Regular Meeting

No content available.

[0] Ray Rodriguez: Here.

[2] Jodi Croce: Mr. Hoon.

[3] Ray Rodriguez: He texted me and he had an emergency at school, but he'll be here in hopefully a little while.

[12] SPEAKER_32: Ms. Crocker. Mr. Preciado. Here. Ms. Thomas. Here. Student member, Ms. Van Rolden.

[21] Ray Rodriguez: She also texted me and they have a game going on right now that was pushback now or so, she'll be here hopefully by the time the regular meeting starts. So I need the approval of the agenda. I need a motion and a second, please.

[38] Nancy Thomas: I so move.

[40] Ray Rodriguez: Member Crocker moves.

[42] SPEAKER_37: I'll second.

[44] Ray Rodriguez: Member Piazzolla seconds. Okay, let's get on the thing here. Okay. Okay. Motion passes 4 ayes, student member not here as of yet and member Nguyen, Vice President will be here hopefully soon. We now are going to go to our work study, Superintendent Sanchez.

[98] SPEAKER_18: Thank you, President Rodriguez, members of the board, ladies and gentlemen. I'd like to invite us down to the table so we could have more of a casual interaction and get on with our presentation.

[116] Ray Rodriguez: Can we get some water when you have time? Yeah, we have waters. OK, great. Thank you.

[143] SPEAKER_18: Well, I want to introduce our presenters tonight, but before I do so, I want you to know that kind of the task that, I'll stand up here so I'm not in the way. Don't know if I'm going to get enough time to get everyone to put in front of you tonight Options to consider, certainly nothing is a recommendation at this point, but we want to give you some ideas and concepts. And we have some handouts that are going to be on the table. We could use kind of as a note catcher for you as we go through the options. So if you see parts of one that you like, please feel free to jot that down. So we'd like you to look at this kind of cafeteria style. If there's something in the one idea that you like, even though there's nothing else in that idea that you like, still jot it down. Because hopefully by the end, we'll give you kind of a little bit of an overview of what might be possible. And then as a board, you guys can give us some more direction on, okay, we want more definition around. We kind of like this thing from option one, but option three, we like that component. And this other one, we might like that. So just know that by intentional, we want to be intentional so that you guys have room to. kind of cobble together what you think is the best fit for the community and what you think would fit your vision as a board. So that's the note catcher. Do we need more? I have pens. We can share some of these with the audience if you want to. There's a few extra copies I think.

[228] SPEAKER_37: Is there a few?

[230] Michael Milliken: Yeah.

[238] Terrence Grindall: So with that I'll turn it over to Dominic. Welcome Dominic.

[245] SPEAKER_46: to be here with you again. And just by way of introduction, Leah Denman from my office is here. She will be available for questions as well. But this is really meant, let me just jump right into this. This is really meant to be your time. This is not meant to be a presentation. I'm certainly going to walk through some of the things. But based on direction that we received last time we were here, part of that was we wanted to wait and be able to review demographic and enrollment data that we saw, which we're going to walk through. I'm going to talk about As you see, there are some of the conceptual recommendations that will be focused on what short-term actions we think fully support the board's long-term objectives. So we're going to walk through those. Those are really your objectives. I mean, and so we really want this to be a participation effort. at the conclusion of this, and feel free to stop me, ask questions, provide your input, and the superintendent has also provided you with a little sheet there for you so that you can write your thoughts. So hopefully by the end of this process, we'll have some clear input and direction as to whether or not you want to do everything, nothing, or something in between. It's certainly something that we can get some consensus from the board. So what we did, and this, we wanted to look at the long-term forecast. You know, it's interesting, we met with Oakland Unified School District today, their staff, and it was interesting to talk to them because they themselves are working on a 20-year plan. And so they're looking at 20 years, and obviously they're not going to be there 20 years from now. But they want to set up their future boards, the future superintendents and staff in the position that whatever the board view now dictate, this is what we want to be as a As a district, we want to start implementing those short-term objectives. We now have to fund that shift toward those goals and objectives. We're going to talk about those. So again, you asked us to first take a look at the enrollment projections. And we did that, so we took that opportunity to look at the analysis that was prepared. And as you probably had an opportunity to review, the enrollment has declined over the past 10 years. But between 2016 and 2023, it's projected to increase by 219 students for a total of 6,227 students. What's important to note though is that this is, there's selective sites that are growing and some that are not growing. So as you see, their music is continuing to decline by Schilling and Birch Grove Elementary are expected to grow. And again, it just was coincidental that today in talking to Oakland Unified, they themselves are looking at a 20 year plan that starts to reorient their schools and their assets in those areas that are looking for growth and identifying opportunities to do some special things we're going to talk about, you'll give direction on what you'd like to proceed with.

[409] SPEAKER_18: So in addition on this slide, I think the projections, what it represents to me is this is what would happen if we do nothing different. And I know we as a team have talked about there's some things we probably want to do differently. like rebranding, some school identity, some, you know, certainly academic improvements, aligning budget resources. Those things would potentially have an impact on this as well. And I think also, I think the biggest thing that I think we heard from the retreat was just what's our new branding, what's our new marketing, all those components. So that's what I think the projection would be. If everything else stays the way it is, I think we have an interest in maybe changing that and try to intervene and do something differently to hopefully impact that number to grow a little bit more than what's projected.

[462] SPEAKER_46: Very good. Thank you so much. And again, board members, feel free to chime in, ask questions, comments.

[467] Nancy Thomas: You're welcome. I did have a question on the previous slide. That was done a year ago. Has anything changed since that last year? The number of new units that were plan to be built different now than what it was a year ago when this, apparently this was based on data that the city gave them a year ago.

[489] SPEAKER_46: My understanding was we just received the report a month ago.

[493] SPEAKER_18: I know but... As far as, Dominic probably can't answer that. The only thing I know from my understanding I don't know what the prior data was, but I know that since July to now, there's new developments that are in the queue at the city that have not been approved, and there's some that are in the process of being approved, so I'd imagine that number might be a little bit more than that, but I don't think it's largely more than that. I do think there is more development occurring that isn't in this data, but I'd have to reach out to the city and find out, is there a more accurate way to do that?

[528] SPEAKER_37: I thought it was on the report that it was April of 2016, but maybe it was April of 2015. But I thought it was a data.

[535] Nancy Thomas: I thought at one point it said it was from a year earlier. It was from the fall data. The fall data. The fall data. That they got, you know, so I don't know, maybe they plugged in city data that was in April. I don't know. But I think it would be good to ask the city if the data that they projected for the number of units being built in the next five years or from now to 2022 is what they're still projecting.

[560] SPEAKER_37: That could be a potential topic for the city school liaison.

[563] Nancy Thomas: Yes, I would suggest that that be a topic for the city school liaison.

[567] SPEAKER_46: I remember looking at the study. I know as an example that they incorporated area three projections, which hasn't even started yet. So I think the superintendent's right. I think it's worthwhile. huge shift in terms of the trends, I think you're going to have some schools continue to decline and some schools that are going to grow. And I think this pretty much reflects where that growth and decline is going to be.

[592] SPEAKER_18: But it will change. I do believe in my conversation with the city that most of the first initial wave of growth would happen in the Schilling area. So that part has been pretty consistent from the city. How much is the question, right?

[609] SPEAKER_46: So what will the district look like in 2022, 2023, and actually 2025? We're really looking forward, 10 years from now it should be 2025. And what is the overarching objective? It's very interesting to note that whether you're a city or whether you're a school district, at some level you're competing for your students. They're making choices about where they're going to go to school, and you can see the choices here. There's obviously the public schools,

[640] SPEAKER_46: There's parochial schools, there's private schools, and really what you're trying to do is become the choice to where you become branded as, and you know, when we say branded, and we can all only speak from our experience, right, so I never wanted you to think that I'm thinking Fremont versus Newark. I can only bear from my own experience. I know that when I was on the council, we had NuMeLead, which is an auto manufacturing boot collar type of thing, and we went and were able to bring Tesla part of Silicon Valley. And we actually hired a branding expert to come in, not to artificially create an image, but basically to really reinforce the things that were going on positive and try to identify those things where perhaps we had some challenges so that we could deal with those. And ultimately, at the end of the day, as noted here, you want to be able to provide the number one choice by providing educational excellence via equity and access. to pull off the top 1%, but through equity and access to provide those opportunities for everybody, and it's absolutely very, very doable. So I just pulled this off as we were preparing this, because I thought it was actually quite interesting.

[715] SPEAKER_46: What are the things that you think of when you start to work on what they call a bridge to success? And not that you're not successful now, but you're always wanting to improve. They set up these four questions for you as leaders to think about, which is jumpstart.

[733] SPEAKER_46: A lot of times, the most difficult thing for us to do as individuals and organizations is to really assess, where are we now? And we'll talk about that. And then from there, set goals. Where do you want to be as a school district? And what will you do differently that will get you there? Because what is the definition of insanity? keep doing the same thing and expect different results. Is that what it is? So you want to think about here's where we're at and where do we want to go and how are we going to get there and then you start looking at real world applications. What feedback actions and support will get you where you want to go and then measuring outcomes. Are you actually moving towards your objective? And so that's when we start to look at that we start thinking about the actions and decisions that you made today in the short term. Where are the allow you to invest in long-term outcomes. When we say most accessible, not requiring bond approvals, because that, of course, can be challenging. And we demonstrate to the public that the district is prudently using those resources already available to them. So again, this is something that we're doing in Napa, where we looked at five other sites. They had to pass a bond. I think they passed it by how many votes? 1,000 votes. 1,000 votes. It was very close. I almost had to do a recount. But a big part of that was demonstrating to the public that they were looking at their resources first before they asked them to step up and pay additional tax dollars. So as we look at some of these, we start looking at some of the action items that could take place. And again, these are conceptual recommendations. You ultimately are going to provide direction and input as to how you'd like to proceed, but we're going to walk through some of these. So short-term actions jumpstart, engage a public policy expert to serve the constituents, get a better understanding about how the district is perceived by your voters and your customers, your clients, the students, the families that partake of the school district services. From there, you're going to want to establish some goals. creates a new and compelling narrative for the future. Why would a student choose to come to Newark versus other alternatives that they may have available to them? That's a very, very important part of this process. And then once you've done that, build and implement a five-year strategic plan to accomplish that and to move toward that. And again, this is a 20-year plan, but a five-year strategic plan is something you'll want to start implementing to get to those 20-year objectives. And then identify short-term funding to address those issues. So let's talk about some of the ideas here, some of the key concepts and ideas. So you have a maintenance and corporation yard sale, I mean yard, that is effectively has been there a very, very long time. It's something that probably functionally obsolete. You certainly don't need that much property for what you have on there.

[917] SPEAKER_46: The M&O Corporation yard, a sale of that would probably be the shortest and easiest thing to do. The buyer would be required to, in addition to buying that site, is relocate and rebuild the M&O yard. And we're looking at some different locations, and we'll talk about that. But the McGregor site, you have some room on the McGregor site where you start consolidating services. The district office actually could go there as well. And they would also be looking at doing, and we've done this with another property as well, at the same time they entitled the corporation yard, what they would do is they would entitle the Milani site. That doesn't mean you're going to sell the Milani site. I want to make that absolutely clear. But the cost for them to do residential entitlements for the corporation yard to add on Milani, there's no additional funds from an order of magnitude perspective. So what does that allow you to do? You just keep operating in Milano for as long as you want to. But if in the long-term future you thought that there was an opportunity to consolidate, the property would already have its residential entitlements. So what does that mean? Unlike Russia, where you had to wait 18 months or so, or 12 to 18 months to sell that site, you literally could sell that site within 60 to 90 days once you relocated the school. So it's always good when you look at these, if there's an adjacent property, have them entitled it at the same time. It provides some additional value and flexibility for the district in the future.

[1000] Ray Rodriguez: Yes? The entitlement equals money, though. We're naturally, we're not just going to entitle a property to somebody without getting something in return. So they're already, the plan would be to already have them pay for all the moving of the operation yard. And then the other thing would be to, and some of this was done when the property behind Malani, a few years ago, where they came in and they did a beautification and didn't charge us anything, and they kind of did some work at Malani. So I'm sure that that would be up to negotiations as far as.

[1047] SPEAKER_31: And say, what is residential time? So let's talk about it.

[1050] SPEAKER_46: And I'm really glad you're asking, because it's very, very important. So if, in fact, you said, yes, corporation yard, we could either merge it with the city corporation yard.

[1062] SPEAKER_46: So they're buying the land, because they're going to have a house. And I'm going to show you a plan. Yeah, so there's a plan, right? So you see this 30, that's, conceptually we've come up with a plan that says you could probably put 35 single family residential units. The city's already indicated some positive support for residential development on that site and a relocation of the courtyard because that site, if you look around it, is predominantly residential. That railroad tracks on one side, but it's predominantly residential. So to the questions that were asked, when we talked about residential entitlements, you could see Milani's next door to it. So, which you effectively do, but this project here is designed in such a way that there's really no interface with Milwaukee. So what you have them do is you have them do, and when I say entitlement, they're garnering residential approvals. Right now, Corporation Art is industrial. The school is an institutional site. So they actually go through the process of general plan changing and entitling the Milwaukee site at the same time, and so now, The corporation arguably developed and sold residentially. Milani stays as a school, but the underlying general plan and zoning, the entitlements, are changed to residential. It doesn't change your ability to operate the school. It doesn't compel you to do anything with Milani. But the added cost of doing the Milani at the same time as a corporation yard is insignificant, because they're already going through the process.

[1146] SPEAKER_31: But this is not something the corporation would own, something we still own the land.

[1150] Nancy Thomas: Oh, we would own it. So it's just a matter of changing the zoning. Exactly. Yeah, it's just a zoning change. And the land wouldn't belong to this developer as first, right?

[1165] SPEAKER_37: The only concern that I have in terms of just even as a statement for doing that in time I would be if birch this is birch grove now In terms of it's growing, but then all of a sudden like the word gets out that this is entitled for residential It's like what is the plans for the future? I'm just thinking of of like are you essentially saying like? By allowing that process to happen or you're making a statement that could be like well We can just close it at any time. I don't know I just I think to me that That creates a weird.

[1198] Nancy Thomas: Communication challenge, not necessarily something we can't.

[1202] SPEAKER_37: But with our experience in the past, we don't have really good communication to the public. So I wouldn't want to bet on.

[1212] SPEAKER_46: What was the first objective that we talked about? And it was really hiring somebody to do an assessment. What your constituents need now. So they don't feel like you're reading an H-100 Christmas course. Second was to develop a compelling narrative. So the compelling narrative could be, and again, this is your decision as a board, if you look forward and you have demographic data and enrollment trends for a reason, right? You're looking at your resources, are they in the right place? And based on our scarce resources, where should we be investing our funds the most? prudently to establish this new compelling narrative for people who want to send their kids to a unified school district. If that's a reallocation of resources, including schools, over the next 20 years, then you start planning for that. If you don't see that, as an example, Milani is one that potentially, then you obviously would not do that.

[1271] SPEAKER_18: And I think, for me, part of what I asked in our initial putting this together was, what can we do within our means with what we already have? So there is a little bit of a jigsaw going on. But just for the sake of conversation, the law recently changed where we might want to consider employee housing. Absolutely. That might be something interesting that we could take on.

[1293] SPEAKER_37: You're reading my mind. That's exactly what I put.

[1295] SPEAKER_18: Employable housing. Well, you know, you gave me a little signal. And I say employee housing because I think about retaining people. If we could even, let's say like a teacher, for example. If we can get them past their first four years, and within that four years we have an agreement for them, okay, that'll give you enough time to save for a down payment. Once you have enough for a down payment, we want you to move into the community somewhere and let the next person come in. Somewhere in this mix, I'd like to keep that on the radar. That might be something interesting that we can do that's unique, because with what I'm seeing in projections and knowing what we pay in benefits, to be competitive, that might give us a little bit of a competitive edge. You know, part of my report later that's kind of, these are mixing in my head, retaining SPED teachers is a big issue that we've had. But also retaining specialized employees is difficult, you know, in classified. I mean, there's certain, like an electrician or some of the folks that have some of those skills are hard to retain. So that's a concept I want to keep in this kind of idea bucket.

[1361] SPEAKER_31: Is there any disadvantage to losing the structural zone versus residential? Because from my perspective, what the future boards are going to do with that land is out of our front. We don't have the power to control what they do. All we do is reset the situation so we don't harm their choices. And so by going residential, are we losing something? No, in fact, I think you're gaining something.

[1386] SPEAKER_46: And I really love, we literally are almost on a weekly basis doing presentations on workforce housing for school districts all over the state. It is the big issue. In fact, in San Francisco, it was just there at 8.30 this morning, we worked with the San Francisco Interfaith Group, who's put together an actual task force to look at what they call essential housing. Effectively, what's happening is, we were just at a district last week, a presentation, I actually brought it, so you can have it later. But where the teacher's union was there, and they're all coming up to the thing saying, you know, we had an event last week where we wanted to have the teachers get together with the students and the families. Not a back to school night, just a way to interface and develop some connections. We had three teachers show up because all the other ones said, I'd love to go, I want to go, this is part of why I became a teacher. But I have two hours, I'm driving to Patterson, and I've got to get on the road. And so you start to lose a sense of connection. So I really like the comment. This is an example. You could go to the developer and you could say, listen, why don't you title this, and title the other one, and we want to see what teacher housing looks like.

[1451] SPEAKER_46: We're doing it everywhere. Larkspur, Marin.

[1454] SPEAKER_37: You gave the San Diego example, which is still on my mind, in terms of not losing the land, which is like a 60-year lease or something like that. I know it's, in terms of as a developer, there's less of an incentive because it's more of a short-term. However, it could be a longer lease, an 80-year lease, right? But in terms of holding on to the land, I guess that's the... It's a fantastic company.

[1474] SPEAKER_46: You're not selling the land. So Mark Leno, who's the state senator in San Francisco, just passed, worked with the city and the school district

[1499] SPEAKER_46: So Los Angeles, I just got interviewed by Los Angeles Times. Los Angeles Unified is doing this. San Diego's done this. It's just happening everywhere. So this is the type of compelling narrative. And we're not just changing sites so we can make money. That's not what, we're not, we're in here to educate kids. But an important element of educating kids is retaining a great competitive workforce who want to work in your district and can work in your district. My daughter, I think I was telling you, is a special ed teacher for St. Spade.

[1528] SPEAKER_46: She's living on a 400 square foot studio in Santa Clara County at $2,000 a month.

[1537] Ray Rodriguez: Go ahead, sir. No, I like when you talk about your daughter. And when you talk about teachers and our employees that are in special ed. Why would you only have to have one school entitled? Because that might create an issue because we're signaling we have one school. Why couldn't we entitle all schools? And because we haven't made up our mind where teacher housing might be, and we're very fortunate to have, you know, excess, you know, of property that, you know, like the junior high school where technically you're only supposed to have maybe 25 acres. And we have 40. So we have plenty of property that could, you know, teach a housing program. So why in title just one? Why couldn't you do more?

[1593] SPEAKER_18: And I would say don't answer that. Let us get through all the concepts so we can capture them on the notes. And then we'll come back to that because I think that that's a good question. But I want to get through the concepts so we can get those on your notes. So I'm going to ask you to bear with us for a moment. Let's go through some scenarios like we promised you so we can get you.

[1624] SPEAKER_46: And you have an administrative office that could be consolidated with the McGregor office along with your courtyard McGregor school, I should say that. And again, this would be very similar to the board member's comment, same thing. You would have them entitled both at the same time because it gives that developer some incentive because they have a larger site and it's just, it's inexpensive for them to do. So you set up both so you can set them up to sequence through and be entitled for residential development.

