Berkeley Unified School District Office of the Superintendent 2134 Martin Luther King Jr

Home , A Special Day, Colman McCarthy, Helen Nearing

Berkeley Unified School District Office of the Superintendent 2134 Martin Luther King Jr. Way Berkeley, CA 94704-1180 Phone: (510) 644-6206 Fax: (510) 540-5358

BOARD OF EDUCATION – MEETING AGENDA* Wednesday, February 8, 2012

Call to Order The Presiding Officer will call the Meeting to Order at 6:00 p.m., recess to Closed Session, and reconvene in Public Session by 7:30 p.m. Roll Call Members Present: John T. Selawsky, President Leah Wilson, Vice President Karen Hemphill, Director Beatriz Leyva-Cutler, Director/Clerk Josh Daniels, Director Maddy Roberts – Student Director

Administration: Superintendent William Huyett, Secretary Javetta Cleveland, Deputy Superintendent Neil Smith, Assistant Superintendent of Educational Services Delia Ruiz, Assistant Superintendent of Human Resources

The Board will recess into closed session under the authority of the Brown Act (including but not limited to Government Code section 54954.5, 54956.8, 54956.9, 54957, 54957.6, as well as Education Code section 35146). Under Government Code section 54954.3, members of the public may address the board on an item on the closed session agenda, before closed session.

a) Conference with Legal Counsel – Existing Litigation/Anticipated b) Consideration of Student Expulsions Student Case No. 1112-07-011098 c) Collective Bargaining d) Public Employee Discipline/Dismissal /Release/Evaluation e) Public Employment /Appointment f) Liability Claims g) Property Acquisition & Disposal

* Board agenda posted on District website: www.berkeley.k12.ca.us ** The Student Director does not attend Closed Session The Berkeley Unified School District intends to provide reasonable accommodations in accordance with the Americans with Disabilities Act of 1990. If a special accommodation is desired, please call the Superintendent’s Office 48 hours prior to the meeting at 510-644-6206

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REGULAR MEETING AGENDA

CALL TO ORDER

Report Closed Session actions

Approve Regular Meeting Agenda of February 8, 2012

RECOGNITION Liliana Aguas, ASCD’s 2012 National Outstanding Young Educator

PUBLIC TESTIMONY Persons wishing to address the Board should fill out a card located on the table by the door and submit the completed card to the Board Recorder. Speakers will be selected by lottery. The Public Testimony is limited to 30 minutes – 3 minutes per speaker. Speakers with the same concerns are encouraged to select a spokesperson to address the Board.

REPORTS Union Representatives’ Reports Board Members’ Reports Superintendent’s Report

APPROVE CONSENT CALENDAR

CONSENT ITEMS These items are considered routine and may be enacted by a single motion. Any items needing discussion may be moved to the appropriate section of the agenda upon the request of any member of the Board.

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Human Resources Staff Recommendation: 11 2.1-C Approve Human Resources Report Human Resources Report 02-08-12

Educational Services 13 3.1-C Staff Recommendation: Approval of Out of State Travel Approve the out of state travel consistent with District policies 14 3.2-C Staff Recommendation: New Courses at BHS for 2012-13 Approve new courses at BHS for 2012-13 (separate cover)

Business Services:

4.1-C Staff Recommendation: 17 Approval of Contracts and Purchase Authorize the Purchasing Manager Orders or Deputy Superintendent to execute contracts and purchase orders

4.2-C Staff Recommendation: 19 Approval of Listing of Warrants Issued in Approve the listing of warrants December issued in December 2011 21 4.3-C Staff Recommendation: Approval of Amendments to Master Approve amendments to master Contracts for Various Non Public Schools contracts for various non public schools 22 4.4-C Staff Recommendation: Acceptance of Gifts and Donations Accept the donations and gifts to the District and request staff to extend letter of appreciation 24 4.5-C Staff Recommendation: Approval of MOU Among County of Approve MOU Alameda Health Services, Behavioral Health Care Services, Alameda County Office of Education and Berkeley Unified for Mental Health Services 35 4.6-C Staff Recommendation: Revised Budget Calendar Approve the Revised Budget Calendar

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ACTION ITEMS These items are presented for action at this time. Some may have been reviewed at a previous meeting.

General Services

8:30 p.m. 1.1-A Staff Recommendation: 38 Swearing in of Marni Posey Swear in Marni Posey for the Office of Child Nutrition Advisory Council Human Resources

2.1-A 39 Resolution to Recognize BCCE as Staff Recommendation: Exclusive Bargaining Unit for Operations Approve Resolution and Support Services Unit

2.2-A Staff Recommendation: 42 Selection of Superintendent Search Firm Approve selection of Superintendent search firm

Business Services

4.1-A Staff Recommendation: 43 Independent Audit Report for Fiscal Year Review and accept the Audit Report Ending June 30, 2011 and Financial Statements as presented by Crowe Horwath, Independent Auditors (separate cover)

INFORMATION ITEMS These items are intended to keep the Board informed on various District business matters, which do not require action, by the Board.

Educational Services

3.1-I Staff Recommendation: 44 Report on Percentages of Students Accept report on percentages of Qualifying for the National School Lunch students qualifying for the National Program School Lunch Program for information

47 3.2-I Staff Recommendation: School Accountability Report Cards for Accept School Accountability Report 2010-11 Cards for 2010-11 for information (separate cover)

Page 4 of 10 8:45 p.m. Staff Recommendation: 48 3.3-I Accept the staff report of services Services for the Deaf/Hard of Hearing provided for deaf/hard of hearing Students students for 2012-13

Facilities 53 5.1-I Staff Recommendation: Facilities Plan Update Receive Facilities Plan update for information

ADDITIONAL ACTION ITEM Approve Minutes of January 25, 2012

EXTENDED PUBLIC TESTIMONY

ADJOURNMENT

Board of Education Meeting Dates – 2012

February 22 June 27 March 7 August 22 March 28 September 12 April 11 September 19 April 25 October 10 May 9 October 24 May 23 November 14 June 6 November 28 June 20 December 12

Board of Education Meetings are broadcast live on KPFB/FM 89.3 Berkeley Government Access Channel 33

Guidelines for Speakers You are invited to participate in Meetings of the Board of Education and make your views known at these meetings.

WHEN YOU WANT TO TALK ABOUT AN AGENDA ITEM OR A NON-AGENDA ITEM: Please fill in a REQUEST TO ADDRESS THE BOARD OF EDUCATION CARD) and give it to the Board Secretary. Speakers will be selected by lottery. Your card must be submitted before the Presiding Officer calls for PUBLIC TESTIMONY. You will be called to speak by the Presiding Officer. A Speaker has three minutes in which to make his/her remarks.

Any subject related to the District or its educational programs is welcome at the Board of Education Meetings. However, we respectfully ask that matters pertaining to individual employees of the Berkeley Unified School District be discussed in private.

Page 5 of 10 There is an established procedure for making such complaints. You may obtain information about this procedure from a school or from the Superintendent’s Office.

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Berkeley Unified School District Mission: The Mission of the Berkeley Unified School District is to enable and inspire our diverse student body to achieve academic excellence and make positive contributions to our world.

Berkeley Unified School District Vision: Our Students are curious and creative learners who succeed through personal initiative and sustained effort to reach high academic goals. They are critical thinkers who seek knowledge and possess technological competence and collaborative skills. Our students embrace diversity, act responsibly, and contribute to our community.

Our Educators believe that all students can meet or exceed rigorous academic standards. Teachers, staff, and administrators together form a rich professional learning community where all are supported to hone our professional craft and improve our effectiveness. Through the examination of our instructional practices and data, we adjust our teaching and operational systems in order to continuously improve. We are responsible in the stewardship of our fiscal resources and fair and equitable in their distribution.

Our Families and Community are integral to the success of our students and schools. Families are active, engaged partners in their child’s education who give valued input and participate in making important decisions about our academic and enrichment programs. Our diverse community is passionate about equitable educational outcomes for all students. Our civic and community organizations partner with us to promote family engagement and the well-being and success of our students.

Our Schools are vital centers of community life enriched by the diversity of our city and welcoming to all families. Each classroom offers engaging and culturally relevant curriculum that builds on students’ interests and abilities. Student needs, as identified by regular assessment, inform our teaching and guide appropriate and effective intervention services. We offer an enriched learning environment and a comprehensive system of supports to address the needs of the whole child.

Values and Beliefs of Berkeley Unified School District: •Students are our priority. •We take pride in our diversity. •We hold high expectations for ourselves and our students. •We treat each other with respect and act with integrity.

Page 7 of 10 District Goals 2010 – 2013

I. Curriculum & Instruction: Increase the academic achievement of all students through effective instruction, a challenging and engaging curriculum, and aligned assessments. A. Pre-K: Prepare pre-school children for success in elementary school by providing age-appropriate curriculum and instruction that nurture and develop children’s academic, social, emotional and physical well-being. B. ELA and Math Instruction: Prepare all students for continued success in English Language Arts and Mathematics by providing high quality instruction geared to student needs including appropriate modifications and accommodations. C.English Language Development: Provide direct instruction in English Language Development to ensure that every English Learner gains at least one English language proficiency level each year. D. Evaluation and Assessment: Use data from multiple measures to monitor student progress, guide instruction and evaluate the effectiveness of our programs, and share this information with the staff, the Board and the community.

II. Strategies to Promote Student Success: Implement strategies to engage students in their learning and interventions to eliminate barriers to student success. A. Student Engagement: Address the needs of the whole child by engaging students in the visual and performing arts, physical education and athletics, career and technical education, and gardening and cooking programs. B. ULSS / RTI2: Implement a continuum of academic, behavioral, and/or other intervention strategies through the Universal Learning Support System (ULSS), as ULSS is the district’s model of Response to Intervention and Instruction (RtI2). C.Positive Behavior Support: Develop and utilize a positive behavior system as well as prevention and intervention programs for specific behaviors that impede student success, such as alcohol and drug use and abuse, truancy, expressions of extreme anger, and repeated suspendable offenses. D. Disproportionality: Reduce the disproportionate racial representation of students suspended or expelled and students identified for Special Education services. E. Educational Options for Secondary School Students: Develop engaging and innovative educational options for secondary students, including career technical education. F. Extended Learning Opportunities: Provide students with academic enrichment and supervised activities that complement the classroom curriculum beyond the traditional school day.

Page 8 of 10 G. Transitions: Improve transitions for students as they move from pre-school to kindergarten, from elementary to middle school, from middle to high school, and from high school to post-secondary as well as the transitions from Special Education and English Learner status to the mainstream.

III. Family/Community Engagement: Establish partnerships with our families and community to increase academic success for all students. A. Family Engagement Framework: Develop greater family involvement in the schools and the community by adopting a framework that offers multiple ways for parents to partner with educators to ensure their children’s success in school. B. Family Leadership & Advocacy Training: Strengthen parents’ capacity to be effective leaders in their schools and the community and advocates for their children by providing parent trainings and forums in formats that honor the cultures and languages of our community. C.Family Advisory Council: Support the City and the Berkeley Alliance in establishing a representative Family Advisory Council to ensure parent input in the development and evaluation of the 2020 Vision projects. D. Communication: Engage and inform our staff, families, and key partners by developing and implementing a comprehensive communications plan.

IV. Cultural & Linguistic Relevance: Ensure that all systems are culturally and linguistically responsive to the needs of our students and their families. A. Culture and Climate of District and Schools: Ensure that all schools and departments welcome and support all our students and their families by prioritizing a focus on equity at each site, ensuring customer friendly service, and providing language access, all supported by district policy. B. Recruit and Retain Teachers and Administrators of Color: Develop and invest in prospective and current teachers and administrators of color by identifying career pathways and establishing networking, mentoring and other support systems. C.Professional Development: Create a culturally and linguistically responsive climate throughout the district through focused professional development.

V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed. A. Efficient Use of Resources: Improve and streamline District wide systems, services and operations through the use of enhanced tools and technology that will provide additional time and resources to meet current and future student needs. B. Parcel Tax and Bond Revenues: Provide the best possible education for all students by effectively utilizing local parcel tax and bond revenues.

Page 9 of 10 C.Partnerships: Maximize public and private resources to support greater student success by strengthening partnerships with the City, the Berkeley Alliance, the Berkeley Public Education Foundation, U.C. Berkeley, and other stakeholders.

Page 10 of 10 BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Delia Ruiz, Assistant Superintendent, Human Resources DATE: February 8, 2012 DISTRICT GOAL: V A: Efficient Use of Resources SUBJECT: APPROVAL OF HUMAN RESOURCES REPORT 02.08.12 The following is submitted for review and acceptance.

CERTIFICATED EMPLOYEES Classification (Temporary, Probationary or Date Date Name Permanent) Position FTE Location (From) (To) LEAVES Dawn Bail Permanent Teacher 1.0 Washington 03/26/12 06/15/12

Tamra Kessler Permanent Teacher 1.0 Berkeley High 01/30/12 06/15/12

Arun Khanna Temporary Teacher 1.0 Thousand Oaks 04/09/12 05/04/12

RETIREMENT Barbara Getz Permanent Teacher .57 John Muir 06/15/12

Vana James Permanent Teacher 1.0 Willard 09/01/12

NEW HIRES Brent Rubey Temporary Teacher 1.0 Independent Study 01/23/12 06/15/12 CLASSIFIED EMPLOYEES Classification (Limited Term, Provisional, Temporary, Probationary, or Date Date Name Permanent) Position FTE Location (From) (To) LEAVES Angela Belton Permanent Sr. Personnel Assistant 1.0 Human Resources 01/17/12 02/29/12

Sushil Sharma Permanent Instructional Assistant, .80 Willard 01/17/12 02/08/12 Special Education

Tara Spears Permanent Instructional .67 Washington 12/19/11 02/13/12 Technician

SEPARATIONS Flora Kielch Permanent EDP Coordinator 1.0 Thousand Oaks 01/27/12

Erendida Marquez- Probationary Instructional Assistant, .40 Rosa Parks 01/20/12 Tapia ECE

RETIREMENT Leticia Marquez Permanent School Secretary I 1.0 Oxford 02/29/12

David Pagano Permanent School Bus Driver .90 Transportation 03/02/12

Eugene Patton Permanent Instructional Assistant, .80 Franklin 02/29/12 ECE Page 1 of 2

CLASSIFIED EMPLOYEES (Continued) Classification (Limited Term, Provisional, Temporary, Probationary, or Date Date Name Permanent) Position FTE Location (From) (To) NEW ASSIGNMENT Jamal Abdul-Musawwir Probationary Instructional .43 King 01/19/12 * Technician

Tiana Alnas-Benson Probationary School Secretary I 1.0 Jefferson 01/03/12 *

Lori Bonkowski Probationary Instructional Assistant, .80 Washington 01/12/12 * Special Ed, Attendant

Miguel Dwin Probationary Budget Analyst 1.0 Business Services 01/03/12 *

Adam Edell Permanent Instructional Specialist, .70 Berkeley High 11/01/11 * Garden

Gloria Maldonado Probationary Personnel Coordinator 1.0 Personnel 01/23/12 ** Commission

Sandra Maldonado Probationary Student Welfare and 1.0 B-Tech 01/23/12 * Attendance Specialist

Isabel Martínez-Parra Probationary Specialist, 1.0 Office of the 01/03/12 * Interpretation and Superintendent Translation

NEW HIRES OR REHIRES Jullyan Green Probationary Instructional .40 Cragmont 01/20/12 * Technician

Lindsay Guinan Probationary Instructional .47 Oxford 01/10/12 * Technician

Kathryn McCarthy Probationary Instructional Assistant, .40 Arts Magnet 01/09/12 * ECE

Sarah Parsons Probationary Instructional .47 Malcolm X 01/10/12 * Technician

Fred Sims Permanent Instructional Specialist, 1.0 King 01/03/12 PE

LIMITED TERM/PROVISIONAL Jason Nealy Provisional EDP Coordinator .80 Emerson 01/03/12

Julian Shipnuck Limited Term Instructional .37 Longfellow 01/19/12 Technician

*Upon completion of 130 work days **Upon completion of one work year Page 2 of 2

BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Neil Smith, Assistant Superintendent, Educational Services DATE: February 8, 2012 SUBJECT: Out of State Travel Requests

BACKGROUND INFORMATION The following out of state travel requests are being made:

Organization of American Kodaly Educators National Conference, Phoenix, Arizona, March 15-18, 2012. Approve participation for Music Teacher Merlyn Katechis to attend this three-day, two-night conference in Phoenix, Arizona. The conference will enable her to attend workshops on choral music, music literacy, conducting, assessment, motivation, repertoire, performance, and differentiated instruction. Merlyn Katechis will cover all costs for registration, transportation and lodging. The cost of substitute coverage will be paid from Measure A funds. Requested by Suzanne McCulloch, VAPA Program Supervisor.

