Regular Meeting

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[0] SPEAKER_20: Say, rigor, so to speak. I think we need to start getting into the habit of casting nets, right? Ever-final nets. As far as catching students who may be faltering, or who need intervention, or who need acceleration. And I think for too long, we've casted one net, and we catch what we can catch. And the rest fall through the large-sleeve net. And then we don't go back and try to cast another. finer net and another finer net. I think we just need to get into a habit of casting multiple nets of different magnitudes and density to catch every kid.

[41] Ray Rodriguez: I've had six kids and two grandchildren already graduated from the schools. And each one of them, whatever you call it, regular, was available to them, taking AP classes. So my thinking has always been that about 30% of our kids that are really high performers, they basically are self-motivating children and they're focused. And then 20% that really need help. I think one of the issues that we've had for years is how do you really focus and give a lot of attention to the 50% that are in the middle? So you move them forward and the importance of if you can't go to a four-year college, then you can do the community college. And as long as the partnership is there, we know that the child is not going to linger there. And we have that. We have an excellent community college system. But that's where it seems to me over the years, it's that 50% in the middle. And each one of my children was different, and each one of them has continued to be successful and they've gotten out of high school. Whether they finish in four years, some of them might take ten years before they get a degree, which is fine, but they keep moving forward. I think the base that they got at Newark schools was very, very important. It's just not about academics, it's about building a child that can succeed in the world we have today and be a strong citizen and do well. And I think Newark South has done a good job there. But again, we have to sell our schools and that kids that go to Newark get an excellent education. But when you're next to a school that their average score is over 900 and people look at that score, it's more of a challenge. But nevertheless, it's something that I think we can, with leadership, which we have now, I really think we can We can reach those goals.

[177] SPEAKER_24: I think we just have to set a higher bar as the standard. And then I know that's why they were just going to talk before in terms of having A through G as the minimum, but that doesn't mean that you have to go to four-year. But if you have a higher bar, and then make sure it's not just setting a higher bar, but making sure that the support networks are there to track people at different levels, and then provide options within the context of what you have working for like different either mini academies or whatever you want to call them, then you are able to kind of excite or get people excited about or get students excited about the different areas. It's like I'm part of this academy that's all about art or all about drama or all about engineering or whatever it is or health technologies. as we've talked about. So obviously you can't do everything, but if you focus on two or three in terms of resources, and then figure out to set the bar higher. Because I think one of the things that, I mean, this is just kind of going through it. I did K through 12 as part of the district. You know, just seeing that for some groups of students, the bar, at least when I went through it, it was set lower. It felt like it was lower than what it should have been for some of the classes that I participated in. And I saw some of those kind of discrepancies. So I think if you set a higher bar that everyone could get to this level, then you're bringing kind of that energy and enthusiasm with you.

[275] SPEAKER_19: There's a lot to like about this conversation. Board members. committed board members selecting a hard-charging new superintendent. There's really a lot to like about this. What we bring to the table is some new resources. You don't have to spend your own money for us. We are testing for the rest of the state with a small number of districts what this new accountability actually looks like on the ground. How do you come in rather than telling people what to do? making them feel bad that they're not doing something right, how do you come in as a genuine partner, identify how a district is going to get better, and then work to help you get the resources and the support that you need? to get better. From our point of view, and I don't know if you want to share, this looks like something that not only would be a tremendous help to Newark, but also a help for us as an agency that's trying to figure out how do we bring this to scale with a much larger number of districts.

[389] SPEAKER_18: I absolutely agree. I think what's very exciting to hear is how all of you can articulate what you envision your work to be. And you're actually all basically saying the same thing, and in order to maintain your student population in order to ensure that you give the best education to children. You are saying, these are the things we want to see. We want to set a higher bar. We want to have more diversity. We want to be able to provide various opportunities for students. We want to teach the whole child. And I don't think that you would hear argument across the room. So I want to congratulate you for that. Carl mentioned, we are bringing in a few pilots across the state. We have over 1,000 school districts. We currently have 11 potential districts who want to be pilots. And frankly, it's really to begin to have the conversations that we had in this room. How do we provide the support and the energy and the resources in order to see your vision come to fruition for the sake of children to be successful? How we go about that is a decision made in this room. It's by your community holders, it's by your superintendent and their leadership team. We don't come in and tell you what to do, but we do help you. organize and sort and have those conversations in order for them to come forward. There is, as Dr. Cole mentioned, resources in order to be able to help us do that work. How we identify those resources will be really dependent on the conversations. and the work that we see in the room. We continuously say to our partners, this is not something that we do to you, and it isn't something we do for you, but it is something that we sit and do with you. So we become elbow-to-elbow thought partner if you decide to become a partner with us. And ultimately, is to really inform the work that we will be able, what will the technical assistance look like once our accountability system is in place? What will be the lessons learned that will be absolutely important for our state board members, our legislators to be able to understand that from these pilots, these are things that we want to replicate or perhaps these are things that we don't want to replicate. That comes from you and the voices of the community.

[549] SPEAKER_17: What can you give us? I mean, I've been in education long enough that you have this five-year commitment, and then all of a sudden it's gone. And all of it's gone. I'm old enough, I don't want to spend my time and energy doing something that's not going to, as Lincoln said, take care of the next generation so they can do their job.

[569] SPEAKER_18: That's a great question, and frankly, we The first part, I love our guiding principles where we say we begin with high respect for the work that's already going on. And so it's really about building the capacity. Where it is working, let's determine how we can make that better. Where it's not working, let's have the conversations and begin to build even more and see what is the gap in the learning in the organization that would support a different outcome. So that's identified by this team. It's identified by your community. And then we begin to build. It could be that you don't need resources. It could be that you need another partnership or various partnerships that we could help organize. It's difficult to say what it is and how we would go about doing it because it would be based around conversations that we hear from all of your communities. You each were very clear about what you want to see. And I don't think that anyone in and of themselves is the answer. But collectively, it could potentially make, as Dr. Cohn mentioned, the district of choice.

[653] SPEAKER_44: One of the, if I may, kind of speak to the question, where do we need help is kind of what I was thinking. And I think we need help kind of really digging into qualitative and quantitative data. Qualitative, we've begun doing some surveying of the community. We're getting kind of a series of community engagement opportunities. I'll share that with you here. And I think the premise of, I think, our leadership style is somewhat a pretty good handle on how the board feels about this. If I'm not saying it right, they'll correct me. But this idea that people support what they help create. So how do we genuinely engage the community at a level that it becomes our idea, not my idea or my vision for the district or one board member, but really what's the community want. So that I think for me weighs heavily on the qualitative data. And we have actually quite a bit of it that we've been collecting. We're not complete with that work. but we have some good survey data that's pointing in the right direction where we can start seeing those areas of agreement. The quantitative data is all about the metrics and performance indicators that are kind of dictated to us by the state and our funding sources, and that we always have to do. So I think that's kind of where I see the initial start of the help, and then I think what we need is really taking that information and helping work with us to prioritize and triage and sequence that into a meaningful plan. I mean, planning the work, working the plan in a really authentic, recursive way is kind of where I see the big things that I lose sleep about. There was a slide where I wouldn't lose sleep about it. It's really the budget, the enrollment, the alignment of Common Core, Next Generation Science Standards, just guarantee viable curriculum in a way that's meaningful. and just a solid plan. I know that we're going to have to go slow and go fast, but I think it'll pay off. We're underway, but I think one of the things that I notice in the district that's now just below 6,000 is we just don't have access to some of the larger databases. I was in Oakland with Antoine the other day, and he's got this beautiful data dashboard. you know, we couldn't even afford a quarter of that data dashboard. He was able to get some other dollars to help. So just some solutions to, you know, my perception coming from Colorado, California is just a lot of initial maybe fear of using data instead of really embracing it as part of a tool you need to make things better for kids. So we have the data. I think part of what we need to do is get better at putting it in a format that's usable for not just for me or for the board, but for me and the board and principals and teachers and community. So I think I'm really excited that all the ingredients are here. I don't think you could find a community that's more proud of itself. I don't think there's any small organization out there in our community that doesn't want to help us and that would help if we called upon them, from Rotary, Optimist, clubs, parents. But there's a shared worry about this dilemma that we're having with, you know, why aren't kids staying here? And I think we can get to that. We have a demographic study we could share with you. We have parts of the answer, but I think some of it is just having that outside partner to kind of say, you know, I kind of describe it like cleaning my garage. You know, I start in the corner doing one thing, and pretty soon I have, you know, 20 things going at once. And sometimes we need help just where do we start cleaning the garage in a way, because all the good stuff's in there, but it's maybe not the right sequence. I think all the stuff is here. I really am convinced of that. We're in the backyard of Silicon Valley. housing prices keep going up and I think part of what we want to be part of the partnership with the city that is about great cities, great schools. I think that's something that it's doable but I think being the small scale we are is good and bad. We can move quickly but also we don't have the tremendous resources that larger agencies would have. It's just my brain dump on that.

[937] SPEAKER_19: Aida will send you a sample resolution if you as a board would like to move forward with us. And we would probably take that to our, do you all meet twice a month or once a month? Twice a month. Yeah, so we would probably take that to our December.

[963] SPEAKER_44: Our next meeting is the 15th? Or May.

[972] SPEAKER_19: As I said, there's a lot to like about this district.

[981] SPEAKER_17: I have a question. What kind of commitment are we talking about the district doing? What specifically, time-wise, I'm assuming that it's not going to be a money thing. You were talking about the fact you have resources. but you're talking about all-staff meeting or community meetings or what kinds of general kind of commitment are we making to go through this process?

[1011] SPEAKER_19: We basically are not being prescriptive about what's going to happen. Each one is going to be unique, so We will be available to begin the conversation with you, the leadership of the school system, whoever else you want to include. In some of the places that we're beginning the work in, we come in. We spend a couple days pretty much designed by the district. We were over in Greenfield in South Monterey County a couple weeks ago. We spent a couple days there visiting schools, meeting with community, that type of thing. So that's the start. How often, how much we would be in the district depends on what we as partners agree to with you. The idea though is we would be involved probably for the next two to three years, but the ultimate goal is to build your capacity so there comes a time when Newark has its own capacity to improve and get better without the CCEE being around. Does that answer your question?

[1114] SPEAKER_20: A bit, yeah. So when you send the resolution, is that going to include an MOU so we can see what each side is obligated to provide?

[1123] SPEAKER_18: It will describe each of the There is no requirement. Really, it's agreeing that you will partner with us and that you will be part of our learning. The one agreement, perhaps, or disagreement is if there is a clause that indicates at some point where you aren't, this isn't the work you want to do, you have an option to pull out of this agreement. I think that's really the only.

[1154] SPEAKER_20: I think we've thus far engaged like a 34,000 level conversations as far as what's good for the district, how to progress and move forward. But I think we've dived deep into, okay, what is it that we want to do? And going back to Mr. Carter's question, like, okay, what is it that CCCE is going to do and provide? And what is it that we are expected to do and provide? And what do we expect our staff to do, et cetera? So I think to see that maybe when you send that question should be good.

[1180] SPEAKER_18: You know, I think, and I appreciate the question. The only thing that we are asking is that we come to agreement. In other words, the board has to be in agreement that CCE will be a partner. Superintendent has to be in agreement. We ask that you also let the county office, your county superintendent know that we are.

[1203] SPEAKER_20: I don't think we're clear on what we're agreeing to.

[1206] SPEAKER_18: That you'll become a partner. A pilot. You'll be a pilot to be able to inform. Or a pilot to do what? To be able to.

[1215] SPEAKER_19: Any aspect of the eight state priorities is fair game in terms of improvement. So there may be a district that says, you know what, there are two of the eight state priorities that we want to work with the CCEE on for us to improve. There are some other places where seven or eight of the eight state priorities might be what we would engage in. Again, unlike immediate intervention for underperforming schools, say date that were all prescriptive, where someone would sit here and tell you exactly what the state is going to require you to do. This is a thought partnership where we do not have the answers. The answers are going to grow out of the collaboration, our working with you. So you are agreeing to become a pilot district as a part of the CCEE, but unlike past state interventions, there's no set of 10 or 12 things that you have to do automatically.

[1315] SPEAKER_44: So we drive the work, to my understanding.

[1318] SPEAKER_18: We drive the work. We partner with you to help you achieve your LCAP goals. So whatever your priorities, as you mentioned earlier, What are those key priorities?

