Regular Meeting

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[24] Nancy Thomas: an employee appointment, and also a conference with labor negotiator. No action was taken. Would you please join me in the Pledge of Allegiance?

[38] SPEAKER_33: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

[53] Nancy Thomas: I believe our board president is on the way. Is that your understanding? That he's delayed, but he will be here? In the meantime, we'll probably take hand votes because I don't have the system on my computer. I would next like to call on approval of the board agenda.

[78] SPEAKER_31: Move acceptance. I second.

[81] Nancy Thomas: OK. Please vote by raising your hand. Four ayes, two members are absent. Next, we move on to student reports. Superintendent, do you want to call on our students?

[101] SPEAKER_19: Sure. Let's start with Newark Memorial High School. Anyone else from Newark in the audience? Sierra?

[113] SPEAKER_14: So at the beginning of school, the first two days, we had a opening rally. At the opening rally, we had lots of music from the band. And then we introduced all of the officers for leadership and for the class officers for Spirit Week coming up. We also had our usual bubble soccer, where the teachers pretty much take the time to plow each other down in front of all the students, which is always very funny. Let's see. It's the second official week of school as of right now. And as of the pause period, feedback that I've gotten so far is all positive. I personally, I'm really enjoying it. I get to go to sleep early now. I usually get like six hours. I'm getting like eight. Other students also feeling the same way. It allows them to catch up on work that they don't have time at home to do or just get the help they need from teachers in the classroom. So that's going really well. Then Spirit Week is also coming up. The freshmen are doing Marvel superheroes. Sophomores are doing a 2000s breakup. Juniors are doing Moana. And then seniors are doing Monsters, Inc. And then the club days will be determined later. Then tomorrow we are having our meeting for club leaders and advisors for this upcoming school year. where we're going to have a serial party. And then this Friday, it will also be club day, where all the students at the high school are able to sign up for any clubs they're interested in. I will be participating in six clubs this year. So make sure to go to my clubs. And then, let's see. Oh, we're also having a lip sync pretty soon. where all of our club officers will be participating in and staff and substitutes also usually participate in it, which is really, really fun and enjoying. Okay, and that's all I have for now.

[247] SPEAKER_19: Thank you, Sierra. Representatives from McGregor campus, would you like to go next? Please tell us who you are and if anyone's with you, you want to bring up, that's fine as well.

[269] SPEAKER_46: Good evening. My name is Giovanni Robinson, and I am a senior at Bridgepoint High School. I am currently doing my third semester at Bridgepoint. So far we, since it's so early in the school year, I mean, so far it's going really good. For me as a senior there, I'm having a lot of fun for like three weeks of school to be started. Now this, because, I'm sorry, I'm so nervous.

[308] SPEAKER_19: We have a new person. Take a breath. We work for you. We work for you. Not you work for us. So just look down like you're telling us what to do. That hopefully will change your perspective.

[321] SPEAKER_46: This school year we have a couple of new teachers. For example our teacher, our principal, we have a new principal Ms. Calderon. We have our new ROP teacher Chef Roberts, new PE teacher Coach Hess, a new business teacher Mrs. Shepard. I have all of them. They are really awesome teachers so far. Our school this year is I would say cleaner because we got our buildings painted and the campus is clean. Yeah I'm excited for my senior year at Bridgepoint. Thank you.

[376] SPEAKER_19: Thank you. And Newark Junior High representatives. Tell us your name and what grade you're in. You don't have to give your last name if you don't want, but at least your first name.

[398] SPEAKER_38: Hello. My name is Todd Calabada, and I'm the ASB president at Newark Junior High School, and I'm in the eighth grade.

[404] SPEAKER_47: Great. And I'm Shane Nelms, and I'm the ASB vice president at Newark Junior High School.

[411] SPEAKER_38: Great things are happening at NJHS. For example, we just had Web Day for seventh grade students. Web Day basically helps all the students, seventh grade students, get to know the school's campus, the teachers, and many other students around them.

[426] SPEAKER_47: We are also working on a back to school dance. This will be a great dance for students after coming back to school.

[434] SPEAKER_38: ASB is working as hard as they can to keep their school fresh with jackets, hoodies, and tees. The school gear is designed by the students for the students. They create multiple designs, take a school-wide survey, and then the most popular items are displayed in the... They will be for sale in our student store.

[460] SPEAKER_47: Fundraising is a big... Fundraising is a big thing at our school we will be doing. This fundraising will support our amazing electives and our great students related activities at NJHS. ASB tries to get as many students as possible involved in the school fundraiser. We promote the school fundraiser by announcing it in our morning televised announcements and also by creating posters related to the fundraiser and they are also posted around the school.

[491] SPEAKER_38: Our school also plays music in the quad and in our cafeteria during lunch. This is to reward the students for keeping their minds focused during the week and for the students to express themselves either in singing or dancing.

[504] SPEAKER_47: At our school we will be doing bullying presentations which will inform students about a variety of bullying topics. These are to raise awareness and attempt to stop bullying. This is one step towards our goal of becoming a no place for hate recognized school.

[522] SPEAKER_38: Now, I would like to share about something special we have at our junior high. Every morning, the leadership class broadcasts information, news, and morning announcements on our TVs. This is to keep the student body informed and up to date.

[537] SPEAKER_47: Also, we will be walking in the Newark Days Parade. We will also be honored if you would walk with us.

[543] SPEAKER_38: Finally, I would like to tell you about our clubs. Some clubs we had last year were the Ukulele Club, the 2P Club, the AP Book Club, and the Sci-Fi Club. We plan on organizing a club sign-up day for this year.

[556] SPEAKER_47: Thank you all for your time, and have a great evening.

[567] Nancy Thomas: Thank you. So next, we move on to the superintendent's report.