Association for Supervision and Curriculum Development’s (ASCD) 2012 Annual Conference, Philadelphia, Pennsylvania, March 23-26, 2012. Approve participation for Le Conte Elementary Teacher Liliana Aguas, who is being honored by ASCD as a 2012 Outstanding Young Educator Award (OYEA) recipient, to attend this four-day, three-night conference in Philadelphia, Pennsylvania. As an OYEA recipient, all registration, travel, hotel and meals will be paid by ASCD. The cost of two days of substitute coverage will be paid from site funds. LeConte’s Principal, Cheryl Wilson may accompany Ms. Aguas to this event. If so, her expenses will be paid with General Funds. Requested by Cheryl Wilson, LeConte Principal.

DISTRICT GOAL I. – Curriculum and Instruction

POLICY/CODE Education Code 35330 Board policy 6153

FISCAL IMPACT As indicated above.

STAFF RECOMMENDATION Approve the out of state travel consistent with the District policies.

3.1 – C BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Neil Smith, Assistant Superintendent, Educational Services DATE: February 8, 2012 SUBJECT: New Courses for 2012 – 2013 at Berkeley High School

BACKGROUND INFORMATION Berkeley High School is requesting Board approval for the following year-long courses for the 2012 – 2013 school year:

Advanced Placement (AP) Chinese Language and Culture. Berkeley High has developed a strong Mandarin program with four year- long courses, including IB Mandarin. BHS is now seeking Board approval for AP Chinese, a College Board approved AP course. The following course description comes directly from the College Board.

The AP Chinese Language and Culture course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese. Course work provides students with opportunities to perform Intermediate-to-Advanced level tasks, and students are expected to achieve proficiencies throughout, and sometimes beyond, the Intermediate range, as described in the American Council on the Teaching of Foreign Languages Proficiency Guidelines. The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture. AP Chinese Language and Culture teachers plan and implement a course that focuses on language proficiency while interweaving level and age appropriate cultural content throughout the course and providing for frequent formative assessment of students’ developing proficiencies within the context of their learning. Instructional materials and activities are carefully and strategically adapted from authentic sources to support the linguistic and cultural goals of the course.

This course will use the following textbook: Integrated Chinese, Level 2, by Yuehua Liu and Tao-Cheung Yao.

A complete course description is being provided under separate cover. The proposed curriculum will be forwarded for CSU/UC a-g approval in

3.2-C February 2012. AP Chinese would qualify for UC/CSU “e” credit, and students would earn extra honors credit for taking the course.

Nonviolence: Theory and Practice Violence is a part of our and our students’ lives every day both visibly and invisibly: from gun violence, bullying and fights, to the production of our food and clothes. How can these problems be ended, forever? In this course students will examine how nonviolence can answer this question by reflecting on their own experiences, reading about major theories of nonviolence, studying seminal movements and people in history who have used nonviolence to achieve change, and trying out the theories themselves in local projects.

This class will include a great deal of reading and discussion, involve frequent reflection, and provide opportunities to improve persuasive writing and speaking. Students will develop leadership skills including facilitation, project management, public speaking, and analytical and persuasive writing as they work to promote a positive learning environment, anti-bullying, conflict resolution, and the relevance of nonviolence to bring about peace. They will gain skills and knowledge that will serve them in careers in human resources, labor relations, conflict management, community service and social work, juvenile justice support, government, education, international agencies, and non- governmental organizations (NGOs).

This course was developed by two Berkeley High tenured teachers, one of whom studied Peace Studies at the United Nations University of Peace and the other studied the teaching of nonviolence as a fellow at the Ahimsa Center at Cal Poly Pomona. The course is based on similar courses designed by Colman McCarthy, who has been teaching nonviolence classes in high schools, universities, law schools and professional settings for almost 30 years, as well as on other high school courses on the subject in Ontario, Canada, and Howard County, Maryland.

This course will use the excerpts from: Cesar Chavez and the Common Sense of Nonviolence, José-Antonio Orosco, University of New Mexico Press, 2008. Hind Swaraj and Other Writings, Anthony J. Parel, ed., New York: Cambridge University Press, 1997. Gandhi: Pioneer of Nonviolent Social Change, Tara Sethia. New York: Pearson Education, 2012. See Appendix A in the full course description for further possible readings from Coleman McCarthy’s 16-week university course on nonviolence.

3.2-C A complete course description is being provided under separate cover. The proposed curriculum will be forwarded for UC/CSU a-g approval in February 2012. BHS Staff will apply for UC/CSU “g” credit for this course.

DISTRICT GOAL II. E. – Educational Options for Secondary School Students

POLICY/CODE Ed Code 51054 Board Policy 6141

FISCAL IMPACT None

STAFF RECOMMENDATION Approve the new courses for 2012-2013 at Berkeley High School.

3.2-C Course Description

A. COVER PAGE

1. Course Title 9. Subject Area Nonviolence: Theory and Practice X History/Social Science 2. Transcript Title / Abbreviation Nonvio-TheoryPrac (P) English

3. Transcript Course Code / Number Mathematics AB72Y Laboratory Science 4. School Language other than English Berkeley High School Visual & Performing Arts (for 2003) 5. District Berkeley Unified School District X College Prep Elective

6. City 10. Grade Level(s) th th Berkeley, CA 11 or 12 7. School / District Web Site 11. Seeking “Honors” Distinction? www.berkeley.k12.ca.us Yes X No 8. School Contact 12. Unit Value 0.5 (half year or semester equivalent) Name: Kristin Glenchur X 1.0 (one year equivalent) Title/Position: Vice-Principal 2.0 (two year equivalent) Other: Phone: (510) 644-4566 Ext.: ______Fax: (510) 644-4221 13. Date of School Board Approval E-mail: [email protected]

14. Complete outlines are not needed for courses that were previously approved by UC. If course was previously approved, indicate in which category it falls. ❏ A course reinstated after removal within 3 years. Year removed from List? Same course title? ❏ Yes ❏ No If no, previous course title? ❏ An identical course approved at another school in same district. Which school? Same course title? ❏ Yes ❏ No If no, course title at other school? ❏ Year-long VPA course replacing two approved successive semester courses in the same discipline ❏ Approved Advanced Placement (AP) or International Baccalaureate (IB) course ❏ Approved UC College Prep (UCCP) Initiative course ❏ Approved CDE Agricultural Education course ❏ Approved P.A.S.S. course Approved ROP/C course. Name of ROP/C? Yosemite ROP ❏ Approved A.V.I.D. course ❏ Approved C.A.R.T. course ❏ Approved Project Lead the Way course ❏ Other. Explain:

15. Is this course modeled after an UC-approved course from another school outside your school? Yes x No If so, which school/program? Course title at other school: NOTE: This course is based on approved courses in high schools outside of California.

16. Pre-Requisites

World History

17. Co-Requisites Co- or Pre-requisite: US History

18. Is this course a resubmission? ❏ Yes x No If yes, date(s) of previous submission? Title of previous submission:

19. Brief Course Description (4-7 sentences MY NOTE) In Nonviolence: Theory and Practice students will explore the potential role of nonviolence as a tool of transformative change in their lives, communities, and the world. They will engage with the concept of nonviolence through self- reflecting on their own experiences, reading major theories of nonviolence, studying seminal movements and people in history who have used nonviolence to achieve changes, and trying out the theories for themselves in local projects- praxis. This reading and discussion-heavy class will involve frequent reflection and opportunities to improve persuasive writing and speaking. Students will examine in-depth efforts to nonviolently work for the well-being of all people and be equipped to use nonviolence in their own lives and futures.

B. COURSE CONTENT 19. Course Goals and/or Major Student Outcomes

Students develop leadership skills including facilitating, project managing, speaking, and writing as they work to promote, throughout Berkeley’s schools, a positive learning environment, anti-bullying, conflict resolution, and the relevance of nonviolence to bring about peace. Students augment their senses of their own courage, power, and capacity to address oppression, injustice, violation of rights, and to bring about positive change. They tackle individual and social conflicts with new strength and options.

This class accomplishes many of the goals of UC college prep electives (slightly paraphrased): students examine the nature and principles of individual and group behavior, and historic and contemporary ideas that have shaped our world. They learn about a variety of cultures and perspectives, and increase their knowledge of the development of major societies and cultures. They learn the social science methodology of action-research- praxis.

Students gain skills and knowledge that will serve them in careers in human resources, labor relations, conflict management, community service and social work, juvenile justice support, government, education, international agencies, and non-governmental organizations (NGOs).

20. Course Objectives At the end of this class students will have a comprehensive understanding of the role nonviolence has played in history as a powerful force for challenging and changing oppression and violence. They will have profoundly investigated the power of nonviolence in their own lives and communities through projects, theory and history. They will have grown in their ability to read increasingly difficult college-level texts and to be comfortable being assigned larger amounts of outside reading. They will feel more confident and be more competent in their ability to articulate their viewpoints on pressing local, national, and international issues, and be a voice that keeps human dignity at the heart of decisions.

21. Course Outline Note: This course outline is general and tentative in terms of what will be covered and timeline. Unit 1: Intro to violence and nonviolence (September and October) • Key definitions and terms • Are humans naturally violent? o Scientific and Historical overview of theory o Compassion research readings and Talks o Documentary: I Am o Overview of major world religions • Self-inquiry/assessment: where are these issues in our lives? • Review of history • Modern issues overview: developing ideas for year-long projects/internship

Unit 2: History and theory (November and December) • Possible people and movements to study: o The struggle for Indian rights in South Africa and India and Gandhi o The Farmworkers struggle and Cesar Chavez o The Civil Rights Movement and Martin Luther King Jr o Dorothy Day o Aung San Suu Kyi • Theory

Unit 3: Schools (January) • Building a positive school culture • Bullying • Fights • How can we address issues at Berkeley High, and in the Middle and Elementary Schools?

Unit 4: Issues: What we eat, what we wear, and other choices (February) • Food justice and security • The cycle of clothing • The environment • Media and video games

Unit 5: Healing and Forgiving (March) • Fred Luskin • Documentaries about reconciliation and healing in South Africa, Sierra Leone, and Rwanda, respectively o Long Night’s Journey Into Day o Fambul Tok o Coexist • Personal project of healing and forgiveness

Unit 6: Building Peace (April-June) • International and Non-Governmental Organizations o United Nations o Women for Women International o V-Day o Documentary: The Interrupters (Teenage violence interrupters in Chicago) • Meditation o Documentary: Dhamma Brothers • Intentional Communities/Ashrams • Deeper study of Gandhi • Your work now and in the future

22. Texts & Supplemental Instructional Materials Readings may include Orosco, José-Antonio. Cesar Chavez and the Common Sense of Nonviolence. Univ of New Mexico Pr, 2008. Print. Parel, Anthony J., ed. Hind Swaraj and Other Writings. New York: Cambridge University Press, 1997. Print. Sethia, Tara. Gandhi: Pioneer of Nonviolent Social Change. New York: Pearson Education, 2012. Print. See Appendix A for further possible readings (from Coleman McCarthy’s 16-week university course on nonviolence) Various Documentaries as mentioned above

23. Key Assignments

Students will grapple with the issues covered in the class through • Regular 1-2 page reflection papers • Regular Socratic-style seminars • Major 3-5 page persuasive newspaper/news journal-style papers • Major oral persuasive presentations • An ongoing action-research project that will culminate in a final written reflection and presentation

24. Instructional Methods and/or Strategies

Instructional Methods include: • Discussion and lectures on readings and documentaries • Guest speakers • Online and library research, action research • Reflection • Student presentations • Group collaborative projects • Socratic seminars • Students will be expected to lead discussions on readings, designing questions and pushing their abilities to engage the class in discussion and debate

25. Assessment Methods and/or Tools

Assessment will be based individual ability, effort, openness, reflectiveness and growth as demonstrated through key and ongoing assignments including: • Online commenting on reading questions • Quizzes on readings • Teacher observation • Regular in-class and outside of class essays • Participation in discussions • Written reflections on readings, discussions, and documentaries • Major papers and presentations • Action-research project

They will also be assessed on their collaboration with others and other daily work habits of heart and mind that they will need to be successful in their personal and professional lives 26. Context for Course

There are many problems in the world today that hurt people and the earth. Students see and hear about these problems all the time, and, like many of us, want to know: how can there be change that ends oppression and violence for good? Gandhi, King, and many others have compellingly answered the question about how to achieve lasting change that results in the well-being of all: Use the power of truth and love, and exercise this powerful force through nonviolence.

Coleman McCarthy sums up much of the context well in his introduction to one of his courses: Studying peace through nonviolence is as much about getting the bombs out of our world as it is about getting them out of our heart. Many people are avid about creating peace across the ocean but meanwhile there’s a war going on a across the living room. Every problem we have, every conflict, whether among our family or friends, or internationally among governments, will be addressed through violent force or nonviolent force. No third way exists. … Students are hungry to learn nonviolence. They understand it is much more than a noble ideal, it is also a basic survival skill. Learning nonviolence means that we dedicate our hearts, minds, time and money to a commitment that the force of love, the force of truth, the force of justice and the force of organized resistance to corrupt power is always more effective, moral, and enduring than the force of fists, guns, armies and bombs. 27. History of Course Development

This course is being developed by Chris Young and Rachel Chodorow-Reich. Chris has a master’s degree in Peace Studies from the United Nations University of Peace and Rachel studied the teaching of nonviolence in-depth for two weeks as a fellow at the Ahimsa (nonviolence in Sanskrit) Center at Cal Poly Pomona. The course is based on similar courses designed by Colman McCarthy (who has been teaching nonviolence classes in high schools, universities, law schools and professional settings for almost 30 years), as well as on other courses on the subject approved to teach in high schools in Ontario, Canada, and Howard County, Maryland.

Appendix A Other possible readings: 41. The Animal Rights Position, by Tom Regan 42. *Animals, My Brethren by Edgar Kupfer-Koberwitz 1. Nonviolence as a Way of Life, by Robert McGlasson 43. *Interview on Respect for Animals, with Isaac 2. *If We Listen Well, by Edward Guinan Bashevis Singer 3. *Nonviolent Response to Assault by Gerald 44. *A Vegetarian Sourcebook by Keith Akers Vanderhaar 45. *'Terrorists' for Animal Rights by Colman 4. *Human Nature Isn't Inherently Violent by Alfie McCarthy Kohn 46. The Art of Loving, by Erich Fromm 5. *Axioms of Nonviolence By Lanzo del Vasto 47. Some Men are More Perfect Than Others, by Merle 6. *Students Astutely Aware by Colman McCarthy Shain 7. *Love is the Measure by Dorothy Day 48. How to Love Our Children, by James and Kathleen 8. *Poverty and Precarity by Dorothy Day McGinnisMen, Women and the Art of 9. *Undeclared War to Declared War by Dorothy Day 49. Friendship, by Colman McCarthy 10. *This Money is Not Ours by Dorothy Day 50. *Letter to Ernesto Cardenal: Guns Don't Work by 11. Reflections in Jail by Dorothy Day Daniel Berrigan 12. *Dorothy Day by Colman McCarthy 51. Resist Not Evil, by Clarence Darrow 13. *Doctrine of the Sword by Mohandas Gandhi 52. Daniel Berrigan and a Pennsylvania Judge, by 14. *Gandhi in the 'Postmodern' Age by Sanford Colman McCarthy Krolick and Betty Cannon 53. The Town That Defied the Holocaust, by Grace 15. *Family Satyagraha by Eknath Easwaren Yoder 16. *Ahimsa by Eknath Easwaren 54. Lest Innocent Blood Be Shed, by Philip Hallie 17. *My Faith in Nonviolence by Mohandas Gandhi 55. Nonviolent Weapons of the Spirit, by Colman 18. *A Pause From Violence by Colman McCarthy McCarthy 19. *Feminism, Peace and Power by Mary Roodkowsky 56. *Patriotism or Peace by Leo Tolstoy 20. *Rape is all too Thinkable for Quite the Normal 57. Letter to a Corporal, by Leo Tolstoy Sort of Man by Neal King and Martha McCaughey 58. Advice to a Draftee, by Leo Tolstoy 21. *Narrowing the Battlefield by Carol Ascher 59. War and Peace, by Leo Tolstoy 22. *Patriarchy: A State of War by Barbara Hope 60. Napoleon, by Leo Tolstoy 23. *An American Shero of 1941 by Colman McCarthy 61. Tolstoy and the Larger Vision, by Colman 24. *Martin Luther King, Jr. by Charles De Benedetti McCarthy 25. *Loving Your Enemies by Martin Luther King, Jr. 62. Nonviolent Strategy and Commitment, by Robert 26. *Declaration of Independence from the War in Seeley Vietnam by Martin Luther King, Jr. 63. *The Technique of Nonviolent Action by Gene 27. *Pilgrimage to Nonviolence by Martin Luther King, Sharp Jr. 64. Nonviolent Civil Defense, by Liane Ellison Norman 28. *King and Pacifism: The Other Dimension by 65. Look to the Future, Learn from the Past, by Dudley Colman McCarthy Weeks 29. *On the Duty of Civil Disobedience by Henry David 66. Charles Grassley and the Pentagon Hogs, by Thoreau Colman McCarthy 30. War Tax Resistance: One Story, by Andrea 67. *What Would You Do If? by Joan Baez Ayvazian 68. A Question of Adhesion, by Joan Baez 31. *The Judge and the Bomb by Miles Lord 69. The Courage of Conviction, by Joan Baez 32. Economic Conversion, by Seymour Mellman 70. Backstage with Joan Baez, by Colman McCarthy 33. Up Against The Arms Merchants, by Colman 71. The Nonviolent Alternative, by Thomas Merton McCarthy 72. Message to Poets, by Thomas Merton 34. War, Property and Peace, by Colman McCarthy 73. Education and Success, by Thomas Merton 35. Ministering to the Condemned by Joseph Ingle 74. Rediscovering Thomas Merton, by Colman 36. The Pains of Life, by Joe Giarratano McCarthy 37. Another Attorney for Life, by Michael Mello 75. Volunteers for Peace, by Gerald Rice 38. The Inhuman Way of Death, by Willie Darden 76. Volunteers Forever, by Sargent Shriver 39. More than a Reasonable Doubt, by Colman 77. Sargent Shriver, Enduring Peacemaker, by Colman McCarthy McCarthy 40. The Ethics of Nonviolent Eating, by Helen Nearing

CHINESE LANGUAGE AND CULTURE Course Description

E ffective Fall 2011

AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.com) to determine whether a more recent Course Description PDF is available. IFC

The College Board

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For further information, visit www.collegeboard.org.

