Berkeley Unified School District School Board - Regular Meeting

Thank you. We we really appreciate your energy. We we have an important budget retreat that's highly relevant to um your presence here today. Uh thanks everybody. Um so good evening. Welcome to the February 4th, 2026 meeting of the Berkeley School Board. Um if you want to follow along with our online agenda, it's posted to the district website. I'm calling this meeting to order now. As part of the district continued commitment to transparency, equity, and meaningful engagement, we have partnered with Worldly, an AI based translation and captioning platform. This this technology, [laughter] [cheering] this technology, it it allows students, families, and members of the community access to real-time translation. That's really important for our access to uh translated uh content. This tool is available in both in-person and virtual attendees. In-person participants can access Worldly by scanning the QR code posted on the wall. Virtual attendees can access Worldly via the link posted on the website. Users have the option to either read the caption transcript or listen to the audible translation. Um, in-person users who opt for the audible option must wear headphones. You can borrow a set from Miss Chavez up here. Please be sure to return it when done. Um, of course, as usual, I want to remind you of decorum expectations during this and all parts of tonight's meeting. No person shall disturb the order of this meeting. Such behavior includes but is not limited to booing, hissing, creating or participating in a physical disturbance. Speaking out of turn in violation of applicable rules, preventing or attempting to prevent others who have the floor from speaking, preventing others from observing the meeting, entering into or remaining in the area of the meeting room uh that is not open to the public or approaching the dis without permission. So this is

in policy as well. Uh we will now approve the agenda for this evening's meeting. Do we need to do a roster first though? Roll call. Excellent. Let's do that first. Director Anasv to approve the agenda or roll call. We'll do a roll call. Roll call. Present. Director Jennifer Shinowski here. Student director Nina Camarino present. Student director Armana Ardo present. Vice President Jennifer Korn present. President Mike Chang. Uh present. Thank you so much. Um all right. We'll approve the agenda for this evening's meeting. Uh any changes or a motion? I move that we approve the agenda. Excellent. The vice president has moved. Do we have a second? I'll second. Okay. Do we have the eyes? I I

I. It's unanimous. Thank you so much. Um, okay. Uh, we have a report out on the closed session from the vice president. Thank you.

Closed session was called to order at 5:35 p.m. with President Chang, Vice President Korn, Director Schnowski, and Director Vasu Dev in attendance. Uh there was on item 3.1.1 uh director Shinoski moved, director Vasuv seconded and the uh motion was approved unanimously. On item 3.1.2 director Shinowski moved, Vice President Korn seconded and the motion was approved unanimously. The board also received an update on item 3.2.

Thank you so much, Vice President. We'll now move on to the public comments of our agenda. There are two opportunities for public comments at each meeting now and at the end of the meeting. If you do not get to speak at the beginning of the meeting, we encourage you to stay and speak at the end of the meeting. You may also email your comments to us at boardofedberkeerley.net. If you have complaints against specific uh specific district employees, we encourage you to use the district complaint process via complaints.net as opposed to public comment to address these matters. The board does not respond directly to comments or questions made during public comment. board members, the superintendent and the staff do take notes during public comment and may follow up with the speaker after the meeting. This is a superintendent.

Oh, that's the superintendent comments will go first. Of course, this is a hybrid meeting. So, we have public commenters in the boardroom and online. We have uh designated a certain amount of time to our in-person meetings and typically it's uh one to two minutes each public commenter. Uh this for this uh event, I think we'll have one minute. to make sure that we're uh timely. So, um again, uh thank you so much, but we want to in uh shift to our superintendent to allow her to provide some comments. Thank you, Superintendent Ford Morell.

Thank you, Director Chang. Sorry. Thank you, President Chang. Uh good evening, BUSD educators and other members of the B USD family. Good evening. It's like 150 of y'all up in here. Good. More than that, THEN REPRESENT MORE THAN THAT. GOOD EVENING, BUSD EDUCATORS, classified staff, and other members of the B USD family. Thank you. Uh tonight, as we recognize Black History Month,

we also mark an important milestone. This year marks 100 years since the first organized Black History Celebration began in 1926 as a bold act of truthtelling and affirmation that black history is American history. That y'all can't cheer at every stanza. Okay. Berkeley has long been answering that call in meaningful ways. Our community has been a place where black history has not only been taught, but made true through early efforts to challenge exclusion, the leadership of black educators, and our continued commitment to ethnic studies and African-American student success. At the same time, we are clear that this work is not over. How we teach, resource, and support our students today actively shapes the legacy we pass forward. I encourage family, staff, and community members to visit the district's Black History Month web page where you will find reading lists, teaching resources, family guides, and community events that support learning, reflection, and celebration across our schools. Um, we actually had a kickoff to Black History Month last week at Berkeley High School, uh, where I and members of the Divine Nine, which is the group of the nine black sororities and fraternities and other local black professionals came to engage our students and understanding college and career choices. Um, but not just any college and career fair, one personalized and um, curated specifically for our black and brown babies to understand the options that exist for them, including historically black colleges and universities, as well as information about scholarships. And they actually also had a chance to do some speed dating, not what you think, but to do rounds with professionals to actually ask questions about their past, see themselves in the folks in front of them, and otherwise envision um, a different future for them. So that was our kickoff, but we want to actually invite you all to a free documentary screening and community dialogue of Epicenter. Epicenter is a powerful film that chronicles the studentled struggle to establish black studies in the Bay Area. As African-American studies