[1329] SPEAKER_20: So, for example, let's say today we identify one of the goals. We're going to increase, one of the goals of this data is to increase college and career readiness for students, all students, right? And we identify it in a united front that that's what we want to focus on. We go to you and say, okay, we want to focus on this. More students, A through G, or more students graduating high school are going to be college and career ready. From that logic point, what is it that are you going to coordinate and send us counselors or coaches to help students progress through? Are you going to send us staff PD?

[1367] SPEAKER_19: I'll give you a concrete example. I spent the weekend at a White House convening on college career access. The absolute best person in the state, her name is Catalina Cifuentes. We can bring Catalina Cifuentes to Newark to help you focus on how to get more kids completing A through G requirements, percent of kids filling out their FAFSA and getting going, we can, that's a concrete example of what we could bring to this partnership with Newark. The best person in the state on college access.

[1428] SPEAKER_18: Wow.

[1429] SPEAKER_20: I like that. Great. What's in it for you guys? What? What's in it for CCE?

[1436] SPEAKER_19: What's in it for us?

[1438] SPEAKER_44: I can answer that.

[1440] SPEAKER_20: Because we want to improve education. Let me try.

[1443] SPEAKER_44: Go ahead. I used to work for the state of Colorado. So I'll answer it from a state bureaucrat's standpoint. I think they're looking for pilot examples to share around the state of success. Looking at frameworks that will work so they can share with other districts like ours later on. Here's one example that we can share with you that works. You can tweak it a little bit. It gives people a framework. There was the PowerPoint slide up there that had all those things we have to do now, LCAP, and A through G, and community engagement, and real input into budget. What I'm hoping to get out of this partnership is to be one of the first pilots to have a comprehensive plan that puts all those things into one coherent plan that's sequenced in a way that meets multiple masters. LCAP, A through G, compliance requirements, reporting requirements. So I think what I would guess the state gets out of it is some good exemplars, some good exemplars to share with other districts. Because we're not unique statewide, but we could be one of the first to implement something like this. And I'd rather be part of crafting our destiny than wait until this happens and us being told. And I don't know if the state's going to do that, but I think that there's a benefit and pushing them with pilots like this to help the rest of the state is what I would believe that I might be wrong.

[1529] SPEAKER_19: Yeah. No, this is all voluntary before the big new accountability system kicks in. So anybody becoming a pilot district is completely voluntary.

[1548] SPEAKER_20: But it doesn't necessarily remove us from that new accountability measurement system, right? By our participation, it doesn't remove us from that new accountability system.

[1562] SPEAKER_19: It doesn't. It doesn't. So looking at some of the other places we're working with, The correct answer is it does not remove you from that, but what I've seen so far, I don't see this district as a district that would be in line for major down the road sanctions or anything like that?

[1606] Ray Rodriguez: To me, I think the state needs some wins. When I moved here from Newark originally, one of the reasons I moved out here was California was one of the top five states. Not only for spending, but educating our kids. And now we're at the other side. And I think you know, with CCEE and other helps along the way, I think it's a way for us to kind of, you know, let people know that we're taking positive steps to make sure that California gets back on the map when it comes to the amount of money that we spend on kids and the importance we put on education.

[1646] SPEAKER_19: Yeah, the underlying philosophy is that this approach will in fact yield better results than the old approach of coming in, telling you what to do. So to a certain extent, the governor is placing a big bet on a different approach than where we've been as a country and a state in the past decade and a half.

[1688] SPEAKER_17: So you're saying the answers we have. We have the answers.

[1696] SPEAKER_19: That's the philosophy. Just a matter of putting them together and how to make them work. Absolutely believes that if youngsters are going to be rescued, they are going to be rescued not by state capitals and the federal government in Washington. They're going to be rescued by you.

[1719] SPEAKER_17: Let's say that one of the things that we wanted to do, which is a personal thing, is that we have an IEP for everybody. So that you have got someone who is a mentor who will follow a kid. And that person will be the one that is there assuring that they don't get lost, they don't fall through the cracks, that someone they can go to. What kind of thing I mean, if we didn't make this decision, that this is what we really want to do, this is going to save, it's going to make all the difference in the gap, the whole business, kids are going to be able to go where they need to go. What kind of thing would you be doing to help us do that?

[1755] SPEAKER_19: We would do everything we can to move mountains to try and support you if that's the collective decision coming from the local level.

[1770] Ray Rodriguez: Thank you. Thank you so much. Thank you. So we get that resolution to us ASAP and we can just move on. We'll do that.

[1785] SPEAKER_17: Thank you. I'll give you my card. I went to St.

[1787] Nancy Thomas: Joseph, San Francisco seminary in upstate Newark.

[1791] Ray Rodriguez: St. Joseph? In Dunwoody? No, no, it's- Thank you everyone for an excellent work study. And I'm looking forward to the partnership. Right, to the discussion about the partnership, exactly. I don't want to jump the gun, right? Okay. Okay, so now before we go into closed session, Does anybody from the community or from the public like to address us on the items in closed session? Item A, which is Public Employee Discipline Dismissal Release. Joining us is Attorney Greg Dennis, Superintendent Pat Sanchez, Assistant Superintendent of HR, Ms. Salinas. Conference with legal counsel regarding anticipated litigation, which is number B. One case, Superintendent Pat Sanchez to provide update. Conference with Labor Negotiator, the board would meet with the district negotiator regarding negotiations with employee organizations, NTA and CSCA, and Unrepresented Employees, NEWMA, which is Unrepresented Supervisors on Contracted Management. Assistant Superintendent Leticia Salinas would be our negotiator and bringing us an update on that. Seeing no one wants to approach us, then at this time we'll go to closed session.

[2273] SPEAKER_43: you so Bye. you you Yeah.

[4924] Ray Rodriguez: So my report on the closed session items, oh no, we need to do the pledge first. So young lady that I just met, what's your name? Emily, oh my granddaughter's name is Emily, perfect. Can you come up here and kind of get us going here? Just tell us what to do.

[4960] SPEAKER_46: Put your right hand over your heart. Ready, begin. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

[4981] Ray Rodriguez: Being that I have a lot of daughters and granddaughters, women have always been telling me what to do. And I, it's better that way.

[4988] SPEAKER_17: Absolutely.

[4989] Ray Rodriguez: Right? Absolutely. Exactly. So with that, we want a report of closed session actions. The board gave direction on item A, which is public employee discipline dismissal release and We were able to talk with the superintendent and the attorney Greg Dennis and the board gave them direction and we couldn't talk about B or C and we'll convene after we're done and finish that up. Okay, superintendent, student reports.

[5038] SPEAKER_44: Okay. Do we have representatives from high schools here? Yes. There she is right there. Don't start. Who's first, then, Grace?

[5049] SPEAKER_39: Would you like me to introduce our students? Please.

[5052] SPEAKER_18: I don't see Dr. Mark Adams here.

[5056] SPEAKER_44: These are our standing reports.

[5060] SPEAKER_39: Am I introducing the entire elite?

[5061] Ray Rodriguez: Which one is this, Patty? Oh, no, no, no. That would be her. No, this is Sierra.

[5066] SPEAKER_44: This is Sierra, sorry. I apologize.

[5069] Ray Rodriguez: Principal Huerta, this is Sierra. Hi, Sierra.

[5077] SPEAKER_02: I'm sorry, Sierra. OK. As of right now, we just finished the quarter, so we have a lot of testing going on. I still have testing going on. I'm super stressed. And you could just feel the tension going throughout the campus, but I mean, it's what we have to do. And then, okay, because I wasn't here the last meeting, I had a concussion from my water polo game, so I'm sorry for not being here. But what happened is we had the Spirit Week skits, and surprisingly, well, not very surprisingly, the seniors won first place, but the freshmen got second.

[5120] Sean Abruzzi: Whoa.

[5120] SPEAKER_02: Yeah, it was Their skit was very captivating. Everyone really enjoyed it. And it came out of a huge shock. And then sophomores, and then the juniors. And so it was interesting this year. And then this Friday, we have the food fair for our clubs. It's the first one of this year. And so we will be selling multiple various foods, ice cream sandwiches, lumpia, street tacos. So if you'd like to come during lunch, I mean, you're welcome. And then tomorrow, Newark Memorial is hosting a partnership with Muevete Folklorico and Mecca Dia de los Muertos Festival, Wednesday, November 2nd, at 6 p.m. in front of the Cesar Chavez mural. We will have food and entertainment for 7 to 9 p.m., so you're welcome to come, or anyone from the community. And then seniors, they are now It's open for them to register for grad night in Disneyland. The register packets are in the main office, and you have to put in a $75 deposit if you want to hold your seat. Sports news. As of right now, both the volleyball team for varsity and the boys' water polo team have qualified for NCS. And for the boys in particular, for the water polo team, this is the first time in 16 years for them to qualify, so it's a really big deal. Winter sports orientation is going to be tomorrow night. All student athletes and their families must attend for any information. And this winter sports registration deadline is due this Friday. You have to register online on Family ID in order for you to participate. And so if any of you have students or kids that are registering, make sure that happens. And I'm super excited because wrestling season is starting. That will be very exciting. Hope you guys can come to my matches. Yeah, no more concussions. Yeah, that's all that we have for now. It's beginning of the year, getting started.

[5256] Ray Rodriguez: So I had a question. In sports, when there's concussions, everybody makes a big deal about concussion protocol and going through a different test. Is that something we do at the high school level?

[5272] SPEAKER_02: I'm pretty sure. Well, for me, it was different because I had gotten a concussion before the game started. And I just thought it was a headache. And so I played the game with the concussion. I didn't realize it until afterwards. My coaches put me through a whole process. They had me walk in straight lines. And then I had to immediately go to the ER. And even though I was technically cleared after a certain amount of hours and I was able to play in that tournament that weekend, it's no, like you are not allowed to at all. Okay, great. So yeah, you can count on that.

[5310] Ray Rodriguez: Thank you. Back to you, Superintendent.

[5314] SPEAKER_44: Great. Is there a representative from our alternative school? Just to be thorough? He may not be here tonight. So we'll continue. on, then that concludes our student report. Would you like me to continue?

[5325] Ray Rodriguez: Yeah, with the recognitions and celebrations.

[5328] SPEAKER_44: Okay, I'm going to go ahead and turn it over to Leti. You're at the podium ready to introduce Snow Elementary?

[5334] SPEAKER_28: Good evening, Board President Rodriguez.

[5335] SPEAKER_44: Do we have a junior high representative? I'm sorry. Is there a junior high representative that wants to give an update to the board? So, okay, thank you, make sure we're thorough.

[5346] SPEAKER_28: Good evening, Board President Rodriguez, members of the board and community. As is our ongoing tradition, we are celebrating and recognizing our staff members and our students this evening. I'd like to ask Principal Robin Sirt to please come to the podium and she will take over with this next part celebrating her staff and students.

[5367] SPEAKER_35: Welcome. Good evening. I'm honored to recognize a number of our staff today, although we have a fabulous entire staff at SNO. It was really hard to select people, but these people are outstanding and we wanted to recognize them this evening. So I'm going to start with our certificated acknowledgement, and it's for Jessica Tomasini. Jessica Tomasini is an outstanding teacher leader at Snow Elementary. Jessica works with our students in the role of intervention teacher as well as ELD teacher. Jessica is a dedicated individual who works countless hours on developing lessons that best meet the needs of all students. She is a consummate professional who takes an active role in not just the snow community, but the entire district. Jessica serves as the district CELT trainer and as a panelist on our educator support panel for our new evaluation process. Jessica has a passion and drive that is admired by everyone who works and collaborates with her. Jessica possesses the innate ability to fashion a classroom that is conducive to teaching and learning. She establishes an environment that honors risk-taking and views mistakes as opportunities to learn. She is passionate about her belief that all children can learn. Jessica has balanced working with several different learning needs in her classroom along with pushing her students to excel. Children feel valued by Jessica. She is fair, compassionate, and driven by her desire to make a difference in the lives of her students. Jessica is a vibrant teacher. Her attitude towards education is refreshing. Everyone who works alongside Jessica is honored to work and collaborate with her. So we'd like to honor you, Jessica. Come to the podium. Congratulations.

[5491] SPEAKER_44: Would you like to say anything, Jessica?

[5493] SPEAKER_35: I promised her she wouldn't have to speak. I appreciate the recognition.

[5497] Jodi Croce: Thank you.

[5498] SPEAKER_44: And now we do want you to step up here. We're going to take a picture with you and also your family if you want to. So we'd like to take a picture of all of us that meet you down here. The board likes to shake your hand.

[5536] SPEAKER_19: My husband Ralph, my mom, my big friends, and my two little boys at home.