AP Equity and Access Policy

The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reﬂect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

AP Course and Exam Descriptions

AP Course and Exam Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.com) to determine whether a more recent Course and Exam Description PDF is available.

© 2011 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, SAT, SpringBoard and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. PSAT/ NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners.

58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs 52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 11/20/06 RI59044 • D1 11/27/06 RI59044 • D1revs 11/28/06 RI59044 • D1revs 12/1/06 RI59044 • D1revs 12/4/06 RI59044 • D1revs 12/5/06 RI59044 • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • DR1 12/3/07 • DR3 1/5/08 • DR3rev 2/8/08 RI60433 • DR4 2/26/08 RI60433 • CS4 1/4/11 mc • dr01 1/4/11 mc • pdf 1/20/11 mc • dr02 2/8/11 mc • D2revs 1/2/07 RI59044 • D2revs 1/4/07 RI59044 • D2revs 1/5/07 RI59044 • D2revs 1/8/07 RI59044 • D2revs 1/24/07 RI59044• D3 2/13/07 RI59044 • D5 2/19/07 RI59044 • D5revs 2/20/07 RI59044 • Draft01 pdf 2/17/11 mc • pre!ight 3/1/11 mc • PDF Drft01 3/23/11 jdb 12/17/08 mc • Draft01revs 12/23/08 mc • dr02 1/14/09 mc • (CS2) dr03 021109 cj • edits 021809 cj • pdf 021809 cj • dr04 2/27/09 mc • dr04revs 3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb Contents

Welcome to the AP Program ...... 1 AP Course Audit ...... 1 AP Development Committees ...... 2 AP Reading ...... 2 AP Exam Scores ...... 2 Credit and Placement for AP Scores ...... 2 Setting Credit and Placement Policies for AP Scores ...... 3 AP Chinese Language and Culture ...... 4 Introduction ...... 4 The Course ...... 4 Content and Skills ...... 5 Interpersonal Mode ...... 5 Interpretive Mode ...... 6 Presentational Mode ...... 6 Assessment ...... 7 Instructional Resources ...... 7 Materials ...... 7 Strategies and Activities ...... 8 Course Objectives ...... 9 The Exam ...... 11 AP Chinese Language and Culture Exam Format ...... 13 Sample Questions ...... 15 Section I: Multiple Choice (Listening) ...... 15 Section I: Multiple Choice (Reading) ...... 19 Answers to Multiple-Choice Questions ...... 21 Section II: Free Response (Writing) ...... 22 Section II: Free Response (Speaking) ...... 24 Teacher Support ...... 26 AP Central (apcentral.collegeboard.com) ...... 26 Additional Resources ...... 26

AP Course Audit The intent of the AP Course Audit is to provide secondary and higher education constituents with the assurance that an “AP” designation on a student’s transcript is credible, meaning the AP Program has authorized a course that has met or exceeded the curricular requirements and classroom resources that demonstrate the academic rigor of a comparable college course. To receive authorization from the College Board to label a course “AP,” teachers must participate in the AP Course Audit. Courses authorized to use the “AP” designation are listed in the AP Course Ledger made available to colleges and universities each fall. It is the school’s responsibility to ensure that its AP Course Ledger entry accurately reﬂects the AP courses offered within each academic year. The AP Program unequivocally supports the principle that each individual school must develop its own curriculum for courses labeled “AP.” Rather than mandating any one curriculum for AP courses, the AP Course Audit instead provides each AP teacher with a set of expectations that college and secondary school faculty nationwide have established for college-level courses. AP teachers are encouraged to develop or maintain their own curriculum that either includes or exceeds each of these expectations; such courses will be authorized to use the “AP” designation. Credit for the success of AP courses belongs to the individual schools and teachers that create powerful, locally designed AP curricula.

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs 58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 11/20/06 RI59044 • D1 11/27/06 RI59044 • D1revs 11/28/06 RI59044 • D1revs 12/1/06 RI59044 • D1revs 12/4/06 RI59044 • D1revs 12/5/06 RI59044 • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • 11/20/06 RI59044 • D1 11/27/06 RI59044 • D1revs 11/28/06 RI59044 • D1revs 12/1/06 RI59044 • D1revs 12/4/06 RI59044 • D1revs 12/5/06 RI59044 • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • D2revs 1/2/07 RI59044 • D2revs 1/4/07 RI59044 • D2revs 1/5/07 RI59044 • D2revs 1/8/07 RI59044 • D2revs 1/24/07 RI59044• D3 2/13/07 RI59044 • D5 2/19/07 RI59044 • D5revs 2/20/07 RI59044 • Draft01 D2revs 1/2/07 RI590441/5/08 RI60433 • D2revs • 1/4/07D4 5/23/08 RI59044 RI60433 • D2revs • D3-1 1/5/07 2/8/08 RI59044 RI60433 • D2revs • D4 1/8/072/26/08 RI59044 RI60433 • D2revs• D6 6/6/08 1/24/07 RI60433 RI59044• • CS4 D3 1/4/11 2/13/07 mc RI59044• dr01 1/4/11 • D5 mc2/19/07 • pdf 1/20/11RI59044 mc • D5revs• dr02 2/20/07 RI59044 • Draft01 12/17/08 mc • Draft01revs 12/23/08 mc • dr02 1/14/09 mc • (CS2) dr03 021109 cj • edits 021809 cj • pdf 021809 cj • dr04 2/27/09 mc • dr04revs 3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 12/17/08 mc • Draft01revs2/8/11 mc 12/23/08• edits dr02 mc 021711• dr02 1/14/09ljg • pdf mc2/17/11 • (CS2) mc dr03• pre !021109ight 3/1/11 cj • editsmc • 02180971325-86373 cj • pdf • Drft021809 01 3/11/11 cj • dr04 jdb 2/27/09 • PDF Drft01mc • dr04revs 3/23/11 jdb3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb Complete information about the AP Course Audit is available at www.collegeboard. com/apcourseaudit.

AP Development Committees An AP Development Committee is a group of nationally renowned subject-matter experts in a particular discipline that includes professionals in secondary and postsecondary education as well as from professional organizations. These experts ensure that AP courses and exams reflect the most up-to-date information available, as befitting a college-level course, and that student proficiency is assessed properly. To find a list of current AP Development Committee members, please visit apcentral. collegeboard.com/developmentcommittees.

AP Reading AP Exams — with the exception of AP Studio Art, which is a portfolio assessment — consist of dozens of multiple-choice questions scored by machine, and free-response questions scored at the annual AP Reading by thousands of college faculty and expert AP teachers. AP Readers use scoring standards developed by college and university faculty who teach the corresponding college course. The AP Reading offers educators both signiﬁcant professional development and the opportunity to network with colleagues. For more information about the AP Reading, or to apply to serve as a Reader, visit apcentral.collegeboard.com/readers.

AP Exam Scores The Readers’ scores on the free-response questions are combined with the results of the computer-scored multiple-choice questions; the weighted raw scores are summed to give a composite score. The composite score is then converted to a score on AP’s 5-point scale. While colleges and universities are responsible for setting their own credit and placement policies, AP scores signify how qualiﬁed students are to receive college credit or placement:

AP SCORE QUALIFICATION 5 Extremely well qualified 4 Well qualified 3 Qualified 2 Possibly qualified 1 No recommendation

AP Exam scores of 5 are equivalent to A grades in the corresponding college course. AP Exam scores of 4 are equivalent to grades of A–, B+ and B in college. AP Exam scores of 3 are equivalent to grades of B–, C+ and C in college.

Credit and Placement for AP Scores Thousands of two- and four-year colleges and universities grant credit, placement or both for qualifying AP Exam scores because these scores represent a level of

58003-00003 AP 52436-00003Latin Course APDescription Chinese 2008-09Language • InDCS2 and Culture (converted Course from Description Quark) •2009-11; Fonts: Century Fonts: CenturyOld Style, Old Serifa, Style Helvetica,Regular, Century WP MathA, Old StyleMousefont Italic, PlainCentury • ConversionD1 Old Style Bold, 11/13/06 Serifa 45RI59044 • ConversionD1revs 58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs 11/20/06 RI59044Light, • D1 Serifa 11/27/06 65 Bold,RI59044 Serifa • D1revs75 Black; 11/28/06 Univers RI59044 47 Light •Condensed, D1revs 12/1/06 Univers RI59044 67 Bold • D1revs Condensed, 12/4/06 AdobeSongStd-Light; RI59044 • D1revs 12/5/06• D1 12/3/07 RI59044 RI60433 • D2 12/27/06• D2 12/3/07 RI59044 RI60433 • D2revs • D3 12/28/06 RI59044 • 11/20/06 RI59044 • D1 11/27/06 RI59044 • D1revs 11/28/06 RI59044 • D1revs 12/1/06 RI59044 • D1revs 12/4/06 RI59044 • D1revs 12/5/06 RI59044 • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • D2revs 1/2/07 RI590441/5/08 RI60433• D2revs •1/4/07 D4 5/23/08 RI59044 RI60433 • D2revs • D3-1 1/5/07 2/8/08 RI59044 RI60433 • D2revs • D4 1/8/07/26/08 RI59044 RI60433 • • D2revs D6 6/6/08 1/24/07 RI60433 RI59044• • CS4 D3 1/4/11 2/13/07 mc •RI59044 dr01 1/4/11 • D5 mc 2/19/07 • pdf 1/20/11 RI59044 mc • • D5revs dr02 2/20/07 RI59044 • Draft01 D2revs 1/2/07 RI59044 • D2revs 1/4/07 RI59044 • D2revs 1/5/07 RI59044 • D2revs 1/8/07 RI59044 • D2revs 1/24/07 RI59044• D3 2/13/07 RI59044 • D5 2/19/07 RI59044 • D5revs 2/20/07 RI59044 • Draft01 12/17/08 mc • Draft01revs2/8/11 mc 12/23/08 • edits dr02 mc 021711• dr02 1/14/09 ljg • pdf mc 2/17/11 • (CS2) mc dr03 • pre 021109!ight 3/1/11 cj • edits mc •021809 71325-86373 cj • pdf • 021809Drft 01 3/11/11cj • dr04 jdb 2/27/09 • PDF mcDrft01 • dr04revs 3/23/11 3/3/09jdb mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 12/17/08 mc • Draft01revs 12/23/08 mc • dr02 1/14/09 mc • (CS2) dr03 021109 cj • edits 021809 cj • pdf 021809 cj • dr04 2/27/09 mc • dr04revs 3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb achievement equivalent to that of students who have taken the comparable college course. This college-level equivalency is ensured through several AP Program processes: • College faculty are involved in course and exam development and other AP activities. Currently, college faculty: • Serve as chairs and members of the committees that develop the Course Descriptions and exams for each AP course. • Are responsible for standard setting and are involved in the evaluation of student responses at the annual AP Reading. The Chief Reader for each AP exam is a college faculty member. • Lead professional development seminars for new and experienced AP teachers. • Serve as the senior reviewers in the annual AP Course Audit, ensuring AP teachers’ syllabi meet the curriculum guidelines for college-level courses. • AP courses and exams are reviewed and updated regularly based on the results of curriculum surveys at up to 200 colleges and universities, collaborations among the College Board and key educational and disciplinary organizations, and the interactions of committee members with professional organizations in their discipline. • Periodic college comparability studies are undertaken in which the performance of college students on a selection of AP Exam questions is compared with that of AP students to ensure that grades earned by college students are aligned with scores AP students earn on the exam. For more information about the role of colleges and universities in the AP Program, visit the Value of AP to Colleges and Universities section of the College Board website at http://professionals.collegeboard.com/higher-ed/placement/ap.

Setting Credit and Placement Policies for AP Scores The College Board website for education professionals has a section specifically for colleges and universities that provides guidance in setting AP credit and placement policies. Visit http://professionals.collegeboard.com/higher-ed/placement/ap/policy. Additional resources, including links to AP research studies, released exam questions and sample student responses at varying levels of achievement for each AP Exam are also available. To view student samples and scoring guidelines, visit http://apcentral. collegeboard.com/apc/public/exam/exam_questions/index.html. To review recent validity research studies, visit http://professionals.collegeboard. com/data-reports-research/cb/ap. The “AP Credit Policy Info” online search tool provides links to credit and placement policies at more than 1,000 colleges and universities. This tool helps students find the credit hours and/or advanced placement they may receive for qualifying exam scores within each AP subject at a specified institution. AP Credit Policy Info is available at www.collegeboard.com/ap/creditpolicy. If the information for your institution is not listed or is incorrect, please contact [email protected].

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs 58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs 11/20/06 RI59044 • D1 11/27/06 RI59044 • D1revs 11/28/06 RI59044 • D1revs 12/1/06 RI59044 • D1revs 12/4/06 RI59044 • D1revs 12/5/06 RI59044 • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • 11/20/06 RI59044Light, • D1 Serifa 11/27/06 65 Bold, RI59044 Serifa • 75D1revs Black; 11/28/06 Univers RI5904447 Light Condensed,• D1revs 12/1/06 Univers RI59044 67 Bold • D1revsCondensed, 12/4/06 AdobeSongStd-Light; RI59044 • D1revs •12/5/06 D1 12/3/07 RI59044 RI60433 • D2 •12/27/06 D2 12/3/07 RI59044 RI60433 • D2revs • D3 12/28/06 RI59044 • D2revs 1/2/07 RI59044 • D2revs 1/4/07 RI59044 • D2revs 1/5/07 RI59044 • D2revs 1/8/07 RI59044 • D2revs 1/24/07 RI59044• D3 2/13/07 RI59044 • D5 2/19/07 RI59044 • D5revs 2/20/07 RI59044 • Draft01 D2revs 1/2/07 RI590441/5/08 RI60433 • D2revs • 1/4/07D4 5/23/08 RI59044 RI60433 • D2revs • D3-1 1/5/07 2/8/08 RI59044 RI60433 • D2revs • D4 1/8/072/26/08 RI59044 RI60433 • D2revs• D6 6/6/08 1/24/07 RI60433 RI59044• • CS4 D3 1/4/11 2/13/07 mc RI59044• dr01 1/4/11 • D5 mc2/19/07 • pdf 1/20/11RI59044 mc • D5revs• dr02 2/20/07 RI59044 • Draft01 12/17/08 mc • Draft01revs 12/23/08 mc • dr02 1/14/09 mc • (CS2) dr03 021109 cj • edits 021809 cj • pdf 021809 cj • dr04 2/27/09 mc • dr04revs 3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 12/17/08 mc • Draft01revs2/8/11 mc 12/23/08• edits dr02 mc 021711• dr02 1/14/09ljg • pdf mc2/17/11 • (CS2) mc dr03• pre !021109ight 3/1/11 cj • editsmc • 02180971325-86373 cj • pdf • Drft021809 01 3/11/11 cj • dr04 jdb 2/27/09 • PDF Drft01mc • dr04revs 3/23/11 jdb3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb AP Chinese Language and Culture

INT RODUCTION The AP Chinese Language and Culture course and exam are an important step in a commitment by the College Board to further multiculturalism and multilingualism in secondary school education. “Through the world language programs, the College Board hopes to make a signiﬁcant contribution to secondary school curricula,” College Board President Gaston Caperton said. “World events make it ever more obvious that a broad knowledge and understanding of other languages and cultures is essential for our young people.”