programs across the country are increasingly under threat, Epicenter offers an in-depth look at the hard fought movement that brought black studies to Oakland, Berkeley, and San Francisco. centering the voices of organiz organizers, sorry, from Merit College, from Berkeley High School, San Francisco State College, and UC Berkeley. It's actually produced by a Berkeley High School alum, Doug Harris, class of 1978. Um, and the film documents the 1969 movement that led to the creation of the first black studies department in the US public school district right here in Berkeley. and it features local leaders including Robert Mcnite who's a long-term chair of Berkeley High School's black studies department. Epicenter will be screening um and we'll have a community dialogue afterwards on Tuesday, February 17th. The doors will open at 5:30 and it'll be hosted right here next door at the Oxford Auditorium West Campus. Again, 5:30 on Tuesday, February the 17th. It is a really soughtafter film, y'all. I want to make sure that you're in the room and so please go to our website. There's a QR code from Eventbrite and you can register for your free tickets. Um, this week is also National School Counselors Week. Um, and this year's theme is school counselors amplify student success. Y'all have been here amplifying tonight. So, we know that school counselors and our educators amplify student success and it truly reflects the work happening across BUSD every day. Our school counselors support students in navigating what success looks like in real life, not just academically, but socially, emotionally, and in planning for life beyond high school. Their work spans, as you know, schedules and transcripts, crises and care, family communication, data review, IEP, 504s, and all that. It's complex, ongoing, and deeply collaborative work. And so we say thank you to our school counselors as they partner with our teachers, administrators, social workers, and case managers to ensure that students experience support from multiple directions.

I also want to just shout out two events that we had uh in the month of January. We had our disability awareness month event hosted by our DC, sorry, it was a panel discussion with Nancy Rubin and her exhibit uplifting the stories of our deaf and heart of hearing community um was the focus. And if you look around this room, if you can move around this room, you'll see that that exhibit is still up. Um, and I encourage you to engage in it before you leave. On Monday, our curriculum and instruction department invited TK through five families to a math adoption community information and input session, and we had over 40 participants from across the district join us at Washington to learn more about the district's math vision and adoption process. Um, and finally, tonight, um, tonight's board session is not going to be the regular board session. I want you to make sure that you pay attention to the agenda as it is unique this night. This open session will conclude um at around 7:30 or after we've gone through our public comments, consent calendar, uh union comments, committee comments, etc. And then we're going to reopen the meeting. The reopen meeting, y'all, will be in person only. And that's great because you're already here, so you'll probably stay. The in-person meeting is important because it is a unique um special meeting, and that is a board study session. It's focused on learning and sensemaking for the board, not about decision-making. But it is sense making that they're going to use to inform their decisions. The role that they have this um evening is to engage in shared learning with staff, ask clarifying questions. Some questions that you might have, they will probably ask and deepen understanding of the district's fiscal context and budget planning. Um no votes or formal actions, but some really robust discussion will take place. We're going to look at our prior budget um and continue from our prior budget study session, sorry, to really deepen the understanding of our current fiscal context, including our budget outlook, revenue assumptions, expiring and reduced federal and other funding sources, and enrollment and staffing considerations. And so I ask that you can, if you can stay, do stay as though there will be artifacts posted

on our website from tonight's study session, including the PowerPoint uh present. Oh, wow. PowerPoint including the Google presentation. Um there will be no recording posted on YouTube um as usual. So if you can say, please stay. Um again, it's going to be an important conversation that I think is relevant not only to you right now um but important for us as we think about um the outlook for our district going forward and how we can move to realize our mission um in the days to come. I thank y'all for coming. It's so nice to see y'all beautiful faces. Um and I'm going to pass it back to you, President Chang. Thank you, Superintendent. Um, and also I appreciate uh all the folks being here and bringing their energy as well. Um, we're going to go to public comments. What I just gave you a preface for, you're all ready for it. I know you've done it before. We're going to go with the students first. Uh, we have Maisie Matthews. Um, come [cheering] on up. And then Jane, if you could be ready, Jane Kelly.