[572] SPEAKER_19: Thank you, member. Thomas, other members of the board, ladies and gentlemen. I want to, and I believe we have some handouts in the back of the room, is that correct, Char? I want to remind everyone that we will be having our first budget reduction session September 20th. Is it Lincoln Elementary, I believe? Kennedy? Okay. I guess I should look at the flyer, right? And part of what we'll be doing in in that first session is kind of doing an overview of what does the? Budget look like how are we funded? What is general fund? What's the difference between general fund and? restricted funds and other funds of how we how we staff and operate as a district and I think it's important for people to realize that Budgeting in California is very difficult. It's been difficult for quite a while we are still ranked about 41st in the nation in funding public education and California has Struggled and many districts like ours that have had a few years of declining enrollment are really feeling it So we're not We're not unusual in that we're in a tight spot for the next couple of years. However, we'll also be discussing what the projections and demographic reports are showing us, and we'll get into that in a moment. And I think that I want to just remind people that even though budget isn't the most fun and exciting thing to come to a meeting about, it is important for people to come to our meetings that we've set up that are strategically around the district, and you can come to all of them, you can come to some of them, you can come to part of them, but we want to make sure that people have access to the information we're providing. Our intent is to bring a final recommendation to the board by October 3rd, I believe. And I just want to make sure people are aware of the public engagement sessions relative to budget. If you do not have a flyer, I believe we've had it posted and we can email it to anyone. I believe the dates are on our front page of our website. And I'll be encouraging all principals to be sending information home in Friday folders or other ways that they do it to get the word out. But just wanted to remind people how important it is, and I know that everyone's busy, but right now we do want to get people's voices on the budget. And you'll be seeing a few documents that help simplify general fund that kind of give you an idea of what's the percentage and proportion of what we spend in each kind of category and how much is that equal to in dollars so that you can see the general fund budget as a glance. One thing I do want to clarify that I get a lot of questions about is that You know, sometimes people ask, well, how are you buying new playgrounds when you have to do all these cuts? And the money that we have that goes towards playgrounds and buildings and paint is separate money that cannot be used for salary. So I want to be really clear about that, that those are called capital reserve dollars. They're used for capital expenditures. And that's a question that we get a lot about. So I want to be clear that we'll be clarifying that more. But I think that any time that we get into budgeting, It is confusing to the public that is not involved in our daily work of staffing. And you drive by, well, you have plenty of money to paint. Why are we looking at staffing reduction? And why are we looking at making cuts in the general fund? They are two pots of money. They're different pots of money. So we'll be explaining that. I just wanted to update that there's more coming. Please come September 20 or any of the dates that are available. There's copies in the back. There's dates on the website. We'll have more conversation. Board members will be there. I will be there. Our chief business official will be there. And we will engage with you in that process. That was it on the budget update. I want to also ask the board if they're interested in attending CSBA this year. I know typically we went last year because it was local. But I wanted the board to think about the dates. There is a conference November 30th and December 2nd in San Diego, California. Are both of those dates in San Diego? Is the November date in San Diego also? November 30th through the 2nd. It's three days. OK, so there's a three-day conference through that window in San Diego. So if you are interested, just please let Char know if you think we should go. I don't know if there's any discussion or comments on that. Yes.

[871] Nancy Thomas: I think given that we are in such dire straits in terms of budgeting, I think an out-of-town trip to San Diego is an area that I, as a board member, would prefer that we don't spend that money. So one of the requests that we had made earlier was, can we have a board discussion of the board's budget? We haven't seen our budget. We don't know what's in it. And I think that's the first step. Then we can talk about whether or not we can afford things like that. If we have any latitude to spend a little money, it's not that expensive to go to a local masters in governance training. And I think that would be a higher priority than going to the conference. I personally am going to the conference. I'm paying my own way.

[927] SPEAKER_18: That's what I was going to say. In light of everything, I don't think we should be going to San Diego. I would take a step further. If we have a board budget, that should be cut in terms of any additional things in light of the fact that we're going to be cutting from our kids' classrooms. So I think I would say that whatever the board budget is, that we don't have a budget until we take care of the kids.

[953] Nancy Thomas: And I'd like to review some of the other things in our budget, like our board medical benefits. And I think so, if we can get that resolved, I don't think we should be going to conferences.

[966] SPEAKER_31: OK.

[967] SPEAKER_19: I'd like to second that. OK. And I'm happy to stay home, so that's great. Well, thank you for that direction. We will move.

[976] SPEAKER_31: You have conferences you can go to as part of your contract. Yeah. Just live with you, that's one.

[982] SPEAKER_19: I still, I kind of agree in these times that I do not plan to travel much, especially out of town, unless someone else is going to pay for it, which happened, which will happen through the CCEE. That's the only one I plan to travel to. And that doesn't cost our district anything. OK, that helps give us some direction. At this time, I'd like to welcome Davis Demographics to do a short report on the report that I had sent out to the board and to our employee groups. And then I've asked him to kind of give an overview and allow time for a Q&A at the end from the board. Please introduce yourself. I'm sorry.

[1026] SPEAKER_28: Yeah. Good evening, everybody. My name is Isa Hoya from Davis Demographics and Planning. I'm not sure if you guys could hear me clearly here. From Davis Demographics and Planning, we provide demographic services to K-12 school districts. We've been doing this for over 25 years. Our main focus is on student enrollment projections as well as capture rate studies and boundary realignment services. I will take the next few minutes here to go over the student capture rate study here and leave questions at the end in case you guys have any questions.

[1061] Nancy Thomas: Excuse me, will you be only dealing with the capture rate report? That's correct. Not with the other report? That's correct.

[1068] SPEAKER_28: OK. Yeah. OK. This is the overall methodology and overall scope of work that we did. We collected your student file of student records based on fall 2016 CBETS data. We then took that Excel sheet and mapped it using our GIS software in-house. We also generated third party demographic reports that are student school age population reports at the elementary attendance area level. We then analyzed and reported our findings and compiled it into a single report and we do have this data available in GIS format in case any staff member or the district would like to conduct further analysis on this. This is an example of two screenshots here of the GIS data. To your right here you could see the map student dots of where the students reside. And on your left there, you could see the student, the attendance area boundaries, the elementary attendance area boundaries. And that's, again, the geographic level in which we did the capture rate study. This is the first table here which we generated. We generated a table similar to this one for each of the elementary attendance areas and summarized it by K-12, K-6, 7-8, 9-12 format. As you can see to the right of the attendance area there's four columns. Column number one is the actual school age population. Column number two is the actual student resident student population that is actually enrolled in your district. Column number three is a simple equation where we divided column number two by column number one to generate the actual capture rate. Column number four is the actual potential number of students that could be enrolled in your district but are not. And those are students that are actually living, estimated to be living within your district boundary. We also generated another table here. This one was more focused on summarizing by the elementary, middle, and high school grade level. Our main focus here was to try to try to compare different attendance areas with each other within the same grade ranges. And we were able to identify high and low capture rates per attendance areas, per grade level, per grade ranges. As you can see here, the lowest capture rate at the elementary grade range level is Birch Grove at 61.2. The highest capture rate at the K-6 level is Kennedy at 76.3. When we move on to the middle school attendance grade level, The Lincoln Elementary had the lowest capture rate at 52.9, and the highest capture rate at the middle school level was at 82.1. At the high school attendance area level, or the high school grade range level, Kennedy resulted with the lowest capture rate at 64.3, while the highest capture rate at the high school grade range level was at 98.64 gram. The overall K-12 capture rates show that Bird Grove has the lowest capture rate at the K-12 level at 65.4, while the highest capture rate at the K-12 level is gram at 81%.

[1278] SPEAKER_19: We have a question. Yeah.

[1282] SPEAKER_31: I have a question because you said a couple of words. I'm sorry. I have a question. You said a couple of words in there that I wanted to be really clear when we talk about the capture rate or the student population. How did you determine there were that many potential students in an area?

[1298] SPEAKER_28: This was, again, a report generated by ESRI, the company that provides demographic services and they provide the GIS software, which we use in-house. They derive it from census summaries at the block group level. They also use population projections that are generated by local municipalities and regional governments to generate this.

[1320] SPEAKER_31: So this is extrapolated from certain information that you have. It's not an actual count. Exactly so for example if you're looking at Birch Grove primary how many people? Have houses with no children. Do you actually know that or do you is estimate that yeah? That's all that's all included in the estimate that so it is an estimate Yeah, is there any way that the actual information can be gotten?