THE COURSE The AP Chinese Language and Culture course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese. These college courses, which deepen students’ immersion into the language and culture of the Chinese-speaking world, typically represent the point at which students complete approximately 250 hours of college-level classroom instruction. Course work provides students with opportunities to perform Intermediate- to Advanced-level tasks, and students are expected to achieve proficiencies throughout, and sometimes beyond, the Intermediate range, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.1 The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century.2 Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture. AP Chinese Language and Culture teachers plan and implement a course that focuses on language proficiency while interweaving level- and age- appropriate cultural content throughout the course and providing for frequent formative assessment of students’ developing proficiencies within the context of their learning. Instructional materials and activities are carefully and strategically adapted from authentic sources to support the linguistic and cultural goals of the course.

1. American Council on the Teaching of Foreign Languages, ACTFL Proficiency Guidelines—Speaking (rev. 1999) and ACTFL Proficiency Guidelines—Writing (rev. 2001). Order at www.actfl.org. 2. National Standards in Foreign Language Education Project, Standards for Foreign Language Learning in the 21st Century (Lawrence, Kan.: Allen Press, 1999).

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 1/5/08 RI60433 • D4 5/23/08 RI60433 • D3-1 2/8/08 RI60433 • D4 /26/08 RI60433 • D6 6/6/08 RI60433 • CS4 1/4/11 mc • dr01 1/4/11 mc • pdf 1/20/11 mc • dr02 2/8/11 mc • edits dr02 021711 ljg • pdf 2/17/11 mc • pre!ight 3/1/11 mc • 71325-86373 • Drft 01 3/11/11 jdb • PDF Drft01 3/23/11 jdb Content and Skills Developing students’ awareness and appreciation of the elements of the culture of Chinese-speaking people is a pervasive theme throughout the AP Chinese Language and Culture course. The course engages students in an exploration of both contemporary and historical Chinese culture. Because the course interweaves language and culture learning, this exploration occurs in Chinese. Students learn about various aspects of contemporary Chinese society, including geography and population, ethnic and regional diversity, travel and transportation, climate and weather, holidays and food, sports and games, and current affairs. They also explore the realm of Chinese societal relationships, examining how individuals interact with family members, elders, and peers, and integrate this knowledge into their interpersonal communications. The course introduces students to significant persons, products, and themes in Chinese history. This introduction may touch on such topics as Chinese contributions to philosophical thought, government institutions, and artistic pursuits (e.g., calligraphy, painting, literature, and music, as well as folk arts and culture). The course also views Chinese culture in an international context. Students learn that Chinese culture has spread to many parts of the world, influencing and being influenced by the global community. For example, they develop an awareness of China’s role in issues of global importance, concerning areas such as energy and the environment, economics, and politics. The course helps students broaden their world view by comparing Chinese cultural products, practices, and perspectives with those of their own society. With this background, students can ultimately move beyond a basic knowledge of the products and practices of Chinese culture to an understanding of how these products and practices reflect a Chinese way of viewing the world. Students apply their growing cultural knowledge to communicative tasks: cultural knowledge informs communicative ability and vice versa. Because language and culture are inseparable, knowledge of Chinese culture is an integral part of the AP Chinese Language and Culture course. Throughout the course, students hone their language skills across the three communicative modes: Interpersonal, Interpretive, and Presentational. In so doing, they develop necessary knowledge of the Chinese language, including pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters. Interpersonal Mode The Interpersonal mode involves spontaneous two-way interaction, such as conversing face-to-face or exchanging written correspondence. Teachers conduct class primarily in Chinese to facilitate students’ development of communicative strategies for initiating and sustaining conversation. Students are provided with significant opportunities to engage in class activities in which an active negotiation of meaning is required. Students also develop the capacity to respond in culturally appropriate ways to questions on familiar topics, to understand conversations among native Chinese speakers, and to comprehend and compose

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 1/5/08 RI60433 • D4 5/23/08 RI60433 • D3-1 2/8/08 RI60433 • D4 2/26/08 RI60433 • D6 6/6/08 RI60433 • CS4 1/4/11 mc • dr01 1/4/11 mc • pdf 1/20/11 mc • dr02 2/8/11 mc • edits dr02 021711 ljg • pdf 2/17/11 mc • pre!ight 3/1/11 mc • 71325-86373 • Drft 01 3/11/11 jdb • PDF Drft01 3/23/11 jdb e-mail or personal letters as part of back-and-forth communication with other Chinese speakers. They frequently express their personal views or exchange opinions on topics of personal, school, and community interest. Interpretive Mode Students interpret a broad range of written and oral texts. Students develop their aural proficiency through exposure to contextualized language excerpted or adapted from a wide variety of oral texts, ranging from the formal language heard in news broadcasts and announcements made in public places to colloquial language found in movies and television dramas. Similarly, they develop the reading proficiency to be able to identify and summarize main points and important details, and make appropriate inferences and predictions through exposure to highly contextualized written materials like advertisements, signs, and posters. They then progress through careful readings of more densely written texts excerpted or adapted from newspapers, magazine articles, contemporary literature, letters, and essays. Presentational Mode Students develop the speaking proficiency to be able to create a level-appropriate speech or report, produce a newscast or video, and narrate personal experiences and current events in a coherent fashion with comprehensible pronunciation and intonation. They also develop the ability to write and speak in a variety of settings, types of discourse, styles, and registers. Students express themselves in writing on topics they have researched. They use a variety of written discourse styles, including descriptive, narrative, expository, and persuasive. Employing the organization, vocabulary, and structures appropriate to the purpose of their writing, students make themselves understood to an audience of readers with whom they will not have the opportunity to exchange further information and ideas. While handwriting skill is essential in composing written work, students are provided with extensive training in computer keyboarding to meet the needs of the current technological society. During their engagement with language produced by others in the Interpersonal and Interpretive modes, students develop strategic and metacognitive competencies, such as guessing the meaning of words from context, using grammatical knowledge to aid comprehension, and applying their cultural knowledge in comprehending written texts and spoken messages. In so doing, they strengthen their ability to learn effectively and independently. Throughout their language production in the Interpersonal and Presentational modes, students increasingly employ linguistically accurate Chinese. They also continue to develop sociocultural and pragmatic competencies, strengthening their ability to communicate effectively and appropriately in a variety of social, cultural, or pragmatic contexts.

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 1/5/08 RI60433 • D4 5/23/08 RI60433 • D3-1 2/8/08 RI60433 • D4 /26/08 RI60433 • D6 6/6/08 RI60433 • CS4 1/4/11 mc • dr01 1/4/11 mc • pdf 1/20/11 mc • dr02 2/8/11 mc • edits dr02 021711 ljg • pdf 2/17/11 mc • pre!ight 3/1/11 mc • 71325-86373 • Drft 01 3/11/11 jdb • PDF Drft01 3/23/11 jdb Assessment Throughout the AP Chinese Language and Culture course, assessments are frequent, varied, and explicitly linked to the content and skills that comprise the learning goals of each unit of study. Teachers use the AP Chinese Language and Culture Exam as a model, assessing both cultural knowledge and language skills within the context of complex tasks. They identify formative and summative assessment tasks at the beginning of each unit of study, scaffolding the learning activities throughout the unit as a means of enabling students to achieve success on each successive assessment. Before they begin each assessment task, teachers share with their students the criteria against which students’ work will be judged, which generally take the form of rubrics. Within each unit of study, all three modes of communication — Interpersonal, Interpretive, and Presentational — are normally assessed within the context of integrated performance tasks. Teachers use assessments formatively to gain an understanding of which concepts need to be reinforced in future lessons. Students’ performance informs future teaching. Speciﬁcally for written language, students’ samples taken from the various stages of the writing process provide teachers with a means of assessing students’ character-handwriting skill, vocabulary usage, and expressive abilities. In addition to the formative assessments completed within each unit of study, timed assessments typical of the AP Exam can be employed within each unit’s context as well. AP Chinese teachers use the Instructional Planning Report (IPR) to inform their teaching. The IPR is sent to schools each fall and details how the school’s group of students performed on the prior year’s AP Exam. Because one of the goals of the AP course is to prepare students for the AP Exam, teachers consult the materials published following each year’s exam. These materials, many of which are posted on AP Central, include free-response questions from the exam, sample student responses accompanied by scoring commentary, and the annual Student Performance Q & A, which provides feedback about how AP students performed on the exam and how they can prepare to do better. Sample reading assessments include timed reading tests with selected-response questions that assess students’ ability to understand the main points of lengthy texts adapted from authentic sources. Listening comprehension can be tested through similar tasks. Writing on topics related to a unit’s theme within limited time frames (e.g., 30–50 minutes for compositions of 200–400 characters) also can be effective. Students can practice for the AP Exam by taking these types of writing tests on a computer. Previously unannounced but thematically related speaking tasks can be similarly designed and administered.

Instructional Resources Materials AP Chinese Language and Culture teachers select their instructional resources to meet their pedagogical goals and the needs of their students. As the goals of the AP Chinese Language and Culture course are comprehensive, and as each class of students presents a diverse set of learning needs, teachers avail themselves of a wide array of instructional materials. In addition to textbooks, teachers make frequent and

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 1/5/08 RI60433 • D4 5/23/08 RI60433 • D3-1 2/8/08 RI60433 • D4 2/26/08 RI60433 • D6 6/6/08 RI60433 • CS4 1/4/11 mc • dr01 1/4/11 mc • pdf 1/20/11 mc • dr02 2/8/11 mc • edits dr02 021711 ljg • pdf 2/17/11 mc • pre!ight 3/1/11 mc • 71325-86373 • Drft 01 3/11/11 jdb • PDF Drft01 3/23/11 jdb purposeful use of Web-based texts, animated computer software, and audio and video products specifically designed for Chinese language learning programs. They also make use of level-appropriate authentic materials designed for native speakers, including newspapers, fiction and nonfiction books, plays, poetry, films, and Chinese educational system textbooks. Teachers should ensure that each unit of instruction includes an array of instructional materials that are selected for their applicability to the unit’s learning goals. Many types of instructional materials are reviewed by Chinese language teachers for the College Board. These reviews can be accessed through the AP Chinese Language and Culture Course Home Page on AP Central. Strategies and Activities As with instructional materials, teachers select strategies and activities for their potential to support students in meeting the course objectives. Teachers plan and implement instructional activities that provide students with opportunities to achieve these objectives, ensuring that students have ample experience with each of the three communicative modes (Interpersonal, Interpretive, and Presentational) and engaging students in constant and meaningful language use. Teachers make use of varied performance-based activities and, to ensure that all students are fully engaged in the meaning-making process of language acquisition, they employ a variety of structured cooperative-learning activities. General oral/aural instructional activities that can be structured for optimal cooperative use include conversations based on daily life activities, role-plays, debates, oral reports, storytelling, and discussions of Chinese films. Written tasks that can be structured to facilitate student involvement include writing letters or e-mails in Chinese to Chinese pen pals or classmates, writing papers on aspects of traditional Chinese culture, using calligraphy to copy couplets in preparation for a Spring Festival celebration, making and writing New Year’s greeting cards that include Chinese proverbs, and reading and reciting classical Chinese poetry. Authoring and editing a class newspaper, with reviews of contemporary Chinese films, paintings, and song lyrics, can also engage students actively in their learning. In addition to this Course Description, teachers are urged to refer to the resources available through the AP Chinese Language and Culture Home Page on AP Central, as well as the AP Chinese Language and Culture Teacher’s Guide, when making decisions about course content, assessments, and instructional materials.

AP Chinese Language and Culture Course

Learning Objective Evidence of Learning Interpersonal Mode • Ability to comprehend, draw inferences from, • Student responds appropriately to spoken and respond to spoken and written Chinese and written stimuli in a variety of personal in a variety of personal, social, and cultural and culturally appropriate contexts (e.g., contexts. personal information, family, friends, school, • Ability to interact in a variety of situations leisure activities). in cultural contexts. • Student interacts appropriately, including • Ability to use critical thinking skills (e.g., negotiating meaning, in a given cultural analyzing, comparing, synthesizing, and context. evaluating) to derive meaning from context. • Student identiﬁes appropriate continuation of a conversation that implies a certain context. • Student responds appropriately, or identiﬁes appropriate response, in social interactions centered on cultural acts such as complimenting, offering food, inviting, receiving a gift, introducing oneself and/or others, expressing appreciation to a host, expressing regret, and apologizing.

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 1/5/08 RI60433 • D4 5/23/08 RI60433 • D3-1 2/8/08 RI60433 • D4 /26/08 RI60433 • D6 6/6/08 RI60433 • CS4 1/4/11 mc • dr01 1/4/11 mc • pdf 1/20/11 mc • dr02 2/8/11 mc • edits dr02 021711 ljg • pdf 2/17/11 mc • pre!ight 3/1/11 mc • 71325-86373 • Drft 01 3/11/11 jdb • PDF Drft01 3/23/11 jdb THE E X AM The AP Chinese Language and Culture Exam is approximately 2 hours and 15 minutes in length. It assesses Interpersonal, Interpretive, and Presentational communication skills in Mandarin Chinese, along with knowledge of Chinese culture. The exam is administered on computer; refer to AP Central and the AP Coordinator’s Manual for necessary information related to administering exams on computer. Each student works at an individual computer, which processes everything read, heard, written, or spoken by the student. That is, the student reads on the screen, listens through headphones, types using the keyboard, and speaks into a microphone. There is no paper component; although the student may use paper to take notes during the exam, the proctor will collect the notes at the end of the exam, and they will not be scored. Students have some choices for reading and writing in Chinese. The display and input options selected by the student have no effect on the student’s score. • All Chinese text displayed on the screen is available to students in either traditional characters or simpliﬁed characters. Students can toggle between the two versions if necessary. • Students have two options for typing Chinese text. The available input methods are the Microsoft Pinyin IME (MSPY ), which is based on Hanyu Pinyin, and the Microsoft New Phonetic IME, which is based on Zhuyin Fuhao (Bopomofo). There are two sections in the exam: Section I consists of multiple-choice questions that assess communication skills in the Interpersonal and Interpretive modes. Part A assesses Interpersonal communication skills in the listening modality by requiring the student to identify the appropriate continuation of a conversation. It also assesses Interpretive communication skills by requiring the student to answer questions about different types of listening stimuli. Part B assesses Interpretive communication skills by requiring the student to answer questions about different types of reading texts. Section II, the free-response section, assesses communication skills in the Interpersonal and Presentational modes by requiring the student to produce written and spoken responses. Part A assesses writing in the Presentational mode by requiring the student to narrate a story suggested by a series of pictures. It also assesses writing in the Interpersonal mode by requiring the student to read and answer an e-mail message. Part B assesses speaking in the Interpersonal mode by requiring the student to respond to a series of thematically linked questions as part of a simulated conversation. It also assesses speaking in the Presentational mode by requiring the student to make a presentation on a given aspect of Chinese culture.

