Regular Meeting

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[15] SPEAKER_48: ¶. ♪ ♪ ¶. Yeah. ¶. ¶. ¶. ¶. ¶. ¶.

[354] SPEAKER_48: ¶.

[396] SPEAKER_47: Und Freunde, nicht diese Töne, Sondern lasst uns angenehmere Anstimmen.

[428] SPEAKER_46: foreign foreign I love you so much.

[486] SPEAKER_44: It is good to be a friend of a friend. He, a friend of his own, mixes his joys with his sorrows. He, too, for a soul, wanders around the world, and for the unknown silence he remains.

[529] SPEAKER_44: Freunde zwingen alle Wiesen an den Brüsten der Natur. Alle Gute, alle Bösen folgen ihren Wesen. Gänse gab sie uns und Riemen, eine Freund geprüft in Tod. Oh, Lust hat den Mund gegeben. O come, let us adore Him O come, let us adore Him O come, let us adore Him O come, let us adore Him

[606] SPEAKER_48: and and Float, float,

[642] SPEAKER_44: foreign foreign foreign foreign

[695] SPEAKER_48: Hey! Yeah.

[762] Ray Rodriguez: It's 631. 631 p.m. I would like to call this meeting to order. Which is the regular meeting of the Newark Unified School District Board of Education for September 20th. Roll call. Ms. Sandoval? Yes.

[779] SPEAKER_42: Board Member Rodriguez? Present. Mr. Huynh? Present. Ms. Crocker. Present. Mr. Preciado. Here. Ms. Thomas.

[788] Ray Rodriguez: She'll be here in about, Member Thomas will be here in about 10 minutes.

[791] SPEAKER_42: Okay, and Student Member Van Rossem.

[795] Ray Rodriguez: Thank you. Approval of the agenda. I need a motion and a second.

[801] Michael Milliken: Move to approve.

[871] SPEAKER_28: Just close the application.

[902] Ray Rodriguez: Okay, motion passes four yeses. Member Thomas is not here right now and student board member will come in later, hopefully. On the close agenda tonight, we have public employee discipline dismissal relief. G.C. 54957, conference with legal counsel regarding anticipated litigation. We have two cases in that setting. Does anyone in the audience or anyone here would like to address the board?

[958] SPEAKER_48: ¶. ¶. ♪ ¶. Yeah. ¶. ¶. ¶. Yeah. ¶. ¶. ¶.

[1289] SPEAKER_48: ¶.

[1332] SPEAKER_47: Und Freunde, nicht fiese Töne Sondern lasst uns angenehmere Anstimmen Und Freunde,

[1370] SPEAKER_48: Freilich!

[1377] SPEAKER_46: Freilich! Freilich! Freilich! Freilich! Freilich! Freilich!

[1403] SPEAKER_48: I love you.

[1422] SPEAKER_44: und gelungen, eines Freundes freund zu sein. Er ein volles Heim erlungen, mische seinen Blumen ein. Er auch, nur eine Seele scheinen, doch wir gehen rund, und wir stiegen hoch, der Stille weigern sich aus dir.

[1464] SPEAKER_44: Freunde zwingen alle Wiesen an den Prüsten der Natur. Alle Guten, alle Bösen folgen ihren Wesen. Gestern gab's sie uns zu treten, einen Feind geprüft in Tod.

[1489] SPEAKER_48: O say does that star-spangled banner yet wave O'er the land of the free and the home of the brave? the the Four.

[1576] SPEAKER_44: Froh wie seine Sonnen fliegen durch des Himmels dreckigen Lahn! Laufen, Brüder, eure Bahn! Laufen, Brüder, eure Bahn! To triumph like a hero! To triumph like a hero! To triumph like a hero!

[1632] SPEAKER_48: ¶. Yeah. ¶ O come all ye faithful joyful and triumphant O come ye, O come ye to Bethlehem Die Lohde springt mit euch.

[1792] SPEAKER_48: ♪ Hear the organ ♪ ♪ He sent us ♪ ♪ The God sent man ♪ ♪ To thy good children ♪ ♪ Hear the organ ♪ O say can you see, by the dawn's early light, What so proudly we hailed at the twilight's O say can you see, by the dawn's early light,

[1924] SPEAKER_48: I love you. ♪ Zion, Zion, Zion, Zion, Zion, Zion, Zion ♪ O'er the ramparts we watched, were so gallantly streaming?

[2011] SPEAKER_48: Oh, say does that star-spangled banner yet wave O'er the land of the free and the home of the brave?

[2077] SPEAKER_48: ♪ He's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he's here, he O say can you see, by the dawn's early light, What so proudly we hailed at the twilight's

[2135] SPEAKER_44: Frohe Tochter aus Elysium! Freue Tochter aus Elysium! Freue Tochter aus Elysium!

[2142] SPEAKER_48: Freue Tochter aus Elysium!

[2146] SPEAKER_44: Freue Zauber! Freue Zauber! Freue Zauber! Freue Zauber! Freue Zauber!

[2167] SPEAKER_48: Governation, Governation, Governation, Governation, Governation, Governation, Governation, Governation, It's a world in which to know, it's a world in which to know, it's a world in which to know, it's a world in which to know, it's a world in which to know. ["Pomp and Circumstance"] Yeah. ♪ ¶.

[2429] Ray Rodriguez: Where's Nancy? Anybody know? She's back there still. We're reconvening from closed session to seven o'clock. So we'd like to do the pledge first. Did you want to, young lady with the love shirt, did you want to help us with the Pledge of Allegiance, if you don't mind? Or both of you, actually, if you want. Just tell us what to do.

[2494] Diego Torres: God, indivisible, with liberty and justice for all.

[2502] Ray Rodriguez: Can you give your name to Ms. Sandoval so she can write down the fact that you helped us do the pledge, if you don't mind? During closed session, which only took about 15, 20 minutes, the board got updates from our legal counsel, Mr. Richards, who represents our legal counsel, regarding anticipated litigation. And we just received the report and there was no action taken. Now we go to the student reports. Mr. Sanchez, Superintendent Sanchez.

[2559] SPEAKER_14: I think we put a spot in there for Sierra, but I don't know if she's grown later.

[2566] SPEAKER_22: We can do it toward the end, give her more time.

[2576] SPEAKER_14: Is someone here from Newark Junior? Hi. All right. Student report from Newark Junior High.

[2587] Ray Rodriguez: Welcome.

[2591] SPEAKER_14: So if you guys wouldn't mind telling us your name, your grade, and then you can give your report.

[2597] SPEAKER_18: I'm Avery Sheridan, I'm in 8th grade.

[2600] SPEAKER_17: I'm Mikayla Hoburn and I'm also in 8th grade. Welcome.

[2609] SPEAKER_18: A few weeks ago, we went over and were notified about the ratified budget and constitution. We talked about it and knew it was to be understood. We also went over the student store that supplies all students at Newark Junior High School with snacks, drinks, and clothing. We discussed purchasing and redesigning school sweatshirts, jackets, and beanies, and we'll carry on with selling the products. Currently we're also accepting Cougar coupons at lunch and after school in exchange for candy as a reward for good behavior.

[2645] SPEAKER_17: On Fridays we play music in the quad which most kids seem to enjoy. Mr. Montoya purchased an iTunes gift card after making sure we were all okay with it. Morning announcements started the first Monday of school and will definitely continue. We've also been talking about the first dance which will be held next Friday and we're hiring a DJ and planning all of the rest out. Also we're deciding Also, the first rally would be held this Thursday, and there may be a fall fundraiser, or there will be a fall fundraiser, which we still haven't talked about it much.

[2692] SPEAKER_14: Thank you, guys.

[2694] Diego Torres: I have a question.

[2697] SPEAKER_18: What does the Cougar hope on? A cougar coupon, because like our school mascot is a cougar, it's basically like a coupon that you can use to get candy and stuff so you don't have to pay for it. And it's just something that the staff will give students as a reward for like good behavior or being a good cougar.

[2725] Ray Rodriguez: Thank you. Thank you for your report.

[2754] SPEAKER_24: Hello, Superintendent, board members. We are having a great start of school year. Currently, we just got our SBAC scores back for our site, and we're proud to announce that we went from 0% proficient in meeting the standards to 25% proficient in meeting the standards at Bridgepoint. And our test scores went up 10% from 35% to 45% for Crossroads. So we had implemented a lot of intervention programs to prepare for the SBAC. and we're proud to see that our scores went up. And we found that our disadvantaged socioeconomic group was the largest group that had the scores go up, and our Latino-Hispanic group went up quite a bit. So we're very proud of that. So this Friday, we're celebrating as a school, and I'd like to extend our invitations to you to reward our students and recognize them for the hard work they did last year for preparing for the SBAC. And we invited some graduate students who graduated last year to come in and show their support for our students also, and invited parents. So I want to send that to you. But also, we're very proud that we've been working with the high school to create a comprehensive transfer process that is written and recorded so students have a pathway to and from McGregor to the New World High School. And we are finally getting our student leadership team together and we look forward to presenting all our great stuff to you in the future. So thank you.

[2858] SPEAKER_14: Was there any questions from the board?

[2859] SPEAKER_41: Yes, we're having a

[2870] SPEAKER_24: We're going to recognize Hispanic Heritage Month along with it. So we're going to be serving a lot of Spanish-Mexican food, and it will happen right at the end of the school day. So that would be what? That would be from 1.30 to 2.15. Thank you.

[2889] SPEAKER_14: Thank you, Mr. Lopes. Thank you. And I don't believe we have a representative from Newark Memorial.

[2900] Ray Rodriguez: As you can see, Duke, our cameraman, TV person, is out, taking some time off. And we tried, and I know Ms. Sandoval, we worked to try to find someone, but we couldn't find anybody. So Mr. Simon Larry was real nice, and he's putting together on the internet, right? Is that what it is, Mrs. Ime? So people can still, you know, view it on the Internet. And we're hoping in talking to Mr. Gordon at the high school that maybe having a student intern work with Duke so that that doesn't happen again. So that's something we're working on. So next, we have recognitions and celebrations of Superintendent Sanchez.

[2948] SPEAKER_14: Thank you, President Rodriguez, ladies and gentlemen. At this time, I'd like to welcome Nicole Paredes to the podium. And she's going to give a little bit of overview about what's been going on at Schilling and say more about the recognition this evening.

[2962] SPEAKER_52: Great. Thank you. Good evening, President Rodriguez, members of the board, Superintendent Sanchez, and Executive Cabinet. Thank you for this opportunity to share with you a wonderful and generous donation that recently happened at Schilling and I want to recognize and thank our local partners Keller Williams Realty for their generous support. And you received in the board update but I'll share with the broader community as well. Continuing a longstanding relationship Schilling Elementary welcomed representatives from Keller Williams Realty this past Thursday September 8th. As part of an early celebration of Keller Williams Red Day, which stands for Renew, Energize, and Donate, the team of five came bearing gifts. It was a box of supplies for every single classroom at Schilling. As well as some extra goodies that were shared across the entire site This community partnership has been so beneficial to Schilling and we are So grateful and appreciative of Keller Williams, and I'd like to introduce and invite mr. Tony doot to join me up here, please representing Keller Williams So Tony, I know your colleagues couldn't be here with you this evening, but if you would please share this certificate of appreciation awarded to Keller Williams Realty in recognition of the valuable contributions to Schilling Elementary School. Thank you so much.

[3077] SPEAKER_19: Yeah, Red Day, okay. Not really, but okay. Keller Williams is committed to giving back to the community. They have been, I joined Keller Williams about seven years ago. They have been doing it every year for about the last 10 or 12 years, from what I understand, across the nation. The entire company, across the nation shuts down for one day, for Red Day, and we all pick our favorite charity or our favorite site. Everybody in the office has got their own special thing, and we kind of focus on what we want to do, and we talk it out, we work it out, figure out how we can help. Our community has given us an awful lot as realtors, and it is our responsibility to give back. And it is probably the biggest response thing from agents in the office, even bigger than the holiday party, which tells you something. So anyway, it's our pleasure. And thank you.

[3151] SPEAKER_14: Well, before you step away, I'd like you to join us in front of the dais here. We're going to come down and take a picture with you. Oh, OK.

[3187] SPEAKER_41: I'm over here.

[3222] SPEAKER_14: President Rodriguez, that concludes our celebration and recognitions this evening.

[3226] Ray Rodriguez: Yeah, we should have that at every board meeting. I'm sure you're working on that, Superintendent Sanchez. We're trying. We're trying. Here, we go to the Superintendent's report. Superintendent Sanchez.

