Regular Meeting

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[84] SPEAKER_39: I am an indivisible, with liberty and justice for all.

[92] SPEAKER_38: Thank you, ladies and gentlemen, for attending the March 7th Board of Education meeting of the Newark Unified School District. From 6 to about 7.12 this evening, we were in closed session where we discussed public employee employment, conference with legal counsel on pending litigation, conference with legal counsel on existing litigation, and then conference with labor negotiator. No action was taken. We move on to items 5.1, approval of the board agenda. But before we get to that, a reminder for members of the public who wishes to address the board or ask to fill a speaker form, which I have some already. They're located at the rear of the room. Please state your name clearly for the record. Speakers are limited to three minutes and once per item. And the board cannot respond on items that are not on the agenda. Going on to 5.1. Superintendent, members of the board, is there items on the agenda we would like to move around or remove from the agenda? Go ahead. Yeah.

[159] SPEAKER_17: Excuse me. President Nguyen, I would like to pull items 15.9 and 15.10.

[166] SPEAKER_38: Okay. So 15.9, settlement agreement 1723, 15.10, settlement agreement 17.24, okay. So we'd like to pull that. Any motion from the board?

[181] Ray Rodriguez: I would like to ask the board to entertain on 15.12 the school year calendar. We have it way at the end of the agenda and that's an item that normally generates a lot of interest and to keep anyone that wants to address us on that particular item... Okay. ...throughout the whole thing. I just like to see it moved up.

[209] SPEAKER_38: Okay. So let's just take two one at a time first. So 15.9, 15.10, Mr. President wishes to remove those from the agenda. I need a motion and approve and... I'll make a motion. Okay. Motion by Member Rodriguez, second by Member Crocker to poll 15-9 and 15-10. Can we vote, please? OK. Oh, yes. Those two items were polled. The next request is 15-12 to be relocated. Whereabouts would you like it to be moved, Mr. Rodriguez?

[254] Ray Rodriguez: Probably at the beginning of new business. if that's before donations.

[260] SPEAKER_38: Okay. So very beginning of new business into donations so, all right, so ahead of, so the very first thing, item essentially. Right. Okay. We do have a speaker for this, Ms. Crockett?

[271] SPEAKER_14: Yes. Part of the problem is changing that drastically. People may have looked at the meeting and decided to come later to address that. And so I'm concerned about moving it too far forward. for that reason. The second piece being is if you're asking for us to do this before we have a report for employee organizations and then we will be addressing that. So I think it needs to be, if we're going to change it, it needs to be earlier, perhaps earlier than it is now but later in the business.

[304] Ray Rodriguez: Okay. There's a lot of, can I address that? Sure. There's a lot of items on new business and I mean we can always ask The employee organizations have already addressed this in the prior board meeting. So I would still rather have this move forward. As far as the time issue, other than the fact that we say that the board starts, the open session starts at 7, we don't put time on any of the other things. And most people will, if they're going to address the board, will come at 7 o'clock. So that's why I would like to see it in new businesses. It doesn't have to be in front of donations. It could be somewhere in the middle but I would rather have anyone that's going to be addressing us on this to be able to address this and then go on home. Okay, Ms.

[361] SPEAKER_38: Thomas.

[362] Nancy Thomas: I'm seeing that there's several staff reports before that that might mean that, We're going to be here for at least an hour before we take this item up anyway, so.

[375] SPEAKER_38: You don't think it would be an issue?

[376] Nancy Thomas: I don't think it would be an issue.

[378] SPEAKER_38: Okay. Okay. So there's one item that I do like to move up and maybe we would consider this 15... 15-12 after this particular item, but I do want to move item 12-12, which is the second in report, to be right after donations so that we can have the report by Mr. Richards as far as our financials are concerned. I think if anything, that's very critical to our community, but then also gives us a greater lens as we look at 12.2 and beyond. So, I do want to, so if we're okay with having the sequence of 12.12 coming right after donations and then following that secondary report, we can have then the school calendar 15.12. Are we okay with that?

[440] SPEAKER_32: So, I'm okay with that. I just think that we should Maybe in the future in terms of so we don't change it, because then otherwise, to Member Crocker's point, that if I'm trying to make a decision about that, there's always going to be something that's super important to one person. So does that mean are we going to change it every single time for that one person? We should just maybe in the future put it in the front.

[460] Ray Rodriguez: And personally, I don't think it should have been under consent. I think it should have been under new business.

[466] SPEAKER_38: So, again, are we okay with donations and then second interim and then the school calendar? That's my proposed order. I agree. Can I have a motion, please? So moved. So moved by Ms. Rodriguez, second by Ms. Thomas. Please vote.

[493] Ray Rodriguez: It's not clicking. I'm sorry. That's okay.

[497] Bowen Zhang: One more time.

[500] SPEAKER_32: Is that going to be reflected on this? Can you do that?

[504] SPEAKER_38: Yeah, it's going to be hard to do on the fly, so we'll just know if you guys can help me keep in check with that. Thank you. So with that, we move on to 6.1, which is student report from Newark Junior High School, McGregor, and Newark Memorial. Superintendent?

[527] SPEAKER_17: Who's ready to go first? How about we start with Newark Junior High this time? Since you've been standing up for a while. Please just tell us your first name and what grade you're in as you report out.

[543] SPEAKER_18: I'm Mikayla and I'm in eighth grade.

[547] SPEAKER_17: And who's with you?

[553] SPEAKER_18: The Leukemia Lymphoma Society Pinies for Patients was a fun and pricey competition with a total of $4,100 rate. A few weeks back, the Under the Sea Dance took place on February 24th, which everyone seemed to enjoy. We had many creative posters and jellyfish lanterns for decorations, including a bubble machine to make things more realistic. The next big thing that happened is the second challenge day that included a different group of students than the first batch who attended the first one. students will be able to express their emotions and will not be alone and also realize that they're not the only ones dealing with the problem. This challenge day was held today on March 7th. Next, this upcoming Thursday is our multicultural rally on March 9th. This whole week, including Monday through Friday, is holding a specific culture. For instance, on Thursday, it's all cultures, and children have the ability to build their culture by wearing their clothing or jewelry each day is a different culture. We chose for all cultures to be on Thursday for the student body to come together and show off their beautiful accessories and clothing at our school rally, which is also on Thursday.

[627] SPEAKER_05: This month, both 7th and 8th graders have started to pick their electives. 8th graders have also received their registration for 9th grade courses. In the library, a competition will be held where you can win prizes by reading as many books as possible. Prizes include $10.20 spent at the book fair, gel pens, notebooks, and cookies. Also in the library will be the Young Authors Competition, where students will write and illustrate their own books. Early April, our school election will take place for next year. Next, for our four-day week, for our four-day week before break, we'll be having spirit week. Spirit week days that have been approved and voted on by leadership students are pajama day, twin day, movie day, and sports day. Thank you for your time.

[669] SPEAKER_38: Thank you.

[672] SPEAKER_17: Thank you, ladies. Are there student representatives from our McGregor campus? Okay, seeing none, any students? We have a student up here, but is there any other students? I'll let you take it from here, Sierra.

[694] SPEAKER_19: Okay, so this Friday, we have a Hats Assembly. This will be following fourth period. You guys are invited to come. This will be a multicultural assembly about all of, majority of the clubs at the high school will be participating in. They will be doing dances and just, they'll put on a really great show. There'll be clubs such as the Filipino Student Union, Polynesian, Black Student Union, they'll have the Folklorico there, and the breakdancing clubs, et cetera. They'll all perform. and that's always a huge deal at our school. The Media Communications Academy, or MCA, they will be hosting two open houses this week, so you can come learn, so the students can come learn more about the program. It will be on Wednesday and Thursday at lunch. This is just so it can open up more options for the students, and a lot of students I know enjoy it very much, so I would definitely say that they should go check it out. Ohlone College will also be here on Thursday from 2 to 3 p.m. in the library to help students that are interested in going to Ohlone College to help fill out applications. We are having our first full-length play performed in Spanish ever at the high school. It's called Noche de Fantos. I apologize if it's wrong. The production itself was directed by our drama club president, Itzel Melanes, and features some new talent. The play is about six friends who venture into a cemetery for various reasons but come out realizing that honesty is the foundation of true friendship. The show runs from March 17th to the 25th every Thursday at 3 p.m., Friday and Saturday at 7 p.m., and Sunday at 2 p.m. The tickets are $10 for students and seniors and $12 for adults. And then the crab feed is coming up. This is a huge fundraiser that everyone knows about, everyone goes to. It's for the Cougar Athletics. It's $50 per person. There'll be lots of crab there for everyone to eat and raffles going on throughout the night. And all of your favorite student-athletes will be there to serve you. And just to thank you for everything that you've done, including myself. The CAASPP testing is coming soon and SBAC testing and ELA and math for grade 11 will run March 28th and April 13th. The CAST testing and science for grade 10 will run May 17th to 23rd, just to remind parents and students that that will be coming up soon. Sports. So huge congratulations to the girls' basketball team. They advanced to the D2 state championships, which will be going on tomorrow with a record of 16-13. And they're taking the 12th seed. And they are scheduled to go against the number 5 seed tomorrow at tip-off at 7 PM at Sacramento High School. Congratulations to junior Haley Nelson for being selected by the MVAL league to be on the MVAL first team. And she was voted most valuable player of the league by all the coaches. So that is a huge accomplishment. Congratulations to her. Cougar Wrestling, the boys who qualified individually to go to NCS was Marcus and Evan, sorry, Brandon Maragucci got third place, Marcus Calvo got third place, Xander Pereira, Evan Smith, and Chance Heffer. They all got second place, so they all qualified for NCS. But Marcos and Evan, once they got to NCS, they qualified for day two, which was a big deal because you have to go through a lot of matches to get to day two. Each bracket has about 50 plus. boys in it, so that was a big deal for them. The NMHS boys wrestling team also competed in the NCS Division II dual meet at the championships at Berkeley High School. The fifth-seeded Cougars opened up the tournament with a 60 to 12 victory over the fourth-seeded Campolindo. And they ended up taking third place overall at the NCS duels. And then Saturday, February 11th was quite a day for the Cougar wrestling team, the Lady Cougars. We took home the team title for NCS for girls wrestling at Albany High School.

[997] SPEAKER_19: We took first place with 167.5 points over Logan who had 165. We beat them by 2.5 points. And Logan has won NCS for four straight years in a row. And so it was a huge deal to them. We came from nobody knew our name at NCS to everyone was staring at us and cheering us on. So it was crazy. Let's see, Katli Tran got first place. I got first place. Oriana Pereira and Emily Patinode both placed second. Let's see, Cynthia Celeste battled back after the loss in semifinals to place third. And then Ezra Vaveo. won five consecutive matches by pin and placed fourth for the Cougars. Daisy Rodriguez, Christina Craig, sophomore, Carrie McMahon, they also contributed some really key points to the team. We had five girls qualify for state, which is the biggest we've had in several, several years, especially with how wrestling is growing for girls every year, it doubles in size. So it was a really big deal. And then in particular, freshman Emily Pattenode, she is a freshman this year. She placed sixth at State. Yeah, that is amazing. So huge congratulations to her, and I'm excited to see how the team grows from here. It was a huge celebration at the high school. But moving on to coaches who helped us get there. A huge congratulations to Coach Hess. He was being named as the national winner of Positive Coaching Alliance Double Goal Coach Award. A few weeks ago, Coach Hess was named as a section winner representing the SF Bay Area. And this morning, well, sorry, a few mornings ago, he was named as one of the 50 winners that were selected from 2,000 nominations. And he won the national, Coach's Award. And so, yeah, it's crazy. Out of over 2,000 nominations, he was selected. And so, huge congratulations to him and thank you for all of the support and service he's done for, he's devoted his whole life to the Newark community.

[1155] SPEAKER_17: We probably need to get him in here.

[1157] SPEAKER_14: I think we do.

[1158] SPEAKER_38: Thank you. Ms. Crocker, you had a comment?

[1159] SPEAKER_14: Yes, Sierra, I have a question and I know that you'd like to underline this and I see Coach K is here, and so she'd like that, too. Would you repeat the date of the crab feed?

[1169] SPEAKER_19: Oh, yeah.

[1175] SPEAKER_18: Hold on.

[1176] SPEAKER_19: Where did I put it? It was March 18th.

[1180] SPEAKER_14: March 18th? That's what I got. March 23rd? 25th? 18th?

[1184] SPEAKER_19: Yeah, March 18th.

[1186] SPEAKER_14: March 18th. OK, March 18th at what time? 6 o'clock? That's a Sunday, isn't it?

[1190] SPEAKER_37: Newark Pavilion? Yeah. 18th is Saturday.

[1193] SPEAKER_14: Saturday, that's what we want. Okay.

[1194] SPEAKER_38: Thank you Thank you You got first place Okay, moving on to 7.1 our recognitions and celebrations miss parade is from Schilling I

[1219] SPEAKER_52: Good evening President Nguyen, members of the board, Superintendent Sanchez, executive cabinet and community, excuse me, members. Before I share our spotlight this evening, I would like to invite you on behalf of Schilling in support of the scholarship fundraiser that we do several of them organized by Ms. Cindy Chin to help raise money for scholarship for seniors at the high school. So in front of you, you have an invitation. Please support our efforts and community members in the back if you'd like to take one. We get 50% of the sales from this. So plan to eat there that day. That'd be great. This is a wonderful evening and I'm thrilled to be able to spotlight members of the Schilling School community. I would first like to invite Ms. Yvonne Rost to join me up here. It's my pleasure to spotlight Yvonne Rost as Shilling's classified employee this year. Yvonne is the office manager and she has served in that role at Shilling for 18 years. On a daily basis, Yvonne is an administrative assistant, an accountant, a nurse, a counselor, a translator, my left and right hand, and so many other things. In addition, Yvonne attends and supports our parent club meetings, school site council, school-wide events, and she organizes fundraisers. She takes care of and supports all of us at Schilling. She has a gift of making people feel comfortable, and she handles the most challenging of situations with a calm, positive, caring, and professional approach. Yvonne is a strong advocate for the children and families we serve. She knows nearly all our families and she is often the critical link between the school and the home. Yvonne translates written notices, interprets at conferences, at IEPs, calls parents on behalf of staff when Spanish is the home language. Many of our parents seek Yvonne's support and guidance first around a variety of issues including but not limited to their child's education. She works with a deep commitment to students and families and the staff and she takes great interest in supporting all of us. We continue to see parent involvement grow at Schilling and Yvonne is a vital component to our goals in that area. She connects with parents and encourages them to participate in a variety of ways. Yvonne makes significant positive difference in the lives of our students, family and staff each and every day. She is a pillar of our school community and is so deserving of this recognition.

[1414] SPEAKER_17: Would you like to say something, Yvonne? We're going to come down and take a picture with you.

[1420] SPEAKER_04: I just want to say thank you to everybody in the Schilling staff and community. It's fabulous to work with.

[1441] SPEAKER_39: Anybody you find that you want to bring up? I'll take a picture. That's all right. Okay.

[1501] SPEAKER_52: Next, I'd like to invite Ms. Shireen Raber to join me at the podium. Shireen Raber has been a dedicated teacher at Schilling since 1989. Over the last 28 years, her contributions and positive impact have been far reaching. Ms. Raber is an outstanding teacher who is highly respected and valued by her colleagues, students, and parents. Shireen's first grade classroom environment reflects her talent for fostering children's appetite for learning and for motivating them through high levels of creativity. She shows a genuine interest in and love for her students and a deep respect for their individuality. Along with her amazing energy, determination, and dedication, Ms. Raber shows the ability to establish positive relationships with parents and other professionals. She shares materials with all grade levels and provides support to colleagues in terms of inspiration, information, and positive encouragement, as well as open and honest comments revealing warmth and goodwill. Shireen represents her commitment to other teachers throughout the district by serving as a valuable role model. Her willingness to support new teachers, either through induction and or as a peer coach, exemplifies her commitment to the profession. She devotes her time to various leadership teams at the site and the district such as the site leadership team, PBIS leadership team, and NTA just to name a few. She makes a valuable contributions in determining appropriate programs and supports to meet the needs of teachers and students. Last spring, the Schilling teachers nominated and voted for Mrs. Raber as the Optimist Club Teacher of the Year I wanted to share just a few of the excerpts from her colleagues as they wrote up their nominations for her, as I think they best illustrate why she's so deserving of this recognition. One says, Shireen sees the best in everyone. She is always encouraging, uplifting, and helping relentlessly. She gives so much of her time to make things better at Schilling. Shireen does everything in her capacity to make sure she is providing the best learning environment for her students. Another says, I have never met someone more positive. Her constant cheerfulness creates an environment of success in her classroom and throughout the school. Shireen goes out of her way to support her 72-month-olds, their first graders, in and out of the class. She is an exemplary model of how not only Schilling teachers, that Schilling teachers should follow, but for all teachers. It is my pleasure to recognize and spotlight Ms. Shireen Raber as Schilling's Certificated Employee this evening.

[1698] SPEAKER_46: Would you like to say anything? I just want to say that without the support of the staff at my school, I wouldn't be where I am today. And I just value them all so much.

[1718] SPEAKER_52: And to illustrate that level of support, can all of Schilling's staff members that are here this evening stand up for us, please? Thank you. And finally, Mr. Carlos Ramirez-Guildo, will you please come join me up here? Come on up, Carlos. Schilling's spotlight student is Carlos Ramirez-Guildo. Carlos is a 6th grader who has been a student at Schilling since kindergarten. Carlos is being acknowledged for his outstanding improvement. This year, he has transformed into a student who is focused on learning and doing his very best each day. Carlos has blossomed into a serious and responsible student. He completes his homework and make sure it's turned in. And if he forgets to do a piece of his homework, he will finish it at recess without even being asked. He has been putting more effort into all of his work, even asking if he can take something home over the weekend to finish it. Carlos has made significant academic gains because of his efforts. He has become a great role model for other students, promptly getting to work and checking in with the teacher to make sure he's doing the work correctly. In class, he will comment and say things like, it was easy because it was in my notebook or will eagerly tell his friends, come on, let's get working. Carlos' desire to be successful and his change in attitude have made him the student we knew he could be. We are so proud of him and know he will continue to be successful. Please congratulate Carlos Ramirez-Guildo as showing spotlight student. And because sixth grade boys don't want flowers, you can open this later. You're welcome.

[1875] SPEAKER_17: Carl, do you want to say something?

