
Organizing Congregations for Action (BOCA) have
worked to put structure around this enormous initiative.
It has happened with the help of Berkeley Alliance, a
local non-profit that acts as the facilitator for discussions
and planning.
This summer, the first 2020 Pilot Programs were put
into place, with several more to come in the 2010-2011
school year.
In July, 42 incoming Berkeley High freshmen successfully completed a three-week “2020 Summer Bridge”
program, working with BHS teachers to learn how to
Over the next several months, the 2020 Team will also
spend time identifying the efforts that currently exist
within Berkeley that are working for our most vulnerable
children. We will develop ways to increase the availability of these programs to more students, even within
the current budget climate. Programs such as Cal's
Berkeley Scholars (which mentors a group of students
from middle school through high school and sometimes
beyond), Biotech Partners, RISE, and the work of the
YMCA Teen Task Force have been instrumental in the
success of many of our young people. There are other
efforts that talented staff and community members have
developed over the years and one initiative is to expand
local “best practices” that are effective in building success
for all of Berkeley’s children.
There is momentum behind these and other exciting
initiatives in our District, and we invite you to take part.
Regular updates and invitations to participate are made
public through the BUSD and Berkeley Alliance websites. An email news subscription is available at www.
berkeley.net for those interested in following 2020
and school activities more closely.
One way Oxford strives to have every
student reach their full potential is our
ULSS model. Every student is followed
carefully to monitor progress and individualize support. Some of the components of the model are: 1) assessing
every kindergartner and new student
in the first week of school, 2) snapshot
meetings twice a year to discuss the
needs of every student in the school,
and 3) weekly case management meetings to “comb the sands” and ensure
that no child's needs go unnoticed.
— Janet Levenson, Oxford Principal
A+ News A Publication of the Berkeley Unified School District
Secret to Reading and Writing
As most students were settling into summer, school
was still in session for third
grade teachers from across
the District. Gathering with
BEARS* program summer
school students on July 1st,
forty educators sharpened
their skills while students
kept up their reading in
a season where it often is
neglected.
On this particular morning, Kristine Fowler (a
Berkeley Arts Magnet
Tom Prince compares the
teacher) ended her Worknumber of books a typical
shop by reading aloud from third grader is expected
to read in class with the
the The Secret Olivia Told
support of the new reading
Me by N. Joy, an awardcurriculum, as compared to
winning picture book with the traditional textbook.
rich language and dramatic
illustrations. As Ms. Fowler read the first few pages, the
students were all ears. But just as the “secret“was to be
revealed, she unexpectedly closed the cover, leaving even
the twenty teachers in the room in suspense. Smiling, she
then placed copies of the book in desktop reading boxes.
There was not a soul in the room who did not want to
find out Olivia’s shared secret and its consequences!
Berkeley elementary teachers have made great strides
in improving a key literacy indicator—quality of student
writing— and have
attained an unprecedented improvement from 17% to
74% proficient on
the state CST fourth
grade writing test
in a short three-year
period. This was
achieved through the
widespread use of the
Columbia Teachers College Writer’s
Workshop curriculum, combined with development of
grade-level writing expectations, and formal assessment of
student writing in grades K-8 three times a year to inform
instruction.
Most of Berkeley’s elementary school teachers (180+) were back early from summer
break to attend a week-long institute that
will jump-start the use of the curriculum in
all K-5 schools this fall.
According to BUSD Literacy Coach Tom Prince, the
sequenced units include phonics, fluency, vocabulary, and
comprehension and “are taught in a context that engenders a love of reading and learning. Classrooms full of
many varied levels and genres of books are a key component of the program.”
Thanks in part to the professional development and
instructional materials funds provided by Berkeley’s
BSEP, our teachers are trained to lead highly effective
classrooms, and can select materials to build a rich library
for literacy development. These resources will bring alive
a basic tenet of teaching, something an educator like Ms.
Fowler conveys through her enthusiasm and craft: deeper
literate abilities are built on the foundation of happy,
habitual reading!
*BEARS is Berkeley’s Excellent Academic Road to Success, a statefunded afterschool and summer program for low income students.
BUSD by the Numbers
0 Tenured BUSD teachers lost their job because
of budget crisis.
20 Students on average in Berkeley
kindergarten-grade 3 classrooms. Other districts.
Dublin 25, Pleasanton 28, San Leandro, 28+.
1,308
BUSD Students are English Learners
(usually another language spoken in the home).
79
Countries where our students were born.
(Top 7 outside US: Mexico, China, Nepal, Yemen,
India, Germany, Japan)
9,305 Students attend Berkeley K-12 Schools
11 Millions of dollars cut over the past three
years due to State funding reductions
66
Percent of elementary school students
proficient in math at each grade level
198 Elementary school teachers just completed
a 4-day training on the new reading curriculum
74 Percent of 4th graders proficient in writing
on 2009 state test. Percentage in 2006: 17%
State Budget in Limbo
Schools Await Word — Class Sizes Soar,
Preschool Elimination Threatened
Above: Eleanor Tiglao (3rd Grade Teacher at Cragmont)
and Silver White (Reading Specialist at Berkeley Arts
Magnet) work with BEARS student in summer session.
Left: A lesson in literacy for all in our community.
Berkeley Schools
Win Honors
In 2010 Berkeley Unified School District
celebrated awards and recognition at
several schools.