[1656] SPEAKER_18: Well I just know that in here coming up will be the conversation with the city and that whole piece of sharing space with them but one of the scenarios of the concepts that I wanted to make sure we had in here was we also may or the board may also decide that we want to at least for sure share this kind of board space at minimum And if it's more than that, then let's talk about it. But I think something that would make sense is to share the technology and share where we hold board meetings. That wouldn't be a high-cost issue for us if that's all we did. And I worry a little bit about building a new central office when our schools have such great needs. I mean, like, politically. And we have land and we have, you know, the McGregor site, to me, I could visualize that becoming a central office location. And then if we need to go to City Hall to do meetings, That's fine. I think that would work and not be a high cost to us. But, you know, there's a lot of ifs in the process if that comes to fruition. So go ahead.

[1724] SPEAKER_46: Of course, you know, as you know, this issue before the voters is related to this new civic center.

[1732] SPEAKER_46: So again, this is really an opportunity for the board to give some direction. Is this an area you want to move down? Is it not? And to what extent? And how would that look? Central Administrative Offices, we just wanted to be able to show you what that looks like. The challenge with this site, if you sold just the Central Administrative Offices, it's small. It does garner you $3.5 million, which I think is very significant short-term action, is to garner some funds to pay for the planning that is going to take place with this mix, to really implement something and put those funds to use. But 14 units, you know, it's pretty tough to sell.

[1768] SPEAKER_31: And it might be a good staff housing unit.

[1771] SPEAKER_46: It could be a good staff housing site, absolutely.

[1774] Nancy Thomas: But can you get a developer interested in it?

[1777] SPEAKER_46: Well, the issue with staff housing is typically it tends to be higher density, so you want to be a little careful about doing something like that next to single-family residential. So just something to think about.

[1794] SPEAKER_46: spoke to the city, they were very adamant about it.

[1797] Nancy Thomas: I'm sorry, go ahead. You went back, can you go back one? You don't show what it would look like in, you know, if after three years we also sell that music site.

[1807] SPEAKER_46: Right, and we didn't do that because we didn't want to be presumptuous. We want to wait until we get some correction.

[1814] SPEAKER_46: But you clearly, you'd see again, much like the courtyard, it's a better development if you're designing it all at the same time. And the reason why we, you know, said music, if it's declining, it doesn't make sense to necessarily entitle a site that's growing. Because it's very unlikely that that's going to go away.

[1832] SPEAKER_31: I'd like to point out something, and that has to do with the nature of the schools. When they were built, they were neighborhood schools, and the people were walking or the kids were biking. They're not doing that anymore, and so its location is secondary. So because music is declining does not necessarily mean that it's a bad site. It means that we have to get something to pull people that, because they're driving their kids to school. So it doesn't make any difference if they drive them to bunker or to music. They're going to take them where they figure the program is there. We have just put money into the school site and I really hate to think about taking a building that is designed for at least another 10 or 15 years to function and not using it for what it is. So my concern is when we talk about eliminating school sites, I think that we are shooting ourselves in the foot to get to that point. I think we have to make sure that we set up the program so people are going to want to go there. I don't think anyone is so small that it is cost effective to get rid of it to make another school larger because the cost savings are not that much.

[1902] SPEAKER_18: And I agree. And I think that the part of this site here that I think could be better served somewhere else is the administration portion. The site, the music, the school part of it I think is in good shape and maybe with some new programming or maybe we expand preschool, we expand.

[1920] Ray Rodriguez: Do an immersion.

[1922] SPEAKER_18: A magic program there because we just fixed the roofs and the stuff on this side is not in that condition. That's right. So this stuff over here could be the part we look at repurposing. So that was, my intent was not to say that we have to close it, but we wanted to give some concepts that would.

[1940] SPEAKER_31: But I wanted to change. I agree with you though. Because I think that. It's not what it used to be. That it's not, the kids don't come in the same way. Right. And so we don't look at property in terms of how many kids are within the local district. Because parents are dropping them off. Right. Wherever they're going. And if we're talking about increasing child care, at sites, we're going to need to have, the sites that we have, the more programs that we're increasing.

[1963] Nancy Thomas: Well, we talked about having Whiteford relocate, and music has been mentioned in that vein, so that's, those are several classrooms that would move there and keep it viable for a longer period of time. And yeah, I agree with Jan that, you know, if we create some kind of a magnet program there that would draw parents, it's just that you know, 200 kids.

[1989] SPEAKER_18: And I agree and I think that I would advocate for keeping the school. It's the central office portion I think that is problematic.

[1997] Ray Rodriguez: That's the part I think we should address. And we have in the past talked about savings, right? Talked about the savings in closing down the school, that that is minimal and that it's better to come up with some innovative ways like dual immersion or

[2022] Ray Rodriguez: I.B., exactly.

[2023] SPEAKER_18: And you're going to actually see some... I'd rather fill music, actually, with kids. Especially since we just fixed it.

[2030] Ray Rodriguez: Every one of our schools is close to good transportation where people can come in and out of it.

[2035] SPEAKER_18: And the other thing I want to say as we go into this is we do have a fair amount of land, but talk about one-time money. We're never going to get it back. It's not like even one-time money within reserves where you might build it back over time. Land is just such a premium here. California is just on steroids in this area. It's crazy how valuable it is.

[2067] SPEAKER_37: and do a long-term lease and work with the city. I know they probably might not like this, but do innovative thinking here in Newark where we have four-story, or whatever the cap is, a five-story affordable housing for staff. In those 14 units, if you do four or five-story, four staff, teachers, it would be a different dynamic, right? You could house a lot more people, but that's where we have to work with the city, because then it's the NIMBY argument.

[2099] Nancy Thomas: That parcel next to the, the courtyard parcel would not be, I mean, I don't think there would be as much objection to multi-story housing there, would there?

[2111] SPEAKER_18: I agree. And I'd rather have employees next to one of our schools.

[2116] Nancy Thomas: I mean, as a selfish right. And they infect our rental units. Yeah. So, right?

[2123] SPEAKER_46: And this really speaks to then, I think we're going to get to these, to the goal.

[2137] SPEAKER_46: You own it, you lease it, and now you're coming up with the funding necessary to say, okay, what it would take to do this.

[2145] Nancy Thomas: We don't manage it, right? No, no, no, no, no. You own it, we manage it.

[2149] Terrence Grindall: We don't want to manage it, I don't want to manage it.

[2158] Ray Rodriguez: where the conversation of even talking about closing down the site is something that we minimize. Yes. And then getting back on what Jan said, just a few years ago Lincoln Elementary was a small school and some of the parents there and teachers thought that that may be a school that the district or the board might consider. And now it's one of our fastest growing schools.

[2183] Nancy Thomas: If you want to, if you data mine the stuff in that report, the demographic report, you'll find out that 23 to 24% of the students that live in the attendance areas for our Title I schools go out. Only 6% of students in the Kennedy area, for example, go to a different attendance area. So that kind of reinforces what Ray was just saying, that Lincoln grew probably with students from some of our Title 1 attendance areas going?

[2222] SPEAKER_46: Well this is exactly the type of input that I think the superintendent and the staff are looking for is what are the policy objectives? Is workforce housing one? Is it not? What I think we're hearing clearly is don't close down sites, but we're looking at repurposing some sites when we have some vacant land. Here's an example.

[2240] SPEAKER_18: So let me, before you go. Go ahead, please do. So on this, this concept of If we were to relocate just the central office portion of this campus to McGregor, I think it could be done relatively inexpensively. There's space there to do one or two buildings to accommodate what we have here. And what I would rather have instead of a new central office accommodating moving into what we have, to be able to develop and refine, there's a cafeteria there. some large meeting space that could be repurposed. I'd love to see a district training center that could be used all year long for meetings and a place to have, it could be some events that could be utilized by elementary schools for example. We have a bit of a cafetorium there already, but there's also another building there that maybe could be repurposed for some sort of a training center or a support center for teachers. So those kind of ideas, I think are interesting, especially when we start looking at doing more of our own training internally. I mean, just I look at how we utilize this space here that's kind of meager, but it's always busy. I don't think there's one day in the week that we don't have some training going on in here or there. And just knowing that that's always going to be something we need. But it's also nice to have a place where we can meet with all our employees and have a decent training center where we have a For me, a decent training center is a nice meeting space with something like a caterer's kitchen. Nothing much more than that. But then you could have like a pancake breakfast with the rotary, or we could do a fire department fundraiser, or, you know, schools could schedule that space as they do their events. Not quite an event center, but something that could be utilized for us, because we're just starving for good meeting space.

[2356] SPEAKER_46: And that's a perfect example of the repurposing It's part of accepting, so is your community. The lease is up this year, right now.

[2371] SPEAKER_46: But if you look back here, this piece here affords you the opportunity to, whether it's your office, the courtyard, putting this as really a central hub for the school district. So if you say, hey, we don't want to go into the city facility, this becomes a school district's main facility. No, no, no, I'm saying this. I suppose going and sitting.

[2393] SPEAKER_31: McGregor, at one point, had Central Kitchen.

[2395] Sean Abruzzi: Yeah, it did.

[2396] SPEAKER_31: Years ago. So that was what the Central Kitchen was. But it was a middle school or junior high. Really? I'm not sure. I wonder why the gym was so big. Well, it was a junior high. And it was when they went to one high school, they went to one junior high, too. OK. They took the old high school and made it large.

[2413] Nancy Thomas: Was the kitchen used for the student?

[2416] SPEAKER_31: No, it was like the kitchen is in the courtyard.

[2418] Nancy Thomas: Yeah, OK. Do you know what?

[2424] SPEAKER_46: really don't have to seek approvals from the city vis-a-vis your use. I mean, typically, I mean, it's your property.

[2430] SPEAKER_31: Are you looking at that place behind... So, for example, the park.

[2434] SPEAKER_37: So, for example, like, as a way to be, like, this is the value of the land if this were residential. We'll give it to you, city, and you give us the equivalent amount.

[2444] SPEAKER_46: We just did that exact analysis for Luxburg. Larkspur, a school district, where they were renegotiating their joint occupancy, joint use programs in all their parks. That's exactly the analysis we did. We didn't say residential necessarily, but if it was a bucky year, there's a way of trying to make it so that it's more, or if you just say to the city, hey, we really want your support because we want to put workforce housing over here, and it's kind of a quid pro quo. We're going to help you, you know, park, body member who needs your help in these various areas.

[2478] SPEAKER_31: When you talk about workforce housing, you're talking about a big group, but if we have spots at the junior high school, if we have spots at Snow, if we have spots here, where you could put two or three or four units, I don't know if the economy scale goes in there or not, but I mean the management would be done by a management company, because school districts are not very good managers. They need to have someone else to do it. So if we could put smaller units, and you make a template, or you have your thing, you put it down there, you put it down there, you put it down there, it's the same thing, and it's not a massive thing that the neighbors would say, I don't want to have a huge apartment complex. But it would be, so if we have small areas connected with the sites, because we do have large sites for our schools, but I don't want to lose those. I don't want to sell those. I don't want to get non-school stuff there. I don't want the junior high losing that space because we need to have, so if there was some way that we could take cookie cutter, it would be attractive, and put them in different places.

[2554] Nancy Thomas: Before we move on to workforce housing, though, I had some questions on this. Sure. Where does that area, the grass area behind that one, will that accommodate everything we need for MOT?

[2567] SPEAKER_27: Yes, it could. So your MOT is basically too large right now, because I think it's back when you guys used to have busing, since you don't use as much. It's about two acres, that parcel from the end of the buildings to the property line. So yes, you could. You might have to remove one of those structures in the back. But it's really for your facilities to determine what they need, what they can maybe share with the city. But most of what's at MOT is really warehouse space.

[2595] Nancy Thomas: But there's a lot of equipment and ugly looking stuff there.

[2599] SPEAKER_27: Yes, because I understand that most of those portables and everything haven't been opened in a very long time.

[2603] Nancy Thomas: But I mean, can you have a courtyard that is consistent with with the neighborhood looking over the fence or with, in other words, I'm just looking at... Yes, you most likely will have not probably super positive feedback from those neighbors whose houses are right there.

[2619] SPEAKER_27: That being said, what you could do is move it closer to the buildings. There's ways to maybe design it that wouldn't negatively impact the neighbors.

[2626] Nancy Thomas: And then what about trucks going in and out all day long?

[2629] SPEAKER_27: Well, so that would also just be a question. So part of this is just to determine, is this of use? Because then you'd also be talking to your facilities, like, how often do you have vehicles coming through? Is it during commuter hours? How many times a day is it? Because what you could do is move, say, there's a driveway. You could have a driveway wide enough. Those would be all things to look at. But to your point, yeah, you really have to know how the current M&O is being used in order to best create. But sort of physically, is there space? Yes. And as I mentioned, the whole thing is zoned public. It is your property. So you can, to some degree, do what you want. The idea being that the city obviously really likes you guys having those fields that they're using.

[2662] SPEAKER_31: They like the kids because it's where they practice.

[2664] SPEAKER_27: Yeah, there's the soccer fields, but there's a way to leverage that conversation.

[2667] Nancy Thomas: And they especially like that we paid $50,000 for the water.

[2670] SPEAKER_27: All the maintenance. So that's a conversation I think is worth having when you have general conversations with the city. But to answer your question physically, yes, you could. And to your question about what's it zoned, it's public.

[2682] SPEAKER_31: Now, if we're talking about combining together the city. What are the city's needs in terms of mud, do you know?

[2691] SPEAKER_27: As I understand it, they do utilize most of their space, so I think we would just again have to sort of determine how much you guys are using and how active. As I understand it, theirs is quite active. I don't see that. They have a lot of space there. So maybe it could be a mix. Yeah, but maybe you could leave some equipment that you're referencing, some equipment could stay. It kind of depends on how, what you're using now, what you're projected to use, but there's definitely, I'm sure, opportunities for cooperation with them. Maybe it's just more in terms of utilizing warehouse space or industrial space and still having some control over what's happening, what could happen at McGregor. If that makes sense.

[2730] SPEAKER_18: Okay, it's a time check. We're only on number three. Here we go.

[2733] SPEAKER_50: We're going to finish up here real quick.

[2735] SPEAKER_41: We can always do a full presentation.

[2737] Michael Milliken: We can do more. We can do more. I just want to make sure first.

[2740] SPEAKER_18: That was the whole point is to get you guys thinking and hopefully start synthesizing. We have to go through this probably a couple times. Just to kind of get you some ideas that you could puzzle, you could piece them together.

[2750] SPEAKER_46: So I'm going to let the superintendent talk a little bit about these things. This is more of his thing rather than my own. But some of the ideas about how in the next future things that you might want to focus on include superintendent.

[2761] SPEAKER_18: And this is some of the feedback we've heard just in our preliminary survey where there's a lot of interest in these type of magnet programs like we were discussing earlier. So for example, shilling. is prime and it's set up and has the student population to be able to launch a dual language Spanish and potentially Mandarin focused programming there. That would draw, I think, something interesting for people from the new development. Or IB. So what I've heard from developers and I've heard from people that are choosing to go out, are kind of saying, well, if we had an IB option, if we had a dual language option, we might stay. And the reason that I point to Shillen, because I know they're impacted, but they also, one of the challenges in developing dual languages, you have to have a core group of kids who are native Spanish speakers. And then the question becomes, is it one-way immersion, or is it two-way immersion? Meaning, do we want those kids to become fluent, maintain their language, and learn English? Or do we want that plus English learners learning Spanish and both of them being proficient in both languages? That's two-way. So that's something that will be coming out as we start looking at our branding. But I kind of pointed to Shilling because we know that's going to be impacted. And Birch Grove is kind of in that same relative area where it might have some interest from the climate.

[2854] Nancy Thomas: Are you thinking because of the higher numbers of Asian families moving into those homes? Do we know?

[2861] SPEAKER_18: Right. just the stability of the Spanish-speaking population. So one of those two does seem to be more of a draw. IB is a draw, no matter where you put it. There's a certain profile of people that want IB. There's good and bad about it, but if it's interesting enough and it's something that creates a draw, that's something that we may want to consider. I mean, these are things to study.

[2886] SPEAKER_31: We have a question. There's a proposition on the ballot that has to do with English only. Is that going to affect?

[2896] SPEAKER_18: Probably, yeah. But I think that there will be, there still is always going to be an element of choice and I think that that's already happening now. People are choosing to leave districts and I think those type of, even though they pass it as a Is it a state law that mandates English only in their training?

[2918] SPEAKER_37: Well, I mean, that's already the standard. So this is to undo PROC 27. So if it passes, it would make it easier to develop the dual immersion programs.

[2927] SPEAKER_18: And that would help. Exactly. I misunderstood. I thought it was moving towards English only.

[2930] SPEAKER_37: I'm saying, well, I'm supposed to be busy. But if it doesn't pass, we can still create a dual immersion program like other programs do. The difference is that you have to create the waiver. It's under choice. Exactly.

[2943] Nancy Thomas: We could make it a school and the students that come there, their parents could always ask to go to another school, but we don't have to get their permission. Another thing. You mentioned IB. We had a pretty bad experience with IB at the high school and I think so much of it. So much of it depends on the staff and the acceptance of the staff and everything. My grandchildren are going to a public Montessori school and it is sought after. Montessori is also interesting. So I'd like to see Montessori on that list too.

[2983] SPEAKER_37: That's fine, we can look at that. As part of the cohort that did the IB whole transition, I mean, I like the program and actually Tom was my world history pre-IB teacher, but I think that the issue became in terms of the AP credits of whether it was accredited through the A through G system and counted for honors or not. So what happened is they enrolled people in the program before actually doing that. So if we do the groundwork, I think it could work. So I had a good experience in terms of that. It was more of the stuff that, as a student, we couldn't control back then.

[3018] SPEAKER_31: I didn't realize Tom was involved in that. Yeah, he was working together. Because it was such a bad taste for them.

[3024] SPEAKER_18: And what I saw was you have to have a strong middle years IB program to be able to feed a high school IB program. But it's very prescriptive. It's very expensive. And once you choose into IB, you don't have much choice as a student. They tell you what you will take. And if you don't pass the test, you don't get the credit. They do not care how you feel about it. We're happy to add, we can add Montessori to the list and see what interest we get from that. I also like the idea of just offering AP. AP is easy to offer. We're already doing it. Maybe expanding AP is a quick interim step for high school and just ramping up that college prep for AP courses. AP offerings, expanding that gives you more options in the schedule and you can serve more kids and customize it that way. But I'm just telling you what I'm hearing. These are the kind of magnet programs that parents want to get into. They like the structure. They like the Montessori. Montessori is very rigid, very structured. So let's go to the next one. Okay.

[3097] Michael Milliken: Well, it's just, yeah.

[3100] SPEAKER_27: Item six, so this is what, as we were just talking about, potentially looking at combining grades, changing how students are separated.

[3108] SPEAKER_18: Thank you. So this is kind of the other conversation that is starting to emerge is, you know, there was some studying of middle school models, and my thinking is you want me to look at that again and see where we left off? And I was telling someone today, because they say, what's the difference? And in my opinion, by adding sixth grade to junior high, that's the group that brings stability. It's kind of opposite what you would think. It's the sixth graders that bring stability to the rest of the building for seventh and eighth, because they're in such developmental turmoil as seventh and eighth graders. So let me say it this way. There's two times in your life your brain develops and grows synapses at a very high rate. The highest is age 0 to 3. The second is middle school, 7th and 8th grade. And they are always in cognitive dissonance. They're always kind of all over the place. 6th graders bring a lot of stability. And it helps us kind of get a little bit better stability to prepare them for high school. And that's why a lot of people went to the middle school model. It's worth exploring. There's room at the junior high for that, but we need to really study it. I don't know where we are with that. I think that to do middle school or junior high model alone isn't enough. There has to be an identity with it. What I've asked the principal to begin looking at there is middle college. So this idea of middle school, college prep, getting them better ready for high school like we were talking today. And getting that kind of, if you're familiar with AVID, that AVID elective kind of support for kids. Teach them how to be organized, how to take Cornell notes. And those type of things we can do without paying AVID. These crazy amounts they cost to go to the annual conference. And continuing to push in with our social emotional of learning and homeroom and those kind of supports. But that was kind of the thinking here with some, we have to do something to change the branding of the junior high. And I don't know if it's moving to middle plus an identity or just an identity might be enough. So that's something we need to study. Can I share something real quick?