[1879] SPEAKER_52: I want to say thank you. Good handshake, Carl. Yes, and the family, la familia. Come on up. Come on.

[1904] SPEAKER_39: Come on. Thank you.

[1967] SPEAKER_38: Okay, thank you very much. Moving on to item 8.1, superintendent's report on Mission ROP.

[1978] SPEAKER_17: Thank you, President Nguyen. Give the family a moment to transition. At this time, I'd like to welcome a guest, Tom Hanson from Mission Valley ROP to give us a little update and status report. Welcome, Tom.

[2003] Michael Milliken: PowerPoint. All right, here we go.

[2014] SPEAKER_17: First of all, let me say I like your haircut, so looking good tonight.

[2018] SPEAKER_24: We may go to the same place.

[2019] SPEAKER_17: That's right. Welcome.

[2022] SPEAKER_24: President Hinn, Superintendent Sanchez, Ms. Salinas, Mr. Richards, thank you. Board members, thank you for having us tonight. As much as we're interested in your calendar and we will hear about that because it affects us, I'm certainly glad that my presentation was after, you know, of the young man and Ms. Ross and Ms. Raver. Those stories are excellent and it's a perfect way to start the evening.

[2059] SPEAKER_24: Part of what we, part of what I want to do tonight is give you a little bit of a refresher, a general overview of what we do in the ROP program. some of the things that are available to students. And then take a little bit of time and talk to you about one of the state assessment indicators that is down the road a little bit. We'll collect data on this year and then present actually in the 17-18 year. It's the college and career indicator. And these are new parameters that every district is learning about. So, hopefully we can talk a little bit about it tonight and you can have some questions for me and then we can continue the conversation in, you know, months going into next fall and hopefully next winter and spring. We have a mission statement at the center. We aim to provide relevant career technical ed by preparing students for employment in college through industry standard tools, training, and experience. This is, you know, something we strive for in every single classroom. We teach courses in eight of the 15 career technical education industry sectors that the state has identified for career technical ed. So you can see there, you know, we don't do ag. I think, you know, at one point we may have. But there are some sectors that we don't operate in. transportation, public service, the ICT, hospitality, health, finance, business, building and construction trades, and art, media, entertainment are what we currently function in. Some of this is very traditional, and some of it is actually very modern. We continue to be important for a number of reasons. The teachers that teach Career Technical Ed courses have CTE credentials. That's a requirement. These electives point students towards industry experiences and they help students understand what some of their professional options are for the future. We govern and manage and shape our curriculum by regular advisory meetings where industry professionals come from the community, from local regional business associations and partnerships to tell our instructors what's new, what needs to be changed, what's not so new, and what kind of needs to be adjusted and not so, you know, maybe left behind. And, of course, the Department of Ed will be making the college and career indicator part of next year's LCFF evaluation rubrics. So that's kind of the new piece. We are, of course, we serve Newark students along with New Haven students and Fremont students. I've borrowed from the county office some infographics, and these are things that Superintendent Sanchez and I get a chance to see periodically at county meetings. This is a picture that basically says, you know, there are some local indicators and there are some state indicators. And you can see in the state indicator, right there in the top left, the college and career indicator is one of those six. And you can see other indicators there, graduation rate, suspension rate. All of these indicators are not going to be reported on this year. So we're only going to see a few indicators of what will eventually be 10 that will be reported. Okay, this is another county infographic and basically what's important to look at here is what's in the prepared column. The state is saying that each school and district will get a percentage, a single number reported as what percentage of your graduates were prepared for college and career and how they're going to do that is they're going to look at a number of items under beyond the high school diploma and any one of the following and we'll look at that in a few minutes. How we help students aid districts in boosting that CCI percentage is what we want to talk about. There you go. We continually look for ways to increase the number of UC A to G courses. So that's part of the supplemental indicator points is how many students graduate and are UC CSU ready. So every elective that we can offer that is an A to G elective is potentially a win for students participating in our districts. We look at courses that we're teaching. We find matches that are out taught at other institutions. We might make a small syllabus change. We might add a little bit to a curriculum. We might not change anything at all. And where it's reasonable and not too much, where the technical education element of our coursework isn't compromised, we don't see any reason why we shouldn't pursue A to G recognition. So we've been doing that. In the past year, we've added a number of courses, medical assisting, nursing assistant, marketing, IT essentials, cybersecurity. We've actually added more since we made this PowerPoint a month ago. There are more courses that we will add. To give you an idea of our program size and kind of how things break down, we have 59 different individual courses in our course catalog. Those are courses that would be available at school sites and at the center in combination. There's 59 different course types. 26 of those, or well, actually it's 29 now, Almost 30 of those are A to G recognized. So it's nearly 50%. That's good. It's because there are many, many seats in our program that help the district post prepared percentages in LCFF evaluation rubrics at the end of the year. So we want to maximize those opportunities. So how do these statistics help the JPA, the partnership schools in CCI measure? Every course that we teach gets students towards a high school diploma, just like you. Nearly every MVROP course realistically works to give students pathway completion, which is also one of the markers in the prepared category. And we'll look at that in a few minutes. 44% of our coursework is A to G eligible. And we also have been working hard on dual enrollment articulation. So when the state says, do high school students have an opportunity, essentially, to start a successful college experience of some kind while they're in high school, It can mean a number of different things. They can go to a community college at night and take a course. They can take a dual enrollment course that's taught at the high school by an adjunct professor from a local community college. Or they can come to a program like Mission Valley ROP and take a class that has been recognized by regional community colleges as close enough to what they teach in introductory courses so that they carry units when the students finish with a grade, with a grade of B or higher. So we've been working hard on this because there are a number of things that are really positive and really powerful. Students that can be recognized for credit, for college credit while they're in high school, they don't pay for those credits. So if you can imagine, you know, if you could put a dollar value per credit on what it costs to house a community college student, you're feeding them, you're housing them, you're insuring them. And if so, you know, we know that credits are worth, a couple thousand dollars a piece by the time a student finishes their first year of school. So, any articulation agreements that we can establish and maintain with regional community colleges, they're very important. We have 38 articulated courses out of the 59. So, that's 60, you know, 64 percent of our coursework. That's good, but I think we can improve it, you know, just paying attention and keeping track of it and keeping our articulation agreements current. Each of these articulation agreements gives students a specific path to community college credit. And community colleges all operate in this arena. They don't all do the same thing. Some of them, some colleges say, If you take the class and you prove your grade, you can enroll electronically and we will give you the credits. Some colleges say you have to actually come here and attend before we give you the credits. And they do that for a variety of reasons. But for us, what we need to do is be serious about maintaining and establishing articulation agreements. Every A to G accredited course may not be articulated with the community college classes, but some are. So there are some courses that offer credits and are A to G articulated. Additionally, 40% of all of our enrollees are pathway completers. That helps all of the JPA member districts in their career college indicator percentage at the end of next year. Essentially, it's because every class that is offered at the center is over 300 hours by the end of the year. So if a student takes one two-hour class at the center, they are completers. They've started and completed the sequence in that one year. Students who take two courses at their homeschool will become completers, but it's much less likely that we will get high percentage completer numbers out of any satellite sites. Articulation data, you know, I don't wanna read all of this, but 396 students can earn a loaning college credit this year, 80 can earn credits from Chabot, 337. Mission Valley RRP students can earn credit from Mission College. Now, these fall into sector categories. Mission College is where we articulate culinary arts. Chabot is where we articulate with transportation. Ohlone, we articulate with a number of things. So we don't carry multiple articulations for a single class. It would just be one. 102 students can earn credits at Las Positas, 560 can earn credits at Diablo Valley College, and 50 can earn credit at Cal State East Bay. Yes, there are a few double dippers, a few students in combination courses. We think that's a lot of students. So the approaching prepared category you see here, it says any one of the following be on a high school diploma. You see dual enrollment, completion of one semester of dual enrollment with passing grade. That doesn't actually get a prepared student. So we want to shoot beyond that. To be a pathway completer. High school diploma in any one of the following, and you can see in the green column, the accomplishments are just a little bit greater. Career technical education pathway completion plus one of the following. That is Smarter Balanced Summative Assessments, at least standard met in ELA. or mathematics. So what the state is trying to do with this indicator is not make a prepared statement for college based only on their standardized 11th grade tests. A to G completed courses. If kids are A to G ready, they only need one of the following. Is that the end of it? OK. So yeah, I can just kind of run through this. one semester of qualifying dual enrollment with passing grade. But these are the kids that you're probably not worried about, the students who graduate and are completely A to G ready. So, you know, where our work is probably most critical is at the top of the green column. in the high school diploma and any one of the following. So we are focusing on this. We're making it a high priority essentially in maintaining, establishing articulation agreements with our local community colleges and trying to do a most reasonable job of A to G recognition. So I just wanted to show you show you this and have you understand this is new, it's new talk, there are new discussions. The county and the state are already talking about what potential data points would be added to the prepared column for a following year. you know, such as, you know, students who had internships or, you know, mentions of certifications in the health and medical sector, for example. So I don't think this is the end of the story, but it's a start. So I wanted to open this up and ask you, do you have any questions?

[2960] SPEAKER_17: If you would please share a little bit of the data. I know you have this probably in your head. How many students from Newark Unified are served by Mission Valley ROP?

[2969] SPEAKER_24: I think it's in the neighborhood of 850. Yes, it's right around 900.

[2974] SPEAKER_17: And has that number increased or decreased or where are we in our trajectory over the last year to this year, next year?

[2982] SPEAKER_24: It is slightly under where we were last year but over a five-year period, fairly consistent. So what we focus on is we sustain our program with a percentage pass-through from each of the member districts. And then we look at our enrollment and say, OK, if New Haven pays 20% of our operating budget, we do what we can to make sure that we're right at 20% of service for the district. And so we're looking at a 65% Fremont contribution, 20% New Haven, 15% Newark.

[3022] SPEAKER_38: So 850 seems like a high number because that's more than half of the high school's population. Can you clarify as far as?

[3031] SPEAKER_24: Well, that's one student in one classroom. That's one student in one classroom. So they could be duplicated. Well, we have one teacher with a 1.0 at the high school can they can take 165 kids. So you will see that in the culinary program. You will see that in the business program. You will see some of it at Bridgepoint. And then you'll see a variety of attendance at the center. OK. So if a kid takes an elective course in that area? It's 960 divided by six, really, because that's the full school day, six classes.

[3075] SPEAKER_17: So it really isn't just at your site, it's also on our site. Yes, absolutely. So it's CTE service. Yes.

[3082] Nancy Thomas: At the high school and now looking forward to the culinary program. And we're not done. At the McGregor. What's the status of the McGregor effort?

[3091] SPEAKER_24: Well, we're, I think, halfway there, if I had to guess. Last week, we did some interviewing. We had four candidates. They all had credentials. So we're in the middle of trying to put together a part-time employee. It's not always the easiest thing to do, but it looks promising.

[3115] Nancy Thomas: And I'd like to thank our superintendent because that was a stalled effort for a while and things are now moving. And thank you for hanging in there with us. Ms.

[3125] SPEAKER_38: Rodriguez?

[3127] Ray Rodriguez: Thank you, Mr. Hanson. It was an easy call to bring you over from Kennedy High School over to the RP Center. And it was an even easier walk for you, right? Because it's next door.

[3140] SPEAKER_24: Yes, no additional commute time.

[3145] Ray Rodriguez: It's always been a moving target, trying to get more servings at the RP for newer kids. And all the years I served on the RP board, that was a constant in trying to make sure that, you know, RP was more available. The challenge naturally is we're talking to mostly about 11th and 12th graders. So, now there's always the transportation issue in our kids. hopefully at that age they can drive so they can drive over there. So, are you still providing transportation?

[3180] SPEAKER_24: Yes, we've been providing buses for I think three years, maybe four.

[3188] Ray Rodriguez: So, it's appreciated and my hope is that you continue to look at serving even more newer kids because it is college and career is very valuable and it just, I can tell you so many stories of young people that have already exited Newark Memorial that are in, as firefighters and based on your different programs that are doing excellent. And it was because of the foundation that they received an RLP. So it's really appreciated and hopefully that continues. Okay, thank you.

[3225] SPEAKER_38: Thank you. Ms. Crocker.

[3227] SPEAKER_14: Yes, I too would like to thank you for the program. I think ROP is unique in the fact that you can respond to employment trends. And you can respond much faster than we can as a school district. And so it becomes current. And so the fact that you don't have all of the areas covered means that you're hitting the highest ones in our area in terms of employment needs. I had the chance at your meeting to I talked to a counselor at Irvington who was in one of my first or second ROP classes I taught. And it was really fun. It was really fun to have it come back.

[3264] SPEAKER_24: You're referring to the educator's branch?

[3267] SPEAKER_14: Correct. Yes. Correct. And it was really pleasant. It was really pleasing for me as a teacher. And it was pleasing for her to have had that experience. And I found that students that I had were able to work as they were going to school because they had an employable job. Even though it was entry level, they got to work in the area they're interested. And anything that brings in money as a parent, you appreciate. So I do appreciate the program and I personally feel that we need to have a much greater involvement in terms of our students. It is academic and it is utilizing a different kind of intelligence than sometimes our classes do. And so the kids in ROP oftentimes are made by ROP, because they are able to excel in an area that they haven't had classes available in a regular classroom situation. So I appreciate that strongly, and I appreciate your leadership.

[3328] SPEAKER_24: Thank you. You know, it's not just the number of served, it's the type of service we're looking to do. We have, for a few years now, had an annual field trip from Bridgepoint to the Ohlone-Newark campus. It's part of an effort where students come from all three of our continuation high schools and from a few classrooms at the center and go to an open house. Many of the students that go haven't really spent a lot of time in a college environment. So they haven't been around other college, you know, they haven't been around college students, they haven't been addressed by staff, they haven't gone through a FAFSA, you know, an enrollment process. And it is a big eye-opener. It's a chance for them to step away from their schools and see themselves seriously in a different environment completely and they, I think, understand that they can fit in anywhere and they can succeed. And it's a powerful day. We had that field trip on the third last Friday. So I think we had 36, I think, from Bridgepoint out of the total 130 that went for the program. It was a great day. So it's not just the number, it's the type of service that's important to us as well. Because we are looking to fill the kinds of space in the general programs that the districts just have a lot of difficulty doing. So it's the A to G, CTE crossover. It's nearly impossible for programs that are focused on their prerogative is core instruction. And to do this kind of work is nearly impossible. And we know that. So we're really clear on where we need to serve and where we need to fit in. Mr. Rodriguez? Our member schools.

[3461] Ray Rodriguez: Question, the, can you share how you serve our special ed students if you don't mind?

[3467] SPEAKER_24: Well, we do have a couple of, well. There are exceptional students everywhere in our schools. And in our general population at Mission Valley ROP, I think we would see the same enrollment breakdowns as you would see in regular ed at any of your home schools. We do have a couple of classes that focus on, they focus on special needs skills and special needs access. And it's in marketing and in like an education for career kind of course. So students with certain kinds of challenges find out about those courses and that it's not an accident. But in general, we have many, many students that are on service programs that they frankly thrive in environments where maybe they wouldn't in the traditional academic setting. So it's not really a situation where you would see, where I could give you a number because I think the population is very heterogeneous.

[3547] SPEAKER_38: Thank you. And lastly, thank you for coming tonight. And I'm glad that you're making progress towards getting more of your courses UC at AWG approved. Is there a plan to aggressively pursue that further so that more of your offerings are AWG CSU?

[3566] SPEAKER_24: I think, so we had a 44% that it's boosted even a little bit since then. I don't really know where the threshold, where the healthy stopping point would be. You know, you can take a course that you can take a course and make it something that it maybe not was originally intended to be by struggling and really forcing an A to G recognition. So at some point, we will be much more careful. What we've been doing this year, medical assisting and the occupational courses, IT essentials, those are easy decisions to make. When we venture into some other areas, we probably won't be as anxious to do whatever it takes to pursue A to G recognition. And we think there's a healthy balance somewhere, but I don't think we're done yet. Great. Thank you. Thank you.

[3627] SPEAKER_38: Thank you very much. Thank you, Don. Okay. 8.2.