AP Chinese Language and Culture Exam Format Section I Question Type and Number of Questions and Section Knowledge/Skills Assessed % Weight of Final Score Time 1 hour Section I Multiple Choice 70 questions 50% and 30 minutes Rejoinders Knowledge/skills: 10 minutes • Interpersonal communication 10–15 questions 10% (Response time: • Using set phrases and social 5 seconds formulae; communicating per question) opinion, attitude, intent Listening Selections Sample Stimulus Types: Part A: • Announcement Listening • Conversation • Instructions 10 minutes • Message 15–20 questions 15% (Response time: • Report 12 seconds Knowledge/skills: per question) • Interpretive communication • Comprehension; inference; application of introductory cultural knowledge Reading Selections Sample Stimulus Types: • Advertisement • Article • Brochure • E-mail • Letter Part B: • Note 35–40 questions 25% 60 minutes Reading • Poster • Sign • Story Knowledge/skills: • Interpretive communication • Comprehension; inference; application of introductory cultural knowledge

Knowledge/skills: • Presentational communication 1 question 15% 15 minutes • Narrating story depicted by series Part A: of pictures Writing E-Mail Response

Knowledge/skills: 1 question 10% 15 minutes • Interpersonal communication • Reading; responding to request Conversation 4 minutes Knowledge/skills: 6 questions 10% (Response time: • Interpersonal communication 20 seconds • Participating in conversation by per question) responding appropriately Part B: Cultural Presentation Speaking 7 minutes Knowledge/skills: (Preparation time: • Presentational communication 1 question 15% 4 minutes • Describing and explaining Response time: signiﬁcance of a Chinese cultural 2 minutes) practice or product

Sample Questions Parts of the exam are accompanied by an audio recording. The next to a selection indicates that an accompanying audio ﬁle is available on AP Central. To hear an audio recording, click on in the Course Description PDF ﬁle, or go to the AP Chinese Language and Culture Home Page (apcentral.collegeboard.com/chinese) and click on “AP Chinese Language and Culture Course Description Audio Files.” In the sample questions that follow, the material enclosed in brackets is heard by the student and does not appear onscreen. Moreover, for clarity of presentation in this print publication, the text and graphics for these sample questions are not presented as computer screen images. Refer to AP Central for examples of how the questions actually appear onscreen.

Section I: Multiple Choice (Listening) Note: In this part of the exam, the student may NOT move back and forth among questions.

Rejoinders Directions: You will hear several short conversations or parts of conversations followed by four choices, designated (A), (B), (C), and (D). Choose the one that continues or completes the conversation in a logical and culturally appropriate manner. You will have 5 seconds to answer each question.

1. [(Woman) 我帶你去參觀一下我新買的房子，好不好？

(Man) (A) 你想帶誰去找房子？ (B) 對不起，我對買新產品不感興趣。 (C) 好, 我們一起去參加觀光團吧! (D) 什麼時候買的？怎麼沒告訴我？]

2. [(Woman) 對不起，沒什麼好菜招待你們。

(Man) (A) 請問你今天想點些什麼菜？ (B) 不好意思，招待不周到。 (C) 您太客氣了，我們都吃得很飽。 (D) 別著急，我一吃完飯就來你家找你。]

3. [(Woman) 今天我去學校接你的時候，那個跟你說話的同學是誰啊？

(Man) 那是我的新朋友馬可明。吃了晚飯以後我可以去他家玩兒嗎？

(Woman) (A) 你現在跟他到學校來接我。 (B) 吃了晚飯以後早一點回家。 (C) 等你做完功課再說吧！ (D) 馬可明是新來的老師嗎？]

4. [(Man) 你是從哪兒來的？

(Woman) 我是從美國紐約來的。你呢？

(Man) (A) 老實說，我哪兒都不喜歡去。 (B) 真可惜，你從來沒去過紐約。 (C) 你可不要跟我去那個地方。 (D) 我是本地人，在這兒生的。]

5. [(Woman) 這種新飲料，好喝嗎？

(Man) 喝起來像糖水一樣，沒廣告上說的那麼好。

(Woman) (A) 真的有那麼甜嗎？ (B) 真的有那麼好嗎？ (C) 真的有那麼多嗎？ (D) 真的有那麼香嗎？]

Listening Selections Directions: You will listen to several selections in Chinese. For each selection, you will be told whether it will be played once or twice. You may take notes as you listen. Your notes will not be graded. After listening to each selection, you will see questions in English. For each question, choose the response that is best according to the selection. You will have 12 seconds to answer each question.

Voice message Selection plays two times.

[(Narrator) Now you will listen twice to a voice message.

(Woman) 喂，張建，我是王華。我現在在急診室。我媽今天下午在家裏摔了一跤，走不了路。我剛把她帶到醫院來檢查。還好骨頭沒摔斷，但是醫生要她留在醫院裏觀察一夜，所以我得在這兒陪她。今天晚上不能跟你去看電影了。請明天早上打電話到我家，我跟你一起走路去上學。

(Narrator) Now listen again.

(Narrator) Now answer the questions for this selection.]

6. What is the purpose of the message?

(A) To arrange a medical appointment (B) To ask for directions to the hospital (C) To cancel a previous engagement (D) To recommend a movie

7. What is the speaker’s relationship to Zhang Jian?

(A) His mother (B) His doctor (C) His teacher (D) His schoolmate

8. Where is the speaker calling from?

(A) Home (B) School (C) A hospital (D) A movie theater

9. What does the speaker ask Zhang Jian to do?

(A) Call her in the morning (B) Visit her in the hospital (C) Take her mother home (D) Meet her at the movie theater

School conversation Selection plays one time.

[(Narrator) Now you will listen once to a conversation between two students.

(Woman) 聽說你考上南京大學了，祝賀你啊！

(Man) 哪兒能跟你比啊，考上北大了，真羨慕你。

(Woman) 你打算學什麼專業啊？

(Man) 學醫，你呢？

(Woman) 做醫生太辛苦，我要學法律，以後當律師。

(Narrator) Now answer the questions for this selection.]

10. What does the woman ask the man about?

(A) What colleges he is applying to (B) What he will major in (C) His opinion of certain schools (D) His preferred location for attending college

11. The woman expresses a desire to

12. What is the woman’s reaction to the man’s plans?

(A) She thinks that the school he will attend is better than hers. (B) She suggests that he study law. (C) She says that she is envious of his good luck. (D) She says that she would not make the same career choice.

Section I: Multiple Choice (Reading) Note: In this part of the exam, the student may move back and forth among all the questions.

Reading Selections Directions: You will read several selections in Chinese. Each selection is accompanied by a number of questions in English. For each question, choose the response that is best according to the selection.

Read this e-mail. [Traditional-character version] 發件人∶ 李玉姍

收件人∶ 王晶晶

郵件主題∶ 我的新房子

發件日期∶ 2005年10月26日

晶晶表姐：

我們搬新家了，雖然離學校遠一點，但房子比從前大多了。最棒的是現在我有自己的房間，不像以前要跟妹妹合住一個房間。爸爸、媽媽跟妹妹都睡在樓上，我的臥房在樓下的書房對面。我的房間是這樣擺設的：進門的右邊靠牆角有一套小沙發，對著門是床，床頭的牆上掛著張全家福的照片，床的左邊有張書桌，書桌上放著電腦跟小書架。房間左邊靠牆放著一個衣櫃，櫃子上擺著花瓶、鏡子和你送給我的玩具熊。

放暑假時你跟阿姨來住，我們可以在後院的游泳池玩。

玉姍

[Simpliﬁed-character version] 发件人∶ 李玉姗

收件人∶ 王晶晶

邮件主题∶ 我的新房子

发件日期∶ 2005年10月26日

晶晶表姐：

我们搬新家了，虽然离学校远一点，但房子比从前大多了。最棒的是现在我有自己的房间，不像以前要跟妹妹合住一个房间。爸爸、妈妈跟妹妹都睡在楼上，我的卧房在楼下的书房对面。我的房间是这样摆设的：进门的右边靠墙角有一套小沙发，对着门是床，床头的墙上挂着张全家福的照片，床的左边有张书桌，书桌上放着电脑跟小书架。房间左边靠墙放着一个衣柜，柜子上摆着花瓶、镜子和你送给我的玩具熊。

放暑假时你跟阿姨来住，我们可以在后院的游泳池玩。

玉姗

13. What does Yushan like best about her new house?

(A) It has a big backyard. (B) It has a swimming pool. (C) She doesn’t have to share a room with her sister. (D) She can walk to school.

14. Where in her room did Yushan put her family photo?

(A) On the wall facing the door (B) On top of the wardrobe (C) Next to the couch (D) On the desk

15. To whom is the e-mail addressed?

(A) A friend (B) A cousin (C) An aunt (D) A classmate

16. Where is Yushan’s teddy bear?

(A) On the bed (B) On the couch (C) Next to the mirror (D) On top of the computer

Read this public sign. [Traditional-character version] 報章期刊閱畢後請放回原處

[Simpliﬁed-character version] 报章期刊阅毕后请放回原处

17. Where would the sign most likely appear?

(A) In a department store (B) In a park (C) At a newsstand (D) In a library

18. What is the purpose of the sign?

(A) To give directions to a particular location (B) To advertise a new product (C) To request cooperation from the users of a service (D) To post the penalty for violating a regulation

Answers to Multiple-Choice Questions 1 – D 4 – D 7 – D 10 – B 13 – C 16 – C 2 – C 5 – A 8 – C 11 – C 14 – A 17 – D 3 – C 6 – C 9 – A 12 – D 15 – B 18 – C

Section II: Free Response (Writing) Note: In this part of the exam, the student may NOT move back and forth among questions.

Directions: You will be asked to perform two writing tasks in Chinese. In each case, you will be asked to write for a speciﬁc purpose and to a speciﬁc person. You should write in as complete and as culturally appropriate a manner as possible, taking into account the purpose and the person described.

Story Narration The four pictures present a story. Imagine you are writing the story to a friend. Narrate a complete story as suggested by the pictures. Give your story a beginning, a middle, and an end.

1. 2.

3. 4.

E-Mail Response Read this e-mail from a friend and then type a response. [Traditional-character version] 發件人∶ 王明華

郵件主題∶ 申請美國大學

因為申請到美國上大學的資料在一個月內都得寄出，所以這幾個星期忙得不得了。沒想到申請美國大學的手續這麼複雜，跟中國的情況完全不一樣。在中國只要通過入學考試就行了。你在美國讀書，一定比我更了解申請美國大學的要求，有什麼好主意可以分享？跟其他的申請資料來比較，申請入學的作文有多重要？請儘快告訴我一些信息。

[Simpliﬁed-character version] 发件人∶ 王明华

邮件主题∶ 申请美国大学

因为申请到美国上大学的资料在一个月内都得寄出，所以这几个星期忙得不得了。没想到申请美国大学的手续这么复杂，跟中国的情况完全不一样。在中国只要通过入学考试就行了。你在美国读书，一定比我更了解申请美国大学的要求，有什么好主意可以分享？跟其他的申请资料来比较，申请入学的作文有多重要？请尽快告诉我一些信息。

Section II: Free Response (Speaking) Note: In this part of the exam, the student may NOT move back and forth among questions.

Directions: You will participate in a simulated conversation. Each time it is your turn to speak, you will have 20 seconds to record. You should respond as fully and as appropriately as possible.

Conversation You will have a conversation with Huang Lihua, an interviewer, about your application for a scholarship to study in China.

[(Woman) 請你談談你是怎麽開始對中國感興趣的。

(20 seconds)

(Woman) 如果能去中國留學，你想選修什麼樣的課程？你為什麼要選修這些課程呢？

(20 seconds)

(Woman) 你想到中國哪個城市去留學？為什麼你要選這個城市呢？

(20 seconds)

(Woman) 假如你能去中國留學，學校會安排你參加一些課外的文化活動。你對中國文化的哪個方面最感興趣？

(20 seconds)

(Woman) 去中國留學跟你將來的就業計劃有什麼關係？

(20 seconds)

(Woman) 關於這個去中國留學的項目，你有什麼問題嗎？

(20 seconds)]

Directions: You will be asked to speak in Chinese on a speciﬁc topic. Imagine you are making an oral presentation to your Chinese class. First, you will read and hear the topic for your presentation. You will have 4 minutes to prepare your presentation. Then you will have 2 minutes to record your presentation. Your presentation should be as complete as possible.

Cultural Presentation Choose ONE Chinese food that is associated with a particular holiday (moon cake, zongzi, etc.). In your presentation, describe this food that is associated with a particular holiday and explain its signiﬁcance.

Additional Resources Teacher’s Guides and Course Descriptions may be downloaded free of charge from AP Central; printed copies may be purchased through the College Board Store (store.collegeboard.com). Course Audit Resources. For those looking for information on developing syllabi, the AP Course Audit website offers a host of valuable resources. Each subject has a syllabus development guide that includes the guidelines reviewers use to evaluate syllabi as well as multiple samples of evidence for each requirement. Four sample syllabi written by AP teachers and college faculty who teach the equivalent course at colleges and universities are also available. Along with a syllabus self-evaluation checklist and an example textbook list, a set of curricular/resource requirements is provided for each course that outlines the expectations that college faculty nationwide have established for college-level courses. Visit www.collegeboard.com/apcourseaudit for more information and to download these free resources. Released Exams. Periodically the AP Program releases a complete copy of each exam. In addition to providing the multiple-choice questions and answers, the publication describes the process of scoring the free-response questions and includes examples of students’ actual responses, the scoring standards, and commentaries that explain why the responses received the scores they did. Released Exams are available at the College Board Store (store.collegeboard.com). Additional, free AP resources are available to help students, parents, AP Coordinators and high school and college faculty learn more about the AP Program and its courses and exams. Visit www.collegeboard.com/apfreepubs for details.

52436-00003 AP Chinese Language and Culture Course Description 2009-11; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed, AdobeSongStd-Light; • D1 12/3/07 RI60433 • D2 12/3/07 RI60433 • D3 58003-00003 AP Latin Course Description 2008-09 • InDCS2 (converted from Quark) • Fonts: Century Old Style, Serifa, Helvetica, WP MathA, Mousefont Plain • ConversionD1 11/13/06 RI59044 • ConversionD1revs 58003-00003 AP Latin1/5/08 Course RI60433 Description • D4 5/23/082008-09 RI60433• InDCS2 • (convertedD3-1 2/8/08 from RI60433 Quark) •• D4Fonts: /26/08 Century RI60433 Old Style,• D6 6/6/08Serifa, Helvetica,RI60433 • WPCS4 MathA, 1/4/11 Mousefontmc • dr01 1/4/11 Plain •mc ConversionD1 • pdf 1/20/11 11/13/06mc • dr02 RI59044 • ConversionD1revs 11/20/06 RI59044 • D1 11/27/06 RI59044 • D1revs 11/28/06 RI59044 • D1revs 12/1/06 RI59044 • D1revs 12/4/06 RI59044 • D1revs 12/5/06 RI59044 • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • 11/20/06 RI59044 • D12/8/11 11/27/06 mc • edits RI59044 dr02 021711• D1revs ljg 11/28/06 • pdf 2/17/11 RI59044 mc • •pre D1revs!ight 3/1/1112/1/06 mc RI59044 • 71325-86373 • D1revs • Drft12/4/06 01 3/11/11 RI59044 jdb • D1revsPDF Drft01 12/5/06 3/23/11 RI59044 jdb • D2 12/27/06 RI59044 • D2revs 12/28/06 RI59044 • D2revs 1/2/07 RI59044 • D2revs 1/4/07 RI59044 • D2revs 1/5/07 RI59044 • D2revs 1/8/07 RI59044 • D2revs 1/24/07 RI59044• D3 2/13/07 RI59044 • D5 2/19/07 RI59044 • D5revs 2/20/07 RI59044 • Draft01 D2revs 1/2/07 RI59044 • D2revs 1/4/07 RI59044 • D2revs 1/5/07 RI59044 • D2revs 1/8/07 RI59044 • D2revs 1/24/07 RI59044• D3 2/13/07 RI59044 • D5 2/19/07 RI59044 • D5revs 2/20/07 RI59044 • Draft01 12/17/08 mc • Draft01revs 12/23/08 mc • dr02 1/14/09 mc • (CS2) dr03 021109 cj • edits 021809 cj • pdf 021809 cj • dr04 2/27/09 mc • dr04revs 3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 12/17/08 mc • Draft01revs 12/23/08 mc • dr02 1/14/09 mc • (CS2) dr03 021109 cj • edits 021809 cj • pdf 021809 cj • dr04 2/27/09 mc • dr04revs 3/3/09 mc • pdf 030309 cj • pdf 030409 cj • dr05 3/13/09 mc • pre!ight 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc • Drft03 2/1/11 jdb • pdf 2/3/11 mc • Pre!ight 2/4/11 jdb 3/20/09 mc • Dr01(Copyright) 040709 cj • pdf 040809 cj • dr01 11/30/10 mc • Revs Drft01 12/13/10 jdb • dr02 12/17/10 mc • pdf 1/31/11 mc InsideIBC Back Cover

AP Services New England Regional Office P.O. Box 6671 Serving Connecticut, Maine, Massachusetts, Princeton, NJ 08541-6671 New Hampshire, Rhode Island and Vermont 609-771-7300 1601 Trapelo Road, Suite 12 888-225-5427 (toll free in the U.S. and Canada) Waltham, MA 02451-1982 610-290-8979 (Fax) 866-392-4089 E-mail: [email protected] 781-663-2743 (Fax) E-mail: [email protected] National Office 45 Columbus Avenue Southern Regional Office New York, NY 10023-6992 Serving Alabama, Florida, Georgia, Kentucky, 212-713-8000 Louisiana, Mississippi, North Carolina, South Carolina, Tennessee and Virginia AP Canada Office 3700 Crestwood Parkway NW, Suite 700 2950 Douglas Street, Suite 550 Duluth, GA 30096-7155 Victoria, BC, Canada V8T 4N4 866-392-4088 250-472-8561 770-225-4062 (Fax) 800-667-4548 (toll free in Canada only) E-mail: [email protected] E-mail: [email protected] Southwestern Regional Office International Services Serving Arkansas, New Mexico, Oklahoma Serving all countries outside the U.S. and Canada and Texas 45 Columbus Avenue 4330 Gaines Ranch Loop, Suite 200 New York, NY 10023-6992 Austin, TX 78735-6735 212-373-8738 866-392-3017 E-mail: [email protected] 512-721-1841 (Fax) E-mail: [email protected] Middle States Regional Office Serving Delaware, District of Columbia, Maryland, Western Regional Office New Jersey, New York, Pennsylvania, Puerto Rico Serving Alaska, Arizona, California, Colorado, and the U.S. Virgin Islands Hawaii, Idaho, Montana, Nevada, Oregon, Utah, Three Bala Plaza East Washington and Wyoming Suite 501 2099 Gateway Place, Suite 550 Bala Cynwyd, PA 19004-1501 San Jose, CA 95110-1051 610-227-2550 866-392-4078 866-392-3019 408-367-1459 (Fax) 610-227-2580 (Fax) E-mail: [email protected] E-mail: [email protected]

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TO: William Huyett, Superintendent FROM: Javetta Cleveland, Deputy Superintendent DATE: February 8, 2012 SUBJECT: Approval of Contracts/Purchase Orders for Services Contracts

BACKGROUND INFORMATION The District contracts with consultants or independent contractors who can provide valuable and necessary specialized services not normally required on a continuing basis. The following contract services are requested. Expenditures are within budget.