[3253] Ray Rodriguez: Sure. One of the pushbacks we were getting a few years back by the sixth grade parents was, you know, having 11 and 12 year olds you know, with seventh and eighth graders. Right. And what we have talked about is maybe having a school within a school where they would still retain their own identity, but yet they would be at the campus and, and so, so. And more robust schedule.

[3277] SPEAKER_18: More. Yeah. And more. And let's take it a step further. The other thing I've been thinking about as I look at, I have that picture of that map that's in my Office of the Developments. The other way you can look at it is that Shillam, The Schilling example is maybe we do a K-8 dual language at Schilling and add some grades there and take some pressure off the junior high or maybe attract some new middle school age kids because they have the same argument at K-8. You know, I want my younger kids around the older kids. But what I like about a K-8 model that goes into a high school is then we only have one transition year and not two. Right now we have a transition from 6th to 7th. That's where we usually lose kids. And again, we lose them from 8th to 9th grade. K-8s kind of minimize some of that transition problem we have. And they have the kids for a good amount of time. They really get to know those kids in a K-8 setting. And that's kind of the challenge. As I think about, as an educator, that's been the challenge, is how do we get that stability?

[3345] SPEAKER_37: It's like you're smiling because I'm like, dude, that's so we're like today we're on the same page in terms of creating choice, right? Because I would be one of those parents that would be like, my kid's not going to be in the 6th through the 8th. I would figure something out. That's just because of that thing.

[3365] Nancy Thomas: make Schilling a more used facility.

[3368] SPEAKER_37: But if there is choice in terms of these are the options, then it is the parent's choice of going to this specific program, whether it's K6 or K8, or going through this 6 through 8. But then the idea is that there's choice and there's different, hopefully, academic rigor or programs that are tied with identity. So like this is the middle college system, the K-8 is the dual immersion. Somewhere else, the K-8 is going to be the IB program, right?

[3400] SPEAKER_18: Or STEM. That was the other one we heard, STEM, STEAM.

[3402] Nancy Thomas: You know, the beauty of that middle college program is you have specialists at the sixth grade, and the sixth graders get to take music. So it could be a STEAM school. Whereas right now with just two grades, it doesn't work as well.

[3418] SPEAKER_18: And there's just a lot of benefit to sharing common areas for campuses. Even like junior highs, sharing with the high school, or middle school with the high school, or elementary with the middle. Then you have some economy of scale to be able to put in additional electives. But here's the thing, what I would say is.

[3439] Nancy Thomas: Have you thought about that anywhere here?

[3441] SPEAKER_18: No, not yet. That's part of, we want to just see where are you at your comfort level conceptually. But I'm thinking about in terms of what would be on a brochure, you know, as a menu of choices within Newark. We have K-8 with blank identity. We have elementaries with these identities. We have junior or middle school with this identity. And here's our high school flagship of what we do. But I think the identity that I want to also see with the, what's currently a McGregor alternative adult ed can really be expanded as well. I mean we can do a lot more serving more adults and families in addition to kids. So those are kind of things we're wrestling with but I think part of it is where do we start and what can get us that initial increase of some enrollment to be able to go to the next level and really it has to look like a three to five year plan I would imagine But I think capitalizing on the growth already that would happen in Schilling, and really we won't know until we start really doing some focus groups and inventorying of who's buying these new homes, who's, we've got to look at those lists of who's leaving, who's here, and ask some of the people that left, what would you come back for? That's kind of the question. What would get you to stay here?

[3524] SPEAKER_31: When you're talking about putting a K-8 program, you're talking about a fairly large amount of cost for facilities, because for 7th and 8th grade, 6th, 7th, and 8th grade, you need different kind of facilities. My grandkids go through K-grade, the only one in Santa Clara, and there's some advantage to it. You're absolutely right. The kids connect up there, but they find that they have people coming into the 7th and 8th grade that want the 7th and 8th grade in a more protective area. and that we may find that people would go there rather than the junior high, which would be fine if that's the program they want. But then the shock comes in ninth grade. So you're talking about a facility's cost, costing $24 million to build this K-8.

[3571] SPEAKER_37: But maybe we can kind of hold that for idea seven for the area three elementary school. Maybe we.

[3579] SPEAKER_31: That may be.

[3581] SPEAKER_37: So Bill exactly instead of starting with the K6. Because you can go two stories. Exactly the K through eight as that's the facility and that way in terms of thinking about economies of scale of how funding is going to be one construction project you can incorporate that.

[3596] SPEAKER_31: Although I love the language of speaking K through eight because I think that has power. Yeah, it does. That has really helped in terms of being able to have real skills.

[3606] SPEAKER_27: Do you want me to just jump through the policy points? Well, the next item is the Sobrata development. So, one other comment is the junior high site is not particularly well organized. The field is actually right here. You could do some site planning, move it over here, do something different to the site, you know, make maybe a whole district athletic complex, use this corner property to either be, I said, a very large athletic complex. You could maybe think about workforce housing here. It's not typically suited to retail, but, you know, there's some other options about how you could organize this portion of the school, maybe expand it if you're talking about adding in grades, move parking, just as one note.

[3642] SPEAKER_37: What's your estimate for workforce housing if we had... How many units you could get?

[3647] SPEAKER_27: I have it in my notes, so I can check in just a moment. This site to do high density that would not be workforce housing is not likely to be well received by the city. So we're talking about leasing. So if you were just to, for example, not look at workforce housing, but just look at higher density housing just to lease or sell to the open market, it's relatively unlikely that the city would look favorably because of the surrounding neighborhoods. That being said, as you mentioned, when you combine things like workforce housing or other recurring revenue models, you're making investment in the community.

[3677] Nancy Thomas: So... Well, I've always thought that that's perfect place for for high-density housing because it's it's bordered by Lafayette and Newark Boulevard and and I don't I mean I don't see that I just at the point that was there so whether it's high-density and I think if you look at the Casa de Maestro and Santa Clara that was town you could literally be about 70

[3710] SPEAKER_31: Yeah, they were very lovely. And it would fit.

[3712] SPEAKER_46: They're beautiful.

[3713] Leonor Rebosura: And they're not like, oh my gosh.

[3716] SPEAKER_37: I'm the oh my gosh, because I think maybe because even though I grew up here like other folks who have been here a part, I want to see something new in the city. And I want to see something bold. And the ability to, I know people might see it as, oh my gosh, maybe that's too big for us. But it's like, we're in this new, economy, we're in this new idea of we need affordable housing. If we can provide more space for our teachers to be like, hey, bam, instead of 70 teachers, now we can house 200 teachers. And the way we sell it to the communities, we say, this is not Just general housing.

[3754] SPEAKER_27: This is for our teachers and staff and for our well So at this site what you I can maybe space was more specifics later But you do have some easement issues along the edge of your property so that's why you would also have to be moved in further and But what you could do, for example, to your point about higher density housing, it's easier to do denser in the middle and lower on the outside. So there are ways to design things that take into consideration the community while also meeting your goals. So yeah, I can get back about how many units you have. I have it. There's some issues, too, about what kind of developer would be interested in this, what the market rate is.

[3786] Nancy Thomas: is for apartments in the area, so I'm happy to talk more about that later, but... Can we really look at this as a middle school site? I mean, is it absolutely mandatory that we have a full track there? Middle schools don't need to have a full track.

[3800] SPEAKER_27: No, to the short answer, no. You also have like all these courts right here. Yeah, they can have, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no, no It would probably not be that difficult to have a conversation about a wider school. The logistics of it is that they will probably pull permits next year to begin construction. When they pull permits, it triggers a seven-year clock for the district as to probably where to actually begin construction. It must be permanent construction. You cannot put portables and have that count. That being said, that's still seven years to start construction. So, you're still a long way out if you would like to have a longer... It could be a small school. It could be a small school. It could be a language school.

[3859] SPEAKER_18: Once the clock starts to fall in line... I like the idea of a K-8 potentially there down the road. Just because I don't want to steal kids back from Fremont. Yes, it's quite close to Fremont. They're looking at right now almost 1,200 units. It's close. Look how close it is.

[3874] SPEAKER_37: I mean, but imagine like that if that is the k8 steam school for example with that new development. It's like this is what?

[3884] SPEAKER_27: Coming from this technology part dropping a kid I can see the hipsters having coffee right now. Yes Yeah, as I said this Probably a long time before school actually open so if you're thinking about long-term planning you probably the most flexibility here because you have a lot of opportunities mentioned to design it and in whatever manner you're looking for.

[3900] Nancy Thomas: You can build very slowly as long as you start building within that seven years. Wait a minute, is that, that technology park, isn't that, where's area, where's area four?

[3911] SPEAKER_27: It's up, it's up, you can't go left, low left corner, like out here. The marshlands. So if I can zoom in more, the school is over here.

[3920] SPEAKER_31: This is the school. The school is right in the upper left of the green. You end up in the water.

[3927] SPEAKER_37: To Tom's point before in terms of having sort of a medical focus, the fact that Ohlone College is focused on medical health technologies, then maybe instead of as part of STEAM, it's like a medical magnet program that we merge or we figure out with Ohlone.

[3941] Nancy Thomas: And that's a growth. you know, industry.

[3945] SPEAKER_27: Yeah, so the next slide is just more what other ideas you have. I'm going to hand it back to the superintendent.

[3948] SPEAKER_18: So let's add, let's capture the notes here and unpack the notes. Patty, if you would capture these. Going back to, just before I forget, Montessori is something we should add to the menu to see if there's interest in Montessori. There were some questions about zoning that I think we need help clarifying. like a real definition around what entitlements are. I call it rezoning, but you guys call it re-entitlement or something? Sure. But what other things, what did you like from the concepts you saw? Let's kind of just unpack it.

[3982] Nancy Thomas: I love the corp yard. I love moving it to McGregor. I love repurposing McGregor with the district office because that's such a terribly underutilized site. It's our land. We own it and moving the Yeah, moving admin there, but I mean the people, the Whiteford, moving that to another site where we have room.

[4009] SPEAKER_18: Okay, we can look at a deeper development.

[4011] SPEAKER_31: I think the other piece is that we are in the process now of looking to pass the GG for the Civic Center, and we have not talked at all about the potential of going with the city in terms of that. And I'm thinking the library building is used for nothing at this point. and whether that might be a district office. It's a beautiful building. I mean, it has some really wonderful structures in it. And it might be, I have no idea what the size is, but it, from my perspective, they're not going to tear it down, no. They're not tearing it down, and so they don't know what they're going to do with it. And so my thought was that that might be something that they might look into.

[4049] SPEAKER_27: Yeah. I've heard that it's not, you can't put,

[4058] Nancy Thomas: IT infrastructure into it very easily. It was built at a time when all the kind of high-tech features that you want... But you know, when we were at Cisco, their IT stuff was not in the structure.

[4071] SPEAKER_31: It was on the structure. It was on the wall. It was going down. You don't have to crack the wall to get the stuff.

[4079] SPEAKER_18: But in the notes, let's set another list aside for a list for the City Liaison Committee. So one of the things is this idea of a bullet point is the library, a bullet point is the measure. How's it going with the measure and what would that look like? What are some of the talking points? Because I know Patty's trying to set that meeting up.

[4101] SPEAKER_37: The impact on McGregor should be on that list.

[4109] SPEAKER_18: And we'll know in November if that happens.

[4113] SPEAKER_31: We'll know. And actually when I sent a note to Patty, the kinds of things we might do for the committee meeting itself. But it should be after the election. It should not be before. There's no reason to talk into it. We see what's happening. So I think that sometime in November is a time at that point we'll see where they are.

[4136] SPEAKER_18: Other things that you liked or that you want us to keep kind of looking into?

[4139] SPEAKER_31: I love the thought of housing, but it doesn't have to be concentrated.

[4146] SPEAKER_37: I like high-density home-first housing because I know it's Newark in terms of, this has been always the Newark way of single-family home, but I feel given the fact of the crunch of people like myself who can't afford housing in a middle-class profession, it's like providing opportunities for our teachers in a space where we can't be competitive on a salary level, or right now it's harder, that this way we can still be able to do that. And maybe we can get creative of like how much, but for me I'm like to the max of what the zoning allows because for me I'm like, I think as a teacher would you rather have a space that is like on the third floor or have no space at all? So like.

[4193] Nancy Thomas: I agree.

[4194] Ray Rodriguez: High density, I however, Well, let me just give you an example. Right down Thornton Avenue, right across from the old post office, that gentleman, that group there, put in a lot of housing there in about three acres, which is similar to what we have right here. So I like that type of housing. I'm not close to the idea of maybe having different sites. I think it's important that we realize that the impact of what renting is right now impacts all our employees. talking about employer housing or workforce rather than, you know, rather than just teacher to me because it's just, everybody's so impacted right now and we have to keep these people in here, all our employees.

[4243] SPEAKER_37: You like what Pat was saying in terms of like different kind of realms, so it's the workforce housing.

[4250] SPEAKER_31: In terms of, let's see, the other piece is that that should be something we discuss with the city because they have requirements for low income housing. And so if this takes the pressure off other areas, because of what we're doing, then there's some incentive on their part, correct? Yes, I was going to say for.

[4268] SPEAKER_37: I mean, they waived about 14 to 18 million dollars in affordable housing already, so with the development that's over there by Mervyn. So, I mean, they can't then come back with us and say.

[4281] Ray Rodriguez: Yeah, what's affordable housing now?

[4284] Nancy Thomas: Can we capture, can we capture, because we were talking about it, can we capture the notion of taking back McGregor Fields and getting the revenue from it ourselves and making it ourselves?

[4296] SPEAKER_18: Yeah. That should be on the list of the ladies on committee and on the other list.

[4300] Ray Rodriguez: Exactly. As we look at recreating that whole facility. Sunsetting the agreement. Right.

[4305] SPEAKER_31: Well, I think what we have to say is we have to put up the agreement. There's no reason we have. Take our property back?

[4310] Diego Torres: Yeah.

[4310] SPEAKER_31: Well, no.

[4311] Nancy Thomas: I think just on a year-to-year basis. There is no agreement. For one year. There's no agreement. I mean, we'd have to let them finish out the school year, but I don't think there's any, there's no agreement.

[4322] SPEAKER_37: Oh, we'd have to look into that.

[4326] SPEAKER_27: One thing to note, too, is we've done full presentations on workforce housing for next steps, too. We'd be happy to come back and just have a specific meeting to talk about, you know, density and logistics and financing. So we're happy to come back and have one more specifically on your sites.

[4339] SPEAKER_18: Okay, so all good. Other concepts that you want to make sure we add to the notes before

[4346] SPEAKER_31: No closing of schools.

[4347] Nancy Thomas: Okay, that's fine. I'm not opposed to closing the school, but I can count one out of five.

[4364] SPEAKER_31: And if we're talking about going to preschool, if we're talking about after school kinds of activities, the sites will be fully utilized. And that's what we have to do.

[4373] SPEAKER_18: I will be getting that in my presentation later tonight.

[4376] Ray Rodriguez: So we have to, in my opinion, we have to take advantage of the fact that we're a small area. I mean, we're four by four miles.

[4388] Ray Rodriguez: all the schools within five minutes of each other, you know, where, especially if you have choices, where you might have one child in an IB class and another, all within five minutes of each other is great.

[4404] Nancy Thomas: I'm leaving at 6 o'clock in the morning and I don't want to stay after.

[4423] SPEAKER_37: For the next five years, this is the plan. We're going to do this, and then that way, everything plugs into that. The IB, everything plugs into that. So maybe these will be.

[4431] SPEAKER_18: We'll be looking at a 10-year plan just for now. Yeah. Whatever is launched. I'd like her to do that. So within the structure.

[4437] SPEAKER_37: So I'll actually capture that. Yeah, I got it.

[4439] SPEAKER_18: Yeah, 10-year plan. Good job.

[4440] Terrence Grindall: We're good. Let's go to closed session.

[4441] Diego Torres: Thank you.

[4802] SPEAKER_40: Oh,

[5625] Ray Rodriguez: Okay, we're gonna do a pledge. One of you ladies wanna help us, if you don't mind? Give your name to Patty Sandoval, if you don't mind, Miss Sandoval over here, so we know who you are, and then you could make sure we do this thing right. So please stand for the pledge, if you don't mind.

[5647] SPEAKER_47: I pledge allegiance to the flag of the United States of America,

[5676] Ray Rodriguez: So to report out from what we discussed in closed session, we had our negotiator, our assistant superintendent of HR, Ms. Betty Salinas, give us an update on negotiations. Mr. Richards, who normally gives us an update on legal is ill, he had some surgery and he'll be gone for a while, for a few weeks. So there was nothing, Superintendent Sanchez just briefed us on that, there's nothing new to report on our legal and public employees, discipline and dismissal, there was nothing to report there also. So the first thing on the agenda, We always talk about when you hire a new superintendent, how important it is. That's the most important thing as a board that we do, is hire a superintendent. And the first 100 days that the superintendent's here is kind of just gets him ready for, you know, continuing to continue what his plans are for the district for the rest of the year. And I realize a lot of that was summer. So with no further ado, I'd like to turn it over to Superintendent Sanchez so he can kind of share with us the first 100 days. And hopefully all of you that interacted with him have made him feel very welcome to Newark. And I know you have. We're happy to have him. After we're done, we're going to go to the reports, and then under recognition and celebrations, we're going to celebrate our 2016 Alameda County what? Teacher of the Year. Our own Veronica Bulwark. To me, you're always Carlos, but I'll go with that. So that's on when we do our recognition and we will stop for a few minutes and there's cake in the back so we can celebrate properly.