[3633] SPEAKER_17: I just have a couple of updates. While I do that, Sarah, if you'd pull up my CCEE slideshow. Just want to give you a short report. I have spent some time visiting some of the developers. Member Rodriguez and I went to visit the Bay Shores development, and then I returned on another visit with Assistant Superintendent Salinas, Nicole Perez, principals at Schilling, Mark Neal, principal at the junior high, and Grace Huerta, principal of Newark Memorial, and spent some time talking with them. And Bay Shores has extended us an invitation to attend their open house in mid-April and have a table and talk about what our school's district can offer to them. They were very interested to know more about our district. I know those three schools are also developing some promotional materials and some brochures to leave behind so those parents demonstrate interest in school and school-age kids are more aware of what options we have. So that's exciting just to start shoring up that communication with those developers. Also visited the site at the Russian The Russian site developer, just also they've offered to give us a space to share information and brochures with them. He had a few ideas. So I'm still gonna bring principals there next to visit. And I believe that also impacts a couple of our other elementaries. So just wanted you to know that we're reaching out and trying to improve communication with developers. and it really is the sales team, but what we're hearing is there's just a different clientele moving in. I asked, you know, what is a typical person buying a home? You know, what kind of work are they doing? And predominantly they're saying it's a lot of engineering, engineers coming from Silicon Valley. It's kind of a new, probably the biggest pattern they've seen, but they've seen people from all walks of life. and all over the world. So I think that's interesting and exciting with the diversity in Newark. So just information on that report. On the next item, board policies and administrative regulations update. Patty sent me a text to make sure I cite this correctly. So bear with me one moment. We have a, We've been completing several of the backlogged policies. Close to 70 have been updated. Staff is working diligently to bring those forward in the next couple of meetings. So we're not totally dug out, but we are kind of trying to get back into compliance, at least to where we've implemented all the recommended CSBA changes. So just it sounds kind of boring to the audience, but policies is what drive our organization. And I think it's something that we need to refine and get updated and then continue to push forward with our initiatives and our goals. So just some good news to report there. You'll start seeing those appear much more frequently and more deeply on agendas for your review and approval. And the last item, which I want to share with you briefly is just a couple of slides. I went to, Long Beach, California, as it was paid for by the California Collaborative for Educational Excellence. And if we could zoom in on, I think it's at the bottom. Yeah, we could zoom in. There we go. Either one will work. Try 100%. The middle. A little more. I still can't read it. I'm old. There we go. So the CCEE met with several superintendents and county superintendents that are involved in this initiative. And the best way I could describe it is the CCEE is a newly developed and funded state entity that helps districts really be able to implement LCAP in a way that is hopefully more effective and has better return on investment And kind of what they're up to is helping guide some of the work and pilot some work statewide. We're one of the pilot districts for CCE. And what that comes with is just an outside pair of eyes and ears and partners to help us think through some things. But what I really liked about their description of what they do is they're really more focused on continuous improvement. They're not wanting to come in and change everything. They're not wanting to come in and give mandates or edicts to us. They really want to get a feel for what's working and where can we make things better and improvement over time. I think the gentleman, Dr. Kahn, mentioned you kind of got to be really strategic and you got to go slow to go far, and they're really not. going to jump in and tell us what to do, which is kind of an initial few we have as public educators. Here's the state one more time, here to help us. And they really are. So what you have in front of you is these are the phases they're going through. And recently, we just started phase one, which is really they're just gathering information, reviewing district information, identifying stakeholder groups, and just trying to get a feel for the local story. Next year, we'll move into phase two. and as they develop some additional areas of recommendations, they are probably gonna help us get some resources to either help train or help improve our district and those resources will be negotiated with us based on what we need. Would you go to the other slide? I think there's no one more. So if you wanna put that in the middle, this is really the framework that speaks to, if you could scroll down a little bit, there we go. This is the framework they're using. This is Michael Fullen. Really kind of a change model, but it talks about coherence. So that's the other challenge, is not only do we need to be continually improving things, everything we do should be coherent, it should be part of a larger coherent plan, should be thoughtful, should be strategic, Certainly we're not there yet, but we have a lot of really positive ingredients that are going to help our success. And just, it gives us a framework to make sure we're thinking of all those four domains about how do we create a culture? How do we focus our direction? How do we make sure we have accountability? And how do we deepen the learning? And one of the things that I think CCE can help us with is something we're interested in is job-embedded professional development. Having our teachers train our teachers and, you know, really get into the place where we might bring in somebody from the outside, but it's only for a short period of time to train people, then our people are more able and willing to learn from their peers. So that's something that we're working towards. But that's the model. You'll be hearing more about this in the coming year. But that was really, we spent two days understanding this, and I know that the CCEE currently has $15 million, and I think they've asked for another $20 million, so we'll be finding a way to access some of those resources in one way or another. But it's not gonna look like money for staffing, but it will look like what can we do in one-time money to really build some capacity for your district to help itself. I think the real thing that they said that I'll end with is the calorie is not coming. You guys are the calorie. So how do we support you to be able to support yourself over time? So I believe that concludes my report at this time, President Nguyen and members of the board. Unless there's questions for me on CCE or any other items.

[4159] SPEAKER_38: No, no questions other than in regards to 8.2. I know we discussed it. We discussed some of the elements and strategies at the board retreat a few days ago. So, thank you. Moving on to 9.1, the school dashboard. Who's going to, is that Ms. Salinas? Ms. Salinas.

[4195] SPEAKER_30: Great. Good evening, President Nguyen, members of the board, community. This evening, I serve as the Assistant Superintendent of Educational Services. And this evening, I'm here to present a preliminary look at the California School Dashboard, talk a little bit about state indicators. I think I have a deep appreciation for Superintendent Hanson who gave you a brief preview also on the college and career readiness indicator. So we're going to talk a little bit more about that. So, I want to first start with just talking about what the indicators are. And so, what California is doing is that we're making a switch. So, go away API, go away all of the other, I guess, measures that we had in the past. This is something new for the whole state of California. And in fact, you'll see some similar slides to what the superintendent shared earlier because we're working very closely with Alameda County Office of Education. So as he shared, there are six indicators. But the state is only going to be reporting on four indicators for the 2017 school year. So on the left-hand side, you're going to see that we have our graduation rate. We've got English learner progress, our suspension rate, and also academics. And academics will be as measured by the CASP test for English language arts, which is literacy and our mathematics. I do want to highlight that, as you see below, chronic absenteeism. We're learning a little bit more about that with the state and what that will look like. And also college and career, and we got a very nice preview about that. On the far right-hand side, on my right, you'll see the four local indicators. That is going to be something that each individual school district will be uploading and using to measure ourselves and our progress. Basic conditions such as staffing, facilities, implementation of academic standards, which is our local benchmark assessments or assessments that we're using to do ongoing progress, parental engagement, and also school climate. So, as I shared for the March 2017, the data is available for the four state indicators and the rest will be coming soon. So, a little bit about the California School Dashboard. It's informed by rubrics. The indicators are split into two categories, the state and the local. And college and career readiness indicator will become a state indicator and we'll know, learn more about that as we get closer to that. And again, that there's 10 total indicators. I also want to share that as we're working with the Alameda County Office of Education, what we're hearing is that the California Department of Ed wants to ensure that we have three tenants to our work. And the first is that they are supporting local decisions, so that local school boards, local school districts can look at what our indicators are on a local level. And also that we look at equity, that we look at equity of students having access to curriculum, that students see themselves in the curriculum, but that we're also making sure that all of our student groups are making progress. And again, that students are more than a single number. So going away of are you a 10 or what's your API, that has gone away. We have another way to measure, and I'll talk a little bit about that, but we're going away from just looking at a single indicator. OK, so state indicators. So on the left-hand side, you're seeing that, as of right now, we have no state performance data for chronic absenteeism. But that's something that's important and crucial for our students. Suspension rate, EL progress, graduation rate, and so forth. I want to draw your attention to the right-hand side. So on the right-hand side, are these pies and these pies will be what our parents and community and folks at large will see. I do want to show, excuse me, state that currently what the Department of Education is saying that the test results will be released to the public. It appears to be about March 13th, March 14th. It's still a soft date of when it will be released. But what they're saying is that they're giving school districts, going back to the local decision, giving us time to talk with our school boards, to talk with our principals, with our teachers about what that looks like. So what will be going out to the public in about a week, we hope, is something that looks like what we have on the far right-hand side. So the blue is the ultimate, what we want, down to the red, which is the lowest. Now, it doesn't matter if there's, people say, well, does the pie, is there a blue pie with three wedges? No, the blue pie will always have that same number of full wedges in the pie. Because what they were saying is that they understand that sometimes this will be something that's pictured in black and white, and they wanted to ensure that folks always know that the pie that has the five wedges is the blue. Okay, so just a side note. And then local indicators. This is something that we're currently doing, and as I'm new to my role with this district, I also want to be able to work with our school principals, with our staff, with our teachers, just to see what this is going to look like. Reporting for this will not start until next fall. which means we have a lot of work to do between now and next fall. The county office is working with us in terms of parent engagement. We've got folks, Mr. Witten, Ms. Janet, Hanley, and also some of our folks that support PBIS have been working with the county office, with Jason Arenas, and looking at what some rubrics could look like for parent engagement. So we're still at the beginning phases of that, and that will be something that we'll roll out and start reporting in the fall of next year. Okay, so you've seen this before, perhaps, and we're going to dig a little deeper the next time we meet, so I'm just going to give you a global picture. Essentially, every indicator will have what is like a five by five, and so you see how, if you look at the top part, is that the change, the difference between the performance from the prior year and the current year, or between the current year and a multi-year average, if it's available. What we have to remember is that we're looking at progress made. We're looking at increasing our test scores. We're looking at increasing access for students at college and career. It's looking at where we are now and how we're making progress towards that. So it will vary and in a little bit I'm going to show you what our school district looks like. A key note is that we're shifting from we used to remember, if you remember we have percent proficient to a scale score. So the state is saying that we need to focus on students scoring just below the proficiency threshold before people would focus, oh those are the bubble kids, those are the kids we want to move. And then we would kind of ignore all the other students. They're shifting away from that. They want to disincentivize schools that you have to look at the academic performance of all of our student groups. It's a fair way to equally weight all students. We give credit for growth and we capture the student and their cohort's current level of achievement and growth over time. So, just as we're starting to learn more about this dashboard, we're also, our students are having more access and exposure and practice with the CAPS score. All of that is all kind of falling into line. We'll talk more about this at our next school board meeting, but I just wanted to give you a visual of what the county office is presenting as an infographic. That's basically saying that we want to make sure that our students are making, again, this growth. But we also know that there's going to be a standard of where students are nearly meeting or meeting. And if you see that star, and it's a little hard to see, but that red star on the right-hand side of that little hill, that's where we see that students are at a medium level. And it's measuring the students that are above the star and the students that are below the star. So I'm very briefly talking about it, but we'll delve deeper at the next board meeting. Okay, so the first indicator, excuse me, the academic indicator as it relates to literacy. Again, what you're going to see above on the top line is measuring students that are declining significantly all the way across to students that are increasing significantly. Down the left-hand side, from very high, 45 or more points above the line, it's going back to that star, that red star, all the way down to students who are more than 70 points below the red line. And as I said, the next time we meet, we'll actually bring in some examples of grade levels and scores so you could look at that. But this is what the infographic will look like. So a little bit about our work. So I want to recognize that we have some wonderful areas of growth. And I think we are not having yet unpacked all of the results of this. And you have a larger picture of this that the day is for you. But what I want to point out is that this is for our third through eighth grade English language arts. And as we see that if you're looking at the number of schools as we have Graham Elementary and at that time, I'll talk a little bit of Milani and Bunker in a second, is in an orange. So that means that they had some declining of the student achievement data but they also had some students that were lower more than eight points below to 70 points below. But if you move across to the school district, which is the norm, which was Newark Unified under the yellow for district placement, and then it lists some of our schools underneath that, moving across to Music Elementary in the yellow, and then moving above to Bunker, Kennedy, Lincoln, and it shows where At first glance, this is where some of our schools have landed in terms of English language arts. Now, what our principals have gotten is that they have access to all of this data. We actually met for DLT last week. When you click on these, they actually can delve down to the actual grade level and the groups of students. So we see how our African-American students are doing, our Latino students, our Asian, our white, and we're able to, and English learners in special education. And we're able to really see what specific group do we need to target and support? The same for mathematics. So the infographic looks very similar. And again, if you look above, it has the lists of the status, the change in the performance, all of those differences. And then mathematics. This is some of the work that we're going to start to look at as it relates to building our LCAP. Where do we see needs? We had our first group of, excuse me, our first meeting with parents as we started to look at some data. They have not seen this. This is the first time that we're looking at it. But as we're looking at data, we are seeing that we need a level of support in the area of math. But then we also see that there are definitely some lessons learned if we look at Kennedy and Snow as they are making an increase above that star and heading towards blue. In terms of Bunker and Milani, I have already sent in information to the state just to see how we will determine their baseline. And so what we're doing right now is that the two principals are actually working together with both sets of data as they build their CPSA and as we look at the work for the LCAP. So both Ms. Ganey and Ms. Catherine are working together with both sets of data. So now, what is the overall dashboard for Newark Unified? So with the county offices that they put together for every school district, an overall dashboard. If you look above the top of the chart, you see suspension rate, graduation rate, English language arts, and mathematics. So those four indicators, then you see that for all students, we are with green, with graduation rate, with English language arts, and also with math, we have yellow. And that is all students across the whole school district. Now, one of the first things that I think certainly comes to a lot of us is the two red dots that we have and that's when we look at students with disabilities and English language arts and mathematics. I will say that at the county meetings, this appears to be a pattern across Alameda County where there's a lot of work that still needs to be done with our students with disabilities. When you look across though, specifically at school sites, we will see that we have some schools that are certainly serving our students with disabilities. So again, it's looking where we have areas of support for kids and we're building on that. I think when the superintendent mentioned embedded professional development, our teachers are doing a great job, but we build on it. We see what's happening at one school and how some students are being served and then how do we replicate that across the district And that's using our teachers, supporting our teachers with more learning, but then at the same time, I think, recognizing the work that they're already doing. So this infographic, I think, serves to show us kind of a big picture. There is a lot to celebrate with Newark Unified. I mean, you see the green, you see the blues, and you see where there has been some significant growth. And then we look at those areas and then replicate it where we need to with our specific groups of students. So a little bit about how the dashboard supports the district alignment. So the dashboard is going to support the district alignment by looking at our LCAP. We have to look at our improvement criteria and then have that held to state accountability measures. We're going to have more focused actions and services that are based on our student groups and are unduplicated. It's not just, well, I feel that math might be something where we work on. No, you have to actually look at the data and see how we're serving or not serving students and then what do we do about it within our LCAP. That then is drilled down to the school sites. So our principals then have to work on their site plans or their signal plan for student achievement, their SPSA, and they have to make a stronger connection to setting goals. I'm working closely with the county office and we're actually going to go through an exercise on how to set goals and then I'm going to replicate that with our principals at our district leadership team. If it's not a measurable action goal, it's not going to get done. That is going to be some of the next steps that we have. In terms of some more information, we will have a communication plan to get this information out to all of our parents, our teachers, our stakeholders, and community. We will have information posted on our website. I'm working with the county office. They're actually putting together a wonderful parent video. Because as you can imagine, for us this is new. For parents, this is really new. And so they actually have a video that's now going to be pushed out to all of the school districts. in Cantonese, Mandarin, Spanish, English, and some other languages so that we can also put that on our website. And actually give our principals tools so that they can work with their ELACs and school site councils as they start to plan and write their SIPSAs. So next steps, I know I kind of rushed a little bit through this, but I do want to let you know that I want you to be able to kind of process this information and then have some time for the next time that we meet. Later on this evening, we'll talk a little bit more about the LCAP parent group session. So the hope is that I will be able to share this data with folks at the next meeting. There will be a video for parents and community members that will be disseminated district wide. This Friday, I will give you a complete packet down to more specific level data for each school and for the district. So that will be part of your Friday information packet. And then at the March 21st board meeting, we'll do a more in-depth review of the remaining indicators. We'll look at student group data, specifically Asian, African-American, Latino, and English learner students. And then we're also going to look at a comparison with the county. So there actually is already a graph that shows where Newark Unified is in comparison with all county districts. And then finally, we'll talk a little bit about the analysis of next steps for the LCAP and if there's anything else that you would like to see for the March 21st meeting, I can take that today. Thank you.

[5202] SPEAKER_38: Thank you. Just one brief comment. As far as I understand, this is 14-15 data, right? So we're two years behind on, I mean, it's not our fault. It's just the state hasn't processed it yet.

[5214] SPEAKER_30: Correct. And that's where we'll be able to, and then there's some where the English learner data, they're still looking at having more up-to-date data. And so you're correct. We are in arrears. It's, as some have said, it's an autopsy in terms of the data because it's so old. But I think we start to make connections as to where we're going with that. Okay. But yes, you're correct.

[5235] Nancy Thomas: Thank you. When will we get the 15-16 data?

[5239] SPEAKER_30: I have not heard. So currently right now, what they're using these measures is against some of them 14-15 something, some of them 13-14. We have not heard yet as to when they will update it. I think part of the delay with the state, they had hoped to get it all released today to the public, but they're pushing it out because I honestly think they're still kind of cleaning up data and trying to figure out when they're going to roll it out. So we're waiting on them.

[5268] SPEAKER_38: Ms. Crocker?

[5269] SPEAKER_14: Yeah. It used to be that it was very easy for the public, the real estate agents, the city government to say API is a number. That's not going to be happening. So what is the basis on which people are going to evaluate a school or a school district as to whether it's doing its job or not?

[5292] SPEAKER_30: My understanding is that there will be a very similar to what I shared today is there will be a California dashboard and they'll see these little pies. I think that's going to be pushed out to the public just as you said to real estate agents and so forth. But I think it's now our communication plan and what are we going to do as a school district as next steps. So in talking with the superintendent today, I'm going to see so I can get on the city council agenda to see if I can make a report or if it's for the liaison meeting. I think presentations at the Rotary and perhaps also seeing if we've got the Chamber of Commerce to see if we can get this information out. We've got wonderful things to celebrate here. Come live in Newark. We want your kids. We want to increase our enrollment. And I think the more we're able to message this information and share and have the great stories of what's truly happening here, the better it's going to get. And we're going to build on those successes. But yes, so we've got a communication plan on how to disseminate this information throughout the city.

[5353] SPEAKER_32: Thank you. Mr. Prosado? So the March 14th, 15th, that new data that you mentioned, is that... the 15-16 year or what is that or is that just?

[5363] SPEAKER_30: So what you have is what President Nguyen said. So some of the indicators have 13-14 data. Some indicators have 14-15 data. But it all varies and that's how the state. So when you get your packets, I'll be sure to highlight so that you're aware of which year it is.

[5381] SPEAKER_32: The one that, you mentioned that there was like next week that there were, what is that?

[5385] SPEAKER_30: So what's happening next week is that the Department of Ed is going to do a whole media blast of okay everybody, now as Mr. Joe Smith you have access to all of the school district's data, dashboard.

[5397] SPEAKER_17: Hold on, just to help finalize that point. Not only are they going to release that, but they're releasing a series of communications to help parents understand how to interpret it and what the new metrics, how to read the new metrics. So that's what she was referring to with the different languages and the videos. So there'll be some user-friendly support for families in multiple languages. And many districts have waited to go public because we don't have a public information officer, so we're taking advantage of the county and letting them do that for us, so we'll put those into our support system as well.

[5435] SPEAKER_32: Cool, and my last question, for the March 21st, where you say student group, where it says student group data as a bullet point, is that gonna explain by site as well, or is that? We can, yes. Thank you.

[5454] SPEAKER_38: That's it. Thank you very much. Thank you. OK. Onto item 10.1, which is public comment and non-agenda item. We have one speaker, Mr. Marek Yarbrough.