Hi. Um, I'm Maisie Matthews. I'm a senior at Berkeley High. I've been going to Berkeley schools for the entire time I've been in school. And throughout my career as a student, I have seen like countless teachers leave because they are not being paid enough. And that is not okay.

YOU YOU expect us to be able to learn in an environment where art teachers like they have no time to themselves. They're being forced to like do all this work with like such little pay, such little breaks, such little like they have no healthcare, and everyone expects them to just function and not be mad at students all the time. That's crazy and ridiculous. Obviously, that's not going to work. I And in recent weeks, it's gotten worse. I like almost all of my teachers are just pissed off all the time, which is fair. which it's fair. I would be too. I am because they aren't being paid and that's not okay. [cheering]

Thank you. Um, next on up we have Jane Kelly and Jordan Kahhat. So there's one minute. Are you planning on sharing the time or splitting it? A minute, please. Okay, cool.

Okay. Hello everyone. My name is Jordan Katz and I am the sophomore class president at Berkeley High School. [cheering] Uh, and I'm Jane Kelly. I'm the junior class president at Berkeley High School. We have grown up in Berkeley on the values of education in a city that prides itself on the pinnacle of progressive thinking and educational opportunity. And now, as the upperassmen of the Berkeley Unified School District, we ask ourselves, how can the same city how can the same city be refusing to pay their teachers simple, livable wages? [cheering] How do we allow ourselves to pay meer wages for the periods they work? Wages that don't account for the hours spent outside of school, grading, planning, and investing in the lives of futures of students. The fact that we have to come here today goes against the values we as a community have prided ourselves on for centuries. The same values that we teach in schools from kindergarten all the way to graduation that our teachers are NOW BEING DEPRIVED OF.

Thank you. [cheering] Jordan, [applause] we as students feel the direct effects of underfunded schools in our own education. By not funding teachers, you are disinvesting yourselves in your children's education. In the future of a city that sets the standard for the rest of the country. As we represent the needs of the students at Berkeley High, we urge you to represent the needs of the city. To increase the wages of teachers is to do the absolute bare minimum. WE ARE NOT we are not demanding extravagance, simply wages that don't force our teachers to choose between healthcare and putting food on the table. Thank you. Thank you. [cheering]

All right. Thank you. We appreciate uh your voices students. Um as far as I know, those are the only two students in person. Here we have next on up Emily Raichan Raichan. Apologize for mispronunciation. Richen Richen and um Lucero Lupico. Afterwards,

members of the board, I regret the need to still stand before you without the means to afford healthcare. I'm being faced with the harsh choice to forego basic medical care in order to stay loyal to a district that doesn't value teachers above all else. Numerous studies have shown that no other factor has an impact on learning as effective teachers. The best teachers, IT WILL BE A SAD DAY WHEN the best teachers leave this district because of something as basic as healthcare benefits. The median income in Berkeley is $108,000, which according to our salary schedule will take me 10 years to achieve. This career takes so much energy, EXCELLENCE, DEDICATION, PURE BLOOD, SWEAT, AND TEARS. AND every day, in 10 YEARS AT A PRIVATE COMPANY, I COULD BE MAKING WELL OVER MEDIAN income and do less work in a day. SURE, I COULD LEAVE THE PROFESSION IN SEARCH OF MORE MONEY, BUT I WANT TO SERVE THE PUBLIC. ESPECIALLY IN THESE CHAOTIC AND POLARIZED TIMES, I FEEL ESPECIALLY CALLED TO DO MY PART TO HELP THE YOUNGER generations be prepared TO RISE UP AND SOLVE THE POLITICAL CHALLENGES we're facing.

We put in the effort. We deserve to be paid a fair wage. And we deserve to be paid on time. And we deserve to have full healthcare coverage. We put in the work. So where is the reward? [cheering]

Thank you. Next time. Next up, Lucero. [cheering] Is Lucero. Thank you. And after Lucero, John Derio. Hi, good evening. My name is Lucero Lupio. [cheering] Thank you. Let the speaker

and I have been a proud teacher of color here in Berkeley at CV Mendes since 2013. [screaming] That's right. Since I started teaching in Berkeley, I met my husband and now we have a beautiful four-year-old who attends TK at Seville Mendes. We have decided to grow our family and I am expecting a second child in July. [cheering] This decision is what we think is best for our family. However, it comes at a sacrifice. After having our first child, my husband made the hard decision to take a different job that offers full benefits in order for us to save money from how much I paid into USD's healthcare system. Currently, my husband works nights and does not have weekends off. Our family quality time has also been reduced due to the fact that we could only afford to purchase a home in Hercules. a 45 minute to one hour commute each way with a tker. I know that many teachers at my site and district have similar circumstances, but USD needs to be responsive to our needs as we are constantly responsive to our students needs in our classrooms. [cheering] As a district, we have adopted a culturally responsive approach to our teaching, but our needs as teachers of color are not being responded to. We need better compensation, full benefits, and a better child hearing leave package.