Washington Elementary Won Title I
Academic Achievement Award
Washington School, led by Principal Rita Kimball,
received the coveted designation of a Title I Academic
Achievement Award winner this year for raising student
achievement and narrowing the achievement gap.
The criteria to qualify for the Title I Academic
Achievement Award have become more rigorous in recent years. To meet these criteria, the school must demonstrate that all students are making significant progress
toward proficiency on California’s academic content
standards. Additionally, the school’s socioeconomically
disadvantaged students must have doubled the achievement targets set for them for two consecutive years.
3
between higher-performing and lower-performing
students and identified two signature practices that
resulted in significant gains for students.
The California School Recognition Program is now
in its 24th year and honors the state’s most exemplary and inspiring public schools with the California
Distinguished School Award. Although participation is
voluntary, the award is highly sought after by schools
in all areas of the state. Only 8% of all California
elementary schools were named distinguished schools
this year.
Eight Schools Receive Prestigious Energy Star Award
Eight Berkeley schools earned the
Jefferson and Oxford Elementary
U.S. Environmental Protection Agency’s
Schools Named “Distinguished”
(EPA’s) prestigious Energy Star, the naIt’s no easy feat to become “distinguished” by the
tional symbol for protecting the environment through
California Distinguished School Award Program, but
superior energy efficiency. The schools honored are
this year both Jefferson and Oxford Elementary Schools Cragmont, Emerson, Jefferson, Oxford, LeConte,
received the award in 2010. Jefferson Principal MagMalcolm X, Rosa Parks and Washington Elementary
gie Riddle and Oxford Principal Janet Levenson praised Schools. This signifies that when comparing energy
their teachers and staff for their hard work and commit- efficiency these school buildings perform in the top
ment to continuous improvement, and credited a strong twenty-five percent of similar facilities nationwide.
partnership between home and school as key to their
Superintendent Bill Huyett recognized the partstudents’ success.
nership that made this award possible when he said,
The schools were identified for eligibility on the basis “Through this achievement, we have demonstrated our
of their Academic Performance Index and Adequate
commitment to environmental stewardship while also
Yearly Progress results, which are the state and federal
lowering our energy costs. The fact is that, because of
accountability models, respectively. They demonstrated the generosity of the Berkeley taxpayers, most Berkeley
success in narrowing the achievement gap that exists
schools meet or exceed these standared.”
The California state budget has not yet passed for
the July 1, 2010 fiscal year as of press time. So for
school districts like Berkeley Unified, their overall budget is still up in the air, as over two-thirds of the district
budget comes from the state.
BSEP, Maintenance Tax fill gaps
Berkeley Unified is blessed with local support in the
form of two special local taxes supporting the schools,
and a small amount from the federal government.
The local taxes are BSEP, which pays for 30% of the
classroom teachers and provides much lower class sizes
than nearly every other local public school district, and
provides other important education components, and
Measure BB, the special tax supporting grounds and
building maintenance.
Governor proposes axing preschools
Sadly, the Governor’s budget proposal eliminated
much of the state pre-school program. All but 3-hour
programs were placed on the chopping block—their
fate unresolved until a final budget is passed by the legislature and signed by the Governor. Berkeley Unified
runs a number of pre-school programs at three sites;
most were full day programs.
Berkeley Unified has reduced the programs and is
using a small programmatic budget reserve to allow
pre-schools to remain open until at least the end of
­October. The hope is that at least some part of preschool funding will be restored in the budget negotiations in Sacramento.
"Investment in preschools has been proven time
again to be one of the most rewarding investments for
a state to make,” notes Superintendent Huyett.
Class sizes have soared around the
state—except Berkeley
A recent Contra Costa Times article showed that in
Alameda County, Berkeley was the only large district able to keep kindergarten to Grade 3 class sizes
at 20 students. High school classes, on average 28 in
Berkeley Unified, are as high as 35 to 40 in many local
districts.
”Begun under a Republican Governor, K-3 Class
Size Reduction is now threatened statewide. One worry
is that state K-3 class size money will be eliminated in
2011-12 or even earlier,” says Huyett, adding that our
budget is predicated on receiving slightly over $1000
each for our 2600+ Kindergarten - Grade 3 students to
maintain the class size at 20.
4
A+ News A Publication of the Berkeley Unified School District
Quick Quotes: Maya Hernandez on Parent Outreach
Strengthening
Parent Involvement
in our Schools
Maya Hernandez is the
Manager of the District’s Office of Family and Community Partnerships, an office
partially funded by Measure
A/BSEP. A+ News dropped
in on Maya to ask her about
the work of her office.
Improved academic achievement has been correlated to active
family engagement in a child’s schooling. What is the focus of
your parent outreach efforts?
All parents want to be involved in their children’s education. We are creating ways to support families so that
they gain confidence in advocating for their children and
plug into their school community. Parents and guardians
must be able to make informed choices and have access
to support services. We are supporting school site staff
to work with families, and we are pooling resources to
get families from across the district together, rather than
duplicating efforts school by school.
How are you reaching families?
Building strong partnerships with community-based
and civic organizations that have existing relationships
with families is a priority for me. Together we can work
with families after school and on the weekends at places
and locations that are convenient and accessible to Berkeley families.
What about using technology?
Yes, we are using technology so that families can access information on their own time. We have a regular
email newsletter to keep families informed about what’s
happening around the district and we post information
of interest on our website. We recently produced an
informational DVD in Spanish for our Spanish speaking
families. Last year, PowerSchool, an online communication network, became available to parents of our middle
and high school students, and we are training parents
how to use it to communicate with teachers and check
student attendance, grades, and schoolwork.