[5467] SPEAKER_16: Good evening. Marek Yarbrough with Lincoln School District. As again, once again, the district has expressed there's a need for increased enrollment. And what I'm looking at is you guys are competing against a thriving private preschool and TK through eight public or private schools out there. And you're losing that battle, unfortunately. Working parents, they need a full day of child care. Many parents want tutoring. Some simply just want homework assistance. Personally, my kindergartner comes home after 6 o'clock at night. As a kindergartner, she doesn't have any more focus left, so parent tutoring, after six is a challenge at best. And so I personally pay for private tutoring from the time that school gets out until I get back to pick her up from work. And this has been a recipe for success for us personally, but it's also evident all over the place. We're seeing folks from very successful private schools using these tutoring services as well. So anyway, I chose to do this because I found out that the child care policy at Lincoln, and I guess it's district wide, is that there is no tutoring provider for kindergartners. I request that the district consider rescinding that policy, revisit it, and implement one where they provide support for homework and education for all of the child care grades. TKs offered by Newark is pretty much low visibility. I, as a parent who did not have a child already in the school, had no idea that it was offered at no cost, no idea that it was even a program until I really started digging under the hood to try and find one, and then didn't know that there was child care that could possibly be coordinated with it, although I'll talk more about how there's an issue with that. The visibility of this program, I think, needs to be advertised. And you guys can get the word out to our folks, especially these new organizations. They learn about it. They'll take advantage of it. We have a way to get in there, get these families on the track of using the local school, public school system. Child care is a tax credit, tax deduction. It can be fully covered and complemented with free TK program. But right now, another big ticket item that the private schools are taking advantage of is that the state law allows four-year-olds into TK program. And the Newark district is, you must be five before the start of class. That can be changed. You guys could simply discuss, bring them in. And of course, every student needs to fit into their environment properly. You might have four-year-olds that fit well into TK, but you also may have five-year-olds that don't fit into kindergarten. be flexible, let people know that you can be flexible. And lastly, if you're going to make a change to the calendar, give us more than five months out there to adjust to it. You approve it, that's fine, but kick it down the road for implementation, I would suggest. Thank you.

[5664] SPEAKER_38: Thank you very much. Item two, item onto, excuse me, onto item 11.11, which is the 2017-18 LCAP Parent Advisory who is presenting this. Salinas.

[5678] SPEAKER_30: Yes. This evening, at our last board meeting, I know that we had some conversation around the background is that whether or not this is a Brown Act meeting. And also, I think I got direction to go ahead and hold the meeting to see so we can at least get to start the conversation and planning. But it wasn't a formal advisory meeting yet. So this evening, I come forward to share that. We did check with legal and per Mr. Dennis, the local LCAP PAC, the Parent Advisory Council will adhere to the Brown Act requirements. And as discussed earlier this year, we had each school put forward the name of two parents to serve on the district LCAP PAC, asking that one of the parents be the parent of an English learner or students with disability. We were able to receive the names of submitted names. We had a lot of folks come, even some folks who weren't named in the group, so actually it was a very great meeting. It was pouring rain outside and we had, oh my goodness, we had about 25 parents who came forward. Every school site was represented. by at least two parents. And then also, what we shared with them was that we would be coming forward with their names of those who were selected. We also asked for the high school to have an additional person listed, and so we do have an additional person listed. So this evening, come forward for your approval. This proposed membership may have some listed with more than two names, and those folks are alternates. They just kind of couldn't turn some folks away. But it's an open meeting. We invite everyone to come and we will be moving forward with our LCAP discussion.

[5786] SPEAKER_38: Great. Thank you. I'm glad to see so many names on there and especially representation from every school site. Do I have a move for approval? Oh, I'm sorry. We have a request for speak. Go ahead.

[5798] Nancy Thomas: Okay. Just a couple of things. I think it's great to see this many parents interested but being a Brown Act committee, These members should be voting members. So instead of being alternates, maybe they're either all voting members or the first top two are members, voting members, and the other two are not alternates, but non-voting members, just non-voting. And there's not going to be that much voting anyway. So to not get into this alternate in whether they're going to vote when their person isn't there, I think that would be a good adjustment. Also, it would be, you know, staff people there should be, so maybe we can list voting and non-voting members on here according to that adjustment. And, you know, I assume that you personally will be the president and convener

[5865] SPEAKER_30: Well, it's actually Ms. Janet Hanley, but I'm there also. And so I'm having her take the lead on it. I will be there at all the meetings.

[5873] Nancy Thomas: So maybe listing those staff members that are going to be there as non-voting members. OK. And I was looking at Berkeley's LCAP Parent Committee, and they had two board members that were non-voting members. And I know it's an open meeting. I'd like to go, but I think it's a good idea for us to have have two board members as non-voting members attend.

[5900] SPEAKER_38: I mean, it's an open meeting, so.

[5902] Nancy Thomas: Well, yeah, but I mean, to have two of us say, yes, we want to go and we commit to go and just.

[5912] SPEAKER_38: So this is one yes. Is there another yes?

[5915] SPEAKER_32: Wait, I was going to say, why can't you just show up? Right, if it's an open meeting. You just can't vote. You can just show up. It's already published. It's published. You're not taking action. You're not making decisions.

[5923] Nancy Thomas: Well, we've got to be careful. If there's more than two of us, we can't talk. Well, it probably won't talk anyway, but. Well, anyway, it was something that Berkeley had done, and I thought that would be a nice, you know.

[5936] SPEAKER_14: Are you looking on this list to have the voting and non-voting members indicated?

[5941] Nancy Thomas: Yes, and I would say, you know, I would like to make a motion, then, that all of these, the first two from every school are voting members, and the other two are non-voting members. staff present or non-voting members. I guess I misunderstood. I thought you were saying that the first two are the ones that are selected.

[5977] SPEAKER_30: I believe that's how it was listed and then we had other names that came forward. I will say that I'm not sure about all of the schools if it was in a certain order so I will, I'm not quite sure about that part.

[5990] Nancy Thomas: So with the adjustment that you will determine which two are voting members.

[5996] SPEAKER_38: So just be decided out a little bit more.

[6000] Nancy Thomas: That would be my, to approve this committee.

[6002] SPEAKER_32: I was going to say that if they're meeting on the 14th in terms of the timeline, then if we don't move forward with approving it today.

[6017] SPEAKER_38: I think there's a motion by Member Thomas to move forward with the groups broken out a little bit further. Seconded by Member Rodriguez.

[6028] Nancy Thomas: What's your question?

[6030] SPEAKER_32: Well, I guess it's more of the process because so if Graham does it one way, Kennedy does it in a different way, Schilling does it a different way, then there's no... Does that matter for the purposes of... I think the LCAP committee has already figured out who is what.

[6046] SPEAKER_38: They just need to make it a little clearer on the document.

[6048] SPEAKER_32: Okay. Like it's already been established. Okay, so it's just clarifying that.

[6052] SPEAKER_38: That's how it's listed. That's nebulous.

[6054] Nancy Thomas: Okay. And then I would just like to volunteer that I would like to sit in. I think it would be a good thing for board members to hear what the parents in the community are thinking about and advising.

[6068] Penny DeLeon: Okay.

[6070] SPEAKER_38: All right. We got one and a half at least. So then we do have a motion and a second on the floor. No more discussions, so can we vote please? Okay. All ayes. Thank you. Next, 12.1, donations. Do I move to approve? 12.1. Moved by Member Crocker. I'll second. Second by Priyasato. Please vote. That is all ayes. Donation of $30 to Newark Junior High School from Nelson and Lena Yee for athletics. A donation of $2,000 to Newark Junior High School from Ellen Berg Charitable Trust, William R. Birch Science Fund for classroom acquisitions for teaching science. $210 to Newark Junior High School from the Box Tops for education. A donation of desks, bookcases, desk organizers, clocks, dry erase boards, binders, etc. Total approximate value of $3,900 to McGregor from Fremont Bank. A donation of $2,500 to Graham Elementary from grandparents and staff for a mural project. A donation of $352.46 to Newark Junior High School for Life Touch National School Studios, no specified purpose. A donation of $200 to Whiteford Preschool from Karen Brambilla Ocon for two teacher classrooms, $100 for each teacher. donation of $300 to Graham Elementary from Fidelity Charitable, Edward Egan Smith for Science Camp, a donation of $500 to Graham Elementary from Western Dental Services for Science Camp, a donation of $300 to Special Education from Go Green Transportation for the Special Olympics, and a donation of $2,000 to Newark Memorial High School from Sensory Construction for baseball, and lastly, a donation of $500 to Newark Memorial High School from Dr. Joseph John Jolly from Jolly Chiropractic for baseball. Thank you very much to all of our community supporters. Next right after this, and a reminder to the audience that after our second interim, we will be discussing 15.12, which is the bell schedule. So with that, Mr. Richards.

[6222] SPEAKER_37: Good evening. Tonight, we come forward to the board with our second interim report. It includes transactions through the end of January, and it has some sizable changes from first interim in that our revenues aren't significantly different, but our expenditures are projecting lower than we were projecting in first interim, which is some good news. As you'll see, we will need that. But overall, our unrestricted revenue is at about $47.3 million, of which $43.2 million is the local control funding formula dollars. The local control funding formula actually generates more than that, but there's about 7.6 million in there that's contributed from unrestricted to the restricted general fund. So, the money will show up in the pie in the future when we get to the restricted general fund. We do have very little federal money. There's actually a small amount of actuals that we have now received on some federal testing reimbursements that we'll be picking up the budget for shortly but they're not showing up in the budget number at this time. About 2.3 million in other state money, unrestricted other state funds is mostly lottery funding as well as some additional money that is that comes to the state with little restriction on it as well as some local funding of about 772,000 from various donations that are local. We now are projecting in the budget that we'll need an inter-fund transfer from Fund 17 of 1.06 million in the current year. That is down from 3.6 million at first interim. So, that is largely because of expenditures coming in below the previous projection. As we now look at unrestricted expenditures, we're projecting about 48 million dollars, about 47.9 actually. The majority of it of course is salaries and benefits as we would expect being a service organization and it's about 88 percent of the unrestricted general fund budget that is our salaries and benefits. That would be the light blue, gold, and red sections of this pie. A small amount in books and supplies, about 2 percent of the unrestricted budget. about $4.6 million in services and other operating expenses, a very small piece of capital outlay, mostly replacement of equipment there, and a small amount of other outgo minus the indirect costs, which net against each other, but so small that it triggers as being less than 1% of the budget. Overall, in the unrestricted general fund, as I mentioned, we have $53.8 million of revenue, about $7.6 million gets contributed to the restricted general fund. We're projecting an inner fund transfer rate of $1 million, giving us about $47.35 million. Expenditures of about $49.6. And then inner fund transfers out of about $241. That does not add to $47.9. Oh, I've got a subtraction that's missing from there for the offset of indirect costs, which is why that number looks kind of funny. It's a net decline of $560,589 and a projected ending balance of $2.6 million of which 25,000 is the revolving cash, 66,000 is inventory. About 163,000 in projected ending balances for various grant and donation accounts at the sites and departments. About 434,000 projected ending balance in lottery and our 3% reserve. And nothing projected above the undesignated fund balance in the reserve because the remaining reserves are still in fund 17 and we're not projecting to move them out of fund 17 in the current year. In the restricted general fund, The local control funding formula money that goes directly into restricted, that is a very small portion, that 263,000, that is actually special ed tax pass through that comes from the SELPA. And then we have the local control funding formula dollars contributed from the restricted general fund of about 7.6 million. Predominantly that is special education and the routine restricted maintenance funds required 3 percent contribution. About 14% of our restricted money comes from the federal government. That's Title I, Title II, and Title III, and some federal special education dollars. And about a quarter of it, 3.7 million, is from other state programs. The larger ones are the state portion of special education funding, as well as the after school program and Prop 49. We have some other local restricted funding as well, about $2.8 million from various sources. forward on the expenditure side. Again, about three quarters of the restricted general fund is salaries and benefits. About 4%, about 685,000 is books and supplies, about just shy of 3 million in services and other operating expenses, about 179,000 in capital outlay. There's more capital outlay on the restricted side than the unrestricted because of projects that have been done in maintenance and operations that have to be capitalized and depreciated over time in the high-level financial statements that go into that particular code. And then the indirect cost paid from restricted to unrestricted of about $587,000. The restricted general funds projected to have about $16.75 million worth of revenue and about $17 million worth of expense or a net decrease of about $355,000. That is normal in the restricted general fund because if they've had prior year balance carryover, it's anticipated they'll expend it in the current year. We are projecting an ending balance of about 592,000 all of which is restricted. The remaining funds of the district are all in pretty healthy shape. They're running balanced budgets or very, very slight gains in all of the various funds. We still do have contributions from the unrestricted general fund into adult education and child development as we have had since budget adoption. We have not had to adjust those upward and we may be able to adjust them slightly downward when we get either to third interim or possibly right at the close as they are not outpacing in their expenditures what was budgeted for them for the year. Child Nutrition is doing fine financially. They've been running a very efficient program there and they've not needed a contribution in many years. As we mentioned, Fund 17's projected transfer out is down to 1.06 million in the current year, leaving about 5 million to carry over into the new year. The building fund, the bonds for Measure G, we did sell the final set of Measure G this school year. We have been expending money and we project to continue expending money through the end of the year and we're projecting to end the year at about $14.6 million. We do have more commitments coming. You don't see on here yet, as projects are still out to bid for the upcoming summer, as we anticipate spending more of that down. But most of those expenditures occur after July 1, so they don't show up in these numbers until we get into next year's budget. Capital Facilities Fund has been generating revenue at a pretty good clip. We've already collected about $2 million in revenue. We've had to adjust the revenue budget upward in that fund as the developments have been coming through. So that fund is running pretty healthy right now. We're projecting an ending balance of about $5.8 million in that fund. And then Fund 40, our special reserve for capital outlay, we have begun spending some of the money that's been carrying over in that fund. Moving projects forward, we anticipate spending quite a bit more on projects in the upcoming summer as the rest of the painting projects and several other projects the board has approved move ahead. The bond interest and redemption fund is controlled by the treasury, not by the district. So they set the tax rates to pay Measure G and the previous bond, Measure B, and collect those funds and pay those directly from the county treasury. Our two self-insurance funds are both in good shape. I don't know why 0 plus 0 is negative 62. It looks like we have a typo on Fund 68. We did pay down some balance in Fund 68 with regard to their expenditures in the current year. We had some carryover of fund balance in that fund from the Newark Memorial High School flood. We actually still have one more bill outstanding on that before we can finalize and close that, although we are now back in those rooms. But we're still clearing some final billing on the Newark Memorial High School flood. Some of the other key data that's in our interim report, our enrollment. If you have a really, really keen eye, you might have noticed our enrollment actually dropped by one student from first interim to second interim back to CBEDS day. CBEDS continues to get modified through the year as the CARS windows open and close. And we had one student who sadly ended up in the county community school on CBEDS day which means they were arrested probably the night before CBEDS day and they were in the county jail school. So we lose them for the year on our count if it just so happens to occur on the night before CBEDS day. So we ended up at 5845 for the year. Our ADA though on the other hand is actually doing pretty good this year. We're actually up slightly from where we were last year and we're projecting that we're going to maintain right where we're at. It looks like right now for P2, we're projecting about 97%, which is about what our average has been for the past several years. But it is up slightly from last year. So that's a little bit of encouraging news on the attendance front. So I want everyone to please be in school as we continue to move. Our P2 day is actually coming up at the end of this month. And that's the point at which the state stops counting ADA for purposes of certain funding levels. It counts all the way to the end of the year for others. The multi-year projection is looking better than it did at first interim. But right now, our projected expenditures, as I mentioned, they're down in the current year and we are projecting to be able to maintain at those levels going forward. And given that, it puts us in a better stead than we were at first interim. However, projected revenues in 17-18 are down. And because projected revenues in 17 or 18 are down and that is a function of the state reducing the percentage. Remember when we've talked in the past about the local control funding formula, there's where we are today and there's the target. And every year we get a bridge funding a certain percentage of the way to the target. Next year's bridge percentage was originally projected to be somewhere in the 50 to 55 percent range. That projection has now been lowered by the state to the 23 percent range. So it's a significant hit on the revenues. Additionally, Our projected ADA for next year is down a little bit from where it was at first interim just because we recalculated and re-benched the projected year-over-year traditional carryover ADA plus the projected growth number. We asked our consultants who did our projection to break out in our demographic study the portion related to the new development versus the rest of the district. so that we could isolate that number and tack it on. And right now, it looks like next year may be the year we flip over or it may be the year we decline just slightly a little bit more and then the turnaround happens the following year. And the reason that's driving that is that after is the just the way the grade levels are rolling and the projected number of new students out of development for next year is only projected to be 52. So, we're balancing that out. So we're looking at a qualified projection still at this point because that bottom line number in the third year out from the last page is still a negative number. That means we're that much below our required minimum reserve, about 3.2 million we're projecting. You recall that number was over 6 and a half million at first interim. So we're more than halfway there. We would have been almost all the way there if not all the way there absent the state reducing its revenue projections for the next two years. We still have some more work to do so we will be coming back at third interim with a further update. That will come to the board between now and June 1st. That's when we have to submit it to the county. Our board meetings fall very early in May so we're going to have a bit of a challenge but we're going to push to have things for the second board meeting in May. And the second board meeting in May actually happens three days before we get the May revise update. So third interim won't have the May revise update in it because it's going to come the following Friday unless we decide to push the May revise, I mean push the May report into later in the month, but we're going to try to be ready for the 16th. Meanwhile, while third interim is also going on, we're going into budget development and our LCAP and our budget development. Preliminarily, it looks like our enrollment will call for reduction of FTE. We've been declining students for the past five years as the board is aware. We're about 649 students down. We're going to budget on our methodology our projected ADA based on our previous methodology that we've used and use the demographer's projections for the growth part only as opposed to just using the demographer's projection. There's a reason for that. We're having them re, we're planning to bring them forward to reassess the district again with multiple years of data on top of each other because this year's numbers, our traditional model was much more accurate than the demographic projection model was and that has us concerned that we make sure we have everything in there before we start relying on numbers that are telling us we're going to grow. We want to be very conservative, much happier to add things if we have more students than have to try and pull things away after the fact if we do not. The remaining forms that are in the back, our cash flow statement is one that's very important. The county looks at to make sure that we're going to end with positive cash balance over the next two years. Because if we were to not, that would drop us from qualified to negative. We are in a positive cash situation so we're fine as far as that goes at this point in time. We are meeting No Child Left Behind's maintenance of effort requirements. There's a summary of our Interfund transfers and then 26 pages of criteria and standards that the state uses to and that the county use as we're evaluating how we're progressing towards getting ourselves out of qualified status, moving back towards positive. I want to thank the staff and the business office, Kim Carroll Sarah as well as the rest of the team who don't get to have their names on the slides but with Mary and Kathy and Liz and Stella and our new member Jane as well as David. We have a really good team in the business office right now and I want to thank them for all of their hard work and open it up for questions.

[7124] SPEAKER_38: Thank you Ms. Richards. So just to to let the public be clear and aware that, in essence, based on the multi-year projection out for the next two years, that for next year, 17-18, we're deficit spending by about $500,000, give or take, 585, 199. And then by 18-19, if the trend continues and there's no additional changes or whatnot, then we're deficit by $3.2 million. Is that correct?