[5840] SPEAKER_18: Well, good evening ladies and gentlemen, members of the board, President Rodriguez, thanks for everyone to be here today. I just wanted to take a moment and kind of review kind of what I've learned and what I've heard in the first hundred days. But I want to start with the story because I think this really illustrates what Newark's about. The other day I was at, I went to the fundraiser for Athletic Banquet and at the fundraiser, which was held at the Portuguese Event Center. We're having a luau. And this luau was really cool. I saw people with lots of Hawaiian attire. I saw Hawaiian shirts. I'm looking for parking, and I couldn't find parking because there was a Hindi celebration going on. And all this beautiful color and attire that they were wearing. So I'm walking past these very colorful, colorfully dressed kids and families. to go to the Luau, and as I'm getting to the door to walk in the event center, building four, where the fundraiser was going on, I look to my left, and in the middle of this group of Indy families, there's a paletero selling paletas to these families. And I thought, that's a great example of what Newark is. The diversity here is just such a beautiful thing. It's such a rich tapestry in this community. It's such a proud community. And that's how I described it to someone the other day to ask me, well, what's it like there? That's the best way I could describe it. For those of you that live here, know that's not a big deal. But for the rest of the world, I think it kind of is. So I want to start by sharing our vision statement for the district is really something we need to remember. We really do want to inspire and educate all kids to achieve their full potential and be responsible, respectful citizens. And it's going to take all of us. So I'm going to start with the video. This was our back to school rally. We brought in the taiko drummers, and that was really just a great way to kick off the year and just re-engage the community with the tradition that had been long held in our community and sometimes bring things back because it's the right thing to do. That was just a really great way to kick off the year. We had a great celebration. All employees, many employees were able to be there. I don't know if all were able to attend, but we had a large group of employees there. our great kids really who we serve and these kids did a great job and great performance for us and just we wanted to start the year reminding ourselves why we do this work. Who we really work for is to serve kids. We had a rally, we were able to have performances by kids just to launch it and just kind of get regrounded on what's going to happen this year and the message was really we're going to take some time to listen We're going to see what's working, see what's not working, and see what's getting in the way. And that's kind of what we've been working on these last 100 days. So here's a concept that we believe in is if they build it, they will come. So this idea that people support will help create it. So there's some things you're going to see us say, you know what, let's step back from that. Let's take a minute to really analyze that. Are we ready to do that yet? Some things we might be able to move on, but I think for right now, We really want to start moving to authentic engagement with our community so that there's not any surprises and there's a lot of communication. That's going to take some time. These are the biggest, most frequent words in the notes that I've taken in the feedback and communication with the board, in surveys. I took a lot of our key documents of when I've taken notes since I started more than 100 days ago. And these are the words that are used with the most frequency. The bigger the word, That's really the one that's used the most. But I think what's really cool here is that the sense of community is really big in Newark, and I think that's powerful. I want to share this with you, because I think this is a good way to look at it. These are the levels of engagement you can have with the community. Inform, just kind of let them know this is the start date. Consult, and I get some feedback. involve, okay, now people are starting to get a little more hands-on, work with them to ensure their concerns are addressed, you know, workshops, some polling, collaborate. You see a little more giving advice, giving guidance, consensus building. But what we really want to get is to empower, where stakeholders really are having more of a voice for the right things in the right way. And it's tough to go from collaborate to empower, but I think there's some things that we get in exchange for that. And some of that is stability and support for our community and our goals. The reason I mention this is because as we start surfacing those themes and areas that we agree upon, we're going to want the community to know, well, no, I agree with that. I said that. We want to see, I think everyone wants to see some of what they said to be in the plan. And I think most people are okay if not everything they said is in the plan. If everyone gets some of what they want, I think then we start getting a little more traction and a little more empowerment of our community. So this was one of the events that we went to, which is at MOT. And we had a volunteer group come in and just do a little faceless for us for free. I don't know if the last time we had anything occur in front of the Nutrition Services building, but I think it had been a while. And I think we had a few tumbleweeds going through there, and they really did a nice job cleaning it up. came in and spent a day working pretty hard for us. Let me give you a larger framework as we start building towards a strategic plan. These are the essential ingredients for district improvement. We need a coherent instructional guidance system. So pretty much what that means, K through 12, you can start developing a lot of clarity around what is written, for example, Common Core. next generation science standards, what's written, what's the curriculum, what's taught, what's tested, and then what is learned. Those things, we're starting to look at stronger alignment, and what's the plan? How does a kid get from sixth grade to 12th grade so they're ready to go A through G to any university they choose? So that's under construction. Ongoing professional development, that builds capacity and job embedded and differentiated. The easy way to say that, as my teenage son has, it's boo-boo. Most of the kids in the room know what boo-boo means. The adults, what it means is for us, by us. So having our teachers teach our other peers is the most effective way to deliver staff development. So what we start seeing is more of our people getting trained, coming back, and training others. And that's really more powerful, and teachers supporting teachers, job-alike groups supporting each other. That's something that we're going to be developing. Strong parent community ties, that's pretty self-explanatory. And with that idea of collaboration and empowerment, not just fill out a questionnaire at taco night. We really want you to give us your opinion about what kind of programming you would like to see to keep you in our district, to get you to come back to our district, to support our district. Student serving learning culture, so really putting things back in place, not that they're not, but I think making it always very obvious, we're here to serve kids first. That's our primary objective, to serve students. And shared leadership to drive changes. It's harder to do shared leadership. It's more time consuming. The payoff is that it builds capacity. This is a slide of us observing the swearing in of our county. the president to her new office. Help me remember her name, president. Eileen McDonald. Eileen McDonald, thank you. And that was really cool. She had all of her grandkids up there with her and she was sworn in at the county office. This is the Newark soccer tournament. Let me go back. See the kid at the bottom with the cape? He was hilarious. These are the judges. You'll know some of them from the day I appear. City council, chief of police, fire chief, Mr. Rodriguez, and just the kids having fun, had a competition. There was a lot of costumes. Things that I've been involved with, a meeting with Rotary, Optimist Club, Love, Local Pastors, Athletic Booster Parents, Parents from Bunker, Milani, Merger, Azpilomatoras, Music for Minors, Newark Days Organizers, Karen Monroe, Alameda County Office of Ed, Fremont Unified, Dr. Morris, met with him a couple of times, met with Superintendent Wilson from Oakland, met with Richard Carranza, just kind of reaching out and getting my foothold who our partners are in the community. And both of the larger districts, all three were willing to share resources with us. I found it to be very welcoming. This is an event on a Saturday where we were just, I was helping with flipping burgers. I think I got ball and told by Susan Condon to get in there You know, if I didn't flip burgers, that she'd hit me with a cane or something. So I was happy to do it, actually. And it was a fun event. And we learned some things we'll bring next time to make it better. But it was just fun. Some community members that we met with. I think this was in the first month of me being here, just trying to get a feel for, who are the elders in the community? Who are people that you want to ask opinions of? Help me with the name of the woman in the hat. Jean today sent me some flowers. It's out of the blue. Such a nice lady. Tremendous woman and look forward to talking with her again. And a teacher. She's also part of a teacher's sorority that does a lot of fundraising. This is the mayor and city manager. We're over at, is it Bunker Intermediate? Is that where we were with the traffic issue? Do you remember where that was? Birchgrove Intermediate, and just trying to deal with the traffic issue. We got the mayor to come out and pay attention and spend some time with us. And I think that Paul Tito sold him something on the way out as well. We were out visiting classrooms, seeing the new furniture. I think this is at, I still get the name.

[6551] SPEAKER_31: Birchgrove Intermediate.

[6552] SPEAKER_18: Birchgrove Intermediate, from Lee Malani. And that's me testing the new wobble chair that they have that helps the kids with attention. There's not a lot of me in here, so that's the only one I'm moving on. Just building relationships, meeting with the counselor team. The counselors are working on some ideas around keeping kids on and off track. We're working for the special development high school, led by counselors, and just trying to get some clarity around that. We developed a secondary education task force, which there's a few of us from central office, the junior high principal and both of our high school principals to start looking at how do we get kids to the ability to stay successful in high school. Had some great meetings with Dr. Browning from Ohlone Community College. She really wants to partner with us. She is a resource. She's not asking for money. She's actually offering great resources to us. We saw Workplaces of the Future at Meraki, Cisco Networks in San Francisco. I met with the mayor a few times, met with Cal State Hayward about collaboration. Good news coming there soon. Visiting Cadango Child Care, Lincoln Elementary turned 50 this year. Boot, boot for Lincoln. I also turned 50. When I shared my AARP card, only a few people laughed in the audience, which is sad. Here's a lot of folks from city council and a lot of partners in our city. that have really been behind us. They had a wonderful welcome to me, this community, and thanks to Nancy for hosting it and Jan coordinating food. But it was just a fun time to meet people in the community. And some of the things we've accomplished at the back to school rally was key. Parent community support is outstanding. Our board retreat on October 10th really helped give some direction to me. We have one that's gonna be talked in the agenda. We had a teacher of the year. who's now going on to the state competition. We'll talk more about that soon. I know she hates when I mention that. But we're proud of her. We're hearing that PBIS, PLCs, and COST teams are doing a good job. I did see PBIS pretty thoroughly and delivered with fidelity system-wide the first few days. We have a veteran staff and a lot of community pride. That's really an accomplishment. Reviewing two-year academic trend right now is what we're looking at to see where we are and what's our return on investment. And we're getting ready to put out a brochure that thanks the community for Measure G and update on Russian dollars that I'll share with the board tonight. And if they approve it, I'll keep making that public. I'm just monitoring some of the money that has been allocated for that. But we are going to be taking a pause and evaluating and reassessing before we go too much further what's next there. Bringing recognition celebration to board meetings. This is a recognition of the Newark Days Committee and one of our own getting recognized on behalf of the committee. There's our teacher of the year. There's the red carpet, which was kind of fun. We passed a facility inspection, which is a big deal. We've established a partnership with California Collaborative for Educational Excellence, which means we'll get some support on academics for two years for free, which is pretty helpful for us. Our retreat was a success. We have a district engagement series that's now being publicized, starting that November 30th, and we'll see more of that. We finished our community and parents survey that's developed. It's on our website, and we have hard copies out. We will now be working on student surveys coming next. We've got schools painted, bra, HVAC. No one cheers, but it's important when classrooms are burning up. Some of our sites were having struggles at Lincoln and finally got it corrected. Those kids were just cooking in those classrooms on those farm days we had. As I slow approach the end, But the board really has given some goals, and I think they're really more directives to me of things they want to see happen. One of those is develop a budget without deficit spending and with board input that ensures resources go to schools, classes first, and that supports strategic plan aligned with LCAP. So that idea of LCAP compared with community engagement is a critical component of how we do funding and how we have to really have authentic engagement. And just having clarity on budget is something that that we need to have. But deficit spending is always something of concern. I want to make sure the K-12 pathway is articulated and taking advantage of being a unified school district. So what that means in very simple terms is we're in the same district, but that doesn't mean we can't take that for granted. It's important for the high school to talk to the junior high to say, hey, have you thought about us before you come over? You know what we're doing. As having the junior high talk to elementaries, having activities to say, hey, do you know what we are, what we're about? Come spend a day with us. Building those relationships so kids know what options they have within our district. As the task force, this is their charge, really analyzing for secondary on and off track data relative to barriers for students, opportunities, and growth success. Really looking at those transition grades, six through 12. So really, to say that in a very simple way, Every ninth grade, if it starts, are they completing ninth grade on track, meaning they're going on to 10th grade with no ebbs? They get to graduation. That's the metric. That's not the state metric. That's the metric that I feel is critical to really evaluate how well are we doing in ninth grade. If we fix that, and every year we get better at that, over time, that solves a lot of our enrollment struggles, and it solves a lot of our academic struggles. It's something that we're working on. We'll see a report, task force on planning. And that wouldn't start until next fall. So we're taking this year to really take a step back, analyze, develop a plan, and executing a plan. Something that under construction is rebranding the district to focus on its successes and strategic imperatives, looking at the role in public relations. So as we look at development in the area, I have a map that's coming. How are we strategic? How are we building a five-year, 20-year plan? five-year academic plan, 20-year facility and technology revitalization plan. And I think lastly, just developing a marquee, our academic programming, developing some school choice in our district, health sciences, medical magnet. We talked about IB today. We talked about Montessori. We talked about language immersion, Spanish, Mandarin. So those are things that we're going to start exploring and how does that sprinkle out over a five to ten year plan. Some of the barriers that were identified in the survey data that I'm hearing already, there are themes that are emerging. Budget and resources is a challenge. We took a big hit, we lost a lot of positions, lost a lot of resources. Hiring and retaining staff is something we need to develop a plan around. We talked about employee housing earlier, something that might help. and need to continue increasing curb appeal. Painting's a great start. Landscape needs coming. But is there other things we can do to help that? And just decreasing implementation fatigue, which means we're hearing a lot of teachers that too much starting and stopping programs. Let's kind of simplify things. Let's get really clear about what's important and do more things in a deep level and not have so many things on the plate. And have a plan for concerning turnover of all teachers, but it's particularly special education's been difficult. And we're not the only district struggling with that, but we need to have a plan for that. Our projections over the next few years, this is what it's looking like unless we do just something different. So all things hold true, we don't change how we do business. This is projections over the next few years based on data that's probably a year to maybe a year and a half old right now, maybe two years. And a summary of it is really, it's declined over the past 10 years, projected to increase by 219 students, a total of 6,227 by 2023. Music has continued to decline while Schilling and Bridgeco are expected to grow. I'll caution you, this is if we don't do anything, and we do want to do something. We don't want to talk about closing schools. How do we expand, get enrollment up so we can keep those schools open? How do we create an identity? How do we begin to draw people and retain people here and do more with what we have? So here's the development map of what's going on. And the area that is down here on the bottom is the first area will be impacted. Showing the schools that are in this quadrant here would be the first impacted. The largest impact would be on Schilling. This is where the post homes will go in first. Next will be here about five to seven years after. Everything in blue up there is development. So in some short-term goals, outside of the directives that Warren gave you, are just developing some baseline studies. Where are we with finance? Considering school services and other ways to study where we are with the finances, where we are with the budget. doing curriculum study, work with Alameda County and CCEE to develop where are we with that and how guaranteed and viable is our curriculum. We've created a task force for secondary transitional programs, which we'll start looking at six to 12 out of the default. During the day, after school, and in the summer. Develop a timeline, comprehensive framework for strategic plans for all of those things. Academics, facilities, technology. What does that look like over the 5, 8, 10, 20 years? And continue our community engagement and focus and making sure we're successful in communicating what's going on. So people aren't surprised. On the horizon, we'll be developing a five-year strategic plan. Hopefully have the first draft of that by December, January. We're starting to develop a 20-year facility technology modernization plan. Hopefully something soon. I would say I'd like to see at least some rough draft by January, February. Curriculum review, budget review, those things are in process right now. It's hard to make budgetary decisions until we know what's the current state, what's left over. So the board will make some decisions on what's next. Study of a middle school model, we're going to begin at least looking at that. It started a few years ago, and I think we got hit with some hard cuts, and we got to go out and dive right in. We're going to do that again. We've already started the second year task force, and just generally some re-branding of the district. And a school like that, that's something that's really interesting in developing, we were just re-branding along with Newark, a district of choice, if you will. I show this space here. This is 4,000 square foot space of the high school. It's currently being used for storage, overflow, study hall. We really want to develop some kind of a landmark program in there that's exciting for kids. And I mean K-12. Having some options there for projects, for elementary, or for middle, maybe use a STEM lab. We're not sure what it's going to be. And we have to talk with the science and the teachers there. have a deeper conversation about what that space could be. But we'd like it to be something that's really remarkable to stand the test of time. But we have to start with that conversation. But I think there's a lot of potential there. And I think generally my opinion is that all of the ingredients are here in Newark for us to be successful. It's about aligning them to a plan and being able to implement and measure those things every year and see what's successful and what's not. That really concludes it. I do have one more thing to share at the end. This is a picture of Luau at the fundraiser for athletics and the cookies that we gave out with our partner from Alameda County Office of Ed to kids. That was really fun. Generally, I feel really good that all the ingredients are here. I do feel a lot of urgency about developing the plan. It's pretty comprehensive. But you can't do that without authentic input. So it's going to take a while. We are going to have to take a little bit of a step back and assess and evaluate where are we before we can make recommendations for what's next. But I do encourage everyone, as you watch it tonight, please get online. Keep a parent survey if you can. or the community survey, which is on the front page. And we do have a paper copy, I think, for parents at each site. If you need that, and if you don't find one, we'll get you one. And the last thing is I'll have to show you this giant fish that I caught from Colorado to California. I have to zoom in real close so you can see how big it is. But I've really just enjoyed being here in the area. The climate is really amazing. So that's the biggest one I've caught so far. That concludes my report. I just wanted to share with you what we've been up to and more to come.

[7415] SPEAKER_31: Any questions? My thought is it's a lot for 100 days.

[7423] Nancy Thomas: I'm busy. Great. I think you're doing the right things.

[7430] Ray Rodriguez: I personally like the engagement piece that is forthcoming and how you've been open for community members to come in and meet with you and so they open door policy. They feel that you're approachable and the engagement, engaging the community with the survey and then as we move forward. I think that is so important and I appreciate you pushing that.

[7460] SPEAKER_18: I'd encourage employees still. We have 264 employees. We pulled out our employee survey. If you're watching tonight, can't sleep, fill it out. Fill it out. I'd like to get the 300 out of our roughly 500 employees. That's a pretty good sample.

[7476] SPEAKER_37: Well, thank you for that. I think it's important that we engage in the strategic planning so that we have the big picture goal of where we're going to get or where we want to get to. And then with your support, we can get there in terms of leading us there.

[7496] SPEAKER_18: If they build it, they will come.

[7497] SPEAKER_47: Go ahead. Yeah, we're definitely looking forward to, especially the last two slides where we outline what's ahead. And so that's very exciting for that.

[7507] SPEAKER_18: Thank you for the board. You guys gave me the direction that helps focus my energy. Thank you. President Rodriguez.

[7515] Ray Rodriguez: Thank you. Superintendent Sanchez, that was excellent. And remember, Crocker said it best, that's a lot to accomplish in 100 days. And it took all summer to fill some vacancies. And you want to introduce the new hires, or your team? Not only new, but your team, since they're part of your success?

[7543] SPEAKER_18: Well, there's two new folks. I'll start with the most important one, which is Patty Gonzalez. Patty's been here, how many days would you guess Patty? Forty days and I've been smiling for 39 of those days. So we're just glad you're here and just helping me get back to where I can manage this calendar and manage my schedule. It sounds simple but boy it's been a great help and refreshing to have you. Leticia was my first hire. Leticia Salinas who we stole from another district. and had her come over and brings a great wealth of HR experience and school experience and really glad that you're here and I know that, you know, you've also made a great impression on our community, so welcome. So.

[7595] Ray Rodriguez: Okay. With that, we got a student report, Superintendent. I think we start normally with junior high school.

[7605] SPEAKER_18: Here we go. Please tell us your name and your grade.

[7611] SPEAKER_25: I agree. And we're in agreement. Hello, everyone. Our last board meeting, we discussed how we were just introducing our fall fundraiser and planning our first dance. So I'd just like to inform you that our first dance was extremely successful. And we're very confident that students are very much He raised around $7,500 for a fundraiser, which will be put towards electives, athletics, academic competitions, such as math, spelling, and geography, and end-of-the-year activities like faith promotion.

[7652] SPEAKER_42: Moving forward, there are some new jackets that the students wore, and just recently, I've seen them in a few uniforms. In addition to that, we've been working on these uniforms. So far, students have Another recent project of ours has been planning lunchtime and carnival games, such as pumpkin carving, pup mummy rafting, chicken and mushroom bowling. We'll continue having our fellow students encourage community amongst our school family. Thank you.

[7703] Ray Rodriguez: Thank you. Thank you for helping us with the pledge. Appreciate it. Superintendent.

[7709] SPEAKER_18: That's who we have next here. Paul McGregor I think.

[7721] Ray Rodriguez: Welcome.

[7730] SPEAKER_20: Good evening, everyone. My name is Jasmine Byrne, and I am a student at Bridgepoint High School. Thank you for taking the time to be here tonight. I am proud that I have been asked to come here tonight to represent Bridgepoint High School, just as I'm proud to be a student at Bridgepoint. I want to share with you some of the things we have done this year so far. Late in September, we had a celebration for Hispanic Heritage Month. We had a potluck buffet, which was really good. A taiko drumming demonstration, a poetry reading, soup, poems, and Spanish. Highlighting the dual languages of many students at Bridgepoint. Additionally, Bridgepoint has clubs that are offered throughout the week. My favorite is the meditation club. Students learn how to relax, meditate, be calm, and be mindful. Jovan Noble is a boys group that recently started. The group gives the boys a chance to talk about issues that they're concerned about. Another group I belong to is the Take Go Drumming, as we learn to perform songs, and we also teach students from the TAL program to play with us. In fact, November 9th, we are going to perform an assembly for the school. In addition to the clubs and other celebrations, we were proud to acknowledge our students who helped to improve our state test scores. Students were honored with awards during their Heritage Month assembly. We are looking forward to having a great year with more celebrations, group clubs, events that honor our hard work.