[3238] SPEAKER_14: Thank you. And we heard a little bit of an update. from McGregor and Newark Junior High and the high school status report. What I wanted to share with you is just a couple of things that we have begun having a conversation and looking at some data. What I've asked for and that we're in the process of reviewing, myself, Mr. Lopes at McGregor, Ms. Huerta at Newark Memorial, as well as Mr. Neal at Newark Junior High began looking at data from 8th grade, 9th grade, and 10th grade data. In 8th grade we're looking at how many kids have completed 8th grade last year that went on to Newark Memorial this year and any students that had one or more F's. So we're looking at that data to see how they might do it at ninth grade this year. We're also looking at data that shows how many kids that were ninth graders last year have gone on to 10th grade this year and how many F's they had as well as how much credit did they earn. We're also looking at 10th graders this year that were ninth graders last year and how much credits they have. So part of why I'm sharing that as part of the report is just simply to say, in the coming board meetings, we're going to be compiling that data, sharing it with the board. And we've developed a little bit of just a short-term, I'm calling it a secondary task force, to really begin looking at that data and how it's progressing. So there's more to come on that. have hard data now until I have that cleaned up but you will have a report to share and I'll create a report that can be shared publicly you know for lots of reasons I can't share student individual names with the public but I can share some trend data about numbers of kids and the whole purpose is this idea of as Mr. Lopes discussed creating a safety net for students that might need one class to make up all the way to two or more classes, three or more classes, four or more classes to have a safety net so that we have options for kids to stay on track and progress to the next grade level without F's or without losing credit. So one of the things we're going to be looking at and what you will see in the report is this idea of on track off track students. So on track pretty much means they're going on to the next grade level with no F's and they're acquiring the appropriate credit, or they have the appropriate grades to authentically be in that grade level. So this idea that in the data, what I've seen so far, there are some examples of students that are in 10th or 11th grade that don't have 10th or 11th grade level credits. So we're trying to look at what are our resources. And if I had to give the project or the task force a challenge, How do we do summer school now? How do we intervene with kids so they don't have to go to summer schools? We have less kids needing to go to summer school. What are we offering during the school day? What are we offering after school? What are we doing to intervene before we get to semester? What are we doing in the quarter level? So I just wanted to foreshadow some things to come, some work that has started. I know that we're going to be also looking at what is the graduation policy? as it relates to that. But before we take any steps, I just want you to know that we're going to be probably presenting to the board in either the next meeting or the following board meeting, we'll have some report to share with the board, at least numbers and percentage of kids that are on track, off track. And we'll give you some definitions of that. But I want you to know that work is underway. And we've had a couple of meetings. And the best part, I would say, is just having those principals talk with each other. And they're coming up with better ideas and solutions than I could, and just getting them to talk about transition grades. Ultimately, we do want to expand the conversation to kids going from 6th to 7th grade, because those transition years are critical. However, we felt it was necessary to kind of get on the same page about what are the ways that kids graduate, what do they need to support and get on the same page relative to how are we developing interventions and resources to make sure that kids stay on track. Ninth grade is a big predictor. If a kid is on track going from ninth grade to 10th grade, meaning no Fs, they're 50% more likely to graduate. So the theory of reform is really pretty simple. You build a better ninth grader, that becomes a better 10th grader, then they become 11th. Over three to four years, you've solved enrollment, deficiencies and dropouts, you've increased the graduation rate, you've decreased the dropout rate. Ninth grade is a critical deciding year and I believe it's the hardest year in high school for kids because they come out of a community that they have at a middle level that looks different than high school. So some of it is how do we take some of the community community or a small school teams that they have in middle school and carry that over into ninth and 10th grade to keep that support system in place for kids and ensuring that we're staying on top of kids so they get to 11th grade with no F's and every year we have a higher percentage of kids that are on track and a lower percentage of kids that are off track. So that's the most simple metric I can give you that will be a good threshold. And this year we'll be establishing the baseline We are looking for developing interventions this year by the end of the quarter, at semester, and after hours, and after school. And Mr. Lopes and I and also Ms. Huerta are looking at what resources do we have that we could restructure to be able to help those kids have the support they need now instead of having to wait until the end of the marking period. So more to come on that, but I wanted to just give you that update. publicly that's something we're working on and you'll see some more I just I couldn't hold it in I had to tell you that I was up to working on this and I'm very proud of the team and they're really they're really engaged I think because we're looking at data that's down to the student name when you get to the student name that's the best way to look at data because you put a face to it and it becomes more urgent so that's kind of what we're working on and working through but Happy to answer any questions. I just wanted to give you a little bit of an update of what's going on and more to come soon and My goal is to have a pretty comprehensive report to you Certainly before January we go into budgeting for next year at summer school and some of those things But just want you know what's underway, but relative to that I'm happy to answer any questions at this point or things to remember Things that we should be thinking about Are we gonna in the near future are we gonna have a staff report as you get more into it? I will do it. I'm going to ask the task force to do a report for the board once we get to some clarity on the data. So there will probably be a few of those. The first one will be just establishing the number percentage and identifying specific kids that could benefit from additional intervention. All the way from making up one class like I said to multiple classes or how do we get them back on track. I think what I'm kind of announcing is just this idea of a secondary task force. But we'll be expanding that out once we get some clarity on some good data. And then we'll be including other people. I think that once that, there's two outcomes that I want the task force to do. Really know exactly who's on track and who's off track. And then what are we going to do about it? And how are we going to measure it with some frequency? So that's really kind of where I'm headed. It will be part of a staff report once we have clarity on data. So part of it is, you know, it's hard to mix grading with credit from middle to high, and we want to make sure that we've also filtered out kids that are no longer with us or kids that, you know, have, there's some movement. So we're scrubbing the data right now, but I think we're pretty close. But I can tell you we have a great deal of need for students that need to replace credits that they that they're missing. And the good news is I think we have we'll be having some solutions within our means within our budget.

[3801] Ray Rodriguez: You know, and then not to just not too long ago, member Thomas and I had talked about, you know, making sure that we and then the whole board naturally chimed in. And it's important to all of us, but about making sure we use the alternative school and so that the kids at the high school. But one of the things that came up, especially from the students, what they want to make sure that when they're ready to go back, that it was an easy transition, you know, going in and going back.

[3828] SPEAKER_14: Well we have discussed even redeploying some staffing from McGregor to the high school after hours part of the day perhaps and finding out how many sections are being allocated to make up classes at the high school and how do we restructure that so that we can get it into kids schedule changes sooner so they can make up and get back on track. So the way I kind of described it is if we have seven teachers at McGregor and we have at least seven teachers at the high school that would be equal to 14 teachers total and each of those teachers can teach five sections a day even if those sections had only 10 to 15 kids we're serving a lot more students with some intentionality so blurring the line of how we do staffing is a conversation that we're having nothing's been set in stone but just really looking at is the staffing following the need in the student data and that's a conversation we're having I don't think we need to do any changes to the contract really nothing major I had some conversations with the union leadership and we're in a process but I think there has to be some definition and a profile, because there's different kids. There's a kid that needs one to two classes, two to three, three to four, four to five, all the way up to a student that maybe is approaching 20, and they may not be going on to complete all the credits for high school. So GED is on one far end of the continuum. Alternative diploma, making up classes, getting caught up, and there's also acceleration. A lot of the staffing is there to help kids, but the biggest point that I think is to your question is being able to work as a team to build a seamless safety net so we can catch those kids up and keep them on track. So we'll see. I think part of it's going to be pretty telling. If I were to. My goal is to take what is the total number of kids. How many sections do we need of the pretty simple way to look at it. What are the most frequently failed classes. And how do we get kids back on track with that either with a traditional model or with the standards based model of you just going to make up the part that you need that you miss. And we're not going to really do seat time. You're only a little bit behind we can get you caught up. So those are some things we're looking at. But you'll you will have a. pretty comprehensive report coming forward, but I want you to start thinking about this idea of on-track, off-track, and what are we doing to intervene. Any other questions about that?

[4004] Nancy Thomas: I think I hit my request. Anyway, yeah, I was wondering if you're looking at the grading guidelines or policies, because are you trying to correlate maybe the grades with the students that are getting Fs to see if there's a difference in grading, like from the ninth grade to the tenth grade?

[4034] SPEAKER_14: Right. We are looking at grading policy, but we need to look at grading policy in concert with graduation policy. And I think that the grading policy that I would like us to have a broader conversation about is This idea of standards-based grading, which the simplest way to describe it is, are we giving kids multiple opportunities to be successful? And I think we need to define what that means in collaboration with our union partnership to talk about what that means, because that's really important that kids have opportunities. They don't feel that they're so dug into a hole that they can't get out of it. So we have to look at the grading policy in concert with the graduation requirements. And honestly, at some point I believe we're going to have to have a conversation about social promotion versus defining grade levels by credit. My biggest worry is to have a 12th grader with 9th grade credits and the family thinks they're going to graduate and they don't have the credits to graduate. So there's this, you know, it's not a high percentage of kids, but it's a big enough percentage that it could be concerning. the grading comes into play quite a bit and I think that when it comes down to this idea of I don't want kids to be passed just because it's going to help our data there should be should be earned you know if you have earned an F you should get an F but you should have a chance to make it up at some point so it's not about lowering the bar I don't want to say by any means that well we'll just give more D's and not give as many F's and our kids are not prepared. I really want them to have authentic a C, D, B, A that they've earned and not have great inflation occur where you know the kid's nice, he's there every day, he doesn't cause problems and I'm gonna pass him. I think they need to be able to produce some rigorous expectations so it's a big conversation but In my view, it's a natural place to start with graduation requirements. And when we look at starting with the end in mind, if we could really define that at a deep level, then we start backward planning and aligning curriculum from seniors all the way back. So why secondary? I think it's just, it's always hard to know where to start. However, having a clear understanding with the graduation requirements is something that not only the employees that work secondary need to know, Our community needs to know it. Everyone should know exactly what does it take to graduate. And that idea of internal and external communication has got to start happening. But we've got to make sure we're aligned. And relative to that, we're not doing it in isolation. We're going to be attending a symposium in Oakland that talks about A through G. So we're going to take this task force and kind of become a little bit of an action research group. looking at what's best practice and who else is doing stuff in our area in similar districts, larger districts. Um, so yeah, there's gonna be a lot of policy implication, um, including grading graduation rate, the graduation, uh, policy. Um, but I think it's gonna be time well spent.

[4238] Ray Rodriguez: Okay. Thank you. Anything else?

[4243] SPEAKER_14: Um, I just had, um, a couple of other things that I'm working on and we're going to share a document with you. District Advisory Council, I'm in the process of trying to develop a way for me to have other formats to interact with the community. So I'm going to probably be putting together a district superintendent's district advisory council. And I think, do we have a handout for that, which is the flyer for the four meetings? We didn't bring that? Was it in the packet? OK. So it's not really adding a committee as much as it's identifying four meetings that are coming up. We're going to share those dates with you. I think we can pull it up somehow. Do you have it in your email, at least, Patty, to give the dates? But let me describe the structure. Having four district-level meetings at the high school this year. And for lack of a better term, kind of a district accountability and advisory council. So here's what it would look like when we show up. The entire board's going to be invited, every principal's going to be invited to have their site parent meeting at the high school. We'll do it at the high school at Newark Memorial. We're going to give them a room to have their initial meeting for the first 45 minutes. And this will replace some of the other monthly meeting they would have for that month with their site parent group. So we'll designate a room for them. They'll meet for 45 minutes, maybe an hour. We'll come together. We'll have dinner. We'll provide childcare and we'll have a little bit of a working dinner and that gives us a forum as a superintendent and a board for me to be able to present to all of the parents that are on the site councils. Here's what's going on at the district level and here's why LCAP is important. It'll be the first topic will be LCAP and why it's important. And maybe have some information that we've heard from the surveys. and wrap up the meeting, total beginning to end, maybe two hours. But the key is providing daycare, having a meal with families, having the principals there and bring their advisory. And I'm not defining advisory by a specific group. Who are the parents that are involved in your ELAC group, your site, you know, PTA, whoever supports you. Just to have a larger forum for us to have this conversation. and we'll have a platform there to talk with the community. It's only kind of a quarterly meeting for lack of a better way to say it. And it's something I've done before and I think it'll be successful in us just getting the word out. But the agenda will largely be driven by what parents want and a little bit of what we want to do to update them on what's going on in the district. So I don't know, do we have the first date or can we pull it up? So just have you start thinking about that we're beginning to compile and later on I'll be talking about the community survey and my closing comments but in the prior district we were very successful with this in fact we even had some city council would attend but we went from 20 to 30 parents attending to towards the end about 200 parents coming But the key is we have to provide some of those basic things for them to come, but also have the agenda be pretty engaging and don't just talk to them the whole time. Give them a chance to get some authentic input, have the agenda be driven by what they're asking for. I've been in conversations with the promotoras group about, well, if they want to stay and continue daycare and do a workshop afterwards, we'll continue maybe to provide daycare that evening or childcare. So if the parents want to go learn about the teenage brain, or if they want to learn a workshop about rights as an undocumented parent, or if they want to learn about graduation requirements, whatever The interest is we'll be able to put a few workshops in place. So it's almost like a conference style approach workshop for parents that will be driven by parents. But it does give us at least some check ins with the community with their principal there. And I think it's just a different way of slicing it. And there's some we does it does help us meet some of our public requirements to talk about. Here's what's going on with the district strategic plan. Here's what's going on with LCAP and here's why LCAP is important and why we need your input. So those are some things that are on the horizon and I just wanted you to, we're going to be publicizing those more. We're going to run the dates past you to make sure that there's no big conflicts that you see. And then once the board has a chance to kind of give me some indication if those dates will work for you, it's great. Then we can get it publicized and just come and sit and listen and hear what families have to say. So that's the update on that and I just want you to know what's coming and I think that it's very exciting and I think that it's been very well received as I've talked with parents from each site and just having a way to talk to us in a different forum that is, you know, informational but also breaking bread in a district like ours. It's a very collaborative culture. It's important. It's important to break bread with families.

[4610] Ray Rodriguez: I think this is something that we've wanted, you know, the community meetings where, you know, as a board sometimes we're afraid that if three of us go to something that it's Brown Act implications, but if we're invited to an event that's being put on by the district and we're just there to, you know, be a nice community meeting, it'd be great.

[4633] SPEAKER_14: Well, we learned that the reality is It's not as exciting to come to a board meeting as it is to come to a meeting with your own principal. So we're leveraging the popularity of our principals to get them in the door and then I think we start those meetings, we'll have something positive from kids every time. We want to make it fun as well but also helpful and they want to walk away with something that's useful. So the battle we will have is not everything gets to get on the agenda. So we have to be careful what we put on the agenda. And I think that ultimately, we've got to remember that we want it to be driven in large part by the community we serve. So we'll work through it. But just something I think that I'm ready to launch. And I think that so far, I got some dates that work internally. But I want to make sure they work for the board and they don't conflict with other events. But I know if I don't get them on the calendar now, it doesn't get better later. So.