[7164] SPEAKER_37: The numbers.

[7166] SPEAKER_38: Page 104.

[7167] SPEAKER_37: As you are looking at them, keep in mind that what is keeping the number with regard to the size of the deficit to that level that you're seeing, that you're looking at the net increase and decrease in fund balance, you'll notice that above that line on, oh wait a minute, you're on 104, that's combined. Yes it is. I'm looking for a line and I'm not seeing the line I'm looking for. I'm sorry, I'm at the top. If you go to line 5A, That 585,199 is reflective of a transfer in of 3.75 million next year. So that $3 million transfer issue that we have that we aren't having it in the current year but we're still projecting it into next year and that number is up and the reason it's up is because the revenue number went down more than our expenditure number went down. So.

[7226] SPEAKER_38: And that's a transfer from the Russian funds, right?

[7230] SPEAKER_37: That's from the special reserve for non-capital outlay, yes. No, but remember... Yes, it's from the money that was transferred from Fund 40 into Fund 17. Correct. Correct.

[7239] SPEAKER_38: So in essence, next year we would fully utilize or use up that fund, and then for 18-19, since we've already used up that transfer or that extra, that actually puts us into the negative.

[7252] SPEAKER_37: It does and the third year out, we would have another 1.4 available on that same line 5A in the third column. There's 1.4 left after next year that then would be utilized in the third year and then at that point, the fund is out.

[7264] SPEAKER_38: Yes. But with that 1.4 since we're so far into the deficit that it eats up that and then some.

[7271] SPEAKER_37: That is correct. Okay.

[7273] SPEAKER_38: Okay. So, just put it in and we'll get to member Thomas. At the first interim, we had a qualified budget report and at the time out of a thousand school districts, we were 29. One of 29 districts who are qualified. I know the second interim that number is going to rise significantly because of the nature of the state. But for the third interim, if we're holding hopes that the state is going to make some sort of modification or adjustment to any kind of revenues, I don't think we should because I don't foresee them making any drastic changes. The gaps are already closed. As far as LCFF is concerned, we're already at 96% closure already, and so we're not getting more funding from there. And after the first interim, we'd ask for a plan to see what we can review as far as looking at being more efficient with our dollars and trying to wean ourselves off of deficit spending. From my understanding, and speak to my colleagues, we've been deficit spending for decades now. That is not recent, it's before you were even here, before Superintendent Sanchez was here, and so it has just been a habit of our district to kind of push the can, proverbial can, down the road or move money from here to there and make do with year by year or utilize one-time money to cover whatever we need to cover. We've made it work. We made it happen. I think a lot of districts are in the same type of situation, but I think it's come to the point where everything's kind of coming home now, right? Where we no longer can kick down the road.

[7378] SPEAKER_37: That is what I'm hearing from the majority of my colleagues, yes. Our neighbors across the freeway, Fremont is actually, was looking at $28 million where we're looking at three and a half just to get out of the third year. They're down, down to 22 with various cuts that they've made. But yes, even the districts that have traditionally been wealthier than we are, are finding themselves in our situation at this point now, a second interim with the new numbers from the state.

[7401] SPEAKER_38: Right. Cooper-Tinner just laid off 22 staff members. So we're hoping that in the near future we would get some sort of presentation or plan perhaps in a study session to review and just overall in more micro detail the district budget and hopefully the board can be a greater part of the budget development process and so that we can look at where we can be more efficient.

[7430] SPEAKER_37: At yesterday's board meeting we talked about that and at Superintendent Sanchez and I met about it further today. We're already beginning to develop things for the study session. It's planned for the 21st when we'll also get the updates with Ms. Sanchez's, I mean Salinas' information as well as we'll be doing the budget. Thank you. Ms. Thomas.

[7448] Nancy Thomas: Thank you and thank you for the presentation. It's a lot of data and I know it takes a lot of time to pull that together and then you have to do a third interim. So I have a couple of questions. Could you go back to the slide that talked about the ending fund balance? And I know I asked about this last time and I still can't figure it out.

[7473] SPEAKER_14: Also, could you reference it to the actual budget number page number?

[7478] SPEAKER_37: Sure. Are you talking about the current year fund balance or the multi-year projection?

[7481] Nancy Thomas: No, I'm talking about the ending fund balance for current. Unrestricted? Yeah, current, I guess. Yeah.

[7490] SPEAKER_14: And that would be referenced to what number? It's a table.

[7496] Nancy Thomas: There, that one. Okay.

[7497] SPEAKER_37: And Jan, for your information, if you turn in the book.

[7503] Nancy Thomas: Okay, 12.

[7507] SPEAKER_37: The components of the ending balance are in page 12, that is correct. Thank you.

[7511] Nancy Thomas: Okay, I notice you're saying lottery is 434 and yet I don't see a change, do I? and it was 547 before, 548 before?

[7527] SPEAKER_37: Yes. Per the previous discussions we've had from the board when we were at first interim about utilizing as little from fund 17 in transfers as possible, we minimize, we basically, we've looked at what we had to transfer to cover the cash flow in the current school year. We've currently transferred a million oh 60 to cover the two months prior to the December taxes coming in where the biggest revenue shortfalls occur. It does not look at this time like we need to transfer additional. However, the reserve for economic uncertainties number, the 1,000,955.20 is tied to 3% of total expenditures in and so a portion of lottery had to be put onto that line to keep that line in balance. And so it's part of lottery but we're using that without having to transfer fund 17. To push lotteries balance back up, it would just be an additional 100.

[7581] Nancy Thomas: Is any of that lottery the part that is restricted for?

[7584] SPEAKER_37: No, restricted lotteries in the restricted general fund and so if you go over to page 22 of the report, Restricted lotteries, I'm sorry, 22 is too far in, page 20 of the report. The restricted ending balances that are projected, restricted lotteries ending balance is incorporated in that 592,000 dollar number. You can't use restricted lottery towards the 3 percent reserve.

[7620] Nancy Thomas: Okay, that makes sense. So the 434,000, that's part of the ending fund balance. Why isn't, why aren't we just not using that and taking the opportunity to pull less out of Fund 17.

[7636] SPEAKER_37: We absolutely can do that and we probably will do that before we get to the end of the year. The, it's just a process of processing some budget transfer.

[7645] Nancy Thomas: Yeah, because I keep looking at this and I know the others are kind of targeted but the lottery isn't targeted. No. It should be used.

[7653] SPEAKER_37: And it is part of the plan to do that before the end of the year but that's part of our end of the year adjustments. We transfer teacher salaries into a couple different places at the end of the year. to balance out because as part of the local control funding formula, you recall we have the EPA funding. And the EPA funding has to be used for instructional purposes. And so what we do is we transfer teacher salaries into it. Even though it's part of the general local control funding formula, it looks invisible to everyone other than those of us that have to dig through the detail of the numbers because it has its own resource code. We do all of those adjustments right at the end of the year before we close the books.

[7689] Nancy Thomas: Because otherwise it looks to people like me that, You're having that money sitting there and it's supposed to be used. And yet, you're pulling money out of Fund 17 for deficit spending which we shouldn't be doing.

[7703] SPEAKER_37: Well, we can certainly flip that around and transfer that back and bring that at 30.

[7707] Nancy Thomas: I have two other real quick questions. Fund 40, the new developer funds come into Fund 40.

[7714] SPEAKER_37: That's Fund 25. Fund 25. Capital Facilities Fund is developer fees. Fund 40 was the sale of Russian Elementary School.

[7720] Nancy Thomas: Okay. Are there restrictions on that other than capital? I mean, are there restrictions on putting that you have to put? Fund 25? Yeah, that you have to put into classrooms, you can't put it into other?

[7732] SPEAKER_37: No, that's not the restriction. The restriction is with Fund 25, there has to be a nexus related to growth. Growth has a rather broad definition because it can be growth of program as opposed to growth of total number of students on a campus. For example, when the science standards were changed in one of my previous districts and we had to expand the number of science sections when that mandate came through, we utilized funds from Fund 25 to expand the number of science labs within a school even though our total school enrollment didn't change. But when there's a growth, whether it be within a, it just has to have a nexus to some type of growth.

[7772] Nancy Thomas: And it is not restricted. It couldn't be used to pay for a remodel of McGregor, for example, to accommodate the district office.

[7783] SPEAKER_37: It could potentially be used to pay for a change at McGregor if we are utilizing a space to tie to some type of growth. You've got to be able to establish the nexus or otherwise the fees can be challenged.

[7799] Nancy Thomas: So.

[7799] SPEAKER_37: I'm just looking for money. Potentially can it be, yes, but there's some hoops to jump through like there is with most restricted funds.

[7806] Nancy Thomas: Okay. And then my last comment and I'll say it every time, this board authorized only 100,000 for adult education and to automatically over the last couple of years just give them what they need rather than have them cut and live within that $100,000 is It just doesn't seem we should be doing that.

[7831] SPEAKER_37: We have not actually had to make that transfer yet and it appears that this school year we very well may not need to. Okay, so when the budget comes next year, it will say 100,000.

[7841] Nancy Thomas: It won't say 112 or 100 whatever. When the budget comes for next year, it will say 100 if they need 100. If they need less than 100, it may be a lower number because

[7856] SPEAKER_37: they have now received some additional funding through the consortium, and so they may not need the full 100. Okay.

[7863] SPEAKER_38: So it's in compliance with the state's LCFF in regards to adult ed, right? Correct. Okay. Thank you. Okay. Member Preciado.

[7872] SPEAKER_32: So a comment that I wanted to make is in terms of for the next, as you mentioned for the budget workshop session that we would have on the 21st, is that maybe you could think about developing a few different scenarios for budget plan to end deficit spending so that People can see options like this is what this would look like this is like and then from less drastic to more drastic So it doesn't have to be a lot maybe like two scenarios or three scenarios depending on how you want to figure it But then people can make decisions on Addressing this deficit spending Mr.. Rodriguez Thank You mr. Richards for

[7915] Ray Rodriguez: your second interim report. I had a question. Your figures don't, and there's no way you can, I would imagine, account for the fact that we're presently in negotiations with other different groups. Now, I think you've given us this before, but just to better understand If a 1% increase to everyone, I think you've given this to, can you give me that figure again if you don't mind?

[7947] SPEAKER_37: It's approximately $504,000 on the base salaries. I actually learned from my staff today that as they were looking, doing some analysis, there are certain types of additional pay that are tied to rates per hour that if the rates per hour go up, those additional pays come up Those numbers are not in that $504,000 number they gave me and so we're actually reworking some numbers for the classified unit because the number is actually slightly higher but it's about $504,000. And that's across all funds and all resources of the district, that's not just the unrestricted. The unrestricted is about 465 out of that 500.

[7988] Ray Rodriguez: And then the special ed, we're required to serve all special ed children and we're always going to be underfunded. How much does that impact our budget on a negative?

[8005] SPEAKER_37: It's a pretty sizable contribution from the general fund. It's in the realm of about 6 million dollars. The, however, The traditional way that that was calculated changed when we went to the local control funding formula and it's a bit of an unfair calculation now and that it makes it look like encroachment is bigger than it would otherwise be because the per-pupil base funding for our special education students, it used to be that that funding all went directly into special education as per-pupil revenue. It no longer does. It comes into general education as part of per-pupil revenue and then goes through as part of the pass through or the contribution. into special education. So unless we were to pull special education data across the district which we can pull and then separate it out by grade level, run through all the numbers that cost it to separate the portion that's in excess of the per-pupil funding formula, there used to be a process for that that was built into the revenue calculation and that was all taken away when we converted to the local control funding formula.

[8077] Ray Rodriguez: Since I've been on the board, I think we had over 8,000 students when I came on and we've lost over 2,000 and right now we're losing approximately 150 a year. It seems to be a moving target now especially with the increase housing that we have not only in buying a home but in renting one bedroom now, you can't get one for less than $2,000, it seems. So we are losing a lot of people that just can't stay here anymore and it's just, it's frustrating but it's just something we have to deal with. And we're hoping, I know you projected what 50 I think that's from the development on Willow or that's your thinking.

[8121] SPEAKER_37: No, 52 is the projection from the demographers related to growth from all the projects of new students projected to come to the district out of the development in next school year based on the development that's occurring in the current school year and housing that will be ready to be occupied prior to the beginning of school. They've given us that number for the next five years. For the current school year, their projection was nine, and they were pretty close. We did pick up a couple new students here and there, but not a significant number. But although many of the houses look like they're done, if you actually look on the inside, they're not done yet. And so there's still quite a bit of room to grow. But it looks like growth is a little bit further out net for the district. We are only projecting a decline of about 22 students, including the 52 coming in. So a total decline of about 74 on the natural, which is down by more than half from what it was in the current year. Largely that is because we have a very small senior class this year. It's one of the smallest grade level cohorts we've had in a while, whereas last year's and the year before's were two of our largest. Our current largest class in the district is in eighth grade. and so they will be coming up into the high school next year and so we've had to do some shifting around in our projections for next year to accommodate that for the high school but that's where our demographics has changed based on where the birth rates have historically been for the town.

[8202] Ray Rodriguez: But I think at this... It's on me now please if you don't mind. I thought you were finished so go ahead. So we have a new superintendent and so he's naturally responsible and the board has made it very clear And I know there's a couple of board members that have made it more of an issue as far as the deficit spending and using one-time funds. And you've only been with us a few years. And prior administrations have made decisions to use those one-time funds to educate our kids and not have to drop programs and to the dismay of some board members, which I understand. It's time for us to turn a new leaf and blaming, you know, prior administrations or whoever for the fact that we have been deficit spending to me is a wrong way to do it. I think the board based on the meeting we had yesterday is together on doing what we can to support difficult decisions that have to be made. And I appreciate the fact that you're going to be with us in the middle of that with Superintendent Sanchez and bring some decisions forward that we can vote on, as difficult as they may, to try to put an end to the deficit spending. But still, I think the board, in general, has always been committed to, if we do have cuts, to keep them as far away from our kids as possible. which is probably going to be very difficult this time because there's going to be very difficult ones that we have to make. So I know you've only been with us a few years and I appreciate and I want to just let Superintendent Sanchez know that he's got my full support and it's not going to be very easy but I feel that he'll put together a plan to kind of move us forward and hopefully satisfy everyone if not totally to a point that we are making difficult decisions, which is something that we haven't done in the past for whatever reason. Okay, thank you.

[8339] SPEAKER_38: Okay. So as I was going to follow up with your previous comment as far as the enrollment is concerned, I think we're at a juncture where we can't really rely on the ebb and flow enrollment other than perhaps it going down. I think if we sat back and completely depended on our enrollment increasing significantly, then we're going to be in trouble. So I think we should, plan for either flat or declining until we see that trend go back up for a couple of years, until that data becomes solidified. But I think we do need to look at efficiencies. I don't think we're at a point yet where I don't want to put the public into a panic or staff into a panic as far as cutting programs X, cutting programs Y. We're merely at the beginning of examining where we can be more efficient. This, the huge deficit is two years out. Next year is, like I said, close to half a million dollars and so if we start to make those efficient, make those efficiencies sooner, then we can ramp up versus coming onto a cliff. Thank you. So we do have a, I need a motion to approve the second interim report. Okay, moved by Member Rodriguez. Is there a second?

[8420] SPEAKER_14: I'll second.

[8421] SPEAKER_38: Second by Member Crocker. Please vote. Six ayes. Okay, moving on to item 15.12, which was moved up on the agenda, which is the school calendar.

[8449] SPEAKER_14: Move acceptance.

[8450] SPEAKER_38: Okay. We do have guest speakers.

[8453] SPEAKER_14: Do you want to? I'm sorry.

[8454] SPEAKER_38: Do you want to entertain them first? No, go ahead. Okay. So we do have some guest speakers for this. First one is Mr. Chris Ball.

[8469] SPEAKER_10: Good evening board members, community, district staff. Chris Ball, president or co-president of the Newark Teachers Association. Formation is a tricky science in which no one is satisfied at the end of the day. There's no calendar that we could put forward where everyone will be satisfied. So we have to remember that every time we do this, we try to do it on what's best for kids. And that's a very tough question to solve sometimes. And we have very candid debates sometimes about what is best for kids and differences. So I think it's important that the board and the community understand that a tremendous amount of thought and input went into this calendar. And we did try to do what was best for kids. Is everyone satisfied with it? Clearly not. Our membership barely ratified it, 56% to 44%. This is a fundamental change in our calendar. This is a big change. There's a few big changes. And I think we need to be open to the fact that if it turns out that this wasn't what was best for kids, that we need to be open to changing it again. I don't think that anyone on either side feels that this is a permanent change if it turns out and the research shows and our community feels that this isn't what they want. I think we have to be open to change again. And change is hard. Change is hard for a lot of people. And as everyone is aware, this calendar moves the end of the first semester to before winter break, which we viewed was a strong academic reason to support this calendar. And we heard that from multiple stakeholders. However, having said that, there's definitely things to consider where people would be against this calendar. And we do consider those. We did consider those and we continue to consider those. I think both sides agree that there are difficult conversations that are going to have to be made if this is approved by both parties. In terms of our athletic programs, in terms of our summer programs and our summer school, in terms of construction and our CSCA staff and how they'll be affected. And it's just important considerations and conversations we're going to have to have. So with that said, our membership did approve this calendar through a democratic process. And let's just be open to future conversations about this. Thank you.

[8643] SPEAKER_38: Okay. Thank you. Next, Ms. Cindy Parks.

