Berkeley City Council
July 29, 2025

PEI Programs Key Community Mental Health
Needs
PEI Priority Populations
Supportive Schools Program
Community Based Child &
Youth Risk Prevention Program
High School Youth Prevention
Project
Mental Health Peer Mentor
Program
Dynamic Mindfulness Program
African American Success
Project
 At-Risk Children, Youth and
Young Adult Populations
 Disparities in Access to
Mental Health services
 P
sycho -social Impact of
Trauma
• Trauma Exposed
• Children and Youth in
Stressed Families
• C hildren and Youth at Risk
for School Failure
• Underserved Cultural
Populations
Community Education &
Supports
 Psycho-social Impact of
Trauma
 At-Risk Children, Youth and
Young Adult Populations
• Trauma Exposed
• Underserved Cultural
Populations
• C
hildren/Youth in Stressed
Families
• Children and Youth at Risk
for School Failure
Homeless Outreach &
Treatment Team (HOTT)*
Specialized Care Unit
 Psycho-social Impact of
Trauma
 Disparities in Access to
Mental Health services
At-Risk Children, Youth and
Young Adult Populations
• Underserved Cultural
Populations
• Trauma Exposed
Social Inclusion  Stigma and Discrimination
 Psycho-social Impact of
Trauma
• Trauma Exposed
Underserved Cultural
Populations
*This program was not in operation in FY2022
On October 6, 2015, updated PEI regulations designed by the Mental Health Services Oversight and Accountability Commission (MHSOAC) became effective. The updated regulations changed the PEI requirements. Per more recent PEI State Regulations, Mental Health jurisdictions are to utilize PEI funds to implement the following programs:

Prevention, Early Intervention, Access and Linkage to Treatment, Stigma and Discrimination Reduction, and Outreach for Increasing Recognition of Early Signs of Mental Illness. Programs or strategies within programs can also be combined.

Jurisdictions may also opt to utilize some PEI funds to implement a Suicide Prevention program. The definitions of each program are outlined below:

PREVENTION
Act ivities to reduce risk factors for developing a
potentially serious mental illness and to build
protective factors.

EARLY INTERVENTION
Treatment and other services and interventions,
to address and promote recovery and related
functional outcomes for a mental illness early in
its emergence, including the applicable negative
outcomes that may result from untreated mental
illness.

ACCESS and LINKAGE to TREATMENT
Connecting children who are seriously
emotionally disturbed, and adults and seniors
with severe mental illness as early in the onset of
these conditions as practicable, to medically
necessary care and treatment, including but not
limited to care provided by county mental health
programs.

STIGMA and DISCRIMINATION REDUCTION
Activities to reduce negative feelings, attitudes,
b
eliefs, perceptions, stereotypes and/or
discrimination related to being diagnosed with a
mental illness, having a mental illness, or to seeking
mental health services and to increase acceptance,
dignity, inclusion, and equity for individuals with
mental illness, and members of their families.

OUTREACH FOR INCREASING RECOGNITION OF

EARLY SIGNS OF MENTAL ILLNESS
Engaging, encouraging, educating, and/or training,
and learning from potential responders about ways
to recognize and respond effectively to early signs of potentially severe and disabling mental illness.

OPTIONAL - SUICIDE PREVENTION
Activities to prevent suicide as a consequence of
mental illness.

Within each PEI program the following strategies should also be implemented: Access and Linkage, Improve Timely Access, and Reduce and Circumvent Stigma. The definitions of each strategy are outlined below:

PEI Regulations, also include program and demographic data requirements that are to be reported to the MHSOAC through Annual and Triennial PEI Evaluation Reports.

The following pages outline the PEI Program and Demographic reporting requirements.

PEI Program Requirements

PROGRAM
TYPE

PROGRAM DEFINITION PROGRAM AND DATA COLLECTION

REQUIREMENTS
Prevention A set of related activities to reduce
risk factors for developing a
potentially serious mental illness
and to build protective factors.
 Describe the target population- type of risk(s)
and the criteria used for establishing/identifying
those at risk
 Measure the impact of one or more of the
negative outcomes listed in the MHSA (suicide,
incarcerations, school failure or dropout,
unemployment, homelessness, and removal of
children from their homes)
 D
emonstrate the use of an evidence- bas
ed or
promising practice or a community or practice-
based evidence standard*
 Collect all PEI demographic variables
Early Intervention Treatment and other services and
interventions, including relapse
prevention, to address and promote
recovery and related functional
outcomes for a mental illness early
in its emergence, including the
 Provide services that do not exceed 18 months
 Program may include services to parents,
caregivers, and other family members of the
person with early onset of a mental illness.
 Program may be combined with a Prevention
program
Access and Linkage
• Activities that engage
and connect youth,
adults, and seniors
with severe mental
illness, as early in the
onset of the condition
as practicable, to
medically necessary
care and treatment.

Improve Timely Access
• Improve timely access
to mental health
services for
underserved
populations through
accessibility, cultural
and language
appropriateness,
transportation, family
focus, hours available,
and cost of services
Reduce and Circumvent
Stigma
• Reduce and
circumvent stigma,
including self-stigma,
and discrimination
related to being
diagnosed with a
mental illness, or
seeking mental health
services. Make
services accessible,
welcoming, and
positive.

PROGRAM
TYPE

PROGRAM DEFINITION PROGRAM AND DATA COLLECTION

REQUIREMENTS
applicable negative outcomes that
may result from untreated mental
illness.
 Measure the impact of one or more of the
negative outcomes listed in the MHSA (suicide,
incarcerations, school failure or dropout,
unemployment, homelessness, removal of
children from their homes).
 Demonstrate the use of an evidence-based or
promising practice or a community or practice-
based evidence standard*
 C ollect all PEI demographic variables
Access and Linkage
to Treatment
Connecting children who are
seriously emotionally disturbed, and
adults and seniors with severe
mental illness as early in the onset
of these conditions as practicable,
to medically necessary care and
treatment, including but not limited
to care provided by county mental
health programs.
 Collect # of unduplicated individuals served
 Collect # of unduplicated referrals made to a
Treatment program (and type of program)
 C
ollect # of individuals who followed through
(participated at least once in Treatment)
 Measure average time between referral and
engagement in services per each individual
 Measure duration of untreated mental illness
(interval between onset of symptoms and start of
treatment) per each individual
 Collect all PEI demographic variables
Stigma and
Discrimination
Reduction
Direct activities to reduce negative
feelings, attitudes, beliefs,
perceptions, stereotypes and/or
discrimination related to being
diagnosed with a mental illness,
having a mental illness, or to
seeking mental health services and
to increase acceptance, dignity,
inclusion, and equity for individuals
with mental illness, and members of
their families.
 Collect the number of individuals reached by
activity (e.g., # who participated in each service
or activity)
 Measure changes in attitude, knowledge, and/or
behavioral related to seeking mental health
services or related to mental illness
 C
ollect all PEI demographic variables
Outreach for
Increasing
Recognition of Early
Signs of Mental
Illness

A process of engaging,
encouraging, educating, and/or
training, and learning from potential
responders about ways to
recognize and respond effectively to
early signs of potentially severe and
disabling mental illness.

 May include reaching out to individuals with signs
and symptoms of a mental illness, so they can
recognize and respond to their own symptoms.
 May be a stand-alone program, a strategy within
a Prevention program, a strategy within an Early
Intervention program, a strategy within another
program funded by PEI funds, or a combination
thereof.
 U
nduplicated # of individual potential responders
 The types of potential responders engaged in
each setting (e.g., nurses, principals, parents,
etc.)
 The # and kind of settings in which the potential
responders were engaged
 Measure impact to 1 or more of the negative
outcomes listed in the Act (suicide,
incarcerations, school failure or dropout,
unemployment, homelessness, and r
emoval of
children from their homes)
 Collect all demographic variables for all
unduplicated individual potential responders

PROGRAM
TYPE

PROGRAM DEFINITION PROGRAM AND DATA COLLECTION

REQUIREMENTS

OPTIONAL
Suicide Prevention

Activities to prevent suicide as a
consequence of mental illness.
 Collect available #of individuals reached
 Collect # of individuals reached be activity (ex. #
trained, # who accessed website)
 S elect and use a validated method to measure
changes I attitudes, knowledge and/or behavior
regarding suicide related mental illness
 Collect all PEI demographic variables for all
individuals reached
∗ Evidence-based practice standard: Activities for which there is scientific evidence consistently showing improved mental health outcomes for the intended population, including, but not limited to, scientific peer- reviewed research using randomized clinical trials.

Promising practice standard: Programs and activities for which there is research showing positive outcomes, but the research does not meet the standards used to establish evidence-based practices and does not have enough research or replication to support generalizable positive public health outcomes.

Community and/or practice-based evidence standard: A set of practices that communities have used and determined to yield positive results by community consensus over time, which may or may not have been measured empirically. Takes a number of factors into consideration, including worldview, historical, and social contexts of a given population or community, which are culturally rooted.

PEI Demographic Reporting Requirements
For the information reported under the various program categories, each program will need to report disaggregate numbers served, number of potential responders engaged, and number of referrals for treatment and other services by:

A. The following Age groups:
• 0- 15 (children/youth)
• 16-25 (transition age youth)
• 26-59 (adult)
• ages 60+ (older adults)
• Number of respondents who declined to answer the question B. Race by the following categories:
• American Indian or Alaska Native
• Asian
• Black or African American
• Native Hawaiian or other Pacific Islander
• White
• Other
• More than one race
• Number of respondents who declined to answer the question C. Ethnicity by the following categories:
(i) Hispanic or Latino as follows
• Caribbean
• Central American

• Mexican/Mexican-American/Chicano
• Puerto Rican
• South American
• Other
• Number of respondents who declined to answer the question (ii) Non-Hispanic or Non-Latino as follows
• African
• Asian Indian/South Asian
• Cambodian
• Chinese
• Eastern European
• European
• Filipino
• Japanese
• Korean
• Middle Eastern
• Vietnamese
• Other
• Number of respondents who declined to answer the question • More than one ethnicity
D. Primary language used listed by threshold languages for the individual county • English
• Spanish
• Number of respondents who declined to answer the question E. Sexual orientation
• Gay or Lesbian
• Heterosexual or Straight
• Bisexual
• Questioning or unsure of sexual orientation
• Queer
• Another sexual orientation
• Number of respondents who declined to answer the question F. Disability - Defined as a physical or mental impairment or medical condition lasting at least six months that substantially limits a major life activity, which is not the result of a severe mental illness
• If Yes, report the number that apply in each domain of disability(ies) o C ommunication domain separately by each of the following:

 difficulty seeing
 difficulty hearing (or having speech understood)
 other, please specify
o Mental domain not including a mental illness (including but not limited to a learning disability, developmental disability, dementia) o Physical/mobility domain
o Chronic health condition (including but not limited to chronic pain) o Other (specify)
• No
• Number of respondents who declined to answer the question G. Veteran Status,
• Yes
• No
• Number of respondents who declined to answer the question H. Gender
(i) Assigned sex at birth:
(a) Male
(b) Female
(c) Number of respondents who declined to answer the question (ii) Current gender identity:
(a) Male
(b) Female
(c) Transgender
(d) Genderqueer
(e) Questioning or unsure of gender identity
(f) Another gender identity
(g) Number of respondents who declined to answer the question Effective July 2018 amended PEI regulations specified the following:
• For projects/programs serving children or youth younger than 18 years of age, the demographic information collected and reported should only be done so to the extent permissible by privacy laws.
• For projects/programs serving minors younger than 12 years of age, demographic information shall be collected and reported, except for sexual orientation, current gender identity, and veteran status. • Information that cannot be obtained directly from the minor many be obtained from the minor’s parent, legal guardian, or other authorized source.

CITY OF BERKELEY PEI PROGRAMS
Since the release of the 2018 PEI Regulations, the City of Berkeley has regularly reviewed PEI programs to ensure they fit within the required program definitions. As a result, PEI funded programs were re-classified from the previous construct. Outlined below is a listing of the PEI program type, definition and the City of Berkeley programs that were funded during the timeframe of this report:

PEI Program Type Program Definition City of Berkeley PEI Program(s)
Prevention A set of related activities to reduce risk
factors for developing a potentially serious
mental illness and to build protective factors.
• Mental Health Promotion
Campaign
• High School Prevention
• DM IND
• MEET
• African A
merican Success
Early Intervention Treatment and other services and
interventions, including relapse prevention, to
address and promote recovery and related
functional outcomes for a mental illness early
in its emergence, including the applicable
negative outcomes that may result from
untreated mental illness.
• High School Prevention
• Be A Star
• C ommunity -based Child &
Youth Program
• DMIND
• MEET
• African American Success
• S
upportive Schools
• Community Education and
Supports
• Specialized Care Unit
Outreach for
Increasing
Recognition of Early
Signs of Mental
Illness

A process of engaging, encouraging,
educating, and/or training, and learning from
potential responders about ways to recognize
and respond effectively to early signs of
potentially severe and disabling mental
illness.
• Mental Health First Aid
(non-MHSA funded
program)
Stigma and
Discrimination
Direct activities to reduce negative feelings,
attitudes, beliefs, perceptions, stereotypes
and/or discrimination related to being
diagnosed with a mental illness, having a
mental illness, or to seeking mental health
services and to increase acceptance, dignity,
inclusion, and equity for individuals with
mental illness, and members of their families.
• Social Inclusion
Access and Linkage
to Treatment
Connecting children who are seriously
emotionally disturbed, and adults and seniors
with severe mental illness as early in the
onset of these conditions as practicable, to
• High School Prevention
• Specialized Care Unit

PEI Program Type Program Definition City of Berkeley PEI Program(s)
medically necessary care and treatment,
including but not limited to care provided by
county mental health programs.

OPTIONAL
Suicide Prevention
Activities to prevent suicide as a
consequence of mental illness.
• CalMHSA PEI Statewide
Project

Beginning January 1, 2020, per Senate Bill (SB) 1004, Welfare and Institutions Code (
WIC) 5840.7 (a) directed the Mental Health Oversight and Accountability Commission (MHSOAC) to establish priorities for the use of MHSA PEI funds. Section 5840.7 (d)(1) st
ates that mental health jurisdictions shall, through their MHSA Three-Year Program and Expenditure Plans and Annual Updates, focus use of their PEI funds on the Commission-established priorities or other priorities as determined through their respective, local stakeholder processes. If a mental health jurisdiction chooses to focus on priorities other than or in addition to those established by the Commission, “the plan shall include a description of why those programs are included and metrics by which the effectiveness of those programs is to be measured” (WIC Section 5840.7 (d)(1)).

Current MHSOAC priorities for the use of PEI funding are as follows:
• Childhood trauma prevention and early intervention to deal with the early origins of mental health needs;
• Early psychosis and mood disorder detection and intervention, and mood disorder and suicide prevention programming that occurs across the lifespan; • Youth outreach and engagement strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college;
• Culturally competent and linguistically appropriate prevention and intervention, including community defined evidence practices (CDEPs); • Strategies targeting the mental health needs of older adults; • Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

In order to meet the requirements, each mental health jurisdiction is required to show in the PEI component of the Three-Year Plan or Annual Update the following:
• Which specific PEI priorities the mental health jurisdictions plan addresses, an estimate of the share of PEI funding allocated to each priority, and an explanation of how stakeholder input contributed to those allocations;

• If the mental health jurisdiction has determined to pursue alternative or additional priorities to those listed in Section 5840.7(a), how the determinations were made through its stakeholder process;
• For any alternative or additional priority identified by the mental health jurisdiction, what metric or metrics relating to assessment of the effectiveness of programs intended to address that priority the county will measure, collect, analyze, and report to the Commission, in order to support statewide learning.

Many PEI projects meet multiple established priorities. Per PEI regulations, outlined below is a crosswalk of the City of Berkeley PEI Programs with the MHSOAC PEI Priorities for programs during the reporting timeframe:

CITY OF BERKELEY PEI

PROGRAMS

PEI PRIORITIES
• Be A Star
• Community-based
Child & Youth At Risk
Program
• S upportive Schools
Childhood trauma prevention and early intervention to deal with the early origins of mental health needs.
• High School Youth
Prevention Project
• Mental Health Peer
Mentor Program
• D ynamic Mindfulness
Program
• Specialized Care Unit
• African American
Success Project
Youth Engagement and Outreach Strategies that target secondary school and transition age youth with a priority on partnership with college mental health programs, and transition age youth not in college.

Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

Culturally competent and linguistically appropriate prevention and intervention, including community defined evidence practices (CDEPs). • Mental Health
Promotion Campaign
• Social Inclusion
• C ommunity Education
& Supports
Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs).

Youth Engagement and Outreach Strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.

Strategies targeting the mental health needs of older adults.

This PEI Three-Year Evaluation Report documents program measures and demographic elements to the extent data was available.

PEI FUNDED CHILDREN AND YOUTH AND TAY SERVICES
Per MHSA regulations 51% of PEI funds are to be used on services and supports for Children, Youth, and TAY. Small counties, of which the City of Berkeley is considered, may elect to forego this regulation as long as a community vetted, locally approved justification is provided as to why children and youth services are funded at a lower level.

Since the initial PEI Plan, the City of Berkeley has allocated more than 51% of PEI f
unds to services and supports for children, youth and TAY as the majority of PEI funds has been utilized to serving these populations. All City of Berkeley PEI programs in FY2025 w
ill provide services for children and youth and/or Transition Age Youth. Five programs are in the Berkeley Unified School District (BUSD).

Programs and services funded with PEI funds that were approved to be continued in FY2025 through the previously approved Three-Year Plan, are outlined below by PEI Program type, along with FY2023 data.

Prevention Program
Prevention Program - A set of related activities to reduce risk factors for developing a potentially serious mental illness and to build protective factors.

Through the FY202 2 Annual Update the City of Berkeley funded the following Prevention initiative:

Mental Health Promotion Campaign

As a result of the impact of the pandemic and public input around the overwhelming need for mental health supports in the community, the Division proposed through the FY2022 Annual Update to allocate PEI funds for a community Mental Health Promotion Campaign to support the wellness and self-care of Berkeley residents. The Division will partner with the community and may consider using a social marketing firm to develop and implement the campaign.

PEI Goals: The goal of this campaign is to increase prevention efforts and response to early signs of emotional and behavioral health problems.

PEI Priority: Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs).

It is envisioned that this campaign will be implemented in FY2026 and the Division will continue to work with the community to determine how to best promote mental health and wellness in Berkeley.

Early Intervention Programs
Early Intervention Program - Provides treatment and other services and interventions, including relapse prevention, to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the applicable negative outcomes that may result from untreated mental illness.

During this reporting timeframe the City of Berkeley Early Intervention programs have been as follows:

Early Childhood Health and Wellness Program
The Early Childhood Health and Wellness Program (formerly the Be A Star project) has been a collaboration with the City of Berkeley’s Public Health Department since the initial PEI Plan. This program pr
ovides a coordinated system in Berkeley that identifies children birth to age five and their parents, who are at risk of childhood development challenges including developmental, social, emotional, and/or behavioral concerns. The program specifically targets low income families, including those with teen parents, who are homeless, substance abusing, or in danger of foster care. Services include triage, assessment, treatment and referrals to appropriate community-based or specialist services as needed. Children and families are accessed through targeted efforts at the following: Black Infant Health; Vera Casey Teenage Parenting programs; Child Health and Disability Prevention programs, Pediatric providers, state-subsidized Early Childhood Development Centers; and area pre-schools and schools. The goals of the program are to identify, screen and assess families early, and connect them with services and supports as needed. The program uses the “Ages and Stages Questionnaires” (ASQ) screening tool to assess children in need. The ASQ consists of a series of 20 questionnaires that correspond to age intervals from birth to 6 years designed to help parents check their child’s development. Each questionnaire contains

simple questions for parents to answer that reflect developmental milestones for each age group. Answers are scored and help to determine whether the child's development is on schedule or whether the child should be referred for a developmental checkup with a professional. Over 400 children are assessed each year.

PEI Goals: The goal of this program is to bring about mental health, including the reduction of school failure and the removal of children from their homes.

PEI Priority: Childhood trauma prevention and early intervention to deal with the early origins of mental health needs.

In FY2022, a total of 1,654 children were screened through this program (183 at BUSD, and 1,471 at the Help Me Grow sites) however data was not collected on all individuals screened. Only Race/Ethnicity data was collected on a subset the 183 children screened at BUSD as follows:

DEMOGRAPHICS N = 183
● Age Category
0 – 15 (Children Youth) – 100%
● Race
Asian – 19%
Black or African American – 25%
White – 20%
More than one Race – 8%
Other – 4%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American/Chicano – 24%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 100%
● Primary Language
Declined to Answer, or Unknown – 100%
● Disability
Declined to Answer, or Unknown – 100%
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 100%
Program Successes:
• On-site technical assistance visits to all Berkeley Help Me Grow providers resumed and the visits went well.
• The program conducted 1,654 ASQ developmental screenings in Berkeley.

• Berkeley Unified School District (BUSD) referred a total of 53 preschool students and the Help Me Grow providers referred 94 infants/children. • Approximately 78% of all Help Me Grow referrals reached their goals.

Program Challenges:
• There continued to be an impact of the COVID-19 pandemic on program services which decreased the number of screenings that were conducted. • Staffing changes/turnovers at the Berkeley Help Me Grow sites impacted the continuity of the partnership with the program.
• The Help Me Grow sites do not collect race/ethnicity, language spoken data, or gender; and BUSD does not collect specific ethnicity data, language spoken, or gender for all students who received an ASQ.
• There was a delay in getting the annual data for the Help Me Grow sites.

In FY2023, a total of 2,339 children were screened through this program (255 at BUSD, and 2,084 at the Help Me Grow sites) however data was not collected on all individuals screened. Although all 2,339 of the individuals that were either screened or were screened and received services, were aged 0-15, the other data elements were only collected on the 255 children screened at BUSD as follows:

DEMOGRAPHICS N = 255
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Category
0 – 15 (Children Youth) – 100%
● Race
American Indian or Alaska Native – *
Asian – 17%
Black or African American – 30%
White – 19%
More than one Race – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American/Chicano – 25%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 100%
● Primary Language
English – 51%
Spanish – 18%
Declined to Answer, or Unknown – 31%
● Disability
Declined to Answer, or Unknown – 100%

● Gender: Assigned Sex at Birth
Male – 44%
Female – 56%
Program Successes:
• On-site technical assistance visits to all Berkeley Help Me Grow providers continued and went well.
• 2,339 ASQ developmental screenings were conducted in Berkeley, BUSD preschools and Berkeley Help Me Grow pediatric provider sites combined. • Berkeley Help Me Grow sites conducted a total of 2,084 screenings, across all sites averaging a 20% increase in children screened from the previous year. • Referrals to resources & follow-up: BUSD referred a total of 64 preschool students and Help Me Grow providers referred 94 infants/children. • Approximately 72% of all Help Me Grow referrals had their goals met.

Program Challenges:
• The Early Childhood Health and Wellness Public Health Nurse vacancy occurring in May 2023 and staffing vacancies/turnovers at the Berkeley Help Me Grow provider sites impacted the continuity of services, with the need to introduce/train/orient provider sites to ASQ implementation, tracking, and resource referrals to clients.
• Help Me Grow sites did not collect race/ethnicity, language spoken data, or gender; BUSD does not collect specific ethnicity data, gender, sexual orientation for this age group. BUSD does collect language spoken students that are not reflected on this PEI Report, for example, data reflected Arabic, Vietnamese, Russian, Mandarin, Cantonese, Urdu, and other languages not on this report form.
• There were delays in receiving the annual infographic data for Help Me Grow sites. The Help Me Grow Collaborative collects and analyzes the data from all Help Me Grow sites in Alameda County so it takes time to collect and synthesize the data and to receive the Berkeley specific data.

In FY2024, a total of 2,596 children were screened through this program (207 at BUSD, and 2,389 at the Help Me Grow sites) however data was not collected on all individuals screened. Although all 2,389 of the individuals that were either screened or were screened and received services, were aged 0-15, the data elements listed below show the demographics of the 207 children screened at BUSD as follows:

DEMOGRAPHICS N = 207
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.

● Age Category
0 – 15 (Children Youth) – 207
● Race
Asian/American Indian or Alaska Native – 40
Black or African American – 57
White – 37
More than one Race – 20
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American/Chicano – 53
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 154
● Primary Language
English – 99
Spanish – 40
Declined to Answer, or Unknown – 68
● Disability
Declined to Answer, or Unknown – 207
● Gender: Assigned Sex at Birth
Male – 88
Female – 119
Program Successes:
• A new Public Health Nurse (PHN) started in October 2023, coming with many years of experience working with young children and families, school nurse experience, and PHN case management for children ages 0-3 years old in foster care. The PHN quickly connected with the Alameda County Help Me Grow Collaborative and the Medical Home Project’s Special Needs Committee and became an active representative for Berkeley in the Help Me Grow Collaborative and the Special Needs Committee. Her experience in early childhood and resource navigation were assets in her prevention and early intervention work with providers and families with young children.
• On-site technical assistance visits to all Berkeley Help Me Grow providers continued into this year and went well.
• Conducted 2,596 developmental screenings through the Ages and Stages Questionnaire (ASQ) and the Modified Checklist for Autism in Toddlers (MCHAT) in Berkeley, including BUSD preschools and Berkeley Help Me Grow pediatric provider sites combined.
• A total of 150 referrals were made for resources to support following areas identified from the screenings:

o Communication
o Community resources, basic needs, child care
o Parent Support/ Parent/Child Relationship
o General Developmental Guidance
o Fine and Gross Motor Skills
o Sensory Skills
o Autism/ADHD Diagnosis
o Behavioral Concerns
o Trauma/Childhood Event
o Mental Health
Program Challenges:
• The Help Me Grow Collaborative collected and analyzed the data from all HMG sites in Alameda County, not just Berkeley, so it took time to collect and synthesize the data and to receive the Berkeley specific data. • Help Me Grow sites did not collect race/ethnicity, language spoken data, or gender; BUSD did not collect specific ethnicity data, gender identity, sexual orientation for this age group, nor all languages spoken.

Beginning in FY2025, the MHSA PEI funding for this program was discontinued, as the Public Health Division transitioned these program activities to the Maternal, Child and Adolescent (MCAH) Program.

Community-Based Child & Youth at Risk Prevention Program Through FY2022, the Community-Based Child & Youth Risk Prevention program targeted children (aged 0-5) who were impacted by multiple risk factors including trauma, family or community violence, familial distress, and/or family substance abuse, (among other issues). A BMH clinician served as the Mental Health Consultant on this project providing information, services and supports to teachers and parents at the YMCA Head Start program in South Berkeley. Services included individual case consultation for teachers and parents, group consultations, classroom observations and interventions, assessments, brief treatment, and referrals to other resources as needed.

The main goals were to reduce risk factors or other stressors, and promote positive cognitive, social, and emotional well-being. This program served approximately 50 Children & Youth a year.

PEI Goals: The goal of this program was to bring about mental health including the reduction of school failure and the removal of children from their homes.

PEI Priority: Childhood trauma prevention and early intervention to deal with the early origins of mental health needs.

This program was discontinued in April 2022 when the BMH Mental Health Consultant received a promotion to a different position. Once that position was vacated the YMCA

Head Start program decided to create an internal staff position for a Mental Health Specialist.