[7821] Michael Milliken: Thank you.

[7824] SPEAKER_18: And Newark Memorial High School.

[7828] Nancy Thomas: She's not here, but she will be later.

[7830] Ray Rodriguez: Okay, we may have to hold off on that. Since we have a few minutes, Superintendent, could we maybe introduce or have the staff from either the Junior High or Bridgepoint so we can recognize them if you don't mind?

[7847] SPEAKER_18: Any staff from Bridgepoint or Newark Junior High here?

[7863] Ray Rodriguez: Okay, so we go to recognitions and celebrations. So we have the McGregor.

[7869] SPEAKER_18: Great. I've asked Letty to step in. Mark wasn't feeling well, so. She's got a plan and we're going to move forward. We can't let people go unrecognized.

[7882] SPEAKER_30: Good evening Board President Rodriguez, members of the board, community, superintendent and staff. It's my honor to bring back I think a tradition that you all started many years ago which is acknowledging each school site and staff. And so this evening, with great pride, Newark pride, we're recognizing a certificated staff member, a classified staff member, and a student. So first I would like to ask Mr. Jason Bergen to please come here to the podium. A round of applause. And I'm going to say a few words about Mr. Bergen that Mr. Lopes sent in. Jason is a dedicated, hardworking teacher that serves as a positive role model for all of our youth. Jason volunteers coaching football and wrestling at Newark Memorial High School. Mr. Bergen demonstrates the knowledge and the skills to work as an educational leader in the Newark Unified School District and is really a great example to all. So I'd like to have another round of applause for Mr. Bergen. I'm going to ask them to say a few words.

[7954] SPEAKER_16: As alumni of Memorial, I've just been so blessed to be a part of this educational community. And I feel that I've been really put in the awesome position of where I get to really work with two different communities of our unified district here, where I get to work with students that have different learning styles, maybe struggle, or have different things going on at home that prevent them from really being a full-time student. At the same time, I get to work with such great, dedicated athletes that my day is diverse and it's full of just such amazing young people and all these different families that I get to work with, different staffs I get to work with. I truly feel honored with the opportunity that I get. Thank you.

[7999] SPEAKER_18: Don't go too far because we're going to take a picture with everybody in a minute.

[8005] SPEAKER_30: The next person I'd like to come stand up here is Ms. Erika Perez. So a few words about Ms. Perez. Erika Perez is a dedicated, motivated, and outstanding office manager at Newark Adult School. During the summer, Erika worked tirelessly to create and implement a summer adult school program while taking on the responsibilities of completing and submitting data and information to the Southern Alameda County Consortium. Ms. Perez symbolizes the leadership skills needed to serve the needs of Newark adults. Can we please have another round of applause? The next person, Ms. Victoria Bishop, one of our students. Victoria is a very compassionate and motivated student who takes responsibility for the safety of other students and dedicates her time and energy to reach academic and social potential. She's a true model to all of her peers. A round of applause for Victoria Bishop. If we could have the three honorees come forward, we're going to take a picture.

[8126] SPEAKER_18: Get everybody in there?

[8173] Ray Rodriguez: Superintendent, we now go to the Alameda County Teacher of the Year. Yes, sir.

[8179] SPEAKER_18: At this time, I'd like to welcome Veronica Bulwark to the podium, please. Veronica will be honored as the recipient of 2016-2017 Alameda County Teacher of the Year Award and will be representing us at the State Conference in Sacramento, I believe, and be in the running for the California State Teacher of the Year. So congratulations to you, Veronica. And anything you want to say?

[8221] SPEAKER_26: Sure. I just want to thank everybody who's here, everyone who is part of our Newark community, We really are just such a strong knit community here. You know, Ray and Grace have been educators in my life for years and years and years now. And so it's wonderful to just be here and share this with them and just really feel like, you know, I'm a homegrown teacher that I went through the whole system here from Graham all the way up through Memorial and everything. You know, I really love this idea that we're going to be celebrating people every month because I think we do need to acknowledge all the people who work very hard, maybe a little too hard sometimes. And we just, you know, we need to celebrate that and just make sure that we do acknowledge all of our efforts. It feels really wonderful to be acknowledged and celebrated, but I know there are so many people who work so hard. And I just, you know, I love this idea and I just, you know, I want to just shout out and say that I love Newark. So thank you guys so much. Stay put.

[8287] SPEAKER_18: Stay put. Don't go anywhere. The board might have a comment or two for you.

[8297] SPEAKER_47: OK. Congratulations. Awesome job. Thank you. I'll keep it short.

[8302] Nancy Thomas: You're making us so proud. And to go on to the state level, that's quite amazing when you consider how many teachers were you know, recognized at the event. So congratulations.

[8314] SPEAKER_47: And you'll always be a Carlos to me as well. Right. Exactly.

[8319] SPEAKER_37: I want to say thank you for all your hard work and appreciate everything you do for our students.

[8325] SPEAKER_31: And I love the fact that you're sharing this with all the people you work with. I think you're absolutely right. Newark is a special place. And the fact that you've gone K through now is wonderful.

[8335] SPEAKER_26: Congratulations. Actually, fun fact, I recently found out One of my students is actually a distant cousin of mine, so Newark is literally my family.

[8345] Ray Rodriguez: Veronica, could you take a minute and just share with us a little bit about your family? I know your parents now live in Manteca.

[8357] SPEAKER_26: This is another fun fact about the Carlos family is that there has been consistently a Carlos on Newark Memorial soil either as a student or as a teacher for over 20 years now. So, you know, prior to this, my sister was also a teacher here. My brother is actually our bilingual classmate. And then my other siblings who all graduated from Memorial as well are all now educators. And so, you know, we're all over the barrier. We're just really trying to share the ideals that our parents raised us with of just that you get your education and then you use that to help your community and you always pay it forward. And that's what I teach to my puentistas. It's just such an honor.

[8401] Ray Rodriguez: Thank you. Thank you very much. Appreciate it.

[8403] SPEAKER_18: I just wanted to make a comment. One of the most powerful parts of that evening was the poem you read, or the, I don't know if it was a poem, but certainly your narrative that you read. I'm not going to ask you to read it tonight. I do want a copy of it, however. I think what was most powerful was just the unashamed amount of love that you have for kids. And that's something to be proud of. So I think that's commendable and I'd like to invite you and your whole posse to come up and take a picture with the board, please.

[8451] SPEAKER_40: Should we maybe stand behind so there's more? Yeah, maybe. That's a good idea. That's a good idea. That's a good idea.

[8480] SPEAKER_47: Maybe like this corner or wherever you want to scoot. That's kind of tight.

[8487] SPEAKER_18: Is that going to work? Can you get a solid frame? Come in the front. Photo, photo.

[8507] SPEAKER_40: Can you see everybody?

[8512] Ray Rodriguez: Si se puede. Break for a few minutes Yeah, take a 10-minute break We're gonna invite everybody back here. There's some cake so we're gonna break for 10 minutes Thank you

[8796] SPEAKER_40: you so

[9512] Ray Rodriguez: Our next item on the agenda is the superintendent's report.

[9517] SPEAKER_18: Thank you President Rodriguez and I don't have a lot of, I do not have a lot of stuff to share verbally. I do have some handouts for everyone. The first handout I will be sharing is the key performance indicators for the LCFF. This is the first draft of what the state is sharing with counties and counties are sharing with us. So as we start thinking about strategic plan, these are some of the frameworks we'll be following. So I'd like to have that. I also have another handout for you that is titled The Basics of a New School Improvement System. So that's coming your way now. And I have extra copies here if the audience would like any. So I'm happy to share those. These are not private documents or anything secret. Excuse me. So I just wanted you to have those documents. We're not doing anything with them yet. This is the first draft from the county of what they're thinking it's going to look like. But it does make sense for us, as we start building a strategic plan around academics, that we're addressing these components and these indicators. I have another handout here for you that is shared by the county as well, which I think is kind of what I touched on in my presentation earlier. which is kind of a definition of stakeholder engagement. I think it's a good thing to put on the fridge to remind ourselves of are we really doing engagement or are we just informing people? So I want you to have that. We have already sent you the demographic report. If there's follow-up questions, if you could send those to me and Patty, we'd like to, you know, there's some questions about you know what else we might want to know or if there's any new things we want to wonder about with the people that did it. I'm considering bringing them in for a short study session or maybe a report to the board on what their experience was with the study. But you have that report and it should be available to the public. I know it was part of the the board packet, but if any, we would be happy to share that with whoever wants it at this point. It's a public document. I believe it's correct as far as editing and all that's complete. And one thing that I wanted to make sure you have a copy, I left you a copy of the Measure G in Russian flyer that's close to final draft. If you see anything that you feel needs to be edited, please mark it up, get it back to Patty or me. and we'll make those final changes before we make this a public document. So just a lot of housekeeping stuff for me tonight. And we do have a, is there a slideshow presentation from Davis Demographics, Patty? We can make that available on the shared drive for you as well. I don't know if we need to pull that up. It's okay, I don't think we need to show it. Is that what's on the screen? OK, that's something else. OK. Let me make sure I finished all my components here. And the last one I want Patty to help share is our BOE Google Calendar, which was a suggestion. Patty, do you want to help explain? Because I've not done anything with it. You're the master of the calendar, so tell us what we're doing.

[9738] SPEAKER_32: for the board, it's called the BOE calendar. And so you should have received an email where you can access it and view. I've been populating it as much as I possibly can with all the information that I got from the sites. So it's available.

[9751] SPEAKER_31: I used it today to check on the date for the time for the meeting we have today. So it was very, very easy to use. Thank you very much.

[9759] SPEAKER_32: And if you need any sort of training on how to get it onto your system, just let me know and I can come by or tell you on the phone.

[9770] SPEAKER_47: Can you just invite my work email to that so that I can just merge it onto one giant, yeah. Busy calendar.

[9781] Nancy Thomas: One giant calendar. Yeah, I'd like you to do that for my calendar too. Okay. Okay.

[9792] SPEAKER_18: That concludes my report, President Rodriguez.

[9794] Ray Rodriguez: Thank you. Before we get into the staff reports, Ms. Sandoval, has anybody filled out a form to address the board on public comment on non-general items? No, okay, great. Okay, superintendent, you want to introduce Ms.

[9817] SPEAKER_18: Ashmore, please? Ms. Ashmore, would you please step forward for the accountability report?

[9822] Ray Rodriguez: We already know her about it.

[9825] SPEAKER_09: Good evening. Thanks for the opportunity to provide some information about not only how Newark is faring in terms of CASP and in terms of SBAC in particular, but also to touch a little bit on Superintendent Sanchez's handouts today. They happen to also be part of my presentation for the new state accountability system because we've been learning about it as we go.

[9849] Ray Rodriguez: Can I say something real quick? Sure. Dr. Hilberg, I should have called on you too because this is your piece and so when I, when you do the other, can you introduce the, okay. Okay, thank you, appreciate it.

[9867] SPEAKER_09: So what we've done is we have in terms of SBAC data two years for Newark Unified, two years across the state. We are looking at language arts for third through sixth grade on this first slide. And it's in comparison to the state in 2015 and 2016 as well. You'll notice that overall, the district performed slightly lower than the state average, but there are some things to make note of. Also in fourth grade, we performed lower than the state. But in terms of our upper grade, fifth and sixth grade, we are performing in terms higher than the state average. And in sixth grade in particular, we made quite a leap. We've been really cautioned as we move into the new accountability system by the state department and also by our county offices that two years is too early to look at trend data over time. It takes a while. We're in the process of building the house that we're trying to live in. so to speak, and so we have to take the information that we're getting and make decisions based on the data. But in terms of long-term decisions, it's too early to tell what those long-term projections are going to look like for us. In the next slide, you're going to see the secondary performance levels for English language arts. And again, seventh grade is performing above the state average. and slightly above the state average for 11th grade and we're about on par or even. What's also important to recognize in all of these slides is the upward gain that we're seeing in Newark Unified as well, albeit slight in some areas, we are still seeing an upward trend between 2015 and 2016. We've also teased the information out by our significant groups. Overall, you can see how we're faring. We're about even or on par with the state average. Our economically disadvantaged students are slightly above the state average. And our English learners are performing below the state average. In all of these areas, it's important to note that there is still so much work that has to be done. And then finally, we've teased out in terms of our ethnicities. Our black or African-American population is above the state average. Other groups are faring about on target except for our Hispanic and Latino group is performing above the state average as well. But again, we're noticing upward trends in our ethnic groups for language arts. In terms of mathematics, this is probably the first time that our math scores are coming in slightly lower than our English language arts proficiency scores. And we've been really discussing that in DLT because conceptually and procedurally, common core math is so much more about the analysis of math. It's not just about the rote algorithms anymore and memorization, but it's really learning to dissect problems and collaborate around them, analyze them, and draw conclusions about them. So it's just as much a math test or a reading test as it is a math test. And when I speak in terms of reading, it's not just identifying word call, but it's also being able to understand what the information or the question is actually asking of the students. So in terms of third through sixth grade math or elementary math, all but fourth grade is performing above the state average. And I think what we're noticing, probably not just across the state but across the country, is that math probably inherently had the larger shifts in terms of instructional practice where teachers could teach steps and procedures in most of our lower level math classes. And now they're really having to teach students how to dissect or draw conclusions around those rote algorithms that they have to learn in addition. So, conceptually, Math is much more of a paradigm shift in terms of instructional practice than language arts has been. In our upper grade, or upper grade, in our secondary, all but 11th grade is performing above the state average. But again, it's well below 50 percentile. In terms of our significant groups, we're making gains and performing above the state average in all of our significant groups. But again, that's not saying a lot right now. We're making gains across the board but we're still well below performing at the 50th percentile. If we have 39 percent of our students proficient, that means we have a greater number of our students not proficient. and again in our ethnic groups. We do have upward trends in all of our groups. However, we're not performing above the state average in all of our ethnicities. So there's work to do. Those are just a few of the highlights. I gave you a more comprehensive look at our data teased out by grade level in the Friday update. I didn't think you'd want to spend 47 slides looking at each grade level's data. I figured if you had questions about any of those things, I could address them or try my best to address them and get back to you. But I think what's equally as important as looking at the data is analyzing the data and deciding what we're going to do as a district in our next steps. So every year, the DLT takes the SBAC data, which is just one part of our analysis throughout the school year. And we start quite a lengthy long protocol and a conversation around the data. And each year it's slightly varied and this is the protocol that we're using this year. It starts with identifying just the results, making observations just on what the data is telling us. Each school site, each principal, every member of Ed Services received the district data as well as their own site data. And they analyzed it and started to draw conclusions and areas, I'm sorry, not conclusions, started to create observations based on what was, what we were doing well in and what still needed work. From there, we started to look at the interpretations of what that data could mean. I asked the site principals to take their SIPSAs from last year and talk about the things, the action steps that they were taking from their SPSA goals and how they were aligning to the results that we were seeing. And so what you see on the next page is the protocol that we went through. This is a Google Doc and it's just a screenshot of what we started working on. But this is what site principals were drawing from their school plans and saying, these are the things that we believe, the steps we believe are working. And these are the things that aren't working for us and what we need to do about it. And then there are some things, Superintendent Sanchez talked about initiative fatigue or implementation fatigue. Some of that is circumstantial because we're in a new landscape with a common core. Everything has changed in education over the last five years and so with that, There are still things that are so new that we're not yet ready to draw conclusions about. And so we thought that was important to note also in our analysis. The next steps that we'll take as a DLT is look at our LCAP goals for this year and align those to our CIPSAs that we write for next year so that everything is running through a common thread based on the data that we analyzed at the beginning of the year. Now, what does this look like in terms of specific site analysis? Sites or district leaders are going through this protocol together. We only have a certain amount of time together each week or each month, really. So it takes a little bit longer. So we've encouraged sites to start taking on different protocols and analyses. And a few of them have shared them with me. So I've taken screenshots of them. This is from Snow School. She has her leadership teams broken out into facilitating different goal areas. So there's a reading goal with baseline data. There's a writing goal. If you see it on a subsequent slide, I didn't want to include all of that in the presentation though. There is a math goal. There is a technology goal. And I think there is a parent engagement goal. And they're looking at their baseline data from various resources and then they're doing the protocol of so what. What are the action plan steps that we can do to measure growth in these goal areas? And then what are our next steps in that process? So this is an example of site analysis based on the district wide analysis that we're doing with the DLT. This is an example from the secondary level. Mark Neal at the junior high is focusing on comprehension, and especially of reading comprehension in nonfiction expository text. That way, they can look at writing and reading throughout the content areas, which we have TOSAs at the secondary level specializing in that. So it's not just the English teacher's job to teach kids how to read and write grade-level content-specific pieces. But it's really up to an entire cadre of teachers. The science teacher should be responsible also for reading and writing, just as the social studies teacher and the math teacher and the PE teacher, for that matter. They're trying to really instill writing across the content areas. So, Dr. Hilberg and Ms. Handley and myself have been going to Alameda County's Lead Learner Network. It used to be called Curriculum Council but there were so many aspects that were overlapping that they've changed it and really consolidated their meetings once a month so that there would be four different equal parts where we talk about accountability at every meeting, we talk about student achievement at every meeting, we talk about, all of the things that several people were having to go to different meetings for, and they've consolidated into the Lead Learner Network. So one of the components is learning more deeply about the state accountability. So Superintendent Sanchez shared this. We will have 10 indicators to measure our performance. And this is, again, using the metaphor of building the house that we're trying to live in at the same time. It's hard to do that. It's hard to operate in a system where we don't feel we're on solid ground. But I've stood here in front of you four times as the Director of Curriculum Instruction and Accountability and I've never been able to give you information about how the state accountability system is changing with the Common Core and CASP. And so we're finally able to do that. We thought it would be an important part of this presentation. There are 10 indicators. Six of them are going to be at the state level where they'll give us all of the criteria and the metrics by which they're going to be measured. The local indicators will have a little bit of autonomy in crafting what that looks like. Our priorities will still remain basic conditions, implementation of academic standards, parent engagement and school climate. However, we'll be able to address specific content within those priority areas such as the standard. What are we measuring in those specific areas? And we'll be able to identify the evidence that we're going to be looking at. What metrics will we use in Newark Unified and how often will we measure that? And finally, the criteria. How will we assess our progress in that goal area? So that will be writing done at the local level. The numbers that you see obviously aren't numbered 1 through 10. They're priority areas aligned to the LCAP. The areas of the three levels of support that the Department of Education is identifying, They're telling us that these are going to be levels of support. They could also be viewed as sanctions for low performing or poor performing districts. There is going to be accountability tied to the accountability and we're going to have to be prepared for what that looks like. Again, they're still teasing that out but in its most basic form, level one, is that the biggest purpose of level one is to be proactive, to keep well-performing districts, good-performing districts, strong-performing districts moving along the continuum of progress of growth. Level two is called differentiated. Support comes in, support comes in, and from the county level or CCEE, like Superintendent Sanchez has referred to, and helps identify the areas of focus and possible problem issues that a district might be experiencing if there are more than two years of showing no growth or decline. And then level three is intensive. That's a little self-explanatory on what that support might look like. So we wanted to give you a hands-on example of what's coming from the Alameda County Office of Education. in terms of how they'll measure this. So Janet's going to help me with this.