[8655] Cindy Parks: Good evening. Transparency, inclusion, and communication were a few of the key words mentioned several times at yesterday's governance workshop. When I reviewed the agenda, the first thing I noticed was a lack of parental involvement in the calendar committee. When my children were enrolled, the district included parents in this committee. I also noticed the agenda item listed all the committee members. Two of the members were Diane Manske, who left the district over a year ago, and Phil Morales, who left nine months ago. Apparently, this item has been in the works for a long time. In the spirit of transparency, inclusion, and communication, I am wondering through what means has the district notified all parents of the possibility of such a dramatic change in the school calendar. Please keep in mind Newark Unified School District is not autonomous. For example, you are in a partnership with Fremont and New Haven Unified School District involving the Mission Valley ROP and athletics program. Now I ask, were ROPs and sports considered? If so, what arrangements have been made for the ROP students who start school on August 17th but August 30th is the first day in Fremont? Plus in February, ROP students will still have to attend classes and athletes will still have practices and games. What about the impact on families? Have you considered the parents and even the employees who have to pick their vacations on an annual basis? Families who perhaps have already selected, booked and paid for two weeks of vacation in August just prior to the normal start time. Have you considered the daycare issues this could cause in February? But this should not surprise you as the notion of starting early in order to finish the semester before Christmas holiday is not new. In fact, the board has considered this a number of times before. The primary obstacles have not changed, the impact on childcare, the impact on ROP and sports, plus the lack of support from the NTA employees demonstrated by the 56% approval vote. As in the past, the only support seems to be from those who are least affected, management and the board. This is not new and the issues have not gone away. While this board is comprised of folks who deeply care about the students, you need to do your homework. May I recommend that before approving this item or this next year's school calendar, please consider the ramifications on Newark families. Clearly, this has already been sitting on someone's desk for a while. Take the time necessary to make sure that this is in the best interest of students and families. Be transparent. Don't just talk the talk, walk the walk. I'd like to know if there has been any communication with the parents at this point, or will this be something that will be new to them? It's on the agenda, you can respond. Do you know?

[8834] SPEAKER_38: That's the staff?

[8838] SPEAKER_17: I would ask members of the committee. Chris?

[8843] Cindy Parks: Thank you. You have your answer.

[8847] SPEAKER_38: So Mr. Ball, go ahead.

[8855] SPEAKER_10: So I do not know the level of communication that this has gone out to parents. It certainly hasn't come from us. We feel that it would be contingent upon the district to share that and I know that you were waiting for our ratification results as part of this and we're kind of bound contractually by that March 1st timeline. So I don't know what the communication with the parents has been. I know that if for some reason the board did not approve this calendar tonight, we would default to the current school year calendar contractually. But other than that, I don't know the level of communication in the community.

[8898] SPEAKER_38: So in the calendar committee, is this negotiation for one year at a time or multiple year?

[8904] SPEAKER_10: This is a one-year calendar agreement. It's considered like a pilot year. And we have an MOU that kind of says that this is non-precedent sending, that this is for one year only, and we can reevaluate it.

[8918] SPEAKER_32: And that's in line with the CBA that says it has to be a three-year cycle? Or I'm confused, or is it separate?

[8923] SPEAKER_10: We suspended that part of the CBA to allow this pilot year to happen.

[8930] SPEAKER_38: Thank you. Sierra?

[8936] SPEAKER_19: So there is a letter on behalf of many of the students from Newark Memorial High School. This letter addresses the concerns of the proposed calendar. and is supported by the following student signatures. There is about six pages full of signatures here. So we'll get straight to the point. Approximately 49% of students enrolled in Newark Memorial High School are athletes. It can be agreed upon by the supporters of this letter that the proposed calendar will affect these student-athletes in not a positive or beneficial way. Firstly, fall sport athletes. This year we had 396 fall sport athletes We will start to have preseason workouts in July, causing the student-athletes to really only have two weeks of summer break. Furthermore, with the construction on the gyms, the weight room, etc., it will be difficult for our fall sport athletes to practice efficiently and prepare safely for their upcoming season. The calendar forces our fall sport athletes to have practice during a month of conflicting times. Their practices conflict with school constructions, resulting in failure to prepare efficiently for future competitions. If approximately the same number of athletes register for fall sport next year, that would mean about 400 student athletes are affected in a negative way due to the proposed calendar. When we say prepare safely, we mean to emphasize the importance of practice time for our athletes. Athletes need practice time to ready their bodies for the grind and physical toll of competitions. In order for athletes at Newark Memorial to safely compete in competitions, they need to adequately prepare their bodies. The lack of practice time due to conflicting schedule puts the athletes in danger in a situation where their bodies might not be well prepared for competition. It's like throwing a swimmer in a 10-foot pool without teaching the swimmer how to swim first. Most teachers try to sell the proposed calendar to us students by advertising the ski week. However, for most students, we won't get a break during the ski week at all. If the proposed calendar is approved, winter sport athletes will have to practice during ski week. For example, NCS for wrestling would fall on the same week as ski week, and wrestlers would still need to make weight for NCS and compete. Overall, students wouldn't necessarily have a break. They will still have practice as well as a lot of homework. Again, we students can tell from this experience that teachers enjoy giving a lot of homework over breaks. It's a break for teachers, but not necessarily a break for the students. Furthermore, the ski week is not ideal for the sake of students' education. Oftentimes, when students have a break, it makes it harder for students to get back on the mental grind. and focus when school starts again. In other words, the break causes students' brain to be out of shape. When school starts again, it's hard getting your brain back in shape when you haven't been working out for a week. These breaks conflict with the scheduling of both winter and spring sports. Winter sports won't be able to have tournaments during finals week. Spring sports won't be able to have tournaments during the ski week or spring break. Again, we have the calendar hindering our athletes to compete to perform at their best. It hinders their success as a student athlete. For example, the girls wrestling team was able to be successful and take on the title of NCS champions this year due to our efficient practice schedule and attendance at multiple tournaments. Such practice and competition schedule will be hampered due to the proposed calendar, meaning our reach for the title of NCS champions again will be hampered. Furthermore, given the population of athletes at Newark Memorial is 49% and increasing, the calendar really affects a good fraction of Newark Memorial students, not just winter sport athletes. You may argue that it seems that the calendar only affects the athletic program poorly and that it may be beneficial to other students. However, such is not the case. Students who do not participate in the athletic program of Newark Memorial are still greatly affected. Like mentioned before, the proposed ski week can hinder students' learning by putting a stop or pause on their brain workout. Additionally, the calendar may also conflict with the NCS Championships finals and graduations at the end of the year. With NCS Championships still continuing, it may conflict with the graduation date of senior class. The seniors, athlete or not, deserve to graduate together as one class. This is hard to be possible when some senior athletes may be competing at NCS championships, which may fall on the same date as graduation. Adding on, the proposed calendar also conflicts with the ROP schedule. During the ski week, ROP students would have to still attend ROP classes. They won't necessarily get a real break while other students do. They have to go through the inconvenience of attending class for the day while non-ROP students are unfairly not attending class at all. Because of the calendar of NCS and ROP is out of control, we have to focus on what we can control, our calendar. We can prevent many scheduling conflicts next year by not approving of the proposed calendar. It seems as if the proposed calendar has little benefits to students at Newark Memorial. The cons of the proposed calendar outweighs the pros. Are we willing to sacrifice the performance of our students academically and athletically for the teachers and staff to have another week off? Another argument for this calendar states that having finals before winter break is ideal for students. However, most students are doing just fine with having finals after break. As a matter of fact, many students have voiced that they enjoyed using winter break as a study time for finals. This goes back to saying, don't fix what's not broken. Our current calendar is not broken and is a better fit for a student's record. students needs. Why change it? These concerns have been voiced by many students in Newark. Before you consider the implementation of the proposed calendar, please consider the voices of the students. And these are who it will affect most and is most important, is what matters. The students are what make Newark Memorial. We should be working together to create an environment that will be beneficial to the students' learning performance, both within and outside of school. And then there's all of the signatures from the students.

[9318] SPEAKER_38: Thank you. Ms. Susan Condon.

[9327] SPEAKER_36: I'm really not sure why I'm coming up here, Sierra said it all. Thank you. I'm here tonight for the calendar because someone asked me to come up and talk and I respect that person very much. I was on that calendar committee. Parents were not included in that calendar committee. There is nothing that has gone out to the parents to date as far as I know. The interesting thing about this whole information, this calendar, and what is being submitted tonight was ready to go in October. In October, yes. I see the little lines in their eyes. That's five months ago. Why is it now coming here in March? This was done in a committee for, as Ms. Parks mentioned, with Diane Manske and Phil Morales, both of which have been gone nine months to a year. So our actual decision on this calendar was made over a year ago. Why does it take so long to get things to the board? We should be discussing how to get information to the parents to be included with the decisions that we make. Students should be part of this committee. So when we discuss and I believe it was Mr. Phil Morales, correct me if I'm wrong Chris, that mentioned that the students or that what we were generating were basically for the students at the higher level, at the high school and junior high level and testing. Well, if it's such a great deal to do these testings before Christmas, we have Fremont right over the bridge and they are starting school August 30th. It's not affecting their testing. And like Sierra said, it's going to affect a lot more people than just the sports. So I stand here today to tell you CSCA is not happy with it. There are many teachers that are not happy with it. Parents don't know about it. The ones that do are not happy with it. And now you've heard students are not happy with the calendar. So I ask you, postpone this decision tonight until you can survey the parents properly, the students properly, and invest in all the Newark Unified stakeholders when you make these kind of changes. Thank you.

[9471] SPEAKER_38: Ms. Marsha Delaney.

[9485] SPEAKER_27: Good evening. So I do know the answer to that question. As far as have the parents been, has any of this been communicated to the parents? And the answer is no, as a parent. I heard about it just in passing from someone and I think that's kind of ridiculous that that's how we hear about this. As of now, March 7th, I'm wondering why the community hasn't been told about this. This is an important decision that affects all of our lives. Or why we haven't been involved in this up to this point. This sends a message to parents that we don't matter. that our families' personal plans don't factor into your decisions. Our vacations, many of which have already been planned for, booked, and paid for for quite some time, From your perspective, it would seem don't matter. And Mr. Sanchez, last year, shortly after you came on board, we sat down and you asked me how we could improve upon district enrollment. My answer to you is to show the community that they are an essential part of the educational process, that their input is valued, that they are listened to, and more importantly, that their concerns are heard, not just barely tolerated. The fact that this information has not been communicated to the entire school district, including all parents of children attending Newark schools, 3 months before summer vacation, sends a strong message to parents and children that you don't care what we think or how this change will impact us. If you have a compelling and just reason why this shortening of summer vacation and adding a random snow week in February is completely necessary, which by the way may be difficult for, it may be a hardship for some parents who by February are not gonna have the PTO left after winter break to be able to take time off to spend with their kids, to take care of their kids, then show us, explain it in full with real data, then if it's warranted, give us a year to make the appropriate accommodations. Making another major life decision for us because you want to, with barely any lead time, particularly when many parents only get two weeks vacation a year, is unconscionable. We deserve better than that. Whether you believe it or not, we matter. We matter to the success of this school district. We should be treated as such. Thank you.

[9622] SPEAKER_38: Thank you.

[9623] SPEAKER_27: Also, can I just add one little thing? I still don't understand why we did the merger. Every day, I curse all of you twice every day when I have to take kids. I have kids in three different schools. I have a second grader and a sixth grader that I have to take to these two different schools. For what reason? I still have not seen any reason. I know it's off topic, but I just had to put that out there. It's ridiculous. And there was no reason for it, so.

[9654] Diego Torres: Thank you.

[9655] SPEAKER_38: Good night. No, but it's off topic though. It's off topic. Sorry. Ms. Mitchell, Keohokalole?

[9677] SPEAKER_54: Good evening, ladies and gentlemen of the board and community members. My name is Rachel Kahoili and I'm the Athletic Director at Newark Memorial. I would like to share some information with you regarding the proposed calendar and the effect on the student athletes at Newark Memorial. The number of student athletes at Newark Memorial continues to rise despite declining enrollment. Last year, I processed 1,084 athletic registrations And this year, that number has increased to 1,105. If we do not count multiple sport athletes, the actual number of students who participate in athletics is 803, which means that nearly 49% of students at Newark Memorial play at least one sport. If the proposed calendar passes, the following issues will surface regarding athletics, some of which have been highlighted by Sierra, but there are others. The start of the fall season, and the first teacher work day will be the same day, making registration and certifications of coaches more difficult. What we currently have one week for will turn into one day. The same impact will be felt for football in that we currently have two weeks to do what will have to be done in one week. The end dates of our grading periods will not align with the other MVA schools and therefore create discrepancies between Newark Memorial and the rest of the league. This misalignment also creates major inequities in eligibility within our own athletic program. Winter sports will have four weeks of competition and practice on non-school days under the proposed calendar. Each of the winter sport contests over breaks will require staff supervision. I know that NTA has proposed that administrators will supervise these contests. However, there are only five administrators to cover five basketball teams, four soccer teams, and two wrestling teams. They can only be at one place at a time. The proposed president's week will mean that winter sports will be forced to play league and NCS games during breaks since the NCS championships are on the same week as the proposed president's week. Supervision for these will also be difficult and we cannot rely on just one administrator to cover well attended NCS games. It has been proposed by NTA that the district will reschedule these competitions so that they will not conflict with breaks. However, section scheduling does not work that way. The MVAL schedule is governed by the NCS championship dates that are determined by the section. They give all participating schools a deadline to complete league contest or be disqualified from league contention. The schedule does not allow time for additional games to be played in one week, nor would I recommend that we compromise the safety of our student athletes by asking them to compete in too many contests per week. for their physical health as well as the academic impact of adding additional late night contests. Spring sports will now have two breaks within their season which their games may be scheduled on non-school days. Well, I'm sorry, these changes are the ones that have the largest impact on athletics and while we fully understand the logic of ending the semester before the winter break, we request that you postpone the approval of this calendar and consider other calendar options that will minimize the effect on student athletes at Newark Memorial. Thank you.

[9876] SPEAKER_32: Thank you.

[9877] SPEAKER_38: So we have to make a motion to extend the meeting time. So do you have a motion to extend the meeting time please?

[9884] SPEAKER_14: How much time are we going to need?

[9886] SPEAKER_32: I make a motion to extend the time to 11 p.m.

[9888] Ray Rodriguez: I second that. Okay.

[9894] Michael Milliken: Please vote.

[9902] SPEAKER_38: Thank you. We do not have any more speakers. Mr. Rodriguez.

[9910] Ray Rodriguez: Thank you to President Nguyen. The calendar is always over the years has been a very difficult decision but most of the time the changes have been minor and where we've asked that there'll be more outreach to the community, for whatever reason it hasn't happened as Mr. Barr, not taking away anything from the committee members. They, anytime someone puts their time out and decides to serve in any committee, we as a board and I as a, you know, also as a community member really, really appreciate it. But the fact that parents have not been involved and it's obvious that the students and we value And we've made a commitment to our new superintendent to do everything we can to give him the ammunition that he needs to move us forward as a community. And this is not a good way to do it in my opinion. We know what the calendar is now. It allows us time to really encourage the committee to have focus groups and engage the parents and also the students so we can have more dialogue. I personally like the calendar that we have and I'll be voting against this one. However, again, it doesn't take away from any of the efforts that the committee put forward. I just feel that this is not a parent-friendly and student-friendly calendar. Thank you.

[10010] SPEAKER_38: And we have some other speakers, but so on one hand, I'm very torn with this because, you know, the 56% of our staff members voted for it. So I want to honor that democratic process that they went through and adopted the calendar. I was not aware of as far as the communication that went out to the parents and this is a significant change that should have been communicated to the parents And I know vacation requests are done six months or one year in advance at a lot of workplaces and this causes a hardship in that regard. And as far as the, how I feel about the new proposed calendar is I like the end of the school year ending before Christmas break. In the first semester? I'm sorry, yes. The first semester ending prior to the winter break. In regards to any other dates, ski week, whatever, it's not as critical or as important as the end of the first semester. And in my opinion, one that mimics the college calendars, if we're preparing and if we're an institution of academics and education and we want to prepare our students for college and career, then getting them closely aligned to that college schedule is beneficial. that two week loss and it was mentioned earlier that that ski week there's loss of, you know, information or tune out or whatnot. If that is true, imagine the two and a half or three weeks that is endured by our students as they go through winter break, come back for January and then typically the teachers spend the next two weeks after January break reviewing and then taking the final. And so that's a strong element of the calendar that I like as far as ending it before Christmas vacation. But I'm not comfortable with the level of communication that went up that was communicated out to the parents. And I think that's problematic. I don't know and maybe this is a question to Mr. Baum and then the committee. Is there a way that we would be able to retain the approval approval vote of 56%, but perhaps move the implementation down a year. Is that?

[10164] SPEAKER_10: So I think it's important to clarify that a lot of our members probably voted yes. And again, I'm just speculating because they didn't understand the full ramifications. At the junior high and high school level, the vote was actually pretty much split 50-50. At our elementary level, that's really what swung it over the heap, and that's because I think at our rep council meetings and in our governance meetings, we communicated that the academic reasons for this calendar were what you mentioned, Mr. Wynn, but I don't think everyone in our membership fully understand all the ramifications that could come from this calendar, just to be fair. Okay. Contractually, we have a March 1st deadline that says we have to have a calendar in place for the next academic year, where it defaults to the current school year calendar. What we did in negotiations was extend that deadline to tonight to give the board, obviously, the opportunity to vote on this tonight. So as I understand things contractually, and if superintendent cabinet has a different opinion, if the board were to reject this tonight, we would default to the current school year calendar. and we can certainly continue some of these conversations in committee and in focus groups for next year.

[10240] SPEAKER_38: Let me skip down to Mr. Sanchez and then we'll come up back to you. Thank you. Superintendent.

[10247] SPEAKER_17: Thank you President Nguyen. Certainly no excuses and I take responsibility for not paying more attention to making sure we had increased community input on this calendar. I own that. Now with that said, Student-athlete is a good word, but student comes first. And when I look at the data of the high school, I'm concerned. I've got concerns about kids at the high school being prepared, being prepared for state exams. I have to be concerned about that. I'm also concerned that we have signed or we have a agreement with the teacher's union. This is in their contract that we work with them collaboratively to come to agreement. We don't have that with another union. We just don't. And if we were going to overstep an agreement with any other union, they would be concerned. So I think we have to be cognizant of that. And I think with having said those things, I think that relative to this calendar, it really is a surprise to people and that's not fair to our community and I own that. What I wouldn't recommend is going back to that committee saying, take it out, do some more work, you know, let's try to get something later this year. I'd rather push it back another year, give us plenty of time to do it correctly, and maybe take another draft at it next year, if that's where kind of the prevailing opinion goes. But to go back to those committee members and say, you know, you're still not quite done yet, you know, that is a thankless committee to be on. School calendar committees is one of those things where you can't please everyone, but you sure can make everyone mad. And I think it's just, and I want to certainly thank the committee members who spent a lot of time and hours wrestling with this and fighting about this. It's not an easy task. I think that just bears recognition of the people who have been involved. But I really think that it's, this is truly why it comes to the board. I mean the board is the one that hears the community feedback. hear some student voices and I think that certainly a better job of communicating this out earlier and hopefully getting it done earlier in the year would have been better. And wherever it lands, I think we will figure out a way to make things better going forward. And I think that's really all I had to say at this point.