[4692] SPEAKER_41: I just have a couple thoughts. Number one, I like the fact that you Participants are self-selected. They're coming because they want to come. And that means that someone doesn't have to be the most popular or most identifiable by the principal to be asked. And the second is we have a history that the prom tourists, I think it's been a wonderful experience the last couple, three years, where they have essentially done the same thing. They're coming and there's something that they're going to go away with, perhaps in a workshop kind of fashion. I like the idea of a conference. That's really exciting.

[4725] SPEAKER_14: Well, they helped shape it, so. Any other questions about that? Great. Exciting. More to come. More to come. And then do we have a handout for the board planning calendar, Patty? Or is it in the packet? It's in the packet.

[4742] SPEAKER_14: Do you want to talk about that a little bit, Patty? I know that you've been working very hard on it. So I'll set the stage. So Patty has been working. There we go. We wanted to just start mapping out board meetings and what's on the radar and trying to get a format so that the board isn't surprised. And there's if there's important things on the on the calendar And, you know, I can't be at everything and one board member can't be at everything, but if we know what's on the calendar and we can kind of split it up, we always have a presence at events and I think that's something that we're working through our growing pains. But if you don't mind describing what you put together, I think that'd be great, Patty.

[4793] SPEAKER_42: Sure. So this is basically a calendar that will be for the board public viewing. But then from that, we're also going to build internally two assignments for There's also other areas like study session, community relations, and then down at the And that'll be for everybody to basically either update policies or do study sessions on certain days of the Tuesday. So basically just a laid out calendar for everybody, you guys and also us internally.

[4858] SPEAKER_14: As well as, as you know, we're also in the process of revamping our website. So I would like eventually to be to where we have a live document that's always public on the front page. And whatever a person's area of interest or school, they could sort it different ways and have those events in front of them. But for right now, we're just trying to build the framework to make sure that, you know, people could see far in advance what's coming and what we're working on. So when something hits the agenda, it shouldn't be a surprise. But it's a draft. So I think part of the feedback, I think that Patty and I both would like is what else are we not thinking about? What would you add? You know, is there another way to format it? But it really is kind of a work plan, if you will, for our team, as well as, you know, our team board and administration. so that we can make sure nothing gets dropped or nothing gets missed. So it's the first step.

[4916] SPEAKER_41: We don't have, this is not, whereas we don't have meetings listed down there, is there a section we can have from the board?

[4926] SPEAKER_41: So again, it's something we can check, make sure our notes are correct. So I don't know exactly where we'll do it, but we've got But I'm sure we'll be talking with people that are a little more tech savvy than I am.

[4965] SPEAKER_14: that can help us put it in a format that is much more user-friendly. So that's to come, but we need to start with, okay, what do we want on there? Then we'll talk about how. So work in progress, but I think I just wanted you to know that it started with something as simple as mapping out all the board meetings for the rest of the year. So if you have feedback, and we don't need to take time now to do that, if you have ideas, send them to Patty and I, and we'll try to incorporate those ideas, I'd like it to be when they click on the board section of our website, it pops up. Here's what's coming on the next two, three meetings, at least in advance. But here's all the events that we're going to be at. So we'll figure it out. But this is the first step. I know Patty's been through several versions just to get to here. So we'll go through several more. And hopefully the goal is by the end of the year that we have a lot of more transparency.

[5026] Nancy Thomas: Calendar very similar to this that has some of the things that that boards need to be thinking about or doing Have you seen that their calendar? So I think a lot of what they have on their calendar will fit right into this And that concludes my report at this time

[5050] Ray Rodriguez: The next item on the agenda, thank you, Superintendent. That was great. I appreciate that. Ms. Sandoval, I know you guys are working hard to try to keep us going and take us to the next level as we talked about a few different times. We have public comment on non-agenda items. Member Wynne, did anybody?

[5073] SPEAKER_28: No.

[5073] Ray Rodriguez: Okay. So with that, we move down to the staff report. We have somebody that wants to address us on that.

[5078] SPEAKER_28: One speaker, Ms. Cindy Parks.

[5079] Ray Rodriguez: Ms. Parks. Mr. Wynne, would you, if you don't mind, allow Ms. Parks to come up for a second. Ms. Parks. Good evening.

[5100] Cindy Parks: Good evening. Your previous dialogue over the last 20 minutes has kind of hit on some of the items that I wanted to bring up here. About three years ago, I, under public records request, asked for a credit deficit report, student credit deficit report from the high school. And I shared that with all of you. And it was very shocking to me to see the number of students that were credit deficient. knowing that Bridgepoint always seemed to be under-enrolled. That's why I wanted to address this, because to have only 64 students at the beginning of the school year at Bridgepoint, I think, is a travesty. I think to start them off in a campus that they're eventually going to get transferred out of. I think your LCAP clearly stated the number of dropouts and that was a horrific amount also. So to start off the year on one campus and then have them get transferred I think is crazy. I have been an advocate many times from this podium asking that you do as much as you can when you're building the master schedule to build it with the students that you know you're going to have. and build it correctly because I've seen the line outside the counseling office and all of the students that have to have their schedules redone. I think that that causes more chaos. It causes apprehension, especially on the freshmen, part of the freshmen. For the students that are already feeling that they're in that hole, as the superintendent mentioned, to have them feel like they're floundering over at the high school isn't a place that you would want a teenager. And so I think that to start the year off at the campus that they need to be at, we know that there has been conversations that Bridgepoint could have like up to 120, 130. I mean, you know, it's fluctuated depending upon who gives you the numbers. But I think to start the year off with the correct amount of students at the correct campuses, So you don't have the chaos with the students, you don't have the chaos with the teachers and the counselors and everybody else. I just can't imagine that we wouldn't want to all strive for that. So I appreciate the conversation this evening, all of the various things that apparently have been identified already. And maybe next year, since apparently maybe now we have some solid leadership at both campuses, those types of things can be rectified and the year can start off a little smoother. Thank you.

[5256] Ray Rodriguez: Superintendent, the staff report.

[5261] SPEAKER_14: Bill Witten, would you step forward Bill and give us an update on enrollment? We're just following up as promised from the last board meeting to kind of where are we now? We're a little nervous about enrollment so we're just monitoring it pretty rigorously.

[5277] SPEAKER_13: Bill? Good evening. Thank you. Evening, President Rodriguez, board members, and executive cabinet. In your packet, there is one slide that was some data that we put together last Thursday. We have one other slide with information about enrollment through this morning. So we want to have the most up-to-date information for you. This first slide is in response to the board's questions at the last board meeting to show the actual and projected enrollment, not just for the elementary schools as a whole group, but broken out by each of the elementary schools. The information towards the bottom for Newark Junior High, Newark Memorial, Bridgepoint, and Crossroads is still broken out as it was last time. Moving across the table from left to right, the first column is the school, the second column is the enrollment projection as of May 10th, and then the one, two, third column over is titled actual enrollment nine, two. And then there's the difference, that's the date that we used last board meeting. So it's the same date, so we can compare at the last board meeting. I have information about today's on the next slide. And then the next column shows the difference, and it's a negative number if the enrollment went down, such as at Birch Grove Primary from May 10 to the actual, which was the last board report. The difference was 12, 12 fewer than were expected. And going on down, overall, I totaled down the actual enrollment column as of 9-2 at 5,851. And I totaled down the difference column. I apologize, the total's not at the bottom. The difference is a positive 14. So, and 14... About projection? 14 below projection, which is about a quarter of 1% off of the actual projections. So I think these are the projections were overall quite accurate. The next two columns are shaded in yellow to set them off. The board had some questions about the number of intra-district transfers, students leaving one site in the district and transferring to another site within the district. At the bottom, we only have one junior high, high school, continuation, independent study high school, so that's why they're blacked out. And for instance, on the first line, Birch Grove Primary School, don't mean to pick on them, but they're here first. There were seven students that transferred into from various other sites, and six students left Birch Grove Primary for a net change of negative one for that one individual school. Overall, there were 87 intra-district transfers that we were able to accommodate this year. And the last two columns highlighted shaded in green represent the numbers of students who do not live in the Newark community who've applied to and met the board's requirements for grades attendance and behavior and were able to come into our district and those that were honestly left the district for a various number of reasons. For instance at Birch Grove Primary the first line There were 18 students from outside the district that have applied for and been approved to attend this year. And five students have left the Birch Grove primary attendance area to attend public schools other than in Newark Unified. If you total down the last two columns, the incoming total, the second to last column, that's up 110 coming into the district. And the last column, if you total down, it comes to 113. So a net of three over outgoing over the number that are coming in. Okay. So I'll move on to the next slide. We'll take questions in a moment. This is the slide that we put together this morning. Sarah Kieser, the Technical Assistant in Pupil Services is instrumental. And we looked at the, in the first column is the name of the school. We broke it down as you requested by each elementary school. And the second column is the information that was presented two weeks ago. All the elementary schools were lumped together in one large number. Here they're broken out by the elementary school. So on the last board report, there were 5,851 students enrolled. The actual enrollment today, as of this morning, today's the 18th day of the school year, is 5,826. So the last column shows the difference between the second and third column. For instance, Birch Grove Primary, two weeks ago, there were 378 students enrolled. As of this morning, 382 for a net increase of four students at that one elementary school. Totaling down the last column, there's a net decrease of 25 students in this last two-week period. And that's my report this evening. Do you have any questions? I'd be happy to do my best to answer them.

[5661] Ray Rodriguez: I don't know if I'm getting. I'm not getting it. So did you? I have one. Okay. Member Thomas.

[5670] Nancy Thomas: Do you know what accounts for the large number, the large number from Newark Memorial that dropped in that two week period?

[5680] SPEAKER_13: No, I don't know what that relatively large number, it's 2% difference, 2% drop in their enrollment, and I don't know what the cause of that is.

[5696] SPEAKER_28: I think part of it would be that If you can go back to the slide, the enrollment at Bridgepoint increased by about a dozen students, right? Nine students. So that would probably feed those Bridgepoint students would pull from Memorial High School. At least that would account for nine of them. The others probably would simply either move out of the area or no-shows.

[5718] Ray Rodriguez: Right. Mr. Whitten, did you want to answer that question since it was directed at you, if you don't mind?

[5724] SPEAKER_13: I think Member Nguyen's analysis is very good. The increase of nine students at Bridgepoint would be students who have come from Newark Memorial High School. The other students, I don't know why the drop is there. We are cleaning up the data and making sure that students who have not shown are being dropped, as is the standard protocol in the district. I don't know at this time other reasons why.

[5754] Ray Rodriguez: Is there a tracking formula in place where, if we knew they were there a couple of weeks ago and they're not there now, wouldn't there be any tracking where you find out who the student is and why are they not there anymore? Like an exit survey or something? I'm sorry. No, no, go ahead.

[5775] SPEAKER_28: So those students, the 30 some odd students from Memorial, they weren't necessarily there to begin with. And so what happens is, especially at the beginning of the school year, attendance taking and class schedule changes. Doesn't reflect the accuracy of attendance. You might have a kid that shows an attendance who actually physically wasn't there And so after two weeks or 18 days once the teachers, you know Fully know the students when I then attendance is taking more accurately then we realize that the student wasn't there the entire time So the that student was probably never there to begin with not necessary that they showed up for two weeks and then suddenly left our school Yes, that's exactly right.

[5813] SPEAKER_13: Thank you

[5814] Nancy Thomas: And then another thing is the 35 relative to the size of our other schools being a lot smaller, you know, elementary schools are a lot smaller. So the 35 stands out because Memorial is our largest school.

[5828] SPEAKER_13: Memorial is the largest. The 35 students out of 1,749 represents 2%. Right. The other sites that had relatively large drops. Birch Grove Primary dropped 1.1% in enrollment. Lincoln dropped 1%. And on the elementary side, Graham dropped 0.8 of a percent. Those are smaller numbers.

[5855] Nancy Thomas: Is that over this, from day seven to day 18, or is that from last year?

[5861] SPEAKER_13: No, just from day seven of this year up until this morning, at 7.45 this morning. comparable time to two weeks ago.

[5876] SPEAKER_41: Is there any way that we can track, as President Rodriguez said, an exit survey so we can track where they're going or the ones that are not showing? And I don't know, but I think this is part of our picture. What other schools are they going to?

[5895] SPEAKER_13: Yes, there can be in the form of a withdrawal notice when students withdraw from school to enroll in another public or private school. Commonly, they circulate a form to the teachers to give a grade as of the date of leaving. And on that form, the family usually does fill in the name of the school where they're going. At this early point in the year, though, we don't really see students transferring to another school, private or public.

[5924] SPEAKER_41: But we don't know from spring versus fall because oftentimes people will change. They're going to change. They'll change at the beginning of the year rather than waiting to go into the year and then change.

[5933] SPEAKER_13: Correct. And before any of the students are dropped the standard procedure in my directive is to make multiple contacts in various ways to try to reach the parent or guardian or caregiver for the student. to find out why they're not attending. Have they moved to another community? Are they attending a private school or some tutoring program? So only, we only drop students after commonly, this year we did it after, at the end of seven days, the end of the second full, second week, the first full week of the year, started dropping students, but only after we tried to make multiple attempts to contact MC, Should we hold a seat for you in these classes? If not, we're gonna move on to the next students that need to be enrolled.

[5976] SPEAKER_41: Do we have that data for the last couple of years? Or is that something that gets purged every year?

[5984] SPEAKER_13: The number of students?