In FY2022, 41 children were served through this program. Demographics on those served is as follows:

DEMOGRAPHICS N = 41
● Age Category
0 – 15 (Children Youth) – 100%
● Race
Asian – 5%
Black or African American – 44%
White – 2%
Other – 12%
More than one Race – 2%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Declined to Answer, or Unknown – 35%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 100%
● Primary Language
Declined to Answer, or Unknown – 100%
● Disability
Declined to Answer, or Unknown – 100%
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 100%
Program Successes:
• Returned to in-person Mental Health Consultations in the summer of 2021 which enabled the provision of in-person classroom consultation and direct interventions with children and teachers; increased visibility and interactions with parents; and helped to improve the overall collaborations with administrators, teachers, and parents.
• Participated in-person in meetings with parents, teachers and administrators to provide direct consultation around behavior management in the classroom and at home.
• Modeled parent engagement strategies for teachers, advocates and staff.

Modeling how to have difficult conversations using a trauma-informed perspective is essential to mental health consultations. • Provided in vivo conflict management among teachers and with parents as well as provided case management and support as conflicts occurred.

• Return to in-person care also enabled the Mental Health Consultant to be able to observe classrooms and child behaviors over a period of time at different times of the day which allowed for better overall clinical understanding of the children’s behaviors and needs, and improved their ability to make recommendations for services and classroom interventions.

Program Challenges:
• The onsite manager at the YMCA resigned mid-year, which made collaborating with the teachers and classroom staff challenging.
• There were center and classroom closures due to flooding in the infant room. • COVID-19 pandemic exposures continued to impact the center and caused temporary classroom closures that created disruptions to the continuity of care.

In FY2023, this program was discontinued as the YMCA Head Start program created a staff position for an internal Mental Health Specialist.

Supportive Schools Program
Through this program leveraged MHSA PEI funds support the provision of mental health prevention and early intervention services at each of the Elementary Schools in Berkeley. Services include: outreach; mental health programming; classroom; group; one-on-one psycho-social education and support; and consultation with parents and/or teachers.

PEI Goals: The goal of this program is to bring about mental health, including the reduction of school failure and the removal of children from their homes.

PEI Priority: Childhood trauma prevention and early intervention to deal with the early origins of mental health needs.

Program results during the reporting timeframe were as follows:

In FY2022 Early Intervention Services were provided at each of the BUSD elementary schools. BUSD sub-contracted with local agencies to provide early intervention services

based upon the standard of evidence-based practices. Bay Area Community Resources (BACR), Child Therapy Institute (CTI), and Lifelong Medical (Lifelong) were subcontracted to provide services at BUSD elementary schools.

BACR provided services to improve emotional functioning and success in school and life, including individual and group therapy, family consultation, conflict resolution/restorative justice, suicide prevention, check-in/check-out, crisis intervention, and classroom presentations. Additionally, BACR participated in weekly Coordination of Services (COST), Student Success Team (SST), and Individualized Education Program (IEP) meetings for students, providing mental health and trauma informed perspectives.

BACR consulted with staff on many issues and provided trauma informed coaching for teachers needing support. BACR also made referrals to outside providers, parenting classes/support groups, crisis hotlines, and other programs. Due to the continuation of the impacts of the COVID-19 pandemic, BACR also provided resource networking and support for families in navigating the public health crisis.

Lifelong Medical Provided a Licensed Clinical Social Worker (LCSW) and interns who provided individual counseling to students, family counseling, and mental health consultation to caregivers and school staff. Full-class support was provided in several classrooms. The full class support was tailored to the needs of the teacher and class and consisted of community building, regulation strategies such as Zones of Regulation, and social emotional learning.

Supports for each school per each service provider, and numbers served in FY2022 were as follows:

Elementary School Agency/Provider Number of Students
Served
• Cragmont
• Emerson
• J ohn Muir
• Malcolm X
• Oxford
• Ruth Acty
• Sylvia Mendez
• Thousand Oaks
Bay Area Community
Resources (BACR) 420
• Bay Area Arts Magnet (BAM)
• Washington
Child Therapy Institute 55
• Rosa Parks Lifelong Medical Care 116
Total 591

Demographic data provided by BUSD on 591 students that were served through this project in FY2022, is outlined below:

DEMOGRAPHICS N = 591
● Age Category
0 – 15 (Children Youth) – 100%
● Race
American Indian or Alaska Native - 3%
Asian – 6%
Black or African American – 25%
Native Hawaiian/Pacific Islander - <1%
White – 47%
More than one Race – 20%
Declined to Answer (or Unknown) - 1%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Unspecified Hispanic or Latino/Latina/Latinx - 34%
South American – <1%
Declined to Answer (or Unknown) - 1%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Black or African American - 15%
Asian Indian/South Asian - <1%
Chinese - 1%
Eastern European - 27%
European – 1%
Filipino - 1%
Other - 4%
More than one Ethnicity - 8%
Declined to Answer, or Unknown – 7%
● Primary Language
English – 25%
Spanish – 3%
Declined to Answer, or Unknown – 72%
● Sexual Orientation
Declined to Answer, or Unknown – 100%
● Disability
Communication Domain - <1%
Mental domain not including a mental illness (including but not limited to a learning disability, developmental disability, dementia) - 5% Declined to Answer, or Unknown – 8%

● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 15%
Female – 14%
Declined to Answer, or Unknown – 71%
● Current Gender Identity
Male – 53%
Female – 44%
Transgender - <1%
Genderqueer - <1%
Other Gender Identity – 2%
In FY2023 Early Intervention Services were provided at each of the BUSD elementary schools. BUSD sub-contracted with local agencies to provide early intervention services based upon the standard of evidence-based practices. Bay Area Community Resources (BACR), Child Therapy Institute (CTI), and Lifelong Medical (Lifelong) were subcontracted to provide services at BUSD elementary schools.

Supports for each school per each service provider, and numbers served in FY2023 were as follows:

Elementary School Agency/Provider Number of Students Served • Cragmont
• Emerson
• J ohn Muir
• Malcolm X
• Oxford
• Ruth Acty
• Sylvia Mendez
• Thousand Oaks
Bay Area Community Resources
(BACR) 644
• Bay Area Arts Magnet (BAM)
• Washington
Child Therapy Institute 37
• Rosa Parks Lifelong Medical Care 133
Total 814

Information on services provided, successes, and challenges with each sub-contractor are outlined below:

Bay Area Community Resources (BACR): Provided services to improve emotional functioning and success in school and life, including individual and group therapy, family consultation, conflict resolution/restorative justice, suicide prevention, check-in/check-

out, crisis intervention, and classroom presentations. BACR used many different therapy modalities as well as classroom support to develop skills and health.

Additionally, the BACR Counselor participated in weekly Coordination of Services (COST), Student Success Team (SST), and Individualized Education Program (IEP) meetings for students, providing mental health and trauma informed perspectives.

BACR consulted with school staff on many issues and provided trauma informed coaching for teachers needing support. BACR also made referrals to outside providers, parenting classes/support groups, crisis hotlines, and other programs.

Program Successes:
• A total of 644 individuals were served.
• 90% of youth in therapy showed improved emotional functioning and resiliency through
• the CANS and/or Stages of Change scale.
• 85% of students receiving classroom education reported gaining skills or knowledge.
• 95% of Caregivers reported that they are satisfied with the services their children/family
• received.
• 100% of school personnel reported that BACR is a great partner and supports their goals.

Program Challenges:

The biggest challenge was the increase in cost to fund the program. These increases required the district to make cuts in other programming areas, as well as moving resources around to be able to continue providing ongoing services at the same rate as in the previous year. An additional challenge was ensuring that each school site had an equivalent 1.0 FTE BACR counselor at all BUSD elementary schools, as there was a shortage of credentialed therapist and counselors and BACR had to compete with other agencies for employees.

Child Therapy Institute (CTI): Continued providing services at Bay Area Arts Magnet and Washington Schools.

Program Successes:

CTI staff met with 37 students individually and in groups.

Program Challenges:

There were few direct challenges, however, a significant challenge is the increase in the costs to fund the program. These increases have required the district to make cuts in other programming areas, as well as to move resources around to be able to continue providing ongoing services at the same rate as in the previous year.

Lifelong Medical: A Licensed Clinical Social Worker (LCSW) and interns provided individual counseling to students, family counseling, and mental health consultation to

caregivers and school staff. Full-class support was provided in several classrooms.

The full class support was tailored to the needs of the teacher and class and consisted of community building, regulation strategies such as Zones of Regulation, and social emotional learning.

Program Successes:

A total of 52 students received individual counseling and 81 students participated in group services. The Family Resource Center (FRC) was a valuable resource and support to children, families, and school staff during the reporting timeframe. Through individual counseling, groups, and as-needed support, the FRC staff worked hard to help make Rosa Parks a place of healing and joy. The Rosa Parks community experienced the ripple effects of global pandemic and many losses in the community.

FRC created spaces for students to experience a sense of belonging and connection.

FRC helped children develop regulation and coping strategies to help them manage their emotions so that they could be more present in the classroom for learning. FRC developed deep relationships with students in order to help guide them in the process of making sense of the many scary and sad experiences they have had over the past few years. Additionally, FRC provided consultation and referrals to mental health services in the community.

Program Challenges:

There were few direct challenges, however, a significant challenge was the increase in the cost to fund the program. These increases required the district to make cuts in other programming areas, as well as moving resources around to be able to continue providing ongoing services at the same rate as in previous year.

Demographic data provided by BUSD on 814 students that were served through this project in FY2023, is outlined below:

DEMOGRAPHICS N = 814
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Category
0 – 15 (Children Youth) – 100%
● Race
American Indian or Alaska Native - 3%
Asian – *
Black or African American – 26%
Native Hawaiian/Pacific Islander - *
White – 35%
More than one Race – 26%
Declined to Answer (or Unknown) - *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican American – Chicano - *
Other – 29%
Declined to Answer (or Unknown) - *

● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African - *
Asian Indian/South Asian - *
Chinese - *
Eastern European - *
European – *
Middle Eastern - *
Other – 13%
More than one Ethnicity - *
Declined to Answer, or Unknown – 55%
● Primary Language
English – *
Spanish – 13%
Other Language – *
Declined to Answer, or Unknown – 81%
● Sexual Orientation
Declined to Answer, or Unknown – 100%
● Disability
No Disability – *
Declined to Answer, or Unknown – 96%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 50%
Female – 40%
Declined to Answer, or Unknown – *
● Current Gender Identity
Male – 44%
Female – 40%
Another Gender Identity – *
Declined to Answer, or Unknown – 17%
In FY2024 Early Intervention Services were provided at each of the BUSD elementary schools. BUSD sub-contracted with local agencies to provide early intervention services based upon the standard of evidence-based practices. Bay Area Community Resources (BACR), Child Therapy Institute (CTI), and Lifelong Medical (Lifelong) were subcontracted to provide services at BUSD elementary schools.

Supports for each school per each service provider, and numbers served in FY2024 were as follows:

Elementary School Agency/Provider Number of Students
Served
• Cragmont
• Emerson
• J ohn Muir
• Malcolm X
• Oxford
• Ruth Acty
• Sylvia Mendez
• Thousand Oaks
Bay Area Community
Resources (BACR) 331
• Bay Area Arts Magnet (BAM)
• Washington
Child Therapy Institute 65
• Rosa Parks Lifelong Medical Care 40
Total 436

Information on services provided, successes, and challenges with each sub-contractor are outlined below:

Bay Area Community Resources (BACR): Provided services to improve emotional functioning and success in school and life, including individual and group therapy, family consultation, conflict resolution/restorative justice, suicide prevention, check-in/check- out, crisis intervention, and classroom presentations. BACR used many different therapy modalities as well as classroom support to develop skills and health.

Additionally, the BACR Counselor participated in weekly Coordination of Services (COST), Student Success Team (SST), and Individualized Education Program (IEP) meetings for students, providing mental health and trauma informed perspectives.

BACR consulted with school staff on many issues and provided trauma informed coaching for teachers needing support. BACR also provided referrals and care coordination to outside providers, parenting classes/support groups, crisis hotlines, and other programs.

Program Successes:

In FY2024 BACR provided the following services:
• Trauma-Informed individual and group therapy, family and school support; • G roups of social skills and coping with issues such as grief and parental separation;
• Crisis support and mental health check-ins;
• Targeted support to students with school refusal and attendance issues; • Classroom presentations on socio-emotional topics, identity, empathy, accepting differences conflict resolution, skill-building in class and on the yard;

• Parent coaching, consultation and community resources, including pediatricians and outside providers;
• Collaborative coaching with teachers to enhance the positive learning environment;
• Restorative Justice sessions;
• Coordinated services with school staff and external providers; • Established linkages to vital community resources.

In addition, BACR provided Classroom/School-wide Presentations and small groups:
503 total of number of attendees for classroom presentations and 642 for groups in subject matters of:
• Social skills;
• Coping with parental separation;
• Anxiety;
• Empathy;
• Identification of feelings.

Program Challenges:

The biggest challenge continued to be the increase in cost to fund the program. These increases required the district to make cuts in other programming areas, as well as moving resources around to be able to continue providing ongoing services at the same rate as in the previous year.

Child Therapy Institute (CTI):

Program Successes:

CTI continues to provide quality services and supports for students at Berkeley Arts Magnet (BAM) and Washington Elementary School. CTI staff meets with students individually and in groups providing.

Program Challenges:

There were few direct challenges, however, a significant challenge continued to be the increase in the costs to fund the program. These increases have required the district to make cuts in other programming areas, as well as to move resources around to be able to continue providing ongoing services at the same rate as in the previous year.

Lifelong Medical:

A Licensed Clinical Social Worker (LCSW), two Master of Social Work (MSW) interns, and one Marriage and Family Therapist (MFT) trainee provided individual counseling to students, family counseling, and mental health consultation to caregivers and school staff. Several Social Skills groups were run by the LCSW, interns, and in collaboration with a learning specialist. These groups were tailored to the needs of the individuals in each group and provided community building, social skills practice, regulation strategies, and support to many students across all grade levels. Full-class support was

provided in several classrooms. School staff and students were also supported with crisis support/suicide assessment and consultation as needed throughout the year. The LCSW provided consultations with caregivers and referrals to mental health services in the community.

The Family Resource Center (FRC) Supervisor regularly attended COST meetings at Rosa Parks. The FRC Supervisor and interns attended staff meetings, SST and IEP meetings. All counselors regularly collaborated with teachers, families, classroom aides and staff in the afterschool program. One of the FRC interns participated and re-started a Rainbow Families group (for families who identify as LBGTQ and allies). FRC staff are integrated into the school community.

Program Successes:

This was a successful year which included building relationships and fostering a sense of belonging and community. The LCSW, Clinical Director, and other Lifelong staff provided training to the MSW interns and MFT trainee. Trainings including trauma responsive care, child therapy models, regulation strategies including Zones of Regulation, Cognitive-Behavioral Therapy, grief, working with teachers and caregivers, and many other topics. There was a particular focus on training in anti-racist practice.

Lifelong hired a consultant who specialized in cross-cultural clinical practice and anti- racist counseling practice that provided multiple trainings and staff consultation. This support was particularly important and helped FRC staff intervene when there were multiple incidents of racism that impacted students and school staff.

The LCSW and counseling interns worked hard to be a visible and integrated part of the community. FRC staff identified a need for kids to have safe, supportive environments to practice social skills and work on connections with each other. Gaps in social- emotional learning were identified as a result of the pandemic. Groups were prioritized this year in order to meet that need. FRC staff worked thoughtfully and collaboratively with teachers to think about how to configure groups where students could feel seen and heard. Staff considered many factors including race, culture, gender expression, and temperament in creating these groups.

The FRC staff continued to provide more intensive support to some students through individual counseling and collaboration with teachers and caregivers. The interns and trainee were able to refine their skills in comprehensive assessment, treatment planning, and implementation of age appropriate and culturally appropriate interventions. Many students made significant progress this year, and FRC staff were an integral part of the support team that helped guide them. During the reporting timeframe, 140 students participated in group sessions and 28 staff members received information or training.

Program Challenges:

There were few direct challenges, however, a significant challenge continued to be the increase in the cost to fund the program. These increases required the district to make cuts in other programming areas, as well as moving resources around to be able to continue providing ongoing services at the same rate as in previous year.

Demographic data provided by BUSD on 436 students that were served through this project in FY2024, is outlined below:

DEMOGRAPHICS N = 436
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Category
0 – 15 (Children Youth) – 436
● Race
American Indian or Alaska Native – 13
Asian – 22
Black or African American – 93
Native Hawaiian/Pacific Islander – <11
White – 137
More than one Race – 61
Other – 16
Declined to Answer (or Unknown) – 92
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican American – Chicano - <11
Other – 60
Declined to Answer (or Unknown) – <11
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – 12
Chinese – <11
European – 28
Filipino - <11
Japanese - <11
Korean - <11
Vietnamese - <11
Other – <11
Declined to Answer, or Unknown – 316
● Primary Language
Spanish – 16
English/Declined to Answer, or Unknown – 420
● Sexual Orientation
Declined to Answer, or Unknown – 436
● Disability
Mental domain not including a mental illness/Physical mobility domain/Other – 15 Chronic health condition (including but not limited to chronic pain) - 31 Declined to Answer, or Unknown – 390

● Veteran Status
No – 436
● Gender: Assigned Sex at Birth
Male – 38
Female – 52
Declined to Answer, or Unknown – 346
● Current Gender Identity
Male – 173
Female – 150
Transgender or Another Gender Identity – <11
Gender Queer – 12
Declined to Answer, or Unknown – 92
Community Education & Supports Program
The Community Education & Supports program implements culturally-responsive psycho-educational trauma support services for individuals (18 and above) in various cultural, ethnic and age specific populations that are unserved, underserved and inappropriately served in Berkeley including: African Americans; Latino/a/x; LGBTQIA+; TAY; and Senior Citizens. All services are conducted through area community-based organizations.

Through five community-based organizations, the Community Education & Supports program implements culturally-responsive psycho-educational trauma support services for individuals (18 and above) in various cultural, ethnic, and age specific populations that are unserved, underserved and inappropriately served in Berkeley including:

African Americans; Latino/a/x; LGBTQIA+; TAY; and Senior Citizens.

Program results during the reporting timeframe are outlined below:

In FY2022 three of the five contractors in the Community Education & Supports project participated in the HHCS Results-Based Accountability (RBA) Evaluation. RBA evaluation results are presented in an aggregated format across all programs as follows:

How Much Did We Do? How Well Did We Do It? Is Anyone Better Off? • 527 Support
Groups/Workshops
• 2,427 Support
Groups/Workshop
Encounters
• 121 I ndividual Contacts (2 of
3 programs reporting)
• 132 Outreach Activities
• 1.815 Outreach Contacts
• 443 Referrals
• 94% of program
respondents reported
satisfaction with the
services they received
• Referrals by type:
135 Mental Health
55 Social Services
72 Physical Health
20 Housing
161 Other Services
• 90% of program participants
reported an increase in
social supports or trusted
people they can turn to for
help
• 92% of program participants
reported positive changes in
terms of coping strategies,
feeling anxious or
overwhelmed

In FY2023 the Community Education & Supports program participated in the HHCS Results-Based Accountability (RBA) Evaluation. In an aggregated summary across the five projects within this program the following work was conducted: 549 Support Groups/Workshops; 2,693 Support Group/Workshop encounters; 476 Outreach activities; 4,001 Outreach Contacts; and 393 Referrals.

In FY2024 the Community Education & Supports program participated in the HHCS Results-Based Accountability (RBA) Evaluation. In an aggregated summary across the five projects within this program the following work was conducted: 397 Support Groups/Workshops; 822 Support Group/Workshop encounters; 31 Outreach activities; 2,120 Outreach Contacts; and 296 Referrals.

Descriptions of the five projects within the Community Education & Supports program along with data and RBA evaluation results, are outlined below:
 Transition Age Youth Trauma Support Project

Implemented through Youth Spirit Artworks. This project provides supportive services for Transition Age Youth (TAY) who are suffering from the impact of trauma and/or other life stressors and are homeless, marginally housed, or housed but in need of supports.

The project serves a wide range of youth from various cultural and ethnic backgrounds who share the common goal of living lives less impacted by trauma and more impacted by wellness. The project consists of the following four components: One-on-one sessions that assess individuals needs around trauma supports and support group readiness; psycho-educational support groups; youth social outings that provide TAY with exposure to healthy settings designed to enhance life skills and choices; and youth celebratory events that are held monthly to convene youth around a positive occasion to acknowledge the various small and large accomplishments of TAY participants, and build trust and community. Approximately 30-35 TAY receive services through this project a year.

PEI Goals: The goal of this project is to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the prevention of suicide.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Youth engagement and outreach strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.

In FY2022, 105 TAY participated in one or more program services. Demographics on youth served were as follows:

DEMOGRAPHICS N = 105
● Age Category
16 – 25 - (Transition Age Youth) – 99%
26-59 (Adults) – 1%
● Race
American Indian or Alaska Native – 1%
Asian – 4%
Black or African American – 12%
White – 2%
More than one Race – 8%
Declined to Answer (or Unknown) – 47%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 12%
Declined to Answer (or Unknown) – 14%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 74%
● Primary Language
Declined to Answer, or Unknown – 100%
● Sexual Orientation
Heterosexual or Straight – 22%
Gay or Lesbian – 13%
Declined to Answer, or Unknown – 65%
● Disability
Declined to Answer, or Unknown – 100%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 100%

● Current Gender Identity
Male – 23%
Female – 11%
Genderqueer – 7%
Declined to Answer, or Unknown – 59%
Project Successes:
• Improved and integrated Art as Therapy content, and ironed out logistics. • Successfully engaged increasing numbers of youth into Art as Therapy and Peer Mentoring over the reporting timeframe. Art as Therapy sessions consisted of activities that both teach art and provided a forum for sharing challenges common to TAY.
• Conducted outreach to 59 youth, made numerous contacts to other providers and organizations, and conducted events to publicize project services. • A lthough, the program was not able to consistently conduct youth surveys, per staff report, youth indicated that services were helpful. Increased attendance was also an indication that Art as Therapy and Peer Mentoring sessions were valuable to the youth participants.
• Despite challenges with engagement, project outreach efforts resulted in 21 TAY trying out the Behavioral Health support groups. This progress was disrupted by staff turnover, and attendance dropped off towards the end of the year. • The project engaged 29 new TAY into Peer Mentoring training this year.

Meetings were held on a weekly basis at the Tiny House Village (THEV) serving the residents there, as well as other youth in the community. Transportation was provided for youth at the studio so they could easily.
• Many of the youth were pursuing education in the social services field or they wanted to explore this opportunity to see if they wanted to be in the field. The youth received training on healthy communication, coping with crisis and de- escalation, giving constructive feedback, health insurance and other topics.

Youth were encouraged and supported to share and teach topics they found interesting to their peers.
• Six events were planned and conducted with 55 total youth in attendance. Youth expressed that they enjoyed and valued these events and would attend more if offered.

Project Challenges:
• Project challenges were compounded by the agency's rapid growth over the past two years, staff turnover, and lagging recruitment for the management function needed to operationalize the expansion, develop infrastructure, and implement better systems to gather client data and track outcomes.

• Engaging youth in services was challenging due to continued concerns and fears about the COVID-19 pandemic, and staff turnover, and the process of nearly doubling the services offered by this contractor during the COVID-19 pandemic. • The holiday season seemed to impact responsiveness from the school district as school staff prepared for the end of the semester and district closures during the holidays. During this time, Omicron also became a serious threat and schools were again overwhelmed with new and changing restrictions. These factors caused significant barriers to having a consistent presence at the schools, along with delays in communication regarding the project implementation efforts and coordinating outreach and logistics for groups and events. • The project social worker engaged both staff and students at Berkeley High School (BHS) and Berkeley Technical Academy (BTA), attended weekly staff meetings at BTA, conducted outreach to students on both campuses, and presented about PEI activities in classes at different times throughout the year, although consistency was difficult to achieve during the COVID-19 pandemic and holiday season. Despite these efforts, students were not readily engaged and attendance was inconsistent. Reports were that staff seemed to be ambivalent about new initiatives. Feedback from two students indicated that they (and their friends) didn’t want mental health type services and that they didn’t want to attend groups during their free period when they have a break from classes. • By the beginning of March 2022 many of the existing program participants obtained full time jobs and could no longer commit to the project activities.

In FY2023, YSA went through many changes. A new program model was crafted and implemented with the intention of redesigning and refining the organization’s programs and theory of change. Staff received training on theory of change, program development, ACES Science, trauma informed practices, the politics of trauma, facilitation skills, positive youth development, strength-based model, community resilience model, somatic awareness, individual coaching, housing navigation skills and curriculum and evaluation introduction. This change and shift in culture expanded the program offerings. The components and activities were designed with specific outcomes in mind and with the intention to increase intervention, engagement, and opportunities for the young people being served.

In FY2023, 83 youth participated in one or more program services. Demographics on youth served were as follows:

DEMOGRAPHICS N = 83
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Category
16 – 25 - (Transition Age Youth) – 100%

● Race
American Indian or Alaska Native – *
Asian – *
Black or African American – 48%
White – 12%
More than one Race – 28%
Declined to Answer (or Unknown) – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican American-Chicano – 18%
Declined to Answer (or Unknown) – 15%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – *
Declined to Answer, or Unknown – 66%
● Primary Language
English – 100%
● Sexual Orientation
Heterosexual or Straight – 27%
Gay or Lesbian – *
Bisexual – 33%
Questioning or Unsure of sexual orientation – *
Another sexual orientation – *
Declined to Answer, or Unknown – 26%
● Disability
Declined to Answer, or Unknown – 100%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 21%
Female – 28%
Declined to Answer, or Unknown – 51%
● Current Gender Identity
Male – 25%
Female – 28%
Transgender – *
Genderqueer – *
Another Gender Identity – *
Declined to Answer, or Unknown – 25%

During the reporting timeframe 6 Behavioral Health Education Groups were conducted reaching 99 individuals; 100 Peer Mentoring sessions were conducted reaching 75 individuals; 108 Art Therapy sessions were conducted reaching 107 individuals; and 32 individuals participated in 6 events.

Feedback per participant self-report was as follows:
• 84% reported that groups were helpful;
• 70% of Art as Therapy participants reported that they feel their Behavioral Health is improved or very improved.

Program Successes:

Youth participated and were engaged in the program changes. Youth engaged in being trained in theory of change and understood the feedback loop and how YSA would assess them to help evaluate program effectiveness, satisfaction, facilitator engagement. In addition, youth engaged in leadership development through facilitation, curriculum, and event planning training to assist in their future developments in leading peers and community.

Youth within the village were also connected to youth leadership opportunities, and were engaged in life skills development such as financial wellness, and cooking workshops. Both workshops were created to assist youth in being financially independent and well, while redirecting learned survival skills into resilience building opportunities that create building blocks for growth. Youth led and organized a fashion show “Out Of The Binary” where they created all of the fashion pieces for the runway.

Youth also planned, organized, advertised, and facilitated the entire event using skills that they acquired through youth leadership meetings, and youth leadership training spaces. A total of 30 referrals & Linkages were provided to youth in Berkeley.

YSA was able to gain a deep understanding on how to shape the Art as Therapy workshops, the Peer to Peer led Pathways with practical, experiential engagement and opportunity to lead as well as the Behavioral Health support given to participants through relationship workshops offered out of our Youth Empowerment Meetings.

Project Challenges:

A big program challenge was dealing with staff training and buy-in. Many of YSAs staff were former youth participants and many struggled with similar challenges as the youth that were being served. During this time YSA was challenged with staff understanding the importance of data collection and evaluation. Staff were not trained on using data to drive programmatic changes, which at times led to resistance and eventually the loss of some staff.