[1343] SPEAKER_28: The only real information that could be gotten, the true information is the decennial census and the five-year summary provided by the census. This is perhaps the best estimate that we've come up with.

[1359] SPEAKER_31: And the basis on which you chose how to estimate was based on what?

[1365] SPEAKER_28: The basis that we chose to base the estimate on was the ESRI report. It's mostly based on census summary estimates.

[1378] SPEAKER_31: Census summary estimates, what does that mean?

[1381] SPEAKER_28: Census summary estimates that they conduct on an annual basis from a long-form survey at the block group level.

[1392] SPEAKER_31: the same information were gotten in Fremont, would there be a different estimate?

[1397] Michael Milliken: Yes.

[1398] SPEAKER_31: Yes. So where was Newark placed in terms of making a choice that this is the numbers that you're going to use to get this estimate? In other words, if you are looking at a Hayward, or if you're looking at a San Leandro, or if you're looking at Fremont or Union City, there's different kinds of communities. Exactly. And so how was it determined that Newark had the numbers that you crunched to get the estimate?

[1428] SPEAKER_28: Again, it's based on the census summaries, the census estimates. And it's also based on local estimates that regional municipalities and governments produce. It's also based on how much construction is going on in your area. And they also use third-party demographic reports, specifically Hanley Wood. I'm not sure if you guys have heard of that company. They provide different types of phasing for how much residential development is being built in a certain area.

[1460] SPEAKER_31: What do you figure the reliability is of what you?

[1466] SPEAKER_28: Based on their methodology, it's a 90% confidence level. 90? Yeah.

[1471] Nancy Thomas: So if you've done a regression analysis in the past on capture rates, is your track record about 90% pretty accurate?

[1479] SPEAKER_28: Yeah, pretty accurate. And you could, I'll show you a final table at the end there. And maybe you guys could reconcile the numbers at the end and see where that number comes up with. Any questions? Any further questions regarding this? I could move on if you guys like. Yeah, go ahead. Thank you. Okay. So this is a table at the district-wide level here. We just wanted to identify the overall capture rates at the elementary, middle, and high school attendance area level. And as you can see here, the elementary grade ranges has the lowest capture rates, and it slowly starts to get higher as you get into the high school grade ranges. The elementary attendance area grade range level, you're at 68.4. As you reach the middle school grade ranges, you're at 71.6. At the high schools, you're at 76.2. The overall capture rate is 71.2 for the whole school age population. I mean, this study wasn't to come up with any thoughts on why you guys are capturing the numbers that you are, but by looking at this, I mean, maybe it could be that parents are deciding to send their children to private school in the early grade ranges, and they're deciding to introduce them into the public school system as they reach high school.

[1576] Nancy Thomas: I think it may be a function of more private schools at the K-6 level are available. Parents would have to travel in many cases to send their high school student to a

[1589] SPEAKER_31: a private school. Did you have any information at all about the population of the private schools?

[1595] SPEAKER_28: Yeah, and I'll have a slide available for you to see that here shortly. This is an overall geographic perspective of the capture rates at the elementary attendance area level. As you can see here, the highest capture rate, I believe the middle attendance area there is Graham.

[1617] SPEAKER_31: Graham and Music.

[1618] SPEAKER_28: Graham, it's the highest K-12 capture rate and it's the only attendance area which doesn't have a neighboring school district on either end. Okay, so this is an overall listing of private schools located. The top half of the table here is private schools located within your district boundary. So you have a total number of four private schools here. And a total enrollment, and these are actual enrollment counts of 1,118 for all these private schools within the district boundary. Most of these, as you can see in the table, are K-8 school districts, schools. The bottom half of the table shows private schools located within 2.5 miles of Newark Unified School District. And their total enrollment figures combined are totaled at 2,335 students. The overall observations to end the presentation here is that Newark Unified is capturing 71.2 of the total school age population. A total estimate of 7,944 students are estimated to be living within the district boundary while a total of 5,656 resident K-12 students. are actually living and attending the district schools. And this is as of fall 2016. There's higher capture rates being experienced at the higher grade range levels. As you can see, again, K-6 capture rate is at 68.4, while the high school capture rate is at 76.2. Newark USD is also experiencing higher capture rates in the northern portion of the district. Graham has the highest at 81%. While music and snow are about 75% each. Birch Grove primary slash intermediate has the lowest capture rate at 65.2 K-12 students. While Lincoln attendance area has the second lowest capture rate in school age population at 66.2%. I greatly appreciate your time. I'll leave it open for any more questions that you guys may have.

[1759] SPEAKER_31: If I could ask, do you have any idea in terms of The schools that are in the area that are not Newark Unified School District schools, do they divide them into places where the people live so we know what Newark students are going there? In other words, for example, the Challenger School, what percentage of the school would be from our district?

[1779] SPEAKER_28: We would actually have to obtain actual enrollment information from that particular school to get a true count. And that's something that's nearly impossible for us to do. I'm not sure how possible it is for you guys to obtain that information. In other words, they're not going to release that information to us as a private consultant.

[1805] SPEAKER_19: Will they release it to me? I'm just kidding. They might. I think that one of the things, just to comment on the report, I think there's some good news here in the sense that if today we're hovering around 6,000 students roughly in our district, and there's a potential if we were to capture 100%, not that we would, but 100% of that would be 7,944 students. That's encouraging to me that this report tells us there's potential. And I think that the area where it says the capture rate's below 70 or 60, that tells us we need to gather more information there. I think that there's some good things going on. I think there's some potential to grow enrollment But we need to dig in more. I know this report doesn't tell us why and who, but I think that it gives us an area where we might want to focus some attention to be able to try to discern more and find out exactly what's happening in that area code or that feeder system. But even conservatively, if we were to get all schools in the district to capture 80% of kids that live within our boundaries, that would bring us to around 6,355 students. which kind of pulls us through a lot of our concern around declining enrollment. But I think that we have to be careful just to know that this is a snapshot in time. It's not a longitudinal study. It also, for me, it generated more questions, but I think the best part of this is that we know now, I think with a little more confidence, We're not capturing all the kids that live in our boundary. And I was surprised with how high the number was of kids that actually live in our boundary. So I think there's some good news there. But is there communication and marketing and all those other? There's a lot of other things we have to address to retain. But I just wanted to make those comments.

[1925] SPEAKER_31: Do you have information about the capture rate of other districts that are relative to us?

[1929] SPEAKER_28: Yes. So it truly does depend on how established your neighborhoods are or how established the neighborhoods within a district are. Neighboring school districts with similar development characteristics are actually right at where you guys are at, low 70s, high 60s, low 70s. If you go east of the I-880 over the hills over there where it's newer development going on over there, it's actually at 98% because they're newer communities.

[1962] SPEAKER_31: So that would be Dublin, Pleasanton? Exactly. You got it. Yeah. Other fewer options out there?

[1971] SPEAKER_28: I would think that there is. And parents are moving their kids there for the schools, I suppose. I would have to look in closely to see if there's less charter schools or less private schools out there.