1. Engeo to provide soils engineering for the West Campus Realm and CTE Project. The cost will not exceed $20,000. To be paid from Measure AA. Requested by Lew Jones.

2. Hearing Conservation Associates to provide hearing screening services for Special Education and other District students in accordance with State of California mandate. The cost will not exceed $15,256. To be paid from the School Safety and Violence Prevention Budget. Requested by Susan Craig.

3. Increase in contract amount, PO 121069, to Bay Area Community Resource to provide additional mental health services to identified students at Thousand Oaks Elementary School. The original purchase order in the amount of $7,000 was issued on October 5, 2011. The additional amount requested is $5,000 for a total amount of $12,000. To be paid from BSEP Site Enrichment Fund 4. Requested by Julianna Sikes.

4. Increase in contract, PO 121123, to Community Alliance for Learning to provide writer coach connection services at King, Longfellow and Willard Middle Schools. The Board approved $33,800 on October 12, 2011. The additional contract amount will increase the cost by $8,800 for a total amount of $42,600. To be paid from PTA Donations. Requested by Janet Levenson.

5. Increase in contract, PO 121120, to Through the Looking Glass to provide continuing compensatory home Autism services for students per IEP agreements for second semester. The Board approved $21,331 on October 12, 2011. The additional contract amount will increase the cost by $11,220 for a total amount of $32,551. To be paid from the Special Education Budget. Requested by Kay Altizer.

4.1-C

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

POLICY/CODE Public Contract Code: 20111 Board Policy 3310

STAFF RECOMMENDATION Approve the contracts with Consultants or Independent Contractors as submitted.

4.1-C BERKELEY UNIFIED SCHOOL DISTRICT

District Bill Warrant - Accounting Department

BILL WARRANT FOR DECEMBER 2011

FUNDS AMOUNT

GENERAL FUND $1,358,338.82

MEASURE BB FUND $207,472.24

SCHOOL ENRICHMENT FUNDS $114,521.82

MEASURE B $0.00

ADULT FUND $32,594.46

CHILD DEVELOPMENT FUND $1,799.90

CAFETERIA FUND $166,793.04

MEASURES A AND I (BOND FUNDS) $2,440,739.68

SELF INSURANCE FUND $80,369.27

PAYROLL/BENEFITS CLEARING $1,078,618.68

TOTAL DISTRICT BILL WARRANT $5,481,247.91

Approved By :

PAULINE E. FOLLANSBEE DIRECTOR OF FISCAL SERVICES BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Javetta Cleveland, Deputy Superintendent DATE: February 8, 2012 SUBJECT: Approve Listing of Warrants issued in December 2011.

BACKGROUND INFORMATION Each month the District writes several checks to vendors for services provided and goods received. The checks are written against both the Restricted and Unrestricted General Fund. The summaries of warrants for the month December 2011 are attached for the Board’s review.

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

POLICY/CODE Educational Code Section 41010 et seq.

FISCAL IMPACT $5,481,247.91 for the month of December 2011 from various funds.

STAFF RECOMMENDATION Approve the monthly bill warrant lists for the month December 2011.

4.2-C BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: A. Kay Altizer, Executive Director of Special Education DATE: February 8, 2012 SUBJECT: Approval of Amendments to Various Non-Public Schools

BACKGROUND INFORMATION The District contracts with non-public schools for placement of special education students. The chart below details a request for additional funding for students recently transferring into non-public schools.

SCHOOL STATUS ORIGINAL ORIGINAL NEW AMT. TOTAL Bd. Contract Approval Amt. Date La Cheim new student 9/21/11 $126,630.00 $42,210.00 $168,840.00 (1) Bayhill new HS student 9/21/11 $86,380.00 $15,587.00 $101,967.00 (1) Children’s new Learning students 8/31/11 $339,509.50 $66,825.00 $406,334.50 Center (2)

Based on the above information, staff requests $124,622 to cover the new non- public school placements for 2011-12 school year.

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

POLICY/CODE Education Code 39800

FISCAL IMPACT The additional funding amount of $124,622 is within the Special Education budget.

STAFF RECOMMENDATION Approve the amendments to the Master Agreements for Bayhill HS. La Cheim, and Children’s Learning Center for 2011-12 School Year.

4.3-C

BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Javetta Cleveland, Deputy Superintendent DATE: February 8, 2012 SUBJECT: Acceptance of Gifts/Donations

BACKGROUND INFORMATION The Board may accept and utilize on behalf of the District any bequests or gifts of money or property for a purpose deemed to be suited by the Board. The following donations have been presented to the District:

1. Various Willard parents donated $700 to rent a church for the June 2012 concert and $554 for music supplies for a total donation of $1,254 for the Visual and Preforming Arts program for Willard School.

2. The Berkeley Public Education Foundation awarded a teacher's grant to Sam Frankel who in turn donated the entire amount of $2,400 to purchase a LCD projector for Berkeley Arts Magnet and Oxford School was granted $3,000 to fund a student cafeteria beautification project for a total donation of $5,400 for Oxford School.

3. Lifetouch National School Studios donated $488.40; Wells Fargo donated $53.83 and Adobe donated $375 for school programs and materials for a total donation of $917.23 for Washington School.

4. Target donated through their Scholarship AMERICA program $700 for field trip transportation for Thousand Oaks School.

5. Phil and Phyllis Gale, Rebecca Parlette-Edwards, Linda Rosen, Judy Kennedy, Mary Spivey, Therese Pike, John Aronovici, Pat Kuhl, Tim Lundgren, John and Linda Hammond (members of The Berkeley Historical Society, the League of Women Voters for Berkeley, Albany, Emeryville and/or American Association of University Women-Berkeley) purchased 11 copies of the book "Marching with Aunt Susan" for a total donation of $165 to be placed in each of the eleven Berkeley Unified Elementary schools.

6. Lifetouch National School Studios donated $630.46 and the Berkeley Arts Magnet PTA donated $616.46 for a total donation of $1,246.92 to be utilized as needed for Berkeley Arts Magnet School.

7. Philanthropic Ventures Foundation donated $500 to purchase math supplies and containers for Cragmont School.

8. Elizabeth Gazzano and Marcos Gandara donated $2,000 for school programs, supervision and materials for Washington School.

4.4-C

9. Willard PTA donated $2,700 to partially fund the Athletic Director position for Willard School.

GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

BOARD POLICY BP 3290

FISCAL IMPACT The District received a total of $14,883.15 in donations.

STAFF RECOMMENDATION Accept the donations/gifts to the District and request staff to extend letter of appreciation.

4.4-C BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Javetta Cleveland, Deputy Superintendent DATE: February 8, 2012 SUBJECT: Memorandum of Understanding for Educationally Related Mental Health Services for 2011-12 between County of Alameda, ACOE and Berkeley Unified

BACKGROUND INFORMATION This Memorandum of Understanding is made between the County of Alameda Health Care Services Agency, Behavioral Health Care Services, the Alameda County Office of Education and Berkeley Unified School District with respect to the provision of (Educationally Related Mental Health Services (ERMHS) under the Individuals with Disabilities Education Act (IDEA).

Due to recent actions by the California Legislature and the Governor of California, the responsibilities and funding for ERMHS has been transferred away from the counties and back to the school districts. In the past, the County of Alameda provided ERMHS for IEP residential placements of Seriously Emotional Disturbed (SED) students. The coordination and payments of costs was formally processed by SSA. Costs will now be handled and paid directly by the District.

IDEA funds allocated to the State of California will be distributed in part by Alameda County Office of Education and the Special Education Local Plan Areas (SELPAs) to be used to provide ERMHS services to students as determined by their IEP.

A copy of the Memorandum is attached.

DISTRICT GOAL V. Resources

POLICY/CODE none

FISCAL IMPACT As students are identified for mental health services, the costs are submitted as separate Board items that include cost estimates. For fiscal year 2011-12, these costs are reimbursed by the State of California.

STAFF RECOMMENDATION Approve MOU

4.5-C BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Javetta Cleveland, Deputy Superintendent DATE: February 8, 2012 SUBJECT: Updated Budget Development Calendar for FY 2012-2013

BACKGROUND INFORMATION It is customary to approve a budget development calendar, which calls out the significant milestones during the development of the budget. Staff has prepared the attached updated budget development calendar and is submitting it for Board approval. Staff will update the Budget Calendar for the Board if there are significant changes made to the proposed timelines.

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

POLICY/CODE FCMAT Financial Management Standard 6.2

FISCAL IMPACT None

STAFF RECOMMENDATION Approve updated Budget Development Calendar.

4.6-C

Berkeley Unified School District Calendar for 2012-2013 Budget Development

JANUARY S M T W T F S DATE ACTION

1 2 3 4 5 6 7 JANUARY 8 9 10 11 12 13 14 Release of Governor’s Budget for 2012- 15 16 17 18 19 20 21 Jan 6, 2012 13 22 23 24 25 26 27 28 Presentation to Board on Governor’s Jan 25, 2012 29 30 31 Proposed 2012-13 Budget

FEBRUARY S M T W T F S FEBRUARY

Superintendent’s Budget Advisory 1 2 3 4 Feb 2, 2012 Committee reconvenes 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Feb 7, 2012 Cabinet Budget Planning Session

19 20 21 22 23 24 25 Staff recommendations presented to Feb 21, 2012 26 27 28 29 30 SBAC Presentation of teacher template to the Feb 21, 2012 P & O Committee MARCH

S M T W T F S

1 2 3 MARCH 4 5 6 7 8 9 10 Non Re-elect and Release of Certificated Mar 7, 2012 11 12 13 14 15 16 17 Positions to the Board Submission of 2011-2012 Second Interim 18 19 20 21 22 23 24 Mar 7, 2012 Budget to Board of Education 25 26 27 28 29 30 31 Superintendent’s staff recommendation Mar 7, 2012 on budget reductions proposed to the Board

Mar 8, 2012 Community Forum on the Budget

Budget templates and revenue allocations Mar 16 , 2012 distributed to Sites and Departments

4.6-C

Berkeley Unified School District

Calendar for 2012-2013 Budget Development

APRIL S M T W T F S DATE ACTION 1 2 3 4 5 6 7 APRIL 8 9 10 11 12 13 14 Resolution to reduce specified classified April 11, 2012 15 16 17 18 19 20 21 positions 22 23 24 25 26 27 28 SBAC finalizes recommendation on April 17 , 2012 29 30 budget reductions to the Superintendent April 17, 2012 Community Forum on the Budget MAY April 20 , 2012 School site plans with budgets are due S M T W T F S Superintendent makes recommendation 1 2 3 4 5 April 25, 2012 for Budget Reductions to the Board 6 7 8 9 10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 MAY 27 28 29 30 31 May 2012 Governor’s May Revision Staff, Superintendent and Budget JUNE May 2012 Advisory makes recommendations for changes due to May Revision S M T W T F S 1 2 3 4 5 6 7 8 9 JUNE 10 11 12 13 14 15 16 Superintendent makes final 17 18 19 20 21 22 23 recommendation for Budget Reductions June 6, 2012 24 25 26 27 28 29 30 after May Revision to the Board (if needed) Preliminary Budget for 2012-13 presented June 6, 2012 to the Board Preliminary Budget for 2012-13 presented June 20, 2012 to the Board (if needed) or Final Budget for approval. Board approval of Final Budget for 2012- June 27, 2012 13 (if needed)

4.6-C

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Board of Education FROM: William Huyett, Superintendent DATE: February 8, 2011 SUBJECT: Appointment of Marni Posey to the Child Nutrition Advisory Council for the California State Board of Education

BACKGROUND INFORMATION Marni Posey, Director of Nutrition Services was interviewed by State Superintendent of Public Instruction, Tom Torlakson, approved by the California State Board of Education and selected to serve as School Food Service Director for the Child Nutrition Advisory Council pursuant to Education Code Section 49533. Her term will begin on January 12, 2012 until December 31, 2014 or until the California State Board of Education makes a new appointment. The position requires an oath of office pursuant to Education Code Section 60.

Education Code Section 49533 establishes the Child Nutrition Advisory Council (CNAC), the members of which are appointed by the State Board of Education. The mission of the CNAC is to provide proactive leadership for the enhancement of health and nutrition education for California’s youth. The CNAC is committed to: Ensuring that all youth in California have access to high-quality, nutritious, and appealing meals and that child nutrition programs promote students’ involvement.

• Promoting a plentiful supply of healthful, high-quality food for California’s youth in its role as monitor of the distribution of donated food commodities. • Advocating the inclusion of nutrition as a strong component of a comprehensive integrated school health program. • Nominating its members for state and national advisory councils and maintaining communication with these bodies. • Maintaining a communication network among allied organizations. • Monitoring federal and state laws and regulations and advocating changes when appropriate.

STAFF RECOMMENDATION Administer the oath of office for Marni Posey’s appointment to the Child Nutrition Advisory Council.

1.1-A BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett FROM: Delia Ruiz, Assistant Superintendent, Human Resources DATE: February 8, 2012 SUBJECT: Resolution12-32 to Grant BCCE Recognition as the Exclusive Representative for the Operations and Support Services Unit of the Classified Employees of the District

BACKGROUND INFORMATION Based on the recitals in Resolution 12-32, the Board of Education must consider whether to grant the recognition to the BCCE, Local 6192, as the exclusive representative for the Operations and Support Services Unit.

POLICY/CODE Educational Employment Relations Act (EERA), Rodda Act, Government Code. Sections 3540-3549.3

DISTRICT GOALS None

FISCAL IMPACT None

STAFF RECOMMENDATION Approve resolution to recognize BCCE as the exclusive representative of the Operations and Support Services Unit.

Resolution No. 12-32 BEFORE THE BOARD OF EDUCATION for the BERKELEY UNIFIED SCHOOL DISTRICT

RECOGNITION OF BCCE AS EXCLUSIVE REPRESENTATIVE FOR THE OPERATIONS AND SUPPORT SERVICES UNIT

RECITALS 1. On May 23, 2002, the International Union of Stationary Engineers, Local 39, AFL-CIO (Local 39), was certified to be the exclusive representative of employees in the Operations and Support Services Unit in the Berkeley Unified School District (District) following an election conducted by the State of California, Public Employment Relations Board (PERB).

2. On or about December 8, 2011, to be effective December 16, 2011, Local 39 disclaimed any further interest in representing the classified employees in the Operations and Support Services Unit.

3. On or about December 13, 2011, the Berkeley Council of Classified Employees, AFT Local 6192 (BCCE) petitioned to be recognized as the exclusive representative for employees in the Operations and Support Services Unit within the District.