In FY2024, 52 youth participated in one or more program services. Demographics on youth served were as follows:

DEMOGRAPHICS N = 52
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Category
16 – 25 - (Transition Age Youth) – 52
● Race
Asian – <11
Black or African American – 18
White – <11
More than one Race – <11
Declined to Answer (or Unknown) – <11
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican American-Chicano – 12
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – 18
Asian Indian/South Asian – <11
Middle Eastern – <11
More than one ethnicity – <11
Declined to Answer, or Unknown – <11
● Primary Language
English – 52
● Sexual Orientation
Heterosexual or Straight – 22
Gay or Lesbian – <11
Bisexual – <11
Queer – <11
Questioning or Unsure of sexual orientation – <11
Another sexual orientation – <11
Declined to Answer, or Unknown – <11
● Disability
Mental domain not including a mental illness (including but not limited to a learning disability, developmental disability or dementia) – <11 Chronic health condition (including but not limited to chronic pain) – <11 Declined to Answer, or Unknown – 47
● Veteran Status
No – 52
● Gender: Assigned Sex at Birth
Male – 37
Female – 15

● Current Gender Identity
Male – 12
Female – 30
Transgender – <11
Genderqueer – <11
Another Gender Identity – <11
Program Successes:

Some of the successes experienced in the reporting timeframe were aligned with changes to make the program more youth centered and informed. The Out of the Binary Fashion Show was the first event done in several years that was 100% facilitated, planned, and executed by participants in the program. Although time was spent training youth on all of these areas, youth were able to take those skills and develop something that was completely their own. The same followed into the Mural Workshop in which youth created their own ideas for the mural. They drew and designed the mural and painted on their own. This allowed the youth to feel a sense of autonomy and independence to create their own pieces and to work alongside individuals with experience in the community. This resulted in more youth coming into the program.

Another success was the change in focus to offering intergenerational events that brings individuals from the Adeline community together to celebrate art, history, and community. A community brunch at the studio was held that included several Adeline community members and youth including renowned artist Edyth Boone. This event was the first to bring community members together to discuss upcoming programs and projects. At the end of the Mural Workshop, there was a Mural Reveal engagement that brought artists, Adeline community members, and youth together to celebrate the Mural created by the youth. The program successfully created safety, dignity and belonging that brought more youth to the space and gave them the freedom to participate in services and creatively express themselves.

Project Challenges:

The main challenges during the reporting timeframe was around a loss of some of the overall funding to the agency. Loosing funding caused the agency to cut stipends and some of the positions. The loss in funding pushed the agency to align in a different more efficient positive direction.

 Trauma Support Project for LGBTQIA+ Population

Implemented through the Pacific Center for Human Growth, this project provides outreach, engagement and support group services for individuals (18 and above) in the LGBTQIA+ community who are suffering from the impact of oppression, trauma and other life stressors. Particular emphasis is on outreaching and providing supportive services to identified underserved populations within the local LGBTQIA+ community.

Approximately 12-15 weekly or bi-weekly support groups are held throughout the year targeting various populations and needs within the LBGTQIA+ community. Support groups are led by Peer Facilitator community volunteers who are trained in Group Facilitation/Conflict Resolution and who have opportunities to participate in additional Skill Building workshops in order to share methods used to address group challenges and to learn new facilitator techniques. Approximately 250 individuals a year are served through this project.

PEI Goals: T
he goal of this project is to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the prevention of suicide.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Youth Engagement and Outreach Strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.
• Strategies targeting the mental health needs of older adults.

In FY2022, a total of 439 support groups were conducted, serving 45 individuals.

Program results and individual’s demographics on individuals served are outlined below:

DEMOGRAPHICS N = 45
● Age Category
16 – 25 - (Transition Age Youth) – 29%

26-59 (Adult) – 62%
Ages 60+ (Older Adult) – 2%
Declined to Answer (or Unknown) – 7%
● Race
Asian – 16%
Black or African American – 11%
White – 42%
More than one Race – 13%
Declined to Answer (or Unknown) – 18%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Caribbean – 2%
Central American – 2%
Puerto Rican – 2%
South American – 2%
Declined to Answer, or Unknown – 2%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – 4%
Asian Indian/South Asian – 7%
Chinese – 2%
Eastern European – 2%
European – 22%
Filipino – 2%
Korean – 4%
Middle Eastern – 2%
More than one ethnicity – 20%
Declined to Answer, or Unknown – 24%
● Primary Language
English – 98%
Declined to Answer, or Unknown – 2%
● Sexual Orientation
Heterosexual or Straight – 7%
Gay or Lesbian – 9%
Bisexual – 18%
Questioning or Unsure of sexual orientation – 9%
Queer – 22%
Another sexual orientation – 24%
Declined to Answer, or Unknown – 11%
● Disability
Difficulty Seeing – 2%
Mental (not Mental Health) – 9%
Chronic health condition – 4%

Other (Specify) – More than one disability – 7%
No Disability – 78%
● Veteran Status
No – 98%
Declined to Answer, or Unknown – 2%
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 100%
● Current Gender Identity
Male – 4%
Female – 13%
Transgender – 31%
Genderqueer – 11%
Questioning or Unsure – 4%
Another Gender Identity – 29%
Declined to Answer, or Unknown – 7%
*(From Project staff report, the state PEI demographic data requirements requires the inclusion of percentages, therefore they had to code folx – used to explicitly signal the inclusion of groups commonly marginalized - with any multiple identities, into some form of a "multiple identity" category or "other" category. For example, in the ethnicity section when folx selected multiple ethnicities, it was reported as "More than one ethnicity." While this strategy generally works well to reduce confusion by ensuring legible percentages, this manner of reporting is reductive and doesn't allow for the full picture of the data. For instance, someone who identified as both Native and white is only being reported as "multiple races" and therefore, the category for Native participants is blank.

This caused it to appear as though there weren’t any Native participants in the project, when there were. The demographic reporting structure required simply does not allow for the level of detail and nuance needed to have a fuller picture of the project data).

There were 76 referrals for additional services and supports. The number and type of referrals was as follows: 24 Mental Health; 27 Physical Health; 2 Social Services; 23 other unspecified services. To assess the project services, a self-administered Peer Support Group Survey was distributed to all peer group members. Survey results were as follows:
• 81% indicated they would recommend the organization to a friend or family member;
• 77% felt like staff and facilitators were sensitive to their cultural background; • 77% reported they deal more effectively with daily problems; • 70% indicated they have trusted people they can turn to for help; • 79% felt like they belong in their community.

Program Successes:
• The impact of the COVID-19 pandemic continued to be felt throughout the LGBTQIA+ community. The project continued providing peer groups online, providing spaces for the community members to gather; to receive and provide emotional support, feel a sense of belonging and connection; and to share resources.
• Some folx were not able to move to the online space due to privacy concerns, other safety issues, lack of devices, or unstable Wi-Fi. Despite that, the peer group facilitators reported that many of their group members expressed appreciation for the access to the virtual space during a time of increased isolation, especially those with chronic pain, disability, transportation or other barriers to in-person services.
• Community members also asked about the possibilities of additional new groups in FY2023 including:
• Q- Finity for neurodiverse folx; a group focusing on the needs of the QT polyamorous community; a parent’s group; as well as a restarting of the Thursday Night Men’s group. New peer group facilitators were scheduled to be onboarded in Aug 2022.
• Opportunities for project outreach increased dramatically through the website, and through the Meetup, Instagram and Facebook accounts. • A few quotes from feedback forms on the support group were as follows:
“I love the sense of community and support I feel in the group.” “Thank You for holding the space.”
“I found the group understanding and supportive and [it] makes me feel I am not alone on an island, as others have [the] same circumstances.” Program Challenges:

• With more online offerings, the facilitators had additional work to do. For example, checking their email frequently, coping with technology issues, navigating facilitation while some group members and even facilitators joined via phones. These challenges were used as an opportunity to evaluate how to support facilitators as the project migrates to an in-person/hybrid, model and how facilitators can be set up to easily navigate the technological needs. • While COVID-19 pandemic protocols were developed the project space was in transition since it was purchased by a development corporation and that hindered the ability to fully return to all in-person services.
• The contractor that implements this project experienced big leadership changes in the Executive Director, Clinical Director, Finance Director and Community Programs Director positions. These shifts impacted staff capacity and resulted in some schedule changes until the vacancies were able to be filled.

• The project will be examining ways to broaden and deepen community engagement, especially to community members who live at intersections of disabled, trans, and Black, Indigenous, and People Of Color (BIPOC) communities. An outreach committee was assembled to better track and prioritize engagement with more of a systematic approach. • Although there was a decrease in numbers on the demographic sheets gathered on the peer group members and therefore, a lower number of group members reported, the number of duplicated participants was 2,118 in FY2022, which indicated that despite lower unduplicated participants, individuals who joined groups returned regularly to meetings.

Project staff will continue to evaluate issues of attrition and Zoom fatigue while exploring in-person and hybrid models of meeting, as well as ways to improve completion and submission of the demographic forms and surveys by peer group members.

In FY2023, a total of 261 individuals were served. Demographics on individuals served include the following:

DEMOGRAPHICS N = 261
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
16 – 25 - (Transition Age Youth) – 13%
26-59 (Adult) – 67%
Ages 60+ (Older Adult) – 17%
Declined to Answer (or Unknown) – *
● Race
American Indian or Alaska Native – *
Asian – *
Black or African American – *
White – 58%
More than one Race – *
Other – *
Declined to Answer (or Unknown) – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Caribbean – *
Mexican/Mexican-American Chicano – *
Puerto Rican – *
South American – *
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – *
Asian Indian/South Asian – *%
Chinese – *%

Eastern European – *
European – 26%
Filipino – *
Korean – *
Middle Eastern – *
Vietnamese – *
More than one ethnicity – 14%
Other – *
Declined to Answer, or Unknown – 29%
● Primary Language
English – 97%
Spanish – *
Declined to Answer, or Unknown – *
● Sexual Orientation
Heterosexual or Straight – *
Gay or Lesbian – 19%
Bisexual – 10%
Questioning or Unsure – *
Queer – 12%
Another sexual orientation – 49%
Declined to Answer, or Unknown – *
● Disability
Difficulty Hearing or Having Speech Understood – *
Mental Domain not including a mental illness (including but not limited to a learning disability, developmental disability or dementia) – 8% Physical/mobility domain – *
Chronic health condition (including but not limited to chronic pain) – 8% Other (Specify) – 17%
No Disability – 64%
● Veteran Status
Yes – *
No – 95%
Declined to Answer, or Unknown – *
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 100%
● Current Gender Identity
Male – 15%
Female – 12%
Transgender – 29%
Genderqueer – *
Questioning or Unsure – *

Another Gender Identity – 37%
Declined to Answer, or Unknown – *
There were 88 referrals for additional services and supports. The number and type of referrals were as follows: 47 Mental Health; 20 Physical Health; 12 Social Services; 3 Housing; 6 Other unspecified services. To assess the project services, a self- administered Peer Support Group Survey was distributed to all peer group members.

Survey results were as follows:
• 98% indicated they would recommend the organization to a friend or family member;
• 95% felt like staff and facilitators were sensitive to their cultural background; • 88% reported they deal more effectively with daily problems; • 84% indicated they have trusted people they can turn to for help; • 85% felt like they belong in their community.

Program Successes:
• Peer groups continued to run uninterrupted and to be a vital support to the LGBTQIA+ community during the reporting timeframe.
• 92.4% of participants reported that the peer support group(s) they attended helped them to feel safe talking about their gender.
• 88% reported that the peer support group(s) they attended helped them to feel safe in talking about their sexuality.
• The primary goal in FY2023 was to increase capacity and reduce burnout for the group facilitators. To that end,16 new facilitators were on-boarded and an additional 3 facilitators were re-trained at their request. • A full set of Diversity Equity and Inclusion trainings were also offered including one that was co-facilitated by a peer facilitator and our Community Programs Director.

Program Challenges:
• During quarter three facilitators were struggling with the Diversity Equity and Inclusion trainings offered and felt they were ready to move beyond the basics of inclusion and wanted more tools to interact with group members around issues of race, privilege, neurodivergence etc.
• In quarter four, the Diversity Equity and Inclusion training was co-facilitated by the Community Programs Director and a peer group facilitator and focused on lowering barriers to access and creating a more inclusive and welcoming space.

In FY2024, a total of 94 individuals were served. Demographics on individuals served include the following:

DEMOGRAPHICS N = 94
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
16 – 25 - (Transition Age Youth) – <11
26-59 (Adult) – 71
Ages 60+ (Older Adult) – <11
Declined to Answer (or Unknown) – <11
● Race
Asian – <11
Black or African American – <11
White – 62
More than one Race – <11
Other – <11
Declined to Answer (or Unknown) – <11
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American Chicano – <11
South American – <11
Other – <11
Declined to Answer, or Unknown – <11
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – <11
Asian Indian/South Asian – <11
Chinese – <11
Eastern European – <11
European – 20
Filipino – <11
Japanese – <11
Other – <11
Declined to Answer, or Unknown – 24
● Primary Language
English – 93
Other/Declined to Answer, or Unknown – <11
● Sexual Orientation
Heterosexual or Straight – <11
Gay or Lesbian – 14
Bisexual – <11
Questioning or Unsure – <11
Queer – <11
Another sexual orientation – 41
Declined to Answer, or Unknown – <11

● Disability
Difficulty Hearing or Having Speech Understood – <11
Mental Domain not including a mental illness (including but not limited to a learning disability, developmental disability or dementia) – <11 Physical/mobility domain – <11
Chronic health condition (including but not limited to chronic pain) – <11 Other (Specify) – <11
No Disability – <11
Declined to Answer, or Unknown – 68
● Veteran Status
Yes – <11
No – 92
Declined to Answer, or Unknown – <11
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 94
● Current Gender Identity
Male – 19
Female – 16
Transgender – 16
Genderqueer – <11
Questioning or Unsure – <11
Another Gender Identity – 34
RBA Outcomes during the reporting timeframe were as follows: 261 Support Groups were conducted reaching 143 individuals; 26 Outreach activities were conducted reaching approximately1,780 individuals; 13 individuals attended Train the Trainer sessions to become Peer Support Group Facilitators; and 38 Peer Support Group Facilitators attended Skill Building Workshops. There were 71 referrals for additional services and supports. The number and type of referrals included: 28 Mental Health; 16 Physical Health; 3 Social Services; 1 Housing; 23 Other unspecified services.

To assess the project services, a self-administered Peer Support Group Survey was distributed to all peer group members. Survey results were as follows:
• 92% indicated they would recommend the organization to a friend or family member;
• 92% felt like staff and facilitators were sensitive to their cultural background; • 88% reported they deal more effectively with daily problems; • 79% indicated they have trusted people they can turn to for help; • 81% felt like they belong in their community.

Program Successes:

The monthly consultation meetings for Peer Group facilitators was moved to Saturdays with the hope of gaining more attendance. With the move to the new location, facilitators were invited to return to the building and we staff worked on the hybridization of the new space. The move also provided the opportunity to renew outreach efforts. New location announcements were created and distributed.

With feedback from facilitators, the scope of the diversity, equity, and inclusion trainings and this year’s DEI offerings were Power & Positionality, Supporting Neurodivergence, Mediating Conflict, and Accessibility in Support Spaces. There was strong attendance for these training sessions with an average of 7 facilitators in attendance per session.

There were 14 new facilitators onboarded, and facilitation training for 2 facilitators from Asian Health Services was provided.

Program Challenges:

A few groups had to end due to a lack of facilitators. Another big challenge was that more community members wanted in-person groups but facilitators were still working on adjusting back to in-person groups. There was attrition in attendance during the reporting timeframe, and hybrid meetings were implemented in the next fiscal year to address this issue. The program continued to work on ways to utilize the new space as much as possible and in various ways to offer more avenues for individuals to access resources.
 Living Well Project
Implemented through Center for Independent Living, this project provides services for Senior Citizens (aged 50 and over) who are coping with trauma and/or mental health issues associated with acquired disabilities. Senior Citizens with acquired disabilities are one of the most difficult groups to reach with disability services. It is similarly difficult to intervene with this group’s developing mental health issues related to aging and the traumatic impact of acquiring one or more disabilities (such as loss of mobility, vision, hearing, et al). The core of the project is a wellness workshop series entitled “Living Well with a Disability”. Through a combination of education, goal setting, group and peer counseling, the workshop series is designed to promote positive attitudinal shifts in a population who, despite the tremendous need for care, are often typically not responsive to mental health intervention. The workshop series includes a 10 week, one to two-hour class conducted by Peer Facilitators, and an optional 30-minute counseling session. Counseling sessions are designed to monitor curriculum impact and continually assess individual goals and resource needs. This project serves up to 150 Older Adults a year.

PEI Goals: The goal of this project is to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the prevention of suicide.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Strategies targeting the mental health needs of older adults.

In FY2022, 47 Living Well Workshop sessions were conducted. Each Living Well Workshop series included the following sessions: Orientation; Goal Setting; Problem Solving; Healthy Reactions; Beating the Blues (Depression and Moods); Healthy Communication; Seeking Information; Physical Activity; Eating Well (Nutrition); Advocacy (Self and Systems Change); and Maintenance. Topics of Grief and Loss, Depression, Retirement, and Senior Invisibility were also incorporated into the project.

In all, 14 Senior Citizens participated in the Living Well Workshops. Demographics of Workshop participants are outlined below:

DEMOGRAPHICS N = 14
● Age Groups
26-59 (Adult) – 7%
Ages 60+ (Older Adult) – 93%
● Race
Asian – 7%
Black or African American – 14%
White – 65%
Other – 7%
More than one Race – 7%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 7%
Declined to Answer, or Unknown – 7%

● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
European – 14%
Other – 7%
Declined to Answer, or Unknown – 79%
● Primary Language
English – 100%
● Sexual Orientation
Heterosexual or Straight – 7%
Questioning or Unsure – 7%
Declined to Answer, or Unknown – 86%
● Disability
Difficulty Seeing – 7%
Difficulty Hearing or Having Speech Understood – 7%
Mental (not mental health) – 21%
Physical/mobility domain – 14%
Chronic health condition – 7%
Other Disability – 29%
No Disability – 7%
Declined to Answer, or Unknown – 8%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 21%
Declined to Answer, or Unknown – 79%
● Current Gender Identity
Male – 21%
Female – 79%
During the reporting timeframe 14 outreach and informational events were conducted reaching 38 individuals, with 45 unduplicated individuals receiving further engagement services. There were 257 referrals for additional services and supports. The number and type of referrals were as follows: 80 Mental Health; 35 Physical Health; 20 Social Services; 20 Housing; 102 other unspecified services. A total of 100% of project participants completed a Living Well Workshop Series. Feedback per participant self- report was as follows:
• 100% reported they felt satisfied with the workshops; • 100% indicated an improvement in feeling satisfied in general; • 100% had increased feelings of social supports;
• 100% felt prepared to make positive changes; and
• 100% reported they felt less overwhelmed and helpless.

Project Successes:

The workshops were well attended with lively engagement. The workshops provided a safe space where some of the participants were able to share painful testimonies of isolation, sadness and fear and others of loneliness. Many missed their families, their grandchildren, and friends. To help participants stay connected 96 tele-support group sessions were held. Living Well Program virtual/tele-workshops were offered every Monday and tele-support groups every Tuesday. In December and May laptops and technical training were provided to previous participants and individuals who completed The Living Well Workshop Series.

Project Challenges:

Some participants had to travel out of state to support adult children with life-threatening illnesses and two struggled with potentially life-threatening diagnoses themselves.

There was a lot of uncertainty revolving around the COVID-19 pandemic. Many participants had difficulties connecting with others due to the technological gap. The Workshop Series facilitator also had to learn systems that had not been used before.

In FY2023, a total of 73 individuals participated in the Living Well Workshop Series program. Demographics of Workshop participants are outlined below:

DEMOGRAPHICS N = 73
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
26-59 (Adult) – *
Ages 60+ (Older Adult) – 88%
Declined to Answer (or Unknown) – *
● Race
Asian – 23%
Black or African American – 22%
White – 34%
Other – *
More than one Race – *
Declined to Answer (or Unknown) – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American Chicano – *
Other – *
Declined to Answer, or Unknown – *
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Asian Indian/South Asian – 12%
Chinese – *
European – 19%
Middle Eastern – *
More than one Ethnicity – *
Other – 25%

Declined to Answer, or Unknown – 32%
● Primary Language
English – 79%
Other – *
Declined to Answer, or Unknown – 20%
● Sexual Orientation
Heterosexual or Straight – *
Declined to Answer, or Unknown – 99%
● Disability
Difficulty Seeing – 12%
Difficulty Hearing or Having Speech Understood – 22%
Mental (not mental health) – 14%
Physical/mobility domain – 15%
Chronic health condition – 22%
Other Disability – *
No Disability – *
Declined to Answer, or Unknown – 14%
● Veteran Status
Yes – *
No – 71%
Declined to Answer, or Unknown – 21%
● Gender: Assigned Sex at Birth
Male – 15%
Female – 69%
Declined to Answer, or Unknown – 16%
● Current Gender Identity
Male – 14%
Female – 71%
Other – *
Declined to Answer, or Unknown – 14%
During the reporting timeframe 4 outreach and informational events were conducted reaching 51 individuals. A total of 99 individuals participated in the Living Well Workshop series and 72 received engagement services. There were 149 referrals for additional services and supports. The number and type of referrals were as follows: 46 Mental Health; 27 Physical Health; 38 Social Services; 26 Housing; 12 other unspecified services. Project participants completed a Living Well Workshop Series. Feedback per participant self-report was as follows:
• 93% reported they felt satisfied with the workshops;
• 93% indicated an improvement in feeling satisfied in general;

• 93% had increased feelings of social supports;
• 93% felt prepared to make positive changes; and
• 93% reported they felt less overwhelmed and helpless.

Project Successes:
• The Living Well with a Disability programming continued to be well attended, especially the PEERS group, which is a peer-based support and discussion group focused on mental and emotional health for seniors. • New seniors attended every quarter, and participant survey’s demonstrated positive outcomes.
• Due to the success of the program, the Senior and Aging Engagement Specialist received numerous requests to host Living Well workshops at additional locations.

Project Challenges:
• The Living Well program continued to experience the impacts of the ongoing pandemic; older adults are still at higher risk for complications from Covid-19.

Some staff also got COVID/experienced long COVID, which impacted the program.
• A majority of participants expressed that they did not feel comfortable answering all of the demographic and life situation questions required by the MHSA reporting. The Management Team is continuing to work with the Senior and Aging Engagement Specialist to devise strategies to support getting the required information, and also to ensure that trust, confidentiality, and person-centered services remain at the core of the work.
• The Center for Independent Living transferred to a new customer relationship management (CRM) software called MiCil, and the shift between the two CRMs, as well as the on-ramp period to get Living Well staff familiar with the new system and ensure it was accessible to them, created challenges in getting numbers and reports in in a timely manner.
• There was also some transition in Senior Management staff, which led to a delay in invoicing and financial reports on a couple of occasions. • The agency had an Interim Executive Director during the reporting timeframe and has continued search for a new Executive Director.
• The program structure shifted to include more managers, which will hopefully alleviate some of the challenges, particularly around data management. • A Data and Reporting Specialist was hired, who works closely with the Senior and Aging Engagement Specialist to ensure Living Well data is tracked in an accurate and comprehensive manner.

It is anticipated that these issues will be ameliorated within the current fiscal year, as the Living Well program systems, policies, and procedures are being revised and revitalized.

A majority of participants expressed that they did not feel comfortable answering all of the demographic and life situation questions required by the MHSA reporting. The Management Team is continuing to work with the Senior and Aging Engagement Specialist to devise strategies to support getting the required information, and also to ensure that trust, confidentiality, and person-centered services remain at the core of the work.

In FY2024, a total of 38 individuals participated in the Living Well Workshop Series program. Demographics of Workshop participants are outlined below:

DEMOGRAPHICS N = 38
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Ages 60+ (Older Adult) – 17
Declined to Answer (or Unknown) – 21
● Race
Asian – <11
Black or African American – <11
Native Hawaiian or Other Pacific Islander – <11
White – <11
Other – <11
Declined to Answer (or Unknown) – 18
● Ethnicity: Hispanic or Latino/Latina/Latinx
Declined to Answer, or Unknown – 38
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 38
● Primary Language
English – <11
Declined to Answer, or Unknown – 33
● Sexual Orientation
Declined to Answer, or Unknown – 38
● Disability
Difficulty Seeing – <11
Difficulty Hearing or Having Speech Understood – <11
Mental (not mental health) – <11
Physical/mobility disability – <11

Other Disability – <11
Declined to Answer, or Unknown – 26
● Veteran Status
Declined to Answer, or Unknown – 38
● Gender: Assigned Sex at Birth
Declined to Answer, or Unknown – 38
● Current Gender Identity
Male – <11
Female – 14
Declined to Answer, or Unknown – 14
RBA Outcomes during the reporting timeframe were as follows: 4 outreach and informational events were conducted reaching 111 individuals. A total of 78 individuals participated in the Living Well Workshop series and 99 received engagement services.

There were 11 referrals for additional services and supports. The number and type of referrals included: 1 Mental Health; 2 Physical Health; 1 Social Services; 2 Housing; 5 other unspecified services.

Project Successes:

The Center for Independent Living’s “Living Well with a Disability” workshop series and the PEERS support group were both well-attended and impactful, reaching 78 older adults in Berkeley during the reporting timeframe. Outside of the workshops, 99 older adults in Berkeley received 1-on-1 supports, services, and referrals with a total of 612 hours spent providing these individual services and referrals in the reporting period.

The Senior and Aging Engagement Coordinator witnessed increased mental, physical, and
emotional health issues with attendees of the group, and worked to adapt programming to meet the needs and concerns of attendees. The Coordinator also increased the 1-on-1 s
ervices and referrals in order to provide additional support to individuals in need, especially in the realm of mental health, legal advocacy, referrals for assistive technology and residential access supports, general technology assistance, and more.

Other highlights from the reporting period included diverse outreach in the community by the Senior and Aging Engagement Coordinator, including attending a day-long conference on Elder Abuse held by Legal Assistance for Seniors, where the Coordinator was able to meet other service providers and legal advocates that work with older adults, and collaborate on challenges, resources, and referrals. The Coordinator also tabled at the annual Berkeley Juneteenth Festival, at the GoldenReady Emergency Preparedness event, and more.

Project Challenges:

The greatest challenge related to comprehensive data tracking and gathering demographic and survey information from Living Well and PEERS attendees. For a time, the Senior and Aging Engagement Coordinator was not comprehensively tracking

the referrals made as part of the 1-on-1 services, and then departed the organization before the Program Director could work closely with her to try to trace back some of those supports and services offered; thus, the referral numbers looked artificially low, even though the Coordinator was visiting multiple seniors at their homes or at the senior centers to work with them 1-on-1, several times per week. The Senior and Aging Coordinator shared that workshop attendees were often reticent to provide the in-depth demographic information requests. Once hired, the new Senior and Aging Engagement Coordinator will be supported in developing strategies to confidentially and comprehensively gather required data and demographics.
 SoulSpace Project

The SoulSpace Project for African Americans is implemented through ONTRACK Program Resources. This project assists African Americans in Berkeley to access culturally, ethnically, and linguistically responsive and trauma-informed prevention and early intervention services. Project services include: community education; outreach and engagement; individual quality of life assessments; coaching; empowerment planning; referrals; navigation supports; support groups; and life skills training.

PEI Goals: T
he goal of this project is to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the prevention of suicide.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Youth Engagement and Outreach Strategies that target secondary school and transition age, with a priority on partnership with college mental health programs, and transition age youth not in college.
• Strategies targeting the mental health needs of older adults.

Program results during the reporting timeframe are outlined below.