[10774] SPEAKER_07: So if you looked at one of the documents that Mr. Sanchez had handed out, it had talked about the different levels of the priorities. And you would see under basics, it would say not met for two or more years. And they talk and they refer to the colors. You'll notice that they talk about the orange and the red. So what they're referring to, if you look at this accountability chart, is that red is the indicator that says that you're in the most need, and then it goes up with orange, and then it moves up to yellow, green, and blue being ultimately you're in safe ground, things are great, and that's where they really ideally want you to be. So what they've really changed in the new accountability system is they're really looking at measuring where you're at and growth. They're really interested in looking at if we have made growth. When you look at the first column, they're going to take a look at what is your score this year. So we're going to take a look at our graduation rate. So for 2015-16, they'll be looking at our graduation rate, and it's at 87%. So we would go to the far left column, the white column, and we would find that the median talks about schools that are between 85% and 90%. 87% puts us right there in the median. Then they want to look at growth over time. So you go across the chart horizontally. And if you'll see, we start at median. And we made a 1% growth. The year prior, we had an 86% graduation rate. So we made a 1% increase. So if you'll look up here, it says maintained. And it says that, whoops, increased. by 1% or less than 5%. So we would take the median score that we're at, we go over to the increase, and it puts us in the green zone. So then we had for our graduation rate for this year, we'll be in the green zone. So if you look at it, and they're referring to the orange and the red, typically what it's saying is that you scored very low to start with, and they're also looking at growth over time. So it's a combination of the two. What they're looking at is taking all those state priorities that were shown in the prior screen, and every one of them will be having a matrix. And we'll be identified what color we are based on, again, what our score is for this year, what our academic achievement is, or what our metric says, and then what it was compared to last year. Did we grow? Did we not? So it's growth over time, where we're at, and growth over time. That's what the new metrics will be looking at. We've had a chance to look at a couple of them to see where we sit. As you can see, graduation, we're in the green zone, so that's looking good. So that's what our metrics will be like. And you'll see rather than a single score, it used to be that we had a federal and a state, an API and an AYP, and it'll be a single number for each. Now we won't have that. What they're going to do is take all six of those areas, and each one will have their own assigned color.

[10968] SPEAKER_09: So that concludes my presentation. Do you have any questions?

[10975] Nancy Thomas: Have we done this for the other areas? This is. This chart for the other areas like chronic absenteeism, graduation rate.

[10986] SPEAKER_09: No. This is graduation rate. This is brand new information and we've only attended one meeting. So and out of the four hour meeting, this was one hour of it. So this Friday actually, we'll be going in and looking at more.

[11001] Nancy Thomas: So will we be able to maybe get an update when, so at least look at those six areas with the stated indicators and where we are in each area?

[11012] SPEAKER_08: This is actually still under development. They were giving us a sample of what they're coming up with, but they're still working on developing the process. It's not complete yet. They haven't developed this fully for all of the indicators yet, so this was just a preview But as soon as it comes out They'll be posting this for every district on the data quest website similar to what they did with the API and the AYP Okay, I know excuse me.

[11035] Ray Rodriguez: I'm sorry This is always creates a lot of conversation So if you don't mind just hit your button, and I appreciate it member Preciado then member Wynn and then member Crocker

[11049] SPEAKER_37: I just had a question in terms of understanding. So some of the groups that we had, as you said, we were under state standards for some of the groups. So my question is, is the plan to improve those specific groups, does that happen at the district-wide analysis level? Or is that more of the site-specific? So I know you saw there was a district-wide analysis, and then there's a site one. So I was wondering where. where that plays in or if we're even kind of addressing like how do we support specific groups?

[11086] SPEAKER_09: Sure, that's a great question. We are doing the analysis overall as a district and we come to, we'll come to an overall literacy goal and an overall math goal. But what's really important is that the sites take it back to their student populations and create goals that they will then draft in their CPSAs. The district-wide analysis is critical because we're looking at all of our students. However, to be specific to their site needs and their accountability, they're going to have to take into consideration what the data, what their piece of that overall data was.

[11126] SPEAKER_37: OK. So for example, like with like a 5% increase for the Latino community might be different than a 5% for the Asian-American community. So is that not? being looked at at all? It's just all students completely?

[11139] SPEAKER_09: No, not at all. Each significant group, and in terms of ethnicities, we're looking at district-wide. But they also are looking at it at the sites.

[11153] SPEAKER_37: Thank you.

[11154] SPEAKER_47: OK. Remember when. Thank you. So I recall attending a LCAP session last year where we had staff and students in the library. And there were a group of students from the junior high school. And what they brought up was that there was a lack of computers in their class or at their school. And that since the SBAC testing was done all on computers, that presented part of a challenge for them was the familiarity of it. And so I was wondering if... If that has been, as far as your action plan, as far as how to get our scores to be on par or above the state averages, if that entered into the conversation and what is the future plan as far as getting more devices into students' hands so that they're at the very minimum familiar with the protocols?

[11212] SPEAKER_09: Well, I don't know what the technology ratio is currently. Dr. Hilberg, do you know that off the top of your head?

[11220] SPEAKER_08: Yes, actually. And we've had the discussion in our DLT that we actually believe that our scores can be attributed to some extent on the familiarity that students have with the technology, which is why we are very anxious and still incredibly appreciative to this board for approving funds last year so that we can achieve the technology ratio that we want. We're trying to roll it out over a three-year period, meaning the money that you approved last year for the Chromebooks. However, we do feel this sense of urgency. And while in the long run, rolling it out over a three-year period would be wiser because as the devices age for replacement purposes, however, we have a very big push. And currently, our elementary sites are at roughly one device per every two students. And that's either the same or higher at the secondary sites. So we're doing quite well and we can certainly come and give you those exact numbers with a technology presentation. But we have far more devices than we had anticipated to have at this point because not only are we purchasing them centrally but sites are feeling that same pressure that you are. We need to get students on these devices because how well they're going to be doing on the test largely depends on their familiarity with the devices.

[11300] SPEAKER_47: So when we present that report as far as the device-to-student ratio, can we be sure to omit the staff devices? Because sometimes when we do the student-to-device ratio, we include the aides device and the teachers, three devices, et cetera. And so that tends to skew the numbers a little bit. But just look at pure student devices that's available for students. Absolutely. Thank you.

[11323] SPEAKER_09: And it's also important for us to get the devices in the hands of students, not just for the purpose of test taking, but for the purpose of teaching and learning. And there is a concerted effort on behalf of educational services and our TOSAs, our tech TOSAs. They've really been supporting sites and teachers with becoming Google certified. There's a tremendous push, and teachers are feeling it. They feel like they need to get caught up to their students. in many cases and it's, we're seeing it come to life in the classrooms.

[11356] Ray Rodriguez: Okay, Member Crocker and then Member Thomas and then I have a question.

[11361] SPEAKER_31: I just would like to make a comment. I talked with a member of the real estate community today at Rotary and she said that people are really confused because they have no longer have numbers judging in terms of what it is. So does this mean that we're going to have colors now? So we're looking at green and the colors are based on where we are plus growth. So it's perhaps a better indication of what people are doing.

[11387] SPEAKER_09: I don't know. I think it's going to be interesting to see how it's received. I think it seems less punitive, unless, of course, you have all red and orange. So I'm not sure how it's going to be perceived by the public. It is a little confusing, and it will be until, we get direction, clear direction from the state departments. But I know that it is confusing to the general population, especially in terms of buying homes, because they know the number to look for. And when there isn't a number anymore, it's going to be a little less clear.

[11428] SPEAKER_08: I just want to add that they are trying to give us a glimpse of change over time, but two years does not make a glimpse over time. So even with the coloring system, I think we need to be very cautious in our interpretation. And as you'll notice that one of the things that I pointed out, and I actually, I wanted to be on this committee to develop this system. I put in my application and really pushed for that because I just feel very strongly that we can't penalize schools that are serving some of our neediest students. And we can't design an accountability system that penalizes schools based on their demographics. So I feel, if you'll notice, they talk about the maintained column and they have the increased and the decreased, or the increased and the declined columns just to the right and left of the center column. What I pointed out is or what I'd like us to point out and notice is that that's you fall into those columns by gaining or decreasing merely from one to five percent. When we have student groups that have fairly small numbers, those changes from one year to the next can be expected just based because you're not comparing the same student at change over time, you're comparing this year's students to last year's students. So it might be a small improvement or maybe it's a great improvement, we don't know yet. However, even these will need to be interpreted cautiously because for someone to get an orange or even a green based on a change that would have occurred statistically regardless because you're looking at different groups of students, it needs to be taken with a grain of salt. And as Mrs. Ashmore pointed out, we need to look at three or four years of change over time.

[11528] Ray Rodriguez: Okay. Member Thomas.

[11529] Nancy Thomas: I was noticing that in the LCAP, we have a goal of 5% improvement in language arts and a goal of 5% improvement in math. And the SIPSAs, every SPSA had the same goal of 10%. I'm wondering if you've looked at disaggregating by ethnicity and making maybe Shouldn't the district goal be the same as the site goals? And shouldn't we have different goals for closing the achievement gap? So different goals for our low-achieving students compared to our more majority-achieving students, for example. So that was one thing I was wondering. The other thing is that when you gave us the comparisons, you gave us comparison with the state. I think it would be more helpful for me, and maybe because we are in competition, if you will, for students from the region, not across the whole state, I think it would be a better comparison for me, at least, to see the county, how we compare with the county-wide scores, or both. So those are my comments. Thank you.

[11612] Ray Rodriguez: Thank you. Member Nguyen.

[11614] SPEAKER_47: Actually, just to add on to that, I think real valuable piece of comparison data. It's not necessarily just the county, because even within that, that varies, but what I've known some districts to do is identify a cluster of 10 to 12 districts that are very similar to ours in demographics and socioeconomic status and EL population, and then just peg those as sort of like our comparative group, and then compare the data with that group. And we'll still have the state and the county, but then use that group as sort of the comparative baseline.

[11647] Ray Rodriguez: Yes, similar school. I have a quick question. Mrs. Ashmore did a great job and Ms. Hanley, thank you. You mentioned the graduation rate and I know for community members and myself sometimes, we try to figure out, you know, how do you figure that out because if we have 450 ninth graders, that start at the ninth grade. During the four years, you know, some kids move out. They go to different schools, but they still graduate. So just to get a better idea on how you track that during those four years and so we can come up with our, go ahead, Superintendent Sanchez.

[11695] SPEAKER_18: I have the county's draft of how they're proposing to do that in front of me. I'm going to just pass that around to you guys.

[11701] Ray Rodriguez: But go ahead if you want to answer it.

[11703] SPEAKER_18: Oh, did you want to answer it? Let me comment because a couple things I want to indicate. There's a good thing that we're moving to growth because that helps schools demonstrate the growth they have with the kids that show up every day and the kids that we have. So even though a kid may not be at the proficiency level or let's say grade level, if we can demonstrate that they move, let's say they're a third grader but they're only performing at the second grade level, but we're able to move them a year of growth in a year's time, that still we get credit for that. In the current system that isn't based on growth, we don't have that opportunity to demonstrate that we're serving the kids we have and moving them from where they are. So that's something to bear notice with. And if you look at what they're looking for college and career, this is their first draft of kind of the indicators of, and the red boxes here, I don't know if you guys have seen that. Do you have that one? They may not have shared it with everybody. So if you look what's in the red box or the yellow box or the green box, it tells you, you'll probably be in that color range if those indicators are present. So if you're doing, you know, any one of the following, they think you're kind of moving in that direction. So this is kind of where it's getting to is what are the actions that directly are impacting it? What are the indicators? This is the first draft. as a county, we'll be collaborating with other county districts, so we kind of have the same metric. And I think where it's going to land is every school will have kind of a stoplight color-coded report card. You'll be able to, at a glance, see how they're doing on these key performance indicators. I think what we'll see eventually is, like the handout I gave you with the six plus the four, We'll have some kind of reporting out on those with these levels over time. And I think that the real answer, I think, to your original question of how do we track is this whole idea of on track, off track. If we can determine, because the reality is it depends on how you measure what the ninth grader is. If we say you're a ninth grader because you have between zero and 60 credits, that's different than saying you've been here for, you know, two years and still have only 0 to 60 credits. So the rough numbers I've analyzed with ninth grade right now, we have 400 and some new ninth graders, but kids that are overage under credit adds almost another 200 to that. So we're anywhere from six to just under 700 kids that might be behind. So it's a different metric, and that's not how the state measures it. So the way the state measures it, they do the number of kids that start, I think they look who starts 12th grade, who finishes 12th grade, which is a different metric. So, there's some advantages to growth. I think that part of the growing pains are going to be making sure we're compared to the appropriate cohort. We don't want to get to where we're doing different tests for different kids, but we want to see how our kids are doing compared to other kids like them, so that we're not outside of those margins. And so that we're comparing apples to apples. That's been the big challenge with the growth model. But the graduation rate and the college and career, all those pieces are the extra layer. The reason they start there is high school is so high stakes. They have all these other metrics on top of it besides just are you in class, how are you doing on the math and literacy test. They also have the other graduation requirements. Of course, I asked them when they handed this out at the superintendent meeting, where's the one for the other indicators? They haven't even started yet. That's how new this is. They just have now taken a stab at how are we going to measure it, and how do we know if we're in the neighborhood. So this is part of the work that the CCEE will help us with. And I'd rather be part of a pilot than have somebody else pilot and then make us do it. So I think we'll have a lot of say in participation with them to kind of craft this for what makes sense for us.

[11955] Ray Rodriguez: Thank you. Member Thomas?

[11957] Nancy Thomas: Oh, I don't know. I was looking at some of these indicators, and one of them that the state's going to measure us on is chronic absenteeism. And I just want everyone to know that when I look at the district, at the state website, we have a big difference between our high school or secondary level and our elementaries in terms of chronic absenteeism, and I think It was 50% the last time I looked for the high school. So it's just a concern area that I hope we're going to address going forward.

[11996] SPEAKER_18: I think that what all of this conversation brings up for us and for me is we really do need a more comprehensive data system that will match this so that at a glance we can be able to go on a screen Click on, if our school's in yellow, click on that yellow portion, and it shows you who those kids are in real time and how we can intervene with those kids at a Excel spreadsheet level. That's going to take probably some studying of what systems can help with that. And that's kind of why I'm interested in this pilot idea, because if they're going to pilot some software, I'd love for us to be the guinea pigs and not have to pay for it. at least until we have to.

[12042] Ray Rodriguez: Dr. Hilbert, did you, are we done with this part or did you, are you?

[12051] SPEAKER_08: Thank you very much. Thank you. Mrs. Ashmore, Mrs. Hanley.

[12055] Ray Rodriguez: Thank you, thank you, thank you. Okay, we've already asked if anybody wants to address us on public comment on agenda items and that was done before 8.30. So we move to the consent agenda. Or did you want to do the LCAP? Are we still going to do that? Okay, go ahead. I thought that was all part of the whole thing since you mentioned LCAP.

[12084] SPEAKER_08: OK, Mrs. Hanley is going to share with us the actions that she has planned, the timeline she has planned for the LCAP for the current year. She'll talk about what's different this year from last year. And in addition, we've already begun. The LCAP is really an ongoing process. It never stops. We just continue from one step to the next. Thank you, Mrs. Hanley.

[12108] SPEAKER_07: Thank you. Good evening, President Rodriguez, Board of Trustees, and Superintendent Sanchez. So thank you very much for inviting me tonight to present on our LCAP development of where we're at for our process for the 16-17 school year. So as Dr. Hilberg had mentioned, we're going to take a quick look at the LCAP. the timeline that we had for last year. So last year, as this was developed, we tried to integrate with the current systems and processes that were in place. We made a couple of adjustments, and we had changed how we did our parent participation piece a little bit. And we had just a couple of adjustments. This year, going forward, what we're going to do is, We have a couple of changes that we're going to be looking at. So in the last timeline that we had, we did a parent survey that was administered around Thanksgiving time. And this year, Mr. Sanchez has already gotten started on the parent survey, and we're getting a lot of feedback from that. So we'll be taking the survey that Mr. Sanchez has administered and taking feedback from that to give input into our LCAP. Another change that we're doing is Mr. Sanchez is creating some great community forums that he is addressing. We're hoping that we're going to be able to use some of the input that he does get from the meetings, if that works out for us. If so, we won't be having the community cafes that we've had in the past because we don't want to be redundant. So we're looking to see if we can use those forums to follow direction and input that he's going to be getting. We also are looking at presenting to the board. Last year, we really focused in on the one-pagers to simplify what the key ideas were in the LCAP. And rather than do that this year and present that to board because there are some questions and concerns about that, what we're going to do is I'll bring forward to the board two different drafts in the proposed timeline that we have going forward. And you would receive the first draft on February 7th and another draft on April 4th. And it will be following the new format. So LCAP is going to be in a new format this year. They haven't completely finalized it with the State Department by now. They were hoping to, but running a little late. And they're hoping to have it done, or they're proposing to have it done before January, which is really when we really start to get in and use the template. So LCAP will have a new template. It'll have different look to it, but it's going to have the same content. They won't be really changing the content in it. It's just going to be how we present it. But you'll have a chance to look at that on both of those board meetings when it comes forward and see how far along it's been presented. This will also help with some of the issues that came up last year when we tried, after working on the one-pagers, and we tried to do the template at the very last, and we had some errors. So we're hoping to prevent that this year by giving you it in the format of the actual LCAP template. And so those are some of the changes that we have proposed. The draft that I'm giving you tonight for the timeline is not complete in its entirety because we still do have a component that we're going to be adding some more of the parent advisory. I'm working with Mr. Sanchez on that piece. And so that isn't in this timeline, but I did want to present to you where we're at tonight so you get a sense. of what changes we are looking at and what we're starting to bring forward. So with looking at this, we kind of covered what the big changes were. You'll see in June that we're still going to be doing the public hearing which is by Ed Code Law and then the final hearing. What I'm hoping to do this year, you'll see at the different events I'm hoping to present to the board, drafts and communications of where we're at in the timeline so you can have more updates throughout the year. And I've presented to you what kind of feedback we'll have at the different board meetings so that as we get into the final draft, that will really be very little changes, hopefully, at that point in time. So we won't have surprises there. So with that, one of the first things we want to do is it's too early to start working on the annual update in the fact that we can't really do the narrative of how the programs are going or not going quite yet because the goals are written for implementation this year. But we do have almost all of our metrics in, all the metrics that are by law. to be in the LCAP. So what I'd like to do is present at the next board meeting, not in the format that you'll see it in the LCAP draft, because it hasn't been drafted yet, but I will show you preliminary of what all the metrics are going to be looking like for this year in our LCAP. And at that, pretty much concludes the presentation. Do you have any questions for me or comments?

[12446] Nancy Thomas: I noticed there's, how many parent advisory, or it's really called our district advisory committee, right? How many of those meetings are you planning to have? I only saw one on there. Did you mention it?

[12457] SPEAKER_07: Yeah, that one's in development. I'm working with Mr. Sanchez on that, and we're hoping to expand that a little bit. So at the next board meeting, hopefully we'll be able to come forward with you with more information on that. That's the piece that's not fine tuned yet. Okay. But I did want to show you everything else, so you at least had a sense of you know, we are getting up and going on the process.

[12477] Nancy Thomas: I know last year we had no budget information until just a few weeks before we were supposed to approve the final draft. So I'm hoping that we can work with the finance department so that an earlier draft gives us some indication of how much of the budget, you know, we can be putting into all the various activities that we're going to be putting in the LCAP.

[12504] SPEAKER_07: Do more of a proposed budget?

[12507] Nancy Thomas: Or, it can be developed. I think the budget should be developed in concert with the draft. So if you do the draft without some budget numbers that back it up, in the end, if the budget dollars aren't there, then everything has to change at the last minute. So it seems to me that it goes hand in hand, that we shouldn't have budget numbers just two weeks before the draft of the LCAP comes to us.

[12533] SPEAKER_07: Okay. All right. Thank you very much for the feedback.

[12535] Ray Rodriguez: Member Persiano.