4. BCCE’s Petition was posted for the time, and in the manner required, under applicable PERB Regulations.

5. No intervention by any other proposed exclusive representative has been received in the posting period set forth under applicable PERB regulations.

6. By Notice dated January 25, 2012, PERB determined that the proof of support submitted by BCCE was sufficient to meet PERB regulation 33050(b).

7. The District must file, within fifteen calendar days of January 25, 2012, a decision pursuant to PERB Regulation 33190 as to whether to grant recognition to BCCE as the exclusive representative of the Operations and Support Services Unit.

NOW, THEREFORE, BE IT RESOLVED,

That, effective the date of approval of this Resolution, the Board of Education of the Berkeley Unified School District does hereby recognize Berkeley Council of Classified Employees, AFT Local 6192 (BCCE) as the exclusive representative of the employees in the Operations and Support Services Unit.

THE FOREGOING RESOLUTION was passed and adopted at a regular meeting of the Board of Education of the Berkeley Unified School District on the 8th day of February, 2012, by the following roll call vote:

AYES: Directors Selawsky, Wilson, Hemphill, Leyva-Cutler and Daniels

NOES: none

ABSENT: none

Dated this 8th day of February, 2012.

Signed and approved by me after its passage.

______President of the Board of Education ATTEST:

______Clerk of the Board of Education

BERKELEY UNIFIED SCHOOL DISTRICT

TO: Board of Education FROM: Delia Ruiz, Assistant Superintendent, Human Resources DATE: February 8, 2012 SUBJECT: Selection of Superintendent Search Firm

BACKGROUND INFORMATION On January 4, 2012, the Board directed staff to solicit Requests for Proposals from Superintendent Search firms. Staff contacted ten well-known search firms. On February 2, 2012, the Board Subcommittee met to screen the Proposals that were submitted by the deadline of January 31, 2012. The Subcommittee identified the finalists that were interviewed on February 4, 2012.

POLICY/CODE BB 9000

DISTRICT GOALS Goals I through V

FISCAL IMPACT Approximately $35,000

STAFF RECOMMENDATION Select superintendent search firm and direct staff to prepare consultant contract.

2.2-A BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Javetta Cleveland, Deputy Superintendent DATE: February 8, 2012 SUBJECT: Independent Audit Report for Fiscal Year ending June 30, 2011

BACKGROUND INFORMATION The District’s annual Independent Audit for the Fiscal Year 2010-2011 has been completed. The Audit is now being presented to the Board for review under separate cover. The auditors, Crowe-Horwath, will be present at the Board meeting to discuss the report. Copies are available for public review in Superintendent’s office.

POLICY/CODE Education Code Section 14500, 14502 and 14504 ET seq.

FISCAL IMPACT None

STAFF RECOMMENDATION Review and accept the Audit Report and Financial Statements as presented by Crowe-Horwath, Independent Auditor.

4.1-A BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Neil Smith, Assistant Superintendent, Educational Services DATE: February 8, 2012 SUBJECT: Percentage of Students Participating in the National School Lunch Program

BACKGROUND INFORMATION The percentage of students receiving free or reduced price lunch for the 2011-12 school year is listed by school site on the following document. These are the official percentages reported in CALPADS and used for programs throughout the district that depend on these types of statistics for funding. The enrollment numbers listed include students enrolled in Independent Study since this is a district program and not a separate school.

The report also includes the percentages for the previous two years for the sake of comparison. The district wide percentage has declined, reflecting a drop in the percentages of students who qualify in the primary grades and at Berkeley High School. In grades K-2, 40.7% of the students qualify for the NSLP compared to 46.3%% in grades 3-5 and 47.1% in grades 6-8. At Berkeley High, 27.9% qualify this year compared to 32.3% last year.

It should also be noted that the differences among the elementary schools have decreased over time, as the student assignment plan has helped to balance our schools. This year, there is a range from 36.3% to 53.2%, whereas previously, there were elementary schools with 60% or more of their students qualifying for the NSLP while other K-5 schools had fewer than 30% of their students qualify.

As the District’s percentage of qualifying students has declined, there is concern that certain federal programs may no longer be funded. For example, this year Malcolm X and Thousand Oaks, which had previously had more than 50% of their students qualify for the NSLP, did not meet that threshold. In the past few years, both Rosa Parks and Washington have also dropped below 50%. These schools may no longer qualify for certain federal programs, such as the Network for a Healthy California which funds garden and kitchen programs at these schools. Administrators from Nutrition Services and Educational Services are meeting this week to determine what steps, if any, the district can take to save this particular program. They will keep the Board and the affected school communities apprised.

DISTRICT GOAL None

POLICY/CODE Ed Code 49501

3.1-I

FISCAL IMPACT None

STAFF RECOMMENDATION Receive numbers and percentages of students participating in the National School Lunch Program for information. Percentage of Free and Reduced Students by Site for 2011-12

Site Name 2011-12 2011-12 2011-12 2010-11 2009-10 Free & Reduced Price Percentage Percentage of Percentage Lunch Student of Free & Free & of Free & Students Enrollment Reduced Reduced Reduced

Elementary

Berkeley Arts Magnet 169 414 40.8% 48.8% 47.3% Cragmont Elementary 148 386 38.3% 40.4% 36.8% Emerson Elementary 149 291 51.2% 54.8% 52.5% Jefferson Elementary 128 329 38.9% 44.5% 39.2% John Muir Elementary 127 250 50.8% 60.2% 51.9% LeConte Elementary 173 325 53.2% 57.8% 57.4% Malcolm X Elementary 202 462 43.7% 51.0% 51.3% Oxford Elementary 125 302 41.4% 45.8% 41.2% Rosa Parks Elementary 186 440 42.3% 49.3% 46.0% Thousand Oaks Elementary 202 433 46.7% 52.5% 49.0% Washington Elementary 155 427 36.3% 48.2% 48.2% Middle

Longfellow Middle 260 460 56.5% 61.8% 55.7% Martin Luther King Middle 372 919 40.5% 45.2% 44.9% Willard Middle 273 541 50.5% 52.5% 55.9% High Berkeley Technology Academy 73 135 54.1% 56.3% 48.9%

Berkeley High 894 3210 27.9% 32.3% 29.0%

District 3636 9324 39.0% 43.6% 41.2% BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Neil Smith, Assistant Superintendent, Educational Services DATE: February 8, 2012 SUBJECT: 2010-11 School Accountability Report Cards

BACKGROUND INFORMATION The District is responsible to publish a School Accountability Report Card (SARC) for each school annually. The District has worked with Document Tracking Services to collect and compile the information for 2010-11 related to all the areas that are required in the SARC, including pupil achievement as measured by state assessments, API scores for each significant group, class size by grade, estimated expenditures per pupil, the percentage of fully credentialed teachers, the availability of current textbooks and instructional materials, the condition of school facilities, etc. The task was more challenging this year as the California Department of Education did not provide the level of support as in prior years due to loss of staff. As a result the District was responsible for collecting data previously provided by CDE.

A copy of the SARC for each site for 2010-11 is now posted on the District website. Printed copies are available at school sites, and a few examples are being provided to the Board at the meeting.

DISTRICT GOAL I. D. Evaluation and Assessment

POLICY/CODE Board Policy 0510 Ed Code 33126, 35256

FISCAL IMPACT None

STAFF RECOMMENDATION Receive the 2010-11 School Accountability Report Cards for information.

3.2-I BERKELEY UNIFIED SCHOOL DISTRICT

TO: Willaim Huyett, Superintendent FROM: A. Kay Altizer, Executive Director, Special Education Services DATE: February 8, 2012 SUBJECT: Services for Deaf/Hard of Hearing Students

BACKGROUND INFORMATION Staff is presenting a report on the continuum of service options for students who are Deaf or Hard of Hearing. Districts are required to provide services to all “solely” low incidence services for children birth through 21 years of age. A low incidence disability is defined as a severe disabling condition with an expected rate of less than 1% of the of the statewide K-12 population. A hearing impairment is considered a low incidence disability. The number of deaf students in BUSD is nine (9) and the number of hard of hearing students is twenty-two (22). Because it is difficult to provide a full continuum of placement and communication options for students who are deaf or hard of hearing, the California Department of Education encourages SELPAs and Districts to regionalize services. When the student population of students in BUSD with particular intensive needs is minimal, the District needs to consider collaborating with other SELPAs or districts in our region to provide for the needs of these individual students or groups of students who need these services.

Philosophy The primary goal of the DHH Program is to serve students in the Least Restrictive Environment (LRE) to the maximum extent possible in accordance with all state and federal laws. DHH students are provided a continuum of service options that include necessary supplementary aids and services in order to meet their IEP goals and enable them to benefit educationally.

The communication philosophy utilized to instruct DHH students in BUSD is one of Total Communication (TC). Total Communication is philosophy of educating children with hearing loss that incorporates all means of communication: formal signs, natural gestures, fingerspelling, body language, listening, lipreading and speech. The goal is to optimize language development in whatever way is most effective for the individual child. [http://www.handsandvoices.org/comcon/articles/totalcom.htm]

The California School for the Deaf has recently recommended teaching American Sign Language (ASL) to infants and preschoolers based on research findings. BUSD adheres to the CDE Educational Interpreter Regulations when hiring classified staff to ensure that interpreters for pupils who are deaf or hard of

3.3-I hearing meet state-approved or state-recognized requirements for certification, licensing and registration or other comparable requirements. [http://www.cde.ca.gov/sp/se/lr/om061108.asp]

Child Find Districts are required to seek out and identify children who are in need of special education and related services. Infants are screened at birth and referred to the District for follow-up. Preschool students are referred by Children’s Hospital or their parents if there is a known hearing loss. Pre-School age students are also referred from various sources including physicians, parents, teachers and staff. For children in our preschool programs, Head Start provides hearing screening for all Head Start children including children with IEPs and any other children of concern. Head Start follows-up on their students. Our District nurse follows up on all District children whether or not they have IEPs. Additionally, the District conducts annual hearing screenings at grades K, 2, 5, 8, 10 and annually screens all students with IEPs. The school nurse follows-up with parents by sending letters and a reminder phone blast indicating a failed hearing screening and offering resources. Principals receive a list of students who have failed the hearing screening so they too can follow-up with teachers and parents. For students who have failed or have IEP tri- annuals, a contract is being established with an agency to provide further audiological testing.

Each District in North Region SELPA conducts child find activities and may refer students for services in BUSD if they are unable to serve them in their District. In 2011-12 three students were identified.

Student Enrollment Based on the December 1, 2011 Special Education Pupil Count, the District serves 9 Deaf students and 22 Hard of Hearing students. The breakdown is as follows:

2011-12

Age Level Deaf Hard of Current Services Hearing Infant 0 2 Non-Public Agency

Preschool 3: entering 1: entering Non-Public Agency/School K in 2013 K in 2012 and later Preschool 3: entering BUSD Pre/K Fully Included K in 2013 and later

3.3-I Age Level Deaf Hard of Current Services Hearing Elementary 1: 1st 4: 1st-2nd John Muir – Fully Included

Elementary 4: K,1st, 4th BUSD Zoned Schools– Fully Included

Elementary 1: K Vallejo SELPA

Elementary 2: K, 1st Private school with BUSD providing case management

Middle 1: 6th BUSD Middle School– Fully School Included

Middle 1: 7th California School for the Deaf School High School 3:10th-12th 5: 9th-12th BHS – Fully Included

Total 9 22

Current Services Infant and Preschool BUSD provides a variety of services to meet the needs of students in the least restrictive environment. For students who are infants and preschoolers, the District contracts with an agency to provide services due to low enrollment. The District may reconsider providing services or collaborate with other Districts or SELPAs if feasible.

Elementary Services for students needing full inclusion support are provided at John Muir. Speech and language therapy and auditory training services are provided as needed for students. For some students with mild hearing losses, students are served by an itinerant D/HH teacher and/or Speech-Language Pathologist at their regular school sites. Sign language interpreters are provided for students requiring this service. Consultation is provided for students enrolled in private schools.

The elementary population of five students at John Muir Elementary is expected to grow by one student in 2012-13 with current students rising one grade level and one additional student likely to enroll in K for a total of six students (grades K-2) in the Full Inclusion program.

3.3-I Middle School Services are provided for one middle school student. If additional middle school students enroll, the District will need to consider how to provide services or collaborate with a District in the region to provide services for students with intensive needs. Itinerant services will continue to be provided to students who need these services at their school sites.

High School Services at Berkeley High School are provided by a teacher of the deaf and a cadre of sign language interpreters. The population of students is expected to decrease in 2012-13 and again in 2013-14 as current students graduate. By 2013-14, the population will decrease from eight to two students. The number of students at California School for the Deaf (CSD) will remain at one student.

Staffing Current staffing for D/HH services is as follows: 2.5 Teachers Part-time Program Supervisor 7.0 Full time interpreters

Regionalization Regionalization of services allows for districts to expand their continuum of services options for D/HH students to include services provided in another district or SELPA. This concept is based on recommendations from a report from the CDE’s Deaf Taskforce in 1999. For BUSD, the options for regionalization include working with other districts or SELPAs to regionalize or to offer a regionalized program here.

Currently, BUSD provides services for Districts within North Region SELPA and may provide services for students outside of North Region SELPA on a case-by- case basis.

Contacts were made with districts in our region by the Director of the North Region SELPA and the BUSD Special Education Director to explore the latter option. The only district or SELPA outside of North Region SELPA that expressed interest in exploring this option is West Contra Costa County (WCCC) SELPA. We have entered into discussions with the SELPA Director to collaborate on services for students who require a special day class option at elementary and intensive services at middle school. We currently have one BUSD student that may require a special day class (SDC) at elementary for 2012-13. A special day class is a service option to meet the needs of students who require all or part of their day receiving a modified curriculum and/or specialized instruction. The current students in BUSD can access the core curriculum with supports provided by a teacher of the deaf, and interpreters, as needed. The District does not have the need to establish an SDC for at least the next two years based on projected enrollment.

3.3-I Because of the geographical size of WCCC, the possibility of housing the SDC at John Muir Elementary would create a long bus ride for a number of students. Additionally, the school site in WCCC under consideration was modified for the D/HH program. Therefore, WCCC is not currently interested in locating regionalized service options in BUSD. Staff’s recommendation to the Board is for BUSD to pursue a regionalized service option with WCCC SELPA or collaborate with WCCC staff regarding placement of students with intensive needs in their program in El Cerrito.

DISTRICT GOAL V. Resources: Generate and equitably allocate resources for programs and services that enable every student to succeed.

POLICY/CODE Education Code 56136, 56364.1 Board Policy 3310

FISCAL IMPACT Maintains current funding for services.

STAFF RECOMMENDATION Receive for information at this time.

3.3-I BERKELEY UNIFIED SCHOOL DISTRICT

TO: William Huyett, Superintendent FROM: Lew Jones, Director of Facilities DATE: February 8, 2012 SUBJECT: Facilities Plan Update

BACKGROUND INFORMATION This report is an update of the Facilities Construction Plan approved by the Board on March 10, 2010 and as last amended on January 11, 2012. Data in this report is current as of January 26, 2012. This report includes updates of all active construction projects. Maintenance projects are detailed in the Maintenance Quarterly Reports.

ELEMENTARY SCHOOLS LeConte Project Type: Replace transformer Date Approved by Board: September 22, 2011 Funding Source: Measure AA Public Process: None Design Team: Camissa and Wipf Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $469,000 Adjustment to Budget: $19,000. Inflation increase on April 27, 2011 ($14,000) and inflation increase on January 11, 2011 ($5,000) Schedule: Winter 2010/11 Preliminary Design done and submitted to PG&E Summer 2011 PG&E Approved preliminary design Fall 2011 Approve project manager and designer Spring 2012 Finalize design, PG&E approval Spring 2012 Bid and award Summer 2012 Construction Status: Design Issues: PG&E process is unpredictable. Completion Date: September 2012 Changes since last report: The site was surveyed and the Construction Documents have begun. Lessons learned: PG&E approval process makes it difficult to schedule a summer project.

5.1-I Malcolm X Project Type: Replace roof and install solar panels over the annex. Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: None Design Team: HY Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $613,000 Adjustment to Budget: $6,000. Inflation increase on January 11, 2011. Schedule: Fall 2011 Approve project manager and designer Winter 2011/12 Design finalize, PG&E approval Spring 2012 Bid and award Summer 2012 Construction Status: Design Issues: DSA has been slow recently Completion Date: September 2012 Changes since last report: The Construction Documents have begun. The project include an alternate to stay within budget. Lessons learned: None.