[1986] SPEAKER_31: So you have the information on Fremont and Union City and?

[1991] SPEAKER_28: I have. I did a capture rate study. I'll take a look at my table here real quick.

[2001] Nancy Thomas: While you're doing that, Mr. Superintendent, would you be able to maybe, I thought we were going to discuss the demographic report and there's a table on page 13. If you could go back to Davis and ask them if there would be adjustments because it says Area 3, which they named Area 4, but it's Area 3 with 600. homes potentially to develop, they've said that those homes won't be developed until five years from now. And since then, since they got that information, I just talked to the city today and development's going to start in two years, not five years. So I've I believe we need that at 600 homes, we ought to be able to see if we can get a little bump in the number of students based on that.

[2054] SPEAKER_19: We can certainly ask Davis to come back and present on that at the next board meeting. I think tonight was very specific to this, but that's a sure we can, you can carry that back and see if you guys are willing to come back and do the prior demographic study that you'd done prior to the capture rate. We'd like to dig a little deeper and kind of look at the comparisons. My, my question is, um, In doing this work, what would you predict that would occur after there has been a significant amount of new construction? Does it tend to stabilize? It sounds like on the onset of construction, it kind of is unstable, but then once those new communities begin established, is there more stability that occurs in the capture rate, or can you vary?

[2098] SPEAKER_28: There's more stability as the different neighborhoods go through their cycles. So you have young children moving in with newer families, Those children eventually graduate out of the K-12 system onto college and the whole new cycle begins to happen again. So after that first cycle occurs, then there's a sense of stability in the neighborhood.

[2125] SPEAKER_19: Are there other questions?

[2128] SPEAKER_31: Can we go back and take a look at the 2010 census and see the actual number?

[2134] SPEAKER_28: We could see the actual count. Right.

[2136] SPEAKER_31: And relate that to what you would estimate using what you have.

[2141] SPEAKER_28: Definitely. Yeah. So one thing we could do in the future for you guys, if you guys are interested, is see what kind of capture rate you guys had as of the 2010 census. So if you guys still have the student information records on 2010, we could do a capture rate on 2010 and see what kind of capture rates you guys had. to get a historical perspective.

[2168] Diego Torres: Thank you. You're welcome.

[2170] SPEAKER_19: OK. Thank you. Thank you very much. That concludes my report at this time. OK. Member Thomas.

[2177] Nancy Thomas: Next, we move on to staff reports, the summer school updates. So pretend that you want to, oh, I guess. Ms.

[2185] SPEAKER_19: Salinas. Ms.

[2185] Nancy Thomas: Salinas is going to introduce this topic.

[2189] SPEAKER_41: Good evening. Good evening, Board President. member of Thomas, and the board, and the community tonight. I have with us Ms. Robin Sert and Ms. Catheerine Ingham-Watters, our elementary co-principals, and Ms. Barbara Meyer, who was our secondary principal, this evening to give you an update on the summer school 2017.

[2214] Catheerine Ingham-Watters: Good evening, board, clerk Thomas, members Preciado, Crocker, and student member Van Rossen. Good evening, Superintendent Sanchez, Executive Cabinet, and district leadership tonight. As Leti mentioned, I'm Catheerine Ingham-Watters. I'm the principal at Birch Grove Intermediate. And I was happy to serve as co-principal of Summer Math Academy with Mrs. Robin Sert, the principal at Snow Elementary. So we hope to give an overview of Math Academy, including successes, some data, and recommendations for continuing the program. So Math Academy was held at Snow Elementary School for 20 sessions, offering instruction for approximately 250 students, having just completed grades kindergarten all the way to completing sixth grade. We had two sessions each day to offer instruction to more students. The first session was from 8 to 10, and the second repeat session was from 10-15 to 12-15. In the two-hour sessions, children received a specific focus per math concept area. In kindergarten, for example, students focused on number sense, just really understanding that so many items mean a number. Adding and subtracting in first grade, regrouping in second grade, multiplication in third, division in fourth, fractions in fifth, and rates and ratios in sixth. With having that super focused content area, we really saw a lot of growth in our students. Instruction consisted of number talks as well as inquiry-based lessons and then application and practice time. And you can see the little graphic with like the dots and the circling and grouping numbers. That's an example of a number talk. Number talks are short, 10 minutes-ish daily exercise aimed at building number sense. Number sense is the ability to play with numbers, meaning students can visualize, problem solving, and perform calculations quickly. If they have a good number sense, they're more likely to think of answers in more than one way, and check that their answers make sense. So during a number talk, students are thinking, solving a problem mentally, asking their peers questions, and explaining their own thinking. In addition, we focused on inquiry-based lessons, and that's a model of teaching that encourages students to problem solve in different ways. And so it encourages students thinking and constructing their own understanding, not drill and kill, if you will, with worksheets and repeated practice like that. Robin is going to talk about the professional development and coaching that we had for our program.

[2414] SPEAKER_48: Good evening. So there were three aspects of the Summer Math Academy that we felt had the biggest impact on our success. The first one being the professional development and coaching for the teachers. So prior to the program starting, teachers came on three evenings and were taught strategies that they went back and tried in their classroom and then came back and shared and got feedback on prior to school starting. And then the day before school starting, they had a half day of professional development to continue to work on those strategies. And then the first three or two weeks of school, We actually had that staff developer come in to the classrooms and give coaching right in the middle of the lessons with the teachers, which we all know has the biggest impact on instruction is when it's right there in the moment and they get the coaching to improve their practice. The second aspect was high school tutors. And I have to say that was my favorite part, going through the interview process with high school students. We only needed 11, and we had 40 students apply. And they did a phenomenal job in the interviews. It was really hard to choose just 11. So I'm hoping our program will grow for next year so we can include more of our high school students. But it was a win-win situation. for our high school students to go in and experience teaching. And then for our younger students to see them as peer role models. It also is very exciting because a couple of our high school tutors were very much inspired. They are coming to four of our elementary sites this fall to do a STEM class with some of our upper grade kids. So we're inspiring some of our next generation teachers as well. And then lastly, what the kids loved the most was our Friday STEAM days. And so the teachers took an hour out of their block, 45 minutes to an hour, to do a STEAM lesson. As you can see in the picture, there were bridges being built. We had a fourth grade class and a first grade class come together to build bridges. And then you can see the cards. They were working on some of the math concepts with building a card. tower that would stay up as well. So the kids really enjoyed the Friday STEAM activities.

[2554] Catheerine Ingham-Watters: So we would like to present some data showing our student growth. So the first day or two all students took a pre-test and they took the same pre-test at the end of the session. We used a problems from Illuminate data systems. And so what we looked at, because this was our first round in doing Math Academy and collecting data, what we looked at is growth. So if you look at the pie charts, showing an improvement on the post-test compared to the pre-test, any improvement is a positive growth. Neutral is they got the same exact score. So seven on the pre-test, seven on the post-test. It's no growth. or just neutral growth, and then a dip, so a lower post-test than the pre-test. So overall, of the entire K-6 group, 71.5 showed a positive growth, and then we have it broken down by grade level. So kindergarten, we saw tremendous growth in students' understanding of number sense. Close to 72% of the students, oh, excuse me, 96% of the students had positive growth in kindergarten, 74% growth in first grade. Second grade, 84% of the students. Third grade, 64%. Fourth grade, 88% showed growth. Fifth grade, 85%. And sixth grade, 67% of students showed growth.