[5586] SPEAKER_35: Thank goodness I had that prepared ahead of time. If I would have had to speak about Jessica off the cuff, it would have made me cry because she works so hard and we are all so lucky to work with her. So thank you, Jessica. And now I would like to honor our classified employee, Perla Perez. Perla works in our school cafeteria, bringing delight to all of our students through her pleasant disposition and positive attitude. Perla has worked in the district for almost 12 years. December 1st will be 12 years. She is a hardworking individual who rarely misses a day of work. She takes pride in her work, and it shows. Perla is respected by all of the students, and the feeling is mutual. We are so lucky to have Miss Perla at Snow. To Perla.

[5647] Ray Rodriguez: Look at all the flowers she has.

[5650] SPEAKER_44: Harlow, would you like to say anything? You don't have to. Thank you. I would love to take a picture with you. We're getting our exercise today, sorry.

[5673] SPEAKER_35: That's good. Do you want to stay there for the next one? We'll probably stay up there. OK.

[5679] SPEAKER_44: Standing for kids is a good metaphor.

[5694] SPEAKER_35: It's her grandson, Nico. Thank you. Oh, wow. Nice. Nice to meet you.

[5750] SPEAKER_35: Oh, you'll be on the wall of fame, our pictures. Thank you.

[5758] SPEAKER_44: Thank you.

[5775] SPEAKER_35: All right, for our student, I'm actually going to put Mr. Edwards on the spot to translate for me, because I want to make sure her family knows why we're recognizing her today. OK, we'll take turns. So Miss Daisy, will you just come stand with me? Okay. So this is Daisy Montiel. Daisy is currently a fifth grade student at Snow. When I asked the staff to nominate a student, her name, it was a resounding, Daisy, because they all know how hard she works every day.

[5827] SPEAKER_14: Our staff has been very impressed with Daisy for all of the following characteristics. Nuestras profesoras han estado muy impresionadas con Daisy para todas las siguientes características. [Translated] Our staff has been very impressed with Daisy for all of the following characteristics. Our teachers have been very impressed with Daisy for all the following features. [End]

[5860] SPEAKER_35: Daisy is a problem solver, has a strong sense of right versus wrong, is fair, considers others' feelings but stands up for herself and others.

[5873] SPEAKER_14: Daisy is a problem solver. She has a strong sense of what is fair. She considers the feelings of her peers, but she stands up for herself and others.

[5890] SPEAKER_35: She has a depth of thinking and comprehension of literature that is amazing. She asks questions and strives to understand how she can improve whatever she is doing. Her daily motivation is inspiring to other students and teachers. Plus, she has great ideas.

[5911] SPEAKER_14: Tiene una profundidad de pensamiento y comprensión de la literatura. She has high academic achievements despite any challenges she faces. She has a great sense of humor and a positive attitude. She displays a love of learning and should be the poster girl for GRIT. We are very proud and honored to honor Daisy as the Outstanding Student at SNO. Congratulations. We are very proud and honored to honor Daisy as an exceptional student at SNOW.

[5996] SPEAKER_13: I want to thank my family and everyone at SNOW who helped me succeed up to this point.

[6018] SPEAKER_43: Thank you. Thank you.

[6045] SPEAKER_35: So what countdown

[6112] SPEAKER_44: And then in our final recognition, we will have one more student from Newark Memorial. Is that right?

[6120] SPEAKER_39: That's correct. OK. Good evening. I'm going to introduce two special people this evening, but I'm going to start with the student, Janelle Paronia. Come on up, Janelle. Janelle is a high school senior and she participated in the first, well, she was the first ROP student to enter the Contra Costa Cake and Sugar Art Show. Janelle took second place in the teen division. She also won a judge's favorite and the children's choice award. And I'm going to introduce one of her teachers, Chef Laurel Seymour Beebe. Do you want to talk about the event? And I'm going to allow Chef Seymour Beebe to discuss and share with you a little bit about the contest and the technical aspect of this event.

[6213] SPEAKER_31: Thank you. First, I'd like to say thank you for taking the time to acknowledge students that are doing things right. So often we hear the other side, and it's really nice to to get some acknowledgement for kids that are really going above and beyond and working on something special. I am not a licensed teacher. I'm an industry volunteer. I've worked closely with Chef Chris Scrocchi for a number of years. I volunteer time and go in, sometimes a couple days a week, and help out. At the beginning of this year, he brought to my attention the fact that he felt he had a very gifted and talented young lady, and he would like me to work with her. The first time I asked her to roll out fondant, which is not easy for a professional, much less of a novice. She rolled out fondant for a three-tier cake. Boom, boom, boom. No wrinkles, no folds, no cracks, no tears, no anything. All right, chef, you're right. We have a special student here. Anyway, Contra Costa Sugar Art Show has been going on for about 25 years. And we get all kinds of incredible entries. Well, this young lady decided she wanted to participate. And as you can see by the cake on the board, she had a lot of different elements. She made peanut brittle. She made candy of all sorts, fondant, gum paste, all kinds of elements on there. I'm very proud of her. She came in early to school. She came to my shop after school on several occasions and worked on it. worked on it during the day at school. But overall, she worked, I want to say, at least an hour a day over about a three-week period to be able to enter this and to succeed as she did.

[6330] SPEAKER_44: Would you like to say something?

[6334] SPEAKER_41: The whole process of cake making was very time consuming. It took almost two weeks for me. And I loved every second of it. I like to thank my family for being kind. And tomorrow, that's fine.

[6350] SPEAKER_44: Great. Congratulations to you. Now get them all up here. We'll take another picture. Get everybody up here. One more. We're getting our exercise today, guys.

[6367] SPEAKER_39: I just have one question, Janelle. Do we get to eat it now? It's not edible, but it's a beautiful, beautiful cake.

[6448] SPEAKER_44: President Rodriguez that concludes recognition celebrations this time.

[6452] Ray Rodriguez: Thank you superintendent. With that we move to the superintendent's report.

[6458] SPEAKER_44: Thank you President Rodriguez, members of the board, ladies and gentlemen. We'll allow people a moment to exit. Thank you everyone. Thanks for coming guys. Congratulations. And we mostly have some dates and updates for you. BoardDocs demo and BoardDocs training. Patty, do you want to describe what we have open right now for BoardDocs?

[6505] SPEAKER_42: November, yeah, the board notices are in November and it would be at whatever location, you can do it from home, you just have to dial in. It's via internet.

[6513] SPEAKER_17: I will be, I cannot do it on the 7th. November 7th.

[6518] SPEAKER_42: What time on the evening did you say?

[6519] Nancy Thomas: 6 p.m. 6 p.m.? So, why is the time relative to this date?

[6535] SPEAKER_42: So the individual's going to be doing it from her location, and you all dial in at the same time so that she can provide the demo. I see.

[6541] SPEAKER_20: Is it one or the other?

[6544] Nancy Thomas: It's one or the other date.

[6546] Ray Rodriguez: It's one or the other, Monday or Wednesday. I'm free both. I'm going to be back east, but that's not a problem, right? Just call in. OK.

[6560] SPEAKER_24: I'm going to both dates. And that one is right before the election.

[6569] Ray Rodriguez: And how long is the time frame?

[6577] SPEAKER_17: Can we, for some reason, a day is when we can make it, can we have a make-up time frame?

[6584] Cindy Parks: I can, I can.

[6585] SPEAKER_42: The actual training, you're going to have training on this, and that's the next item, which is either January 10th or 11th. We've got it in a purchase board doc, so you'll be trained. The training will be anywhere from an hour to two, and those are the dates below. The demo is just to let you know what it is and what it's about. You can also go online and read about it. If we're already familiar with it.

[6609] SPEAKER_20: Sorry, if we're already familiar with BoardDocs, because my district uses BoardDocs.

[6613] SPEAKER_16: So yeah, if there's two or three of you, I can still do it.

[6619] SPEAKER_42: She'll do it for whatever number.

[6623] Ray Rodriguez: So I'm okay either, either day.

[6626] SPEAKER_17: So it's between, you can't make either?

[6628] SPEAKER_24: And do we need to get the Wednesday and we'll figure it out? I can figure it out.

[6635] Ray Rodriguez: We'll schedule a separate one for you. You can get the information to Frankie.

[6641] SPEAKER_17: Okay. Online. And it's just for a half an hour journey? Under a half an hour.

[6649] Ray Rodriguez: At what time are we thinking about it? 6 p.m. And I'll send you more information next time. That'll be 9 o'clock where I'm going to be at.

[6658] SPEAKER_42: That's fine. The next one is training dates. We are scheduled for a two-day training that includes the district office staff is going to be using board dogs as well as the executive cabinet and the board members. The board member session will have to occur either on January 10th, which is a Tuesday, or the next day, the 11th on Wednesday, and that will be from 6 to about 7, 730, about an hour and a half, including the board meeting. The board meeting is the following week.

[6693] Ray Rodriguez: I like having it Tuesday because we normally set aside Tuesdays.

[6696] SPEAKER_24: That's my preference. I can't do Tuesdays on the 2nd or 4th Tuesday.

[6703] Ray Rodriguez: Wednesday works. Tuesday doesn't work for me but Wednesday does. I'm fine on Wednesday. Are we able to

[6717] SPEAKER_20: Maybe add it to that 17th board meeting and have that, you said how long is it going to be, two and a half hours, is that the training or? An hour. An hour and a half. An hour and a half. Is that something that would be done as far as a study session? Maybe, yeah. That way we're not.

[6729] SPEAKER_42: I couldn't do that. I did try. Okay. Yeah, that was a request and I couldn't do it.

[6733] Ray Rodriguez: Yeah, I asked that you do that. Since we're going to have a board meeting.

[6739] Nancy Thomas: And what time would that be?

[6741] SPEAKER_42: It would be from 6 till about 7, 730. Be here at the district office? That would be here in the boardroom for you.

[6747] Ray Rodriguez: Okay. And that's mandatory training?

[6753] Ray Rodriguez: Okay, so Wednesday the 11th? That fit everybody? Okay.

[6759] SPEAKER_44: Okay. Okay, next item is we have dates again for the city liaison meeting. Narrowed it down for November 28th or December 12th. at 5.30 at the City of Newark offices. So Pat is trying to set this up. So those are the dates that we've coordinated with the city?

[6778] SPEAKER_17: Those are both time dates, right? Those are both time dates. Yes. The 28th would work for me. We figured it's an hour long. Yeah.

[6788] SPEAKER_44: Yeah. And the two liaisons were you and Mr. Purcell?

[6793] SPEAKER_24: Yeah, I'm looking right now. OK.

[6794] Ray Rodriguez: That's the week after Thanksgiving.

[6807] SPEAKER_24: I can't, the 28th, I'm gonna be out of town. So December 12th.

[6811] SPEAKER_17: I have a problem with Mondays. Mondays are bad for me, period.

[6825] SPEAKER_42: I wanna say that the reason why she selected Monday is because that's when they host them.

[6831] SPEAKER_24: Right. Jen, the house we've met on a Thursday, so maybe we can just map out the actual future dates of it.

[6841] SPEAKER_17: Okay, the 12th. December 12th? Well, I'll have to find a substitute.

[6854] SPEAKER_24: It's gonna be at the city?

[6861] SPEAKER_44: No, we'll arrange better meeting times with them. Okay.

[6870] Ray Rodriguez: Okay. Thank you for putting it together.

[6875] SPEAKER_44: That concludes my report at this time and it'll go to Dr. Hilberg next.

[6879] Ray Rodriguez: Okay. So the staff report, Dr. Hilberg, how much time because we have the public comment. Do you want me to do the public comment first? No, this will go very quickly.

[6890] SPEAKER_16: Okay. Ten minutes at the most. Okay. So tonight, I would like to introduce two members of our Educator Effectiveness Evaluation Leadership Team. They're here this evening to give us an update on the great work that they've been doing. And just to give a little background, the leadership team members are Pam Hughes, who is here this evening. Not here is Brian Brittell, Ellie Wasser. Here with Pam tonight is Kat Jones, also on the leadership team, and then Leti and I are both on the leadership team as well. And again, just to give a little bit of background, a couple of years ago, the CDE, California Department of Education, in recognizing the importance of a well-crafted research-based teacher evaluation system that could support educators, to engage in continuous improvement seems to be a theme this evening that's focused on improving learning outcomes for students. They recruited a number of districts across the state of California to work with them to undergo a considerable amount of training looking at the research on how to best support teachers and they have designed an incredible system that's being seen as one of the leading teacher evaluation systems really across the nation. Some of our team have been as far as Washington, D.C. to present on the system that we've been developing here. So I'd like to introduce two of our team, leadership team members this evening to give us an update. So take it away, Pam Hughes. All right, thank you.