This project began operating in the last month of the 2nd Quarter of FY2022. During that timeframe ONTRACK served 16 individuals in intensive case management, including a

total of 45 empowerment activities, and support groups. Demographics on individuals served through this project were as follows:

DEMOGRAPHICS N = 38
● Age Groups
Transition Age Youth (16-25) – 19%
Adults (26-59) – 62%
Ages 60+ (Older Adult) – 19%
● Race
Black or African American – 100%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 100%
● Primary Language
English – 100%
● Sexual Orientation
Heterosexual or Straight – 94%
Another sexual orientation – 6%
● Disability
Mental (not mental health) – 6%
Physical/mobility disability – 6%
Physical/mobility disability – 88%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 56%
Female – 44%
● Current Gender Identity
Male – 56%
Female – 44%
Project Successes:

Despite a program starting date of December, 1, 2021, ONTRACK launched the SoulSpace project and accomplished the following during the reporting timeframe:
• Hired two staff who have deep familiarity with Berkeley. • Secured a work space.
• Built out the case management platform, Apricot by Social Solutions, to match the system used by Berkeley—City Data Services.

• Conducted outreach and began implementing services.
• In order to quickly gain a foot in Berkeley’s mental health provider network, the contractor established several partnerships with longstanding organizations in the City of Berkeley including:
o A partnership with Options for Recovery which included their co-hosting an in- person public education event with Roland Williams, an expert in co-existing substance use and mental health concerns among African Americans. The contractor also provided one-to-one empowerment services for some of their dually-diagnosed clients as well as members of their staff working through the compassion fatigue that often accompanies work with this population. o Through a partnership with Building Opportunities for Self-Sufficiency (BOSS), the contractor conducted onsite—and off -site-one-to-one and group empowerment services to their otherwise unsheltered population of African Americans.
• Conducted two well-reviewed community education events. Dr. La Tanya Takla conducted a 2-part series on trauma informed care to African Americans, and Roland Williams conducted an in-person workshop at the Veterans Memorial Building.

Project Challenges:
• The contractor experienced a number of challenges during the program period, several of which have been rectified since the ending of the June 30, 2022 MHSA reporting period.

The truncated MHSA 2021-2022 service period was short due to a contract execution date of December 1, 2021, and a delay in final contracting processes. • Outreach efforts to community members was restricted due to the COVID-19 pandemic, which meant greater reliance on social media and outreach to other community organizations who were seeking to adapt to their own challenges. • The initial location of the Soul Space office in West Berkeley was less accessible to community members than the current location in North Berkeley on Adeline Street.

In FY2023, 35 individuals were served. Demographics on individuals served are as follows:

DEMOGRAPHICS N = 35
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
Transition Age Youth (16-25) – 14%
Adults (26-59) – 69%
Ages 60+ (Older Adult) – 17%

● Race
Black or African American – 86%
Declined to Answer (or Unknown) – 11%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Declined to Answer (or Unknown) - *
● Primary Language
English – 100%
● Sexual Orientation
Heterosexual or Straight – 89%
Bisexual - *
Another sexual orientation - *
Declined to Answer (or Unknown) – *
● Disability
Mental (not mental health) – *
Physical/mobility disability – 14%
No Disability – 77%
Declined to Answer (or Unknown) – *
● Veteran Status
Declined to Answer (or Unknown) – 100%
● Gender: Assigned Sex at Birth
Male – 37%
Female – 63%
● Current Gender Identity
Male – 37%
Female – 63%
During the reporting timeframe 20 Community Education Trainings were conducted and 417 individuals were reached through outreach and engagement services. A total of 19 individuals received case management and 20 participated in Support Groups. There were 4 referrals for additional services and supports.

Project Successes:
• Community Engagement: Soul Space Berkeley successfully integrated itself into the Berkeley community and has become a recognized and trusted resource for individuals seeking wellness and support services. Partnerships with community agencies, Building Opportunities for Self Sufficiency (BOSS) and Options for Recovery, yielded a reciprocal referral stream that has been beneficial. • Expanded Services: One of the major accomplishments was the ability to serve individuals in the community effectively. The case management services proved

to be highly beneficial assisting individuals in finding mental health resources; adjusting to life after the pandemic; offering financial education; and offering a safe place where individuals could openly express their needs and employment assistance.
• Family Support: Entire families the Soul Space services, reflecting the broad impact of the programs on the community. This demonstrates programs ability to address holistic well-being at both the individual and family levels. Soul Space will continue to offer family services given the need.
• Successful Women's Group: The establishment and success of the women's group “Crown Never Off” was a testament to the value of the services provided.

This group provided a supportive and empowering space for women within the community.
• Community Recognition: Soul Space established meaningful connections with community organizations, enhancing the presence and reputation within the Berkeley community. The commitment to building community relationships yielded positive results.

Project Challenges:
• Staffing: Soul Space experienced staff turnover amid growth and an increased demand for services. Recruitment for new staff to ensure the right team is in place to meet the needs of the expanding program is an ongoing challenge given the program budget. In FY2024, two new staff were hired. Soul Space is seeking additional funding to support the current staffing arrangement. • Location Accessibility: In FY2023, OnTrack, the provider of the SoulSpace project, was relocated to a space within Inter-City Services. However, due to various building issues, this space was temporary and OnTrack had to relocate again to its current space in South Berkeley.

In FY2024, 7 individuals were served. Demographics on individuals served are as follows:

DEMOGRAPHICS N = 7
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Adults (26-59) – <11
Ages 60+ (Older Adult) – <11
● Race
Black or African American – <11
Declined to Answer (or Unknown) – <11
● Ethnicity: Hispanic or Latino/Latina/Latinx

Declined to Answer (or Unknown) - 7
● Primary Language
English – 7
● Sexual Orientation
Heterosexual or Straight – 7
● Disability
Mental (not mental health) – <11
Chronic Health Condition – <11
No Disability – <11
● Veteran Status
Declined to Answer (or Unknown) – 7
● Gender: Assigned Sex at Birth
Male – <11
Female – <11
● Current Gender Identity
Male – <11
Female – <11
RBA Outcomes during the reporting timeframe were as follows: 2 Community Education Trainings were conducted to 43 attendees, and 229 individuals were reached through outreach and engagement services. A total of 7 individuals received case management and/or participated in Support Groups. There were 7 referrals for additional services and supports.

Project Successes:
• A support group for Black men, “Black Men Alive and Well,” aimed at building participants’ resilience and well-being was conducted.
• Two community education workshops with Deanna Robinson were held:
“Creating a Culture of Healing: Black Mental Health Wellness Strategies” and “Processing Pain While Building a Healing Culture: Black Mental Health Wellness Strategies”.
• A two-part provider education training with Roland Williams was held, “Medication-Assisted Treatment for Black Populations” in June. • After exhaustive searches, ONTRACK hired 2 case managers for Soul Space and placed a project manager onsite in Berkeley.
• Soul Space leased office and program space in South Berkeley, in the historical heart of Berkeley’s African America/Black community and hired two well-qualified empowerment advocates. The increased capacity enabled the program to ramp up the outreach and direct service activities.

Project Challenges:
• Early in the fiscal year, the case manager resigned. The program support team worked diligently to move clients through their empowerment plans and transition them to other community resources or close out their cases. Recruitment began immediately for the vacant position but there was difficulty finding applicants who brought the required combination of skillsets: case management expertise, deep understanding of African American/Black communities particular needs for mental health support, and experience working with African American/Black communities. The search process involved reviewing 40 resumes submitted in response to initial posts, numerous hours revising the recruitment strategy and outreach, and interviewing more than 28 candidates before finding qualified individuals aligned with Soul Space’s values and approach to case management. • The original North Berkeley office space was unsuitable to the program needs, so the program moved to a new space in South Berkeley that was closer to public transportation and more accessible to African American communities.

Unforeseen flooding and mildew rendered the office space permanently unusable, necessitating a time-consuming search for another space. Finding an affordable and culturally appropriate space proved more difficult than anticipated, but the program was able to acquire access, and relocate to another space in South Berkeley that proved to be appropriate for the program needs.

 Latinx Trauma Support Project
Implemented through East Bay Sanctuary Covenant began the Latinx Trauma Support Project assists low-income, Latinx families in Berkeley to access culturally, ethnically, and linguistically responsive and trauma-informed prevention and intervention services.

Project services are in direct response to, and in collaboration with, Latinx community members, and are largely facilitated by individuals from within the targeted community and are conducted in Spanish or an indigenous language. Services include: One-on- one outreach and support; support groups; staff and partner training and warm referrals.

PEI Goals: T
he goal of this project is to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the prevention of suicide.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Youth Engagement and Outreach Strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.

• Strategies targeting the mental health needs of older adults.

Program results during the reporting timeframe were as follows:

In FY2022, this project began implementing services. Over the course of the year a total of 224 individuals were served. Demographics on individuals served through this project were as follows:

DEMOGRAPHICS N = 224
● Age Groups
Children and Youth (0-15)- 2%
Transition Age Youth (16-25) – 13%
Adults (26-59) – 82%
Ages 60+ (Older Adult) – 1%
Declined to Answer (or Unknown) – 2%
● Race
American Indian or Alaska Native – 10%
Asian – 1%
Black or African American – <1%
White – 2%
Other – 85%
Declined to Answer, or Unknown – 2%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Central American – 45%
Mexican/Mexican-American/Chicano – 29%
South American – 8%
Other – 8%
Declined to Answer, or Unknown – 7%

● Ethnicity: Non-Hispanic or Latino/Latina/Latinx
African - <1%
Asian Indian/South Asian – 1%
Chinese - <1%
Eastern European - <1%
Middle Eastern - <1%
Other - <1%
● Primary Language
English – 3%
Spanish – 83%
Declined to Answer, or Unknown – 14%
● Sexual Orientation
Heterosexual or Straight – 43%
Gay or Lesbian - 28%
Questioning or unsure of sexual orientation – 1%
Queer – 1%
Another sexual orientation – 2%
Decline to Answer or Unknown – 25%
● Disability
Difficulty seeing – <1%
Other – <1%
No Disability - 95%
Decline to Answer or Unknown – 4%
● Veteran Status
No – 91%
Decline to Answer or Unknown – 9%
● Gender: Assigned Sex at Birth
Male – 49%
Female – 50%
Decline to Answer or Unknown – 2%
● Current Gender Identity
Male – 46%
Female – 50%
Transgender – 1%
Genderqueer – 1%
Declined to answer or Unknown – 2%
During the reporting timeframe 41 Support Group sessions were conducted reaching 26 individuals, and 76 individuals received One-on-One Supports. A total of 49 Trainings were conducted, reaching 78 individuals. There were 110 warm referrals for additional

services and supports. The number and type of referrals were as follows: 31 Mental Health; 10 Physical Health; 33 Social Services; 36 other unspecified services.

Support Group feedback per participant self-report was as follows:
• 100% reported they liked participating in the Support Group; • 100% indicated they would recommend the organization to a friend or family member;
• 100% indicated they felt safe, included and respected; • 100% reported that they were able to deal more effectively with daily problems; • 100% reported increased feelings of supports after participating in the support group.

Training feedback per participant self-report was as follows:
• 98% pf participants indicated that they were satisfied with the training; • 100% of participants indicated that the information in the training was informative; • 100% of participants indicated that the training would help them in their work.

Project Successes:
• In the first fiscal year of this contract, an effective and efficient support services project was built to better serve members of the Latinx community through a holistic trauma-informed approach.
• Having a dedicated staff allowed the project to connect more deeply with Latinx community members, offering early intervention and prevention education, one- on-one supports, warm referrals to a wide range of social and mental health services, and two support groups (one for LGBTQ Latinx asylum seekers and one for Indigenous Maya Mam women).
• The project trained a total of seventy-eight staff and employees of partner agencies in the trauma-informed approach. These trainings were designed after the Program Manager interviewed key stakeholders within the organization about their understanding of trauma and what training needs they saw for improving our services. Externally, customized trainings for partners working in healthcare, education, and social services were also provided.
• The Support Services Manager strengthened partnerships with community agencies around a range of services that clients desperately needed, including health care, public benefits, services for survivors of domestic violence, housing, and many other needs.
• A sophisticated comprehensive system for identifying the resources available to community members and tracking referrals after initial contact using the Airtable platform, was created and utilized.

Project Challenges:

An early challenge was that the project was not able to hire a Support Services Program Manager until two months after the grant began, however despite this delay, project goals were still met.

In FY2023, this project served 339 individuals. Demographics on individuals served were as follows:

DEMOGRAPHICS N = 339
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
Children and Youth (0-15) - *
Transition Age Youth (16-25) – *
Adults (26-59) – 84%
Ages 60+ (Older Adult) – *
Declined to Answer (or Unknown) – *
● Race
American Indian or Alaska Native – *
Asian – *
Black or African American – *
White – *
Other – 85%
Declined to Answer, or Unknown – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Central American – 47%
Mexican/Mexican-American/Chicano – 35%
South American – *
Other – *
Declined to Answer, or Unknown – *
● Ethnicity: Non-Hispanic or Latino/Latina/Latinx
African - *
Asian Indian/South Asian – *
Cambodian - *
Eastern European - *
European - *
Japanese - *
Korean - *
Other - *
● Primary Language
English – *
Spanish – 87%
Declined to Answer, or Unknown – *

● Sexual Orientation
Heterosexual or Straight – 43%
Gay or Lesbian - 36%
Bisexual - *
Queer – *
Another sexual orientation – *
Decline to Answer or Unknown – 18%
● Disability
Other – *
No Disability - 93%
Decline to Answer or Unknown – *
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 44%
Female – 55%
Decline to Answer or Unknown – *
● Current Gender Identity
Male – 41%
Female – 55%
Transgender – *
Genderqueer – *
Another Gender Identity – *
During the reporting timeframe 7 Support Group sessions were conducted reaching 132 individuals, and 94 individuals received One-on-One Supports. A total of 8 Trainings were conducted, reaching 30 individuals. There were 152 warm referrals for additional services and supports. The number and type of referrals were as follows: 32 Mental Health; 8 Physical Health; 44 Social Services; 68 other unspecified services.

Support Group feedback per participant self-report was as follows:
• 100% reported they liked participating in the Support Group; • 98% indicated they would recommend the organization to a friend or family member;
• 100% indicated they felt safe, included and respected; • 95% reported that they were able to deal more effectively with daily problems; • 98% reported increased feelings of supports after participating in the support group.

Training feedback per participant self-report was as follows:
• 100% of participants indicated that they were satisfied with the training; • 100% of participants indicated that the information in the training was informative; • 100% of participants indicated that the training would help them in their work.

Project Successes:
• Continued to provide integrated support to low-income Latinx immigrants through case management, warm referrals, trilingual hotline, support groups, mental health support, and trainings, as well as quarterly retreats for LGBTQ asylum seekers and Mam women.
• Due to growth in the Support Services program an additional caseworker was hired, which helped clients connect to more public benefits, including Medi-Cal and CalFresh.
• In addition to 1x1 support, a support group was offered reaching 24 LGBTQ asylum seekers and a storytelling workshop reaching 17 people. • Utilized undergraduate interns for 16-24 hours a week to provide direct service to individuals, and to assist with administrative tasks.
• Hosted four Trauma-Informed trainings for staff and partner organizations providing legal and mental health services to asylum seekers. Staff trainings on Wellness and Domestic Violence Prevention were also conducted. The Support Services team attended a training on Motivational Interviewing and participated in a convening of Bay Area nonprofits serving unaccompanied immigrant youth. • Provided a training on Mental Health First Aid and suicide prevention, one for law student volunteers, and one in Spanish for outreach workers. • Partnered with “No Separate Survival”, a participatory documentary project, to offer asylees a chance to get behind the camera and share their perspectives as storytellers, and hosted a film screening for asylum seekers and their families in a single-day support group event.
• The OLAS LGBT Sanctuary Project held a retreat on the theme, “The Pride of Being,” to empower participants to be proud of their unique identities, and to build community with each other.
• Connected clients to services such as rental assistance, state-funded medical services, mental health services, and more.
• Planned an integrated wellness workshop for clients, which took place in the Fall of 2023. The workshop covered topics such as sleep and stress, and offered a range of culturally appropriate approaches including Talk Therapy and traditional Mayan herbal remedies.
• The Community Education Manager and Amplifying Sanctuary Voices Team led two “Tell Your Story” workshop training sessions to help community members learn how to share their immigration stories with legislators and the public. These

workshops helped community members find power and confidence in sharing their lived experiences to advocate for a greater cause. • The OLAS LGBTQ Asylum Program Coordinator, led a support group retreat for new and returning members focused on the immigrant identity. Activities allowed participants to safely share their migration stories and discuss the dynamics of acculturation and chosen family.

Project Challenges:

It continued to be a challenge to connect clients with mental health services in a timely fashion, as the shortage of mental health workers seemingly only deepened. We stayed in close touch with groups like “Partnerships for Trauma Recovery” to make sure we had up-to-date information on which providers are accepting new patients and what wait times our clients could expect. A Team Member who specializes in working with teenagers and transition-aged youth, offered a support group for her clients, however it proved to be difficult to recruit for the group, as the need to earn money often overwhelmed all other needs of the potential participants.

In FY2024, this project served 653 individuals. Demographics on individuals served were as follows:

DEMOGRAPHICS N = 653
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Children and Youth (0-15) - 28
Transition Age Youth (16-25) – 148
Adults (26-59) – 442
Ages 60+ (Older Adult) – 35
● Race
Asian – <11
Black or African American – 17
White – <11
Other – 601
More than one Race – <11
Declined to Answer, or Unknown – 11
● Ethnicity: Hispanic or Latino/Latina/Latinx
Central American – 345
Mexican/Mexican-American/Chicano – 127
South American – 43
Other – 29
Declined to Answer, or Unknown – 49

● Ethnicity: Non-Hispanic or Latino/Latina/Latinx
African - 12
Asian Indian/South Asian – <11
European - <11
Filipino - <11
Middle Eastern - <11
Vietnamese - <11
Other - <11
Declined to Answer, or Unknown – 12
● Primary Language
English – 56
Spanish – 533
● Sexual Orientation
Heterosexual or Straight – 308
Gay or Lesbian - 86
Bisexual - <11
Queer – <11
Another sexual orientation – <11
Decline to Answer or Unknown – 243
● Disability
Difficulty Seeing - <11
Other – <11
No Disability - 614
Decline to Answer or Unknown – 26
● Veteran Status
No – 630
Decline to Answer or Unknown – 23
● Gender: Assigned Sex at Birth
Male – 327
Female – 326
● Current Gender Identity
Male – 321
Female – 318
Transgender/Genderqueer/Another Gender Identity – 14
RBA Outcomes during the reporting timeframe were as follows: 9 Support Group sessions were conducted reaching 75 individuals, and 247 individuals received One-on- One Supports. A total of 7 Trainings were conducted, reaching 91 individuals. There were 207 warm referrals for additional services and supports. The number and type of referrals included: 29 Mental Health; 12 Physical Health; 75 Social Services; 91 other unspecified services.

Support Group feedback per participant self-report was as follows:
• 100% reported they liked participating in the Support Group; • 100% indicated they would recommend the organization to a friend or family member;
• 100% indicated they felt safe, included and respected; • 100% reported that they were able to deal more effectively with daily problems; • 100% reported increased feelings of supports after participating in the support group.

Training feedback per participant self-report was as follows:
• 100% of participants indicated that they were satisfied with the training; • 100% of participants indicated that the information in the training was informative; • 100% of participants indicated that the training would help them in their work.

Project Successes:
• Continued to provide integrated support to low-income Latinx immigrants through case management, warm referrals, trilingual hotline, support groups, mental health support, and trainings, as well as quarterly retreats for LGBTQ asylum seekers and Mam women.
• Successfully initiated contact with Berkeley High School newcomer program to share resources with families, and continued to provide one-on-one support for Latinx and Mam asylum seekers, including wraparound services for unaccompanied minors and warm referrals to mental health and other services. • Provided 6 trauma-informed trainings for 66 unique participants. These included an annual training for the incoming cohort of law students interns who directly assisted with the clients’ asylum cases during the school year. These trainings made it much more likely for the law students to identify their clients’ need for mental health services and reach out to the Support Services team to make these connections.
• Expanded one-on-one services to include assistance with obtaining public benefits. Program staff developed sufficient expertise on this topic to train student interns to screen clients for eligibility for benefits such as Medi-Cal and CalFresh, help them apply, and, crucially, help them overcome barriers like inadequate documentation if their applications were rejected. • The OLAS LGBTQ Sanctuary Project held a support group weekend retreat with 16 LGBTQ participants. Participants felt empowered to share their accomplishments as immigrants in the U.S., including learning English, opening their own businesses, pursuing higher education, and obtaining asylum or residency status. Additionally, the OLAS Sanctuary Project held a one-day retreat in Berkeley for 24 participants, 6 of whom were new to the program. Many participants expressed feelings of trust, safety, and comfort with expressing

themselves through the group activities. This provided safe spaces for participants to rest, share their experiences as LGBTQ immigrants, and practice different forms of art expression. Activities were led by trained facilitators, including licensed therapists. Participants walked away from these experiences having felt seen and heard and part of a community. As LGBTQ immigrants, many of the participants have experienced hate incidents in both their home countries and the U.S. They unanimously feel that OLAS provides a safe space for healing and processing these experiences among their peers, and shared that each retreat built their self-confidence and their connections with other participants.
• Two storytelling workshops were held for Indigenous Mam, Latinx, and LGBTQ asylum seekers that focused on finding and expressing their voice. One workshop was in collaboration with teaching artists at Berkeley Repertory Theatre (BRT). Participants were guided to create poetry and performances based on their stories and share them in classrooms and at community events, which helped to build empathy in the broader community. The experience was cathartic, with strengthened connections, community, and confidence, along with opportunities to share one’s journey and give/receive support. • The Amplifying Sanctuary Voices (ASV) team held a storytelling performance event in partnership with Berkeley Repertory Theater - In Dialogue. The performance featured four Latinx and immigrant community members who shared their stories with over 50 attendees. The event was incredibly moving and a great success; the performers shared that they felt proud of their bravery to stand up and share their story and audience members reflected on the power of hearing personal narratives in a performance setting. ASV is excited to continue supporting community storytelling in a setting that promotes participants’ healing and empowerment.

Project Challenges:

While there were no significant program challenges in FY2024, the Support Services team was hoping to host three student interns over the summer, however two withdrew for personal reasons at the last minute. Staff was able to cover, but this was still a disappointment and prompted thinking and planning on how to get firmer intern commitments going forward.

PREVENTION & EARLY INTERVENTION COMBINED PROGRAMS
Prevention Program – Includes a set of related activities to reduce risk factors for developing a potentially serious mental illness and to build protective factors.

Early Intervention Program – Provides treatment and other services and interventions, including relapse prevention, to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the applicable negative outcomes that may result from untreated mental illness.

The City of Berkeley Prevention & Early Intervention combined programs are as follows:

Mental Health Peer Education Program
The Mental and Emotional Education Team (MEET) program implements a peer-to-peer mental health education curriculum to 9th graders and an internship program for a cohort of high school students to serve as peers to their fellow students. The goals of the program are to increase student awareness of common mental health difficulties, resources, and healthy coping and intervention skills. Through this program, students are trained by a licensed BUSD clinician to conduct class presentations covering common mental health disorders, on and off campus resources, and basic coping and intervention skills.

PEI Goals: The goal of this program is to bring about mental health, including the reduction of school failure and the removal of children from their homes.

PEI Priorities:
• Youth Engagement and Outreach Strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.
• Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

In FY2022, although the funding was allocated for this program, it was not implemented by BUSD.

In FY2023, the MEET program was relaunched after having been discontinued for a couple of years. During this reporting timeframe,15 MEET Peer Educators participated in weekly trainings and in a 1 full day training for the purposes of developing leadership skills, learning about mental health needs and resources, and providing mental health education for their peers. The trained Peer Educators then presented in eight U-9 Freshman Seminar Classes.

Five of the MEET students participated in the City of Berkeley Health Justice (HJI) Internships with MEET as their internship site. The HJI interns participated in an additional weekly meeting and acted as leaders within MEET by developing the PowerPoint presentation and leading practice sessions with other MEET peer educators to prepare for their classroom presentations.

In FY2023, 15 individuals were served through this program. Demographics on individuals served were as follows:

DEMOGRAPHICS N = 15
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
Children and Youth (0-15) – 100%
● Race
Asian – *
Black or African American – 33%
White – 33%
More than one Race – 27%
Declined to Answer, or Unknown – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 3%
Declined to Answer, or Unknown – 12%
● Ethnicity: Non-Hispanic or Latino/Latina/Latinx
African - *
Asian Indian/South Asian – *
Other – 13%
Declined to Answer, or Unknown – 46%
● Primary Language
Declined to Answer, or Unknown – 100%
● Sexual Orientation
Heterosexual or Straight – 20%
Gay or Lesbian - *
Bisexual – 27%
Questioning or unsure of sexual orientation – 20%
Queer – 13%

Other - *
Decline to Answer or Unknown – 13%
● Disability
Difficulty Seeing – 13%
Mental domain not including a mental illness (ncluding but not limited to a learning disability, developmental disability or dementia) - * Other – *
No Disability – 60%
Decline to Answer or Unknown – 13%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Decline to Answer or Unknown – 100%
● Current Gender Identity
Male – 13%
Female – 67%
Genderqueer - *
Questioning or unsure of gender identity – 13%
Decline to Answer or Unknown – *
Program Successes:
• Developed informational PowerPoint and presentation for U-9 Freshman Seminar classes.
• Completed 8 educational presentations to U-9 Freshman Seminar classes. • Presentations reached over 200 students and aimed to foster greater comfort in discussing mental health, provide information about common mental health issues, reduce mental health stigma, teach coping skills, and show students how to access mental health resources in and outside of Berkeley High School. • Five MEET students participated in the City of Berkeley Health Justice (HJI) Internships with MEET as their internship site. The HJI interns acted as leaders within MEET by developing the PowerPoint presentation and leading practice sessions to prepare for their classroom presentations.
• Created informational posters about depression, anxiety, coping skills, and selfcare to be posted across campus.
• Helped design mental health survey questions that were used in the district-wide Mental Health Needs Assessment.
• Conducted over 40 interviews of Berkeley High Students for the district-wide Mental Health Needs Assessment.
• Assisted in designing a BHS Wellness Website.

• Nine weekly trainings and one full day training was facilitated for MEET students to foster community, learn about common mental health concerns and prepare to facilitate presentations to U-9 freshmen.
• HJI MEET interns met with the training facilitator an additional 5 times to support their development of the PowerPoint presentation, foster their leadership within MEET, and provide feedback and assistance in creating mental health informational posters.
• Each MEET participant co-facilitated at least 2 classroom presentations. • MEET students taught over 200 students (all U-9 freshmen) in their classrooms by facilitating the PowerPoint presentation and interactive activities focusing on mental health and coping skills.
• Feedback from MEET peer educators, U-9 students, and teachers was overall positive. 93% of MEET Peer Educators reported that they learned more about mental health and 100% reported that they felt comfortable or very comfortable expressing themselves within the group.

Program Challenges:

A significant challenge was the increase in costs to fund the program. These increases required the school district to make cuts in other programming areas, as well as move resources around to be able to continue providing ongoing services.