Thank you.

Thank you. [cheering] John, are you ready? John Derio and then after John be Katie Clingman. Thank you. Hi, my name is John Doerio and I'm a proud member of this amazing community. [cheering] This is a community based on mutual support, common mission, and commitment. I love my job, but I can't afford it.

I'm a BUD alum. I've been teaching for 14 years. from preschool to TK to fifth grade. You name it, I've been in that grade. I'm speaking tonight because I don't see this situation as one side against another. We are one Berkeley. We are one district. We are one family. And every family, its members have different jobs to help the group. We are doing our part. Now, it's time to do yours. 10% over 2 years is not is barely over inflation and 100% healthcare is is the norm in neighborhood districts. Thank you. [cheering]

Thank you. Thank you. Next on up we have Katie Clingman. Is Katie Katie here?

Cool. Here comes Katie. THANK YOU. OKAY, this is a lot more intense than I expected. My name is Katie Clingman and I'm an English teacher at Berkeley Technology Academy. [cheering] I'm going to be honest with you. I'm a good teacher. It has taken me many years of self-doubt to get to the point where I can say that with confidence. I tell you this because as a good teacher who works for BSD, I make less than almost any other teacher in the county. My benefits are not fully paid for. I have a master's degree in teaching. And yet, I make $50,000 less than the average Bay Area employee with a master's degree. I love my students and the academic freedom BUD provides. But I honestly do not know if I can financially afford to stay in this district. And I am not the only one. Many good, even great Berkeley teachers will be forced to find jobs elsewhere if the district cannot increase our salaries and benefits coverage. Due to my genetics, I have a 70% chance of getting breast cancer and a 40% chance of getting ovarian cancer by age 70. If I get breast cancer, which is extremely likely, my costs with my current BUSD benefits will range anywhere from $20,000 to over $100,000 depending on the severity and stage of the cancer. The cost of ovarian cancer treatment are even higher. I understand that the district says it cannot afford to increase our salaries and benefits, but I cannot afford to stay in the district if these things don't change. I would hate for these wonderful, kind, brilliant students to lose one good teacher, let alone many more. Please think seriously about what the district needs to do to retain teachers like me. Thank you. [screaming] [cheering] Thank you so much. Do we have Sarah Jackson here? Sarah, would you like to come on up? [cheering]

Hi everybody. My name is Sarah. I'm a B USD parent of two kids who have been in BSD since kindergarten. I'm here to urge you to settle the teachers contract immediately. I'm concerned because educator teaching our children in Berkeley are under serious financial strain. Struggling to afford basics like gas, groceries, electric bills, and incurring personal debt to make ends meet. My kids teachers are working multiple jobs. So, for example, after they teach literature and BHS all day, they go 10 bar or hostess in downtown Berkeley. Some have very long commutes, of you, of you heard, and have to get up very early and drive over an hour to work because they can't afford to live in the East Bay. Teachers working conditions, our students learning conditions. I'm concerned about how these high levels of stress and emotional exhaustion are impacting them and our children. We're losing teachers to other districts who pay more and offer 100% healthcare. Experienced teachers are retiring and there aren't enough teachers to take their place. This is eroding highquality education Berkeley Unified is known for. We need to make these jobs attractive to professionals who want to stay and make their careers in Berkeley.

We're told every year there's not enough money. And I'm tired of being told that in a place like California and in a place like Berkeley where there's vast wealth, there's not enough money to give teachers more than a 1% raise. I'm tired of being told there isn't enough money to fully staff our schools for reading specialists or family engagement specialists or social workers. Shame on California and shame on Berkeley. Let's do better and settle. Thank [cheering] you. Next. Next. Next on we have Thank you. We have Kathleen Vu and then after that Lindsay Noeldeld. Kathleen, are you here? Hi there.

Folks, it's sick to a minute. I know it's hard to do. So, we're trying to be fair to everyone who's who's here. Thanks. Hello. I'm a Berkeley Unified parent to three wonderful kids. We know that when basic needs of shelter, health, and food are not met, it makes it difficult to focus. We know this to be a fact for our students and the general public. Brookley prides itself on community. How do we expect teachers and staff to build and facilitate community when they are priced out of stud community? How do we expect our teachers and staff to provide quality education when they're trying to figure out if they can make their rent or mortgage?