[6986] SPEAKER_36: So we have a memorandum of understanding between the Newark Teachers Association and the district for the certificate evaluations for this school year. And that's how we've implemented this program each year. Because we have a lot of trust between our union or our association and our management, we can come to agreement. Because the system really is based on mutual respect. The focus of the evaluation system is to improve practice and increase student learning, close achievement gaps, and to prepare students for success. The primary focus of the evaluation is to improve instruction. Educator evaluation requires educators to meet established performance expectations as well. The process must be continuous, it must be constructive, and take place in an atmosphere of mutual respect and trust.

[7045] Kat Jones: As our philosophy, the mission statement states, it is our responsibility as professional educators to continually improve and refine our practice so that we may inspire and educate all students to achieve their full potential and be responsible, respectful, productive citizens. Taking that into account and really feeling that our students are capable of achieving high goals. Teachers set high goals for the students. And in turn, we're setting high goals for ourselves so that we can help our students to become high achievers.

[7089] SPEAKER_36: All right, so following in the history of Newark Unified School District, at least as long as I've been here, which is a long time, the system used research-based data when we put together the plan. So one of the documents we use is called Greatness by Design. It was put together by our state superintendent of public instruction, Tom Torlakson, and a task force called the Educator Excellence Task Force. And they made a bunch of recommendations. And so some of the recommendations that we actually just basically copied was recommendation 6D, which is accompany evaluations with useful feedback connected to professional learning opportunities relevant to teachers' goals and needs. And we wanted that feedback to be both formal professional development and peer collaboration, as well as observation and coaching. Another thing from Tom Torlakson's Greatness by Design was recommendation 6F, which, in case you don't know, is actually building an evaluation system that values and promotes teacher collaboration. We want to use professional development purposefully and strategically. And then we also looked to many researchers, and one of the One of the groups that we've used in the past in Newark is Laura Lipton and Bruce Wellman. And so we have tried to create a system that forges powerful links between teacher learning and student growth. And we think that having teachers be able to be part of engagement with their colleagues is vital. We, since I've been presenting this for, this is my third year now that I've been in front of you and talked about this system. And so I know, I feel like a lot of it is redundant, but I think it's good to kind of put it back into everybody's view. We've collected data two ways throughout the system. So we give surveys. They're electronic surveys. We send them to evaluators and peer coaches. Last year, one of the things we did is we use focus groups. So we went to schools and asked some questions and just typed out, I typed out their answers word for word. You can find all of the data that we've collected around our system. It's on the NUSD website under the eCube link. And it lists pages and pages of focus group questions or comments. But two that we picked out about the feedback and the peer coaching, I put up there for you. is from a high school teacher. And she said, having another teacher in my room for meaningful feedback for the first time in 15 years was amazing. The peer coach is great. And then somebody else said, the most positive E-Cube experiences that I had this year was the feedback and support that I received from my peer coach. So even though the peer coach process is, in some ways, difficult, we're asking teachers to go above and beyond what they do every day, we're finding that that's one of the things that the teachers being evaluated feel they get the most benefit from. We also hear the same thing from peer coaches, that they really learn a lot by being a peer coach and going and supporting one of their colleagues. And then I just wanted to share with you one actual snapshot. This is from an actual survey that was sent to evaluators, so principals and The question was the E or the statement was the E cubed growth process is helpful to improving educators' professional practice and increasing student learning. And the results were pretty significant that it was actually found to be beneficial. So out of all of our data that we collected last year, we found some key findings which included that the peer coaches were valued, the videotaping even though It seemed really kind of outside of the box. We've received positive feedback about that. We had some issues with alignment between the evaluation system and induction. And we spent a lot of time working with Leonore to make those systems work together. And so we've done a lot of that tightening. We also discovered that we needed to work with our assistant principals. So at the high school, it's very difficult because They don't come to our district leadership team meetings. So how do we get them the information? So one of the things we've done this year is they have AP meetings before school every month or so. And so now I go to those meetings, and we talk about evaluation, and we try to problem solve. So I think that we're doing a better job of getting them the information that they need, because they also evaluate people. The deans are evaluating teachers. There's a need to have that communication going. And then we also, another key finding was really clarifying the roles. What does the educator need to do? What do the peer coaches need to do? What do the evaluators need to do? So those were some of our key findings.

[7402] Kat Jones: So taking those findings and putting them to work for us to create a better system, we met for three days in June. and sat down with all the data and looked at what we used last year for the 15-16 year and what we were going to do for the 16-17 year and how we were going to take that information and improve upon it. So we rewrote a whole front matter of the front of our handbook that just kind of talks about the process, outlining specifically what the different responsibilities for people were and what their part was to give them more information from a clarity standpoint, but also just saying this is what people are doing. So you can read in the handbook what each one of the jobs are to see specifically what's required. One of my jobs is that I'm the lead peer coach. So I put together information for the peer coaches so that they can, in turn, be the best support that they can be for the educator that is going through the evaluation process. This year I'll be meeting with both elementary and secondary for individual meetings because they do have different issues, the secondary peer coaches versus the elementary. And holding four of those meetings this year to make sure that they really are aware of how they can best support. Another situation was that peer coaches were like, the drop-ins are overwhelming. We'd like to have less drop-ins. So we looked at that, and we came up with what we felt was a reasonable number, working with the months that they would be videoing, the teachers would be videoing, not having drop-ins occur during those months. So we lowered that requirement, realizing that there was going to be feedback on a monthly basis at a minimum. Another thing that we worked on was making sure that all of the evaluators were certified. So they all went through an extensive training and passed anywhere from four to six hours. of for them to the evaluators to become certified and that was something that we felt just gave the program one more boost of strength. We looked at what elements, what CTPS elements the educators were using and decided that we would have three that were observable and two that were non-observable based on data collection from assessments and student work and how that drives the instruction. But bringing the observable standards just to three because that seemed to be more manageable and was giving the educators the best information for their growth process. We also worked with the digital camera in trying to decide the swivel, and the tablets turned out to not be quite as effective. And so we updated it and went to a digital camcorder with an SD card, which also allows for more privacy.

[7614] SPEAKER_41: Yeah.

[7614] Kat Jones: Things aren't floating in the cloud. Yeah, so things aren't floating in the cloud. The educator really has responsibility for that information. And again, just making our handbooks more specifically aligned with what we were saying and making sure that it was on paper as well as pencil. As well as verbally, I'm sorry. We also put out that there are three ways to become a professional mentor in the district. So there's peer coaching, there's advisors, and we have... Thank you. The induction support provider. So putting out a call to all of the teachers in the district that weren't being evaluated, but some teachers who are being evaluated are flopping. A peer coach is helping someone who's being evaluated and vice versa, which is allowing them to really coordinate their work. But this is our process that they can go through and kind of apply for the position.

[7685] SPEAKER_36: So one of the things that we've been focusing on is accountability. So we want teachers to be accountable for the California standards for the teaching profession. So we created really clear rubrics in our handbook. It gives really, the descriptors are, we have critical attributes and descriptors of each element that clearly state what it looks like if you're sufficient in that area. We have feedback where we have times where we're giving feedback based on something when I just drop in. I don't tell you when I'm going to show up. I just show up. And then we have feedback from planned lessons, and we analyze those lessons all together. We also have more accountability for our evaluators. So as Catherine mentioned, every evaluator has gone through certification testing and assessment. We also are starting to monitor monthly Leddy's helping us with this and that's the form actually that's there. But it gives, it's a way to show that, you know, each person who's being evaluated is having a drop in at the right time. They're follow, the evaluators following the timeline that is stated in the handbook. Okay. So California, like many states, has been working on improving evaluation systems and the value of teacher professional development for improving student outcomes. We're lucky because many states started this work before us, so we can look at what they've done and what worked and what didn't work. We know much more about what is effective and what is not. We've embedded research-based best practices throughout the design of the E-Cube system to ensure that we've made every opportunity possible for students to have improved learning and for teacher practice to be the best it can be. Do you have any questions?

[7806] SPEAKER_17: Is it in use right now with everybody?

[7809] SPEAKER_36: We have over half of our certificated personnel participate because we have over 100. We have 100 plus teachers being evaluated. And then we have 100 people being peer coaches. When we add it up, it's over half of our teachers altogether some way involved in the system. And when I go places, and we've been invited, actually, pretty regularly to go to other places. When we go to San Diego, they have a big, the county office does a big evaluation symposium in the spring. And when we go and we talk about our little Newark and we're, you know, districts with thousands and thousands and thousands of students and we talk about how we are this small district and our teachers are either going through the system or they're peer coaches, they can't believe that our teachers are willing to do that for their colleagues. They can't believe that we would work in a system that so values that. the expertise that's in the building. And they're always amazed at the amount of money that we pay them, which adds up to a lot when it's put together. But it's actually surprising to anyone outside of our area that we can get people to do that. And when members of our Newark Teachers Association go and they are talking with their colleagues from other districts, they're always The other districts are always shocked that we've been able to come to this kind of system together. It's always been, it was never the district and then the teachers. It was always an equal partnership. And I think that that's why we've been able to continue using the system, even though it's involved and complicated and a lot of work.

[7913] SPEAKER_17: Anyone else? Have you found, you've used it for years. Is that correct?

[7922] SPEAKER_36: Well, we did, the first year was a pilot year. And then last year was the first year of implementation. And so this is year two of implementation. So after next year, every teacher would have been evaluated with the system.

[7934] SPEAKER_17: For the evaluators, is it simplified for them what they have to do?

[7939] SPEAKER_36: It's so much more work for the evaluators than the old system. It's so much more work, and every time We get together and talk about it. Like at our DMT meetings, we talk about how it's so much more work. But then the next thing that's always said is, but it's so much more meaningful. And it's so much better. And we're doing a better job of supervising our employees because we do have these tools now that make the system not just a hoop that we jump to, through, that it's valuable.

[7965] SPEAKER_17: So it's a positive approach to change.

[7967] SPEAKER_36: Yes. Absolutely.

[7969] Kat Jones: Because a lot of what the peer coach and the evaluator are doing is posing questions to the educator about their practice. And so it's not just you're doing this, it's what did you do here and how did you do that and what can you do to improve upon what you did there. So it's getting the educator to really think about what it is that they do and how they can make that better.

[7999] Ray Rodriguez: So the center of the whole evaluation is the student? Right. What's best for the student?

[8008] SPEAKER_36: Ultimately improving teacher practice so that student learning improves.

[8013] Ray Rodriguez: Thank you.

[8014] SPEAKER_36: And I honestly believe it's an equity issue. So every child in every classroom deserves to have the best possible teacher in that classroom and a system that actually supports teachers and encourages them to be the experts of their students I think does make for equitable classrooms. And I think it's when we're looking at equity, I think that this system is developed to make sure that every classroom has a great teacher.

[8042] Ray Rodriguez: Thank you. It's so important to have a comprehensive and fair way to evaluate. And thank you for the leadership team for all your work. Anyone else? OK. Thank you. Go ahead. Excuse me.

[8058] SPEAKER_44: honor both of you for all the work and passion behind it because I know it's above everyone else. You guys are always the ones to be working on it and to be in the back of the caucus room or just always trying to keep it going so. I know it's a lot of extra work for each of you too but I just want to say thank you for that extra work.

[8077] Ray Rodriguez: Thank you. Thank you, thank you, thank you. Thank you Ms. Hughes, Ms. Jones, Dr. Herberg, thank you for your leadership. Okay, we go to public comment on non-agenda items. Do we have anybody else? We don't have anyone. Would anyone like to approach the board on public comment on non-agenda items? Nobody's signed in, nobody's. wants to approach the board, so with that we move to the consent agenda. Consent item A, personnel items on this, on A, the student board member does not vote. Okay, so I need a motion and a second please for item A, personnel items. Actually item A1, I'm sorry.

[8129] Nancy Thomas: I move approval of item A1.

[8131] Ray Rodriguez: Okay, member Thomas moves. I second. Member Apriciado seconds. Okay. Member Thomas?

[8152] Nancy Thomas: There.

[8154] Ray Rodriguez: Thank you. All votes are in. Measure passes. unanimously five ayes with the student board members that are voting. Okay, now we go to item B, non-personal items, and in this one we have items B1, approval of resolution number 2031, declaring surplus equipment, B2, minutes of the regular board meeting of September 6th, and B3, the minutes of the special board meeting of September 12th. We need a motion and a second.

[8190] SPEAKER_21: I move to approve.