[5985] SPEAKER_41: No, where they're going. The data that you're saying, if they ask for their grades to be transferred, is that information recorded someplace that we could access it?

[5995] SPEAKER_13: It is recorded in each high school student's transcript. the date of leaving and to where the records were sent.

[6007] SPEAKER_14: That might be part of our monitoring could be going back and looking at maybe last year or last two years records requests. I know that we have an obligation to legally track those records requests and we forward transcripts officially from one educational institution to another. That might be a good starting point. Mr. Whitten is also involved in our task force. And I think that that's something we're gonna be looking at as well. And that might be a good place to start with just even making some calls and finding out if there's some trends of where they're going. So I think transcript records request is a good place to start.

[6045] SPEAKER_13: Yes. I also, it's not included here, but I did a survey of the data that I keep for each year. This is the data I've accumulated so far this year. I have one of these for every year I've been here in the district, eight years. I've been flipping through the records and trying to see at what point does our enrollment stabilize and not drop off. And historically in the last five years it seems to be at about between day 18 and day 25 of the school year. These have a real stabilization and very few other drop offs until later in the year at the end of the first semester really. So we're about at the place historically where our enrollment will stabilize and remain stable for the balance of the year.

[6094] Nancy Thomas: Could you again say what our actual enrollment is compared to what we said it was going to be last year or in our projections? I know it was close, but I don't remember exactly what you said.

[6109] SPEAKER_14: 5851, I believe.

[6113] SPEAKER_13: The projected enrollment was 5,837 as of May 10th. That's the second column on the slide that's on the screen. And the actual enrollment this morning was 5,851. That's 14 over projection.

[6135] Nancy Thomas: Okay. And what's the difference in the number we had last year, actual? Do you remember what?

[6143] SPEAKER_22: Last year was 6,013.

[6145] Nancy Thomas: 6,013. So we went from 6,013 to 5,851.

[6155] SPEAKER_13: At 6,013, Mr. Richards, is that the CALPADS reporting date? The CALPADS reporting date is the annual first Wednesday in October. So we're not quite to that measurement point. So the numbers are roughly analogous, but not exactly the same point as last year.

[6175] Nancy Thomas: So do we have a date that when we're going to get our demographic study?

[6183] SPEAKER_22: Basically, we're going to get the final the minute I drop the hammer and say, yes, they can produce it. They responded to they sent an email responding to your questions on the draft. And the final should be coming out as soon as I tell them it's ready to go.

[6197] Nancy Thomas: So we'll review it at maybe the next board meeting.

[6201] SPEAKER_22: Well, we have a pretty big agenda item already on the board meeting with regard to the bond, but we can schedule it for a future board meeting. If we want to do them all in one night, we can.

[6212] SPEAKER_28: Can we fix the mics? I think they're all very low. I don't know if there's a volume button somewhere.

[6218] Ray Rodriguez: I don't know.

[6222] SPEAKER_13: The individual speakers.

[6234] SPEAKER_46: Really?

[6235] Ray Rodriguez: Really. Thank you, Larry.

[6247] SPEAKER_14: So I think that just to help move things forward, I think part of what I think they're asking, Brian, is we just need to see the next iteration of the demographic report, let's share it, and then we can start working on finalizing that somewhat publicly. I don't think there's anything in there that we can't share.

[6269] Ray Rodriguez: So we can share that superintendent before we actually have it on the agenda? Is that possible or do we have to? Mr. Richards.

[6280] SPEAKER_22: Well as we do with many reports we'll attach it to the agenda and then have it ready for the agenda meeting.

[6288] Ray Rodriguez: It will be public document. We'll get together and maybe we can push it and put it on the next agenda. Because we have been waiting for that for a long time. No, we need to have it. There was a miscommunication. We thought we were going to get that months ago. Any other questions for Mr. Witten? Thank you. Thank you. I have one before you go, if you don't mind. Since you're normally, well, you are the, when it comes to the transfers, the, have we, we still have the same policies, so we still have the same guidelines. Yes. Okay, so maybe that's something we can bring forward to have the board look at, based on any recommendations you might have of public policy. And it looks like we do pretty well when it comes to the inter-district transfers. Did you see anything, Mr. Winton, that would tend you to think that there was a trend there? I know it seems to happen a lot when it comes to the high school. We've always prided ourselves on having one high school, one junior high, and a lot of people like that, so it tends to move people in here. Do you have any thoughts on that?

[6370] SPEAKER_13: With regards to the reason why people are going, if there's any impediment to having them stay, There are a few schools in our local area, Fremont and Union City, that have some program, a specialty program, such as a Mandarin immersion language program or Spanish immersion program. Those requests for transfers have been, remain pretty constant, but that's really the elementary level. the numbers of students that are applying to transfer because of the location of parents employment seems to be up slightly. I can double check and try to find out if that's just my perception or otherwise. We've reached a point where we've been able to enroll as many elementary level inter-district permits as we can. We have no more outstanding Permit requests to come into Newark from other communities that we can accommodate given the the legal requirements of the class size limit and the class size maximum and the contractual agreements with the Teachers Association So that we have the capacity to serve more students at the junior high and high school level Okay, great.

[6459] Ray Rodriguez: Thank you. Anyone else? I was gonna say... I'm sorry member Bresciano

[6463] SPEAKER_27: I was going to say, I think that we all agree that this is one of the more important topics that we can actually map out as part of our strategic planning for our board of chief because without increased numbers, you can't have the programming that you need. So it's kind of like a catch-22. So maybe we can figure out through our strategic planning session or at least start that conversation of how to increase enrollment and what programs we're going to be providing for mapping out that discussion.

[6493] Ray Rodriguez: I know that's a very big item with Superintendent Sanchez.

[6500] SPEAKER_14: And it's there's a lot of agreement from the entire board so far relative to the feedback I've gotten that's going to be a discussion for our retreat.

[6508] Ray Rodriguez: Okay anyone else? Mr. Whitten, thank you for your report. Appreciate it. Thank you. It's a moving target isn't it? Okay We move to item A, personal items. Move to approve. I'll second. Member Nguyen moves to approve. Member Thomas seconds. Let's open it up.

[6536] Nancy Thomas: Maybe if you cycle the power or something.

[6540] Ray Rodriguez: Oh, I know it. I'm good at that. I'm just not good on the speaker. Maybe Larry can help. I don't know. But as long as, you know, we're closing it, so we'll be fine. I can't. Okay, so Member Thomas, you can't. Larry, can you help us real quick?

[6562] Nancy Thomas: No, I'm okay.

[6563] Ray Rodriguez: Are you okay? You got it?

[6564] Nancy Thomas: Yeah, it's okay.

[6571] Ray Rodriguez: Okay, I still don't show you. You want me to clear it and then bring it back? Okay, beautiful. Thank you. Okay, motion passes five ayes. Thank you. We go to B, non-personal items. Move to approve. Second. Does anyone, we have items B1 through B5, does anyone in the community or in the audience want to pull any one of these items? Okay, any board member want to pull any one of these items? Okay, so we have a motion. Again, who made the motion? I did. Second by member Crocker. Okay, so let's clear it. Okay. Motion passes five ayes, thank you. With that, we go to board comments on consent agenda items. Does anyone want to have a comment concerning the items that we just voted on? Okay, seeing none, we move to employee organizations. Anyone from CSCA here? From NTA? And from NEWMA? Okay, seeing none, we move to new business. Item A, course pathways for Newark Unified School District math students. Dr. Hilberg.

[6668] SPEAKER_21: Thank you very much. Tonight I have the pleasure of bringing to you a proposal for addressing Senate Bill 359. Senate Bill 359 is called the California Math Placement Act, and it is in response to findings that too often students are either misplaced or held back in their math courses, and that this misplacement disproportionately affects students of color and students from less advantaged households. So under this act, the governing board is requested or mandated to adopt a fair, objective, and transparent math placement policy for all students who are entering the ninth grade. So the purpose of this bill is really to make our math pathways transparent to students and their families so that they can plan accordingly. We're not being asked to create new pathways necessarily, although that could be the purview of the board. So what we're doing is basically describing, articulating the pathways that we offer and making it available to parents and families and students on the website. Basically, I gave you a color copy and the pathways should look very familiar to you. The math pathway for a 9-12 school is essentially the same today as it was when we were in high school, all of us were in high school. The names of the courses haven't changed, though the standards within the courses and the methodologies to teach the courses have changed substantially. though that's not what we're talking about this evening. We're really talking about the pathways. So we're laying it out for people so that they can make better choices. What is different is that we're trying to communicate this information to parents. Some parents understand this because they've been through it, and some parents are less familiar. So we're merely communicating that information this evening. In addition, What we show on how I've mapped it out, essentially it goes the same way as we all did. It starts with Algebra 1, and then we go to Geometry, then Algebra 2, then Math Analysis, and then we go into the highest classes, which are two AP Calculus classes, AP Calculus AB and BC. Other options that we offer here are also AP Computer Science and AP Statistics. And so what we're trying to show to parents is that there are different ways to maneuver through the pathways that we have. Students can either take some of these courses starting a little bit earlier, such as in the seventh or the eighth grade, and that's one way to get through the full offerings that we have here. Or there are other ways, such as taking summer school classes. And so we show a couple of them on here. There are certainly other options, but we tried to portray a number of options for parents. Now this bill also requires a couple of additional items. They say that we need to use multiple objective academic measures of student performance. And so here in our district, we use 8th grade course and grade. We use state assessment data as well as local assessments that our teachers create themselves. Additionally, we are required to have placement checkpoints within the first month of the school year. In our district, we use something called STAR Math, which is a diagnostic math test, and that's administered to all students in the first month of school, and we use that as our placement checkpoint. The third item that we're required to do is to have an annual exam of aggregate student placement data so that we can ensure that all students who are qualified are not held back on the basis of race, ethnicity, gender, or socioeconomic background. And what we do in our district is we look at math assessment data that is administered to all ninth graders within the first weeks of school. We look at the number of students by course with grade distribution. We look at 8th grade course completion, summer math courses, as well as 8th grade assessments. And then finally, the fourth requirement of this bill is that we have clear and timely recourse for students and or parents who question their placement in math and in our district. We, the recourse offerings of the students and parents, we have them participate in the course selection each year which is a huge guarantee that students will go into the appropriate course. We also give parents and students information to assist with them making their placement decisions as well as providing academic guidance through their counselors. So what educational services is asking you to do tonight is to approve the pathways. However, we're certainly open for discussion. I can answer questions. But these are the pathways that we currently have in place.

[6976] SPEAKER_28: Couple of questions. The first one is, you mentioned Calculus BC, but it's not on the chart.

[6980] SPEAKER_21: Is that? I didn't hear you. I'm sorry.

[6981] SPEAKER_28: You mentioned it in your presentation about offering Calculus BC, AP Calc BC. Oh, yes. But it's not on the chart. Is that because you don't age?

[6988] SPEAKER_41: It's not. Next page. It's a flip down. You've got two parts.

[6994] Nancy Thomas: Two acceleration points.

[6995] SPEAKER_28: The two acceleration points. Oh, in the gray. OK. Yeah. OK, got it. Thank you. Then the other question is.

[7000] SPEAKER_21: Yeah, the chart continues on the second page.

[7001] SPEAKER_28: I see, in gray. In the possible acceleration points, you have two that are in between the 9th and 10th grade, assuming that's after, that's summer school after 9th grade, and then summer school after 10th grade. Why isn't there a, a acceleration point after the 8th grade and then after the 11th grade?

[7022] SPEAKER_21: Well, in actuality, there is. It's just that there were so many different options. I could certainly add that one as well. But in actuality, every summer is another option for acceleration. It's just that these are the two most common ones that we're seeing at Newark Memorial. But in actuality, I could probably put together another dozen ways to accelerate, because you could also take a course, say, an online course during the school year. But we're just trying to show many ways that a student can work through the pathways, but also accelerate if they so choose. But if you wanted to, I could certainly show another option.

[7055] SPEAKER_28: I think, yeah, because we're adopting a document for that system wide. And so I would like to see that there's something in place from a systematic standpoint of the acceleration point between eighth and ninth grade.

[7069] SPEAKER_21: OK. And I could put that at any number of different levels. So are you suggesting that maybe they go from math eight? Or I can just put it in there.

[7077] SPEAKER_28: So just with the white column, so that student between 8th and 9th grade would take algebra for the very top level would take algebra 1. Sure. And then be able to move on to geometry his freshman year. Okay. I like to, personally I like to see a more aggressive approach as far as accelerating our students through the math programs. Because on the chart here, other than the bottom two rows, And even at that, our students, for the most part, our top end students really have an opportunity to take just two AP level math courses. And if we're able to accelerate them further so that they're able to take three or even four AP level courses.

[7118] SPEAKER_21: Yeah, that is certainly possible. We occasionally have students that do that. So would you suggest that I add, say, another one at the bottom that would show someone who actually got all of the AP offerings?

[7130] SPEAKER_28: I think once you add the vertical columns between 8th and 9th and then 11th and 12th, that's going to force you to add more rows because then that shows a more aggressive, potentially more aggressive student acceleration.

[7144] SPEAKER_21: Right. Yes.

[7146] SPEAKER_28: Thank you. Yep.

[7148] SPEAKER_41: Member Crockett. Looking at this, because I'm thinking about parents looking at it and making sense to them. So if I had a student who was in 8th grade had CC Math and they would 9th grade Algebra 1, then the top row would be where my student would go. They would not have the chance unless they accelerated some way by getting summer school or by testing out. I assume testing out would be a way that they could jump down. In other words, I'm looking at one level and then I'm looking at another level. So every time, if there's some way that we could make the row sort of like a complete thing. And so then they can jump from one row to another. Right now you're hitting on the classes, the coloration. And that's kind of important, but maybe there's some way to structure it. So when I look at this, I can think, well, my kids already had Algebra 1 because we went to summer school and did really well and got an A. So I wouldn't even worry about the first three rows. I would start at the fourth row.