[2657] SPEAKER_48: some recommendations for next year now that we've experienced it throughout the whole year. Janet Hanley had the skeleton of what the program would look like. And now that, as I said, as we've experienced, experienced it this summer, we have some recommendations to even make it stronger for next year. To increase the amount of students that would be able to participate in the program. Because it was new we, the information came out later in the year. So our recommendation would be at that March reporting period for teachers to make their recommendations to families to attend the Summer Math Academy. That would give parents the opportunity to, to plan their vacations around the summer school session. Because as you all know in the summer, that's the difficult part is keeping the attendance high. And so if we gave parents ample opportunity to plan their vacations around the dates, we think we would have, be able to serve more students than we did this year. We also thought it would be good for teachers to actually have a brochure to show families what we would be doing in the summer math academy. So they knew really what it looked like because it is just a two hour intensive program focused on math. But I have to say, teachers really appreciated too because we don't get that block of time during the school year. So to have two hours focused on just math instruction was a great opportunity for all of them. We also saw that many families had a really difficult time coming at 10, 15. It's kind of in the middle of the day, and a lot of our families are, both parents are working. So a recommendation would be to either just do one session from 8 to 10, or maybe the second session might be language arts. So looking at maybe balancing it in some way where the students actually stayed the entire time. And then some recommendations, we were just starting with Illuminate. So there were a few kind of learning curves that we had with Illuminate, but now that we've been using it and the school year has started, I think those will have kind of ironed themselves out for next year. In addition, the Friday STEAM activities that I shared with you that the kids loved the most, there weren't really funds to support those, because those were kind of on the fly as teachers were creating them. And so if we could allocate funds ahead of the session starting, part of our budgeting, that's what we could look at for next year, is allocating funds for them to purchase STEAM materials. Most of them went to the dollar store and were able to be very creative. But if we could do that ahead of time and give them some planning time to prepare those lessons, we could get those materials ordered ahead of time. And then just continue to use the iReady. The students also every day were on iReady in a small group rotation. So using that as a monitoring tool. It was a little harder to disaggregate that data because iReady has the overall concepts where we were just looking at number sense. And so being able to break it down and look at it more clearly I think is an area of growth for us for next year.

[2851] Nancy Thomas: Thank you. Do you have questions or comments?

[2854] SPEAKER_18: I have some questions. So how were the kids chosen for this program and then how was that piece going to advertise unless it was recommended by the teacher?

[2867] SPEAKER_48: Yes. So this year was teacher recommendation. And so we had all of the teachers we initially started with just one class per grade level and then we saw the need so we opened it up to two classes per grade level. Teachers made an initial recommendation. We sent those flyers out to families and if they accepted we added them to the list. If they weren't able to we went to the next set of students. So we exhausted, we were actually able to offer every student who was recommended the opportunity to come.

[2900] SPEAKER_18: So then in terms of the cost, I guess that's more for the district, I don't know how that works. Is this part of?

[2907] SPEAKER_48: It's part of LCAP.

[2909] SPEAKER_18: LCAP, okay.

[2911] SPEAKER_48: And actually what's really exciting about the math academy was this really came from our parents. Our parents expressed a need for additional support with math and so they really

[2921] SPEAKER_18: Inspired this program to come to life and was really exciting to be able to offer that opportunity to our family great and part of the reason I asked for the cost trying to figure out if there's a as this expands and as I don't know how this would work out in terms of whether or not we could charge for steam Academy Because of like both to address the need of providing some sort of summer program like other Private entities, but I guess that's the key word private that we probably couldn't charge but maybe there's a way that we can figure like donations to be able to sustain itself because I know a lot of parents would probably pay or they probably already do pay for summer programs for math, reading or whatever it is and I think for expanding it maybe that's a possibility or we can figure out how we can balance that.

[2973] SPEAKER_48: It'd be definitely an enrichment opportunity for the students. What was nice with this program, that was our students who were struggling with a specific concept that were also offered STEAM opportunities. But definitely there are enrichment opportunities with STEAM.

[2989] SPEAKER_18: Thank you.

[2990] SPEAKER_31: Yeah, are you going to follow the students to see if it made a difference? You're going to follow this year the students to see? Yes.

[2997] SPEAKER_48: We'll continue to follow with the teachers. Sorry, I'm breaking everything up here. And then see also are those students being recommended again the following year. So that will be good data for us to collect as well.

[3008] SPEAKER_31: In terms of the STEAM money, there are a number of organizations in the community that if you're talking $500, I'm not sure how much you're talking about. If you're talking $500, it's something that certainly can be gotten. There happens to be an organization that a number of us belong to that has money sources, and there are many other ones. So I don't think that that is a problem. Just let us know what you need, and we'll hit up whoever we can hit up and get what we need to get for that, because I think that's a really important piece of it.

[3037] SPEAKER_48: That's great to hear. It would be a good opportunity.

[3040] Nancy Thomas: I'm interested in the number of teachers and the impact that this has had on the teachers, especially given that this provided on-the-job professional development for them. What did you observe about the teachers?

[3053] SPEAKER_48: So we had 11 teachers. Sorry, I don't mean to take it over. We have 11 teachers. And like I said, it was a professional development that really strengthened their teaching. I had two teachers from my site who are sharing the strategies and skills they've learned with our staff. So it's going to multiply within all of the staffs. Did we have teachers from every school? I'm trying to think. Almost every school. So being able to take that and then share it with the staffs across the district will be powerful. Plus our trainer is actually a teacher here at Lincoln, Melissa Moore. And she would be a great expert to share all of the strategies with our teachers, and she's in-house.

[3094] Nancy Thomas: Thank you very much. So we will move on to... And now Ms.

[3102] Jodi Croce: Barbara Meyer is gonna share.