BAM Project Type: Replace transformer Date Approved by Board: September 22, 2011 Funding Source: Measure AA Public Process: None Design Team: Camissa and Wipf Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $469,000 Adjustment to Budget: $19,000. Inflation increase on April 27, 2011 ($14,000) and inflation increase on January 11, 2011 ($5,000) Adjustment to Budget: $14,000. Inflation increase on April 27, 2011 Schedule: Winter 2010/11 Preliminary Design done and submitted to PG&E Summer 2011 PG&E Approved preliminary design Fall 2011 Approve project manager and designer Spring 2012 Finalize design, PG&E approval Spring 2012 Bid and award

5.1-I Summer 2012 Construction Status: Design Issues: PG&E process unpredictable. Completion Date: September 2012 Changes since last report: The site was surveyed and the Construction Documents have begun. There are some layout challenges at this site that are still being resolved. Lessons learned: PG&E approval process makes it difficult to schedule a summer project.

Project Type: Replace roof and install solar panels. Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: None Design Team: HY Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $1,121,000 Adjustment to Budget: $11,000. Inflation adjustment on January 11, 2012. Schedule: Fall 2011 Approve project manager and designer Winter 2011/12 Design finalize, PG&E approval Spring 2012 Bid and award Summer 2012 Construction Status: Design Issues: DSA has been slow recently Completion Date: September 2012 Changes since last report: The Construction Documents have begun. Lessons learned: None.

Jefferson Project Type: Kitchen Conversion (add two classrooms). Date Approved by Board: January 13, 2010 Funding Source: Measure AA Public Process: Five Site Committee meetings and approval by Board. Site involved in architect selection. Design Team: HKIT Architects Project Manager: BUSD General Contractor: Kudsk Construction Current Project Budget: $1,165,000 Adjustment to Budget: $389,000. Board scope increase to add restrooms on June 23, 2010 ($250,000). Bids

5.1-I higher and decision to fund alternates on March 23, 2011 ($265,000). Release of some contingencies on August 31, 2011 ($77,000), release of additional contingencies on November 19, 2011 ($19,000). Release of contingencies on January 11, 2012 ($30,000). Schedule: Spring 2010 Architect Hired Summer 2010 Board approved schematic design Winter 2010/11 Project submitted to DSA Spring 2011 DSA approval, project bid Late Spring 2011 Construction begins Status: Complete Issues: Bid challenge, slow contract approval, Contractor worked to complete classrooms on time, electric wire stolen in midst of project. Final completion was slow. Completion Date: January 2012 Changes since last report: The project was accepted. There is a small follow on project to add a fence which is being completed. Lessons Learned: There were a few design choices not entirely understood by the Principal. This project will help her better understand the design process on the next project.

Project Type: Expand Classes/Modernize. Date Approved by Board: April 27, 2011 Funding Source: Measure I Public Process: Three Site Committee meetings and one Community Meeting was held. Site involved in architect selection. Design Team: WLC Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $7,707,000 Adjustment to Budget: $472,000. Increased allocation and inflation adjustment on January 11, 2012. Schedule: Summer 2011 Architect Hired Winter 2011/12 Board approval of schematic design Fall 2012 Project submitted to DSA Winter 2012/13 DSA approval, project bid Late Spring 2013 Construction begins

5.1-I Status: Design Issues: Project has started slowly due to competing pressures at the school. Completion Date: August 2014 Changes since last report: The school staff reviewed the plan on January 25th; a Site Committee Meeting was held that evening. The soil engineer was hired and he completed his borings. The schematic design is underway. The Board increased the construction budget. Lessons Learned: None.

Rosa Parks Project Type: Solar Panels (project listed in Auxiliary budget). Date Approved by Board: September 22, 2011 Funding Source: Measure AA Public Process: None Design Team: Design-Build (SunPower/Kyoto) Project Manager: BUSD General Contractor: Sun Power Current Project Budget: $157,000 Adjustment to Budget: $7,000. Inflation increase on April 27, 2011 ($5,000) and inflation adjustment on January 11, 2012 ($2,000). Schedule: Winter 2010/11 Preliminary Design done and submitted to DSA Spring 2012 Finalize design, DSA approval Spring/Summer 2012 Construction Issues: This budget will supplement a grant from PG&E ($200,000). Project has moved very slowly through PG&E and DSA. The need for the supplemental budget will depend on how far the grant will take us. Completion Date: October 2012 Changes since last report: No change. The design team has worked with DSA to get approval of the system. DSA has stated that a new regulation is needed. That regulation may be approved in April. Lessons learned: PG&E and DSA process have been very slow and unreliable.

5.1-I MIDDLE SCHOOLS KING Project Type: Replace the science boiler. Date Approved by Board: September 22, 2010 Funding Source: Measure AA Public Process: None Design Team: Baker Vilar Architects Project Manager: Parsons General Contractor: Omni Construction Current Project Budget: $348,000 Adjustment to Budget: $38,000. Estimate adjustments of $60,000 on November 10, 2010 and $170,000 on April 27, 2011, actual bid adjustment of ($150,000) on August 31, 2011, release of contingencies of ($42,000) on November 9, 2011. Schedule: Fall 2010 Architect Hired Winter 2010/11 Project submitted to DSA Spring 2011 DSA approval, project bid Summer 2011 Construction begins Status: Punch List Issues: No major issues. Completion Date: February 2012 Changes since last report: The testing and balance report was received. The punch list has been compiled. Part of the training was completed. Lessons Learned: None.

HIGH SCHOOLS BERKELEY HIGH Project Type: Stadium building. Date Approved by Board: September 5, 2007 Funding Source: Measure AA and Measure I Public Process: Five Site Committee Meetings, one Community Meeting and Board approval. Site Committee involved in architect selection. Earlier meetings were held in developing the master plan. Design Team: Baker Vilar Architects Project Manager: Van Pelt (was Parsons) General Contractor: JLC Construction Current Project Budget: $9,218,000 Adjustment to Budget: ($382,000). Inflation adjustment of $708,000 on January 9, 2008, inflation adjustment of $826,000 on January 14, 2009, inflation

5.1-I adjustment of $806,000 on January 13, 2010, bid savings reduction of $2,782,000 on September 22, 2010. Schedule: Late Fall 2007 Architect Hired Summer 2009 Project submitted to DSA Spring 2010 DSA approval, project bid Summer 2010 Construction begins Status: Construction Issues: Contractor is very late. Completion Date: June 2012 Changes since last report: The bleacher framing, planking, seating and railings have been almost entirely installed. The Press Box was delivered and set. The secondary power trench has been completed and back filled. The transformer pad has been set and the switchgear has been set and is being secured. Aluminum window frames and doors are being installed and glazing is complete where frames are installed. Site concrete, retaining walls, ramps and stairs are being installed and site grading is beginning. Interior framing and electrical, plumbing and mechanical are finishing in preparation for sheet rock. There was a meeting with the site to discuss furniture orders. Lessons Learned: To Be Determined.

Project Type: New Building and Grounds Date Approved by Board: Construction Phase 2 September 5, 2007, Design Phase 3 January 9, 2008, Construction Phase 3 April 27, 2011 Funding Source: Measure AA and Measure I Public Process: Five Site Committee Meetings, one Community meeting and Board approval (shared with stadium project). Site Committee involved in architect selection. Earlier meetings were held in developing the master plan. Design Team: Baker Vilar Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $36,589,000 Adjustment to Budget: $33,089,000. Inflation adjustment of $280,000 on January 9, 2008, adding design of Phase 3 of

5.1-I $2,800,000 on January 9, 2008, inflation adjustment of $302,000 on January 14, 2009, inflation and slight scope adjustment of $918,000 on January 13, 2010, approval of Measure I construction phase and inflation adjustment of $28,438,000 on April 27, 2011, inflation adjustment of $351,000 on January 11, 2012. Schedule: Late Fall 2007 Architect Hired for Phase 2 Late Spring 2008 Architect hired for Phase 3 Early Spring 2009 and Summer 2010 Project submitted to DSA Winter 2010/11 DSA approval, project bid Late Spring 2011 Construction begins Status: Bid Issues: Coordination with Phase 1, combining the two phases into one project, portable removal and other logistical challenges. Completion Date: October 2014 Changes since last report: DSA approved Phase 2. The Board approved bidding the project. Legal has responded to the front end document changes (PLA, 10% retention, pre-qualification, etc.). Lessons Learned: To Be Determined.

Project Type: Community Theater Accessibility Date Approved by Board: November 1, 2010 Funding Source: Measure AA Public Process: None Design Team: WLC Architects Project Manager: Parsons General Contractor: CF Contracting Current Project Budget: $641,000 Adjustment to Budget: ($9,000). Bid savings of $50,000 on August 31, 2011. Adjustment to recognize increased costs of change orders on January 11, 2012 ($40,000) Schedule: Fall 2010 Settlement with schematic design approved Fall 2010 Architect Hired Early Spring Project submitted to DSA Summer 2011 Construction begins Status: Punch List Issues: Project was a settlement of a lawsuit. There was

5.1-I confusion over implementation and there was a few design and contractor-caused issues. Completion Date: January 2012 Changes since last report: The punch list is to be completed within days. The contractor has refused to meet to resolve potential change orders. Lessons Learned: Earlier communication could mitigate some of the concerns.

Project Type: G/C Bridge Strengthening Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: None. Design Team: WLC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $520,000 Adjustment to Budget: $5,000. Inflation adjustment on January 11, 2012. Schedule: Summer 2011 Architect Hired Fall 2011 Project to be submitted to DSA Summer 2012 Construction begins Status: Permit Issues: Coordination with other projects and summer school. Completion Date: September 2012 Changes since last report: DSA is still reviewing the design. The constructability and estimate reviews are underway. The hazardous material consultant has been hired. Lessons Learned: To Be Determined.

Project Type: Roof A Building Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: None Design Team: WLC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $718,000 Adjustment to Budget: $7,000 Inflation increase on January 11, 2012. Schedule: Fall 2011 Architect Hired Early Spring 2012 public bid

5.1-I Summer 2012 Construction begins Status: Design Issues: Coordination with other projects and summer school. Completion Date: September 2012 Changes since last report: The flashing for the mechanical equipment is being designed. The design is approximately 25% complete. Lessons Learned: To Be Determined.

Project Type: Roof G Building Date Approved by Board: September 22, 2010 Funding Source: Measure AA Public Process: None Design Team: WLC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $370,000 Adjustment to Budget: $15,000. Inflation increase on April 27, 2011 ($11,000) and on January 11, 2012 (4,000). Schedule: Fall 2011 Architect Hired Early Spring 2012 public bid Summer 2012 Construction begins Status: Design Issues: Coordination with other projects and summer school. Completion Date: September 2012 Changes since last report: The flashing for the mechanical equipment is being designed. The design is approximately 25% complete. Lessons Learned: To Be Determined.

Project Type: G Building Paint and Flooring Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: The Site Committee will review colors. Design Team: WLC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $1,019,000 Adjustment to Budget: $10,000. Inflation increase on January 11, 2012. Schedule: Fall 2011 Architect Hired

5.1-I Spring 2012 public bid Summer 2012 Construction begins Status: Design Issues: Coordination with other projects and summer school. Completion Date: September 2012 Changes since last report: The team did a second walkthrough to refine the scope. The design is approximately 20% complete. Lessons Learned: To Be Determined.

OTHER SITES

WEST CAMPUS Project Type: District Office Project Date Approved by Board: August 20, 2008 Funding Source: Measure AA and Measure I Public Process: Two Site Committee Meetings, one Community Meeting, approval by BUSD Board, approval by Design Review (City), approval by Zoning (City). Earlier Community Meetings were held on earlier project scopes. Design Team: Baker Vilar Architects. Project Manager: Parsons General Contractor: Angotti and Reilly Current Project Budget: $14,750,000 Adjustment to Budget: ($237,000). Inflation adjustment of $1,200,000 on January 14, 2009, inflation adjustment of $1,028,000 on January 13, 2010, adjustment after bid approval of ($2,715,000) on September 22, 2010, adjustment to account for change orders ($250,000). Schedule: Fall 2008 Architect Hired Summer 2009 Project submitted to DSA Spring 2010 DSA approval, project bid Summer 2010 Construction begins Status: Construction Issues: The project detailed does not include earlier design proposals. There were problems with the installation of temporary power. The schedule may require a slightly later move date for the first floor. Changes in administration required late changes in the design. Completion Date: April 2012

5.1-I Changes since last report: The switchgear has been tested. PG&E is still three to four weeks out. The 3rd floor flooring installation is beginning. The contractor’s schedule has slipped and the District has requested a recovery schedule. Lessons Learned: To Be Determined.

Project Type: Board Room Date Approved by Board: August 20, 2008 Funding Source: Measure AA Public Process: Two Site Committee Meetings, one Community Meeting, approval by BUSD Board, approval by Design Review (City), approval by Zoning (City). Earlier Community Meetings were held on earlier project scopes. Design Team: Baker Vilar Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $1,991,000 Adjustment to Budget: $1,641,000. Significant scope adjustment, including adding City into project ($1,258,000) on September 22, 2010, inflation adjustment ($142,000) on April 27, 2011, recognition that the City will not partner and inflation adjustment on January 11, 2012 ($241,000). Schedule: Early Spring 2010 Architect Hired Late Spring 2011 Project submitted to DSA Spring 2010 DSA approval, project bid Spring 2012 Construction begins Status: Permit Issues: The project scope will need to be modified now that it is clear that the City will no longer partner on this project. Dovetailing with the administration building project has had challenges. Completion Date: December 2012 Changes since last report: The Board approved a revised project. The architect will revise her drawings to conform with the new direction (an increased authorization will likely be needed). Lessons Learned: To Be Determined.

5.1-I Project Type: Charter School With CTE Possibilities Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: Three Site Committee Meetings and Two Community Meetings. Site Committee participated in architect selection. Design Team: Beverly Prior/HMC Architects Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $6,262,000 Adjustment to Budget: $1,262,000. Budget was increased by $1,000,000 on August 31, 2011 because an additional building was added when initial programming was completed and increased on January 11, 2012 to add seismically strengthening a wall and for inflation adjustment. It is probable the library demolition (approved January 11, 2012) will also be added in a future report. Schedule: Summer 2011 Architect Hired Summer 2012 Project submitted to DSA Fall 2012 DSA approval, project bid Winter 2012/13 Construction begins Status: Design Issues: There has been some discussion of equivalent facilities. There is some concern that the current plan calls for continued use of the District’s three classrooms in the administration building. Completion Date: Winter 2013/14 Changes since last report: Design development is underway. An amendment to the architect’s contract is being finalized. That amendment will add the structural wall and the library demolition. Lessons Learned: To Be Determined.

DERBY FIELD Project Type: Improved Field Date Approved by Board: April 27, 2011 Funding Source: Measure I Public Process: Three Site Committee Meetings, two Community Meetings and Board approval. Site Committee participated in architect selection.

5.1-I Design Team: WLC Architects Project Manager: Van Pelt General Contractor: To Be Determined Current Project Budget: $3,793,000 Adjustment to Budget: $188,000. Budget was increased by $150,000 on August 31, 2011 to recognize the accelerated schedule and to accommodate desired amenities and on January 11, 2012 for inflation ($38,000). Schedule: Summer 2011 Architect Hired Fall 2011 Project submitted to DSA Spring 2012 DSA approval, project bid Summer 2012 Construction begins Status: Permit Issues: The project schedule is extremely tight. Gaining approval of the City (street changes), PG&E (pole relocation) and DSA is a challenge. Completion Date: Early Spring 2013 Changes since last report: The Board approved the land swap. The City re- assigned the project to a different manager. We had hoped for City approval to waive fees and to consider the land swap in January, but the change in their prime contact has pushed the consideration to a February meeting. PG&E has said they plan to provide a cost proposal to relocate the electricity and gas at the end of January. Lessons Learned: To Be Determined.

DISTRICT-WIDE Project Type: Elevator Controls at Several Sites Date Approved by Board: April 27, 2011 Funding Source: Measure AA Public Process: None. Design Team: To Be Determined Project Manager: Turner General Contractor: To Be Determined Current Project Budget: $102,000 Adjustment to Budget: $1,000. Inflation adjustment of January 11, 2012. Schedule: Winter 2011/12 Architect Hired Early Spring 2012 Project submitted to DSA Spring 2012 DSA approval, project bid Summer 2012 Construction begins

5.1-I Status: Pre-Design Issues: None. Completion Date: Fall 2012 Changes since last report: We hired the architect, performed site surveys and are refining the scope of work. Lessons Learned: To Be Determined.

The District was informed that we may again be eligible for funding from OPSC for the Emerson solar project.

We received sixteen pre-qualification packets for projects over $20 million. We also received nineteen Pre-Qualification packets for projects over $3 million.

5.1-I