[12538] SPEAKER_37: Thank you for that, for that presentation. Um, um, I was going to ask that maybe one opportunity for us to kind of, um, potentially maybe team up with the city for a community engagement would be to ask them to be in a city newsletter and maybe We can do that through the city school liaison, so giving myself more work. But I wanted to get your thoughts on that. And then potentially maybe reaching out to the Newark connection, because it goes to every single household. And my understanding is that there might be some board members who have a good relationship with that. They can have some space for us for the LCAP forum community meetings.

[12578] SPEAKER_07: OK. All right. Thank you.

[12580] Ray Rodriguez: Thank you. That's part of East Bay Times, now it's all been consolidated, so. But we still have that, that's great. Anyone else? Okay. Ms. Hanley, thank you, thank you, thank you. Appreciate it.

[12594] SPEAKER_18: Thank you, ladies. Thank you.

[12595] Ray Rodriguez: Okay, we move to consent agenda. And we have consent agenda A, so we have items A1, Need a motion and a second.

[12616] Nancy Thomas: I move we approve items A1 through A4.

[12622] Ray Rodriguez: I'd rather do them separately, if you don't mind. So can you just move on A1, if you don't mind? I'll take it A1. OK. Thank you. OK, please file. Okay, motion passes, five ayes, eight two. Member Thomas, you want to do it again?

[12648] Nancy Thomas: No, I'll let someone else do it.

[12649] SPEAKER_37: Okay, thank you. Eight two. I'm just wondering, the reason you want it separate, because you just wanted to vote on every single one, as opposed to just putting them all together?

[12660] Ray Rodriguez: Yeah, just the way they're presented, that's all. Okay.

[12663] SPEAKER_37: All right, so I'll move to approve eight two.

[12666] Ray Rodriguez: Okay, thank you. Member Purcell, I moved, I need a second. Member Nguyen seconds. Okay. Please vote. Motion passes five ayes. Thank you. A3?

[12692] SPEAKER_47: Move to approve A3.

[12693] Ray Rodriguez: Member Nguyen moves. Did you second?

[12700] SPEAKER_31: I'll second.

[12700] Ray Rodriguez: Member Crocker seconds, please vote. Number one. Thank you. Motion passes five ayes, a four. I move. Member Crocker moves.

[12720] SPEAKER_37: I'll second.

[12721] Ray Rodriguez: Member Prezel seconds. Member Thomas. Thank you. Motion passes. Member Nguyen. Okay, let me... It's not. Yeah, it's not hitting. Let me try it again. Please vote again please, if you don't mind. Okay, now it's in. Okay, motion passes five ayes, thank you. We now move to non-personal items B and that would be B1, B2, B3, B4, B5, and B6. Member Crocker wants to pull B2.

[12772] Nancy Thomas: I'd like to pull B5 and B6.

[12775] Ray Rodriguez: Member Thomas, B5 and 6. Okay, anyone else from the community? So we have items B1, B3, and B4. I need a motion.

[12797] SPEAKER_31: Move acceptance.

[12799] Ray Rodriguez: Member Crocker moves. Second. Member Persiel seconds. Okay, please vote. Member Persiel, thank you. Okay, Member Cracker.

[12821] SPEAKER_31: I found a typo on the AR. I let Ms. Sandoval know what it is. It did not change substance. I move acceptance of the substance with the correction.

[12833] Ray Rodriguez: Okay, thank you. Member Cracker moves on B2. I need a second.

[12839] SPEAKER_31: With the correction.

[12840] Ray Rodriguez: With the correction, thank you.

[12841] SPEAKER_37: Can you just state for the record what the correction is?

[12843] SPEAKER_31: Yes, state the correction, please. I'd be very happy to. was listed as tamed and changed to retained. It's on page 7, number 4, second paragraph, second sentence.

[12856] Nancy Thomas: I had also flagged that change. I have another comment or question around this, and that is that somewhere in the back of my mind, I recall that, and if you notice, all of our policies have been under, they have not been on consent. They've been under either new or old business. And I think there's a board, I mean, I think there's an ed code that requires that policies not be on the consent calendar. So can we check in on that?

[12885] SPEAKER_31: You're right. This is a, we brought this back.

[12887] Nancy Thomas: Yeah. It's, this is for a second reading, but I, I, I believe the requirement is that policies have to, cannot be on consent.

[12895] SPEAKER_31: So. So I would like to eliminate my suggestion and.

[12900] Ray Rodriguez: Bring it back.

[12901] SPEAKER_31: Bring it back. Well, actually,

[12904] SPEAKER_37: It's on consent. No, we have to bring it back if that is in fact correct. I don't know if that's correct.

[12910] Ray Rodriguez: I know it's the case for the first reading but I can't recall on the second reading.

[12914] SPEAKER_31: It always is. What's it?

[12915] Nancy Thomas: I mean it's not time critical so maybe we can find out. Bring it back. And bring it back.

[12922] Ray Rodriguez: So B2, so bring it back and then put it under all business. Okay, B5. Oh, you got to redraw the motion and the second please. I withdraw. Okay, thank you. Member Thomas, B5.

[12936] Nancy Thomas: I had asked staff, and maybe I just, maybe it's in my email, but there were an awful lot of equipment or, you know, tables and everything that might be able to be used in other classrooms in the district, so I wanted to know, before we declare those items surplus, have they been made available to our other because some of that equipment might be better than what our teachers already have.

[12967] SPEAKER_08: Yes, we did put all of the classroom furniture in the yard and invited all principals and office staff to come over and take a look, and it has been picked over pretty carefully, and what remains is what is surplus.

[12982] Nancy Thomas: Okay, so I recommend, I move that we approve B-5.

[12987] Ray Rodriguez: Okay, Member Thomas moves that we, on B-5, I need a second. Member Nguyen seconds. Please vote.

[12994] SPEAKER_37: Do you have a question real quick, sir? Member Perciale. I was waiting for the second. It's OK. I'm just curious. So after it's designated surplus, can it then be donated to a nonprofit? Or is it then trashed? I guess I don't know what happens.

[13010] SPEAKER_08: You know, I don't actually know the process, but I don't think it goes in the trash.

[13014] SPEAKER_18: Usually surplus goes on a website, and it actually gets resold.

[13019] SPEAKER_37: I just want to make sure that I know like the ones that are dead, those aren't going to... Okay.

[13025] Nancy Thomas: I think there's some ed code that we... Right, there's an ed code. ...policy that you have to follow in terms of, you know, how you dispose of... I didn't know that because I was asking the question, so I didn't... Alright, thank you.

[13040] Ray Rodriguez: Okay, so did we... Okay, thank you. Okay, again, who made the motion and the second?

[13049] Nancy Thomas: I made the motion. Member Thomas made the motion.

[13050] Ray Rodriguez: I second. Missed a way. Okay, good. Please vote. Motion passes five ayes. Member Thomas, B6.

[13058] Nancy Thomas: Yeah, there's two items on B6. One of them is energy efficiency lighting for the MOT and we've been having some discussions that might result in MOT being relocated and so my suggestion would be that we take out the MOT lighting and until we have better resolution on whether or not we're going to move, it seems kind of foolish to spend money at the MOT site if it's only going to be there for a matter of a year or two.

[13094] Ray Rodriguez: This is part of Proposition 39 money, so I don't know if that money could be, can we spend that somewhere else?

[13102] SPEAKER_47: So Prop 39, part of Prop 39 is by spending it, we're capturing some of the state dollars. Right. So I think it would actually hurt us if we didn't do it.

[13116] Nancy Thomas: But I mean, does it, I guess Mr. Richards isn't here, but my question would be if, if we can delay this for a year, do we lose the money?

[13127] SPEAKER_47: Yeah, I believe so. I, someone correct me, but I believe if it's year by year and each district's allotted a certain amount and we don't use it, we will lose it.

[13136] Nancy Thomas: Well, I still would feel better if there were, you know, if there were other... Let's see.

[13140] SPEAKER_47: You can put somewhere else.

[13141] Nancy Thomas: Well, if there were other Prop 30... Yeah, I don't know. Member Rich is not here. Prop 39 projects that don't involve something that might go away in a year or two. That's all.

[13152] Ray Rodriguez: I don't know if there's... Where the money is there?

[13154] SPEAKER_31: Member Crocker? I guess my feeling is you're talking about lights, you're talking about security, you're talking about safety, and we're not talking about... We're talking at least two years, three years out. So during that time, we need to have the lights there as a safety. And so I thought the same thing when I saw it. And I was thinking that why do we put, it's like fixing roofs if we're going to be not in the building a year or two. But I think this is, lights are lights.

[13191] Nancy Thomas: We already have lights. These are more energy-efficient lights.

[13194] Ray Rodriguez: So it's just a... If it's a matter of... Well, if it's energy-efficient, wouldn't we save money now and wouldn't it be better to do it? Can you want to help us with that?

[13206] Nancy Thomas: That's right. We have a gentleman from Venner. Thank you.

[13212] SPEAKER_50: I've been involved with Prop 39 here at this district, but I do know that you'll lose the money and if you don't, If I remember right, you have to specify what you want to spend the money for. And if you don't spend it, then you lose it. This is actually for light bulbs, and for little bulbs, or whatever you want to call them now. But you're putting them in existing fixtures out there now, and it's energy efficient. So what you're going to be doing is saving it. In the end, if you want to, you can take them out.

[13237] SPEAKER_31: We can use them somewhere else. So it is the bulbs, not the fixtures? I'm sorry. It is the bulbs, not the fixtures?

[13244] SPEAKER_47: No, so the work order calls for some changes of fixtures.

[13249] SPEAKER_50: There are, yes sir, there are some. That's what I was going to say. Most of them are some bulbs, but there are some that need to be replaced out there. 17 fixtures.

[13257] SPEAKER_18: Condon, did you want to add?

[13257] SPEAKER_39: Just go past the school board, on your way home tonight, and tell us that there's no lights needed for the next two weeks.

[13271] Ray Rodriguez: Okay, thank you. Very enlightening.

[13273] Nancy Thomas: Are there not lights now? So this is... It becomes a safety issue. Replacing... So we're not just changing out... So we're not just changing out fixtures that already exist, adding more light.

[13307] SPEAKER_39: Okay, no, that's fine.

[13309] Nancy Thomas: If we're doing that, I'm fine with it. I just couldn't tell.

[13313] Ray Rodriguez: No, we're very much into the safety issue, so that's, to me, that's a given.

[13319] SPEAKER_47: Member Whitten, go ahead. The scope is replacing the fixtures. The pools and everything, the pools, but we're talking about MLT right now. And it's replacing the fixtures and the total cost is $6,500 for the MLT portal.

[13331] Nancy Thomas: Okay, well, it was... I'll move that we approve B6.

[13336] Ray Rodriguez: Thank you, Member Thomas. Member Thomas moves, Member Crocker seconds. Please vote. Motion passes, thank you, thank you very much. Thank you Ms. Condon and I forgot the gentleman from Vanner again, I'm losing it. Rob, thank you. Right, thank you, appreciate that. Board comments on consent agenda items? Seeing none, we move to employee organizations. Ms. Condon, you're already up here.

[13377] SPEAKER_39: I still have to walk up here. Good evening, President Rodriguez and members, and Superintendent Sanchez, and executive cabinet. I haven't been around for a while, but I wanted to welcome Patty and Leticia and Mr. Sanchez. There's been a lot of good things I've noticed so far this school year, moving in the right direction, positive things. Mr. Sanchez showed an area where we had volunteers come in and work at the Child Nutrition Department at the yard. And that was a really cool thing because it was supposed to be at a school site, but because of our construction going on, we couldn't bring them in. I didn't feel it was safe to bring them in during the construction time to go in and do anything at the school. So the only place we had was the yard. And it kind of brightened up a little bit in the yard, which was really nice. And the reason that worked is because we have parents that go into that child nutrition department. So when you walk in, it really looks bad. So having them come out, the name of the company was Hands On Bay Area. And they actually brought like 40 to 60 people out from a company here in Newark, I think, I don't remember the name of the company. I think it was RNN or something like that or R&D. And they actually volunteer their day. Their company allowed them to volunteer their day to work at these various places and give back to the community. So it was really, really neat. And hopefully, one day in the future, I can have them come in and thank them personally for the volunteer work that they do for our school district. They pay for the whole thing. And it looked pretty cool. And they do do several areas in different schools. They're not the only volunteers we have. We have people like the Rotary Clubs. We have churches. We do a lot of volunteer, allowing the volunteers to come in on that big volume to help the schools. And that was a good, that's a good thing. Mr. Sanchez said he came to our benefit fair. He volunteered. We didn't volunteer him. He offered to cook, and it was awesome. So it was nice to see someone doing for them. And he stuck around. And from the bottom of my heart, I have to say that some of our members felt like they were important. Ms. Leticia was there as well. And they came, and they stayed. And just their presence, I think, sometimes we lose that over the workload that we deal with and what we have to do. So I appreciate that. I have to say that with this Measure GG, the city kind of... I don't know if it was a city or whoever put out a flyer had kind of jumped the gun and put our name on that flyer, and it made a lot of people upset about, not upset that we might be part of the city group, but that there was no decision made, and I got a lot of phone calls. And I also want to thank the fact that Mr. Sanchez sent out an email and said, you know, we hadn't made a decision as a board yet or as a school district of where we were going. So to see tonight that you're actually moving forward and looking at different options on what to do in helping benefit the district and the moves in our land rather than just going into that city, you know, city unit. I think that's a big thing. I think looking at it, overview, looking at all the options, seeing what we can do internally because we have a lot of resources here and why not use them. I hate seeing and it's consistent what we do. We make a decision and then we push and then we end up a couple of months down the line having to change something because we didn't think it through. So it would be nice to be able to spend the money wisely and at least watching you try to make that decision on an educated level is important to me. So thank you. Have a great night. We'll see you next time.

[13631] Ray Rodriguez: Glad to have you back.

[13632] Jodi Croce: Yes.

[13635] Ray Rodriguez: Okay, anyone from NTA or NEWMA? Seeing none, we'll move to new business. Summary of donations. I'm not even. Move to approve. Okay, member Rosado moves. I'll second.

[13651] Nancy Thomas: Member Nguyen seconds. I have a concern about number two, the donation of 5,000 to the high school for scholarships. I've done some research and I've shared that with staff and I would hope that we would maybe amend this motion to accept number one and number three and wait until the questions are answered before we accept number two.

[13683] SPEAKER_31: Because it's given to the foundation?

[13687] Nancy Thomas: Well, usually in the past we have given scholarships through the education foundation, not the education foundation, but the Newark Community Scholarship Fund. It's a separate 501C3. And so my question is, shouldn't this money go into their, that account rather than into a district account? The other thing is, if we do give donations, if we do give scholarships There's a, a whole ed code section that I have forwarded to Mr. Sanchez that dictates the rules around doing it and, and we have not followed any of those rules to date. So we would have to set it up, I think, before we can put $5,000 into it. So I think it just requires some research and bringing this, making sure this goes in the right place and, and it's, it's handled correctly.

[13751] SPEAKER_18: I'd recommend let's bring it back and let us get a legal opinion.

[13755] Ray Rodriguez: Because normally when a donation is made to a fund, normally it's up to the individual to donate the money. They kind of, a lot of times, dictate. But it's good to do the research and bring it back, so.

[13772] SPEAKER_18: I don't think it's pressing time-wise that we have time to do it.

[13775] SPEAKER_37: Let's get a legal opinion. My only thoughts would be just if we can relate to the optimism that that that's the process, because I don't want to want someone, an organization that's donating $5,000 to say, oh, you're not accepting my donation.

[13788] Nancy Thomas: Oh, I'm sure we'll accept it. I just want to make that clear.

[13793] SPEAKER_31: I'm going to the means. OK, I just want to make that clear.

[13795] SPEAKER_37: If someone gave $5,000 and was like, oh, just give it.

[13798] Nancy Thomas: They do it every year. It's wonderful. And Rotary gives it every year. And I want to make sure that they know that it's not. But it's been handled differently in the past. That's why I bring it up.

[13806] Ray Rodriguez: I'm sure I get over to the office, since we have three of us that are members. But thank you for bringing that up.

[13812] SPEAKER_37: No, it's important. Thank you. Then I would amend them to move to accept one and three.

[13817] Ray Rodriguez: Okay, thank you. Second. Member Krakus seconds the motion amended. Okay, please vote.

[13824] SPEAKER_37: I don't know if Member Nguyen has to withdraw his second.

[13828] Ray Rodriguez: Oh, didn't you?

[13829] SPEAKER_37: Oh, you seconded. I second. Oh, you seconded the first time? The first time I moved. Yeah. Okay. So I just want to, I don't know, process-wise.

[13837] Nancy Thomas: I think the process is you have to accept the amended

[13839] Ray Rodriguez: I shall accept. Okay. So the amended has been accepted. So please vote. Member Cracker. Got it. Thank you. Motion passes five ayes. Okay. Thank you. And then the other item we'll bring back. Okay. Superintendent, next item is on you.

[13871] SPEAKER_18: I'd like to bring back new business item B at a later date. I would like to have some time to step back and maybe look at other funding sources. I think that in light of not having clarity for budget relative to where we are with Measure G as well as Russian dollars and not having that clarity, I might be able to find some of the resources of where to fund some of these out of other funds and I just need a little more time to research that. You know, I have urgency around these items. I don't think they're going to go away. I think there are things that we need to do. But where we fund them from might change and I just would like to bring it back later. At some point though, we are going to... I'd like to do it sooner than later but I need to research some funds. Okay. I want to make sure that if it is going to be Russian dollars that the board has had clarity and right now I don't have an actual answer of what remains. And I think we're still waiting on it. I don't know if we've scheduled with Vanner yet. Do you know if we've scheduled Vanner's presentation to the board yet? OK. So there's some other things that I need clarity on before I can make a sound recommendation. OK, great. Got it.

[13940] SPEAKER_47: Thank you. No, thank you. So as you're doing that, can you look at the options on the scoreboards that I saw? Yes. I noticed that it's monochromatic and not colorful screen. Right. And also the sound system, there's a price there. just out of curiosity, how much it would cost, right? With what was proposed and also with what a full LED video screen would cost at the same size. And I only bring this up because we hold our high school graduation in that stadium every single year. And so it'd be nice to have some sort of video feed into that scoreboard. And also it's This is a once a 30-year type project. Right. So if we're going to do it, let's try to make it as future-proof as possible. Okay. Unless the cost is just too prohibitive, right?

[13998] SPEAKER_18: I have no idea how much upgrading the... 150 to 200K ballpark. In addition to the... I mean, to get the premium package of something that's... With the LED video board?

[14009] SPEAKER_47: Because the first proposal is $118,000.

[14010] Ray Rodriguez: Well, we're having that discussion. Okay. Right. So, and we've already agreed to bring it back. No, no, can we go, we would do that in the, in this part here, if you don't mind.

[14022] Nancy Thomas: We can.

[14022] SPEAKER_47: Right, but I'm speaking to item B though, because he, he's.

[14025] Ray Rodriguez: Well, yeah, but he agreed, okay, so are we going to discuss it now then?

[14029] SPEAKER_47: We're not discussing, I'm giving him guidance as far as what to bring back.

[14032] Nancy Thomas: Yeah, exactly. Okay, that's fine, go ahead. I think that's exactly right, that we should be able to discuss, you know,

[14037] SPEAKER_47: anything we have on... You even have a higher... Just a more variety, I guess, as far as our options. And then what... And then, in addition to those items, if you can also bring back the cost of replacing the chain-linked fences, especially at the front of our elementary schools, and we're not talking about the whole perimeter, but I think if we're aimed at you know, creating that image, reshaping our district and rebranding, that's important. The critical time for parents to make decision whether to stay in our district or not occurs at the elementary school site when they drop off their kids or when they first initially visit to enroll. And we went on a tour a year and a half ago and a lot of principals mentioned that they don't like that chain link fence at the very front of their school.