[8192] Ray Rodriguez: Oh, does anyone want to pull any one of these items, B1 through B3? Okay, seeing none, who made the motion? Mr. Nguyen and Member Crocker seconds. Please vote. Student board member voting. Motion passes six ayes, thank you. Any board comments on consent agenda items? Okay, seeing none, we move to employee organizations. Item 17 and NTA. Mr. Thomas, our translator, you did a great job. Thank you.

[8254] SPEAKER_20: Wait, Mr. Edwards, just to clarify, this is to address the sheet or is it a separate one that you.

[8259] SPEAKER_15: So this is. This. Yes. Right. Thank you. I come this evening to speak to you about the damaging effects the current guest teacher shortage is having on our teachers and students. As you're well aware, the cost of living in the Bay Area is skyrocketing. Unfortunately, the compensation and working conditions for guest teachers in Newark has been unable to keep pace. As we fail to compete with our neighboring school districts for an ever-shrinking pool of quality guest teachers, our students suffer. Every time our district is unable to place a guest teacher in a classroom, a highly qualified NUSD teacher is called from his or her prep period to fill the void. This takes our Newark Teachers Association away from creating and preparing engaging lessons, collaborating with colleagues, communicating with parents, and advocating for their students. Teachers are at times even told to leave critical training sessions because the district is unable to find an appropriate number of guest teachers. While teachers appreciate the hourly pay they earn for in-house subbing, that money will not set up science labs, speak passionately on an IEP meeting, or work on a PLC to promote equity in our content areas for a teacher. It is because of this that the association encourages the district and the board to seek out new ways to improve the compensation and working conditions for NUSD's guest teachers and to increase recruitment efforts. Thank you.

[8336] Ray Rodriguez: Thank you. Thank you very much. Anyone from CSCA or from NEWMA? Okay. Okay. Seeing none, we move to O business. Item A is board policy and administrative regulation 6158, independent study. Need a motion and a second.

[8364] SPEAKER_20: I move to approve. This is just coming back after. Yeah, this is coming back. I have a point of information.

[8369] SPEAKER_17: Sure. When you have the notes listed down there, that's not included in the final policy, is that correct? Correct. The light blue. Right.

[8379] Ray Rodriguez: OK, I need a motion and a second. I moved already. Member Nguyen moves. I need a second. I'll second. Member Thomas seconds. Please vote. OK, thank you. Motion passes six ayes unanimously. With that, we move to new business, summary of donations. I move to approve. Member Nguyen moves. Member Crocker seconds.

[8444] SPEAKER_21: I think he wanted to speak.

[8446] SPEAKER_24: I just have a question in terms of, because I know we were going to bring back the other donations. I don't know if we're bringing it back for the next time. I just wondered.

[8456] Ray Rodriguez: At the next meeting, the other donations?

[8459] Nancy Thomas: Yeah, there was a scholarship question about the scholarships.

[8463] SPEAKER_44: Yeah, with the Optimist Club. And we do have a partial answer. Is it here? I do not see it here, Patty. I may need your help. I just want to make sure that we bring it back next time.

[8528] Ray Rodriguez: While we're waiting, no, no, I just want to read the donations that are on here, if that's okay.

[8535] SPEAKER_24: We'll move on. Yeah, I just wanted to bring it up so that, I don't want to, I just don't want the donation to get lost. No, no, no.

[8543] Nancy Thomas: And I think, you know, maybe to have a discussion of how we process scholarships in the district would be appropriate. Maybe as a separate. Okay. Agenda item.

[8555] Ray Rodriguez: No, that would be the next item in the discussion. Okay. Member Nguyen, can you read the.

[8558] SPEAKER_20: So the, we have four donors or donations rather to the district. The first one is a donation of $30 to Newark Junior High School from Donald and Irene Taught. And the purpose is for the softball umpires. Second is a donation of $300 to Newark Memorial High School from Dr. Preeti Kumar of Cedar Dental Care. And the specified purpose is for raffle prizes for the Cougar Pride Program. The third donation is for $7,429 to Lincoln Elementary from the Lincoln Pals, parent and Lincoln staff club. And that's for extra library clerk hours. The fourth donation is for $30 to Newark Junior High School from Melissa Michael Parrish, again for softball umpires.

[8611] Ray Rodriguez: Thank you. So the vote's in. Student member? Got it. Thank you. Item passes six ayes. Again, who made the motion on that one? Mr. Nguyen and Member Cracker seconds. Okay, great. Thank you. Okay, with that we move to item B, CSBA Educational Annual Conference and this is our time to kind of talk about the conference that's scheduled for December 2nd and so. It shows discussion action, but it's basically just discussion.

[8662] SPEAKER_17: A point of information. Uh-huh. We got an email from Ms. Long. Right. That the choral group from the high school is going to be presenting on the 30th, which is very exciting. That's great. So they have various organizations from various schools that do entertainment things during the Philippines.

[8679] Nancy Thomas: Ms. Crocker, should you be using your microphone? I'm not sure people are going to be hearing you at home.

[8685] SPEAKER_17: It's hard to hear me anyhow. Right. With the throat. So we will be having the choral group presenting at the high school. From the high school, rather, presenting at the CSBA on the 30th. My question was, if we can go, are we scheduled to go on that Wednesday? Or are we just PR?

[8705] SPEAKER_42: Yes, I'm waiting for confirmation. Everyone's registered, including Sarah. And I'm waiting for confirmation from them. I can forward it on to me.

[8714] SPEAKER_17: Do they have a group that you can go to?

[8721] SPEAKER_44: For executive assistant group, are you attending?

[8723] SPEAKER_42: I'll be attending as well. I'll be attending on the 2nd and Soros, our student department.

[8730] Ray Rodriguez: Have we already had the discussion on if we're going to, the district is going to pay the way for the board members or are we going to pay our own way as far as the conference itself? I know there's a history where the district will pay for the conference, but nothing else, which is fine. No transportation, no.

[8752] SPEAKER_17: It's what we've chosen to do in the past. I believe that we already had that discussed. Right.

[8756] Ray Rodriguez: Okay, so we're fine on that? Okay. So the district will pay for the conference and that's it. On the board budget, with the board budget, okay. Okay, there's no action, so this was just discussion, so. You need anything else Ms. Sandoval? No, no. Thank you. Okay, with that we move to item C, minutes of the Board of Education. The Board has requested that it be agendized for discussion regarding what to include in the minutes of the Board of Education. So this is open for discussion. I'll start this one off. In the past, Going years back, the minutes were very, very long to put it mildly. And we try to capture every sentence and the board decided that it would be more of abbreviation where we would cast the gist of conversation as opposed to the whole conversation. That's my understanding. Member Persiano. Oh, that's from last time? Okay, so I need other board members to chime in on this one as far as how we want to move forward with the minutes so we can give Ms. Sandoval direction.

[8843] SPEAKER_17: I would like to have us be able to access the board minutes from February 2nd, 2016 as an example of the kind of thing that probably will work. We have to decide whether we're looking only for the lawful listing of what happened in terms of action taken. And if we have a very rich discussion and then decide something, does the rich discussion have to go in? And I think that's one discussion we have to make as to whether we need to indicate what we said before we made our decision. And I think that's the difference between putting the discussion down versus not is going to impact the length and misanimals time in terms of doing it, trying to condense it down. So if you look at, how do we access our board website from the computers here. I went to Google Drive. It won't accept.

[8901] SPEAKER_21: It's going to be much better with Bortox. Pardon me? It'll be much better with Bortox.

[8907] SPEAKER_17: I understand. But right now, it says if we type in under the Google, it's there.

[8915] SPEAKER_42: you can actually just type in NUSD and it'll pop up.

[8919] SPEAKER_17: NUSD?

[8920] SPEAKER_42: Yeah, but I do want to bring your attention, though, to the board bylaws that I placed in front of you dated May 7, 2013, which describes how the minutes should be taken. So if we do decide to make changes, then we're going to have to somehow modify this document as well.

[8936] Ray Rodriguez: Right, we'll have to bring the bylaw back.

[8939] SPEAKER_42: Right. And it does state that It will include a brief summary of the board's discussion. It shall not include verbatim. It shall not include board names. It will include specific knowledge of each motion and members who approved motions and second motions and so forth and so on. It goes on to state that we will capture the names of the individuals who do speak with regards to public agendas.

[8971] SPEAKER_17: But it doesn't say you will list down what they said.

[8974] SPEAKER_42: Brief summary. Brief summary.

[8978] SPEAKER_17: So a definition of brief summary would be one sentence? The topic says, as well as the topic.

[8987] Ray Rodriguez: So this was a revision that we did on May 7, 2013, about three years ago.

[8996] SPEAKER_17: The thing that I liked about the February 2, 2016, and I only made one copy, I'm sorry, I gave one to Ms. Sandoval and I kept one, is that it's not done in a paragraph kind of thing, it's done in a bullet. So you can look at it. I hate going through and trying to figure out for the words what it's saying. I'd much rather have it say point one, two, three, four. These are the dates. If we are trying, if we're doing minutes to help us take care of the business that we need to do before the next meeting, we need to have the minutes back. And it needs to be handleable for her to do with her workload. And it needs to be clear. And she should not be making decisions. She should be recording. And so whatever we do to enable her to know what to record, it's to our advantage and to her advantage. So my suggestion was that you take the format of the agenda. You pull out the description there. That describes what we're talking about. We haven't changed it. All the stuff we talked about doesn't make any difference, because we vote. We vote six to nothing. We agree with that discussion or that statement that's there. So she could pull it out of there, put it down, and you put the vote. Now, if I disagree with something at the end of every vote, I have the right to say, I would like to make a comment to go on record. And I do that. So if I was the lone person saying, I don't think it's fair to take away money from somebody, whatever it might be. And in the minutes then it would say, Deborah Crocker said she disagreed with the decision, blah, blah, blah, blah. It doesn't mean she's going to do anything about it, but it means that that's why the disagreement was there. So I think that number one, they need to get back to us as soon as possible. And number two, it needs to be clear and easy to access. So if you can look at, you know, I'll pass these around. And I don't know, I can give each one of you kind of a statement. There should be, it's not a place for people to indicate the fact that they're making these big statements. It's not a time for us to put down our point of view except as we disagree. And then it's reassuring.

[9132] Ray Rodriguez: Ms. Sandoval, you've had a chance to look at this and also the board by law. Is there anything?

[9142] SPEAKER_42: that I'm not to mention any board member names. So just the board member mentioned.

[9156] SPEAKER_20: And I would advocate for a more simplified version as well of the board minutes because we're recorded and so if there's ever a doubt as far as what was said and in what context, we can always refer to the recording. Is that correct?

[9176] SPEAKER_42: but with regards to it, and it doesn't really elaborate as to what needs to be captured except for motions and actions. So we're actually going a little bit more beyond that. We're providing a brief summary of what we're capturing.

[9189] Megan McMillan: Thank you.

[9189] Ray Rodriguez: Member Thomas. The brief summary's already there. Member Thomas.

[9193] Nancy Thomas: Yeah, I've got a couple questions. Did you look up and see if there's any recommended revisions to, since our, since 2013? You know, I tried looking through

[9205] SPEAKER_42: files, and that was the last copy made.

[9209] Nancy Thomas: I mean, on the, on the gamut website, they have the sample board policies that are recommended by CSBA and, and they are regularly updated. They may have one that's more current. Did you look at those?

[9232] SPEAKER_42: Yeah, what I did do, though, is I did do research. I contacted, or contacted and saw the website for San Leandro Unified, Palo Alto Unified, and Fremont Unified, and compared the three. Fremont is way too lengthy, it's literally verbatim. It's not where we want to go. San Leandro was inconsistent, and Palo Alto Unified was very brief and to the point.

[9259] Nancy Thomas: I have some specific questions about minutes. I noticed when I tried to go on the board confidential share that Ms. Warren used to keep for us that those files are no longer there. But I mean, I oftentimes went there to look up past board updates. I mean, I think those board updates belong to us, not to Ms. Warren. would happen is Mr. Simon may have cut off that, so we can ask him to... Yeah, I think, because I like to refer back to board updates sometimes, and also board minutes, do we keep paper copies of board minutes and with all the paper copies? So we do have paper... Paper files. And so are the attachments part of the minutes. So for example, if we approve a contract, the contract is attached. So we know what we approved. Because it seems to me that in the past, what happened is that I would like to go and went back to look at a set of minutes and that were posted on the web. The agenda was removed. And the agenda is where the documents that support the minutes reside. So it seems to me that, you know, for keeping these online, and we want people to be able to refer back to them, that the agenda and the minutes should be there, both of them, so that we have a complete record of what was approved, for example. See, what I wanted to see was what was the document, what did we approve? That should be part of the minutes. What we approved should be part of the minutes, it seems to me. Because otherwise, there's no record of what was approved. It just says we approved something.