The last time I checked, you cannot walk out of a grocery store, pay your mortgage or rent, healthcare, and bills with a thank you. Nice work. You're the best educator. You changed my life. [cheering] We expect so much from our educators. All they ask is to be treated with dignity and respect. I speak on behalf of my peers of Berkeley Unified School District parents. When and if the teachers strike, we will walk out with teachers and staff. [cheering] Those that need those that need child care, we will organize and provide. We aren't going to support SCOBs. Thank you for your time. [cheering]

Thank you. Our next line up with Lindsay Noel. [applause] I'm going to change pace a little bit. Um, my name is Lindsay Nofeld. I'm here as a parent and a member of Reading for Berkeley to talk about why our middle schoolers need evidence-based knowledgebuilding curriculum just like our K through5 students. A knowledgebuilding curriculum focuses on rich discussions with whole books on subjects like history, science, and the arts. Now that B USD has more effective intervention in middle school, struggling readers are finally getting past fluency, but they're stuck at comprehension. Unfortunately, reading comprehension isn't a skill you can just practice in a vacuum. It actually depends on what you already know. To understand a complex article, a student needs understanding of the topic. If we don't keep building that background in middle school, we squander opportunity and the equity gap between students gets wider. Knowledge works like Velcro. Once a student has facts and ideas locked in their memory, it makes the rest easier. It provides the mental hooks kids need to handle the big complex ideas we want them to tackle later on. Thank you.

Thank you so much. Um, we have one person online, I believe, Ray Lee. Thank you, Miss Charz. Um, Miss Lee, can you hear us? Oh, she's going to Yeah. You can be invited to speak.

Um, it was Rachie Lee. L E. Is she still on? I don't see any. Okay, looks like Miss Lee dropped off. Oh, she's back on again.

All right, Miss Lee, are you ready? You I think you're on mute. Here we go.

Okay, I'm here. Thank you. Sorry. Sorry for that. Good evening, superintendent and board. My name is Rachie Lee. I have a ninth grader at Berkeley High and seventh grader at King. Um, our district recently made, as you just heard from Lindsay, really huge and amazing shift um by moving away from the Lucy Caukins curriculum um to adopting fish tank ELA for elementary schools, which I hear is going really, really well, which is awesome. Um, this move shows that B USD is finally prioritizing evidence-based instruction. And we're just here to urge you that, you know, to know that literacy of course doesn't end in fifth grade. And urging the board to bring the same evidence-based knowledge building approach to our middle school so that Berkeley the the literacy gap um doesn't just reappear, you know, in 8th grade um after all of this hard work. And importantly, pay our teachers and our specialists enough so they can continue to do that important literacy work um in middle school and beyond. THANK YOU. [cheering] THANK YOU SO MUCH. I don't see anyone else online, so um we're going to move on to committee comments. Um do we have committee comments?

Robinson is online. Oh, we've got someone online uh from ASAP. Oh, I see. Should we Is there an in person first before that for committee comments?

No. Okay. So, we'll do the online committee comments. Thank you. Come on. Happy birthday. Hi, Casey. Are you ready? I am. Are you able to hear me? Yes. Thanks. Okay. Wonderful.

Thank you. Good evening, board directors, superintendent, and members of the Berkeley community, especially our teachers. My name is Casey Robinson, and I speak tonight as a parent of two uh BUSD students. Um they are at Berkeley High School, and they have been in BUSD their whole time. Um, I am an educator and a community advocate who believes deeply in the brilliance of every Berkeley student. I'm here this evening representing the superintendent's African-American Success Advisory Committee or ASAC. Happy Black History Month. Um, as we enter the 100th anniversary of Black History Month, which is amazing. I'm so excited. I want to begin by lifting up its importance, not simply as a moment of reflection or recognition of our rare achievement individuals, but as a call to continued focus, investment, and accountability for how our district is meeting the holistic needs of black and African-American students today. This month offers us an opportunity to honor history while also examining how history informs present-day policies, practices, and learning conditions across the Berkeley classrooms. This, in fact, was a key part of Carter G. Woodson's hopes for Black History Month. From the perspective of ASAC, Black History Month matters because representation, relevance, and rigor matter, but so do belonging, well-being, access, and opportunity. When students see African-American history meaningfully embedded in curriculum, not confined to a single month, but integrated throughout the year, it strengthens identity and engagement. When that integration is paired with intentional support for academic, social, emotional, and cultural development, it becomes a powerful lever for student success. We want to acknowledge and appreciate the work happening across our district offices and school sites to bring that commitment to life. We see educators going beyond surface level [clears throat] narratives, school