The 2020 Vision is a long-term partnership between the city,
school district, and community-based organizations to improve
the lives of Berkeley youth. One strategy is to extend the amount
of time students are involved in quality programs. Example?
We launched various summer bridge programs that
target at-risk students in critical transition years, those
entering Kindergarten, 6th grade, and 9th grade. Each of
these programs has a parent engagement component.
So, for example, parents of incoming 9th graders participating in the 2020 Bridge to High School attended
three evening sessions that included discussions around
academic and behavioral habits of successful high school
students, how parents can use PowerSchool, how to start
talking and thinking about college and career interests at
home, and how to tap opportunities for parent participation and leadership at Berkeley High.
One of the recommendations for immediate implementation
that came out of the 2020 Vision process is the formation of the
Family Advisory Council. What’s this?
The role of the Family Advisory Council will be to
ensure that there is a venue for families of students
most affected by the achievement gap to participate and
provide leadership as the 2020 Vision is implemented.
The Council will gather input from families on policies
and programs best suited to close health and education
achievement gaps. The goal is to empower BUSD parents
to participate in making positive change.
Your office participated in the first ever “K to College School
Supply Initiative” in Berkeley. What is it?
them the most. With the help of volunteers, over 3,600
students received donated pencils, notebooks, rulers and
other supplies valued at $60 to $80 per student. It was
such a success that we will be holding our second distribution event Saturday, October 2nd.
For more information on the Office of Family and
Community Partnerships:
1835 Allston Way, Berkeley, CA 94704
(510) 883-5222 (English) (510) 883-5223 (Spanish)
School Board Adopts Final Piece
of English Learners Plan
Critical to the success of our 1,308 English
Learners is fluency in written and spoken
English. With the School Board’s adoption of
Pearson’s Language Central for use in our K-5
schools, Berkeley completes its three-year plan
to improve its instructional program for English
Learners in Berkeley’s K-12 schools.
The District had already adopted ELD (English
Language Development) curricula for high
school and middle school English Learners.
Language Central was adopted for use with
English Learners in the middle schools in 2009.
Christina Faulkner, Director of Curriculum for
BUSD says, “Having a sequential curriculum
that builds English fluency and literacy for our
English Learners is one of the key pieces of
our strategy to improve instruction for English
Learners. The new K-5 ELD curriculum is also
a great fit with how we are teaching the grade
level standards in social studies and science.”
K to College is a volunteer-based effort that teams with
school districts to get school supplies to those who need
Iniciativas para Aumentar la Participación
de los Padres en nuestras Escuelas
Maya Hernández es la Gerente de la Oficina de Enlace
entre Familia y Comunidad (Office of Family and Community Partnerships) del Distrito, una oficina financiada
en parte por la Medida A/BSEP. A+ News se acercó al
lugar de trabajo de Maya para preguntarle acerca de la
labor que se desempeña su oficina.
2020 Vision es una asociación a largo plazo entre la ciudad, el
distrito escolar y organizaciones comunitarias para mejorar la
vida de los niños de Berkeley. Una de las estrategias es ampliar
la cantidad de tiempo que emplean los estudiantes en programas
de calidad. ¿Por ejemplo?
Presentamos varios programas de verano destinados a
estudiantes en riesgo que se encuentran en años de tranSe ha establecido un paralelo entre el éxito académico y la
sición esenciales, los que acceden a kinder y a los grados
participación activa de las familias en la educación de sus hijos. 6º y 9º. Todos estos programas cuentan con un elemento
La Junta Escolar Aprueba la Última
¿Cuál es su prioridad en las iniciativas de difusión entre los
de
participación
de
los
padres.
Pieza del Plan para los Estudiantes
padres?
Aprendiendo Inglés
Así que, por ejemplo, los padres de los estudiantes que
Todos los padres desean participar en la educación de
van a pasar al 9º grado que participan en el programa
Para que nuestros 1,308 estudiantes
sus hijos. Estamos creando maneras de dar apoyo a las
2020 Bridge to High School asistieron a tres sesiones
aprendiendo inglés tengan éxito es esencial
familias para que adquieran más confianza al representar nocturnas que incluyeron debates sobre los hábitos acaque adquieran fluidez en hablarlo y escribirlo.
a sus hijos e integrarse en la comunidad escolar. Los
démicos y de comportamiento de estudiantes de preparaCon la adopción por parte de la Junta Escolar
padres deben ser capaces de tomar sus decisiones con
toria que han tenido éxito, cómo pueden los padres hacer
del programa Pearson’s Language Central para
conocimiento de causa y tener acceso a los servicios de
uso de PowerSchool, cómo empezar a hablar y reflexionar
su uso en las escuelas de kinder al 5º grado,
ayuda. Estamos dando nuestro apoyo al personal de las
en casa sobre la universidad y los intereses profesionales, y
Berkeley completa su plan de tres años para
escuelas para que colabore con las familias, y estamos
cómo aprovechar oportunidades para la participación y el
mejorar su programa de enseñanza del inglés en
aunando los recursos para unir a las familias a través de
liderazgo de los padres en la preparatoria Berkeley High.
las escuelas de kinder al 12º grado de Berkeley.
todo el distrito, en lugar de duplicar las iniciativas escuela
Una
de
las
recomendaciones
para
la
implementación
inmepor escuela.