[9391] SPEAKER_17: I can look into that for you. I think it's very important, too, for the public to be able to access it. And if the agenda's gone with the attachments, then that means that The decision is made with, in a void. There's nothing there to. Yeah, I think. We're arguing, yeah, it does that. It does that, yeah.

[9411] SPEAKER_20: Board docs, you can go back and review.

[9415] SPEAKER_42: and there's an archive feature in BoardDocs that captures all of that. Perfect.

[9419] Ray Rodriguez: So that's our training. So does the board want to bring the board bylaw back so we can discuss it? I'd like to come back just to make sure that we're current.

[9429] Nancy Thomas: I think it's important to see if CSBA has any recommended updates and that it informs us doing something different than we're already doing.

[9437] SPEAKER_17: Maybe we could try a couple meetings with what we have right now and see how it works. you know, whatever, if it cuts down your time, if it simplifies it, and then at that point look and see if what we're doing is reflected in the policy. Rather than changing something when we don't know whether it's going to work or not. So I suggest a month or two.

[9462] Ray Rodriguez: So are we going to do an action on this one or is it just discussion? I'm okay with just discussion. Everybody the same? Okay. and then we'll look at possibly after we search the SBA, see if we bring back the bylaw, okay. With that, we move to item D, appointment of member to the Citizens Bond Oversight Committee, our superintendent.

[9496] SPEAKER_20: It's within your document. Oh, one person. One person? Yeah.

[9501] SPEAKER_44: This is Betty Williams. Betty Williams is our member that we'd like to recommend appointment of.

[9510] Ray Rodriguez: I move to approve. Member Nguyen moves to approve. Member Crocker seconds. Discussion?

[9516] Nancy Thomas: I have a question. It says that she's a business representative and then it says she's at-large. Is it one or the other or can she be both?

[9526] Ray Rodriguez: I don't think she qualifies based on what I saw. to be the business one, so to me it would be at large.

[9535] Nancy Thomas: Can we have the minutes reflect that? Because her application, if someone looks at her application, there's two boxes marked and so we should... I think she scratched out. Right.

[9543] SPEAKER_42: So now the only thing I have to bring up to you is that bylaws says that we already have the LRT.

[9555] Ray Rodriguez: I thought it was my understanding that at large we can add, if the board so approves, that we can add another at-large. We couldn't add another business member, but because you have to have a certain, but we can add an at-large.

[9575] Nancy Thomas: We do have a CBOC member here. Is it appropriate?

[9579] Ray Rodriguez: She didn't sign in, but if she wants to help us, sure.

[9586] Cindy Parks: You have a minimum of seven and those qualified categories, but you can enlarge it as large as you would like.

[9594] SPEAKER_17: Thank you. If we cannot find somebody in a designation, we can still, we can't fill that spot. It has to be available, but we still can function.

[9605] Ray Rodriguez: Right. I'm trying to help. Okay, so I would make a motion.

[9612] Nancy Thomas: I move that we accept the application from Betty Williams for the CBOC.

[9617] Ray Rodriguez: I think member Nguyen moved already. Oh, I'm sorry. And you seconded it already? Okay, member Brasallo.

[9624] SPEAKER_24: I was going to ask, I know Patty mentioned the bylaws in terms of process. I think if we have to change the bylaws to be able to expand it, then we should. If not, then we can just do it like so. I guess it's part of the decision today just to make sure that we have that in the bylaw so that it's this person doesn't come on board and then.

[9649] Ray Rodriguez: It's my understanding from reading the bylaw that we're fine like as far as the at-large so but yeah we can certainly look at that. Okay so we have a motion and a second. Please vote. Okay, six yeses unanimously. Thank you, thank you very much. The next item on the agenda is the proceeds fund 400, resource 9200 from the sale of the Russian school site. Superintendent Sanchez will be giving us an update on this. Before we go to Superintendent Sanchez, Ms. Parks would like to address the board on this item.

[9711] Cindy Parks: Good evening. I just have a question concerning the technology upgrade. I know that there was a lot of discussion regarding the expenditures back in March and just wanted to get clarification on whether smart boards and flat screen TVs were part of that. I could not find anything. that delineated those two items. I only found projectors, Chromebooks, laptops, and wireless document cameras. If I could get clarification.

[9740] Nancy Thomas: We have the two gentlemen here from Vanner.

[9747] SPEAKER_24: I know you had mentioned in terms of technology, I didn't know we had, we kind of left the two staff in terms of determined what those technological needs were, but we, I don't remember saying, we said examples, but I don't remember saying like only this or not that.

[9762] SPEAKER_16: What we specifically said was teacher stations, teacher technology stations, and so what we've been doing is some pilots this year. We couldn't really decide what would be more effective for teachers, a larger wall surface area with a mounted projector that would take cost more in upkeep, as well as bulbs or maybe using a mounted projector with infrared. Those things teachers tend to really like. However, what's much less expensive and that's flexible for the classroom is TVs. So we've been piloting both this year. And right now, we actually had a meeting today with what we call our technology advisory team. And we are leaning toward, teachers seem to prefer having a mounted projector with a large screen. You can project it pretty much as large as you want. Students really like that as well. It's more expensive, costs a little bit more in upkeep. However, it's just much preferable than the others. That's what we're leaning toward. And right now, we're getting ready to do some cost estimation of what the cost to put into each classroom. And because we anticipate some small growth over the next few years, we're going to have a few additional classrooms at each site.

[9839] Ray Rodriguez: Before we entertain questions, the superintendent was going to give us an update. So some of our questions might be answered and I was looking forward to that update. Are you ready, superintendent? Are you finished, Ms. Parks? OK, thank you. Superintendent?

[9856] SPEAKER_44: I don't have any update to add to the technology component, but if you want to finish your thought, Dr. Spielberg, I'll let you do that, then I'll proceed with my update.

[9866] SPEAKER_16: Thank you, Superintendent Sanchez. Really, I was just saying that we've been looking into it. We didn't specify when we set aside funds specifically what we would give teachers, other than we called it a teacher technology station. And we anticipate some kind of projection device or a large screen TV.

[9885] Ray Rodriguez: Thank you.

[9887] SPEAKER_44: So I'm going to start with... Excuse me, Superintendent.

[9891] Ray Rodriguez: I'm sorry. Are you okay to wait? Sure. Okay, go ahead.

[9897] SPEAKER_44: Fund 400. This is one of two draft documents. The purpose of this is just to have a discussion. I'm beginning to attempt to approximate real clarity around what is left, what's encumbered, and kind of what is the balance left as was given direction at the last board meeting. So there's no action on this tonight. It's just something that I'm working on. This is kind of a, I would describe it as the fog starting to lift, starting to get a better approximate number of what's kind of been encumbered to this point. But for Fund 400, I've also been researching needs for all schools, specific schools to try to put them together in a more comprehensive plan. while at the same time trying to get real clarity on what is the actual balance left in Fund 400 per, I think it was a member, Gwen, asked for a larger plan to be more comprehensive with more detail and backup. So this is just a first step in that direction. And just trying to give the board the clarity around what is left in Fund 400. And some of these things, like the items that are in red italics, are not approved. They're not in there yet. So those are adjusting this table a little bit. But I also have been asking schools, all schools to provide kind of a tiered priority list that we're compiling. We hope to have a more comprehensive report to you with that list included. So every school would have something possibly that would be helping them with curb appeal as well as things they feel are really vital. I know that, for example, The Lincoln Elementary has a desire to have a fence in the front to keep the campus closed. So there's some items like that that are being brought forward. But this is the first, at least the first attempt from finance to be able to say this is approximately what it's looking like. I hope that when I bring it to you next time with a comprehensive plan, I expect to have a real, more of a finite number, and then plan and detail to back that up. So we're not there yet, but I want you to know it's under the construction right now. But I don't know if you have questions or comments, but I just wanted to tell you what that was. And it's not final, and it's not accurate yet. But we're trying to get a shape to it. Thank you, Madam Thomas.

[10049] Nancy Thomas: OK, I did some analysis, which I shared with the superintendent. I looked at what we approved for this Russian dollars. There's several big buckets. One is 2.3 million for technology upgrades district wide that we approved. Four million for exterior transformation and the footnote on that said paint, prep, trim, signage, draw tolerant landscape. And then we just approved the pilot for the Bridge Point primary and intermediate classrooms. So part of what Ms. Hilberg was talking about I think is really cogent and important is that this gave us the opportunity to pilot what should be maybe a standard package that should be offered to teachers in their classrooms. And if you recall, there was a little dissension in the board and we went back and forth about whether we should approve the classrooms for the entire district. Given the budget that we had, what we have in fund 40 or the Russian money cannot fund everything in the original estimate for all of the classrooms in the district for the 21st century classrooms. So I think that really needs to be fleshed out. I would like as a board member to be equitable across the district. So after this pilot with these two schools, I would like to see this which I think are embodied in the 2.3 million and the four, and the 1.5 million, which was just the pilot in those two. Then we have the exterior transformation. And, the context of that is that we have a lot of money, a lot of money, a lot of money, a lot of money, a lot of money, a lot of money, a lot of money, a lot of money, a lot of money, a lot of money. And we can also say that's the same thing we should be looking at when we look at the technology and the furniture in the classrooms. But what we don't have is what estimates on the painting that's remaining. And, you know, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a, I did a just a sophisticated guess. And the painting, if you said, I think originally we said in the bond, this would come out of the bond and there would be two million for painting and two million for landscaping. So if you take what we already spent on painting at six sites and now we have to extrapolate that to the high school, I think the next most important thing that the district should do is get estimates on what remaining painting because I think it's a given that we're going to paint all the sites. So what is the estimate for the remaining painting? That tells us what's left over for landscaping. And if my back of the envelope estimate is right, we have something under $200 left for landscaping. So then I think we board members need to answer some questions, okay? So first of all, do we want to prioritize painting? I think we do. If you look at the enrollment by grade span, the K-6 enrollment is 54%, 7-8 enrollment is 16%, and the 9-12 enrollment is 30%. So do we want to have some kind of a rough allocation of the landscaping, the rest of that money, based on how big the sites are, how many students are served. That's just one question I think we should answer. And then, do we want to prioritize by the type of need? For example, you know, I mean, it's fine to go to all the schools and say, what do you want? And they give us their wish list. But it seems to me that like, for example, safety is something that's, you know, that's a given. So if we need security fencing for Lincoln, that's something that probably should be a high priority. We talked about drought-tolerant landscaping. It seems to me that we should have a landscape architect. This is one-time money, and I think it would be good to use a consultant, a landscape architect, to come in and give us maybe scope out several options and how much it would cost to have drought-tolerant landscaping at our sites. I went by Kennedy School and some of the other schools. The chain link fences are just so ugly. Maybe part of that landscape upgrade will be to do the same kind of fencing we have at the high school, which is, you know, rata or iron. It's a lot more attractive. So I think just looking at fencing as a priority is something that we might want to do. Ms. Crocker mentioned murals. I think it would be fantastic if we had identities for our schools with murals? What about playground equipment? We talked about, well, we have, we had pictures of the basketball hoops at the high school. They're just awful, you know? So, you know, do we want to prioritize some of that? Is this money meant for hardcore paving? We, you know, and parking or does that come out of the bond? And the request for the scoreboard sound system, I think those are good. I think those can be prioritized. But I would hope that we wouldn't, if they're not critical, time critical, let's do the estimates for landscaping and other things first and put them all in a big package. And that's what I, when I talk about a plan, that's kind of what I'd like to see. And given what Ms. Hilberg said about the technology, I think after the pilot, if we had a plan for each, a base for each classroom. But, you know, I don't know if you've looked on, on the web, but someone pointed out to me that there are technology requests by teachers in the district. And we, we are going to roll out the, the Chromebooks over three years, correct? Well, we have teachers asking for Chromebooks on, on a fund me site and Like Ms. Newp at the high school wants three Chromebooks. Ms. Matsumoto wants a $2,000 photo printer. Mr. Reed wants money for speakers. It seems that the technology needs at the various grade span levels might be a little bit different. So where you could have a standard configuration for technology in an elementary classroom, when you come to middle school science or high school, some of the, you know, classrooms there, those programs may require something different. So I think that all speaks to taking the time to do a plan around each one of these big buckets, you know, to further refine it.