leaders creating space for student voice and inquiry, and community partner partnering with families and local organizations to make learning more culturally responsive and grounded. These efforts signal that African-American history is not an add-on, but part of a broader commitment to equity, excellence, and belonging. African-American history is also just history. At the same time, this month also invites us to into deeper shared responsibility. It asks us to reflect on how consistently these efforts are experienced by black students across schools and grade levels, not only in curriculum, but in discipline practices, access to advanced coursework, college readiness, mental health resources, and family engagement. It challenges us to ensure that progress is not dependent on individual champions alone, but supported by coherent district-wide structures, sustained professional learning, and aligned expectations. ASAC approaches this work in a spirit of partnership. Our role is to listen, to elevate community insights, and to support the district in strengthening systems that advance the African-American success framework. We believe that Black History Month should not only celebrate the past, but sharpen our collective focus on the present conditions shaping black student outcomes and the long-term investments required to close persistent opportunity gaps. As we discussed in our meeting last month for the board update, the African-American success framework remains a vital strategic tool in empowering the district to achieve its longstated goal of strong achievement for all its students regardless of background. As you all know, we are not there yet. This spring, the African-American Success Framework

transition fairs, site level CLR professional learning sessions and ongoing partnership will continue to support this progress by addressing both academic pathways and the broader systems that influence the student experience. As we move through this month, we look forward to continued collaboration with the board, the superintendent, district staff, educators, students, and families. Together, we can ensure that Black History Month serves not only as celebration, but as a catalyst for sustained attention, authentic investment, and systemic action. Systemic action. I'm going to say it one more time. Systemic action in support of black and African-American students. Thank you all for your time, your leadership, and your continued partnership. [cheering] [applause]

Thank you so much. I don't think we have other speakers online at this point for our committee speakers, but we I believe we have union um here today to speak. Are are union reps here to speak for the committee comments? Um BCC, come on up. Thank you. [cheering] All right. Good evening. Um, I'm Chair. I'm the vice president for BCCE. Um, tonight we want to speak about one word, power. Power is not just authority. Power is not just titles. Power is not just decisions made behind closed doors. powers determines who is heard and who is expected to wait quietly while decisions are made for them. What classified employees are experiencing right now is confusion and division. It is miscommunication from the misuse of power. We are watching decisions being made that treat this district more like a corporation than a public educational institute. where hierarchy and control are priorit are prioritized over transparency, collaboration and trust. That is not how public education is supposed to function. And that concern is magnified by where we are right now. We are in February. All labor partners are in negotiations. We are meeting, but we are not yet talking about the issues that matter most to workers. salary increases and benefits.

At the same time, layoffs and budget cuts are being discussed. That combination matters. When decisions about cuts move faster than conversations about compensation, power is not being shared, it is being exercised. And when that happens, BCCE are always the first to feel the impact. That is not speculation. That is history.

Tonight, our certificated staff colleagues are rallying and speaking about fair wages and benefits. And BCCE stands with them in solidarity. [cheering] But I want this word to truly sit with something. If our labor partners feel pushed to rally for fair wages and benefits, imagine what classified are feeling. Berkeley Unified is different. This district is supposed to lead by example, not mirror the worst patterns we see across the state. We do not have to become the next district on the news, divided, distrustful, and preparing for our for open labor conflict.

But that becomes more likely when power is misused, when voices are sidelined, and when decisions are concentrated at the top while workers are left in the dark. This is not the moment for power trip. This is not the moment for corporate thinking. This is the moment for leadership.

How power is used right now will shape what happens next. How we start this process will shape how it ends. It will shape whether this district stabilizes or fractures, whether it leads with purpose or control. This district can do better, but it will require urgency, transparency, and a willingness to share power instead of hoarded. BCCE should not once again be the ones left carrying the consequences of decisions they had no voice in. Not in Berkeley, not now. Thank you. [cheering] [cheering]

Thank you. Thank you very much. We got our next union speaker. Thank you.

Good evening board members and to our listening public. My name is Paula Phillips and I'm the president of Local 21. Board members, when you look around this room, you see union members and leaders from local 21, BCCE, BFT, and I believe Yuba was in the house, too. But if you look at the faces of everyone in this room, you'll see what makes this district great. You see teachers, coordinators, OT's, and classified staff who teach our students and provide direct support services to students and their families. You see managers who direct the work of classified support staff who provide indirect services to students, staff, and their families. We have pundits and district leadership who want us to believe that our interests are different. They want us in silos because a silo is easy to knock down.

But a united front is a wall they can never climb. We are here today because we know a fundamental truth. An injury to one is an injury to all. When a sister union is stalled at the bargaining table, they aren't just fighting for their own contract. They are holding the line for every single one of us.

When they win, the standard for all of us goes up. When they are pushed back, your negotiators at the table grow bolder. We don't just support our fellow unions. We stand in solidarity [cheering] [applause] because their fight is our fight. Their victory is our oxygen. We are the backbone of this district. And it's time we started acting like the mighty force that we are. [cheering]

Solidarity isn't just a word on a banner. It's a verb. It's showing up to a board meeting to let this board know that this is your district. It's the collective dignity of your staff, our and our members saying enough. In this room, we have the power to shut this district down. But but more importantly, we have the power to build it up. [cheering] We are building a future for our members where no worker has to choose between staying with this district or choosing to start all over in another one.