El Distrito ya ha adoptado los planes de
diata que surgió del proceso de 2020 Vision es la formación del
estudio ELD para los estudiantes aprendiendo
Consejo Asesor de la Familia (Family Advisory Council). ¿Qué
¿Cómo conectará con las familias?
es esto?
inglés en la escuela secundaria y preparatoria.
Para mí es una prioridad crear asociaciones sólidas con
Language Central se adoptó en 2009 para su uso
La función del Consejo Asesor de la Familia será aseorganizaciones cívicas y comunitarias que mantengan en
con los estudiantes de inglés en las escuelas
la actualidad relaciones con las familias. Juntos podremos gurarse de que haya un lugar para que las familias de los
secundarias.
estudiantes más afectados por una falta de logros particitrabajar con las familias después de la escuela y los fines
pen y provean líderazgo mientras 2020 Vision se pone en
de semana en lugares y ubicaciones que sean conveChristina Faulkner, Directora de Planes de
marcha. El Consejo recopilará los comentarios que las
nientes y accesibles para las familias de Berkeley.
Estudio del BUSD afirma que “Tener un plan de
familias hagan sobre cuáles políticas y programas puedan
estudios secuencial que desarrolle la fluidez y
¿Y en lo que se refiere a la tecnología?
mejor servir a disminuir la falta de logros en cuanto a la
las habilidades verbales y escritas de nuestros
Sí, estamos utilizando tecnología para que las familias
salud y la educación. La meta es capacitar a los padres del
estudiantes aprendiendo inglés es una de
puedan acceder a la información a horas convenientes
distrito BUSD para que participen en la realización de un
las piezas clave de nuestra estrategia para
para ellos. Enviamos un boletín regularmente por email cambio positivo.
mejorar la enseñanza. El nuevo plan ELD para
para que las familias estén informadas de lo que pasa
Su oficina participó en la primera “Iniciativa para Suministrar
las escuelas de kinder a 5º grado también se
en el distrito y publicamos información de interés en
Artículos Escolares de kinder a la Universidad” celebrada en
acomoda bien al modo en que enseñamos los
nuestro sitio web. En fechas recientes produjimos un
Berkeley. ¿En qué consiste esta iniciativa?
estándares de los estudios sociales y de ciencia
DVD informativo en español para las familias his“De kinder a la Universidad” es un esfuerzo de volen la escuela primaria”.
panohablantes. El año pasado, PowerSchool, una red
untarios que colaboran con los distritos escolares para
de comunicación en línea, se puso a disposición de los
proveer artículos escolares a quienes más los necesiten.
padres de nuestros estudiantes de la escuela secundaria y Con la ayuda de voluntarios, más de 3,600 estudiantes
Para obtener más información sobre la Oficina de
preparatoria, y estamos capacitando a los padres en cómo recibieron lápices, libretas, reglas y otros artículos donaEnlace
entre Familia y Comunidad:
utilizarla para comunicarse con los maestros y comprodos valorados entre $60 y $80 por estudiante. Tuvo tanto
bar la asistencia, calificaciones y tareas escolares de los
1835 Allston Way, Berkeley, CA 94704
éxito que el próximo 2 de octubre celebraremos nuestro
estudiantes.
(510) 883-5222 (inglés) (510) 883-5223 (español)
segundo evento de distribución de artículos.
A+ News A Publication of the Berkeley Unified School District
Oh, The Places
They’ll Go
By Janet Huseby
Graduation at the Greek Theater! A swirl of Red and
Gold, sashes and leis, balloons and bouquets and close to
750 Berkeley High seniors stomping, shouting, cheering… A new set of our beautiful students stepped into
the world and they are going places because of their hard
work and the guidance of parents, teachers and two amazing college advisors!
BSEP, the city’s education special tax, allows Berkeley
High to boast two full time college advisors—a rarity in
these tight times. Each year, Angela Price and Elisabeth
Sandberg meet one-on-one with every junior during the
spring and then again when they are seniors in the fall.
The counselors hold evening meetings for parents to
cover the application process and financial aid. They
make presentations in English classes, hold essay workshops, application workshops, and manage over 125 college representatives who schedule visits to the College and
Career Center. Our counselors coach and encourage and
cajole. Students are paired with volunteer writers to work
on their college essays, and matched with mentors to walk
them through the daunting college admission process.
Counselors make follow-up phone calls to admission
offices and are on top of tests, recommendations, and
deadlines. And they answer questions before school, after
school, at lunch, by email, and in the hall.
Of this year’s seniors, over 93 percent are heading off
for more learning: 18 percent will attend the University
of California; 18 percent will enroll in the California
State University system; 31 percent are heading for two
year colleges; 4 percent will be trekking to the northwest;
4 percent to the Midwest and Canada; and 14 percent
will fly east and south. Berkeley High students will be
attending Harvard, Yale, Dartmouth, Brown, Stanford,
UCLA and UC Berkeley. They will be signing up for
classes at Berkeley City College, Alameda City College
and Diablo Valley Community College. They will be attending college in Canada, Scotland and Germany. They
will be at Rhode Island School of Design, Pratt Institute,
Sarah Lawrence and the Quebec Circus School. The
Yellow Jackets will be at Davis, Santa Barbara, San Diego,
Santa Cruz, Pitzer, Pomona and Princeton, Humboldt,
San Jose, and San Francisco State University, Howard,
American and University of Virginia…and on and on.
This past June the two counselors paused and reflected.
Of particular pride were the achievements of the school’s
low income and first generation college-bound students.