[7216] SPEAKER_21: Exactly.

[7217] SPEAKER_41: Yeah, the other piece, and I think we talked about this earlier, is that it all needs to be in one sheet because they will lose it. So it needs to be friendly enough for someone who doesn't understand how you schedule stuff to look at it and to know this is the pathway my kid's going to go. And they may jump down and jump down, and they may take two or three math courses I have a granddaughter that's doing that, you know, at sophomore level because math is her love. And so she's taking whatever she can take. So that's her electives. And so that's an option for them. The one acceleration point is confusing to me, the terminology. I don't know if it's confusing to everybody. But I think if we can show it in another physical way, the way the chart is set up.

[7268] SPEAKER_14: suggest to incorporate it into a larger comprehensive course catalog and I think that's something as we start reviewing graduation requirements and credits I'd like to kind of revisit how does that play out in a course catalog where parents can really map out really from middle school all the way through 12th grade a course of study instead of calling it a pathway what's the course of study if their target is to be in a four-year university and clear the path to have multiple AP offerings at high school or if they really want to go towards a two-year associates or a certificate through ROP. Those are things that are through Ohlone. What are the options that we offer? So I think part of it is how do we, and I think that's kind of where I'm feeling there needs to be some better communication around how is this used for parent and family communication to sit down with the family in, I think, sixth or seventh grade and say, you know, what's your end goal here? And here's the road map of how you can get there through the high school. And I think that the more acceleration points that we can put in, the better. I think that's a recruiting tool for us to say, here's some other options. I know there's more to come on that, but I think that in my mind, I see this in I think it's a good option to blend into something that is a larger course catalog.

[7359] SPEAKER_41: I think it's a piece of it. I think the same thing could happen in English. And I don't know if there's maybe science. We could do the same kind of thing so that they're looking and saying, well, my kid loves math but hates English. And so they're not going to do as many acceleration points on the English as they might do on math. Yeah, so again, it's helping the parents go through. And I know this is just the beginning. And so I appreciate that. And I think that the more we work with it and the more we find out what parents think and how they feel, I think it's going to be better. I don't know what math analysis is, by the way, of the class. It's a calculus. Oh, OK. Okay, maybe that should be put down and people might know pre-calc?

[7402] SPEAKER_21: I think it depends on the district. This district, since I've been here, has always called it math analysis, but other districts might call it pre-calc.

[7409] SPEAKER_41: Okay, thank you.

[7413] Ray Rodriguez: Anyone else have any questions?

[7420] Nancy Thomas: Okay, well, before I feel comfortable approving this, I would like a lot more information. For example, The Senate Bill 359 prompted CSBA to come up with a board policy and we haven't adopted that board policy yet. And that board policy really spells out some of the things you told us verbally but aren't really codified. And one of them that I think is really important is that we have exactly what the protocols are So what is the protocol? What are the measurables that we're telling parents that they need for their fifth grade students, excuse me, for their sixth grade students to go into geometry in the seventh grade? What are the objective measures? And I think those have to be written down before and become part of this. Also, I think we should adopt the board policy. I think it's 621, 6251.1 that kind of documents what the, what we have to do And, and annually, aren't we supposed to have a report? I'd like to see that report. What is our report in terms of the measurables that, that board policy and that SB 59, whatever it is. You know, I, I put these all in an email to you, and I was hoping that we would get more information about how we are actually doing it. Like, who It calls for us getting data every year that actually shows how well we're doing in terms of properly placing the students. So did we give the start test or that test? And how did we find that all the students were properly placed in the ninth grade? And even though it's not required that we go down to the middle school, or junior high, I think it really might be important that we have the same process in terms of testing and making sure we're properly placing students in the 8th grade and 7th grade in the accelerated classes or the algebra classes. Also, there's a whole new schema I think with common core and there's really some very strong standards or vigorous, rigorous standards that need to be met in the 7th and 8th grade. And how are we ensuring that the students that we're accelerating are proficient before we accelerate them or they have a pathway to become proficient in, in some of the topics that are included in the the 7th grade and 8th grade standards. Also, because we have 6th grade, we have generalist teachers teaching 6th grade, are we convinced that they are getting the same kind of preparation that would warrant them being accelerated with their generalist teachers as opposed to teachers that are specialists as they would be in a middle school model. Saying all that, I would really feel comfortable if we actually had this presentation by the department chairs or administrators from the junior high and the high school and that all of these protocols are mapped out for us so we know that you're doing them. All of the data that shows that we are following SB 859 or whatever it is, are being followed. I'd feel a lot more comfortable. This is like drinking from a water hose. I don't even know what accelerated, these accelerated courses are. From what I saw at Open House, They seem to be self-study or independent study on a computer. And I'm not even sure what they are. I don't remember when we ever adopted these, although I know we spent a lot of money on it last year. So I think it's like a comprehensive package, not just the math pathways, but how are we ensuring that we know and that how these courses are being implemented and being successful with our students because certainly our math scores at the high school were not very good this year. So that's kind of my thought to the board that we take a deep breath. We approve at the next meeting the board policy that we should have approved last December because it was a change in the law with this Senate bill. and that we get some more data on the actual protocols and how they're going to be on the web and what information parents are going to get and how successful we were in giving this test this month to all our students. And do we have an analog at the junior high for placing students in algebra in the seventh grade?

[7758] Ray Rodriguez: Thank you, Member Thomas. Member Piazzolla.

[7763] SPEAKER_27: All right, so I have one comment and one or question. So first I just wanted to echo member Nguyen's comments regarding more opportunities for growth. Appreciate that. And my question stems from, I know this is eighth through 12th grade, but it kind of looks a little bit like tracking to me. It just, I would say from this, I speak from personal experience in terms of my perspective or my, what happened in my situation of I was fortunate enough to be tracked in the higher level by taking seriously a 6th grade math test that placed me in pre-algebra for 7th, which placed me in algebra for 8th, and then geometry, and so on, and so on. So I guess my question is, I hope that's not the process. My question is, how are people placed into the different points?

[7824] SPEAKER_21: Yeah, I'd like to respond, actually. I want to start by going back to Nancy. And Nancy, I did respond to your email in quite detail. And a couple of the things that we're bringing up are actually pretty far outside of what this is. SB 359 is talking about students entering the ninth grade. And so I couldn't agree more that we should possibly do a board study session on secondary math, but it's far outside the scope of what we're doing tonight, which is looking at the pathways through 9-12. That's what SB 359 is about. Certainly the board could go beyond that and talk about you know, what the test criteria are for students who are in the 6th grade going to the 7th grade. But that's not what this bill is about. This bill is communicating to parents what the courses are and different ways to navigate the courses through the high school. What's the first course taken? What's the second course taken? Is there a way that I can go a little bit faster? What are some ideas for me on how to go a little bit faster? But a couple of things that, member Thomas, that you brought up. One is talking about what goes on in the junior high and the placement. We can certainly talk about that, but that's beyond the scope of SB 359. And so I didn't want to talk about tonight, although I did respond to your email. And then you're also talking about accelerated math. Sadly, there's this coincidence in the name of a particular piece of software. And that has absolutely nothing to do with the math pathways and accelerating through the math pathways. That was a very unfortunate coincidence in terms. So that happens to be a software program that's used and we could certainly do a presentation or a staff meeting on that. But once again, that's not what this particular bill is about. This bill merely says, we want you to communicate with parents about what their options are. So I'm happy to add multiple rows because truly there are many more than two or three more different ways to get through this and what I did is I took one that was provided to all districts that was a sample exemplar and then modified it to make our own and I even added a couple of pathways to it. So the state is merely asking us to get some information to parents who might not be as savvy about what course to take first, what course to take next, et cetera. Once again, the purpose of the bill is to make sure that we are not misplacing disproportionately our students into inappropriate math classes.

[7983] Ray Rodriguez: Okay, thank you. Member Persiava, go ahead.

[7986] SPEAKER_27: So I just kind of want to respond to that. So in order for you to describe what the options are to the parents, so like me as a parent, if my daughter or son were in high school, ninth grade, they're in Algebra I, where I see that it's too late for them to be in accelerated geometry. without knowing how they could have been on that path in 7th and 8th grade. So I guess my question was more just like how do you is it only that STAR exam test that happens in 7th grade or 6th grade of how people know because by the time you're in 9th grade if you present these options to me I want to say, well, of course I want my daughter in accelerated geometry. But then you're like, well, she didn't do the prerequisite Algebra I in eighth grade. So I know it's 9 through 12, but if you're providing me options, you've got to give me the context for how to get there. So I guess that's more of why I was bringing it up.

[8043] Nancy Thomas: Anyone else? And I would agree. I think that the Senate bill covered 9 through 12 but it explicitly stated in the Senate bill that it didn't preclude including middle school and I think given that we are having students taking algebra in the 7th grade and quite a few educators might take exception to whether they should be instead of taking the standards-based seventh and eighth grade courses. I really think that parents that have sixth graders need to know exactly what their student needs to do in terms of grades, test results. Is there another special test that we give them to make sure they're ready? I think that all needs to be spread out. spelled out in the protocols, and I don't see anything in writing that tells parents what those protocols are, and the Senate bill says you have to have those protocols, you have to have them on the website, and in addition to this diagram, That stuff should be there, and it's not here for us to look at.

[8116] SPEAKER_21: No, everything that's in the Senate bill is listed on this diagram. Everything that's required, and I use an exemplar that was provided to me to adapt it to our work here in Newark Unified School District. And we do have those protocols in writing that go out to parents. It's just that they weren't part of this Senate bill, so I did not bring them this evening. I'm certainly willing to share those. We have them written. And for your information, all of our sixth grade students are invited to participate in the test. The criteria are very clear. Letters go out to all families. All students are encouraged to take this, et cetera. But I didn't bring it this evening because it wasn't relevant to this bill.

[8160] Ray Rodriguez: Superintendent Sanchez.

[8161] SPEAKER_28: Just real fast, is there a time? No, I thought he was passing it to me.

[8166] SPEAKER_14: No, I wanted to make a comment. Let me kind of take a bigger approach with this. But I think this conversation is at the core of some of our enrollment loss. And I think that part of the larger part of it, what I would ask is, We need to start with the graduation requirements and really get clear about what those are. But I think the intent of this law is broader than just math. It's really, and I think for us to do our due diligence, it's really what are the opportunities for enrichment and extension for all core areas for sure, but maybe even all other areas including electives. so that we could start building some customized learning plans for kids as they start thinking about and going into secondary education. I know that recently we did a visit and we're starting to learn a little bit more about middle colleges, having a conversation about middle school versus junior high, as well as this idea of as a parent, if I'm building it, if I'm purchasing a new home in a new development, what is going to be the course catalog, what's offered in Newark Unified School District for acceleration, for extension, and are we willing to really customize some of these enrichment and acceleration pathways. that are somewhat more customized to what kids are doing well. So even though this is, for me, this is a compliance exercise, this is not really what is, what I would like to see is a better roadmap for parents to understand with clarity what is, and I'd rather call it a course of study instead of a pathway. So what is the course of study that I want to take as a parent, you know, There might be two educators in the home or two engineers or two attorneys that, you know what, my kid happens to be really pretty good at language arts and there has to be a way for us to allow acceleration and here's the dilemma. As we start looking at how many kids need remediation and how many kids are a little bit behind in credits And what schools tend to do is put in extra sections to remedy that. And that minimizes how many points we have for acceleration. So you only have so much staffing, so we have to find the right balance of, okay, what's appropriate to add a repeat class? How much do we do? How many times do we try that good faith effort? But it does come at a cost, so we have to figure out how do we strike a balance between remediation and acceleration because we have to have both. And I believe that as I start investigating not formally but just initially looking at why some people are leaving at secondary and choosing to look at private schools and parochial schools is I can promise you schools that are that are getting some of our higher performing kids They have absolute clarity around what acceleration they offer in all core areas. And I think that's something we've got to get to, this idea that we have to be able to compete in any environment for enrollment. And we have to look at this from a standpoint of a parent. I envision a course catalog that says, OK, here's enrichment or acceleration or gifted and talented. and here's some options that we offer at every level including elementary. So I think it is a larger conversation and I don't know if it's going to be something we can answer by the next board meeting but I can tell you these are at the core of the conversation that I'm having with the secondary task force to really look at where do we have our staffing tied up right now and can we adjust it a little bit to offer more acceleration in addition to just the necessary mediation that we have to do sometimes because there's a finite amount of resources we can work through but in my mind I'm just trying to think about how do we get it communicated but also really clear on what the board wants our kids to have. from a policy standpoint.

[8458] Ray Rodriguez: So we've discussed this for a while. Just give me one second and I'll let you go. We've been on it for a while. There seems to be some that want some changes made on the document before we approve it. We can approve the document and then maybe Member Thomas or whoever wants, during our board request, can talk about the board policy and maybe doing a workshop and be invited to department chairs and, you know, et cetera, et cetera. But right now, we have an item on the agenda that's up for discussion and action. And if the board, by majority, wants to move it to the next board meeting, which is going to be a heavy meeting for us, but that's fine.

[8503] SPEAKER_28: Member Nguyen. I was going to ask if this was time sensitive, being that it's

[8512] Nancy Thomas: We can approve it and address it during board requests as far as... And that's kind of a problem because this was supposed to happen before the start of the school year. I was hoping we would get some kind of indication of what the test, when the test was given or will be given for all the ninth graders and what it showed and a description of how many kids are being accelerated and just a lot more information to wrap around this.