[10512] Ray Rodriguez: Thank you. And naturally, that's a matter of conversation where I might agree with you on due to equity to do something at each one of our sites when it comes to furniture. Thank you for your thoughts on that, but it's a discussion we need to have, so each board member would have input on that, and then we can all come to a decision on that at some time in the future. Okay. Member Burciano? Well, no, no, she's already spoken, so that's why I called on you.

[10546] SPEAKER_24: So, I just wanted my thoughts in terms of just bringing back in terms of a comprehensive plan, maybe this could be a potential kind of study session, only in the And the fact that we have this fund for it, but we also have the bond funds. And then we haven't even discussed the potential new school. Because for that one, it's either you, in terms of my understanding, the whole purpose of the Russian sale is capital. You get capital funds to fund another capital project. So just kind of having a comprehensive plan and making that decision whether or not we would use any of it or all of it or part of it. Part of it. I guess if we decide to have a school, but I guess more going back to the point of just having a comprehensive plan and maybe creating a study session to be like what's left of the bond funds, what's left of this, which is actually in front of us, and then figuring out in terms of the potential new school because it ties directly whether or not we will have anything to... So we could set aside part of that money to... If we decide to.

[10617] Ray Rodriguez: If we decide to, got it. No, no, no, it's good. It's good discussion. Member Crocker.

[10623] SPEAKER_17: I'm looking at the form that's here that's entitled fund 400 reserve 9200 proceeds from purchase and sale. Am I right in the black is things we've committed to? Yes. So that is something that we have no choice on. The blue is projected. for 2017. What's left?

[10646] SPEAKER_24: Blue is remaining budget for that particular item.

[10652] SPEAKER_44: OK. But I would call that kind of encumbered. It hasn't been done yet, but I think that money was allocated to that purpose.

[10660] SPEAKER_17: It just hasn't been completed yet. And then the red is ideas. Proposed ideas.

[10665] Ray Rodriguez: So you're going to bring us more information so we can have more of a discussion?

[10668] SPEAKER_44: I think my intent this evening was exactly what has been happening, just to hear from the board. I've taken some notes to help incorporate into my next steps for planning. I didn't want to get too far down the road without coming back and listening again. So that was my intent, was just to hear kind of what you're thinking on it. And I'm still working on getting this to actual. And then I'd like the idea of a study session to really put all the cards on the table.

[10694] Ray Rodriguez: Member Thomas, you've already spoken so I'll, let me go to Member Nguyen and then if you want to have something else you want to say.

[10700] SPEAKER_20: Yeah, I won't be as detailed as Member Thomas but I would agree with several of her points as far as providing that equity across the board district-wide in terms of 21st century learning space and the, you know, the new furnitures and whatnot. The second priority that I would have is the exterior renovations, whether it's paint, fencing, slash landscaping. That's something that's important for all of our school sites, especially if part of our strategic plan is to try to retain students with our enrollment. We've got to clean the front of the house first, so to speak.

[10740] SPEAKER_21: Great.

[10740] Ray Rodriguez: Thank you, Superintendent, for bringing this forward. Member Thomas, did you have some additional?

[10744] Nancy Thomas: Well, I kind of do. And I don't know if this fits in with the next item that we're going to be talking about with the bond. But what Member Preciado said about a comprehensive plan and about a new school, one of the things that we talked about and asked staff to look into was a middle school model. And if we do a middle school model, we may be needing to some renovation at the, at the junior high to accommodate the middle school model. And, and that may be a couple hundred thousand or, or up to a million dollars, but we won't know unless we. Right. Decide whether, so that, that's, these things kind of impact one another. Do we need a new school? Do we need a middle school? And, and those could impact spending these dollars. So, you know, once we spend the dollars, they're gone and we've already kind of in my mind said Russian money's gone because of the equity issue and the things we already approved unless we change our mind. So that leaves the bond and I think we need to be thinking in terms of comprehensive, what if we move the preschool to another school site? least restrictive environment. We may need playground equipment. We may need restrooms. Those are important things that we talked about having staff look into. I think, you know, and they would impact how we have the money we might need.

[10846] Ray Rodriguez: Okay. So when the superintendent brings us back, we'll have a more detailed discussion. Okay, everybody's spoken. Before we move over to the Measure G, Member Percival, did you have something?

[10858] SPEAKER_24: I have one last question. Is the option 970, Special Resource Capital Project, fiscal year 2016, that $4 million? Is that the $4 million that was transferred to the reserve, or is that separate? Yes. I believe it was transferred to the reserve.

[10872] Ray Rodriguez: OK, thank you. Member Wynne, do you have anything?

[10876] SPEAKER_20: I was just going to say the, the, at some point or another we're going to have to address if we move forward with the middle school model. Right. Just to, like to, to Miss, Miss Thomas, is we've got to recognize the reality that if we do move to the middle school model, and if our enrollment doesn't pick up again, that would entail each one of our elementary schools losing a sixth of their population, right? and that's going to cause ramifications that I don't think this board is ready to entertain.

[10906] Ray Rodriguez: Right. But we've been asking and kind of hitting on the fringe of the middle school model and that hasn't happened and we've been waiting for a while. Right. So let's... It's probably good to have the discussion.

[10919] SPEAKER_20: Yeah. So from that angle as well, not just necessarily the academic benefits of a 6 through 8 model but also the impact of the 7 elementary schools. Exactly.

[10931] Ray Rodriguez: Okay, so the next item is item F which is the same conversation although this is as it involves Measure G. Ms. Parks, you want to address us on this one? Well, I'm sure you do, you wouldn't have filled out the form.

[10950] Cindy Parks: Thank you, yes. You've kind of touched on some of it. I was going to ask when you were going to schedule the work study session to work on these two projects, specifically this one, because the last item to be, and I'm not here as the CVOC member, I'm here as a member of the community, just a clarification.

[10973] Ray Rodriguez: How do you tell the difference? I'm sorry, go ahead.

[10977] Cindy Parks: So I just wanted to see when you were going to set the date because the only item left that was on the original I really wouldn't say that you guys even approved a plan was the rest of the roofing that needs to be done at the high school. So just kind of wondering where the priorities are going to be set with the rest of the money. And there are a couple of items on here, the science classroom. There's only, well, I should say that is kind of one of the items that you did discuss also. It only lists here 1 million. However, at the very initiation of all of these ideas, there was 3 million set aside for that. And the reason it got dropped to 1 was there was the sale of Russian coming, influx of money from there, but it was also because the roofing and the HVAC had cost so much. And so there was kind of a the windowing down of that pot of money. So just as a reminder. And then the modular removal, that was something, I mean, it is notated at the bottom that that was Victor Lopez. And I don't remember that actually being a part of your plans. So just kind of wanted to bring that back up and, you know, see.

[11045] Ray Rodriguez: Thank you.

[11046] Cindy Parks: When your date's going to be.

[11047] Ray Rodriguez: OK. Thank you. Superintendent, this is Yes. Your item.

[11053] SPEAKER_44: So on Fund 210, Measure G, similar kind of conversation. I think I like the idea of a study session. I think bringing forward a couple of other models beyond just, I think, middle school certainly is something we should look at. I'd like for us to also have a conversation about universal preschool, as well as K options. I mean, we need to try to put everything on the table. And I think it's more than just clarity on Fund 210 and Fund 400 I think we're also looking for clarity on the larger general fund I have some questions about larger general fund that I I still want to get answered and We're working to get some more clarity around that So this one is also kind of the same however I look at these as a much more restricted dollars That have to be expended through the language of the referendum or I'm sorry of the measure so just wanted you to have kind of a initial dipstick of where we are today, of where we believe the money is. As I said, this is a draft. I don't think these numbers are 100% accurate, because there's still a lot of things in play. But I wanted you to have a feel for what's left. I know that I've seen science classroom quotes from $3 million to $13 million. So there's a whole range of things there that have kind of been brought forth. and modular removal and replacement. Originally I thought as a removal I think I could do it for less than two million, but as far as replacement I probably can't. But I think that kind of the same question, I think the overarching question for these two items is really, and this is probably a study session that needs to happen first, before we have the study session that Ms. Parks referenced and I think the next study session really is Vanner and if you guys are willing to tell me or if we have a commitment from them, when is Vanner going to do their study session? Okay. So that'll be the next study session specific to measure G. Then I think after that we should schedule a study session that's larger to put together what is the larger comprehensive plan as to what do we do with them from that point in time. because I think Vanner's been working for, I think my request for Vanner was pretty simple. What did you do? What do we pay for? What hasn't gotten done? What's left to get done and what would it cost? And so those are kind of the pieces that they're putting into that study session. But outside of that, if there's other thoughts and ideas that you want to share with me, I just want to open the discussion item for me to take notes to help incorporate it into the study sessions as well as the larger plan.

[11228] Ray Rodriguez: Do we then share with you until you take notes or are we involving Vanner on this one as far as answering any questions?

[11236] SPEAKER_44: Vanner is really specific to what do we contract with them to do, what remains, and this is appropriate for the conversation like the roof of the high school.

[11246] Ray Rodriguez: Right, that's a good comment. Yes.

[11247] SPEAKER_44: Okay. It's really for both, just input for both of us to listen.

[11252] Ray Rodriguez: So we have member Nguyen, member Thomas, and then member Crocker.

[11257] SPEAKER_20: So this is one of, this is an instance where I would agree with Ms. Parks as far as the science classroom upgrades. I think a line item of a million dollars, my opinion is don't even bother. I mean, don't, don't even touch it if it's, if you're going, going to devote a million dollars to it. I think we're, we're missing a, a great opportunity. The fact that the high school's located across the street from a virtually brand new health center facility from Maloney College. And that we've, as a board, have spoken a lot about promoting STEM and STEAM. And that's, you know, certainly the, the the path in which we want to go towards. But I think our facilities at the high school from the science classroom perspective has to reach up to that level and then support those, that goal and vision. And I think it's a good opportunity for us to finally upgrade our science facilities to at least provide our students with the appropriate spaces so that they're ready and leverage the facility across the street that we have in order to really push that, you know, STEAM and STEM agenda. The $2 million for modular removal and replacement, that seems extremely high to me. I agree. And especially with the estimate of negative 25% to positive 75%. That's a way to make a range. And you're essentially saying that there's a potential for it to increase up to 2.7 million or 2.5 million dollars. I'm, I wouldn't be comfortable with that type of range as far as estimate is concerned. I think that also ties into the science classroom because the two modular units that are being removed is, is in the science, the earth science classrooms. Is that correct? And so that, therefore that.

[11374] Nancy Thomas: I don't even know where they are.

[11376] SPEAKER_20: I believe that's... Well, Vanders here is that the... I don't know the answer. Okay. I believe it's the two portables that's the first couple coming in to the creek of the high school, where they were modular units, but they've been... It's completed more than just portables, so to speak. But as I said, that seems extremely high to me. The priority that I wanted to see with the Measure G fund and what we can do is allocate more towards the science classroom upgrades to really give our students that science classroom facilities to leverage the relationship that we hope to build with the learning.

[11420] Ray Rodriguez: Okay. I thought Mr. Richards, superintendent, was gonna do some kind of a report on the modulars.

[11428] SPEAKER_44: Yeah, we do have another vendor that can give us some different pricing on modulars for new. They're much more economical. And the new, actually, I'm going to be looking at some new, I forget, I think it was Menlo or some district near us has recently gotten some new modular units to look at, which look very different than what you think of a modular at all. They're very much more windows and much more user-friendly. So I know Mr. Richards is looking at that, as am I. And I agree with the margin of confidence, or whatever that's called, level. That's way too wide of a gap. But I wanted to make sure that we had not dropped off what was kind of in that initial conversation. And there's not any recommendations in here that are in red, like the prior because these are different funds. But I think that's fine.

[11492] Ray Rodriguez: We are looking into that. Can you reach out to the RP? And we used to have that construction unit. Remember, Tom, we still have that at the RP, where they build buildings?

[11503] Nancy Thomas: Oh, well.

[11504] Ray Rodriguez: I think part of it. Yeah. But anyway, reach out and see if maybe there's some help there. No. No. OK. No.

[11510] SPEAKER_17: OK. They're making all the sheds.

[11512] Ray Rodriguez: OK. I know.

[11513] SPEAKER_44: But I think the science component also Let me just report on this. The high school is going through a WASC review this year. And part of that WASC review will be where are you with the core content standards and next generation science standards. So I think that has to be something that we have to consider for this as we start thinking about what's the space look like, what are the instructional requirements that that brings to the table. So that's going to be part of a question I think that I feel more confident once I know kind of what the WASC recommendations are and what is their, I've asked the high school to implement a four-year plan to try to improve the on-off track ninth grade initiative that we've started this year. So there'll be more to come on WASC but I think that there's a lot of pieces with the science that I think have been hard to nail down without doing that.