“They are our biggest challenge,” said Ms Price, “and
every year we have more students going on to colleges.”
5
Goodbye
Mr. Slemp and
Hello Mr. Scuderi
By Janet Huseby
On June 30, Jim Slemp stepped down from Berkeley
High School after seven years at the helm and Pasquale
Scuderi assumed the Office of Principal. Mr. Scuderi
comes to the job after serving for two years as the Director of Personnel Services for the Berkeley Unified School
District. Before that, from 2006 to 2008, he was a vice
principal at Berkeley High. Mr. Scuderi also taught
English Language Arts and U.S. History for several years
and is a graduate of University of California’s prestigious
Principal Leadership Institute.
Of Mr. Scuderi’s appointment as BHS principal,
Superintendent Huyett said, “Pasquale is a very good
communicator who is willing to listen to others and
provide the leadership to make thoughtful and informed
decisions.”
Teachers, staff, and students who have worked with
Mr. Scuderi are enthusiastic about his return to Berkeley
High. As vice principal in charge of Academic Choice
he played an important role in the transformation of
Berkeley High from one large comprehensive school
to six smaller learning communities. Priorities for Mr.
Scuderi will include taking the school through another
round of accreditation visits by the Western Association
of Schools and Colleges. He will work with teachers,
administrators, classified staff, and safety officers to
continue to provide a safe, efficient, collaborative space
where innovative and imaginative teaching and learning
can take place.
Berkeley High School 2010-2011 Bell Schedule
mondays
Period
Times
Professional development (No class)
8:00 – 9:30
Day begins
9:57
Lunch
12:23 – 1:03
School ends
3:30
7th period
3:36 – 4:19
tuesday – fridays
0 period
7:23 – 8:21
Day begins
8:27
Lunch
11:38 – 12:18
School ends
3:30
7th period
3:36 – 4:34
Construction at Berkeley High; New bond on ballot would provide additional classrooms
To address long-standing concerns about over-crowded classrooms and adequate athletic facilities at
Berkeley High, a new Field House is going in on the east side of the Football Field. The building will house
the Athletic Office, workout rooms, sport locker rooms and home bleachers. Once the Field House is
complete, the second phase of the plan is to tear down Old Gym. All this work is funded by the current
facilities bond.
A facilities bond that would fund district projects through 2021 is on the November 2, 2010 Berkeley ballot.
The highest priority project in that bond is to construct a new building (see below) containing fifteen
classrooms. If the bond passes, it will enable the the school to remove the eleven portables and return the
space that they now occupy to a softball field.
The bond, if approved, will fund an array of projects over the next ten years. For more information, see the
district website at www.berkeley.net.
Danielle Escobar and Alec Mutter (above) produced video
segments for the Jacket website. The Jacket web editors
were Connor Nielson and Evan Cohen.
Berkeley High students will surely make
their mark in the world, given their
accomplishments this past year:
•The 2010 Columbia Scholastic Press
Association awarded the Berkeley High
Jacket Online its highest honor in high
school journalism: the Gold Crown Award.
The Jacket’s website is at
www.bhsjacket.com.
•In the spring BHS offered twenty-two
different AP exams and students took
1348 tests and hundreds of International
Baccalaureate exams.
•The Jazz Band dominated the 2010 Reno
Jazz Festival, which featured 300 jazz groups,
and achieved one excellent and eleven
superior ratings.
•The girls’ basketball team made history
by capturing their 16th North Coast Div. 1
championship — the most by any boys’ or
girls’ basketball team in California.
•The Berkeley High 2009 football team won
the Alameda Contra Costa Athletic League
title for the third year in a row. Also winning
league in 2009-2010 were the following
teams: Girls Volleyball, Boys Soccer, Girls
Soccer, Softball, Baseball, Badminton, and
Boys Lacrosse.
•Four students qualified for the 2010
American Invitational Mathematics
Examination. Berkeley High placed third in
the Bay Area Math Olympiad.
•The 2010 Quiz Bowl Team placed among the
top 20 schools in the country.
•2009-2010 saw meetings of over sixty
student clubs, League of Women Voterssponsored student elections, a successful
blood drive, Haiti relief drive and a huge
annual student-run holiday meal for the
homeless.
•The Green Academy was launched with
funding from PG&E. This June, the first
class of Berkeley International High School
students graduated.
6
A+ News A Publication of the Berkeley Unified School District
Teachers Ask and
BPEF Delivers!
Teachers need many helping hands, heads and
hearts to do their job and the Berkeley Public
Education Foundation (BPEF) offers consistent
support. BPEF is poised and ready each fall
when some 500 grant applications and volunteer
requests pour in from BUSD’s Pre-k to 12th grade
teachers. Year in and year out, BPEF supports
hard-working educators by funding a variety of
classroom projects to improve teaching.
BPEF’s investments in the Berkeley schools, made
possible by over 1,100 generous community
donors, topped $550,000 last year. As the
community stepped up, BPEF stepped in with
over 250 grants and 1,200 volunteers sent out to
expand horizons, spark innovation, and enrich
teaching and learning. BPEF is there with start up
funds for new initiatives such as the Lucy Calkins
Writers Workshop, now found in every K-5 school.
BPEF is often listed as sponsor of a play or field
trip, thereby continuing beloved school traditions
that might be otherwise lost.