[8546] Ray Rodriguez: That's why I think, in my opinion, that's a different kind of report.

[8549] SPEAKER_28: Yeah, and I think what Superintendent Sanchez mentioned is correct, that this is an exercise in adoption of a procedural and just to adopt a document. And then we can have a further discussion about, you know, validity of tests and accelerated math software and our whole vision as far as total acceleration at a different point. But I would be comfortable approving this document pending those a couple of additions that I mentioned earlier with the, you know, the columns of acceleration. But then also, to clarify the rows, because you, the, just in simple labeling, as far as one acceleration point, and you have three of those, just A, B, C, or some sort of thing that denotes that it's a different, you know, so that when we refer to it, it's.

[8593] Richelle Piechowski: Option A, B, C. Yeah. Options.

[8598] Ray Rodriguez: Okay, so you want to make a motion?

[8601] SPEAKER_28: I'll move to approve pending those, the changes that I mentioned.

[8603] Ray Rodriguez: Need a second and then we have, we can have other comments if you want.

[8608] SPEAKER_41: I'll second.

[8608] Ray Rodriguez: Member Crocker seconds.

[8611] SPEAKER_27: Yes. I was just going to ask, in terms of time sensitivity, what's the time frame? Is there like a hard deadline, like end of the month?

[8620] SPEAKER_21: Or I know like for budget, it's like you have to report it to the state by X, Y, and Z. It was actually supposed to be approved three weeks ago, but it didn't come to my attention until about two weeks ago, which is why I'm bringing it now.

[8634] SPEAKER_41: OK. Another point, too, is that this is what we're doing. It's not what we want to do. But so there needs to be something in place for what we're doing now, a basis in which we start a discussion where we want to go. My perspective is I would like to have every kid have their own pathway through math. Because some kids will go fast and will go slow. I have one child that could not have taken algebra in eighth grade. His mind was not developed. Doesn't mean he didn't understand it later. So I think that we have such a variety of abilities. for kids that we need to address this and how we approach this. But we need to now have something available for people that are involved with their students right now.

[8679] Nancy Thomas: Yeah, that means I'd like, as a parent of a sixth grader, I'd like to be able to go to the website next week. And I'd like to see exactly what my child has to do to be successful. Because I'd like my child to be able to take geometry, or in the 8th grade in algebra in the 7th grade. So I want to go to the website and see exactly what. And as a child, mother, or parent of a high school student, I want to be able to go and see those same criteria, written criteria on the website as specified by the Senate bill. I think that's the whole package and that's what's required and it should be there. If it's what we're doing, if this is what we've already been doing, then why isn't it there? That's my thought.

[8730] Ray Rodriguez: Thank you. So we have a motion and a second. Before we move on, It's obvious that math is something that's dear to us. That's where our kids seem to be having, you know, problems, especially when they get to the ninth grade level. You know, Pastor Jones started his own academy, and a lot of community leaders are looking at it because they don't want their kids to fall behind, especially when it's math. So, that being said, we have a motion and a second. So, if you want to, please vote.

[8765] SPEAKER_27: Can I just clarify a Member Nguyen's motion because one of the things I'm trying to wrap my head around in terms of making a decision is mapping out the specific changes that you said because you made comments but then so did Member Crocker and so I want to know what's included in your motion in terms of the...

[8783] SPEAKER_28: My motion is moving to approve the document pending some changes. The first of which is to add additional columns between the 8th and 9th grade and then between the 11th and 12th grade as possible acceleration points. Then also to, if necessary, add further rows to reflect the potential for students to accelerate and be able to take three or four AP level courses in their high school career. And then also, on those rows that we have, to clearly label them, options A, B, whatever value you want to place to it, just to differentiate the different rows.

[8820] Ray Rodriguez: Okay. That's a big one. Thank you.

[8825] SPEAKER_41: With that, we were talking about, and I think it has to do with the rows being in such a way that it's clear, so a parent can find the row that's there and see the jumping. Yeah, that's what I meant. The format is something that the Ed Services will figure out.

[8841] SPEAKER_27: One page. One page. To make sure that they can't figure out if we don't lay that out. So I want to make sure that that's. No, no, no.

[8849] Ray Rodriguez: I'm glad you brought that up. Patty, you got that?

[8851] Nancy Thomas: This also, I think, speaks to the benefit of doing these things over two meetings. So that it's like what we used to do with our policies. We would have a first reading and then a second reading. I think on things that are this complicated They should be done over two meetings. Pardon? Even a third reading would be... Or even a third reading. Right now, you know, we're not getting everything out on the table, maybe, that we want. We're not getting answers to all of our questions. And that's what two meetings allow you to do.

[8889] Ray Rodriguez: So we're at the motion, and the motion has been re-read and seconded again by Member Crocker. So now, please vote. Okay, motion passes, nice conversation. So when we have our board request, Member Thomas, can you kind of help us so we can try to see if we can get this on there, Superintendent Sanchez, so we can have a further discussion on this. This is obvious that it's a big item for all of us. Okay. Okay, with that, we move to item B, which is school plan for student achievement, SPSA, for Bridgepoint High School. I mean, I'm missing

[8947] Cindy Parks: Good evening. You know me and my SIPSAs.

[8951] Ray Rodriguez: We know that's a big thing for you.

[8953] Cindy Parks: And apparently I kind of didn't pay attention last year. So regarding the bridge point, On page two it has that there's implement peer classroom fair observations and asking all teachers to visit and observe at least one other alternative class. On the bridge point it shows none and I'm sorry I'm going to have to I'm going to be referring back and forth between the two just because I need you to understand that It contradicts. So on this one, it says that there's no money.

[8987] SPEAKER_28: Wait, hold on. Because you're commenting on Bridgepoint, right? It is on Bridgepoint. It is on Bridgepoint. So what are you pointing back and forth? You know what? I'm doing the talking. It's my minutes. Okay.

[8994] Cindy Parks: Thank you. So on this one, it shows that there's none. But as on Yerong Crossroads, it's got $2,000.

[9000] SPEAKER_28: Where are we looking at, Ms. Parks? Excuse me? Which page are we looking at?

[9005] Cindy Parks: I'm on Bridgepoint, on page 2. Item number five, implement peer classroom fair observations and ask all teachers to visit and observe at least one other alternative school. This one shows that there's none. However, on crossroads, it shows that there's $2,000. On page six, under action steps number one for the LEA goal number seven, It says, provides school-wide professional development on rigorous high-quality content. And it's really talking about the Kevin Clark Instructional Program. And it references math and language arts. However, Kevin Clark, first of all, is just a language arts program. And you're no longer using Kevin Clark. You're using Janelle Cameron for the Accelerated English Language Development. And that is Title III money. You approved that at the meeting earlier this month. So that $5,000 would be Title III money, not Title I. So that would free up their Title I money, because the Title III money is at the district level. So they should have another $5,000 to spend. And then, like I said, Kevin Clark doesn't cover math. And just to notify you that under LCAP, the 1.4.25 under secondary, it does show $22,000 being allocated at the secondary for Kevin Clark. On page 10, it shows implementing a student and parent orientation. And this also shows no money. However, on crossroads, it shows $500. The data that is supplied at the end of the report is information from the 2010-2011 school year along with 2007-2008 and the CELT data is from 2012. So a little bit outdated information to support the report itself. If you compare this report with the one that was a year ago, you'll see that there's quite a number of things that are the same that were mislabeled at that time.

[9143] SPEAKER_28: Thank you. I move to approve.

[9145] Ray Rodriguez: Okay, Member Nguyen moves to approve. Second.

[9159] SPEAKER_41: I'll second that.

[9160] Ray Rodriguez: Okay. Member Krakus seconds. Member Persieva, did you want to?

[9162] SPEAKER_27: Yeah, I was going to ask in terms of, I don't know if we're going to ask questions or not.

[9170] Ray Rodriguez: No, you can't. Oh, questions of Ms. Barks?

[9174] SPEAKER_27: No. No. Mr. Lopes? Yes.

[9177] Ray Rodriguez: Yeah. Mr. Lopes? Mr. Lopes?

[9193] SPEAKER_24: Thank you board members.

[9196] SPEAKER_27: I was just going to ask in terms of that Kevin Clark thing, is that just like a typo and it should say it's Janelle or the other consultant?

[9208] SPEAKER_24: I think it's not a typo. I think what the teachers are trying to do is use that as also some supplemental materials. But also a lot of our kids are struggling. with vocabulary and academic language across the curriculum. So what we're trying to do is use some strategies for English language, academic language, and vocabulary across the curriculum. So that's why we wanted some of those strategies to go into the math section also.

[9242] SPEAKER_28: I have another question.

[9248] SPEAKER_21: I can actually add to that, if that's OK. No, go ahead. A couple of years ago, a principal at the McGregor site actually was so enthused by not the content of the accelerated ELD program, but more so with the methods that teachers are trained in, and worked out a deal whereby teachers at Bridgepoint and Crossroads receive professional development. He wanted to see some consistency across the classrooms and across the sites. So they received training on some pretty basic things like how will we all generate common lesson planning? What are the things that we want to see in the classroom? What are the strategies that we all want to use to see that students are engaged? And those were applied across all content areas. So the work that has been done at the McGregor site hasn't been in ELD. It's been in those particular methods to be used across the content areas to increase active student engagement. And then two other things. One was the level of rigor, because that's always been perceived as lacking in some of the courses. at the McGregor site, and then the third thing is there's been a consistent focus at McGregor on writing, and that's where these methods come in particularly strong, is supporting students to develop as academic writers.

[9337] SPEAKER_28: So I have a couple, thank you, I have a couple questions for Mr. Lopes, and these are just simple yes or no questions, so you don't have to think too much thoroughly about it. First question is, has Ms. Parks met with you at any point during the past year to discuss your SPSA? No. Okay, second question. Did your SPSA, was it approved and gone through the process to approve by your school site council? Yes. Thank you.

[9361] Ray Rodriguez: Okay, anyone else? So we have a motion.

[9371] Nancy Thomas: I would like to ask you a question. Was there anything that Ms. Parks brought up that you think needs to be corrected here?

[9378] SPEAKER_24: No, I think The funding is accurate, especially when we're trying to increase parent involvement in Crossroads, that we did put some money aside specifically for Crossroads. BridgePoint's parent involvement has always seemed to be pretty consistent, carrying the McGregor site. But Crossroads, because it's an independent program, kids are pretty much self-sufficient. And the parent involvement is really tough.

[9410] Nancy Thomas: So using Title I money as opposed to Title III, was that anything that?

[9420] SPEAKER_21: That's incorrect because Title III money is for English learners and we are not doing accelerated ELD at the McGregor campus. So Title I is appropriate for literacy across content areas.

[9436] Ray Rodriguez: So do we already have a motion and a second, or? We do. We do. OK. So please vote. Less is more. Any more comments? OK. Motion passes five ayes. Mr. Loebs, you might as well just stay up there for a minute. Before we move on to the SIFSA for the crossroads, I just want to say something. Our practice has been to allow community members to come up before and address the board on an agenda item and we normally don't go back and forth. We ask the community members, we give them three minutes and then they give us their thoughts and hopefully that allows the board when we deliberate to you know, think about some of the things that are brought up. It's not a time for us to dialogue back and forth with the community member. I just want to make sure we're clear on that because we really haven't changed the way we do things. So, that being said, we have Ms. Parks that would like to address the board on this particular item, please.

[9514] Cindy Parks: Thank you. Just to reiterate some of the things that I had pointed out already, there's the money that was set aside on this campus versus no money being allocated at Bridgepoint. But as I indicated after, this one also does not have an ELAC. You do have, on both of these plans, you do have funding that is going for your English language development students. and you did not seek input from your ELAC committees. And if you'll recall, when I've spoken previously regarding site plans in checking with the CDE, they do say that you do need to run these past your ELAC committees. And that's why, I mean, they're supposed to, that's why that little box is on there. And I brought that to your attention previously, and there have been site plans that were held back until that was taken care of. You also have, on page 9 of this, you have your dropout rate that's as of 2011. And again, so you're using old data to support your reports. You guys are the ones who approved it.

[9596] Ray Rodriguez: Okay. Board, anybody want to address this item?

[9601] SPEAKER_28: I move to approve.

[9602] Ray Rodriguez: Member Nguyen moves to approve. Need a second please.

[9607] SPEAKER_27: Second.

[9608] Ray Rodriguez: Member Griswold seconds. I'm not getting... Larry, I'm still not... I'm sorry. I'm just... Close and display. Yeah, I did. It's not... Same thing. Nothing's happening.

[9641] SPEAKER_41: Alright, one more time and then close and display. No, not that one there. This one. No, the one to the right.

[9652] Ray Rodriguez: That's not clearing for me.

[9667] SPEAKER_22: Okay, so we have a motion.

[9672] Ray Rodriguez: Again, who made the motion? My system is not working so I can see. So let's do it by show of hands if you don't mind.

[9684] SPEAKER_41: We're voting on the CPSA for crossroads.

[9693] Ray Rodriguez: Thank you. To approve. OK. To approve. Staff recommendation. Thank you. Motion passes five ayes. We now move to Citizens Bond Oversight Committee annual report. Mr. Richards?

[9712] SPEAKER_22: Tonight we have Cary Knoop, the outgoing chairman of the Citizens Bond Oversight Committee, who will be presenting the 14-15 CBOC report.

[9734] SPEAKER_14: Point of order, can I suggest a five minute bio break? OK.

[9738] Ray Rodriguez: Is that OK? Yeah, sure.

[9740] SPEAKER_14: Thank you. But seriously, five minutes. Not more.