Where no family is one medical bill away from ruin. We are building a movement that doesn't just ask for a seat at the table. We are building the table ourselves. Brothers and sisters, they've tried to divide us by the work that we do. But we have a secret weapon. We have each other. [cheering] We have a history that stretches back to the sitdown strikes and the marches that gave us the weekend and the 8-hour day. That's right. Today, we recommmit to each other. When you leave here, take this fire back to your work sites.

Tell your members that they aren't alone. Tell them that when they stand up, others are standing right behind them. We are the union. We are the educators of this district. And together, we are unstoppable. SOLIDARITY [cheering] FOREVER. [cheering] [cheering]

THANK YOU SO MUCH. Thank you. Um, next on up we have another union uh [applause] rep. Do we have BFT? Yeah. Thank you, Matt. [cheering] Hello, Superintendent Ford Morelm and the Berkeley School Board Directors. I am Matt Meyer, president of the Berkeley Federation of Teachers. The events that have been unfolding in Minneapolis and across the country weigh heavily on our hearts. One lesson that we have learned is that when our community shows up, we make an impact. Whether it be helping families with court appearances or videotaping federal agents, our community's response makes a real and concrete difference. As educators, we stand in a unique position educating our students about the importance of engaging in civic events, fighting for democracy and human rights, as well as teaching the skills necessary to make sense of what is happening. We are also connected to the wider community, allowing us to form the infrastructure we need to be able to wage a real resistance.

Our public schools form one of the bedrocks of community engagement, especially here and especially now. Our contract campaign is rooted in the very real need for educators to be able to actually be a part of the community they serve for all the reasons mentioned above right here and right now. It must make financial sense to stay here. We have a record amount of retirements this year and more are coming in. Will B USD be able to hire quality educators to fill their shoes? Will these newly hired educators actually stay in our district for the long run? Not with these wages and not with the cost of our healthcare benefits. We already know the answer. The question our district faces on how to invest is not just one for our current employees, but the ability to offer wages that may attract and retain future worldclass educators who we all need to be past us, whom our students deserve. We have seen in other districts what happens to the quality of education when we provide when we can provide sorry we can see what happens to the quality of education that we can provide when there are large vacancies. Once that spiral begins, it is extremely difficult to recover from. That is actually the affordability crisis the district should be concerned with. Berkeley must remain a district where people, whether certificated or classified, can make a career.

How did we get to where we are today? It has been almost a year since we sunshined our proposals. The district has known the specifics since last April and May. Both the district and the board have known our contract would be expiring prior to last June. Really, since we signed a three-year contract in 2022, there have not been any surprises or unknown information. There's been no significant federal budget cuts thanks to the teacher unions who have successfully sued the Trump administration, stopping those from happening. [cheering] In fact, district finances actually improved with increased enrollment. Nonetheless, the district failed to provide our members with a compensation offer until after we were already at impass. Furthermore, this offer does not come close to addressing our concerns. The escalation of our campaign is a direct response to the inaction on the part of the district. Our members are prepared to strike for competitive wages and a healthcare plan that doesn't break the bank. [cheering] Our increased healthcare rates just hit us this week without any increase in compensation. We all just took home we just all took a take-home pay cut. Additionally, having a baby should not reduce our take-home pay to under $500 for the month. It does not make any sense and is normal in our district. The USD needs to come up with solutions that address our basic needs.

Oh, I have petitions. They're somewhere. We'll grab them. These petitions in my bag that I'm going to hand you in a minute. Show our commitment to this fight for fully staffed and stable schools. They show a commitment to our desire to continue to work in our district. Over 94% of our sitebased members have pledged that they are willing to strike if necessary. [cheering] ah petitions. [cheering] We hope we hope to avoid this outcome and that the district will approach the factf finding process with a solutionsoriented lens. The district should take these petitions seriously. Our community is waiting to see the district's next move. The Berkeley Federation of Teachers and our labor, parent, and community allies remain committed to fully funded, stable public schools that our educators can stay for their career. Time is running out, and if there's going to be movement, it needs to be now. We can't wait. [cheering] We can't wait. We can't wait. We can't wait. THANK YOU. Thank you so much. Do we have Yuba in the house? It looks like we do not. Thank you. Thank you. Thank you. So, we're going to move from committee comments, union comments

towards board member comments. Thank you. Thank you. Thank you so much. Excuse me. Thank you so much. We have your petitions. There's lots of them. Um, we're going to proceed to board member comments. Thanks for all the comments. If there's anyone online, um, I see one hand raised. That'll be at the end, right? Yeah, we have one person online. Hang on. the person who's online will um

uh there will be we we will talk to you at the end student directors want to make a comment today student board directors yes okay great um both of you which one who would like to go first thank you so much you might want to wait a few seconds as all these Folks are handling out. Okay, thank you. Are you ready? Thank you so much.