[3107] SPEAKER_25: Good evening. So I'm gonna talk about the high school program, the summer school program that happened actually at the junior high, on the junior high campus. We moved everything over to Char's place in the woods there while we underwent construction. So all the books, all the supplies, everything got transferred over. So we served 283 kids, actually six more than that because they were graduating seniors and are no longer in Synergy. So 289 was the grand total. 91% of enrolled students completed at least one class and most completed two. All six seniors enrolled in the senior courses program graduated at the end of our term. And Nancy was there to see that happen. We were so glad she was able to come. And we implemented a new ELD class for beginning English learners this time. So I'll talk a little bit more about that. So we had a 100% graduation rate. When you have six people, that is achievable. And one of the really sweet things about our graduation ceremony is that all of the participants spoke at their graduation. And I told them quite frankly, I said, you won't offend me. Your parents really don't want to listen to me. They would be delighted to listen to you. So they were a little hesitant, a little nervous. But they stepped up, and they talked about how they happened to get there. who they needed to thank, where they went from here. And it was just a really nice event to close out the summer. So overall data, enrollment successes out of the 484 courses taken was an 86% success rate. And course enrollments, the big areas where people signed up for classes, freshman English, Algebra 1, and Geometry was just about half of all of our students taking one of those classes. And then English 2, Biology, and World History were the other big classes that people enrolled in. English learners and special ed. 17% of our participants were English learners and 14% of our participants were special ed. EL success rate was 77% and for SPED, 74%. We would obviously like to see those numbers go up and we have some ideas on Maybe how we do that. We'll talk about that under recommendations. So, recommendations going forward. After going through an iteration of this and having been through the program, we would really like to see the summer program for ELD expand. And this is a little bit different way of thinking about summer school, which has, at least in recent history, just been for kids who failed classes. And the idea of ELD is to get as much English into kids as we can, and that having them sit on the couch for the summer is definitely not a good idea. We need to take advantage of that opportunity We would love to be able to see them for four hours of intensive English for that 29 days. We think that's a really intense burst of reading, writing, listening, speaking that would really make a difference. So we'd like to expand it and include incoming ninth graders and use some of those bridge funds and communicate early with families to be able to fill classes. We have right now 70 beginning ELs. We have 35 early intermediate ELs. Those are ripe candidates for an EL program in the summertime. One of the problems that we had with filling this class was we had a fairly robust class going into summer school, and then those numbers were cut because some of those kids ended up failing classes. And so the idea is that we put them into classes that they fail and give them a chance to pass them. So that's one of those philosophical questions that you really struggle with. And you look at, well, how did they do? Were they able to pass them? And if not, would their time have been better spent really working on those English skills they would be in a better position to be successful in all of their classes. So I'm just, I'm delighted that Jessica Saavedra is going to start a PLC on English learners that will draw all kinds of good thinking throughout the district to be able to really look at how we better serve our English learner population. Another recommendation would be to provide more support for special ed students by printing out behavior plans, which wouldn't be that difficult to do, and arming teachers with a little more knowledge about the kids in their classes, and also talking about accommodations, and using some of that half day of ramping up and the teacher work day to talk about just some basic interventions. so that they know who their special ed kids are and how they can address some of their needs. And then finally, creating perhaps pre-algebra or math boosters, building on some of the great works that my colleagues are doing, the lower grades, to help ninth graders transition, the incoming ninth graders, so that they are really poised to do well in Algebra I and II. do well for the rest of their career in math. Questions?

[3536] SPEAKER_31: I'm delighted that you've got the Yale students coming in. That's fantastic. In my mind as you were talking about that, I was thinking about all kinds of wonderful in the community things you could do, which leads me to how are the classes structured? Were they internet? Because you're talking about 400 and you're talking about 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 10 different classes that were offered. So how did you do these? Was it done independent study?

[3565] SPEAKER_25: So we did a couple of things. One was that we decided, were there enough numbers to justify offering a class? And if not, we were able to do some things with Apex using the online learning. And we have two of our excellent APEX teachers who are here tonight. Tommy Martin-Hedwards and Nick Montoya, who was here earlier. So anyway, they and Sonia Torres kind of doubled as our counselor and also another APEX teacher. So we were able to offer courses like math analysis that really there weren't enough kids to justify offering a section of that. But we offered Spanish, for instance. And because we had Tommy Martin Edwards for the oral parts of it, we were able to get some kids through a Spanish class. So we had maybe 15% of our population were taking APEX classes, and some were doing some kind of a mixture, maybe one APEX class and one regular classroom. So we tried to maximize our resources. We had an APEX training on the first day for teachers that were using it.

[3640] SPEAKER_31: Would you explain what APEX is?

[3642] SPEAKER_25: Apex is the online learning system. There are a number of programs like this. We happen to use Apex. When I was teaching, I used Plato. But it's a system where you enroll the kid. We purchase as a district a certain number of places. And somebody has to kind of oversee that rather than just put a kid in the corner and say, go ahead and complete the course. There has to be somebody there to be able to answer questions. to be able to encourage a student and to be able to do things as basic as resetting tests. If they fail a test, they have to get the teacher to reset it. And the program will kind of go over the areas of weakness with them. They'll get to retake the test. But we had a number of kids who successfully completed APEX classes.

[3694] SPEAKER_31: Now this was all funded by?

[3698] SPEAKER_25: The school district.

[3700] SPEAKER_31: But I'm funding within the school district.

[3704] SPEAKER_41: OK. We used our regular summer school funds, but then we also used a portion of our college readiness block grant. So we were able to supplement that.

[3713] Nancy Thomas: Thank you. I have a question. How many students that needed credit recovery, what percentage availed themselves of the summer school?

[3727] SPEAKER_25: That's a really good question, and I don't have an exact answer for you on that. Not as many, certainly, as we would have liked. We had more enrolled when we started than we ended up with. But part of that also was because we had to enroll kids that we thought might fail a course, and if they ended up passing it, we didn't put them through. But we don't get everybody. We invite everybody. We enroll everybody. Counselors call them in and say, You failed this class, you really need to take it over in summer school. But we don't get 100%. We had some juniors that were in freshman English during the summer school. They've known about that for a while.

[3771] Nancy Thomas: So. So this is like the third or fourth time they've taken the same class?

[3776] Kat Jones: Not necessarily.

[3777] Nancy Thomas: If they're freshmen, if they're juniors and they're.

[3781] SPEAKER_25: Not necessarily. I guess my point is that they know they need to take it. doesn't always mean that they get themselves to summer school and do it.

[3792] Nancy Thomas: Thank you.

[3793] SPEAKER_25: Anything else? Thank you.

[3801] SPEAKER_41: So thank you to our three principals. I think it was pretty much a skeleton plan, and I think our principals really took it upon themselves to really build it into something that we're going to have to use as a lesson learned and how to build on the success. In terms of Illuminate, now that we have it, all of the students that were actually in the elementary summer academy, we will tag them so that we can identify who has participated. And I jotted down some some notes in regards to our students who are repeating courses and what that looks like. So with that, we wanted to present this update and again, you know, we want to build on the successes but make it stronger for the next year and look at some of the funding sources based on the recommendations. Our next item that speaks to the CAPS scores. So unfortunately, the Department of Education is still holding the California school districts under the embargo for public release of the data. So while our presentation is ready, the state has asked for the data to continue under embargo, which means that essentially school employees can work with the data, which our principals and our teachers are looking at the data. But we can't publicly report on it quite yet. So we have a placeholder for our next board meeting to be able to bring that forward. But we also have some data packets for our board trustees so they can start to look at it. So it's in your mailboxes, and you can work with Ms. Aquino to get that. But we have that ready for you all.

[3894] Nancy Thomas: Thank you. Thank you.

[3902] SPEAKER_19: 2.3? Yes.

