The school board meeting on Wednesday, April 8, 2026 included district updates, extensive public comment on staffing concerns, and a detailed presentation focused on the state of Berkeley Unified School District’s special education courses.
The meeting opened with Superintendent Enikia Ford Morthel highlighting April as Arab American and South Asian and North African (SWANA) Heritage Month, emphasizing the district’s commitment to equity and inclusion. “This recognition is not just about celebration, it’s about learning,” Ford Morthel said, adding that BUSD aims to ensure students “feel valued and honored” while standing “against all forms of hate, including Islamophobia.”
Public comment focused on staffing concerns, particularly on the future of afterschool programs. Several students and parents from Thousand Oaks Elementary School spoke out in support of their site coordinator, describing him as a key presence in their community. The site coordinator, Dante Gallen Odwa, addressed the board, expressing his frustration over potential layoffs. “For a second year in a row, I am fighting for the position the district said (...) was a priority while simultaneously issuing us pink slips,” Gallen Odwa said. “If we have more students and higher fees, why are we being told there is no money?” he said.
District staff presented data showing that approximately 12 to 13 percent of all BUSD students receive special education services, an increase from recent years, but still below federal averages. Officials also highlighted a growth of students with higher needs, including those diagnosed with autism. BUSD continues to emphasize an inclusionary model, with nearly 80 percent of students with disabilities spending majority of time in general education classrooms.
The academic data presented during the meeting showed mixed results around meeting state standards in English Language Arts (ELA) and math. While overall district performance has improved, with 72 percent of students meeting ELA standards and 66 percent for math, proficiency rates for students with disabilities remain comparatively lower, with only 28 percent of eighth grade students with individualized education plans meeting ELA standards. District officials noted that achievement gaps are still significant, particularly at the secondary level, and increasing demand for special education evaluations places more strain on district resources.
The school board meeting concluded with a focus on the district’s ongoing efforts to balance improving student achievement with financial pressure, particularly around staffing, budget constraints, and support for special education services for students.