Berkeley’s public schools are at the heart of this
community—a barometer for our future and a
backbone of our civic life. Each of us has a stake
in the 9,000 youngsters attending our schools,
and BPEF offers an excellent way to support their
intellectual, emotional and cultural development.
If you want to know how to team with BPEF to
enrich Berkeley schools, go to www.bpef-online.
org where you can donate or sign up to volunteer!
Contact info for BPEF
Molly Fraker, Executive Director
Berkeley Public Education Foundation
www.bpef-online.org
[email protected]
1835 Allston Way
Berkeley, CA 94703
510-644-6244
Community Contributions Enrich Berkeley Schools
The Berkeley schools benefit immensely from parent,
family, and community volunteers that bring their individual talents and personal resources to our schools. The
Berkeley Public Education Foundation (BPEF) supports
all our schools; see sidebar at left. Other organizations
also provide robust support for schools. Here’s information about just a few of them.
PTAs and Parent Volunteers
Thank you, families and PTAs! We know our parents,
grandparents, and other giving adults spend countless
hours volunteering in our classrooms, chaperoning and
donating for field trips, organizing school-wide events,
potlucks, and enriching our school offerings with their
generosity and genuine commitment to keeping our public schools strong. In 2010-11, elementary and middle
school budgets rely on $432,000 in direct funding from
PTAs, and much more comes in the form of classroom
supplies for teachers, field trip funding, and more. Teachers and staff of the Berkeley Unified are thankful for all
the various contributions our families make each day to
the success of our schools.
Please contact the Berkeley School Volunteers
office to learn more about opportunities to
participate, and our schedule of upcoming new
volunteer orientations. We look forward to
welcoming you in our schools!
Contact Info for BSV
Michelle Khazai
Berkeley School Volunteers
[email protected]
1835 Allston Way
Berkeley, CA 94703
510-644-8833
COME BACK
TO SCHOOL
AS A
VOLUNTEER!
Berkeley Athletic Fund keeps
BHS Athletics Strong
Berkeley High School has a rich and robust athletic
program that has grown to more than 60 teams in 28
varsity sports. These teams are comprised of about 1,100
student athletes—about a third of all students. BAF
provided equipment, donated money to BUSD to cover
significant team transportation costs, and supported
tutoring services for athletes.
http://www.berkeleyathleticfund.org/
In Dulci Jubilo (IDJ) provides steady
support for creativity
In Dulci Jubilo, Inc. is a non-profit organization
dedicated to sparking the joy of learning in Berkeley’s
young people. Founded in 1978, IDJ has supported
BUSD teachers by funding creative teaching and learning projects by awarding $64,000 last year in Berkeley
http://www.berkeleypta.org/ schools, and holding the Annual IDJ Spring Art, Poetry,
and Essay Contest.
Berkeley High Development Group
http://www.indulcijubilo.org/
supports the entire high school
BHSDG’s mission is to support and strengthen the
Two Special Taxes Provide Vital Support:
educational experience of all students at Berkeley High.
BSEP and Measure BB (Maintenance)
This volunteer organization raises funds and distributes
them to teachers, administrators, and students for projTwo special taxes support Berkeley schools. The Berkeects across the school to enrich the high school experience ley Schools Excellence Program (BSEP) funds educational
efforts and Measure BB supports maintenance of buildBelow: Malcolm X’s garden teacher Rivka Mason used ings and grounds.
BPEF’s help to translate her students’ garden-inspired
A community response to school funding shortages in
drawings into cut-outs installed on a new garden gate the wake of Prop. 13, BSEP has made a huge difference
and painted by children, parents and teachers.
in the quality of our children’s education since 1986. A
10-year renewal was approved by 79% of Berkeley voters
in November 2006. Revenues will total about $21 million in 2010-11. The bulk of the money is allocated as
follows: Smaller Class Sizes, Expanded Course Offerings,
and Middle School Counseling Services (66%). About
30% of the district's classroom teachers are funded by
BSEP.
Professional Development,
Data & Evaluation, Tech
School Site
Programs
Outreach
Visual &
Performing
Arts
Share Your Time and
Talents in Berkeley
Schools!
The best antidote to the news about cuts to
education in California is action! You may not
have several billion dollars to rescue the state, but
you may have the time and initiative that Berkeley
teachers and students would gladly accept in any
Pre K to 12th grade classroom. You can bring
your energy, your enthusiasm, and most of all
your positive encouragement to lighten the load
and brighten the day for teachers and students.
You don’t need to have any special skills; you just
need two hours or more per week and the desire
to be another patient and caring adult in a child’s
life.
for all students. In the 2009-10 school year, $300,000
was raised to support meaningful work at BHS.
http://www.bhsdg.org/
Berkeley Class Size Averages
Kindergarten – 3rd Grade 20 students to 1 teacher
4th and 5th Grades
26 students to 1 teacher
6th to 12th Grades
28 students to 1 teacher
Classroom
Teachers
Libraries
Since 2000 Measure BB has had a huge impact on improving the maintenance and overall physical condition
of each school and other district sites. This is seen on the
playgrounds, other grounds, and throughout the buildings as improved maintenance operations provide safer
and more effective places to learn.
New Leaders in the Berkeley Schools
Our schools greatly benefit from the diversity and intellect in and around
Berkeley. We are pleased to announce the following instructional leaders in
new positions with Berkeley Unified School District:
Pasquale Scuderi, Principal, Berkeley
High School, came to Berkeley
Unified School District in 2006
as a VP at Berkeley High School.