[3906] SPEAKER_21: Let's talk a little bit about the budget. We're a bit early yet as far as developing yet another new year budget. However, we do have some updates with regard to our budget submission to the county. As the board will recall at our last board meeting, our two board meetings now ago, Jeff Potter from ACOE came and spoke a little bit about the process that the county goes through with regard to district budget review. And along with that, the county has either to approve, conditionally approve, or disapprove the budget. We actually got two pieces of information from the county over the course of the last week. One that came directly to the board members from Karen Monroe's office. Another that came to me from the more technical side of the review process at the COE. But basically where we've fallen in their review process is the conditionally approved part of the budget with the following three conditions for approval that we'll be addressing it. And Mr. Sanchez mentioned in his report that we're going to be bringing some actions to the board at the October 3rd school board meeting after we have our public input sessions. their specific conditions. Number one, actually, is something we already had on the calendar, engaging the district stakeholders in identifying at least 2.8 million in budget reductions by expenditure category. Number two, taking formal board action to adopt a resolution outlining those budget reductions and committing the district to making those reductions prior to the 18-19 fiscal year. And three, submitting the adopted board resolution by October the 8th. As part of what will come to the board on the October 3rd board meeting and after we've had our public input sessions will be the resolution in the format that the county has requested outlining what at least that amount will be. Now we know that the actual number that we're looking to get to is actually higher than 2.8 million. What they've done is mathematically calculate out what the absolute minimum is that we would have to do going into 18-19 if we were to defer as much as possible out into 19-20. Now we know we don't want to do that and we've already had that conversation during our budget study sessions up until now which is why their initial letter said 2.8 million and then for the following year 6.7 which we didn't need to take action on yet but we would have to for 19-20. We on the other hand are taking the approach of this is a structural issue so we're looking at the average of the three years and dividing it by three and figuring out what the annual needs to be so that we can adopt it once, use it as an ongoing basis. And so that is the number that we'll be continuing to move forward with as we have discussed in our previous study sessions. So Mr. Sanchez already mentioned the upcoming study sessions or the, we're not calling them study sessions, our budget input sessions that are going to be coming up. The first one is that evening on the 20th at John F. Kennedy. For those that can't make an evening one, there's actually a morning one the very next morning at 8.30 in the morning at Lincoln Elementary on Thursday. So you have your choice, Wednesday night or Thursday morning of that week of the 20th. And then we'll announce the next two dates at the next board meeting because they fall well after the 19th of the following week. We also have another evening and another morning one the following week at other sites within the district that we'll be coming forward with. There was a question earlier. I'm going to bring something up onto my screen. With regard to what is in the board's budget, I thought we could address that question really quickly here. Board of Education's budget for 2017-2018 consists of the following items. There's the board stipend, which the board is aware of that they receive on a monthly basis. There is some budget for health and welfare, as one of the board members mentioned. That budget's $14,844. The board has a budget for dues and memberships, which is primarily at CSBA dues and the local county CSBA dues as well of $13,329. The board has a conference budget of $4,877. The board has a budget for printing about 4,500, consultant budget of 3,000, professional services budget of 7,980. We do have one budget that we keep every year and we don't always end up needing it and that is the election expense. This is not the fiscal year in which our election would normally happen. So the election expense would be available if the board would decide they wanted to put some type of a measure on a ballot or whether that be a parcel tax and or a bond of some type. There is a $33,550 election budget in the even number falls that's the actual board election budget. So you recall last year we had the budget in there. There wasn't an election because everyone ran unopposed and so we utilized that funding to take care of some other board priorities during the year last year.

[4235] SPEAKER_31: what if we have a parcel tax and it's the same election as a member going up for Election or a position open is it there's additional cost for each item right there is yeah, that is correct, but in the elections for fall of 17 and spring of 18 that's not an election cycle where we have a board member on great

[4262] SPEAKER_21: about the next board election is actually in the fall of 18, which would be in the fiscal 18-19 budget year. The legal budget is $63,923. And then there's a software license budget of $15,705. That's what pays for board docs and the related programming behind the electronic things that we're doing with the board. And a postage budget of a whopping $68. So that's the entirety of the board.

[4292] Nancy Thomas: You know, I think with the year like we're having now we should look at saving every bit that we can and not spending money that's Not setting aside money that we know we're not going to spend And I just realized I did leave off one thing because Ms.

[4312] SPEAKER_21: Aquino's position handles board as well as superintendent. Her salary is split between the two departments. So your department has a pretty keen salary as well.

[4321] SPEAKER_31: Would you send us a copy of that? Yes. Thank you.

[4328] SPEAKER_19: Before I forget, there was a question about budget specific to BITSA that I want to make sure we answer for the board. And I think I got a question from one of the board members What is the amount that the district invests in BITSA? What's the return on that investment? Would you mind speaking to those numbers and how that works? Because I know it's not typical how we would operate with other parts of the budget. I want to make sure that we're clear with the public about that.

[4359] SPEAKER_21: Sure. Hold on just one moment. I'm firing up the screen so that I can have it in front of me. the what used to be the BITSA or the EBIC consortium, as we know how it used to be many years ago before the introduction of the local control funding formula, we had the four, five, five school districts that were all consolidated in together that sort of co-sponsored the program, received the funding, and it was all co-mingled together to create the program. Currently, the program operates off of a combination of funding from the district, as well as funding from the outside agencies that use its services for the clearing of credentials for their teachers. At this time, some information I got from Ms. Salinas earlier today, we have approximately 20 of our own current district teachers going through their processes. So this is not in terms, but this is after they've got their credentials but they're in the process of clearing those credentials. They go through a two-year induction time frame. And currently, the division is that the district is contributing $202,000 into the program and the $145,000 is coming in the form of charges out to other groups that also utilize the program services. And they're charged different rates depending on what level of service and whether or not the outside agency is providing their own support provider or if they're utilizing one of our district support providers. So the rate is higher if they utilize one of our support providers. And so overall, the program's budget is about $347,000.

[4477] Nancy Thomas: Can we get a hard copy of that budget so we can, because I remember when we set EBIC up, I said, could we have it as a separate fund so that we can always see, just like we can with adult education and child care, we can see ongoing how well it's doing. And at that time, I believe we were told that, no, it can't be set up as a separate fund, but we can develop reports and budgets. So can we get a report similar in, you know, similar to what we get for adult education, for example?

[4525] SPEAKER_21: Yes. It doesn't have a separate fund because it's part of the general fund, but it does have a separate resource code. We do track it separately. So yes, we can produce a report that gives you the same summary level information that you would get from a fund for that particular program as we can for several other, really any other program within the general fund that has its own resource code, has its own funding source of some type. we log all of those by their resource code so we can pull that information.

[4552] Nancy Thomas: Yeah and so to know whether or not that program is generating enough revenue from providers that we are supporting outside of the district to pay for the overhead cost of it I think is really what the board should be looking at. So if we could get it in those terms I would I would like to see it that way. How about the rest of you?

[4583] SPEAKER_31: We are mandated to have this program, correct? Or not? Is it something that we can choose to do?

[4592] SPEAKER_41: Well essentially several years ago the university stopped providing induction and said school districts can do it. And you know the history of what happened with the funding and how it was flexed into the tier 3. So in the short answer it's not that we're mandated it's that Basically, every school district provides it because of teacher shortage and also wanting to support our own teachers. Otherwise, there really aren't too many options for them. The teachers will basically go to a school district that provides it. I think it will look, it will have more information for you once you see the budget by resource code. I think what we'll also want to be sure you're aware of is what the cost would be for us to provide for our 20 or so teachers to go through induction and what the cost is, what basically our costs are to provide that. Those are our own teachers, not other entities.