[11574] Ray Rodriguez: Thank you. Member Thomas.

[11576] Nancy Thomas: Yeah, just to kind of go back along memory lane a little bit, we were given a chart over time of what's happened with our original plan for spending our Measure G money. So for example, roofing went from $10 million to almost $25 million. HVAC systems went from $10 million to just under $20 million. Paving was not in the original, and it's gone up to about $6 million. Over $20 million for safety, energy efficiency, technology just got dropped down to about $5 million. So we had to make some drastic changes because of the increase in the roofing in the HVAC. And so now where we are is because some of the estimates for roofing in HVAC came in lower than what what these estimates were, we do have money left over. I agree with Mr. Nguyen completely on the science. It was $3 million, and then they said, oh, no, everything's costing so much. Now it's only $1 million. And then now it's in here as $1 million. We never, ever talked about modulars, replacing modular units. So what are we doing? We need a plan. We have the money that's left over. I think we've made our feelings about science known ever since the beginning of the grant, I mean the bond. The other stuff needs to be brought to us and I think staff needs to look at and help us prioritize these things because you're the ones that are near to the need and and can make a recommendation and then we can bounce back and forth based on your recommendation but I always feel more comfortable working from a straw dog plan that staff brings to us rather than you know just piecemeal.

[11702] Ray Rodriguez: Got it. Thank you. Member Cracker.

[11704] SPEAKER_17: Just for clarification as of 2017 we will have spent $37,488, is that correct, out of the 63? I believe that's correct. So that means there's, for some reason, there's 13 and a half that's not noticed here. If you total up the total expenses with the ending balance, it's 48.50, and we had 63. So what's happening here?

[11740] SPEAKER_44: Same question I have. I think that's why I'm trying to keep the pressure on.

[11745] Ray Rodriguez: Yeah, these are different figures. Something's not listed here.

[11747] SPEAKER_17: No, because the bond... The revenue is at 48.

[11750] SPEAKER_20: Right. And we were expecting 37-ish, so that 10 million comes... It works out. I think you're quoting the original bond of 63 million, but those bonds haven't probably been sold yet, so it's not there.

[11763] SPEAKER_24: So this is reflective of what's been, the bonds that have been sold?

[11767] SPEAKER_20: Correct.

[11767] SPEAKER_24: And in terms of the cycle, so then it would be the rest to make up the difference of what you said.

[11771] SPEAKER_17: So we have another set of bonds to go on?

[11773] Ray Rodriguez: Yes.

[11774] SPEAKER_17: No, we don't. I think we thought we did the last one.

[11777] SPEAKER_20: Okay, we're done. Okay. Wait, so how much was the original bond? So I wasn't here.

[11781] Nancy Thomas: 63 million. 63.

[11782] SPEAKER_20: Okay, but our total revenue only shows 48 million. So there's 15 million dollars somewhere else. Or unsold bonds or what not.

[11788] Nicole Pierce-Davis: That's very likely soft cost, but I, you know, I would have to look at that.

[11795] SPEAKER_20: Okay. Well, if it's soft cost, it needs to be reflected as far as total revenue. Right. It should be. Yeah.

[11799] Nancy Thomas: So we're talking about 13 million in soft cost?

[11803] Nicole Pierce-Davis: You know, I, I, I'm not sure we didn't prepare the spreadsheet.

[11806] Ray Rodriguez: Right. Okay. So maybe when the superintendent brings them back, we'll have more info. Okay.

[11812] SPEAKER_21: Okay.

[11813] Ray Rodriguez: Anything else? No, that's all. Okay. Thank you. Thank you. So superintendent, you're going to bring that back after... I'll keep working on it.

[11821] SPEAKER_44: I'll keep pounding away.

[11839] Ray Rodriguez: Okay, excellent, thank you. So this is, both items are going to be ones that we're going to be talking about for a while. Okay, we got a Board of Education Committee Reports, Announcements, Requests. Don't forget, we have to go back into closed session. We shouldn't take that long. So I'll start with Member Thomas, if that's okay.

[11868] Nancy Thomas: Okay, I'm going to want to run again for the Delegate Assembly so that requires a nomination from you folks so I'll prepare that paperwork and I hope you consider that, okay? Also, I think with our NTA rep comments about guest teachers, it would be good to have some kind of a... Thank you, gentlemen.

[11899] Ray Rodriguez: I'm sorry, go ahead Member Thomas.

[11900] Nancy Thomas: It'd be good to have some kind of a report or study session or something to see how bad is it and we shouldn't be having our teachers burn their midnight oil because they have to do their prep at home because they're acting as substitutes during the day. So I'd like to see some kind of resolution on that. in the context of a budget that a budget process that I think requires that that personnel department and the ed services and and the business office all work together on starting now on a budget for next year.

[11945] Ray Rodriguez: Yeah, thank you.

[11950] SPEAKER_20: I forgot to mention in the previous item, so I'll just include it here, but when we do identify the soft cost of the bond project, if we can have that lined item out, please, as far as, you know, soft cost is very generic. I mean whether it was construction management cost or design cost or what those were per project and per item.

[11976] Ray Rodriguez: Yeah, that kind of struck me that $13 million is kind of crazy. $15 million. Yeah. Time for my pill. Excuse me. Anything else? Okay. Member Crocker.

[11988] SPEAKER_17: I just want to say that I'm looking forward to the tour this Wednesday and I understand we can either go Wednesday or Thursday. So I'm planning to go on Wednesday. Okay.

[12000] Ray Rodriguez: Anything else?

[12002] Nancy Thomas: Maybe we, I'm sorry, to get back to that, if there's three of us that want to go the same day, we have to post it as a special meeting, otherwise... Right.

[12013] Ray Rodriguez: I'd like to go... Right, because I'm gonna be gone.

[12018] SPEAKER_44: Ray will be in Florida. Yeah, I'll be in Florida.

[12021] Ray Rodriguez: Yeah, two and two.

[12028] SPEAKER_24: I don't know. I don't think I can go in. I can't make either.

[12036] Nancy Thomas: So I'd like to go on Wednesday with you, Jan.

[12039] Ray Rodriguez: And then Tom, are you going to go? CBOC is going to join us? Or it's open for everybody, right?

[12046] SPEAKER_44: It's open to anybody, yeah.

[12047] Ray Rodriguez: Right, it's open for everybody.

[12049] SPEAKER_20: And then that's for next week. I think CBOC was driving. This week. As in tomorrow?

[12054] Ray Rodriguez: Tomorrow. Is that tomorrow?

[12057] Nancy Thomas: Tomorrow.

[12058] SPEAKER_17: Second.

[12058] Nancy Thomas: And is it at, what time is it, five?

[12062] Ray Rodriguez: Five o'clock?

[12064] SPEAKER_17: Five, five to eight. Five o'clock.

[12066] SPEAKER_20: Yeah. It is at five. Okay. Five. And then, it says one of two.

[12070] Ray Rodriguez: One's the other. Five to eight. We're taking the superintendent's thunder away for his. Yeah.

[12074] SPEAKER_42: Does anybody, is anyone going on Tuesday?

[12077] SPEAKER_20: Thursday you mean? There's one. Thursday.

[12080] SPEAKER_17: I'm not going on Thursday. So we don't have to have a Thursday then?

[12085] Ray Rodriguez: Well, no, there's other people who might want to go besides board members. Let me see, hold on. This is open to everybody.

[12094] SPEAKER_44: Oh, yeah, it is starting at 5 o'clock.

[12096] Ray Rodriguez: It's up to you if you want to limit it to one.

[12104] SPEAKER_20: If I'm going, I can only go on Thursday. This is just a tour to see the painting and the HVAC.

[12115] Ray Rodriguez: How many sites? Six sites.

[12118] SPEAKER_20: But you can catch one of those. But the construction during the summertime was mainly repainting and the roofing and HVAC, right?

[12130] Ray Rodriguez: Vince is going to take us, right? Okay. Okay. So we have the dates, so choose which one you want to make.

[12144] SPEAKER_24: I'm going to try to make it 5-6 on Thursday. I'll try a bit.

[12148] SPEAKER_20: OK. I'll do Thursday.

[12149] Ray Rodriguez: You're going to do Thursday? OK. And then we'll wait for Member Bruciano. OK. Member Bruciano.

[12156] SPEAKER_24: Yeah, so I did want to mention to Patty, and I apologize for this, when I booked the December 12 date, I'm actually on vacation. I'm out of town. So that's why I didn't have meetings on my calendar. But I can give you some dates. I can either email you or if you want me to give you right now.

[12180] SPEAKER_17: Does it have to be a Monday? Is that what the parameters they said?

[12184] SPEAKER_24: It has to be on the Monday that they meet, so that's the 2nd or 4th.

[12188] SPEAKER_42: Because they're hosting. If we host, then we can select our dates if you guys are open to that.

[12193] SPEAKER_24: I'm OK with hosting it if you're OK with it.

[12197] SPEAKER_17: I don't care. Maybe we can have it on a Thursday. Thursday, I've got problems. Wednesday is my only really good day at this point.

[12206] SPEAKER_42: So what are the better options for you?

[12209] SPEAKER_17: For me, any Wednesday.

[12213] SPEAKER_24: Wednesdays are generally good, except the third Wednesday of the month.

[12219] Ray Rodriguez: OK. Anything else? Maybe for Seattle? OK. I got a chance, a lot of the schools had the Halloween as they always do, especially at the elementary sites where the kids get to, you know, march around. So I had the opportunity to go to snow and also to go to the Kingdango. And it was, it's just nice. The schools all do a great job. All the kids are engaged and it's, A lot of fun for everybody. I had a chance to drive around as I was, the other day, as I was leaving Snow and taking my daughter. So I did drive by a couple of schools, and on the way to Fremont, I drove by Milani, and the situation there with parking is just, and I've already talked to the superintendent, and we have to engage some people and see if we can fix that. because it's not good for that community because most of the other schools have it pretty well together but at Milani, not to any fault of staff, it's just the way things are there. And one of the things that we had talked about or that was mentioned was possibly there's a park behind the school and so pretend it's going to talk to the city and or to the school and see maybe open up a rear gate but we have to do something and I know Officer Sandoval from the high school had come by to try to help. The other thing is I asked the superintendent to maybe, when the city and liaison meeting is to maybe have the city have police officers since they're on, you know, all over the city maybe take a few minutes maybe in the morning or in the afternoon and drive by our schools if it's something they can do without encompassing on their, what they normally do. And that could be part of your conversation I guess if you guys want to have it during your meeting. We did go to a supper meeting, the superintendent and I and we went over the budget and naturally with special ed we're always, you know, getting 50% of what we need. But there is going to be a special ed event coming up next week and I'll get the information to the board. I'm taking my first time off all year and I've waited to last. Everyone else has had a chance to take some time off. So I'll be gone for the next couple of weeks. I'll be in Florida. I'm going to be working on the on the campaign, and I'm also going to be doing other things. So I'm going to miss the next meeting, but I will be available, and I'm going to give the address where I'm at to Ms. Sandoval, so I'll be on phone, and I can join the meeting for closed session, open session, whichever works. That's all I have. Anyone else? Superintendent, do you want to go, Member Thomas?

[12432] Nancy Thomas: I had one more thing. Sure. I did go to music and I helped to their Halloween. Okay. And I helped with the judging and I've got a lot of pictures. Patty, I'm going to ask you how I can upload those pictures to share with the site. Maybe you can help me.

[12449] Ray Rodriguez: Thank you for doing that because I know they're asking board members to be there. Anyone else? Superintendent, you want to go yours and then we'll break for 10 minutes, come back and adjourn, if that's okay.

[12462] SPEAKER_44: Yes, mine will be quick. I just wanted to say please get out. I went out today to Birch Grove Primary. They're doing STEM week. It's on the board agenda. It's on the board Google calendar. I stopped by. It was really cool what they were doing with the, there was some programming going on. I took some great pictures as well and just some applied science. ideas that I thought were pretty cool. So our kids are hilarious. So that was it.

[12493] Ray Rodriguez: I've already voted. So I encourage everybody else to vote next Tuesday. And they anticipate a record number of people coming out to vote for this particular election. So with that, instead of adjourning, we're going to just go back to closed session for a few minutes. And the time right now is? And we'll be back in about five minutes. I don't think, wait, do they?

[12853] SPEAKER_43: you

No minutes available.