[9744] Ray Rodriguez: Maybe less. Larry, you want to help while we break it? Because then we can resolve some of these things.

[9749] SPEAKER_14: Thank you.

[9774] Nancy Thomas: I'm sorry I didn't get a chance to see your response.

[9801] SPEAKER_21: Well, I think it speaks to the fact that the board, we don't, we don't get any of this information. We don't, I mean, like I went to junior high open house and I went to one of the, it was an algebra class and

[9831] Nancy Thomas: And there was a criteria that if you didn't get a C, you couldn't go on to geometry or something. I don't know. Anyway, I mean, these are just all things that you end up hearing. But how do parents get that? And shouldn't it also, well, it says it's supposed to be on the web, too.

[9852] SPEAKER_21: Well, absolutely. The part that has to be on the web I think, well, in terms of this, I just thought since we're accelerating kids starting in the seventh grade,

[9890] Nancy Thomas: And because we are a unified district, we're not a high school district, that we should, it's a no-brainer to do it. It's not that it's required, but it's a no-brainer that we should do it. That's my thought. So that's why I brought it up that way. Yeah, I mean, I think it's important that parents know and that we're successful, that the kids are successful. So how many, you know, are they being successful? What is this accelerator now? I still don't know. That's the kind of thing. Okay, but does that take the place of their textbook?

[9944] SPEAKER_21: We're at four minutes right now. Four minutes. That's good. Thank you.

[9971] Nancy Thomas: We're back at four minutes, President Rodriguez.

[10007] SPEAKER_14: So we have three items that are left and then we'll be at the committee reports. I think that wall would be better so the audience can see it.

[10033] SPEAKER_43: Hi.

[10033] SPEAKER_44: Okay.

[10040] Ray Rodriguez: Let's reconvene.

[10044] Cary Knoop: Mr. Knoop. Good evening President, Board Members, Superintendent, Executive Cabinet. I'm pleased to present the annual CBOC report for the year 2014-2015. Overall, I think it was a pretty smooth year. We basically focused on three things, the HVACs, roofing, and playgrounds. A little bit of technology, but the big things were the roofing and HVACs. So if I may, I would like to make a quick presentation, go over some of the highlights, and if you want to ask questions during or after, it's up to you. So this overall Measure B bond sale, now remember, as you of course know, we already sold the last $18 million, but this report reflects the year 14-15, so that's why that sale is not included. Series A and B, we also acquired some interest on the proceeds, so that's added to the available money for the bond. And there was some transferring out, which is something that is required by law, which has to do with bond premiums. You can write off certain amounts, but not all of them. And they have to go back to the redemption fund. So that's that $10,000 plus. So if we compare year to year, 2015 is about $12.6 million. A lot more than the prior years. And then the remaining fund balance is $24.8 million plus the $18 million. And then of course the expenditures have to be deducted from the current year, which we already closed. So if we look at the expenditures for 2015, as I said before, the buildings and interior, 10 million, that's the big chunk. And then the school grounds is effectively the playgrounds. So about 1.1 million on playgrounds. As I said, a little bit technology. And then the other expenditures is effectively soft costs and the management fees from Vanner that have to be included. So here it is, roofs and HVAC systems. The biggest chunk was Newark Memorial High School, but we have plenty of schools having to have the roofs fixed. Here's the playgrounds. As I said, it's a fairly simple presentation in terms we only have three main things. We upgraded some of the voice over IP software and hardware and some of the LAN switches. Yeah, these are small numbers compared to the first year where we spent more in technology. So it's always good to look at other expenditures, because in a way, you can look at it as overhead. How much does it actually cost us? And there are actually formulas that I presume the board looks at in terms of percentages, what the overhead is from the construction management. And I think it looks below average, below standard. So I mean, that's a good thing. It's less than at other places. $900,000, that's less than 10%. So that's pretty reasonable, I think, if you compare it to an average standard. So the most important thing that the CBOC is chartered to do is to give an opinion whether the district expended the funds according to the law. And we voted on that and we unanimously agreed that the district is in compliance with the law. We do have some findings and concerns, and this is the second year where we provide that. This is feedback to the board with respect to some of the experiences we had. So there are a couple of things that I would like to... mentioned. Currently, the committee has four members, and that is way, way too low. We have to have seven members, and ideally, all these seven members have to be allocated to certain slots, like a taxpayer organization, parents, and there's different categories. But also, it's not limited to seven members. You can have a lot more members. So again, For us, it's just not in compliance, basically. A second finding and concern is about requested information. Sometimes we have some trouble getting the right information in a timely fashion. You know, we meet once every quarter, and then there's an ad hoc subcommittee that prepares the report, and especially during these times, we need to have access to information in case we have questions. You know, what we try to do is be diligent, go over the data, go over the data in the California financial system, go over the data from the standard bookkeeping system from the district, and then compare that with the audits, the various audits, the regular financial audit, but also the performance audit that is provided. So we compare these numbers and, you know, sometimes we have questions and we find discrepancies, and which, you know, often are not problems, but things that we just try to understand and consolidate. Third finding and concern is the website. The web pages allocated to CBOC are not always up to date. And, you know, this is our window to, you know, our citizens telling them where we are. You know, as soon as we have a meeting, we need to have our minutes posted. The reports have to be put up to date on the website and so on. So that's another area where we have findings and concerns. So the recommendations are basically to the governing board, you know, evaluate your efforts, please, to get more community members. I mean, you know, it's bringing the horse to the well, you can't force it to drink, but we have to, I think, do a lot of effort to make sure that community members can stand up and join the CBOC. In the past, there have been talks about Sending information to principals, bringing it up maybe in the school site councils or maybe in PTA meetings, newsletters. Again, I consider this an important issue. Four members is just not enough and I would really urge the board to find ways to get at least seven members. So, the other two, you know, we just want to reiterate it's important for the CBOC to get information in a timely manner. Comparing year to year, I think this year was pretty smooth. We got the numbers presented, there were a couple of questions and of course that's a natural thing, but everything added up and the actual acquisition of information and looking at it was relatively straightforward. So I'm really happy about that. With respect to the webpage, we hope that that's now maintained in a timely fashion. after the meetings or after we have financial reports, you know, quickly, that's updated in the website. That's basically the presentation. If the board has any questions, I'll be happy to answer if I can. And with that, I'll pass it on to the president.

[10577] Ray Rodriguez: Member Crocker.

[10579] SPEAKER_41: Thank you very much. It was a very nice report and very simple and understandable and clear and well done. I do have someone that's interested in the committee, so can you tell everybody how they get an application?

[10593] Cary Knoop: So the application is on the, and I'm sure Mr. Richards will correct me if I'm wrong. My understanding is that the application is on the website. Potential candidates should fill in that application and bring it to the district, and then the district determines whether the applicant is applicable, if he lives in Newark or he works in Newark, and there's some other criteria. And, if the district considered that applicant applicable, they would forward that to the board for the board to consider, and then the board could potentially ask some questions to a potential member, and then it's up to the board to nominate a potential new member. That's my understanding of the process.

[10637] SPEAKER_41: Thank you.

[10640] SPEAKER_22: That is all correct. From where you find it, it's on the website, as well as the whole process that we go through before we bring a name to the board. I understand you're now the second board member to tell me that we have someone who's interested. So if they can just complete the form and send it in, they don't have to have a meeting with me or my staff or anything. We just, if we get a completed application, we review all the information. If we have questions about the application, we contact them in advance so that we don't get blindsided at a board meeting, find out somebody doesn't actually live in Newark or something like that. But we verify all that information before we bring it to you. And then we come forward and we fill, and if they meet one of the criteria of the seven required seats, we also go through all of those with each applicant as well to make sure if they do, that we can capture one of the vacant required seats.

[10686] Ray Rodriguez: Member, did you want to speak? Member Thomas wanted to.

[10689] Nancy Thomas: No, you can go first. Okay, fine.

[10694] SPEAKER_14: I would just ask Patty to email that form to the entire board. You have it, and you can share it however you want.

[10704] Nancy Thomas: Well, I think that we can be very appreciative and proud that we have a CBOC that is taking has taken its job seriously and has put in a lot of time and effort. And so I'm sure I can speak for the entire board in thanking you and the whole committee for a job well done. Having said that, I think that staff needs to respond to these concerns. This is the second year in a row that we have the same concerns.

[10736] Ray Rodriguez: Do you want to make a motion while you're there, unless anybody else wants to talk on that?

[10742] Nancy Thomas: Richards want to address that.

[10746] SPEAKER_22: The concerns actually have been addressed. With the hiring of my new assistant, actually, we have all of their minutes and all of their agendas up on their website as of agendas up through the meeting that we just had last week and minutes up through the June meeting, which is the last minutes that have been reviewed. So currently, the website is now up to date. Financial data for 15-16, as the board is aware, we just closed the books. So we'll be sending them the report shortly.

[10775] Nancy Thomas: Do we wait now for another year before we get that report?

[10779] SPEAKER_22: No, normally their report comes to you in the spring. It comes after the audit of the bond, which comes after the audit of the district. So the audit of the district report comes to the board in January, the bond audit is due to the county in March, and they bring their report to you usually in March or April.

[10804] Cary Knoop: Can I just respond to that? Because, you know, that would be ideal, but that is very hard to have in that very short time frame because, you know, it does take some time for the committee to go over the data and, you know, to have it like within a month when the audit, that's, you know, that would be ideal, but it is hard. The question is, you know, I think the bond audit is actually done more or less at the same time in December. And I know by law it has to be before March. I do not know if it's actually possible to provide the bond audit and the bond performance audit earlier or does it have to go to the county first to be kind of, you know, acknowledged to speed up the process.

[10853] SPEAKER_22: It does not have to go to the county first. However, the auditors actually do do supplemental work after the regular audit is over with relation to the bond audit. I would have to talk scheduling with the auditors to find out if there'd be a way to accelerate it, because they basically do all of their school district full audits before the state deadline of December the 15th, and then they focus on getting all of the bond audits out.

[10877] Ray Rodriguez: Okay, we need a motion and a second. Please.

[10881] Nancy Thomas: I move that we accept this report.

[10884] Ray Rodriguez: I'll second. Member Nguyen seconds. Please vote. It's not showing. Sorry. Want me to clear it and vote again?

[10909] SPEAKER_49: Yeah.

[10911] Ray Rodriguez: Okay, so let's try it again. Open for voting and see what happens. Okay. Member Braciello. Thank you. There it is, five ayes. Thank you. Thank you, Larry. Okay, let's close it down. Okay, next item on the agenda is summary of donations. Superintendent. or Mr. Richards?

[10947] Michael Milliken: I just have these.

[10952] SPEAKER_14: What's in the back? Give me a second here.

[10955] SPEAKER_28: I'll take the honor of reading it.

[10956] SPEAKER_14: Thank you.

[10956] SPEAKER_28: A donation of $1,500 to Graham Elementary, the donors of the Newark Educational Foundation. The specified purpose is for science camp for the sixth graders. That is the only donation we have.

[10967] Ray Rodriguez: Excellent. Thank you, Mr. Member Nguyen.

[10971] SPEAKER_27: I move to accept the donation.

[10972] Ray Rodriguez: Okay, member Percival moves to accept the donation. I'll second. Member Nguyen seconds. Any discussion? Please vote. Okay, the matter passes five ayes. Next item on the agenda is approval of resolution number 2025, declaring surplus equipment. Mr. Richards.

[11001] SPEAKER_22: So we have, for board approval, a list of items that are no longer in service in the district for the board to take action on. Things that were removed over the summer.

[11014] Ray Rodriguez: I'll second. Member Cracker moves. Member Nguyen seconds. Please vote. Member Nguyen, please. Thank you. Okay, motion passes five ayes. We now go to item 18, Board of Education Committee Reports, Announcements, Requests, Debrief, and Discussion. This is when, I was hoping Member Thomas can bring up the policy again. Member Thomas, you want to start?

[11053] Nancy Thomas: Right. I'd like to request that board policy 6251.1 be brought forward for approval. I'd like to again request that we have a bond budget. I'm sorry. Work study session to develop and approve the priorities that we want for the remainder of the bond. I think it's, it, it would be nice to have student work again in this, in this boardroom. And it would, so I would hope that we could again reinstate the, the monthly spotlight that we used to have where each school took turns spotlighting their programs and, and putting work, student work up on the Bolton board in the back. There, there's a requirement that in Ed Code that the board receive a report annually of donations. And we, we never see what all the good donations that the parent groups and the booster clubs and things like that give. And so this would be a way for us to, because they don't come to us. They get put in, I don't know how or why that happens, but they get put in their books without having it reported to us. So once a year, at least, we're supposed to get an annual report of donations. So I'd like to see that scheduled. I did go to an ROP meeting. ROP has got a large grant that they're eagerly making plans to spend. And our kitchen at the high school for our culinary program is looking really good. So we saw pictures of that. And if any of us get a chance, it would be nice to stop in and see the good work that ROP is doing. Also, Officer Sandoval has a program, and I know he's in a very dilapidated portable. So maybe as part of our bond discussion, we can talk about portables and upgrading them. That's it.

[11209] Ray Rodriguez: Can I ask you clarification on the yearly donation? Would it be a consolidated report of all the, of what we do every, is that what you want?

[11221] Nancy Thomas: It's in Ed Code and it's a consolidated report of all of... Do you remember the last time we did it?

[11225] Ray Rodriguez: Huh? Do you remember the last time we did it?

[11227] Nancy Thomas: No, I have brought it to the attention because I read it in Ed Code and it's years over, the actuals are in, so... Okay. Can we get, is there any difficulty with getting that?

[11241] SPEAKER_22: Memory serves correctly. The requirement is that it be at least annually, but we actually bring them every single board meeting to the board.