[14092] SPEAKER_18: And so if we can... That I can report on. Yeah. That's the other reason I want to wait as well. I didn't want it to also appear that I'm only thinking about the secondary schools. I have asked all principals to give me their wish list that what are their top priorities to help with curb appeal within a reasonable amount. And the only requirement was I want to make sure that they have a community support from their site advisory councils. And we're generating that feedback right now. So when I bring this back, I might have a more comprehensive list. Hopefully, I also want to balance that with clarity around Russian and measure dollars before we, sure. But I recommend something to go forward.

[14136] Ray Rodriguez: I think we, when we had our session earlier, Superintendent Sanchez, you did mention that you wanted to have discussion but no action. So, did you want to talk any, because I still had you on here.

[14150] SPEAKER_18: No, I think that's really... I think that the only thing I would add is I agree we should, if it's a one-time, once in 20 years, we should buy something of quality. There was some discussion about putting a screen on both sides so we could take advantage of Cherry Street. But there is a little bit of a problem of trees blocking the view. And I don't want to be the once-ler from Dr. Seuss cutting trees down. But I think my sense now, looking back, I think was my urgency was really It's important to have a first impression, and I would like this to be resolved soon. I'd like to bring it as a package, but I might have to break it into two or three different tiers. But I want to make sure all principals know that they've got something that's probably coming. to what degree I won't know until we have clarity on budget. So I just want you to know my thinking about it. It probably got ahead of me before I should have brought it forward. No, no, that's fine. But I wanted to make sure that the urgency is understood. I do want to get it resolved soon.

[14212] Ray Rodriguez: Okay, thank you. Member Crocker and then Member Persiela.

[14215] SPEAKER_31: I wanted to point out the fact that the field is used for more than football and there are scoreboards that have soccer information and have track and field. And, you know, it blows my mind we're talking $250,000 for a scoreboard. that really blows my mind, even though it's there. So I can see fundraising in the district where the district would pay half and whatever they could raise would be the community if it was important to them, they'd get behind it and then whatever money we have, we'd spend. And so there would be some sort of a limit for what we would do. Second thing is that you're placing things all together that I think have a different need and different urgency. We're getting to the rainy weather and we need tables out there for the kids. And from my perspective, that should be automatically done now because I think there's going to be a need to get the tables out for the junior high and for the elementary schools. And so I would like to see that as a separate kind of thing along with the planner box at the junior high and the replacement of 17 cafeterias, schools. On number five, I think it needs to be held off until we have other decisions about what the buildings are going to be. So I would like to see them sort of separated if we're going to discuss this. I am ready to vote on the tables tonight and say yes. But I know that may not be what everyone agrees to.

[14306] Ray Rodriguez: Member Thomas.

[14308] Nancy Thomas: Member Preciado is next.

[14310] Ray Rodriguez: Oh, I'm sorry, Member Preciado, then Member Thomas.

[14312] SPEAKER_37: Thank you. Maybe because I'm too quiet. I want to say I appreciate the fact that we're bringing back one of the thoughts and one of the concerns that I've had in terms of mapping this out is that even when we went forward with it, 8 million was that for the rest we need to map out or sit down and have a plan of action of how we're going to use it because then I feel like there's always going to be projects that we can work on. We know even with with a bond that there's a $120 million need and only $65 million. So if we don't map out what our priorities are, then I feel like all of a sudden that money is going to be gone. And then we're going to be stuck. So I just want to, with the rest of it, figure out how to have a conversation with how to prioritize those projects. Because other things that we had mentioned If we want to build that school in Area 3, showing that we have some sort of resources, we sold the school, and then we can put some money down towards building a new school, right? But we haven't had that conversation, so I guess that's just my thoughts.

[14390] Ray Rodriguez: Thank you. Member Thomas.

[14392] Nancy Thomas: Yeah, I'd like to echo what you've said, Member Preciado. I'd like to bring up the fact that most of these projects come under what we approved has exterior transformation in our schools. And to me, it's almost like the roofing in the HVAC. We had to do those. And then after the money that's left over in the bond after that, we can reprioritize. With this, it's almost like we had to paint. And one of the big things that we had on our original list was landscaping. So what are the two big things that we have to account for first. One is paint, and one may be drought-tolerant landscaping. So we map the cost of that out. That's out of the $4 million. What's left is what we can use for other projects that are curb appeal. And curb appeal could be the big board, message board. Curb appeal could be the tables. Curb appeal could be replacing benches. So a lot of these things that are on there I think fit nicely into that 4 million and but then I think we need to always look at equity. If you look at what we did with the merger, we gave the classroom, 21st century classrooms to two schools. We are $1.5 million shy of being able to do that for all of our schools. So we need to really say, hey, is it more important to take some of that money and put it into 21st century classrooms? And then are we going to be equitable across each site? So I'm really, you know, on the $4 million for the curb appeal thing. So I'm really delighted that Mr. Sanchez is asking the sites for their input because I think we should give the sites some latitude within that and some kind of a budget per site that's reflective of the size of the site and the number of students served and everything so that sites have a budget that they can bring to us with their highest priorities so we're making sure we're equitable across the site. So those are my thoughts.

[14531] Ray Rodriguez: Okay, thank you. I just had a couple of thoughts. I was in favor of bringing this forward and voting on this. When you're at an event at the high school, we have one high school And all eyes are on the high school and we're trying to attract students from other areas and other football teams come in or other sports teams. And it's also used for cancer awareness and there's so many other things. And having a high school, it's just embarrassing when you go to the high school and you have this big scoreboard that doesn't work. It's just, you know, and I think it would have been well-spent money to replace the scoreboard and the sound system. We can probably hold off on that. The planter box and the picnic tables, definitely yes. And everything else in here other than repair the driver at the district office, that's got to be last. But I understand Superintendent Sanchez wanting to look at other monies. Personally, the other monies, in my opinion, could be used for you know, having a PR person so we can talk about our district and get more people to come here. And we have the money for this and I personally wanted to move on this and also, remember Thomas, I agree, I think we should, you know, on the furniture bit that we only did two schools instead of all of them. I think it's time we correct that. But, so I was ready to vote on this but if, Nobody wants to do the action, but it is in here. If you want to go with the Superintendent Sanchez and bring it back for more discussion and action, I'm personally, if somebody wants to make a motion and I'm ready to vote on this. Of course, I want the scoreboard to be in part of it, but so it's up to you. If we're not, we just bring it back. Yeah, he's already pulled it. No, we pull it. you know, we're having the discussion and it's on discussion action, so we can actually vote on it if we wanted to. So what's the board's pleasure? Did you want to bring it back like Superintendent Shenzhen wants?

[14674] SPEAKER_37: Yeah, I would say bring it back.

[14676] SPEAKER_47: Yeah. Bring it back? Bring it back. We can bring back a more comprehensive package. Okay.

[14680] Nancy Thomas: And I think, you know, unless the board disagrees, I think bring it back with a comprehensive plan around that 4 million dollars that it would come out of or any of it would come out of

[14691] Ray Rodriguez: Well, I think there's disagreement on that. I think you were thinking of bringing it back in different segments.

[14697] SPEAKER_31: I think that's his decision.

[14699] Ray Rodriguez: My recommendation. Well, that would be your decision. I agree with Member Crocker.

[14704] SPEAKER_18: My thinking is whatever I bring back will have heavy principal input on what that site needs. And my recommendation would be to trust what the principals prioritize and to try to have some equity based on number of kids they serve. 200,000 may sound like a lot. We have 1,700 kids at that building. So you have to kind of weigh it against how many kids do we serve, how many eyes are on that. So I think, let me give it more of a structure and get more comprehensive. Because I want to know kind of what are they asking for and what do they think in conversation with their PTA or site parent advisory groups. What are their priorities and maybe what I wrote down is kind of a site priority list. And then let's see what we can come up with. But at the same time, we still need more clarity on the rest of the budget. And I don't have a clear answer on the $4 million, and I need that. And I think now, you know, I know Brian will be out for a little bit, but I think bringing some people in to help or someone in to help get some clarity might help me put together a more comprehensive plan. You know, I think that Chairs for kids to sit in is a high priority item. I think the scoreboard is a high priority item. But I also, I don't care about the central office, that can just go away as far as I'm concerned. But I think that the other one that is a high priority is the sound system. It may not seem like it's that important, but I can tell you what, offering music during lunchtime is a great thing for our kids. And it sounds real simple. And I think that the junior high and the high school could benefit from that. And having a sound system when you have an event at a high school field is important. And just as a principal, I think those are things that are important. But I think we can break it back up into finding funding sources that are appropriate, but at some point, I mean, I would like to get something like this resolved before we go to Thanksgiving break. OK.

[14837] Nancy Thomas: I'd like to just make a further comment that this goes hand in hand with other capital money that we have. And we have the bond. And in the bond, we've been told $14 million left. I don't know how much there is, but a sound system is, it seems to me, could nicely come out of the bond if we do what we've been talking about doing, and that is prioritizing the rest of the bond money. So then we wouldn't take away from the curb appeal budget. We would take it out of a more appropriate budget.

[14877] SPEAKER_37: I just think it goes back to the planning piece. And just to be clear that I support all of these things, and it's not about supporting. It's more just figuring out. where we're taking it, because if we take it from the capital, then it's gone. And then what if we need something else in the future? Then what are we going to do? It's just mapping it out. So the right cost center. Exactly. And equitable. Even if it is within this framework, but just we haven't had the discussion to map out where the rest of the $6 million is going to go.

[14906] SPEAKER_18: Excellent. And actually, the conversation is helpful. So even though I feel a little bit of frustration in the sense I want to get these things done, but I also want to get it done right. No, I appreciate that. I don't want to do a sloppy job. So I'd rather pull back and get it right.

[14921] Ray Rodriguez: OK. Member Nguyen.

[14923] SPEAKER_47: And I was going to say, I've always been an advocate for principal autonomy. However, I think there are some projects that we need to emphasize at the executive level as far as outdoor landscaping for all the schools, that fencing for all the schools, just so that there's some uniformity, or else you give those crazy principals too many ideas.

[14947] Ray Rodriguez: No further discussion, we'll go to Board of Education Committee Reports. Member Thomas, you want to go first? Announcements, requests, debrief?

[14957] Nancy Thomas: Right. I was able to go to the Hispanic Heritage Celebration at the McGregor site. That was very nice. I attended the luau with Ms. Crocker and a few other people. My request is that we have on the agenda that we, we have the remainder of the bond money discussion and, and prioritization and that we further refine as, as member Preciado said, our the, the monies we already have approved that we further refine a plan, have a plan against which we can feel confident in voting for these different projects.

[15007] Ray Rodriguez: Well said, thank you. Member Wood? I'll pass. Pass.

[15012] SPEAKER_31: Member Crocker? I just am looking forward to the City Liaison Committee meeting and thank you for all the input of the kinds of things that we can be discussing. I think that it's going to be very good. My other thing is the CSBA conference, December 1. I have some parameters for that being able to go, so I am going to be having babysitting duties that week. So I have parameters in terms of driving, I think. So I would like to see when people are going and that type of thing. But I do plan to go. So I will get it to you, Sandoval.

[15051] Ray Rodriguez: Thank you.

[15052] SPEAKER_31: But? I've already registered you. You're committed. I'm committed.

[15057] Ray Rodriguez: I've got to go. And she'll bug you and bug you. No, kidding.

[15064] SPEAKER_37: Always is, absolutely.

[15066] Ray Rodriguez: Member Bresciano.

[15067] SPEAKER_37: So I also look forward to the city liaison committee meeting, and if you have any follow-up questions that... Okay, perfect, great. And then I did want to say that I attended a lonely college family science night, and even though it was raining super hard, it was very packed. There was no space for anything, but it was an amazing experience, and I saw many of our parents and families and people that I went to high school with. So it was a great family event and it'd be great for us to continue like partnering with Ohlone College in these types of things or doing similar things in our neck of the woods. So that's all I have.

[15118] Ray Rodriguez: Okay. I just have just a couple. The Alameda County Teacher of the Year, we had great representation from Newark, which supported Ms. Bulwark, Veronica. And Eileen just, Ms. McDonald kind of tapped me on the shoulder when the voting, when they were discussing it, and she says, I think we have another one. So it's great. Superintendent and Dr. Hilberg and everyone else, Latee, everyone that came, really appreciate it. I know Veronica appreciates it. And having her mom and dad, who have since moved to Manteca, having them there, and just felt like a family event, which was nice. And she definitely deserves it. And she alluded to, as a lot of the teachers did, They're just a sampling of what goes on in the classroom and what wonderful things are going on in the classroom, in each teacher's classroom, all teachers. And it was a celebration of all teachers. So that was great. I was invited to go to the CSCA retirement get-together at IHOP for the retirees. pulled Superintendent Sanchez to go with me, and it was excellent, and he did a nice presentation, and it was nice. He was well received. It wasn't easy, because any time you get up there, you're gonna have tough questions on everything, but I thought you handled it very well. Coming up, we have the SELPA meeting next week. And there was one more. I think that's about it. Member Crocker, did you want to add something? And Member Thomas?

[15248] Nancy Thomas: Go ahead, Ms. Thomas.

[15249] SPEAKER_41: Ms.

[15250] Nancy Thomas: Thomas. I will not be able to go to the ROP meeting and Ms. Crocker will not be able to go. Will you be able to go? When? It's Thursday at 4 o'clock.

[15260] Ray Rodriguez: Oh, shoot.

[15263] SPEAKER_31: It has to be the official alternative to vote.

[15266] Ray Rodriguez: Well, we can... I don't know, because I have... You can still go and... I'm having a procedure at Kaiser, so I don't know if I'll be out in time.

[15274] Nancy Thomas: Well, it would be always nice to have it. But any one of us can go. Right. Even if you can't vote, you can give your perspective, Newark's perspective. Right.

[15282] SPEAKER_31: If you haven't been to an RP, I would recommend this very much.

[15285] Ray Rodriguez: Right. Okay. Well, send me the info just in case, depending on if you... Yeah. Okay.

[15289] SPEAKER_31: I do remember what it... Okay.

[15290] Ray Rodriguez: Go ahead.

[15292] SPEAKER_31: I had the opportunity to go to stage one production, and I have to say that the theater looked wonderful. The rug that used to smell of cat urine is gone. Leaks in the ceiling are gone, and we have new seats, and it was very well received by everybody around, and it was hysterical. It was just a hysterical place. So it was a time well spent, and I think that we have ourselves a community organization that is utilizing our facilities. and doing a lot of good help for our travel department. So I just want to underline the fact that we need to do what we can to make sure they feel welcome. And I think we've done so in terms of setting up our environment in the theater.

[15334] Ray Rodriguez: Okay. Are you going to, to Patana, are you going to talk in your closing comments about the meeting we had with the Kidango director? or did you want me to mention it now? You're going to talk about it? Okay, great. Okay, that's all I have. Superintendent, closing comments?

[15350] SPEAKER_18: Just that we are in a conversation with Cadango and we did a tour this week to look at potential sites of being able to, of being able to, you know, over time get to where we have preschool more universally throughout the district. and trying to get them to approximate one or two sites where they might be able to even start next year or collaborate with us to offer preschool at other sites. So very early stages. I think the next stage is going to be to have our operations people talk with their operations people and try to identify where would be a good site construction-wise or where they could move in or develop something. in alignment with their requirements for enrollment. So that's in the works and you'll hear more about us that coming forward. But just they've been a good partner and I think we want to expand that partnership. And I think other than that, I have a need for you to get your calendars out. We're trying to schedule tours of construction. So we have some suggested dates to tour the construction led by Vince Bologna, joined by John Watkins, Robert Sands-Vanner, possibly joined by CBOC members to visit sites suggested by Brian. So here's the kind of route that they would do, Birch Grove Primary, Birch Grove Intermediate, McGregor, Whitford, Kennedy, and then the Junior High. So the suggested dates are November 2nd, November 3rd, starting around 5 PM. or sometime after school. So if anyone's willing to go on any of those tours, you might be booked with other things, but any board members, if you have other dates to suggest, we can make some things work.

[15467] Ray Rodriguez: I can do it October, but I haven't taken any time off and I'm going to be gone the first two weeks of November.

[15473] SPEAKER_18: So maybe October?

[15475] Ray Rodriguez: Yeah, anytime by the end of the month. Or after the The second week of... Maybe December? Yeah.

[15487] SPEAKER_31: December. Either one of those two dates is fine. December.

[15491] SPEAKER_18: Okay. So Jan, you're okay with those two dates? Yeah.

[15493] SPEAKER_31: Preferably the second.

[15495] SPEAKER_18: On the second. Okay, I got you down for that.

[15499] Ray Rodriguez: But I'm okay individually.

[15500] SPEAKER_18: I can, you know... The third works better. No problem. The third, Francisco?

[15507] Nancy Thomas: Okay. I think either works for me. I have to vote.

[15510] Ray Rodriguez: Okay, so you're good. So, remember when? How's yours look? Always busy.

[15518] SPEAKER_18: So we have... December 25th, I think, is open.

[15527] Ray Rodriguez: That's good, I think. I don't know, the way he works, he might not be available.

[15532] SPEAKER_31: We're talking about one day.

[15534] SPEAKER_18: This is just a... 5 o'clock? During that time, 5 o'clock, I'll have Patty follow up and invite. If Member Wynn wanted to go later, we could schedule something later, too.

[15547] SPEAKER_31: Are you talking about all of us at one time?

[15548] SPEAKER_18: No, I think a couple at a time, or just as long as we don't have three.

[15553] Nancy Thomas: No, actually, if we've done it as a whole group, you just have to post it as a meeting.

[15559] Ray Rodriguez: We can't schedule you guys. Yeah, you just got to put tape over so we can't talk.

[15563] Nancy Thomas: No, I mean, you have to schedule it as a meeting, and anyone from the public can.

[15567] SPEAKER_47: Schedule five of us together in one place. OK.

[15571] SPEAKER_18: Well, we have a starting point, so I think we have a good start and we'll work with you. Thank you, Patty. Okay. Patty has my own reminder, color coded, so I don't forget stuff.

[15582] Ray Rodriguez: I just had, are we done? The minutes.

[15585] SPEAKER_31: Oh, minutes. Oh, yes, yes. We were talking, I had offered to go through and figure out what kind of thing we wanted for the minutes. And so I think we need to have a discussion in terms of what kind of minutes do we feel is but it'll work for us so that she can not spend a lot of time doing things that we don't need, from being very basic where we just list items, items passed, to a very comprehensive listing of everyone's opinion as expressed. And I would like to, I think we need to have that as an agenda item. And I don't know that, I think we can do consensus as far as that goes. I don't think that we have to vote on anything. But I think she needs to know what it is we find would be helpful. Remembering that we do have a video that we do post and keep. So the kinds of things that need to be written down might be different with the video being available to people to research things versus what kinds of information the community wants. So I think that if there's anybody out there that has some ideas, that would be important too. And I know from my perspective what I like, but that doesn't necessarily mean.

[15665] Nancy Thomas: I think CSBA has some guidelines in that regard. So I mean, you know, I think that could be a starting point to see what they say and then whether we want to, within our ability, make adjustments to that.

[15681] SPEAKER_31: Sir, could we have that discussion at the next meeting?

[15684] Ray Rodriguez: Sure, November the 1st. Just send me something. Okay, before we adjourn, I just have, Sierra could make it, but this is spirit week at the high school, and they're having the assembly Friday at, I think it's normally at 11. Do we? Okay, so I'd like to have as many of you that can go. And then early voting is open, so we always encourage our community members to vote. And our voting is already open, and it opens up, what, 30 days ahead of time, I think now. So with that, anything else? Okay, meeting adjourned. Thank you.

No minutes available.