2020 Bonar Street, Room 329, 麻豆直播, CA 94702
Hours: Monday-Friday, 8:00 AM – 4:00 PM
Dr. Jessica Bonduris, Interim Director,聽Categorical and Special Projects
Phone: 510-644-6202 | Email: jessicabonduris@berkeley.net
Sharmila Wright, Administrative Assistant II
Phone: 510-644-6202 | Email: sharmilawright@berkeley.net
Kristian Overbey,聽Student Assessment Specialist
Phone: 510-486-9364 | Email: kristianoverbey@berkeley.net
BUSD Categorical and Special Projects Department
We facilitate, advocate and coordinate foundational support for the supplementary services that enhance the equitable opportunities for our focal students and school communities. We do this in services of BUSD鈥檚 priorities:
- Excellence: We support programming to deliver intervention to identified student groups and promote professional development and career pathways.
- Equity: We ensure that state and federal resources for focal students are used to direct support and accelerate learning.
- Enrichment: We provide expanded opportunities through our before, during, and after school educational and enrichment programs to connect learning and extend the school day.
- Engagement: We connect and engage with students and families, providing information about resources and enlisting input for the review and development of BUSD’s plans and initiatives.
Categorical & Special Projects Departments
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| BUSD provides two core afterschool enrichment programs, BEARS and LEARNS.聽 These programs are available to BUSD parents, with priority placement given to families who require care and meet聽 income, as well as other demographic requirements. | The Garden and Cooking Program provides an immersive learning environment, integrated into the academic day, where students can cultivate essential life skills, develop nutritional awareness and make connections to classroom curriculum through hands-on experiences in gardening and cooking for preschool through high school students | The BPAR program provides a continuum of support, helping teachers at all stages of their careers. The BPAR panel oversees this support. This program is a unique collaboration between BFT and BUSD administration.聽 Please see Sections 15 and 18 of the BFT/BUSD Contract and the following for more information. |
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| The Teacher Induction Program (TIP) is a two-year job embedded program where participating teachers meet weekly with a trained mentor to earn a clear credential. | BPACT is a grant program offering financial assistance to classified employees pursuing a teaching credential.聽 | The Classified Professional Development Coordinator oversees professional development programs, events, and activities for the Distict鈥檚 classified support staff. The mandated and compliance training for teachers, administrators and support staff is all managed by the Classified PD Coordinator.聽 |
Meet the Team
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| Dr. Jessica Bonduris Interim Director | Sharmila Wright Administrative聽 Assistant (sub) | Yusef Auletta Interim Manager, Expanded Learning | Ben Goff Garden & Cooking Supervisor |
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| Katy McCarthy TSA, Teacher Induction | Brazil McIntyre After School Program Supervisor | Kristian Overbey Student Assessment Specialist | Paula Phillips Classified PD Coordinator |
Every Student Succeeds Act (ESSA)
On December 10, 2015, President Obama signed the , reauthorizing the federal Elementary and Secondary Education Act (ESEA) and replacing the No Child Left Behind Act (NCLB), the 2001 reauthorization of ESEA.
Districts and schools use 鈥渆vidence-based interventions鈥 under the Every Student Succeeds Act (ESSA). This shift was designed to help increase the impact of educational investments by ensuring that interventions being implemented have proven to be effective in leading to desired outcomes, namely improving student achievement.
- : To ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
- : To provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible partnerships to increase student academic achievement.
- : To ensure that limited-English proficient (LEP) students, including immigrant children and youth, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.
- : To provide federal funds to improve students鈥 academic achievement by increasing local educational agencies, schools, and local communities capacity.
Local Control Accountability Plan
The Local Control Accountability Plan (LCAP) is a tool for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes. The LCAP is BUSD鈥檚 three-year strategic plan to meet the needs of our students, staff, and schools. Funding is provided to BUSD based upon affected student groups, based upon the and is coordinated with the BUSD district budget.
To view BUSD鈥檚 current LCAP and current information, please view the BUSD Local Control webpage.
The Parent Advisory Committee (PAC)
The purpose of the Parent Advisory Committee (PAC) formed to provide a forum for consulting 麻豆直播 Unified School District parent representatives on the LCAP required of all school districts in California.
Program and Block Grant Plans
One-time funding provided to county offices of education, school districts, charter schools, and state special schools to provide professional learning for teachers, administrators, paraprofessionals, and classified staff in order to promote educator equity, quality, and effectiveness.
The Expanded Learning Opportunities Program (ELO-P) provides funding for afterschool and summer school enrichment programs for transitional kindergarten through sixth grade.
The purpose of the Expanded Learning Opportunities Grant (ELO-G) is to extend instructional learning time for the 2021鈥22 and the 2022鈥23 school years by increasing the number of instructional days or minutes provided during the school year, providing summer school or intersessional instructional programs, or taking any other action that increases the amount of instructional time or services provided to pupils based on their learning needs.
The Learning Recovery Emergency Block Grant (LREBG) was established in response to the emergency caused by the COVID-19 pandemic to assist schools serving pupils in the long-term recovery from the COVID-19 pandemic, including addressing pupil learning, mental health, and overall well-being. School districts are required to make the interim report publicly available on the website.