[11248] Nancy Thomas: No, no, all of the ones for the whole district. We don't, the booster clubs makes donations. The parent groups make donations. They should be coded as donations and you should, I think we should be able to pull them up and get all of the donations. in an annual report. It said it needed them to be once a year, annually, a report of all the donations or contributions that come to the board. I can look it up again. I think I... Is it possible? I mean, they're all coded, right, into a contributions account?

[11289] SPEAKER_22: I will look into the section that you're referring to, but every donation or contribution that we receive currently, anything that makes it to the district business office gets incorporated into the monthly reports that we've been bringing to you every single month since I've been in the district and farther back. I've never been in a district where we waited until the end of the year and did an annual report. We've just always brought them every single board meeting. But I can take a look at consolidating it into a single report and pulling all the data.

[11318] SPEAKER_28: Are you talking about donations that are possibly unrecorded?

[11323] Nancy Thomas: So a parent group will make a donation to a school. We don't see any of those. The Booster Club spends $50,000, $60,000, $70,000 every year supporting The athletic programs, some of that goes through ASB, I realize, but some of it goes directly into the district. So there are a lot, I would say the bulk of donations we don't see.

[11355] SPEAKER_28: So, okay, so there's a fine, yeah, unreported, but there's a fine line because, you know, for example, the Booster Club, that's a school-connected organization, so I don't know if they're bound by the same donation rules. But then also, are we, I hope we're not talking about the bags of markers and pens that, you know, we sent with our fourth grader to their elementary school with me in the school year as a charitable donation, right?

[11377] Nancy Thomas: No, this is, this is... For example, in Kennedy School, they showed a list of about $15,000 last year or the year before of donations to the school that the parent group made. Those somehow have to be recorded and accepted at school. I just made a donation to music school. I haven't seen that. come through yet, but maybe they just didn't cash a check yet or something. But some of those things, if it goes directly to the school, I don't think it comes to us.

[11417] SPEAKER_14: Let our staff work on a plan to address that. And let me take that on.

[11422] SPEAKER_27: And I just want to know, some organization, parent clubs are listed as non-profits, so if parents might say I donated to the school, they might have actually donated to the non-profit entity, the PTC. So maybe that could count for some, in some schools?

[11437] Nancy Thomas: Oh right, but the PTC then donates the funds to the school for different things, and those are the ones we need to capture, not the, if the If the parent group, which is a school-connected organization, spends it separately, we wouldn't see visibility of it, but many of these donations go to the school.

[11463] SPEAKER_28: Thank you. Just two brief, well, one brief item and one lengthy item. The first one is, I spent the better part of this weekend at a facilities master planning workshop, vision type of process. And then, hence, I wasn't at Newark days. But I gave the superintendent a copy of the Oh, you actually have it with you. Just as what we went through. So, and I know it's been brought up before about, you know, that there needs to be a sort of a general vision from that 30,000 foot level as far as what we want to do with our facilities moving forward. And you just brought it up as well. So, I think that's a worthy endeavor to kind of dive into. At least have a starting point as far as what the board has a vision of our facilities moving forward. The second request that I have is if we could at some point bring back a presentation. It doesn't have to be very lengthy, but just a presentation on the SPSA adoption and development process. And the reason I do this is that we get comments every now and then, but I'd like for there to be more knowledge from the public's perspective of how they can engage in a meaningful, positive way in the development of the CPSA. And, you know, of course, I'm coming from being a principal and I'm sensitive to the CPSA because I spend a lot of time with it and with my school site council and my, you know, parent groups to develop it. And so, you know, school site council is an open meeting and the public is invited to come in and attend and that would be the time to engage positively in the CPSA adoption process. And, you know, the CPSA is developed with advisory from the ELAC. The ELAC doesn't adopt CPSA. School site council adopts CPSA under advisement from ELAC. Given as it may be, even with that, the two schools that presented their SIPSAs today or the two schools that we approved the SIPSAs today, Bridgepoint and Crossroads, they're not required to have an ELAC because they have fewer than 21 ELL students. So it's, you know, the ELAC notion is irrelevant for those two schools tonight. So if we can get just a presentation. I mean, I know I brought up, I pretty much gave you the presentation, right? But just a more formal. I got the outline. You got the outline, yeah. As far as the process and how members of the public can, again, meaningfully and positively engage in the development and adoption of these sets of plans. Thank you.

[11617] Ray Rodriguez: That's what happens when you have a high school principal. No, I'm happy we do have that. I'm happy you're on the board. Member Crocker?

[11627] SPEAKER_41: Yes, I just want to, I'm the first one that's going to be talking about Newark Days and our parade.

[11631] Nancy Thomas: Oh, that's right.

[11631] SPEAKER_41: I wanted to thank the staff for a wonderful float. Every year they tweak it a little bit, and so it really looked lovely. It was a great place. It was a great morning exercise. We waited until the very end of the parade this year, so it means that we were at the very end, and we were out getting a suntan for a long period of time. But it was always fun to see the kids. And the thing that was really fun this year is that the kids on the float started their own. And it was a cheer, and they went through the whole time cheering this way, and so there was a lot of interaction between the people that were watching the parade as well as within our float. And that was the positive thing. So I think that was really nice. We also got ourselves a new bracelet. I'm not sure where people can get these, but it says equity. Very exclusive. Equity and excellence. Newark Unified. So that's great. So I'm pleased with that particular sound bite. Sounds good. Um, so but it was a good was a good weekend. It was a nice, nice time. We did the cake on Sunday and presented as a happy birthday cake to the city of Newark. So that was kind of fun.

[11701] Ray Rodriguez: Um, request.

[11706] SPEAKER_41: I'm just trying to think of this. Oh, I think that's the only other request is that talking with the city in terms of their work on the bond and I know that this is an individual thing that people can choose to do. But the city council is going out for money to develop a new civic center and so I would like to make sure that we have meetings of our liaison committee with the city. We haven't done that and so we've got to get that going because I think now is the time when the conversation needs to be and if we're going to be involved With that process, we need to start early and start seeing what we have to do. Start developing ideas about what kind of facility would work and how we would end up paying for it and this kind of thing. So I think that conversation, we need to start sooner rather than later. That's it.

[11755] Ray Rodriguez: Thank you. Member Preciado.

[11758] SPEAKER_27: All right, thanks. I did want to echo Member Crocker's comments, actually, both on the last piece of the city liaison committee and then the Newark days. I did have to, I guess, do a shout out that my sister came up with the chant just on the fly. She was the loudest one there, and it was My niece's kids and their friends who, two of them are cheerleaders, so that they were the loudest. So I just had to put a plug for them in terms of that. I did want to note that if we can, for the agenda item, if we can get an update on Mr. Jutra's facilities planning, kind of in line with the master plan, especially since I know there was like a one-month contract that we approved in terms of kind of the next steps. And then I don't know if this is where we would go over at a regular agenda item or if we can do this at the board retreat, but just laying out the list of work-study sessions in line with our new New kind of board planning document so then that way it's laid out because I know like there's always one of these that I've been trying to map out is if we all agree on the mapping it out for for the year then Terms of requests that we all know that like we've already agreed on on these are the ones for the year gives staff enough time to plan out the agenda items and kind of do the research so that we're not changing it up or making requests for like, hey, I feel about this. I want to discuss this issue so that we can all be on the same page for the year. So I don't know where that's appropriate, whether it's a board meeting or at the retreat to actually lay out or compile a list of work-study sessions so that we can have that discussion. That's it.

[11873] Ray Rodriguez: Thank you. And what I have is I really, really enjoyed try to make the Newark days a family thing and I asked my Six-year-old granddaughters the twins whether they wanted to go and walk with snow elementary and So they went over there and then they decided to come back which was nice because we had a lot of young kids young ones in the float and Vince was an excellent driver. He didn't run anybody over which is nice and But it's nice when you get everybody working on something. Patty and Letty and Superintendent and Celeste. We had a good group of people there and I know Tom was busy with his session, but the board always takes pride in attending Newark Days and walking. right in the big float, like the city does. We've always wanted to walk, which is what we're about. And the community expects that. So I think it went real well. And I too want to send my appreciation to staff for putting that together, help us have a successful one. And I guess at some point, Superintendent, we'll share the trophies that we normally get trophies every year.

[11958] SPEAKER_14: The upcoming meeting, we're planning that for the 18th. We're coordinating with the committee. We want them all to be here. We're trying to find the date when they can all be here. And we'll also invite everybody else.

[11972] Ray Rodriguez: And one of the positives of having the float toward the end is that all the schools got to see the float. Because before we were in the front, which was nice. I've heard community members and people that were in the parade talking about the schools, the participation, and especially the secondary. You know, we don't get our elementary schools, but every school, you know, had a good participation, and they were loud, and each one of them did something wonderful, I'm sure. So, on the request, what I have as a request of the board is that As we look at the work studies, is that the board be open to having a few of the meetings at 5 o'clock. As you notice, today's meeting was at 6.30 because, you know, why have it at 6 if we don't, if we can condense the closed session to a half hour and it allows us more time to, you know, to get to the meeting and et cetera. But with the work sessions, it's always good if we allow a little more time in the work session so that we can really, you know, to get some information and have dialogue back and forth on whatever we're talking about. The work session on math, to me that'll be a great one and I think Member Thomas talked about having the department chairs from the secondary schools come in. So that being said, it'd be great if the board, if you have a problem with five, it's not gonna be every board meeting until the end of the year, we're gonna have to do a couple of them at five o'clock. And I'm hoping, and naturally if the board gets back to me and says, I can't make it, then we'll try to work around that. So with, you know, Patty coming on board, Superintendent Sanchez is ecstatic. So, and she's working real hard to put some of this together and we really appreciate it. So that being said, if anybody, does anybody have anything else?

[12104] SPEAKER_27: Go ahead Frank. 530 is the earliest that works for me in terms of, I mean you can start it at 5, I'll be late and if that's okay because with traffic I'm even late even with 531.

[12117] Ray Rodriguez: How about you Tom? 530. Okay, so we'll try that.

[12122] Nancy Thomas: Is there a possibility we can do closed session after the meeting when we have I mean, some districts do it that way.

[12132] SPEAKER_49: Yeah.

[12133] Ray Rodriguez: No. We can look at that. At study session nights. Yeah. Study session nights. Like today's meeting would be okay because everybody is still, you know, vibrant.

[12147] SPEAKER_41: Well, we did that to begin with, so that was not a problem. But if we have— We can do that. Study sessions go longer than an hour.

[12154] Nancy Thomas: So that's from 5.30 to 7, then we have a good hour and a half. Sure.

[12159] Ray Rodriguez: That'll work out real well. And then we can do the closed session afterwards. OK. Anybody else? OK. Dr. Jones, superintendent has his.

[12170] Ray Rodriguez: Oh, no, I forgot. Superintendent Sanchez.

[12174] SPEAKER_14: Mine is very short. If anyone's interested in attending CSBA that's coming up, please let Patty know.

[12184] SPEAKER_41: Is that the December one?

[12186] Ray Rodriguez: Is it December? In San Francisco, which normally, my understanding in the past, we would go. And there's no other cost except attending the CSBA, because we provide our own transportation and all that stuff.

[12201] SPEAKER_14: So do we plan for all of you going, or do you want to individually let Patty know for sure?

[12205] Nicole Pierce-Davis: OK.

[12206] SPEAKER_14: OK. That's all I had.

[12209] Ray Rodriguez: And then since you brought that up, I think it'd be nice to have of the student. And also, Patty, there's a session for you, right?

[12219] Megan McMillan: Yes.

[12219] Ray Rodriguez: Yeah, it'd be nice to include that all.

[12222] SPEAKER_14: Oh, I do have one more thing. I'm sorry. No, go ahead. I'm going to pass these around. So they're just for their draft. Vanner, this is their first stab at doing a thank you brochure to our community for the expenditures on Measure G and perhaps Russian money. So please write on it and get it back to me or to Patty, your thoughts and ideas of how we can make it better. I have a color version here but I've already written on that one. So just some thoughts and ideas of how we can make that look nice as a thank you to our community of where their money went and how much per school before and after pictures.

[12258] Nancy Thomas: That brings up something that you mentioned earlier and I thought about. about having a newsletter that goes out to the community about the district. The city sends out a newsletter, I think, three or four times a year, and in the past, they have mentioned that they could provide an insert for us. I don't know if they would charge us if we do the printing, if they would charge us, but it would be an opportunity maybe to, it might be only one page, both sides,

[12294] Michael Milliken: Right.

[12294] SPEAKER_14: And perhaps that could be part of the conversation with our liaison committee between the city. So let's add that. I think it's Mr. Preciado, member Preciado that's designated to be part of that group.

[12305] SPEAKER_41: Is that correct?

[12308] SPEAKER_14: So let's three of us talk and then we'll add that. That's a great suggestion. Okay. Anything else?

[12314] Ray Rodriguez: That's it. Before we close, I wanted to thank Mr. Simon Larry for on short notice for at least making us available on the internet. Thank you and we really appreciate it. With that, it's what?

[12331] SPEAKER_14: One last thing. Okay, go ahead. I'm going to be launching the community survey tomorrow in English and Spanish on the website and we'll be providing those surveys written form to each school in English, Spanish as well. for people that don't have access to the internet. So that's becoming, being launched tomorrow.

[12349] Ray Rodriguez: So how much time do they have to do the survey?

[12351] SPEAKER_14: I'm going to try to do until the end of October.

[12356] SPEAKER_49: Okay. Excellent.

[12358] Ray Rodriguez: Anyone else? Okay. 946. Meeting adjourned. Thank you.

No minutes available.