In 2008, Mr. Scuderi became the
Director of Personnel Services for
Berkeley Unified School District and
represented Human Resources on the 2020 Task
Force. He is a graduate of the Principal Leadership
Institute (PLI) at UC Berkeley.
Jeremy “Paco” Furlan, Principal, Rosa Parks, speaks
fluent Spanish and comes with a proven track
record of success as an elementary school principal,
where he started his district’s first Dual Language
Spanish Immersion School.
Alexander Hunt, Principal, Malcolm X, is a graduate
of Stanford University and speaks fluent Spanish.
He has been a principal for ten years in Redwood
City, most recently at Garfield School.
Delia Ruiz, Assistant Superintendent of Human
Resources comes to the BUSD from Oakland
Unified School District where she has served since
1984. Ms. Ruiz has been a Spanish Instructor,
bilingual resource teacher, curriculum coordinator,
Principal, and held three Executive Officer positions,
most recently four years as Executive Officer HR,
during her long and successful career.
Jorge Melgoza, Vice-Principal, Berkeley High
School, worked at BHS as an Intervention
Counselor and previously taught at both BHS and
B-Tech. He served most recently as Vice Principal of
Muir Middle School in San Leandro.
Audrey Amos, Assistant Principal, Willard Middle
School left a technology position at AT&T to
become a Technology teacher at Longfellow Middle
School. Most recently she worked as a Teacher
on Special Assignment in the Evaluation and
Assessment office.
Dr. Susan Craig, Director Student Services, comes
to us from Vallejo Unified. She has extensive
experience in alternative education and student
discipline. Dr. Craig was born in Berkeley, attended
Berkeley Unified through high school, and
graduated from UC Berkeley.
Mary Buttler, Director of Personnel Services. From
2007 to 2010, Ms. Buttler served as Executive
Officer for Instructional Services in Oakland USD.
Prior to that, she served in the Marin COE from
1996 to 2007, mostly as Interim Superintendent in
Lagunitas SD.
Burr Guthrie, Principal, Berkeley Adult School.
Mr. Guthrie has been working in adult education
since 1997. He has been an instructor, department
chair, assistant director and services director.
A+ News A Publication of the Berkeley Unified School District
B E R KELEY UNIFIED SCHOOL DIST R I C T ’ S
Mission, Vision, & Values
The School Board adopted a new Mission, Vision, and Values on August 2, 2010. Superintendent Huyett said,
“The new Mission, Vision, and Values distill the core essence of Berkeley Unified: Why we exist, what we strive for,
and how we behave. We will be working with the entire school community to fully integrate the new Mission,
Vision, and Values into everything we do, from teaching to all our support systems."
7
How to Contact Us
If you have questions for your child’s teacher or
principal, please call the school directly:
Elementary Schools
What We Strive To Be:
Berkeley Arts Magnet Cragmont
Emerson
Jefferson
John Muir
LeConte
Malcolm X
Oxford
Rosa Parks
Thousand Oaks
Washington
Berkeley Unified Vision
Middle Schools
Our Students are curious and creative learners who succeed through personal initiative and 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.
Longfellow
Martin Luther King
Willard
Why We Exist:
Berkeley Unified 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.
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 and welcomed 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.
How We Behave:
Berkeley Unified Values and Beliefs
„„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.
Misión, Visión y Valores
Porque Existimos:
La Misión del Distrito Escolar de Berkeley
La Misión del Distrito Escolar de Berkeley es facilitar e inspirar a nuestro grupo diverso de estudiantes para que
logren excelencia académica y hagan contribuciones positivas a nuestro mundo.
Que Queremos Lograr:
La Visión del Distrito Escolar de Berkeley
Nuestros Estudiantes son inquisitivos y creativos quienes triunfan por medio de iniciativas personales y constante esfuerzo para alcanzar altas metas académicas. Ellos son pensadores críticos quienes buscan conocimiento y
poseen aptitud tecnológica y habilidades colaborativas. Nuestros estudiantes valoran la diversidad, actúan responsablemente y contribuyen a nuestra comunidad.
Nuestra Facultad saben que todos los estudiantes pueden alcanzar y sobrepasar rigorosas metas académicas.
Juntos los maestros/as, el personal y administradores forman una comunidad rica de profesionales donde todos nos
apoyamos para perfeccionar nuestra forma de enseñar y mejorar nuestra efectividad. Por medio de la evaluación de
nuestras prácticas instructivas y datos, ajustamos nuestras enseñanzas y sistemas para continuar mejorando.
Nuestras Familias y Comunidad son parte integral en el éxito de nuestros estudiantes y escuelas. Nuestras
familias son activas, involucradas y bienvenidas compañeros en la educación de sus hijos/as y quienes proveen contribuciones valorables y participan en decisiones importantes acerca de programas académicos y de enriquecimiento.
Nuestra comunidad es apasionada sobre los resultados educativos de todos los estudiantes. Nuestra comunidad
cívica y organizaciones comunitarias colaboran con nosotros para promover participación familiar, el bienestar y el
triunfo de nuestros estudiantes.
Nuestras Escuelas son centros vitales de nuestra comunidad y a la misma vez enriquecidas por la diversidad de
nuestra ciudad, quienes valoran a todas las familias. Cada salón involucra y ofrece un currículo cultural relevante el
cual toma en cuenta los intereses y habilidades de cada estudiante, identificados durante asesoramientos regulares,
cuales guían nuestra enseñanza y dictan intervenciones apropiadas y efectivas. Ofrecemos un salón rico de enseñanza
y un sistema comprensivo el cual apoya las necesidades del niño entero.