Good evening. Thank you so much to all of tonight's public speakers. I saw a lot of my BTA teachers in the crowd. And as a and as a student school board representative, I cannot vote on financial issues. Oh, financial issues, but I definitely would not be where I am today without them. I am in support of BFT's request for higher salaries and more benefits coverage. Teachers in general do a lot more than they get paid for, and I think they deserve fair compensation for all the hard work they do on the daily. As for BTA updates, I have quite a few, so bear with me. We had a successful quarter 2 field trip to reward students for high attendance and grades. We did a lot of community bonding at North Beach. So, a big thank you to Miss Maldonado for putting it all together. We're excited to announce a partnership with Rising Sun to provide training in the trades to some of our high school seniors. Students are prepping for interviews to be eligible for the program. In addition, our site is working with Berkeley Youth Alternatives to provide students with harm reduction strategies and substance abuse counseling. Lastly, BTA and BIS are hosting their annual ortorial festival to celebrate Black History Month. This is our third year doing this and we welcome you to join us. If you have any questions, talk to Mrs. K. Thank you.

Thank you so much. Student board director. Um would our other student board director like speak? Thank you so much.

Yes. Hi everyone. Happy Black History Month. As a student leader in the Black Student Union for the past four years at Berkeley High, I want to use this platform to highlight the Black History Month celebration taking place at Berkeley High on the 20th. So teachers, while you're here, I guess most of you have left now, please look out for more information. Now, these cultural celebrations would not have been possible without the help of Spencer Pritchard, Doc Dub, Miss Marshall, Miss Callaway, Miss Lee, and all of the AFAM studies department teachers who have spent countless hours outside of the classroom supporting our club and community through mentorship, organizing weekly weekend conferences, and planning events for our student body. All tasks that were unpaid. As a Berkeley student, I know that my growth as a leader and as a critical thinker is directly tied to the time, care, and intellectual labor my teachers give beyond what is required of them. Our teachers deserve not only a livable wage, but one accounts for the additional work they do every day. As we move forward into our budget discussion tonight, I hope we can explore creative decision. Sorry, I hope we can explore creative solutions to the crisis facing our educators in Berkeley. Thank you. Thank you so much. Thank you. Um, okay. Uh, so we have our consent calendar. Um, do we have a motion to approve the consent calendar or questions?

I'll move to approve the consent calendar. Thank you so much, Vice President K. Do we have a second? I'll second. Thank you so much, Director Vasadev. Do we have the eyes? I. So, it's unanimous. The consent calendar is approved. Um, okay. Uh, so I think now we're going to do, let's see, I think we think we're going to adjourn at this. Yeah, we have a bit of a special meeting. Extended public comment. Okay, so we're doing something a little different today because we have this uh budget retreat. Um, any extended public comment? Okay. Hi there.

Okay. And one online as well. We have one in person, one online. We'll we'll uh have the in person first and then the online.

Hi. Hi board. Um my name, as you know, is Nemoina. Um I'm coming here tonight to talk to you two things. um first is I'm representing African-American um families at Longfellow Middle. We got together and um had an equity night and one of the things that came up was the ortorial fest and wanting to make sure that that happens this year. Um, the other thing I wanted to talk to you guys about represents all of Longfellow's eighth graders and that's our graduation um, promotion from 8th grade to 9th. As you know, we don't have a facility anymore because it's still in renovations and we've been offered other buildings, but it would require that um not everyone would be able to bring all of their loved ones to the ceremony. So, we're asking for the district's help on having a location. Thank you. Thank you. And we have one person online. I believe it's Tatiana Ger Ramos. Um, can we

promot promoter? Yeah. Are you ready, Tatiana? Hi. Good. We can hear you.

Okay, great. Um, as you go into your budget workshop, um, I want to encourage you to think about how much this district spends on legal fees, which I believe a couple of years ago was about $4 million a year to F3. Those legal fees are directly tied to the incompetence at the top level of the special education department and also student services. If there was a more common sense, transparent process for identifying kids who with learning differences who need support, we wouldn't need to spend so much money on legal fees. And frankly, there's a conflict of interest for F3 because the lawyers there are the ones encouraging the district to fight against um accessibility and to fight parents and families who need access to 504 plans and IEPs and then they benefit from encouraging the district to fight against families.

Thank you so much. All right. So, um, are there extended board member comments? I know we just did them, so they're probably not. Nope. Shaking heads. Um, so this concludes this evening's regular meeting. Um, we are about to shift into a special study session. Um, members of the public are u welcome to stay. Um, it's going to be live here, but I don't believe it'll be hybrid though. In person only. Okay, in person only. Thank you so much.