During the fall of FY2024, the MEET program supervisor led 20 mental health peer educators in 28 weekly trainings and one full day training for the purpos e of developing
leadership skills, learning and practicing communication skills, learning about mental health needs and resources, and providing mental health education and support for their peers. Many of the peer educators also participated in the City of Berkeley Youthworks program, where they participated in weekly meetings to learn and develop job readiness skills. In addition to the weekly training sessions, the peer educators also participated in one or more internship projects, including creating mental health presentations for Freshman classes, developing multilingual presentations for ELL English classes, creating videos and posters to spread information about mental health, creating and disseminating information about tobacco and marijuana prevention, and hosting or participating in events to spread awareness about mental health and the BHS Wellness Center. All peer educators had the opportunity to provide one-on-one mentorship to other students, either on a one-time basis or through weekly or biweekly meetings.

In the Spring of FY2024 a second cohort of 12 mental health peer educators participated in 8 weekly trainings and one full day training for the purpose of building community, exploring their own values and biases, learning and practicing communication skills, and learning about mental health needs and resources. After completing their training, this cohort of peer educators were prepared to begin in FY2025, with mentoring and engaging in internship projects.

In FY2024, 32 individuals were served through this program. Demographics on individuals served were as follows:

DEMOGRAPHICS N = 32
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Children and Youth (0-15) – 32
● Race
Asian – <11
Black or African American – 14
White – <11
Other - <11
More than one Race – <11
Declined to Answer, or Unknown – <11
● Ethnicity: Hispanic or Latino/Latina/Latinx
Central American – <11
Mexican/Mexican American Chicano – <11
South American – <11
Other – <11
Declined to Answer, or Unknown – <11
● Ethnicity: Non-Hispanic or Latino/Latina/Latinx
African – <11
Asian Indian/South Asian – <11
Ester European – <11
Middle Eastern – <11
Vietnamese – <11
Other – <11
Declined to Answer, or Unknown – <11
● Primary Language
English – 19
Spanish – <11
Declined to Answer, or Unknown – <11
● Sexual Orientation
Heterosexual or Straight – 17
Gay or Lesbian - – <11
Bisexual – <11
Questioning or unsure of sexual orientation – <11
Queer – <11
Another Sexual orientation – <11
Decline to Answer or Unknown – <11

● Disability
Difficulty Seeing – <11
Difficulty Hearing or having speech understood – <11
Mental domain not including a mental illness (ncluding but not limited to a learning disability, developmental disability or dementia) - <11 Other – *
No Disability – 22
● Veteran Status
No – 32
● Gender: Assigned Sex at Birth
Decline to Answer or Unknown – 32
● Current Gender Identity
Male – <11
Female – 23
Genderqueer - <11
Questioning or unsure of gender identity – - <11
Another Gender Identity - <11
Decline to Answer or Unknown - <11*
Program Successes:

Accomplishments of MEET Students
• Completed semester long training in order to learn the skills to be peer mentors; • Developed informational and interactive presentation for U-9 Freshman Seminar classes. The students facilitated 28 educational presentations, which reached over 750 students. The presentations aimed to support freshman students to foster greater comfort in discussing mental health, recognize and practice positive coping skills, and learn about how to access mental health resources in and outside of BHS;
• Created and led informational presentations in English and Spanish for all four levels of ELL English, which included information about mental health, addressed the connection between mental health and migration, and shared resources about how to access mental health support at BHS;
• Provided at least 65 one-on-one or small group mentoring sessions to approximately 27 students;
• Served almost 100 shifts in the Wellness Center, during which they were available for drop-in mentorship support, introduced new students to the offerings of the Wellness Center, and helped with the daily maintenance of the Wellness Center;
• Developed, filmed, and edited 9 informational videos about a variety of mental health topics to spread awareness about mental health to other BHS students.

Five films were submitted to the Directing Change film competition, three of

which were formally recognized (2nd place in Suicide Prevention category, Honorable Mention in Suicide prevention category, and Special Recognition in Athletics & Mental Health);
• Planned and hosted three school-wide events to provide information and support for stress reduction and mental health awareness;
• Provided information and tours of the new BHS Wellness Center for the Wellness Center Grand Opening (December 2023) & BHS Open House (March 2024).

Number of BHS students served by MEET students:
• 32 students participated as peer educators in the MEET program; • 750+ Freshman students received classroom presentations; • 50+ students in the Multilingual Program received classroom presentations; • 35+ students received one-on-one mentorship from a mental health peer educator;
• All 3200 BHS students viewed MEET videos through the Student Bulletin.

Program Challenges:

A significant challenge continued to be the increase in costs to fund the program. These increases required the school district to make cuts in other programming areas, as well as move resources around to be able to continue providing ongoing services.

Dynamic Mindfulness Program (DMind)

DMind is an evidence-based trauma-informed program implemented in BUSD middle and high schools. Validated by independent researchers as a transformative program for teaching children and youth skills for optimal stress resilience and healing from trauma, the DMind program integrates mindful action, breathing, and centering into an

intervention that is implemented in the classroom in 5-15 minute sessions, 3 to 5 times a week. This program has proven to be successful with vulnerable students who are exhibiting signs of chronic stress/trauma/PTSD from Adverse Childhood Experiences (ACEs), and/or disengagement from school, chronic absences, and significant behavioral challenges, including emotion regulation, impulse control, anger management, and/or getting frequent referrals/suspensions and at high risk of school failure. DMind also enables teacher and staff well-being, which has been shown to enhance student learning. Program components include in-class and after-school DMind sessions for students, student peer leadership development, and training and coaching of school staff.

PEI Goals: The goal of this program is to bring about mental health, including the reduction of school failure and the removal of children from their homes.

PEI Priorities:
• Youth Engagement and Outreach Strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.
• Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

Program results during the reporting timeframe are outlined below:

In FY2022, DMIND was provided both live on-line, and in-person. Training and coaching services were also provided through this program. The training and coaching services build capacity among teachers and staff, so they have the skills for their own self-care, stress resilience and personal sustainability, and for the professional application with students to teach emotional regulation as well as social-emotional learning. Training and coaching was also used to build capacity among student peer leaders, with structured opportunities for application in conflict resolution, peer mediation, restorative justice circles, and leading DMIND practice in their classrooms.

Additionally, this program provided videos to the schools and Yoga at Independent Study. A total of 1,546 students and 139 teachers/school staff received services through this program during the reporting timeframe as follows:

School Number of Students Served Number of School Staff Served
• Berkeley High School 455 76
• Berkeley Technical
Institute
28 12
• King Middle School 248 15
• Longfellow Middle
School
127 19
• Willard Middle School 688 17

Total 1,546 139
Demographic data on individuals served in FY2022 was not provided by BUSD.

In FY2023, services were directly provided to 550 students and 66 staff. An additional 2,000 unduplicated students were reached through knowledge and skills shared by individuals who received direct services. Additionally, there were many more students who practiced along with the online curricular supports by accessing the DMind video library (containing over 300 brief DMind practices), and the “Mood Shifter” for emotion regulation in the programs InPower Mobile App. The big post-COVID change was going from online to in-person services/programs, including in-class sessions by Niroga instructors, as well as staff (teachers, counselors, administrators) training and coaching sessions.

The only demographic data provided by BUSD on individuals who were served in FY2023, was as follows: 0-15 years = 84%; 16-25 years = 5%; 26-59 years = 11%.

Program Successes:
• Successfully pivoted from online to in-person programming after the COVID lockdown ended.
• Staff (teachers and counselors) reported that there was a substantial increase in student mental health issues, leading to challenging student behaviors, e.g. disruptive, distracted, disengaged (fight/flight/freeze), saying they were seeing a certain ‘feral quality’ to many students (as they re-learned socializing after the long period of social isolation because of COVID), Even so, staff and students responded very positively to the in-person movement-based mindfulness program.

In addition to engaging students, this program also works with school staff to (a) enhance their own personal sustainability (self-care, stress resilience and healing from vicarious trauma) as well as (b) professional application with their students (emotion regulation, de-escalation, focus/attention/engagement). This not only built staff capacity and ensured adequate DMind ‘dosage’ for enabling neuroplasticity and neurogenesis to rewire their brains and change behavior, but also provided a multiplier factor of ~30-40 (typical class size in middle and high schools, and nominal caseload for counselors), significantly increasing the reach and scope of programming, serving a much larger group of unduplicated students than would have been otherwise possible given budgetary limitations.

Program Challenges:

Program staff witnessed significant levels of overwhelmed school staff which limited their ability to participate in the capacity-building training and coaching offerings.

During the FY2024 reporting timeframe, data on numbers served and demographics was not provided.

Program Successes:

In FY2024, DMIND was provided in three middle schools and two high schools within the Berkeley Unified School District. Over 300 students and a dozen staff to submitted their feedback on the program. The results were inspiring with over 90% of students indicating that as a result of participating in the program they were able to consistently and effectively manage their stress, anger, and anxiety; focus and concentrate; be self- aware; make responsible decisions; have healthy relationships with peers and staff; and be ready and motivated to learn. Additionally, 100% of teachers indicated that they were able to consistently and effectively manage their stress, anger, and anxiety; focus and concentrate; be self-aware; make responsible decisions; have healthy relationships with students and colleagues; have a positive classroom climate; and sustain their well-being as educators. Those same teachers also indicated that their students were able to consistently and effectively manage their stress, anger, and anxiety; focus and concentrate; be self-aware; make responsible decisions; have healthy relationships with peers and staff; and be ready and motivated to learn.

Many of the staff and students surveyed also made sure to include some notes of appreciation and gratitude for providing this program to their school communities. A teacher from Martin Luther King Jr. Middle School noted, “my students have really benefited from this practice.” Another teacher at that school echoed these remarks and added, “the kids [were] able to focus a lot better on the day they participated in the program and they were more productive!” A Counselor from Willard Middle School expressed her thanks as well, sharing, “Students have really enjoyed having a space to practice Mindfulness!” The Vice Principal of School Climate & Student Wellness at Berkeley High School made sure to include a note acknowledging the inclusivity of the practice adding, “this program directly impacts Black students who choose to access the services in lieu of other staff or programs.” The Mindful Yoga program at Berkeley Technology Academy and Berkeley Independent Study also received high praise from teachers who shared “students are all reflecting positive things and noticing their growth. All are really appreciative of the space the program holds for them to slow down and get in tune with their bodies.”
Students added their notes of appreciation as well expressing how impactful this program has been for them. A Berkeley Independent Study student shared, “I especially enjoyed yoga class this week. I tried a lot of new poses and I could feel my balance improving throughout the week…I can’t wait for next week’s class!” A 7th grade student at Willard Middle School shared that she “loved Mindfulness Group a lot! I hope the instructor loved teaching us because I loved and was grateful to have her.” Program Challenges:

There were no program challenges submitted during the reporting timeframe.

African American Success Project

The African American Success Project (AASP) implements “Umoja” - a daily elective class offered at Longfellow Middle School. Umoja provides African American students a safe affinity space to explore their cultural heritage and identity, while building positive peer relationships and establishing relational trust with adults. Umoja provides an ongoing focus on social and emotional development, including building skills, habits and mindsets that enable self-regulation, interpersonal skills, perseverance and resilience.

This project aligns with stated needs found in key BUSD initiatives, and strategic actions, including but not limited to the: Black Lives Matter Resolution, Local Control & Accountability Plan (LCAP), the African American Success Framework (AASF), and the Comprehensive Coordinated Early Intervention Services (CCEIS) Plan.

This project provides a unique chance to expose learners to content traditionally overlooked by educational institutions. Umoja course lessons are rooted in African and African American cultural precepts, and are composed to guide African American learners through:
• An exploration of their identities;
• An interrogation (questioning or query) of their ancestral history; • Development of a positive sense of purpose and cultural pride; • Envisioning their futures and outlining a path for fulfillment; • Developing an awareness of their communal role.

Direct services for parents and guardians:

The project seeks to increase entry points for caregivers to be informed and involved in their child’s learning. Highlights in this area include:
• Providing digital newsletters, and updates using email marketing; • Coordinating and hosting parent teacher conferences;
• Individual parent meetings/contacts, including advising, problem-solving, and updates regarding student progress;

• Hosting events including the Annual Kwanzaa celebration, and an end of the year meeting to gather qualitative program feedback.

Direct services for students (academic, social, behavioral):
• School-day cultural enrichment designed to uplift and empower African American learners using African centered pedagogical approaches; • Equity centered support sessions (weekly);
• Structured class check-in sessions.

PEI Goals: The goal of this program is to bring about mental health, including the reduction of school failure and the removal of children from their homes.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Youth engagement and outreach strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.
• Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

Program results during the reporting timeframe were as follows:

In FY2022, 73 students participated in this project. Outlined below are demographics on individuals served through this project:

DEMOGRAPHICS N = 73
● Age Groups
Children and Youth (0-15) – 100%
● Race
Black or African American – 79%
More than one Race – 10%
Declined to Answer, or Unknown – 1%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Hispanic/Latino/Latina/Latinx – 10%
● Primary Language
English – 96%
Other – <11
● Sexual Orientation
Decline to Answer or Unknown – 100%

● Disability
Other – 25%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 53%
Female – 47%
● Current Gender Identity
Male – 53%
Female – 47%
Worth noting is this project’s continued emphasis on school success and reinforcing literary skills. In addition to incorporating literacy structures into the class setting, the project made a strategic investment to establish a classroom library, which affords students access to over 100 unique titles. Efforts were made to select books written by Black/African American authors whose books feature Black/African American history, culture, and stories. Building the library was in direct response to a student survey conducted in a prior school year in which project participants indicated they would read more, if books were available that reflected their lived experience and related to their cultural background.

In FY2023, 53 students participated in this project. Outlined below are demographics on individuals served through this project:

DEMOGRAPHICS N = 53
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
Children and Youth (0-15) – 100%
● Race
Black or African American – 66%
Declined to Answer, or Unknown – 34%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other - *
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Other - *

● Primary Language
English – 100%
● Sexual Orientation
Decline to Answer or Unknown – 100%

● Disability
No – 72%
Decline to Answer or Unknow – 28%
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – 45%
Female – 55%
● Current Gender Identity
Decline to Answer or Unknow – 100%
Program Successes:
• Learning Outcomes: 6th-grade participants demonstrated significant growth in Literacy on the BUSD STAR Assessment.
• Learning Experiences: Participants were exposed to a variety of learning experiences, including field trips, STEM enrichment, and guest speakers • 6th-grade participants visited the Ramses the Great exhibit at the DeYoung Museum.
• School Yard Raps: All participants had the opportunity to attend the Ourstory:

The Black History musical. The musical aligned with the program curriculum, and many students
• reported increased interest and engagement with the performance since they prior knowledge of the content. Additionally, this learning experience uplifted the significance of Black History Month and allowed students to be affirmed. • College Trips: Umoja 7th graders visited Cal Berkeley and California State University, East Bay.
• Berkeley Historical Society: Participants were visited by members of the Berkeley Historical Society, who provided a guest lecture about local Black History that students learned in class.
• STEM Enrichment Club: 6th-grade boys gained access to a STEM Enrichment Club provided by Bay Area Sigmas. Four monthly Saturday sessions were held during the second semester. STEM Enrichment Club participants built STEM competencies using science-related activities.
• BUSD Black History Oratorical Festival: Umoja participants had a strong showing at the 2023 BUSD Black History Oratorical Festival and, for the third year in a row, placed as finalists for the secondary division. The winner of the 2022 and 2023 secondary division was an Umoja participant. An Umoja participant also placed third in the secondary division for 2023.

• Community Engagement: For the fourth consecutive year, Umoja held an annual Kwanzaa recognition. The 2022 Kwanzaa event was a great success and brought together many
• families and staff for an evening of celebration and shared learning. • Professional Development: The Umoja team provided professional learning opportunities for Longfellow staff, including an annual presentation to support them in preparing for Black History Month.
• The Umoja team joined professional learning efforts provided under the BUSD African American Success Framework, which provided a year-long cultural competence training series for Longfellow staff.
• Collaboration: The Umoja instructor actively collaborated with the Longfellow team to create a safe, welcoming, and inclusive school environment by helping to organize and host community engagements like the annual Rites of Passage Ceremony. They also attended Grade Level Team meetings, Content/Department Team meetings, IEP meetings, etc., to support Umoja participants. Their voices and perspectives about best supporting African- American students should be highlighted as a valuable resource to the school community.
• Partnerships: The Umoja team strategically partnered with organizations to meet program
• needs, including The City of Berkeley, The Mind of Milan LLC, AM1 Media, Freedom Soul Media Education Initiatives, Jason Seals and Associates, Bay Area Sigmas, Marcus Books, RT Fisher Educational Enterprises, and the Berkeley Public School Fund. These organizations provided financial support, subject matter expertise, services, and resources to keep the program running.

Program Challenges:

During the fiscal year, the program did not serve 8th-grade students as in past years.

This caused a slight reduction in the number of participants served. Confusion regarding the course selection process and available options likely contributed to this circumstance.

In FY2024 46 students participated in this project. Outlined below are demographics on individuals served through this project:

DEMOGRAPHICS N = 46
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Children and Youth (0-15) – 46

● Race
Asian - <11
Black or African American – 35
More than one race – <11
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other - <11
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Decline to Answer or Unknow - 46
● Primary Language
English – 46
● Sexual Orientation
Decline to Answer or Unknown – 46
● Disability
Other – <11
● Veteran Status
No – 46
● Gender: Assigned Sex at Birth
Male – 28
Female – 18
● Current Gender Identity
Decline to Answer or Unknow – 46
Program Successes:

There were no program successes submitted during the reporting timeframe.

Program Challenges:

During the fiscal year, the program did not serve 8th-grade students as in past years.

This caused a reduction in the number of participants served.

ACCESS AND LINKAGE TO TREATMENT AND PREVENTION & EARLY

INTERVENTION COMBINED PROGRAM

Access and Linkage to Treatment Programs – Connects children who are seriously emotionally disturbed, and adults and seniors with severe mental illness as early in the onset of these conditions as practicable, to medically necessary care and treatment, including but not limited to care provided by county mental health programs.

Prevention Programs – Includes a
set of related activities to reduce risk factors for
developing a potentially serious mental illness and to build protective factors.

Early Intervention Programs – Provides t reatment and other services and interventions, including relapse prevention, to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the applicable negative outcomes that may result from untreated mental illness.

The City of Berkeley has one combined Prevention, Early Intervention p rogram that also
has an Access to Linkage and Treatment program component:

High School Youth Prevention Program
This program operates in conjunction with other health school related services offered at Berkeley High School (BHS) and Berkeley Technology Academy (BTA) and has become a successful partnership between BUSD and the Public Health and Mental Health Divisions of Berkeley’s HHCS Department. The program provides young people with the information and individual support they need to make positive and healthy decisions in their lives. The program includes: outreach activities designed to provide students with basic information around the risks of certain behaviors, and ways to protect themselves and make positive and safer decisions; classroom presentations to enable students to receive more in-depth information around a variety of health topics and available resources, and provide the opportunity for students to do a personal assessment of risk and current lifestyle choices; drop-in crisis, counseling services; individual appointments to identify young people who may need more intensive intervention; and short-term treatment. The individual appointments, held at the school- based health center, provide young people with the opportunity to hold very in-depth discussions around the choices they are making and the risks that are involved in their choices. They receive guidance about changes they can make to reduce or eliminate their risks, and are given the opportunity to identify barriers that might exist for them that prevent them from making healthier choices. In addition, they complete a 40 question, in-depth HEADSSS (Home, Education, Activities, Drugs/Alcohol, Sexuality, Safety, and Suicidality) assessment. Based on the outcome of the individual appointment and/or assessment, a young person may be referred to either a medical or mental health professional at the High School Health Center or in the community for follow-up care and intervention and/or treatment.

The Berkeley High School (BHS) and Berkeley Technology Academy (BTA) Health Centers are both multidisciplinary co-locations of the City of Berkeley’s Mental Health and Public Health Divisions. The Health Center team provides a range of Prevention/Early Intervention (PEI) services and also functions as an Access and Linkage to Treatment program. Culturally and linguistically diverse staff provide services in English and Spanish. Translation services in all other languages are available using a language line.

The Health Centers are operational year-round, Monday through Friday, from 8:30 AM- 4 PM, with a daily closure from 12-1 PM for lunch and administrative tasks. There are brief periodic closures due to BUSD’s academic calendar and in these instances some services are still provided via telehealth when possible. When fully operational, services can be accessed via student drop-in and/or via scheduled appointment. Services can also be requested via Jotform, an online, HIPAA-compliant, referral platform. This referral platform can be accessed is accessible via QR code on informational flyers that are posted across campus and also online in several locations including the Health Center website. Students can self-refer using Jotform, and parents/caregivers, staff, and friends are also able to refer someone else using this method. Additionally, students, parents/caregivers, and staff are able to request services via phone by calling the Health Center main phone number. Hours of operation at Berkeley Technology Academy Health Center are more limited due to the small student population and staffing constraints. When BTA students are unable to access a needed service at that Health Center, they are referred to BHS Health Center for those needed services.

Health Center staff frequently facilitate linkages on behalf of youth and their families, depending upon a given need. Behavioral Health Clinicians (“BHCs”) conduct initial assessments with students in order to screen for a variety of health and mental health needs, considering accessibility, insurance status, acuity, and risk factors to support with decision-making around level of care considerations and related linkages. BHCs provide students with short-term behavioral health services—crisis, individual, group— as needed irrespective of insurance status and all students are eligible to receive these free and confidential services. BHCs also link youth/families with more intensive needs to additional services depending upon their specific needs and insurance status. BHCs provide this linkage support via internal referrals (e.g. EPSDT Medi-Cal services; Full Service Partnership team; psychiatry/medication management), Alameda County Access, as well as linkages to services through private insurance carriers. BHCs also sometimes make internal on-campus referrals to the 504 and Special Education programs when some type of mental or physical health condition may be impeding a youth’s ability to adequately access their education. BHCs also support youth and their families who are uninsured with accessing and enrolling in Medi-Cal and other relevant programs that support health and well-being.

As an Access and Linkage to Treatment Program, the Health Center’s Mental Health Program Supervisor monitors all referrals in order to ensure timely responsiveness and follow up that supports engagement in treatment. All BHCs have access to and monitor incoming referrals that are submitted via Jotform and respond to referrals on a rotating basis. The MH Program Supervisor monitors and responds to referrals via phone and

checks voicemail multiple times per day. In instances where a staff person responds to a referral but is unable to make contact with the referring party, staff will follow up at least three times in an effort to support engagement. The Jotform referral inquires about preferred method of contact and also inquires about whether a youth can be pulled from class in order to conduct an initial assessment. Staff utilize these preferences in order to inform outreach efforts and increase the likelihood of establishing and supporting engagement.

PEI Goals: The goal of this program is to bring about mental health, including the reduction of school failure or dropout.

PEI Priorities:
• Youth engagement and outreach strategies that target secondary school and transition age youth, with a priority on partnership with college mental health programs, and transition age youth not in college.
• Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

During the reporting timeframe, The Health Center resumed hosting a cohort of three graduate-level trainees (0.6 FTE each) due to stabilization of full-time staff capacity, which contributed to increased service capacity for the duration of the 22-23 school year. One full-time (1.0 FTE) Behavioral Health Clinician II obtained a promotional opportunity outside of the City of Berkeley and transitioned out of his role in early August 2022. This position was temporarily vacant and eventually backfilled by a new Behavioral Health Clinician II in late November 2022. One additional full-time (1.0 FTE) Behavioral Health Clinician I position was added to the High School Mental Health team in late October 2022, and this staff was based across multiple sites (0.4 FTE at Berkeley High School; 0.4 FTE at Berkeley Technology Academy; and 0.2 FTE at K-8 School-Based).

In April 2023, as a result of a Division-wide structural reorganization, High School Mental Health became a standalone program separate from Family, Youth & Children’s Services. As part of this reorganization, a new full-time (1.0 FTE) Mental Health

Program Supervisor position was created. The team’s existing full-time (1.0 FTE) Mental Health Clinical Supervisor was promoted into this new position in April 2023, and the Mental Health Clinical Supervisor position has since remained vacant.

In FY2022, approximately 233 students received services through this project.

Demographics on youth served are outlined below:

DEMOGRAPHICS N = 233
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Children and Youth (0-15) – 33%
16 – 25 – 67%
● Race
American Indian or Alaska Native – 2%
Asian – 7%
Black or African American – 17%
Native Hawaiian or other Pacific Islander- <1%
White – 33%
More than one race – 14%
Other – 11%
Declined to Answer (or Unknown) – 16%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 22%
Declined to Answer (or Unknown) – 16%
● Primary Language
English – 93%
Spanish – 6%
Declined to Answer (or Unknown) – 1%
● Sexual Orientation
Gay or Lesbian or Bisexual or Questioning or Queer, or Unsure or Another Sexual Orientation – 21%
Heterosexual or Straight – 35%
Decline to Answer or Unknown – 44%
● Disability
Decline to Answer or Unknown – 100%
● Veteran Status
No – 100%

● Gender: Assigned Sex at Birth
Male – 21%
Female – 45%
Gender non-conforming, Transgender, Genderqueer – 11%
Declined to Answer (or Unknown) – 23%
● Current Gender Identity
Male – 21%
Female – 44%
Transgender – 3%
Genderqueer – 7%
Another Gender Identity - <1%
Declined to Answer (or Unknown) – 25%
Program Successes:
• Resumed providing the full range of services when students returned to full-time in-person learning.
• Following multiple staff transitions during the summer of 2021, this project was able to add two diverse, experienced, highly skilled, licensed clinicians, one of whom is a native bilingual Spanish speaker. Both clinicians quickly became part of a cohesive and collaborative mental health team and have integrated well into the larger Health Center team.
• The mental health team was able to substantially increase service utilization year-over-year compared to the FY2021 school year. As half of the student body were new to campus in FY2022, the project focused more of its efforts on outreach in order to familiarize students with the array of services. • The mental health team maintained the use of the JotForm application for referrals. The team also integrated QR code technology into the referral form so that it can be more easily accessed and completed by students and school staff. • The mental health team maintained a collaborative and productive relationship with the Berkeley High School Coordination of Services Team (OST) throughout the school year in order to ensure that appropriate referrals were made to the program.
• The mental health team was able to support students by providing an array of crisis support services following the tragic death of a Berkeley High School student in April 2022.
• The mental health team was also able to build upon and improve existing relationships and partnerships with Berkeley High School stakeholders. To this end the team collaborated with several different on-campus programs throughout the year such as the Multi-cultural Program, McKinney Vento Program, Special Education Program, and Intervention Counselors. The team also conducted stakeholder meetings at the end of the school year in order to elicit feedback

around the services that are provided with a focus on how to improve collaboration, advance equity, and improve service accessibility.

Program Challenges:
• Two newly hired full-time Mental Health Clinicians were onboarded in FY2022 in September and November. From August through December 2021 one full-time bilingual Mental Health Clinician was on parental leave. These staffing limitations contributed to the teams reduced service capacity during the Fall 2021 timeframe.
• Due to staff transitions during the preceding summer, the project was not able to host a cohort of graduate-level trainees, which also contributed to reduced service capacity during the FY2022 school year.
• As a result of reduced staffing and service capacity, the mental health team did not facilitate support groups during the FY2022 school year. • Berkeley High School administration and staff also experienced difficulties with the transition back to full-time in-person learning and it took time to rebuild coordinated systems for supporting a range of student’s needs. Project leadership and Berkeley High School Administration continued to develop relevant protocols during the courses of the school year to better support student accessibility to needed services.