[10394] SPEAKER_38: Thank you. Member Preciado.

[10397] SPEAKER_32: So first of all, I wanted to say that echo some of the comments in terms that I understand that no matter what, there's going to be some people who are unhappy regardless if it's this calendar or a different calendar. There's always going to be people who are unhappy, and it's a difficult process. So I want to recognize the hard work that it took to come up with this. But that being said, I'm not fundamentally opposed to a change in a calendar. However, my main concern is the timing. especially in light of it being a fundamental change. I'm one of the parents myself who would be affected by that particular change in terms of setting up vacation at the beginning of the year for the end of the year and making those decisions ahead of time, right? But in spite of that, I really think for the communication in terms of the parent and student incorporation of what's kind of for input, I know that there's both the district and NTA work together to come up with this calendar. It doesn't, my understanding is it doesn't outline how the district comes up with our position, so that could be in terms of our end, making sure that we're more engaged with parents and students to be able to convey any message, especially if it's a fundamental change given that we're only five months out, and it could have an effect of people in terms of daycare for the week of February, and people who can't make requests for their job just like that, they have to plan in advance. So I just wanted to kind of say that because of really the, I'm not opposed to a change, but in light of the current context of this, the way this played out, I'm actually, I don't support this calendar at this time.

[10518] SPEAKER_38: Thank you. Member Crocker.

[10521] SPEAKER_14: When you look at a calendar, the first priority has got to be the students learning. And when you have two semesters for the high school rather than three quarters, then you have built in traditional vacation time that sort of destroys that. As the calendar is set up now, there's 17 weeks. for the fall semester and 19 for the spring. So that's unequal and that bothers me because I think if you have a semester and you're teaching, you need to have an equal number of days in each semester and this does not happen with this. To get that, you'd have to come in on the 14th with the kids. And so that is a piece that has always gotten in the way of having this kind of a calendar in our area. The second piece is that we cannot create a calendar in a vacuum with the school districts around us. People that have this kind of calendar are in the peninsula, and they have a good number, maybe half or three quarters of the schools have this kind of a calendar. And so they are having problems with all kinds of things in terms of coordinating with other schools. And I think that Parents, as long as they are notified, will be able to adjust what they need to do if they have the time. And I think a year is not too short a time, or not too long a time, rather, for them to have. They need to have at least a year because people put in for family plans a year ahead. And so I think that it's unreasonable to expect within six months for them to change basic structures that affects their kids. They're going to make their adjustments. If we go to this calendar in a year, they're going to make their adjustments with vacations. They're going to make their adjustments with child care. I mean, whether you have a break in February or you have a longer time in the spring, it doesn't make any difference. They will adjust to it. But you have to have the time to be able to do that. And I don't think it's fair to do that. I think we should have semesters ending in December. I really firmly believe it. I think academically it is the strongest thing that we can do. But we are at this point not ready to do that. So if we want to try that and we want to be the lone district in the Mission Valley area to have this kind of a calendar, then we need to be prepared for it as teachers and as classified people as well as parents and be prepared to do that. Otherwise, I think we need to have longer time after December. And the way the December break comes right now, it's late. So we have the whole month, first week in January is gone. Whereas oftentimes, we will have three weeks before the end of the semester at the high school level. So this exacerbates the situation, I think, this year because of the dates that's there. So I would suggest that we not accept the calendar and have a default back to a modification of last year's calendar for this year with the thought that the committee would organize themselves and get in earlier by at least September of next year so that people have warning. And anything that's after, the calendar should be the first thing that you determine, it should not be the last.

[10732] SPEAKER_38: And I do want to recapture and reiterate what Superintendent Sanchez mentioned about the athlete and the student athlete We are a school district first and, you know, we do value athletics within our entire program. I used to coach at Newark Memorial so, you know, I have that, you know, I have that empathetic point of view. However, you know, 15 percent of our Newark Memorial graduates are eligible for to apply for a four-year university. And so we've got to ask ourselves as a community, is that acceptable based on the data of 15 percent of graduates from Memorial? 71% of Newark Memorial High School students, 71, 7 out of 10 are not meeting the state standards for English, okay. As a district, 51% of all of our students are not meeting math or English. So, I'll leave it at that. Okay, my turn.

[10796] SPEAKER_32: I'm sorry, Mr. Rodriguez. No, go ahead. Member Thomas hasn't gone. Oh, she hasn't. Everybody has said something except for Member Thomas.

[10803] Nancy Thomas: Yeah, okay. So Member Thomas says that my board colleagues and the superintendent have all said it very well. I disagree with all of you. The issue that I'd like to align with Member Nguyen and Member Crocker on and the superintendent is that I think it's very important academically that the semester end at the before Christmas break so as to not have that two-week interruption followed by a couple of weeks as you so aptly stated with review and then testing. So, I mean, if we can have that level of voice about ending at the semester break, ending by Christmas, if that can go forward with the committee as they organize for next year, I will hope that they can come up with a calendar that meets most people's needs and preserves that change to having the semester end before Christmas.

[10869] SPEAKER_38: Thank you. Mr. Rodriguez.

[10874] Ray Rodriguez: Thank you. I would like to thank the the speakers that came up and especially Sierra that very eloquent in describing. I think to try to make a change like this within five months, it's just something that, you know, we just can't do this. I tend to disagree a little bit with the notion of the fact that, you know, student athletes are not as academically sound as... We never made that rule. No one said that. No one said that. Well, that seems, that's been said before, okay. I'm not saying it was said here, okay. But as far as throwing numbers out there, as far as, you know, the 15 percent and this, I've had all my kids go through Newark schools and I'll defend Newark schools until I die, okay. We have, look at all the teachers that we have that went through our system that are back teaching in our schools and our other employees that came back to Newark. We're as good and we don't take second to anyone. Now, yes, there are challenges and our kids need the board to set policies along with the superintendent to make sure that everyone of our children has every opportunity in order to be successful. But to me, student athletes make a stronger student. And I've always thought that and so hopefully that's not what people think. We need to focus on what's being done at the, throughout our system and especially at the high school. And that's why I'm excited because our superintendent is a prior high school principal. Things are going to happen. once he settled in that you'll see that's going to improve how getting our kids ready for college. And we, and people negate sometimes the fact that we have an excellent community college and there's nothing wrong with children going to a community college and then moving on to a four-year college. But we do need to get our kids ready so that each one of them, if they want to, can qualify to go to a four-year college. I'll agree with that 150%, okay. But our children receive an excellent education in Newark and I will not stand back and see that challenge in any way. Thank you.

[11039] SPEAKER_38: I don't think there was any kind of challenge laid out. The number that I cited, 15%, was a presentation given to us by the Alameda County Office of Education about 2 months ago. the 71% is right on the state data quest website. So it's for the public to see. It's for the entire state to see. It's not, we're not making a proclamation or a judgment on the quality of our education. I'm just giving you hard numbers that people moving into the community are going to look at, parents are going to look at, and everyone's going to look at.

[11067] SPEAKER_32: So I just want to say, the framework, I guess going back to terms of the calendar is that And I agree with this piece in terms of I think that December should be for the end of semester to prepare students academically so that we can get to this mindset of being eligible for attaining and also leaving. I think it's unacceptable to have kind of the level of statistics that you outlined. And it's not about saying like particular groups or Newark schools are not doing well. It's more about we need to do better, just like with anything. With anything you have to do better, you have to improve, and you have to move forward. So I think that's where we're at. I think it was just more of the context of saying that the framework was that students first, and then athletes, and then it's not saying anything about that particular aspect. We have many people. That wasn't the approach. I just wanted to clarify that. That wasn't the intent.

[11138] SPEAKER_14: President Nguyen, I'd like to call the question on this. Okay. I agree. I move that we do not accept the calendar and that the calendar be reverted to 15, excuse me, 16-17 school year with the hope that the committee will meet and have a new calendar for us for the following year by September of next year.

[11166] SPEAKER_32: So I would say that we would have to strike the peace about September next year until that's actually negotiated because that's part of the collective bargaining agreement and you'd have to figure out that process. So we could only say that it would be the default. I accept.

[11186] SPEAKER_38: Are you seconding it? I'll second it.

[11189] Nancy Thomas: I'll second it.

[11191] SPEAKER_38: So the motion is to not accept and have next year's calendar default to this year's calendar and direct the calendar committee to then explore and engage the community and come up with the calendar sometime in the fall. We couldn't say that. Is that right? We can't say the fall? We can't say that.

[11214] SPEAKER_32: Oh, OK. As soon as possible within the guidelines of the contract.

[11218] SPEAKER_38: Hopefully before March of next year.

[11220] SPEAKER_14: No, no, no. No, no. All right.

[11223] Terrence Grindall: We'll start reading that motion in a second.

[11225] SPEAKER_32: We follow the CBA's.

[11227] SPEAKER_38: Please vote. OK, five ayes. Thank you. Next item, 12.2, this is board policy, education for foster youth.

[11255] SPEAKER_30: Yes, this evening I come forward with one of our board policies. There will be more after this as per the superintendent. But this one is specifically for education for foster youth. There are some changes that have taken place since the last time. Specifically, it's naming a liaison for our foster youth students. among other areas of communication where the student last recited and so I bring this forward for your review, comments and approval if so be, if that's how you would like or I can come back with more edits for second reading.

[11292] Ray Rodriguez: I'll make a motion to approve.

[11294] SPEAKER_38: Move to approve, we have a comment by Ms.

[11296] SPEAKER_14: Crocker. Is there someone, do we have someone in place to be that liaison person?

[11301] SPEAKER_04: Yes, it will be Mr. Whitman.

[11302] SPEAKER_38: Thank you. Thank you. Motion to approve. I'll second. Second by Member Preciado. Open. Please vote. Five ayes. Thank you. Next, 12.3, revised course of study for Newark Memorial High School, French III with a new textbook.

[11321] SPEAKER_30: Yes, this evening I come forward with a French 3 course book. We have had the book on display in the district office and it is also in the back of the room for anyone who also would like to look at it. As further information, this is book 3, 2 years ago we adopted this course of study for our students so now we have students moving on to French 3.

[11346] SPEAKER_38: Thank you. Do you have a move for approval?

[11351] SPEAKER_32: Move to approve. I'll second that.

[11352] SPEAKER_38: Moved by Member Preciado, seconded by Member Thomas. Please vote. Five ayes, thank you. 12.4, Spanish 3 at Memorial.

[11365] SPEAKER_30: Yes, for your consideration and approval, we followed the same process as with French 3 and this would be for the textbook for Spanish 3.

[11373] SPEAKER_38: I move approval. I'll second. Okay, moved by Thomas, seconded by Member Preciado. Please vote. All ayes, thank you. Next, we have item 12.5, which is the reorganization of human resources department. Mr. Linus, or is that someone else?

[11395] SPEAKER_17: I'm sorry. That's mine because Mike's not here. This is for your approval. It is really making some changes in human resources. We believe that we can reduce assistant superintendent role to an executive director role with some net savings to the district and with some modifications to... Actually, I'll speak to that next. So that's the move there.

[11425] SPEAKER_38: I believe that with... Right, so this overall reorganization impacts 12, I believe 12.6 and then 12.9? Is that right?

[11442] SPEAKER_17: In this 12.6, it is a net savings to the budget.

[11448] SPEAKER_14: It's a reclassification.

[11452] SPEAKER_38: I think for clarity for the public, a lot of the upcoming positions as far as 12.5 through 12.12 may be safe for one that we're going to discuss. is not a new position. We're not hiring an additional staff member. It's a reclassification and some efficiencies. And this is what we were talking about by maximizing some efficiencies. And so by executing some of these maneuvers, it looks like we're saving the district about $25,000 per year. And so this is, this goes to what we had discussed as related to the second interim earlier as far as let's see what we can maximize and be more efficient. So thank you. This is not something we need to, is this something we need to approve, 12.5 or is that later on?

[11498] SPEAKER_32: Yeah.

[11500] SPEAKER_38: I see. Okay, got it. So I have, do I have a move for approval? So please. Move by Member Crocker. Is there a second? I'll second. Second by Member Preciado. Please go. Five ayes. Thank you. So then part of this, so 12.6, job description, executive director, this is part of that reorganization. Do I have a move for approval?

[11527] Ray Rodriguez: I make a motion.

[11529] SPEAKER_38: Okay, by Member Rodriguez. I'll second it. Second by Member Thomas. Please vote. Five ayes. And again, 12.7 reconnects back to 12.5. Do I have a motion to approve? I move that we approve. OK. Moved by member Thomas. I'll second. Seconded by Pierre Seattle. Please vote. Great. All ayes. 12.8. job description manager of parent engagement and health services. And this is one, this is an item that was not part of the reorganization. I think what, in light of the second round, I think what I personally would be comfortable with is approving the job description. Informing staff to not post or not hire in this position So in essence, we're approving the position title and its description, right, but we're not approving any persons So in essence, we're not hiring anyone until we get credit greater clarification from the from Alameda County Whether they're funding this or how we're funding it and what was the fiscal impact. Is that fair?

[11608] SPEAKER_30: Yes, that's fair and that way I can bring the information forward about the exact funding source from the county, okay

[11615] SPEAKER_38: But I think in nature, we can approve the job description and not approve dollars. We have speakers, so Ms. Thomas.

[11623] SPEAKER_32: No, no, we can move and then second.

[11624] SPEAKER_38: I'll second it. I want to speak on it. So move, second. Ms. Thomas.

[11629] Nancy Thomas: Yeah, and along with checking with Alameda County, I know this position or a lot of the work in this position kind of morphed from I would like more of a, as part of looking into that, you know, looking at what we really need and is there an opportunity for The programs that are under this position or closely linked to this position, how effective have they been? I don't think the board has been given any overview or evaluation, received an evaluation, or I'm not sure staff has evaluated the effectiveness of some of the programs that are encapsulated in this person's or this job's responsibility. So I would not feel comfortable approving it even if it was 100%. funded by Alameda Condi until I knew more. OK.

[11707] Ray Rodriguez: Mr. Rodriguez. I, although I appreciate Member Nguyen's experience as a high school principal and as I really think that when an item like this comes before us, that it's important for staff to really engage us and let us know why this is something that's been put forward and what their recommendation is as far as whether they do want it to just approve the position change or whether it's something that what the staff's thoughts are on when we're going to go out for this because it's my understanding that there's an opening right now. So, now my question. to staff is when we as a SELPA took on the responsibility of mental health for our youth. So there's money with SELPA in order to make sure that our youth are taken care of when it comes to mental health issues. So does this border on that when you're talking about health services? Is it part of the SELPA? Is there any money from SELPA on this or is it just totally on us?

[11789] SPEAKER_30: It's not money from SELPA. My understanding as we're starting to kind of unpack the, look at the relationship with the counties that they had, first they had paid for the full position, then they paid for part of it, then I think there were some years Mr. you can clarify if I'm wrong but just but the last point I guess I want to make before Brian speaks is that this position actually is part of an agreement or an MOU with the county where I think typically we had used some of the mob funding that had been that had been generated to pay for the 50% of the position last year. This year, I believe we have some kind of a commitment to a match of the position, and that's what I'm still trying to kind of look into. The other thing is that this position actually supervises our parent partners, our PBIS coaches, and actually supports some of the behavior health specialists that we have, one at the high school, one at the junior high. And then with that comes a lot of accounting has to do in terms of logs and communication with the county that we are truly spending the money as it was allocated to be spent.

[11862] Ray Rodriguez: So when you're talking about county, we're talking about the County Board of Education? No. No, you're talking about Alameda County Board of Supervisors, right?

[11870] SPEAKER_37: No, we're talking about Alameda County Department of Mental Health Services.

[11874] Ray Rodriguez: Okay, which is the Board of Supervisors.

[11877] SPEAKER_37: In essence, yes.

[11879] Ray Rodriguez: because when the Alameda County decided to switch and put everything on SELPA, that was a big shift for us. So, is it sort of the 50 or half of the money with my understanding, is it half of the money that they pay through mental health services?

[11899] SPEAKER_37: Currently, half of this position as well as some other positions are paid from Alameda County Behavioral Health. through a local grant agreement that we have with them for the services that we're providing.

[11912] Ray Rodriguez: So is that one-year funding or is it more than one multi-year?

[11917] SPEAKER_37: This is, well, it's been, the program has been in the district for several years now. The paying of this position, 50 percent of the current position, this is the, I think the third school year. Prior to that, for a couple of years, the district was paying for the position and prior to that, for several years, the county paid 100 percent of the position.

[11935] Ray Rodriguez: Okay. Thank you.

[11938] SPEAKER_38: Okay, so we have a motion on the floor and a second. And the motion and the second was to move forward and approve the job description. But of course, you're going to explore the funding source before we approve any kind of hiring of it. Is that? Right. Okay. Please vote. Five ayes. Thank you. 12.9, Manager of Classified Human Resources. I'll move approval. Okay. Second. Second move by Member Pricciato, second by Rodriguez. Please vote. All ayes. Thank you. We move on to 12.10. We do have some guest speakers on this item. Mr. Chris Baugh.

[12007] SPEAKER_10: So again, Chris Baugh, Co-President, Newark Teachers Association. And I really appreciate the district bringing this forward for consideration. And I want to start my comments by saying that I have white privilege. And I'm not ashamed to admit that I do, but it's sad that I do. And many of our students don't enjoy the same luxuries that I do every day. I have no fear of walking down the street or driving my car and being pulled over based on the color of my skin. No police officer is going to ask me my immigration status or whether I'm a US citizen. Our students and their families currently live in fear of that. And that we would not make our schools safe havens against that in any way is mind boggling to me. This is not a condemnation of who's in charge of our government. That's not why I'm here. This isn't a political speech. This is a condemnation of the notion that our students have to live in fear. We must fundamentally reject any effort to have our students displaced on school campuses and torn from their families because of the status of their immigration. That's irrelevant to the learning program. We have a job to take all students in and enroll all students and serve all students, regardless of their status in this country. And that we would not accept this, I think is unacceptable, especially given the demographics of our community. My students tell me every day, and I teach math. I don't teach social studies. My students come to me every day and say, I'm afraid that, I'm going to lose my family and be torn from my family. And that isn't right. They shouldn't have that fear. Not at school. School's supposed to be a safe place. They come here to learn, not to be in fear. And I participated in the Junior High Challenge Day today. I'm sure you're all familiar with Challenge Day. And that was one of their fears, and it made me cry. And I didn't used to be the person I am today. I used to kind of live in judgment of others, and I've come a long way. I've become a much more progressive thinker. So for the sake of our students, I strongly urge you, there's two options. I think the second one is more strongly worded in how we want to protect our students. I think the first one's a little softer. I hope that the district considers this, and thank you for bringing this tonight. Thank you.