Como Nos Comportamos:
Valores y Creencias del Distrito Escolar de Berkeley
„„Los estudiantes son nuestra prioridad.
„„Estamos orgullosos de nuestra diversidad.
„„Tenemos expectativas altas para nuestros estudiantes y nosotros.
„„Nos tratamos con respeto y actuamos con integridad.
644-6225 Principal: Kristin Collins
644-8810 Principal: Evelyn Bradley
644-6890 Principal: Susan Hodge
644-6298 Principal: Maggie Riddle
644-6410 Principal: Javier Mendieta
644-6290 Principal: Cheryl Wilson
644-6313 Principal: Alexander Hunt
644-6300 Principal: Janet Levenson
644-8812 Principal: Paco Furlan
644-6368 Principal: Julianna Sikes
644-6310 Principal: Rita Kimball
644-6360 Principal: Patricia Saddler
644-6280 Principal: Jason Lustig
644-6330 Principal: Robert Ithurburn
High Schools
Berkeley High
644-6120 Principal: Pasquale Scuderi
Berkeley Technology 644-6159 Principal: Victor Diaz
Academy (B-Tech)
Independent Study 644-8592 Coordinator: Lori O’Connor
Program
Early Childhood Education
Registration
644-6358 Principal: Maria Carriedo
Hopkins Preschool
644-8939
Franklin Preschool
644-6339
King Child
644-6358
Development Center
Other contact numbers:
Main Berkeley Unified Line Bilingual Ed/English Language Learners
Board of Education
BSEP
Educational Services
Enrolling Your Child: Admissions
LEARNS After-School
BEARS After-School
644-4500
644-6202
644-6550
644-8717
644-6257
644-6504
883-6146
644-7770
Contact the school directly for information on your child.
Family and Community
Partnerships
Human Resources
Property Rentals
Public Information
Student Discipline
Transportation
Berkeley Adult School
bas.berkeley.net
883-5222 English
883-5223 Spanish
644-6150
644-8603
644-6320
644-6315
644-6182
644-6130
Subscribe to Berkeley School News emails! Go to our
website, www.berkeley.net and follow the link.
¡Suscriba por correo electronico a las Noticos de las
Escuelas de Berkeley! Se lo encuentraen nuestro
sitio web: www.berkeley.net.
School Year Calendar
2010
Wed, Sept 1
Mon, Sept 6
Tues, Sept 7
Thu, Sept 23
Thu, Sept 30
Mon, Oct 11
Nov 5–Nov 10
Nov 8-Nov 10
Fri, Nov 12
Thu, Nov 11
Nov 24-26
Dec 20–31
First Day of School
Labor Day Holiday*
Elementary Back to School Night
Middle School Back to School Night
High School Back to School Night
Staff Professional Development Day*
K-5 Parent Conferences (shortened days)
Middle School Parent Teacher Conferences
K-5 Conferences, Secondary Staff Devel.*
Veterans’ Day Holiday*
Thanksgiving Break*
Winter Recess* (School restarts Jan. 3)
2011
Mon, Jan 17
Mon, Jan 31
Fri, Feb 18
Mon, Feb 21
Thu, Feb 10
Thu, Mar 31
Thu, Mar 31
Apr 4-8
Thu, May 26
Mon, May 23
Mon, May 30 Fri, June 17
Martin Luther King Jr. Birthday Holiday*
Secondary Semester Break and Elementary Staff Development Day*
Lincoln’s Birthday Holiday*
President’s Day Holiday*
High School Open House
Middle School Open House
Cesar Chavez Day of Service and Learning
Spring Recess*
Elementary Open House
Malcolm X’s Birthday Holiday*
Memorial Day Holiday*
Last Day of School
*No school
The A+ News is published by the Berkeley Unified School District Public Information Office of the Berkeley Schools Excellence Program. Articles and production by Lea Baechler-Brabo and Jay Nitschke, with assistance
from Mark Coplan. Editing by Molly Fraker and Ann Aoyagi. Photographs by Diane Dew of the Berkeley Public Education Foundation and Mark Coplan. Design by Dana Nakagawa, dna studio.
INSIDE:
Superintendent's Message p. 1
Impressive test scores p. 1
2020 Vision p. 2
Schools win awards p. 3
Berkeley High Information p. 5
BPEF, PTA, BHSDG - p. 6
Community unites for our schools!
New Mission, Vision, Values p. 7
Contact numbers and
school calendar p. 7
A+ News
Artículos en español
en las páginas 2, 4, 7
For more information,
visit our website:
www.berkeley.net
A Publication of the Berkeley Unified School District | Fall 2010
Berkeley Unified School District
2134 Martin Luther King, Jr. Way
Berkeley, California 94704
Non-Profit Org.
U.S. Postage
PAID
Berkeley, CA
Permit No. 201
School Board Members:
Karen Hemphill, President
Beatriz Leyva-Cutler, Vice President
Nancy Riddle, Director
Shirley Issel, Director
John Selawsky, Director
Lias Djili, Student Director
Interested in receiving
updates of what’s happening in
your Berkeley Schools?
Visit the Berkeley Unified
School District website at
www.berkeley.net
and follow the link to get your
email subscription now!
You can also read more
about the work of the School
Board, our programs and
services, meetings and special
events, and student work and
performances at this same
website.
Residential Customer
Read about your Berkeley public schools inside