Results Based Accountability (RBA) measures for this project are as follows:

Process Measures
How much did we do?
Quality Measures
How well did we do it?
Impact Measures
Is Anyone Better off?
• # of clients served
• # of clients opened for
ongoing services
• # of services provided
by service type

• # of clients screened for
depression, trauma, and
substance use
• # of clients contacted within
a week following a referral
to the High School Health
Center (HSHC)
• %
of school population
served
• % of clients satisfied with
services, as measured by %
of clients who agree with
the following: HSHC
Staff…
-Treat me with respect
-Listen carefully to what I
have to say
• Make me feel like there’s an
adult at school who cares
about me
• % of clients able to receive
needed care, as measured by
% of clients who agree with
the following: The HSHC…
-Is easy to get help from when
I need it
-Helps me to meet many of my
health needs
*Demographic data was reported at the program level, where available

Measure Definition Data Source
# clients served Total clients served ETO/RedCap
# services provided by
service type
# of services coded as
behavioral_service with codes
BHSV1-8. Key code accompanies
Redcap data. Each incident could
include more than one service
provided.

ETO/RedCap
% clients screened for
depression, trauma, and
substance use
Percent of total clients that were
recorded as having been screened for
depression, trauma, and/or substance
abuse at least one-time during
reporting period.

ETO/RedCap
% referrals to HSHC
followed up within one
week
Percentage of referrals that had 7 days or
less between referral date and response
date. Calculation reflects % of total
referrals, not % of total clients.

Referral Log
% of school population
served
Unique clients served by HSHC divided
by total student population
ETO/RedCap; BHS data
% of clients satisfied with
services, as measured by
% of clients who agree with
various statements
% of responses marked as "agree" or
"strongly agree" for various survey
questions. Note: these responses are
from all students who accessed the
health center and answered the survey,
not just those who received mental
health services.

Berkeley SBHC Client
Survey

Data Development Agenda: measures the team is interested in reporting on but for which reliable data was not available:
• Responsiveness of service (e.g. x days following qualifying event) • % of clients who have at least one completed CANS/ANSA for each six-month period that they are in the program
The RBA outcomes for FY2022 are outlined on the following pages.

233
Clients Served
represents 20 clients
Process Outcomes ("How much did we do?")
High School Health Center (HSHC)
RBA Outcomes
Reporting Period: July 2021-June 2022 (Baseline)
Program Description
The HSHC team provides mental health services
on site at Berkeley High School; these services
include individual and group therapy, crisis
assessments, and drop in support. The program
also hosts graduate students for training.
45%
11%
21%
22%
1%
Demographics
(Gender Identity)
Female (45%)
Gender
nonconforming,
transgender,
genderqueer (11%)
Male (21%)
Missing (22%)
Prefer not to
answer (1%)
2%
7%
17%
14%
11%
16%
33%
Demographics (Race) Alaska Native or
American Indian
(2%)
Asian or Pacific
Islander (7%)
Black or African
American (17%)
More than one
race (14%)
Other (11%)
Prefer not to
answer (16%)
White (33%)
35%
21%
25%
6%
13%
Demographics
(Sexual Orientation)
Heterosexual (35%)
LGBTQ* (21%)
Missing (25%)
Prefer not to
answer (6%)
Unknown/unsure
(13%)
*includes students who self-identified as aromantic,
asexual, bisexual, gay, homosexual, lesbian, pansexual, queer, and questioning
1 24
52 63 66
25 2
0 10
20 30
40 50
60 70
13 14 15 16 17 18 19
Number of Clients
Demographics (Age)
99

Quality Outcomes ("How well did we do it?")
In 2021-2022, the HSHC program served 7% of the
school population.
83% 79%
70%
95%
0%
20%
40%
60%
80%
100%
% of clients screened for
depression
% of clients screened for
trauma
% of clients screened for
substance use
% referrals to HSHC
followed up within 1 week
Service Consistency
Jul 2021-Jun 2022
0 1
2 21
27 29
39 237
594
0 100 200 300 400 500 600 700
Group therapy
Family therapy
AOD counseling/info
Other behavioral health services
Academic counseling
Case management
Crisis intervention
Intake assessment
Individual therapy
Services Provided by Service Type
Note that multiple services could be provided in one visit (e.g. crisis assessment and referral) so total services by type (n=950) is greater than total encounters (n=846) 100

Impact Outcomes ("Is anyone better off?")
97% 99%
93%
0%
20%
40%
60%
80%
100%
Treat me with respect (n=145) Listen carefully to what I have to say (n=138)
Make me feel like there's an adult at
school who cares about me (n=128)
Client Satisfaction
(% of clients who agree that "HSHC staff...")
Jul 2021-Jun 2022
97% 97%
0%
20%
40%
60%
80%
100%
Is easy to get help from when I need it (n=146) Helps me to meet many of my health needs (n=134) Client Satisfaction
(% of clients who agree that "The HSHC...")
Jul 2021-Jun 2022
101

In FY2023, approximately 244 students received services through this project.

Demographics on youth served are outlined below:

DEMOGRAPHICS N = 244
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
Children and Youth (0-15) – 24%
16 – 25 – 76%
● Race
American Indian or Alaska Native – *
Asian – 11%
Black or African American – 20%
White – 22%
More than one race – 18%
Other – 22%
Declined to Answer (or Unknown) – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 32%
Declined to Answer (or Unknown) – *
● Primary Language
English – 83%
Spanish – 14%
Other - *
Declined to Answer (or Unknown) – *
● Sexual Orientation
Gay or Lesbian – *
Heterosexual or Straight – 49%
Bisexual – 13%
Questioning or Unsure of Sexual Orientation - *
Queer - *
Another Sexual Orientation - *
Decline to Answer or Unknown – 21%
● Disability
Decline to Answer or Unknown – 100%
● Veteran Status
No – 100%

● Gender: Assigned Sex at Birth
Male – 34%
Female – 66%
● Current Gender Identity
Male – 31%
Female – 55%
Transgender – *
Genderqueer – 11%
Another Gender Identity - *
Program Successes:
• Continued to provide the full suite of in-person mental health, reproductive & sexual health, and first aid services for the duration of the school year. • The Mental Health (MH) team was able to resume its graduate-level training program and provide a wider array of multi-tiered services with the resumption of support groups.
• Substantially increase service utilization year-over-year compared to 21-22 school year.
• Continued to use the Jotform application for referrals in order to streamline accessibility and minimize barriers to care.
• Maintained a collaborative and productive relationship with BHS’s Coordination of Services Team (COST) throughout the school year in order to ensure that appropriate referrals were made to the Health Center and other programs. • Due to a vacancy and new position, the Health Center was able to recruit two diverse, experienced, highly skilled clinicians, one of whom is a native bilingual Spanish speaker. Both new clinicians quickly became part of a cohesive and collaborative mental health team and integrated well into the larger Health Center team.
• Provided an array of crisis support services following the tragic deaths of two BHS students in October 2022.
• Health Center leadership continued to develop strong working relationships with BHS admin, especially the BHS Principal, new Vice Principal of Climate & Wellness, and 504/COST Program Supervisor. Health Center leadership, City of Berkeley HHCS Departmental leadership, and the BHS VP of Climate & Wellness also developed a plan to open a differentiated Wellness Center space at BHS along with a continuum of tiered wellness support services, to be implemented in the 23-24 school year by BHS staff with additional funding support and partnership from City of Berkeley.
• Continued to build upon and improve existing relationships and partnerships with other BHS stakeholders. To this end, the MH team collaborated with several different on-campus programs throughout the year such as the Multilingual

Program, McKinney Vento Program, Special Education Program, and Intervention Counselors.

Program Challenges:
• From August through November 2022, one full-time bilingual Behavioral Health Clinician II position was vacant. This vacancy negatively impacted individual and group service provision as well as On Call crisis coverage. Nevertheless, the resumption of a graduate-level training program helped to offset some of these negative impacts.
• Staffing shortages across the Health Center’s Public Health team, both administrative and clinical, contributed to less consistently available First Aid and Reproductive & Sexual Health services. This, in turn, negatively impacted students’ ability to access integrated services. As a result of reduced administrative capacity, the MH Clinical Supervisor and MH team were also responsible for additional, sometimes time-consuming administrative tasks. • Quality Assurance (QA)/Quality Improvement (QI) and related encounter data extraction/analysis were constrained for the duration of the 22-23 school year due the to an abrupt resignation of the City IT staff person who managed the Health Center’s EHR, NextGen. As a result of this, other City IT staff were not sufficiently cross-trained to provide technical support. Furthermore, NextGen vendor staff were often unresponsive to the needs and requests of the Health Center program. This contributed to significant delays with data analysis and reporting, which contributed to additional challenges with data collection across demographic categories and also constrained supervisory decision-making that could have improved efficiencies and improvements in service provision. • The MH team also continued to use multiple EHRs and applications that are not integrated with one another. This made clinical documentation more cumbersome and time-consuming for all staff.

The RBA outcomes for FY2023, are outlined on the following pages.

244
Clients Served
BMH RBA Report FY 2023
Reporting Period: July 2022 - June 2023
Process Outcomes ("How much did we do?")
High School Health Center (HSHC)
Program Description
The HSHC team provides mental health services on site at Berkeley High School; these services include individual and group therapy, crisis assessments, and drop in support. The program also hosts graduate students for training.

Program Updates
HSHC hired two new full time staff and onboarded 3 master's- level interns in the 2022-2023 school year. This allowed the team to serve more clients and restart groups. HSHC had significant challenges with their EHR, resulting in barriers to quality control. 24%
76%
0 -15 Years 16- 25 Years
Demographics (Age)
Jul '22 - Jun '23 (n= 244)
18%
20%
*
22%
11%
22%
*
More than
one race
Black or
African
American
Prefer not to
answer
White Asian Other Alaska Native
or American
Indian
Demographics (Ethnicity)
Jul '22 - Jun '23 (n= 244)
NOTE: *Some data not displayed to protect individual privacy when N< 11. Smaller data was combined. 105

55%
31%
12%
Female Male Gender nonconforming,
transgender, genderqueer
Demographics (Gender Identity)
Jul '22 - Jun '23 (n= 244)
49%
*
*
13%
*
*
21%
Heterosexual
Queer
Gay or Lesbian
Bisexual
Questioning or Unsure
Another Sexual Orientiation
Declined to Answer (or Unknown)
Demographics (Sexual Orientation)
Jul '22 - Jun '23 (n= 244)
NOTE: *Some data not displayed to protect individual privacy when N< 11. Smaller data was combined. 106

Quality Outcomes ("How well did we do it?")
0%
0%
1%
2%
2%
3%
11%
11%
70%
Family therapy
AOD counseling/info
Case management
Other behavioral health
services
Crisis intervention
Academic counseling
Group therapy
Intake assessment
Individual therapy
Services Provided by Service Type
Jul '22 - Jun '23 (n=1613)
Note that multiple services could be provided in one visit (e.g. crisis assessment and referral) so total s
ervices by type is greater than total encounters.
95%
% referrals to HSHC followed up within one week
Jul '22 - Jun '23 (n=359)
8%
% of school population served
Jul '22 - Jun '23 (n=3,253)
NOTE: *Some data not displayed to protect individual privacy when N< 11. Smaller data was combined. 107

60%
58%
63%
Depression Trauma Substance use
% of clients screened for depression, trauma, and
substance use
Jul '22 - Jun '23 (n=244)
100% 100% 98%
Treat me with respect Listen carefully to what I have to say
Make me feel like there's an adult
at school who cares about me
Client Satisfaction
(% of clients who agree that "HSHC staff...")
Jul '22 - Jun '23 (n=109, 107, 99)
97% 99%
Is easy to get help from when I need it Helps me to meet many of my health needs Able to Receive Needed Care
(% of clients who agree that "The HSHC...")
Jul '22 - Jun '23 (n=110, 104)
NOTE: *Some data not displayed to protect individual privacy when N< 11. Smaller data was combined. 108

Data Source
% of school population served Unique clients served by HSHC divided by total student population of BHS and BTA.

NextGen;
DataQuest
% of clients able to receive needed care
% of responses marked as "agree" or "strongly
agree" for various survey questions. Note: these
responses are from all students who accessed the
health center and answered the survey, not just
those who received mental health services.

Berkeley SBHC
Client Survey
% of clients satisfied with services
% of responses marked as "agree" or "strongly
agree" for various survey questions. Note: these
responses are from all students who accessed the
health center and answered the survey, not just
those who received mental health services.

Berkeley SBHC
Client Survey
% clients screened for depression, trauma,
and substance use
Percent of total clients that were recorded as
having been screened for depression, trauma,
and/or substance abuse at least one time during
reporting period.

NextGen
% referrals to HSHC followed up within one
week
Percentage of referrals that had 7 days or less
between referral date and response date.

Calculation reflects % of total referrals, not % of
total clients.

Jotform
# clients served Total clients served NextGen
# of services provided by service type
# of services coded as behavioral_service with
codes BHSV1-8. Key code accompanies NextGen
data. Each incident could include more than one
service provided.

NextGen
Measure Definition
NOTE: *Some data not displayed to protect individual privacy when N< 11. Smaller data was combined. 109

In FY2024, the Health Center had the following positions: a full-time Mental Health Program Supervisor, a full-time Mental Health Clinical Supervisor (vacant), four full-time Behavioral Health Clinicians, and a cohort of three part-time graduate-level trainees.

One Behavioral Health Clinician II was on administrative leave from January through June 2024. Two graduate-level trainees concluded their respective traineeships in January 2024 and February 2024. One Behavioral Health Clinician II promoted into the vacant Mental Health Clinical Supervisor position in May 2024.

In FY2024, approximately 210 students received services through this project.

Demographics on youth served are outlined below:

DEMOGRAPHICS N = 210
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
Children and Youth (0-15) – 52
16 – 25 – 158
● Race
Asian – 21
Black or African American – 44
White – 42
More than one race – 57
● Ethnicity: Hispanic or Latino/Latina/Latinx
Other – 46
● Primary Language
English – 178
Spanish – 22
Other/Declined to Answer (or Unknown) - <11
● Sexual Orientation
Heterosexual or Straight - 116
Gay/Lesbian/Bisexual/Questioning/Another Sexual Orientation/Decline to Answer or Unknown – 94
● Disability
Decline to Answer or Unknown – 210
● Veteran Status
No – 210

● Gender: Assigned Sex at Birth
Decline to Answer or Unknown – 210

● Current Gender Identity
Male – 61
Female – 113
Other - 36
Program Successes:
• Continued to provide the full suite of in-person mental health, reproductive & sexual health, and first aid services for the duration of the school year. • The Mental Health (MH) team was able to resume its graduate-level training program and provided an array of multi-tiered individual, group and crisis services.
• Continued to use the Jotform application for referrals in order to streamline accessibility and minimize barriers to care.
• Maintained a collaborative and productive relationship with BHS’s Coordination of Services Team (COST) throughout the school year in order to ensure that appropriate referrals were made to the Health Center and other programs. • Continued to build strong working relationships with BHS Administration, especially the Principal, Vice Principal of Climate & Wellness, and MH & Well- Being Coordinator.
• BHS Leadership, along with Health Center leadership and City of Berkeley HHCS Departmental leadership, were able to successfully implement and open a differentiated Wellness Center space at BHS along with a continuum of tiered wellness support services in December 2023.
• For Q3 and Q4, the Wellness Center provided a differentiated universal (Tier 1) and targeted (Tier 2) support space for students that did not previously exist. • Continued to build upon and improve existing relationships and partnerships with other BHS stakeholders. To this end, the MH team collaborated with several different on-campus programs throughout the year such as the Multilingual Program, McKinney Vento Program, Special Education Program, and Intervention Counselors.

Program Challenges:
• The MH Team experienced multiple vacancies in the supervisor, clinician, and trainee classifications. These vacancies impacted the team’s overall capacity, including individual and group service provision as well as on call crisis coverage.

Furthermore, staffing shortages across the Health Center’s Public Health Team, both administrative and clinical, impacted service provision, operational capacity, and integration across Divisions.

• T he Health Center’s Electronic Health Record (EHR), NextGen, provided limited functionality. This contributed to delays with data collection, analysis, and reporting. These challenges constrained supervisory decision-making that could have improved efficiencies and improvements in service provision. • The MH team also continued to use multiple EHRs and applications that are not integrated with one another and do not interface with one another. This made clinical documentation more cumbersome and time-consuming for all staff and also made data collection and analysis more laborious.

The RBA outcomes for FY2024 are outlined on the following pages:

210
Clients Served
BMH RBA Report FY 2024
Reporting Period: July 2023 - June 2024
Process Outcomes ("How much did we do?")
High School Health Center (HSHC)
Program Description
The HSHC team provides mental health services on site at Berkeley High School; these services include individual and group therapy, crisis assessments, and drop in support. The program also hosts graduate students for training.
25%
75%
0 -15 Years 16- 25 Years
Demographics
(Age)
Jul '23 - Jun '24 (n=210)
26%
22% 2 1% 20%
10%
More than
one race/
Unknown
Hispanic or
Latino
Black or
African
American
White Asian or
Pacific
Islander
Demographics (Ethnicity)
Jul '23 - Jun '24 (n=210)
29%
54%
20 %
Male
Female
Other*
Demographics (Gender
Identity)
Jul '23 - Jun '24 (n=210)
55%
22%
H
eterosexual
LGBQ+ or Other*
Demographics (Sexual
Orientation)
Jul '23 - Jun '24 (n=210)
*Other includes any identity that doesn't
fit within the traditional male/female
binary.
*LGBQ+ includes individuals who identify as lesbian, gay, bisexual, questioning, or other diverse sexual orientations.

Other includes prefer not to answer or unknown.

NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts. 113

1%
3%
3%
5%
6%
9%
71%
AOD counseling/info
Case management
Crisis intervention
Academic counseling
Group therapy
Intake assessment
Individual therapy
Services Provided by Service Type
Jul '23 - Jun '24 (n=1320)
Note: Multiple services could be provided in one visit (e.g. crisis assessment and referral) so total services by type is greater than total encounters.
70%
68%
7 0%
Depression Trauma Substance use
Clients screened for depression, trauma, and
substance use
Jul '23 - Jun '24 (n=210)
NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts. 114

Quality Outcomes ("How well did we do it?")
1 in 17 Students received services

6.43% of the School Population (3,267 students)
96% n=126
Students felt
treated with
respect
98% n=118
Students felt
heard about
what they
have to say
96% n=105
Students felt
like there's an
adult who
cares about
Service Consistency
96% n=129
Report Easy
Access to
Needed Care
97% n=113
Able to Get Help
When Needed
NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts. 115

Data SourceMeasure Definition
# clients served Total clients served NextGen
# of services provided by service type
# of services coded as behavioral_service with
codes BHSV1-8. Key code accompanies NextGen
data. Each incident could include more than one
service provided.

NextGen
% clients screened for depression, trauma,
and substance use
Percent of total clients that were recorded as
having been screened for depression, trauma,
and/or substance abuse at least one time during
reporting period.

NextGen
% referrals to HSHC followed up within one
week
Percentage of referrals that had 7 days or less
between referral date and response date.

Calculation reflects % of total referrals, not % of
total clients.

Jotform
Not presented due
to delays in the
reporting system
% of school population served Unique clients served by HSHC divided by total student population of BHS and BTA. DataQuest
% of clients able to receive needed care
% of responses marked as "agree" or "strongly
agree" for various survey questions. Note: these
responses are from all students who accessed the
health center and answered the survey, not just
those who received mental health services.

Berkeley SBHC
Client Survey
% of clients satisfied with services
% of responses marked as "agree" or "strongly
agree" for various survey questions. Note: these
responses are from all students who accessed the
health center and answered the survey, not just
those who received mental health services.

Berkeley SBHC
Client Survey
NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts. 116

ACCESS & LINKAGE TO TREATMENT AND EARLY INTERVENTION

COMBINED PROGRAM
Access and Linkage to Treatment Programs – Connect children who are seriously emotionally disturbed, and adults and seniors with severe mental illness as early in the onset of these conditions as practicable, to medically necessary care and treatment, including but not limited to care provided by county mental health programs.

Early Intervention Programs – Provide treatment and other services and interventions, including relapse prevention, to address and promote recovery and related functional outcomes for a mental illness early in its emergence, including the applicable negative outcomes that may result from untreated mental illness.

During the reporting timeframe, the City of Berkeley provided funding for one Early Intervention program that also had
an Access to Treatment program component. The
program was as follows:

Specialized Care Unit
Through the approved FY2022 Annual Update, the Division allocated a portion of one- time CSS and PEI funds to be leveraged with other City funds to support the Specialized Care Unit (SCU). Implemented through Bonita House, the SCU is Berkeley’s new behavioral health crisis response team without the involvement of law enforcement. The SCU consists of trained crisis-response field workers who respond to behavioral health occurrences that do not pose an imminent threat to safety.

PEI Goals: The goal of this program is to connect individuals who have severe mental illnesses as early in the onset of these conditions as practicable, to medically necessary care and treatment, including but not limited to, care provided by county mental health programs.

PEI Priority: Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

In FY2023, MHSA funds directly supported start-up costs of the program including recruitment, hiring, and training of Bonita House staff. Training included crisis support training through Bonita House’s Crisis Training Academy as well as the design and training of Berkeley-specific procedures for the SCU program. Additionally, this funding supported the salaries of the SCU program management staff as additional team members were hired. During this time, program management staff worked closely with the City of Berkeley to create the policies and procedures for a SCU that aligned with the implementation recommendations from the Berkeley community. The SCU began providing services in early FY2024.

STIGMA AND DISCRIMINATION PROGRAM
Stigma and Discrimination programs - Direct activities to reduce negative feelings, attitudes, beliefs, perceptions, stereotypes and/or discrimination related to being diagnosed with a mental illness, having a mental illness, or to seeking mental health services and to increase acceptance, dignity, inclusion, and equity for individuals with mental illness, and members of their families. The City of Berkeley has one Stigma and Discrimination program:

Social Inclusion Program

The Social Inclusion program was created to combat stigma, attitudes and discrimination around individuals with mental health issues. Through this program, a “Telling Your Story” group provides mental health consumers with opportunities to be trained, compensated and empowered to share their stories of healing in a supportive peer environment. When they feel ready, consumers can elect to be community presenters, sharing their inspirational stories at pre-arranged local public venues to dispel myths and educate others. This program serves approximately 10-20 individuals a year.

PEI Goals: To reduce negative feelings, attitudes, beliefs, perceptions, stereotypes and/or discrimination related to being diagnosed with a mental illness, having a mental illness, or to seeking mental health services and to increase acceptance, dignity, inclusion, and equity for individuals with mental illness, and members of their families.

To create changes in attitude, knowledge and/or behaviors related to seeking mental health services or related to mental illness.

PEI Priority: Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs).

In FY2022, 13 unduplicated individuals participated in the program. Demographics on program participants served were as follows:

DEMOGRAPHICS N = 13
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
25 – 59 (Adult) – 38.5%
Ages 60+ (Older Adult) - 38.%
Declined to Answer (or Unknown) – 23%
● Race
Asian – 8%
Black or African American – 23.5%
White – 38.5%
Other – 15%
Declined to Answer (or Unknown) – 15%
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American Chicano – 8%
Puerto Rican – 8%
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – 15%
European – 15%
Japanese – 8%
Other – 31%
Decline to Answer or Unknown – 31%
● Primary Language
English – 84%
Declined to Answer (or Unknown) – 16%
● Sexual Orientation
Heterosexual or Straight – 54%
Gay or Lesbian – 8%
Bisexual – 15%
Questioning or Unsure – 8%
Decline to Answer or Unknown – 15%
● Disability
Difficulty Hearing – 15%
Mental Domain not including a mental illness – 15%
Physical Mobility domain – 31%
Chronic Health Condition – 23%
Other (Specify): - 8%
Decline to Answer or Unknown – 31%

● Veteran Status
Yes – 77%
No – 33%
● Gender: Assigned Sex at Birth
Male – 15.4%
Female – 69.2 %
Decline to Answer or Unknown – 15.4%
● Current Gender Identity
Male – 15%
Female – 54%
Questioning or Unsure – 8%
Another gender identity – 8%
Decline to Answer or Unknown – 15%
Program Successes:

The Telling Your Story group had more consistent attendees who were prepared to share based on the topics provided. The structure of having a brainstorming session proved to be really beneficial for the attendees. Some participants enjoyed having the group virtually in the comfort of their home, they felt safer and the hassle of commuting was eliminated. Participants felt more prepared during their shares and enjoyed the support they received from their peers.

Program Challenges:

The Telling Your Story group challenges were a lack of in-person connection and some participants who didn’t have access to Zoom were unable to see others on the screen.

This group provided gift cards for each session that a person participated within the program guidelines. There was a challenge for some individuals to come into the office to sign for the gift cards which created some distain from the participants, or they waited months before they decided to have their gift card mailed. A similar gift card challenge was that some participants waited for months until they picked them up, so it would be worth the commute they had to make to come to the office.

In FY2022, as the Social Inclusion – Telling Your Story Project, is conducted by the same staff who operate Wellness Recovery Services, the Results Based Accountability (RBA) Measures for this project were combined with the Wellness Recovery program measures. The RBA measures are as follows:

Process Measures
How much did we do?
Quality Measures
How well did we do it?
Impact Measures
Is Anyone Better off?
• # of participants served
• # of different groups
convened per year
• # of group events held
per year
• # of group participants
• #/% of participants who
return for group events
• #/% of participants who
reported feeling less shame
about their experiences and
challenges

who meet the
requirements for
“Telling Your Story”
(MHSA PEI Requirement)
• #/% of participants who
reported progress in their
recovery

Measure Definition Data Source
# participants served Total # of participants served Wellness Recovery Group Attendance Tracker
# of different group convened Number of different types of groups (i.e. walking group, mood group,
Telling Your Story group) convened
Wellness Recovery Group
Attendance Tracker
Group events Total number of meetings held Wellness Recovery Group Attendance Tracker
# of participants who meet
the requirements for
"Telling Your Story"
Total number of participants in all "Telling
Your Story" meetings
Wellness Recovery Group
Attendance Tracker
# of participants who return
for group events
Of total number of participants, % who
returned for more than one event or
meeting
Wellness Recovery Group
Attendance Tracker
% of participants who
reported feeling less shame
about their experiences and
challenges
Of participants who took the survey,
percent who responded "agree" or
"strongly agree" to the question.

Telling Your Story Survey
% of participants who
reported recognizing
progress in their recovery
Of participants who took the survey,
percent who responded "agree" or
"strongly agree" to the question.

Telling Your Story Survey

Data Development Agenda: measures the team is interested in reporting on but for which reliable data was not available:
• Advance Directives Data:
• - #/% of participants with an Advance Directive completed • - #/% of participants able to advocate for themselves with service providers • Equity of services (e.g. client demographics compared to MediCal population) • % of clients who were satisfied with services
In FY2022, the RBA outcomes for this program were as follows:

35 8
Group events
represents 10 clients/events/groups
Impact Outcomes ("Is
anyone better off?")
Process Outcomes ("How much did we do?")
Wellness & Recovery Services RBA Outcomes
Reporting Period: July 2021-June 2022 (Baseline)
Quality Outcomes ("How well
did we do it?")
Participants who meet the
requirements for "Telling Your Story"
Participants
served
Different groups
convened
139 20
71%
of participants returned for group
events
4 out of 5
participants reported feeling less shame about
their experiences and challenges (n=5).
3 out of 5
participants reported recognizing progress in
their recovery (n=5).