[12186] SPEAKER_38: Thank you. Mr. Thomas Martin Edwards.

[12196] SPEAKER_34: Good evening, and thank you for bringing this resolution forward today. Today we have the amazing opportunity to stand as examples for our young people. Our students look at us, the adults in the room, to see how they should act, whether they should speak truth, even when it's unpopular, especially when it's unpopular, what values to hold firm on, and when to stand up to bullies. Our students see how we act, the choices we make, and how we treat others. They're always learning from us, and they're always listening. Today, they look at you, our elected leaders. Will you stand with your neighboring districts, colleges, and cities for what's right? Will you sit here and tell our students, parents, and teachers, and community members that Newark is not a safe school district? School has always been a safe haven for our students. It's a place where they can nerd out about science and Shakespeare and scaling triangles, and that can be so cool. It's a place where our LGBT students know they're safe and welcomed by their teachers and their peers alike. It's a place where all of our students know they'll get a world-class education regardless of their immigration status. Please show them that our commitment to their safety is backed up by strong action and not just talk. I urge you to make the right choice and vote to resolve that NUSD is dedicated to providing all children equal access to education regardless of their immigration status. Thank you.

[12288] SPEAKER_38: I do want to commend Mr. Ball for bringing to the fact that in the realm of the school that regardless of status or not that we should be as apolitical as possible and students come to school to learn. I think we've reiterated that and they should not come to school to be in fear of and so to the greatest extent possible that we can, as far as staff and students, that we need to remove politics as much from, you know, our district, as much from the classrooms as possible. With that, I do prefer option two, which is the COSBO recommended option that's been... Maybe if you can do it by the title.

[12334] SPEAKER_32: So there's

[12335] SPEAKER_38: One that says... The title is providing all children equal access to education regardless of immigration status. That's the one that CSBA has recommended and that's the literature that we can stand behind. You talk about the second one, the CSBA. Yeah, the CSPA one, the providing, so.

[12357] SPEAKER_17: 2041. They're both 2041. Oh, I thought they were different. Yeah.

[12361] SPEAKER_38: Sorry. The longer one of the two, I suppose. The two-pager.

[12365] Nancy Thomas: Yeah. And the one that says providing all children equal access to education regardless of immigration status.

[12373] SPEAKER_38: So I'll make the motion for that, seconded by Mr. Rodriguez. Ms. Thomas wants to speak.

[12379] Nancy Thomas: I don't know. I think it's really important that this be widely disseminated within the district. And I don't know if it can be part of the motion, and you'd entertain a friendly amendment, but that this motion become part of the employee handbook so that every employee has it.

[12405] SPEAKER_38: Do we have an employee handbook? Yeah? A couple. Okay, I haven't seen it so Hey, this was 12 years ago.

[12416] SPEAKER_17: Come on We will spread it far and wide whatever you vote. Okay.

[12420] SPEAKER_38: Yeah, I do know that You know in my day district when when we adopted a similar resolution the superintendent sent out an email all Myself that references this board docs links to send one tomorrow.

[12437] Nancy Thomas: Okay, and can it be published? become part of the employee handbook?

[12441] SPEAKER_38: Yes. I don't think that needs to be, does that need to be part of this motion or will that just happen?

[12445] SPEAKER_32: I don't know if that can, because we're just, I don't know if it's a separate process.

[12449] SPEAKER_17: Once you vote, I will spread it far and wide.

[12451] SPEAKER_32: I was going to say, because I don't mind, I actually think that would be a good idea, but I don't know if, because it wasn't in the, like, it might be, I don't know if there's a change to employee handbook. I don't know if we have to negotiate about that, like, when we add changes. No.

[12463] Nancy Thomas: Okay. I mean, I don't have to make it a formal part.

[12472] SPEAKER_38: Okay, so Madam President, do you have a comment?

[12474] SPEAKER_32: Yes, I just want to say I'm hopeful that this moves forward and I just want to say I'm glad that it builds on the one that we passed earlier and this is a lot stronger and a lot, yeah, I just want to say I'm glad that we're doing that. Okay.

[12489] SPEAKER_17: June, second to the last comment talks about distribution on page 2. Oh, there you go.

[12495] Ray Rodriguez: And I did second this, however, I am concerned that Madam Nguyen did not read his employee handbook when he was working for us at the high school.

[12507] SPEAKER_38: Member Crocker.

[12508] SPEAKER_14: I just want to say that I think this is terribly important because many times people do not understand the role of the school in terms of identifying immigrant status. It is not within our purview to do so and we do not keep records on the immigrant status of a student or of their family. We have nothing that we can give to ICE. We also say that people do not come on our campus to do certain activities. And I think it's very clear that this is not, the school campus is not a place for people to do roundups or collect people. And so I think that that, it says it very strongly and I'm very pleased with what CSBA came. I would like to call the question.

[12551] SPEAKER_38: Okay, so we do have a motion and a second. Can we vote please? Okay, five ayes. Let's start with member Preciado. Do we want to read it?

[12569] Ray Rodriguez: Are we going to read this one? I know we normally read resolutions. It would be nice if we did.

[12573] SPEAKER_14: Okay, go for it.

[12574] SPEAKER_32: You've got three or four things to do. Norwalk Unified School District, Norwalk, California, resolution number 2041, providing all children equal access to education regardless of immigration status. Whereas the U.S. Supreme Court has held in Plyler v. Doe 457 U.S. 202 1982 that local school districts have a constitutional mandate to educate all students residing within their jurisdictional boundaries regardless of their immigration status. Whereas all students have a right to attend school free of bullying, intimidation, and discrimination.

[12612] SPEAKER_14: whereas the governing board is committed to the success of all student, irrespective of their immigration status or citizenship, and believes that every school site should be a welcoming place for all students and their family, whereas the California Department of Education, CDE, has declared California public schools as welcoming, safe places for learning and teaching for all students, regardless of immigration status, reaffirming federal regulations and state law that prohibits educational agencies from disclosing personally identifiable student information to anyone including law enforcement without the consent of a parent or guardian or a court order or lawful subpoena or in the case of a health emergency. Whereas the CDE recommends that local educational agencies do not collect or maintain documents that may be related to immigration status including but not limited to passports, visa, and social security numbers as they are not needed by school districts and place student privacy at an unnecessary risk. Whereas U.S. Immigration and Custom Enforcement, ICE, 2011 policy states that immigration enforcement activities will not be conducted at any sensitive locations, which includes schools, without special permission by specific federal law enforcement officials, unless exigent circumstances exist. that are related to national security, terrorism, public safety, or where there's an immediate risk of the destruction of evidence material on an ongoing criminal case, and?

[12708] Ray Rodriguez: Whereas the US Immigration and Custom Enforcement, ICE.

[12714] SPEAKER_14: The next one. Whereas ICE activities.

[12717] Ray Rodriguez: Right. Yeah, I was just reading what ICE means. Whereas ICE activities in and around schools and school facilities would be a severe disruption to the learning environment and educational setting for students. Now therefore, be it resolved, Newark Unified School District Governing Board reaffirms that pursuant to federal and state law, every student has the right to attend school regardless of the child's immigration status. Want to go next? You want me to continue? One more. To be further resolved that the Newark Unified School District Governing Board confirms that all Newark Unified School District students who are eligible to receive school services, including free or reduced price lunch and breakfast, transportation, and educational services, regardless of their immigration status, are entitled to receive those school services and that staff shall not take any steps that would deny students access to education, or the services provided based on their immigration status.

[12781] Nancy Thomas: Be it further resolved, in order to provide a public education regardless of a child's or family's immigration status, absent any applicable federal, state, local law or regulation, local ordinance or court decision that may lawfully provide otherwise, the district shall act consistent with the following practices. District personnel shall not treat students differently for residency determination purposes on the basis of their actual or perceived immigration status and shall treat all students equitably in the receipt of all school services for which they are eligible. Two, district personnel shall not inquire about a student's immigration status or require documentation of a student's legal status such as asking for a visa or passport during enrollment or at any other time. Three, district personnel shall review the list of documents that are currently used to establish residency and shall ensure that any required documents would not unlawfully bar or discourage a student who is undocumented or whose parents are undocumented from enrolling in or attending school.

[12848] SPEAKER_38: 4. District personnel shall neither require students to apply for social security numbers nor require students to provide a social security number, passport or visa. 5. District personnel shall not shall not to allow any immigration enforcement officer or agent to enter a school site without first signing in with the school administrator and making a request to enter campus and shall forward any request by immigration enforcement agents to enter a school site, including for the services of lawful subpoenas, petitions, complaints, warrants, et cetera, to the superintendent's office for review in consultation with district legal counsel. Six, district personnel, when encountering immigration enforcement agents who are on school grounds on account of urgent or exigent Circumstances shall direct them to school office and alert administrator to contact the superintendent's office and legal counsel. Seven, district personnel office shall immediately send all requests by immigration enforcement agents for information or documents to the superintendent who in consultation with district legal counsel shall consider all legally permissible actions that may be taken to respond to such requests to protect the privacy rights of students and their families. Eight, district personnel shall not enter into any agreement with ICE to enforce federal immigration law and shall not participate in any ICE or Border Patrol enforcement actions. Nine, district personnel, as designated by the superintendent along with district legal counsel, shall review the impact of any changes in federal immigration laws, state laws, and policies or programs that may impact students and develop solutions aimed at preventing and or mitigating the impact on both students and employees but may arise from the collection of, storage of, or access to any personally identifiable information for immigration enforcement purposes. 10, district personnel shall take all reasonable measures so that after school program providers and other service providers that have access to student or family information will also follow the action described herein. Be it further resolved that the superintendent shall ensure that all teachers, school administrators, and school and district office staff will be adequately trained on how to implement this resolution. Be it further resolved that the superintendent shall ensure that all parents and guardians will receive notification of this resolution to fully inform students and their families of their rights in the district. Be it further resolved that the superintendent shall distribute copies of this resolution to all school sites, to any and to any district authorized charter schools. Passed and adopted at a meeting of the Newark Unified School District Governing Board held in Newark, California on the 7th day of March, 2017. The vote was 5 ayes, 0 noes.

[12999] Ray Rodriguez: All right.

[13004] SPEAKER_38: All right. We've got 10 minutes. All right folks, we've got 10 minutes.

[13010] SPEAKER_17: So item 12.11.

[13011] SPEAKER_38: We did this last year. Move for acceptance by Member Crocker. For what?

[13016] SPEAKER_14: 12.11. We haven't done that one. Wait, what?

[13020] Vicenta Ditto: 12.11. 12.11.

[13021] SPEAKER_14: It's 11 on mine. Yeah, 12.11.

[13023] SPEAKER_38: So there's a mislabeling up there. Oh, there is. Well, it's because we moved those two.

[13031] SPEAKER_14: We jumped ahead. Oh, you moved it. OK. Gotcha. OK.

[13035] SPEAKER_38: So it's child care and kindergarten early release fee and drop-in fee schedule proposal. I move. Moved by Crocker, second by Rodriguez. Did I hear that? Mr. Perciotto.

[13048] Ray Rodriguez: Perciotto. Member Perciotto. Perciotto. Do you second? I'll second it then.

[13051] SPEAKER_38: Okay, second by Member Rodriguez. No comments, open for voting please. Five ayes. Thank you. We've already done the second interim. Employee organizations.

[13067] SPEAKER_14: We don't have much time.

[13069] SPEAKER_38: They've got it. Mr. Ball, Ms. Martins.

[13074] SPEAKER_10: I believe this is the most I've ever spoken at this podium in one board meeting, except when we were going through budget cuts in 2008. Hopefully we don't have to do that again. So I just want to take a minute, and then I know normally we have one single representative, but if I can defer part of the time to Mr. Martin Edwards just for purposes of the action the board just took. So just to clarify on the calendar, the second time around, I think both sides have acknowledged we need to do a better job of reaching out to all district stakeholders. I think that was the fatal flaw here. I don't think anyone is fundamentally opposed to change, but we have to make sure that we ensure enough time to make it happen right and that we do it well. Having said that, we understand that as dates shift in academic year, the calendar is not obviously going to be day for day the same. But I think that the language says that as closely as possible to the current school year calendar. So that will be the process moving forward. So I'm sure superintendent or your designee and us will have that meeting to just kind codify what that looks like. Thank you.

[13151] SPEAKER_34: I just want to say on behalf of NTA, we're very heartened that, well, for the measure that you all just passed, was it 1210? And thank you all for standing on the right side of history.

[13165] SPEAKER_38: Thank you. Chinuma CSCA.

[13176] SPEAKER_36: I'm going to just read and go from there. So tonight I'd like to tell you what is going on in negotiations and how the CSCA team and our members are feeling. And I hope that it doesn't come on deaf ears. Frustration is what's regarding our negotiations and its progress. To start with, I'd like to say that we started this process back in March of 2016 when CSCA submitted our Sunshine proposal early to HR. Then in June 28th, you all approved both hours and the district sunshine to be able to move forward with the negotiations. We waited until October 28th so that we could have our new assistant superintendent of HR be in place and ready to go. We discussed norms and guidelines of how our meeting would be run and the process by which things would happen. We met again once in November and once in January. Then there was another shift in the staff and we lost our assistant superintendent of HR to Ed Services. This is when HR in turn asked us if we could reschedule our next few negotiation dates to accommodate the lawyer and other members of the district team. We canceled the balance of our January's meeting and scheduled three dates in February. At this point, we had to adjust our meetings, times, and schedules based on such things as staff not being available for either personal or business reasons. And when they did come to the table, it was not as a scheduled time of agreement. We did not feel that the district team was respecting us and arriving on time for our meetings or being prepared to negotiate. For instance, on February 15th, the district arrived an hour and a half late, and then approximately three minutes into the arrival, they needed to leave to talk to the superintendent on how to proceed with negotiations. This was extremely frustrating to our team, as this was rescheduled and agreed upon by both parties, as well as the time of 8 o'clock for starting time. Our time is just as important as any other employee and staff of the district. And this continues to show the disrespect towards us. As the leader of negotiations team in our team, we felt compelled to bring back the norms back to the table to review and approve by the members on the district side. There was only one on the district side that had approved it originally. We proceeded though through the day and the district asked us to push our negotiations out till May when the governor's revise on the budget would be out because they were directed that they could not make any decisions until then financially. The CSCA negotiating team then came up with a counterproposal to suggest that we accept the return of the negotiations in May, allowing us to close the current contract with the TAs already approved and adding the Me Too clause to the contract so that we would have an active contract. Then we opened the district when they were ready to negotiate with the financials in May. This would allow the changes we had accepted to be available to our members and the district now rather than waiting for more months. For example, we agreed for a language that would help our members with catastrophic leave None of it can be in place until we close that contract. Instead, what the district came up with was that the board gave them the direction of not being interested in a Me Too clause, and that it was unnecessary to close the contract as it was a lot of work for just a few months. The truth is, it would not have been a lot of extra work, and closing the contract would have given this a positive impact for our members.

[13406] SPEAKER_38: Thank you. Are you wrapping it up?

[13408] SPEAKER_36: I'm still reading. We have also been impacted by the constant change in leadership and makeup of the district's team. The district lawyer has taken the lead of the negotiations when she does not have any history or full understanding of how things are made in the district. The lawyer should not be our facilitator for the district. She is there for legal reasons only. to make sure that we do not violate any laws. The CSCA negotiating team would like to have an employee from the district to be a facilitator, not the lawyer, and we proceed with the negotiations whether people are on the team, whether they're there or not. We would like the superintendent or a school board member to be present during our meetings even if it's just as an observer. This is to have clear line of communication and for an observer to see exactly what happens during these negotiations. We realize that the financial issues are eminent and that the teachers are also being put off for negotiations. What we ask is that the district's team be prepared to come in May to offer a financial proposal and for us to close this contract quickly. We will not accept continuing to work under an expired contract past May.

[13487] Ray Rodriguez: Thank you. Board, we cannot extend it further, so.

[13494] Nancy Thomas: I would suggest that we suspend our rule.

[13498] Ray Rodriguez: I don't.

[13499] Nancy Thomas: We can suspend the rule.

[13501] Ray Rodriguez: So, I think we should get back together on Thursday, personally.

[13505] SPEAKER_32: So, I move to... Can you call all remaining items? I move to approve 14.1. We have one minute.

[13511] SPEAKER_38: I move to approve 14.1 through 14.4. I second.

[13513] SPEAKER_32: Okay. Move second, please vote.

[13523] SPEAKER_38: All ayes. Consent item 15-1 through 15-12, we know that we did omit.

[13529] SPEAKER_14: No, through 8, through 8. Right.

[13531] SPEAKER_38: 11. Correct, through 8 plus 11.

[13533] SPEAKER_14: I move to accept.

[13535] SPEAKER_38: Moved by member.

[13537] SPEAKER_14: 15-1 through 8 and 15-11. I'll second.

[13541] SPEAKER_38: Please vote.

[13546] SPEAKER_14: I move to accept expulsion case E1617-06.

[13552] SPEAKER_38: Per staff recommendation?

[13553] SPEAKER_14: Per staff recommendation.

[13555] SPEAKER_38: Okay. Second. Move and seconded. We'll accept the staff recommendation. Please vote.

[13564] Ray Rodriguez: Okay. We're basically done.

[13567] SPEAKER_38: Board members, we have, nope, we're done. We're done. It's 11 o'clock, no more comments.

[13571] Nancy Thomas: Well, we can suspend the rule.

[13573] SPEAKER_32: Well, it's 11 o'clock. I don't agree. We didn't, it's 11 o'clock.

[13576] Nancy Thomas: Well, it's legal, I think legally we could. We could suspend the rule and continue until we.

[13580] SPEAKER_38: Do you have a lot to say on your board update?

[13583] Nancy Thomas: Well, no, I was just gonna ask that they give you a copy. No, no, we're done.

[13586] Ray Rodriguez: It's 11 o'clock. You have to adjourn the meeting. It's 11 o'clock. We can talk about it. Meeting adjourned at 11 PM. After we can talk about it now, okay.

[13734] SPEAKER_39: you

No minutes available.