Program Description The Wellness and Recovery Program is designed to provide outreach, support, education, activities, and advocacy to consumer members living with mental illness and living in Berkeley. Wellness group activities include: Berkeley Pool of Consumer Champions (POCC), Card Groups, Mood Groups, Walking Groups, and field trips. 122

In FY2023, 10 unduplicated individuals participated in the program. Demographics on program participants served were as follows:

DEMOGRAPHICS N = 10
*Indicates information is withheld to protect the privacy and confidentiality of individual participants. ● Age Groups
25 – 59 (Adult) – *
Ages 60+ (Older Adult) - *
● Race
Black or African American – *
White – *
Other – *
● Ethnicity: Hispanic or Latino/Latina/Latinx
Mexican/Mexican-American Chicano – *
Puerto Rican – *
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
African – *
Easter European – *
Other – *
Decline to Answer or Unknown – *
● Primary Language
English – 100%
● Sexual Orientation
Heterosexual or Straight – *
Bisexual – *
Decline to Answer or Unknown – *
● Disability
Difficulty Seeing - *
Difficulty Hearing – *
Mental Domain not including a mental illness – *
Physical Mobility domain – *
Chronic Health Condition – *
Other (Specify): - *
● Veteran Status
No – 100%
● Gender: Assigned Sex at Birth
Male – *
Female – *

● Current Gender Identity
Male – *
Female – *
Program Successes:

In FY2023, the Telling Your Story group has grown to having more consistent attendees in person and on the zoom platform. Some participants enjoyed having the group virtually in the comfort of their home, they felt safer, and the hassle of commuting was eliminated. Other individuals enjoyed connecting in-person with participants who, joined the group in the same way. The group continued to be conducted through the structure of a brainstorming session and a sharing component. The topics of discussion were focused on the Eight Dimensions of Wellness. Per staff report, many participants benefitted from listening to answers to questions that staff developed based on the topics of discussions, as well as through staff assistance with formulating their story.

Per staff report, participants felt more prepared during their shares and enjoyed the support they received from their peers.

Program Challenges:

In FY2023, the Telling Your Story group had a few challenges, which provided the staff have been working to improve to make the group more enjoyable for all participants.

Over the course of the last two years, staff hosted the group online and in-person and at times, this caused some delays to the start of the group due to individuals arriving at different times and having to update all participants. Managing and making sure everyone engaged was difficult as individuals who joined by Zoom, called in so staff were unable to see participants faces. For individuals who primarily come to the group on Zoom, the questionnaire that required their feedback went unanswered, therefore staff wasn’t able to obtain a full report of how the group was helping individuals to feel confident with sharing their story. Managing both platforms can be complicated and it lacks the in-person connection. This group was held twice a month and even though there was a brainstorming session of topics to discuss, some members didn’t seem to come prepared to share based on the topic at the next group and this may be due to memory or not fully being engaged in the group when people are calling in on Zoom.

The last challenge was the number of participants, a very consistent group of individuals participated, however staff would like to do more outreach to engage potential group participants, in an effort make a positive impact for more individuals in the community.

The RBA outcomes for FY2023 are outlined on the following pages:

49 Different groups
convened
BMH RBA Report FY 2023
Reporting Period July 2022 - June 2023
Process Outcomes ("How much did we do?")
Wellness & Recovery Services
Participants
served
710
Participants who meet
requirements for
"Telling Your Story"
Program Description The Wellness and Recovery Program is designed to provide outreach, support, education, activities, and advocacy to consumer members living with mental illness and living in Berkeley. Wellness group activities include: Berkeley Peers Organizing Community Change (POCC), Card Groups, Mood Groups, Walking Groups, and field trips.

Program Updates The Wellness Recovery Team added two Social Services Specialist positions to the program. Adding these positions made more people aware of the wellness groups, events and support that the clinic has to offer. 84 JUL '22 - JUN '23

WELLNESS GROUP
MEETINGS ACROSS 7

DISTINCT GROUPS
10 17
9 22
13 12
1 B -POCC MEETING

CARD GROUP

MOOD GROUP

TELLING YOUR STORY

WALKING GROUP

WELLNESS RECOVERY

ACTIVITIES

POCC ANNUAL

COMMUNITY EVENT

WELLNESS GROUP

MEETINGS
JUL '22 - JUN '23 (N=84)
125

Quality Outcomes ("How well did we do it?")
68%
% of participants who return for group events
Total Returning Participants
Jul '22 - Jun '23 (n=49)
86%
75%
33%
90%
40%
56%
B
-POCC Meeting Card Group Mood Group Telling Your Story Walking Group Wellness Recovery
Activities
% Repeat Attendees for Wellness Groups
Jul '22 - Jun '23 (n=38)
126

% of participants reporting
feeling less shame about their
experiences and challenges
Percentage of survey respondents who
agree or strongly agree that they feel less
shame about their experiences and
challenges
Telling Your Story Survey
% of participants reporting
recognizing progress in their
recovery
Percentage of survey respondents who
agree or strongly agree that they
recognize progress in their recovery
Telling Your Story Survey
# of participants who meet the
requirements for “Telling Your
Story"
Total number of participants in all "Telling
Your Story" meetings
Wellness Recovery
Group Attendance
Tracker
% of participants who return for
group events
Of total number of participants, % who
returned for more than one event or
meeting
Wellness Recovery
Group Attendance
Tracker
# of different groups convened
Number of different types of groups (i.e.
walking group, mood group, Telling Your
Story group) convened
Wellness Recovery
Group Attendance
Tracker
Average # of group events held
per 6 months Total number of meetings held
Wellness Recovery
Group Attendance
Tracker
Measure Definition
# participants served Total # of participants served
Data Source
Wellness Recovery
Group Attendance
Tracker
127

In FY2024, 20 unduplicated individuals participated in the program. Demographics on program participants served were as follows:

DEMOGRAPHICS N = 20
*Numbers that are 11 or less are displayed as <11 and/or have been combined or masked to protect the privacy and confidentiality of individual participants.
● Age Groups
26-59 (Adult) – 15
Ages 60+ (Older Adult) or Unknown – <11
● Race
American Indian or Alaska Native - <11
Asian – <11
Black or African American – <11
White – <11
More than one Race – <11
● Ethnicity: Hispanic or Latino/Latina/Latinx
Declined to Answer, or Unknown – 20
● Ethnicity: Non-Hispanic or Non-Latino/Latina/Latinx
Declined to Answer, or Unknown – 20
● Primary Language
English – 20
● Sexual Orientation
Heterosexual or Straight – <11
Bisexual – <11
Queer – <11
Declined to Answer, or Unknown – 15
● Disability
Declined to Answer, or Unknown – 20
● Veteran Status
No – 20
● Gender: Assigned Sex at Birth
Male – 12
Female – <11
● Current Gender Identity
Male – 12
Female – <11

Program Successes:

The Telling Your Story group has grown to having more consistent attendees in person and calling in to the zoom platform then all other BMH groups. The group continued to be conducted by having the structure of a brainstorming session and a sharing component. Per staff report, many participants benefitted from listening to answers to questions that staff developed based on the topics of discussions, as well as through staff assistance with formulating their story. The topics of the month went beyond the SAMHSA Eight Dimensions of Wellness to include areas of interest. Some participants enjoyed having the group virtually in the comfort of their home, as they felt safe and the hassle of commuting was eliminated. Other participants enjoyed connecting with others in-person and more individuals attended when they dropped in at the clinic. According to staff, participants were more prepared during their shares and they enjoyed the support they received from their peers.

Program Challenges:

In FY2024, the Telling Your Story group had a few challenges, which the staff have been working to improve to make the group more enjoyable for all participants. Over the course of the last two years, staff hosted the group online and in-person and at times, this caused some delays to the start of the group due to individuals arriving at different times and having to update all participants. The structure is for people to attend both, the first is a brainstorming group to be prepared for the second group with sharing.

Managing and making sure everyone engaged was difficult as individuals who joined by Zoom, called in so staff were unable to see participants faces. For individuals who primarily came to the group on Zoom, the questionnaire that required their feedback went unanswered, therefore staff wasn’t able to obtain a full report of how the group was helping individuals to feel confident with sharing their story.

The RBA outcomes for FY2024 are outlined on the following pages:

BMH RBA Report FY 2024
Reporting Period July 2023 - June 2024
Process Outcomes ("How much did we do?")
Wellness & Recovery Services
Participants who meet
requirements for
"
Telling Your Story"
Participants
served
52 Program Description The Wellness and Recovery Program is designed to provide outreach, support, education, activities, and advocacy to consumer members living with mental illness and living in Berkeley. Wellness group activities include: Berkeley Peers Organizing Community Change (POCC), Card Groups, Mood Groups, Walking Groups, and Wellness Mixers. 12 23
24 24
16 22
3 8

B -POCC

CARD GROUP

MOOD GROUP

TELLING YOUR STORY

WALKING GROUP

WELLNESS RECOVERY

ACTIVITIES

SPECIAL EVENTS

CINEMA THERAPY

WELLNESS GROUP

MEETINGS
JUL '23 - JUN '24 (N=132)
Groups
8 20
Group
Events
132
NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts.
130

Quality Outcomes ("How well did we do it?")
94%
74%
67 %
84%
77% 75%
65%
19%
B-POCC Card Group Mood Group Telling Your
Story
Wellness
Recovery
Activities
Cinema
Therapy
Walking
Group
Special
Events*
Overall Group Engagement (Repeat Visits)
Jul '23 - Jun '24 (n=224)
71% n=52
Unduplicated
participants who
return for group
events
*Special events, like socialwellness mixers with different themes, attract a diverse mix of new attendees, which may result in lower level of returnees.

Excellent
10-15
Good/Fair
<
11 Interaction with a Wellness
Team member in the
Clinic Lobby
Jul '23 - Jun '24 (n=18)
Over 80% n=18
Participants rated the Lobby as
Welcoming
NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts.
131

% Participants Rated the Lobby as
Welcoming
Consumer perceptions of feeling welcomed
entering the Clinic Lobby Clinic Lobby Survey
Wellness Recovery Group
Attendance Tracker
# of Telling Your Story Participants Total number of participants in all "Telling Your Story" meetings
Wellness Recovery Group
Attendance Tracker
% of participants who return for
group events
Of total number of participants, % who
returned for more than one event or meeting
Wellness Recovery Group
Attendance Tracker
% Overall Group Engagement
(Repeat Visits)
Of total number of participants, % who
returned for more than one event or meeting
Wellness Recovery Group
Attendance Tracker
Measure Definition
# of Particpants Served Total # of participants served
Data Source
Wellness Recovery Group
Attendance Tracker
Wellness Group Event Breakdown
Number of different types of groups (i.e.
walking group, mood group, Telling Your Story
group) convened
Wellness Recovery Group
Attendance Tracker
# Group Events Total number of meetings held
NOTE: Due to privacy protections, data representing fewer than 11 individuals have been combined, masked, suppressed, or reported in ranges. The graphs have been adjusted and may not visually reflect actual counts.
132

OUTREACH FOR RECOGNIZING THE EARLY SIGNS OF MENTAL

ILLNESS
Outreach for Recognizing the Early Signs of Mental Illness Program - A process of engaging, encouraging, educating, and/or training, and learning from potential responders about ways to recognize and respond effectively to early signs of potentially severe and disabling mental illness.

Per PEI State Regulations in addition to having the required “Outreach for Increasing R
ecognition of Early Signs of Mental Illness Program”, mental health jurisdictions may also offer Outreach for Increasing Recognition of Early Signs of Mental Illness as: a strategy within a Prevention program, a strategy within an Early Intervention program, a strategy within another program funded by PEI funds, or a combination thereof.

Additionally, an Outreach for Increasing Recognition of Early Signs of Mental Illness program, may be provided through other MHSA components as long as it meets all of the program requirements.

Mental Health First Aid
City of Berkeley Mental Health staff has previously implemented a Mental Health First Aid Training to the community through non-MHSA funds. Mental Health First Aid is a groundbreaking public education program that helps the public identify, understand, and respond to signs of mental health issues and substance use disorders. Mental Health First Aid presents an overview of mental health issues and substance use disorders and introduces participants to risk factors and warning signs of mental health problems, builds understanding of their impact, and provides an overview of common treatments.

Through this training a five-step action plan is taught that encompasses the skills, resources and knowledge to help an individual in crisis connect with appropriate professional, peer, social, and self-help care.

PEI Goals: The goal of this campaign is to increase prevention efforts and response to early signs of emotional and behavioral health problems.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

Due to vacancies in staff, Mental Health First Aid trainings was not provided during the reporting timeframe.

SUICIDE PREVENTION
Suicide Prevention Programs (Optional) - Activities to prevent suicide as a consequence of mental illness.

The City of Berkeley has one PEI funded Suicide Prevention program:

California Mental Health Services Authority (CalMHSA) PEI Statewide Projects
Per PEI State Regulations mental health jurisdictions have an option on whether to utilize MHSA PEI funds on Suicide Prevention programs. While the City of Berkeley has not previously chosen to utilize PEI funds to implement a local Suicide Prevention program, in FY18 the Division began contributing 4% of PEI funding to the California Mental Health Services Authority (CalMHSA) to participate in the PEI Statewide Projects Initiative to locally obtain State resources on Suicide Prevention, Student Mental Health, and Stigma and Discrimination.

PEI Goals: The goal of this campaign is to increase prevention efforts and response to early signs of emotional and behavioral health problems.

PEI Priorities:
• Culturally competent and linguistically appropriate prevention and intervention; including community defined evidence practices (CDEPs). • Early identification programming of mental health symptoms and disorders, including but not limited to, anxiety, depression, and psychosis.

In FY2022, through this initiative resources on Suicide Prevention, Student Mental Health and Stigma and Discrimination reached approximately 1,624 individuals.

Additionally, resources were distributed via email to local schools, community agencies and community members.

In FY2023, through this initiative resources on Suicide Prevention, Student Mental Health and Stigma and Discrimination reached approximately 1,624 individuals.

Additionally, resources were distributed via email to local schools, community agencies and community members.

In FY2024, through this initiative resources on Suicide Prevention, Student Mental Health and Stigma and Discrimination reached approximately 1,520 individuals.

Additionally, resources were distributed via email to local schools, community agencies and community members. Through the approved FY2025 Annual Update the Division eliminated the annual allocation of local PEI funding for this initiative.

APPENDIX D

INNOVATION

FY2023-2024

ANNUAL EVALUATION REPORT

CITY OF BERKELEY

MENTAL HEALTH

MENTAL HEALTH SERVICES ACT
(MHSA)

INNOVATION (INN)

FISCAL YEAR 2023-2024

ANNUAL EVALUATION REPORT

INTRODUCTION
Mental Health Services Act (MHSA) Innovation (INN) funds are to be utilized for short- term projects that contribute to new learning in the mental health field. This MHSA component provides the opportunity to pilot test and evaluate new strategies that can inform future practices in communities and mental health settings. INN projects can target any population and any aspect of the mental health system as long as the strategies or approaches that are being implemented address at least one of the following areas:
● I
ncrease access to mental health services
● Increase access to mental health services for underserved groups ● Increase the quality of mental health services, including better outcomes ● Promote interagency collaboration.

INN projects should also have one of the following primary practices: introduce new mental health practices or approaches that have never been done before; or make changes to existing mental health practices/approaches, including adapting them to a new setting or community; or introduce a new promising community-driven practice/approach that has been successful in non-m
ental health contexts or settings.

Per Mental Health Services Act (MHSA) State requirements, Mental Health jurisdictions are to submit an Innovation (INN) Evaluation Report to the State Department of Health Care Services (DHCS) and the Mental Health Services Oversight and Accountability Commission (MHSOAC) on an annual basis. The Evaluation Report should be included with the MHSA Annual Update or Three-Year Program and Expenditure Plan and undergo a 30-Day Public Comment period and approval from the local governing board.

Per state regulations, the MHSA INN Fiscal Year 2023-2024 (FY2024) Annual Evaluation Report is due.

This state required FY2024 INN Annual Evaluation Report includes a description of the INN Encampment-based Mobile Wellness Center Project, which was the only approved project during the reporting timeframe. This project was implemented in FY2025 through Options Recovery Services.

BACKGROUND
On October 6, 2015, updated INN regulations designed by the Mental Health Services Oversight and Accountability Commission (MHSOAC) became effective. The new INN Regulations, included program and demographic data requirements that are to be reported to the MHSOAC through INN Annual Evaluation Reports. Per the new requirements, Mental Health Jurisdictions should report on the following INN Program and Demographic elements.
● N
ame of the Innovative Project.
● W
hether changes were made to the Innovative Project during the reporting period, a description of the changes and the reasons for the changes. ● Available evaluation data, including outcomes of the Innovative Project and information about which elements of the Project are contributing to outcomes. ● Program information collected during the reporting period, including for applicable Innovative Projects that serve individuals, and the number of participants served.
● All Demographic Data as applicable per project (as outlined below).

INN DEMOGRAPHIC REPORTING REQUIREMENTS
For the information reported under the various program categories, each program will need to report disaggregate numbers served, number of potential responders engaged, and number of referrals for treatment and other services by:

A. The following Age groups:
● 0- 15 (children/youth)
● 16-25 (transition age youth)
● 26-59 (adult)
● ages 60+ (older adults)
● Number of respondents who declined to answer the question B. Race by the following categories:
● American Indian or Alaska Native
● Asian
● Black or African American
● Native Hawaiian or other Pacific Islander
● White
● Other
● More than one race
● Number of respondents who declined to answer the question C. Ethnicity by the following categories:
(i) Hispanic or Latino as follows

● Caribbean
● Central American
● Mexican/Mexican-American/Chicano
● Puerto Rican
● South American
● Other
● Number of respondents who declined to answer the question (ii) Non-Hispanic or Non-Latino as follows
● African
● Asian Indian/South Asian
● Cambodian
● Chinese
● Eastern European
● European
● Filipino
● Japanese
● Korean
● Middle Eastern
● Vietnamese
● Other
● Number of respondents who declined to answer the question ● More than one ethnicity
● Number of respondents who declined to answer the question D. Primary language used listed by threshold languages for the individual county
● English
● Spanish
● Number of respondents who declined to answer the question E. Sexual orientation
● Gay or Lesbian
● Heterosexual or Straight
● Bisexual
● Questioning or unsure of sexual orientation
● Queer
● Another sexual orientation
● Number of respondents who declined to answer the question

F. Disability, defined as a physical or mental impairment or medical condition lasting at least six months that substantially limits a major life activity, which is not the result of a severe mental illness
● If Yes, report the number that apply in each domain of disability(ies) o Communication domain separately by each of the following:
 difficulty seeing,
 difficulty hearing, or having speech understood)
 other, please specify
o Mental domain not including a mental illness (including but not limited to a learning disability, developmental disability, dementia) o Physical/mobility domain
o Chronic health condition (including but not limited to chronic pain) o Other (specify)
● No
● Number of respondents who declined to answer the question G. Veteran Status,
● Yes
● No
● Number of respondents who declined to answer the question H. Gender
(i) Assigned sex at birth:
a. Male
b. Female
c. Number of respondents who declined to answer the question (ii) Current gender identity:
a. Male
b. Female
c. Transgender
d. Genderqueer
e. Questioning or unsure of gender identity
f. Another gender identity
g. Number of respondents who declined to answer the question.

Effective July 2018 amended INN regulations specified the following:
● For projects/programs serving children or youth younger than 18 years of age, the demographic information collected and reported should only be done so to the extent permissible by privacy laws;

● For projects/programs serving minors younger than 12 years of age, demographic information shall be collected and reported, except for sexual orientation, current gender identity, and veteran status; ● Information that cannot be obtained directly from the minor may be obtained from the minor’s parent, legal guardian, or other authorized source.

CITY OF BERKELEY INN PROGRAMS
A description of the INN program that was approved, but not implemented in FY24, is outlined below:

Encampment-b ased Mobile Wellness Center Project
In April 2022, the Division received approval to implement an Encampment-Based Mobile Wellness Center Project from the Berkeley City Council and the State Mental Health Oversight and Accountability Commission (MHSOAC). This project pilots a Mobile Wellness Center at Homeless encampments in Berkeley. The Mobile Wellness Center project provides an on-site, customizable menu of services that are chosen by individuals who reside at the encampments. The project is led by peers with lived experience of homelessness, and includes partners from encampment communities to encourage participation, help define service needs, and support service provision at the site. The project was implemented in FY 2025 through Options Recovery Services who was chosen through a competitive Request for Proposal (RFP) process.

The project seeks to learn whether on-s
ite wellness center services have a positive
impact on mental health outcomes including an increase in the uptake of mental health services. It will also assess the impact of how having individuals from the community help to provide services, shapes service delivery, and the participant satisfaction with services.

APPENDIX E

PUBLIC COMMENTS

Internal
Office of the City Manager

CONSENT CALENDAR
July 29, 2025
To Honorable Mayor and Members of the City Council
From: Paul Buddenhagen, City Manager
Submitted by: Janelle Rodrigues, Director of Human Resources Monica Walker, Human Resources Manager
Subject: Adopt a Resolution Approving a Publicly Available Pay Schedule

RECOMMENDATION
Adopt a Resolution approving a publicly available pay schedule effective July 29, 2025, pursuant to the Public Employee’s Retirement Law (PERL), Public Employees’ Pension Reform Act of 2013 (PEPRA), and Title 2 of the California Code of Regulations (CCR).

FISCAL IMPACT
The publicly available pay schedule reflects pay rates from labor agreements that have already been approved and adopted by City Council. There is no fiscal impact connected to this action to update and publish the publicly available pay schedule pursuant to the Public Employee’s Retirement Law, Public Employees’ Pension Reform Act of 2013, and Title 2 of the California Code of Regulations.

CURRENT SITUATION AND ITS EFFECTS
CalPERS Circular Letter 200-00320 issued January 8, 2020 (Exhibit B), the Public Employees’ Retirement Law (PERL), Public Employees’ Pension Reform Act of 2013 (PEPRA), and Title 2 of the California Code of Regulations (CCR) require employees to be paid pursuant to a publicly available pay schedule that meets the requirements of CCR Section 570.5(a) to qualify as both compensation earnable and pensionable compensation that is reportable to the California Public Employees’ Retirement System (CalPERS). Action to adopt a single, unified, pay schedule is required by the CalPERS Circular Letter.

Adoption of the unified pay schedule does not affect the salary or compensation paid to any City employee but merely restates pay rates that have already been approved by the City Council at public meetings.

There are eight (8) requirements that must be met by a publicly available pay schedule per the CalPERS Circular Letter:
1) Be duly approved and adopted by the employer's governing body in accordance with requirements of applicable public meetings laws.
2) Identify the position title for every employee position. 3) Show the pay rate as a single amount or multiple amounts within a range for each identified position. 4) Indicate the time base, including, but not limited to, whether the time base is hourly, daily, biweekly, monthly, bi-monthly, or annually.
5) Be posted at the office of the employer or immediately accessible and available for public review from the employer during normal business hours or posted on the employer's website. 6) Indicate an effective date and date of any revisions.

Internal
7) Is retained by the employer and available for public inspection for not less than five years. 8) Does not reference another document in lieu of disclosing the pay rate.

Historically, the City of Berkeley has consistently met requirements for publicly available pay schedules. A compliant salary schedule is retained for at least five years, posted on the City’s website, and available for public inspection in the Human Resources Department. The City’s governing body (City Council) has approved every tentative agreement or side letter containing salary increases that arise from negotiations with the City’s various bargaining units. Going forward, the City will include the authorization to amend the unified salary schedule when the City Council approves the change to any salary range or classification.

ENVIRONMENTAL SUSTAINABILITY AND CLIMATE IMPACTS
There are no identifiable environmental effects or opportunities associated with the subject of this report.

RATIONALE FOR RECOMMENDATION
CalPERS Circular Letter 200-00320 issued January 8, 2020 (Exhibit B), the Public Employees’ Retirement Law (PERL), Public Employees’ Pension Reform Act of 2013 (PEPRA), and Title 2 of the California Code of Regulations (CCR) require a single unified pay schedule be duly approved and adopted by the employer's governing body in accordance with the requirements of applicable public meetings laws.

ALTERNATIVE ACTIONS CONSIDERED
None. The City risks penalties by not adopting a publicly available pay schedule pursuant to the Public Employees’ Retirement Law.

ATTACHMENTS

1. Resolution
Exhibit A to Resolution: Publicly Available Pay Schedule Exhibit B to Resolution: CalPERS Circular Letter 200-00320

Internal
RESOLUTION NO. xxxxx - N.S.

APPROVING PUBLICLY AVAILABLE PAY SCHEDULE EFFECTIVE JULY 29, 2025, PURSUANT TO THE PUBLIC EMPLOYEES’ RETIREMENT LAW (PERL), PUBLIC EMPLOYEES’ PENSION REFORM ACT OF 2013 (PEPRA), AND TITLE 2 OF THE CALIFORNIA CODE OF REGULATIONS (CCR) WHEREAS, the Public Employees’ Retirement Law (PERL), Public Employees’ Pension Reform Act of 2013 (PEPRA), and Title 2 of the California Code of Regulations (CCR) require employee pay rates to be paid pursuant to a publicly available pay schedule that meets the requirements of CCR Section 570.5(a) to qualify as both compensation earnable and pensionable compensation that is reportable to CalPERS; and
WHEREAS, publicly available pay schedules must be duly approved and adopted by the employer's governing body in accordance with the requirements of applicable public meetings laws; and WHEREAS, publicly available pay schedules must identify the position title for every employee position; and
WHEREAS, publicly available pay schedules must show the pay rate as a single amount or multiple amounts within a range for each identified position; and WHEREAS, publicly available pay schedules must indicate the time base, including, but not limited to, whether the time base is hourly, daily, bi-weekly, monthly, bi-monthly, or annually; and WHEREAS, publicly available pay schedules must be posted at the office of the employer or immediately accessible and available for public review from the employer during normal business hours or posted on the employer's website; and
WHEREAS, publicly available pay schedules must indicate an effective date and date of any revisions; and
WHEREAS, publicly available pay schedules must be retained by the employer and available for public inspection for not less than five years; and
WHEREAS, publicly available pay schedules must not reference another document in lieu of disclosing the pay rate; and
WHEREAS, the adoption of a unified pay schedule per CalPERS Circular Letter 200-00320 will not change the salary or compensation of any City employee.

NOW, THEREFORE, BE IT RESOLVED, by the Council of the City of Berkeley that the publicly available pay schedule effective July 29, 2025, pursuant to the Public Employees’ Retirement Law (PERL), Public Employees’ Pension Reform Act of 2013 (PEPRA), and Title 2 of the California Code of Regulations (CCR) attached as Exhibit A is established.

Public City of Berkeley
Publicly Available Pay Schedule [BENEFITED]
Updated 7/14/2025

JOB CLASS CLASSIFICATION TITLE GROUP/B

U FLSA PAY
BASIS
PAY
GRADE
1 / BAND
MIN
2 / BAND
MAX 3 4 5 6 7 8 9 EFFECTIVE DATE RESOLUTION
2000 ACCOUNTANT I CSU0 N H C001 43.2401 45.0940 46.9193 48.8781 51.0375 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2002 ACCOUNTANT II CSU0 N H C002 53.9085 56.2616 58.8052 61.3293 64.0128 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1000 ACCOUNTING MANAGER PEU0 E H C001 69.7585 73.2369 76.9040 80.7488 84.7824 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 4002 ACCOUNTING OFF SPEC II MC01 N H C001 36.5186 38.1156 39.7757 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4004 ACCOUNTING OFF SPEC II UNR2 N H C001 36.5854 38.4034 40.1691 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4006 ACCOUNTING OFF SPEC III MC01 N H C002 42.2976 44.1681 46.1121 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4008 ACCOUNTING OFF SPEC III UNR2 N H C002 41.7987 43.8050 45.8528 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4010 ACCOUNTING OFF SPEC SUP MC02 N H C001 42.6864 44.7986 46.9948 49.3172 51.3979 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4012 ACCOUNTING OFF SPEC SUP UNR2 N H C003 42.2794 44.5673 46.9390 49.3740 51.7140 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 3002 ACCOUNTING TECHNICIAN MC01 N H C004 41.6251 43.6639 45.8178 48.0771 50.1054 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2088 ADA PROGRAM COORDINATOR CSU0 N H C032 59.3010 62.4019 65.5027 68.6037 71.7046 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 4014 ADMIN ASSISTANT MC01 N H C005 41.9172 44.0294 46.2256 48.5478 50.6290 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4016 ADMIN ASSISTANT UNR2 N H C005 41.5102 43.7981 46.1701 48.6048 50.9449 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1002 ADMIN FISCAL SVCS MGR PEU0 E H C002 61.8572 64.9551 68.2029 71.6172 75.1981 78.8870 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1004 ADMIN FISCAL SVCS MGR UNR2 E H C004 62.0121 65.1176 68.3734 71.7964 75.3863 79.0845 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2004 ADMIN HEARING EXAMINER UNR2 E H C006 57.9976 60.7557 63.7857 66.9099 70.1068 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4018 ADMIN SECRETARY UNR2 N H C007 42.3773 44.2894 46.3792 48.5628 50.7778 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2006 ADMIN STAFF ASSISTANT UNR2 N H C008 43.5787 45.9829 48.4793 50.9670 53.4968 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2139 ADVANCED PRACTICE PROVIDER CSU0 E H C057 74.8159 77.7949 81.0107 84.3502 87.8440 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 6000 ANIMAL CONTROL OFFICER MC00 N H C001 39.5634 40.7509 41.9382 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6002 ANIMAL SVCS ASSISTANT MC00 N H C002 34.8977 35.8225 36.8628 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1006 ANIMAL SVCS MANAGER PEU0 E H C003 69.3127 72.6414 76.1667 79.9078 83.7523 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2009 APP PROGRAMMER/ANALYST I CSU0 N H C003 52.4223 54.6572 57.1106 59.6262 62.2043 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2010 APP PROGRAMMER/ANALYST II CSU0 N H C004 57.2042 59.7301 62.4226 65.2395 68.1921 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1008 AQUATICS COORDINATR MC01 N H C006 41.9908 43.6197 45.2484 47.0558 48.7477 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6004 AQUATICS FACILITIES SUP MC01 N H C007 33.3839 35.0612 36.8091 38.6582 40.5881 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2012 ARCHITECT CSU0 E H C005 65.0318 68.1401 71.4351 74.8654 78.4100 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2028 ASSISTANT AQUATICS COORD MC01 N H C008 35.4334 36.9257 38.3339 39.6789 41.2026 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2030 ASSISTANT ARCHITECT CSU0 E H C008 55.7385 58.2853 61.0711 64.0444 67.1938 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1010 ASSISTANT BLDG & SAFETY MGR PEU1 E H C004 79.3404 83.3025 87.4725 91.8439 96.4372 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1012 ASSISTANT CITY ATTORNEY UNR1 E H C016 106.9265 143.0600 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1014 ASSISTANT CITY CLERK UNR2 E H C013 60.0140 62.8765 66.0006 69.2395 72.5411 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1016 ASSISTANT CITY MANAGER UNR1 E H C035 95.8447 131.7714 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2032 ASSISTANT CIVIL ENGINEER (REG) PEU1 E H C005 61.0875 63.9429 67.1273 70.3949 73.8782 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 8000 ASSISTANT FIRE CHIEF FC00 E H C001 98.7648 108.6677 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 9038 ASSISTANT FIRE INSPECTOR UNR2 N H C081 38.276 40.1897 42.1991 44.3092 46.5246 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2036 ASSISTANT HR ANALYST UNR2 N H C015 45.2996 47.5685 49.9590 52.4712 55.1051 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9012 ASSISTANT INSPECTOR CSU0 N H C087 41.5693 43.3714 45.3417 47.2529 49.3161 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1018 ASSISTANT MANAGER MH SVCS PEU0 E H C004 72.6386 76.2768 80.0945 84.0998 94.7792 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2038 ASSISTANT MGMT ANALYST CSU0 N H C010 43.2125 45.0838 46.9126 48.8463 51.0088 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2040 ASSISTANT MGMT ANALYST UNR2 N H C016 43.7670 45.6478 47.5073 49.4823 51.6136 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5004 ASSISTANT MH CLINICIAN CSU0 N H C011 36.3621 37.6509 38.8571 40.2187 42.2460 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2042 ASSISTANT PLANNER CSU0 N H C012 43.4823 45.3952 47.2250 49.2208 51.3518 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2044 ASSISTANT PUB WORKS ENGINEER PEU1 N H C006 58.4388 61.0875 63.9429 67.1273 70.3949 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2046 ASSISTANT RECREATION COORD MC01 N H C009 35.4349 36.9302 38.3347 39.6787 41.2043 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9023 ASSISTANT TO CITY ATTORNEY UNR2 E H C073 73.8480 79.0674 84.6557 90.6391 97.0451 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1020 ASSISTANT TO CITY MANAGER UNR1 E H C017 73.8479 97.0453 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2048 ASSISTANT TO MAYOR UNR2 E H C018 48.1513 90.5744 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2050 ASSISTANT TRANSPORATION ENGINEER PEU1 E H C007 59.1200 61.7989 64.7382 67.9561 71.2550 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2034 ASSITANT ENV HEALTH SPECIALIST CSU0 N H C009 45.8113 48.2644 50.1871 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2014 ASSOCIATE CIVIL ENGINEER PEU1 E H C001 67.2823 70.5906 73.9501 77.4546 81.2993 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2016 ASSOCIATE HR ANALYST UNR2 E H C010 56.1480 58.6974 61.6960 64.5481 67.6095 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2018 ASSOCIATE MGMT ANALYST CSU0 N H C006 53.9085 56.2615 58.8052 61.3293 64.0129 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2020 ASSOCIATE MGMT ANALYST UNR2 N H C011 54.2778 56.6181 59.1774 61.7588 64.4332 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2022 ASSOCIATE PLANNER CSU0 N H C007 52.5058 54.8237 57.0482 59.5949 62.3289 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2024 ASSOCIATE TRANSPORATION ENGINEER PEU1 E H C002 67.2823 70.5906 73.9501 77.4546 81.2993 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2026 ASSOCIATE UTILITY ENGINEER PEU1 E H C003 67.2823 70.5906 73.9501 77.4546 81.2993 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1022 AUDIT MANAGER UNR1 E H C018 66.8828 87.5598 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2052 AUDITOR I CSU0 N H C013 43.2401 45.0940 46.9193 48.8781 51.0375 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2054 AUDITOR II CSU0 N H C014 53.9085 56.4520 58.8655 61.3992 64.0129 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2056 AUTOMATION LIBRARIAN CSU0 N H C015 52.2563 54.6885 57.2664 60.0107 62.9528 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 8102 BATTALION CHIEF (56) FC00 N H C002 62.1860 65.2939 68.5587 71.9871 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 2058 BEHAVIORAL HEALTH CLINICIAN I CSU0 E H C016 46.2599 48.1998 50.1777 52.1942 54.2582 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2060 BEHAVIORAL HEALTH CLINICIAN II CSU0 E H C017 50.9519 52.9778 55.0702 57.2681 59.5138 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2062 BENEFITS SPECIALIST UNR2 N H C020 51.0077 53.5467 56.2420 59.0320 61.4868 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1024 BUDGET MANAGER UNR1 E H C019 77.8845 104.1891 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1026 BUILDING & SAFETY MANAGER PEU0 E H C005 85.3479 90.2645 95.7052 101.0235 106.8734 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 3000 BUILDING INSPECTOR I (CERT) CSU0 N H C018 51.3204 53.5450 55.9775 58.3370 60.8840 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3004 BUILDING INSPECTOR II CSU0 N H C019 52.8796 55.1670 57.6720 60.1043 62.7344 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3005 BUILDING INSPECTOR II (CERT) CSU0 N H C020 55.0109 57.3706 59.9798 62.5164 65.2500 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 6010 BUILDING MAINT MECH TRAINEE MC00 N H C004 37.9080 39.0966 40.4188 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5006 BUILDING MAINTENANCE MECH MC00 N H C003 47.3459 48.8926 50.5067 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5009 BUILDING MAINTENANCE SUP MC00 E H C005 52.5913 54.2504 56.0999 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S.

Public City of Berkeley
Publicly Available Pay Schedule [BENEFITED]
Updated 7/14/2025

JOB CLASS CLASSIFICATION TITLE GROUP/B

U FLSA PAY
BASIS
PAY
GRADE
1 / BAND
MIN
2 / BAND
MAX 3 4 5 6 7 8 9 EFFECTIVE DATE RESOLUTION
2064 BUILDING PLANS ENGINEER PEU1 E H C008 62.2488 65.5226 68.9722 72.6060 76.4241 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 3008 BUILDING PLANS EXAMINER CSU0 N H C021 55.0109 57.3706 59.9798 62.5164 65.2500 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2066 BUYER CSU0 N H C022 46.2271 48.2853 50.1980 52.2978 54.5533 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1028 CAMP MANAGER PEU0 E H C006 41.3119 43.3790 45.5400 47.8242 50.2120 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1030 CAPITAL IMPROVEMENT PRG MGR UNR1 E H C020 85.1189 113.8822 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9000 CENTRAL LIBRARY CIRC SUP CSU0 N H C023 40.9254 42.6611 44.5015 46.4245 48.8360 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 9035 CERT CIVILIAN INSTRUCTOR UNR2 N H C079 32.8191 34.542 36.3555 38.2642 40.2731 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 3010 CHIEF OF PARTY PEU1 N H C009 53.6642 56.2113 58.9067 61.8005 64.6744 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1032 CIRCULATION SVCS MANAGER PEU0 E H C007 58.3697 61.0814 63.9837 67.0508 70.3170 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1034 CITY ATTORNEY UNR1 E H C001 101.1258 190.8001 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1036 CITY AUDITOR UNR1 E H C002 100.6147 100.6147 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1038 CITY CLERK UNR1 E H C003 93.0384 127.9003 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1040 CITY MANAGER UNR1 E H C004 212.9126 212.9126 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2068 CIVIC ARTS COORDINATOR PEU1 N H C010 53.1735 55.7046 58.4480 61.3107 64.2609 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2070 CLINICAL PSYCHOLOGIST CSU0 E H C024 56.3622 58.5555 60.8734 63.2543 65.8008 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3015 CODE ENFORCEMENT OFFICER I CSU0 N H C026 40.6449 42.5368 44.5115 46.5911 48.7735 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3014 CODE ENFORCEMENT OFFICER II CSU0 N H C025 49.3456 51.4765 53.8152 56.0815 58.5449 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1043 CODE ENFORCEMENT SUPERVISOR PEU1 E H C011 56.4807 59.2430 62.1389 65.1384 68.2098 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2073 COMM DEV PROJ COORDINATOR CSU0 E H C027 56.1334 58.8257 61.7262 64.7510 67.8696 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 9011 COMMUNICATION SPECIALIST UNR2 N H C072 54.2793 64.3943 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1044 COMMUNICATIONS MANAGER PEU0 E H C008 69.4201 73.0746 76.9158 81.5887 84.3582 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 9028 COMMUNICATIONS SUPERVISOR IBEW E H C007 66.6587 68.6299 70.6010 7/7/2024 Change was made by 6.0% Per section 11.1.2 in Res No. 70,453-N.S. 3016 COMMUNICATIONS TECHNICIAN IBEW N H C001 52.7279 55.2639 57.7857 7/7/2024 Change was made by 6.0% Per section 11.1.2 in Res No. 70,453-N.S. 5012 COMMUNITY HEALTH WORKER CSU0 N H C028 33.4932 34.2517 35.1044 36.8403 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 5014 COMMUNITY HEALTH WRKR SPEC CSU0 N H C029 36.3621 37.6509 38.8571 40.2187 42.2460 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 7002 COMMUNITY SERVICE OFFICER MC00 N H C006 39.9958 41.5882 43.2561 44.8821 46.5898 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 7000 COMMUNITY SVC OFFICER SUP MC00 N H C007 44.8217 46.6102 48.4792 50.6418 52.9149 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2074 COMMUNITY SVCS SPECIALIST I CSU0 N H C030 43.2401 45.0940 46.9193 48.8781 51.0375 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2076 COMMUNITY SVCS SPECIALIST II CSU0 N H C031 53.9085 56.2615 58.8052 61.3293 64.0129 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2078 COMMUNITY SVCS SPECIALIST III PEU1 E H C012 59.3048 62.1389 65.2001 68.3951 71.7036 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 5016 CONCRETE FINISHER MC00 N H C008 46.8041 48.1698 49.5351 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5019 CONSTRUCTION EQUIP OPERAT MC00 N H C009 43.8332 45.1861 46.6524 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6016 CONTAINER MAINT WELDER MC00 N H C010 39.0154 40.2198 41.3806 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2081 CONTRACT ADMINISTRATOR PEU1 E H C013 52.2966 55.3788 58.6492 62.1077 65.6753 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1046 COUNCILMEMBER ELEC H C001 339.5942 12/22/2024 Change was made by Section 19 of Berkeley City Charter 2082 CRIME ANALYST PEU1 N H C014 53.3471 54.7245 57.4573 60.3337 63.3464 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1047 CRIME SCENE SUPERVISOR PEU1 N H C015 53.2031 55.5636 58.3462 61.2525 64.3243 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1049 CUSTOMER SERVICE MANAGER PEU0 E H C009 65.0765 68.2610 71.4769 74.9400 78.5366 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 4021 CUSTOMER SERVICE SPECIALIST II MC01 N H C010 37.3902 39.3593 41.4340 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4023 CUSTOMER SERVICE SPECIALIST III MC01 N H C011 42.2976 44.1681 46.1121 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4025 CUSTOMER SERVICE SUPERVISOR MC02 N H C002 42.6864 44.7986 46.9948 49.3172 51.3979 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2084 DATABASE ADMINISTRATOR PEU1 E H C016 59.9045 63.0575 66.3768 69.8694 73.5502 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1051 DEP CITY AUDITOR / PAYROLL MGMT UNR1 E H C021 73.8479 97.0453 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2221 DEPUTY CITY ATTORNEY I UNR2 E H C024 67.3109 70.8785 74.6350 78.5906 82.7559 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2223 DEPUTY CITY ATTORNEY II UNR2 E H C025 77.4075 81.5101 85.8303 90.3791 95.1692 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2225 DEPUTY CITY ATTORNEY III UNR2 E H C026 89.0188 93.7368 98.7047 103.9361 109.4448 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9024 DEPUTY CITY ATTORNEY IV UNR2 E H C074 102.3682 107.7906 113.5025 119.5149 125.8614 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1053 DEPUTY CITY CLERK UNR1 E H C022 73.8479 97.0453 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1055 DEPUTY CITY MANAGER UNR1 E H C005 101.1258 156.1648 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1065 DEPUTY DIRECTOR OF FINANCE UNR2 E H C028 97.1106 106.6549 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1067 DEPUTY DIRECTOR OF HHCS UNR1 E H C026 80.2378 111.3278 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1069 DEPUTY DIRECTOR OF HR UNR1 E H C036 73.8479 97.0453 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1057 DEPUTY DIRECTOR OF LIBRARY SERVICES UNR1 E H C023 73.8479 97.0453 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1059 DEPUTY DIRECTOR OF PLANNING UNR1 E H C039 80.2378 107.3438 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1064 DEPUTY DIRECTOR OF PRW UNR1 E H C025 80.2378 107.3438 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1073 DEPUTY DIRECTOR OF PUBLIC WORKS UNR1 E H C028 80.2378 115.4199 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1072 DEPUTY DIRECTOR OF PUBLIC WORKS (Registered) UNR1 E H C027 80.2378 115.4199 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1061 DEPUTY DIRECTOR OF RENT BOARD UNR3 E H C001 73.8407 97.0417 7/6/2025 Change was made by 4.0000% 1075 DEPUTY FIRE CHIEF UNR0 E H C001 107.0663 129.9063 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 8006 DEPUTY FIRE MARSHAL FF00 E H C001 74.4852 76.9409 79.4852 82.1037 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 9030 DEPUTY POLICE CHIEF UNR0 E H C004 105.9999 137.8000 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2086 DIGITAL COMMUNICATIONS COORD UNR2 E H C036 57.7928 60.8344 64.0362 67.4050 70.9542 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1081 DIR LIBRY SVCS UNR1 E H C008 93.0384 127.9003 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1085 DIRECTOR OF FINANCE UNR1 E H C010 93.0384 139.8225 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1077 DIRECTOR OF HHCS UNR1 E H C006 96.9608 141.8009 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1079 DIRECTOR OF HUMAN RESOURCES UNR1 E H C007 93.0384 133.5023 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1087 DIRECTOR OF INFO TECHNOLOGY UNR1 E H C011 93.0384 141.9182 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1083 DIRECTOR OF PARKS/REC/WATERFRONT UNR1 E H C009 96.9608 141.8009 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1089 DIRECTOR OF PLANNING UNR1 E H C012 93.0384 129.8956 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9008 DIRECTOR OF POLICE ACCOUNTABILITY UNR1 E H C071 81.6284 122.4425 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1091 DIRECTOR OF PUBLIC WORKS UNR1 E H C013 96.9608 141.8009 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9022 DIVERSITY, EQUITY, AND INCLUSION OFFICER UNR2 E H C077 73.8534 97.0460 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4027 DRAFTING AIDE UNR2 N H C037 29.2130 30.9787 33.4549 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S.

Public City of Berkeley
Publicly Available Pay Schedule [BENEFITED]
Updated 7/14/2025

JOB CLASS CLASSIFICATION TITLE GROUP/B

U FLSA PAY
BASIS
PAY
GRADE
1 / BAND
MIN
2 / BAND
MAX 3 4 5 6 7 8 9 EFFECTIVE DATE RESOLUTION
3018 DRAFTING TECHNICIAN PEU1 N H C017 41.6905 43.6488 45.6175 47.7614 50.1008 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1093 ECONOMC DEV MANAGER UNR1 E H C029 82.6333 110.5424 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2090 ECONOMIC DEV PROJ COORD PEU0 E H C010 65.0765 68.2610 71.4769 74.9503 78.5366 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2092 EEO & DIVERSITY OFFICER UNR2 E H C039 59.6793 62.5423 65.6037 68.8215 72.1338 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5020 ELECTRICAL PARTS TECHNICIAN IBEW N H C002 38.5542 41.0445 43.1968 44.2885 7/7/2024 Change was made by 6.0% Per section 11.1.2 in Res No. 70,453-N.S. 9027 ELECTRICAL SUPERVISOR IBEW E H C006 66.6587 68.6299 70.6010 7/7/2024 Change was made by 6.0% Per section 11.1.2 in Res No. 70,453-N.S. 5021 ELECTRICIAN IBEW N H C003 52.7279 55.2639 57.7857 7/7/2024 Change was made by 6.0% Per section 11.1.2 in Res No. 70,453-N.S. 2096 EMERGENCY SERVICES COORDINATOR CSU0 N H C033 53.9103 56.2722 58.7995 61.3262 64.0181 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1095 EMPLOYEE RELATIONS MANAGER UNR1 E H C030 72.1018 96.3891 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2098 EMPLOYMENT PROGRAMS ADMIN PEU1 E H C019 58.6095 61.3943 64.4269 67.5880 70.8389 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2094 EMS QUALITY IMPRV & ED COORD PEU1 E H C018 78.8416 81.4788 84.2043 87.0210 89.9317 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1097 ENERGY PROGRAM MANAGER PEU0 E H C011 64.8911 68.1360 71.5431 75.1204 78.8778 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 3020 ENGINEERING INSPECTOR PEU1 N H C020 50.1857 52.4948 55.1208 57.6777 60.4033 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2100 ENVIRONMENTAL COMPLIANCE SPEC CSU0 E H C034 58.3863 60.4505 62.7248 65.2284 67.6553 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2102 ENVIRONMENTAL HEALTH SUPERVISOR PEU1 E H C021 58.8472 61.0962 63.4334 65.8586 68.3800 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2104 EPIDEMIOLOGIST CSU0 N H C035 46.4324 48.7521 51.1879 53.7470 56.4366 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 5022 EQUIPMENT PARTS TECHNICIAN MC00 N H C011 37.5144 39.6686 41.5601 42.5162 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1099 EQUIPMENT SUPERINTENDENT PEU0 E H C012 67.1686 70.4255 73.8060 77.4546 81.1547 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1101 EXECUTIVE DIRECTOR, RENT BOARD UNR3 E H C002 149.3800 7/6/2025 Change was made by 4.0000% 1103 FACILITIES MAINT SUPERINTENDENT PEU0 E H C013 67.1686 70.4255 73.8060 77.4546 81.1547 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 4029 FIELD REPRESENTATIVE CSU0 N H C036 40.3223 41.9544 43.8462 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3022 FIRE & LIFE SAFETY PLANS EXAMINER CSU0 N H C037 60.6242 63.2436 66.1126 68.9089 71.9651 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 8008 FIRE APPARATUS OPERATOR (40) FF00 N H C003 62.7822 64.8633 67.0025 69.2095 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8108 FIRE APPARATUS OPERATOR (56) FF00 N H C002 44.8446 46.3309 47.8591 49.4353 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8009 FIRE CAPTAIN I (40) FF00 N H C005 73.1934 75.6127 78.1076 80.6879 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8109 FIRE CAPTAIN I (56) FF00 N H C004 52.2809 54.0091 55.7913 57.6342 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8010 FIRE CAPTAIN II (40) FF00 N H C007 74.5313 76.9892 79.5359 82.1576 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8110 FIRE CAPTAIN II (56) FF00 N H C006 53.2367 54.9922 56.8113 58.6840 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 1105 FIRE CHIEF UNR0 E H C002 98.4031 148.3100 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 8011 FIRE MARSHAL FC00 E H C004 98.7648 108.6754 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 9043 FIRE MECHANIC LEAD UNR2 N H C083 53.1202 54.7263 56.341 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 7004 FIRE PREVENTION INSPECTOR (N-SWN) CSU0 N H C038 49.3456 51.4765 53.8152 56.0815 58.5449 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 8012 FIRE PREVENTION INSPECTOR (SWN) FF00 N H C008 67.6274 69.8709 72.1742 74.5568 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8013 FIREFIGHTER (40) FF00 N H C010 50.9543 52.1219 53.3180 54.5529 56.3382 58.2000 60.1207 62.1076 64.1855 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 8113 FIREFIGHTER (56) FF00 N H C009 36.3959 37.2299 38.0843 38.9664 40.2416 41.5716 42.9433 44.3626 45.8468 7/6/2025 Change was made by 3.0000% Resolution No. 71,257-N.S. 5024 FORESTRY CLIMBER MC00 N H C012 45.0465 46.4515 47.9182 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5026 FORESTRY CLIMBER SUPERVISOR MC00 N H C013 52.4046 53.9495 55.5116 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6018 FORESTRY CLIMBER TRAINEE MC00 N H C014 34.7609 36.2215 37.6929 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 5028 FORESTRY TECHNICIAN MC00 N H C015 52.4047 53.9495 55.5116 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9010 GENERAL COUNSEL UNR3 E H C003 147.3472 7/6/2025 Change was made by 4.0000% 1107 GENERAL SERVICES MANAGER PEU0 E H C014 66.4779 69.7969 73.3423 77.0426 80.9694 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 9034 GRAPHIC DESIGNER UNR2 E H C078 43.5705 45.8580 48.2655 50.7994 53.4664 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6020 GROUNDSKEEPER MC00 N H C016 34.8976 35.8164 36.8626 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6022 HARBORMASTER PEU1 N H C022 0.0000 0.0000 52.6917 54.7085 56.9661 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1109 HAZARDOUS MAT MANAGER PEU0 E H C015 70.9576 74.4360 77.9444 81.7400 85.6247 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2106 HAZARDOUS MAT SPECIALIST I CSU0 N H C039 51.4139 53.2124 55.2189 57.4123 59.5844 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2108 HAZARDOUS MAT SPECIALIST II CSU0 N H C040 58.3891 60.4472 62.7235 65.2290 67.6615 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 2110 HEALTH EDUCATOR CSU0 E H C041 50.8612 52.8310 54.8826 57.0252 59.2867 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1111 HEALTH NUTRITION PROG COORD PEU1 N H C023 52.6155 54.6872 56.8209 59.0059 61.3761 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1113 HEALTH OFFICER UNR1 E H C037 111.8583 127.0683 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1114 HEALTH OFFICER (CERT) UNR1 E H C031 145.3644 165.1337 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2112 HEALTH PLNG, EDUCAT & PROMO SUP PEU1 N H C024 54.3920 56.5042 58.8860 61.3134 63.8571 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1117 HEALTH SERVICES SUPERVISOR PEU1 E H C026 65.4785 68.0140 70.8276 73.8164 76.8156 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2114 HEALTH SVCS PROG SPECIALIST PEU1 N H C025 50.1318 52.0799 54.0998 56.2127 58.4388 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2116 HEARING EXAMINER PEU1 E H C027 63.4480 67.5601 71.1264 74.2907 78.8356 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1119 HOME ENERGY ADMINISTRATOR PEU0 E H C016 55.1272 57.5479 60.1299 62.7121 65.4643 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 2118 HOMELESS SERVICES COORDINATOR PEU1 E H C028 58.8558 61.6764 64.7054 67.8852 71.1651 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 9013 HOUSING INSPECTOR I (CERT) CSU0 N H C088 46.1883 48.1904 50.3798 52.5032 54.7955 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3025 HOUSING INSPECTOR II (CERT) CSU0 N H C043 51.3204 53.5450 55.9775 58.3370 60.8840 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 1121 HOUSNG INSPECTOR SUPERVISOR PEU1 E H C029 62.0975 64.7894 67.7327 70.5878 73.6661 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 1123 HUMAN RESOURCES MANAGER UNR1 E H C015 74.1701 96.3849 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 4031 HUMAN RESOURCES TECHNICIAN UNR2 N H C044 42.3320 44.6712 47.0976 49.5766 51.9683 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1125 INFO SECURITY MANAGER UNR1 E H C032 82.5417 86.8858 91.4593 96.2691 101.3390 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1127 INFO SYSTEMS MANAGER UNR1 E H C033 77.2393 81.0296 84.9034 89.0858 93.3519 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2120 INFO SYSTEMS SPECIALIST CSU0 N H C044 49.0408 51.1620 53.4457 55.7680 58.2046 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3028 INFO SYSTEMS SUPPORT TECHNICIAN CSU0 N H C045 40.7072 42.2353 43.8047 45.4473 47.1418 7/6/2025 Change was made by 4.0% Resolution No. 71,583-N.S. 3030 INFO SYSTEMS SUPPORT TECHNICIAN UNR2 N H C045 40.9777 42.4821 44.0697 45.7104 47.4238 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6024 JANITOR MC00 N H C017 32.3338 33.1429 34.0782 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 6026 JANITOR SUPERVISOR MC00 N H C018 37.6929 39.0170 40.1623 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 2122 JR PUBLIC WORKS ENGINEER PEU1 N H C030 49.2143 51.4819 53.9453 56.5323 59.2841 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S. 6028 LABORER MC00 N H C019 36.5280 37.5666 38.7709 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 9032 LACTATION COUNSELOR UNR2 E H C076 45.3473 47.6147 49.9955 52.4951 55.1200 7/6/2025 Change was made by 4.0000% Resolution No. 71,408-N.S. 1129 LAND USE PLANNING MANAGER PEU0 E H C017 83.6078 87.7717 92.1727 96.7693 99.8615 7/6/2025 Change was made by 4.0% Resolution No. 71,586-N.S.