[4648] Nancy Thomas: Maybe how we would benchmark with other districts and how they provide and what their cost per inductee is, how, you know, if we're on par with the rest, you know, I think that's important to know.

[4663] SPEAKER_41: We can get that also. Yes, thank you.

[4666] SPEAKER_18: So I have a question, just a broader, at the beginning you mentioned that the county said their estimate was that we need to cut $2.8 million. prior to the 18-19 fiscal year, if I heard you correct. So are you saying that we then need to cut $2.8 million under this current budget?

[4689] SPEAKER_21: No, that's for the fiscal 18-19 school year. But if we only utilized $2.8, we would have to cut $6.7 out of the third year out. As we've been saying all along, it was in the mid-fours what we needed. It's variated between 4.3 and 5 as we've gotten additional information from the state. But the numbers actually in between those two numbers as it has been all along, it's just the 2.8 million is what the absolute minimum is we would have to do. It would then defer out additional cuts into the outer year. But it's that amount that we have to address by October the 8th. So we basically have a little bit more time until December to grab the rest of the amount if we were to do that. But we don't want to push everything out yet a whole other year. That would not be wise.

[4736] SPEAKER_18: And it's by October 8th for the 18-19 fiscal year? Correct. OK. Thank you.

[4746] Nancy Thomas: Haven't you already built those cuts in based on the three-year projections?

[4755] SPEAKER_21: No. We haven't built those cuts in to the three-year projection because we haven't, the board hasn't taken action on what they would be. That's why our budget is where it is and why we received conditional approval. If I'd gone ahead and said, oh, we're going to make the cuts and just built the number in there, then we wouldn't have received any information from the county at all because they would just assume that we've already had our plan because we would already have shown them in there. And actually, they would have come back to me and said, by the way, you need to send us a list of what added up to all of this number. The ones the board took action on, the 1.2, those have been built in.

[4789] Nancy Thomas: Yeah, that's what I'm talking about.

[4791] SPEAKER_21: No, the items the board took action on, yes. The items the board hasn't taken action on, no, we haven't built those in yet.

[4797] Nancy Thomas: Right. OK, but the 2.8 is in addition to the 1.2 that we already, and those were the low-hanging fruit, if you will, from the May meeting, right?

[4811] SPEAKER_21: That is correct. But there were a couple of things the board added at the last minute in June. Now, those are not in there yet. Those were going to come as part of first interim, because we were already adopting the budget, like the $100,000 adult ed change. That was not in the adopted budget, because the board gave me that direction on the same night that we were adopting the budget. So some of the things that the board has done just since then are not yet in there, and they will be part of the 2.8.

[4843] SPEAKER_18: Hopefully we can have some sort of presentation for next time, next board meeting in terms of figuring out some of the big picture items and have the conversation. I know we're doing the parallel process with the community, which is great, but it's good to keep the dialogue.

[4860] SPEAKER_21: I anticipate that at the end, Pat, you can chime in. I anticipate that at the next board meeting, since it's happening the night before the first budget reduction input session, we'll be sharing a lot of the information that we're planning to also share at the budget reduction input session as a budget update to the board at two weeks from tonight's meeting.

[4876] Nancy Thomas: And maybe if we can get more detail on some of the items that the $1.2 million, things like cutting back on conferences. I don't have the list here right now, but I'm thinking are those real numbers? What analysis has gone into saying, oh yeah, we can save that much money in each one of those categories? Because in the past, for example, we've made cuts that haven't happened. So one of the things that I noticed that was cut was overtime. And it was 68,000 in non-reimbursable overtime. And yet, we haven't gotten an overtime report. The board hasn't for a long time. But the last overtime report we had from about five years ago, we had half of that. The overtime on reimbursable overtime was only $38,000. So now, if we're going to cut $86,000, how much overtime do we have? Can we start getting that overtime information to make sure that when we say we're going to cut the overtime, this is what we're going to cut and make sure we can follow through on that. Because it seems like we've already doubled or tripled the overtime from the way we cut it back in the last fiscal crisis we had. That's just an example.

[4980] SPEAKER_21: We'll pull the data together and show you where those numbers came from.

[4988] Nancy Thomas: OK, I guess we can move on to the next item. Oh, I'm sorry. We had a request to speak on this item. Ms. Parks, I apologize.

[5006] Cindy Parks: That's OK. I prefer it this way. I got to listen to what all you had to say before I came up here. If we could get, as a member of the public, we kind of missed the stipend that you all get. If we could have, could we get that dollar amount, the stipend? Because where the list where Mr. Richards listed everything that was in your budget, the stipend amount has kind of skipped over. But the, and I don't know if, Whatever. I guess I don't get that because it's not really on the agenda, I guess. I don't know. Anyhow. So the reason I wanted to address you at this time is, first of all, I'm very happy that you did get this item on the agenda so that you can have that dialogue, whether it's a formal presentation or at least the communication that you had now. It gives you that opportunity to come together as a group, since this is the only time that we really have to talk about the budget. And I'm very happy that it's on there. One other thing that I wanted to remind you is back at the May meeting when you did have the budget session number six, I believe it was, when I brought you the overtime, the report that I got from the California Public Records Request Act that I requested I put in, I also brought to your attention the fact that you've not been reviewing contracts. The last contract report that you approved was back on April 19th of 2016. This is an item that even on this quarterly report that Mr. Richards did for you, he poses a question under question, key questions slash answers is why should the contracts be reviewed by the Board of Education? And the answer is the district has requested that all contracts for services over 10,000 be reviewed by the board on its quarterly basis. Again, you haven't reviewed one since April 19, 2016. I brought that to your attention in May. This is something that is in your board policy also under contracts 3312. It talks about the fact that you're to ratify the contracts. If you're not seeing the contracts, you're not ratifying them. You've gone a year and a half. So you need to be diligent about your responsibilities. This is a crisis that you're in right now. And I know that you're taking it more seriously, that some that took it with a grain of salt before are a little bit more serious now. I just wanted to bring that to your attention that you're still not seeing those contracts to be ratified. Thank you.

[5153] Nancy Thomas: OK.

[5155] SPEAKER_19: OK. We're going to move on to summer construction update.

[5165] Michael Milliken: Hi, Robert.

[5169] SPEAKER_16: Thank you very much. Board of Trustees. Newark administration. We went through a lot of, we did a lot of work this summer, as we usually try to do, and I hope I can push this button. Nope. Ah, there we go. We did the roofing replacement. Finally, got to where we can finish up the roof replacement at the high school. I just want to show you there a picture of the before. As you can see, there was a lot of foam, a lot of ponding water, and a lot of stuff that was on that roof. You can also tell I'm in construction, not in IT. OK, and then during construction, this is during construction at the high school. As you can see, we replaced the metal roofing. Took a lot of that old rusted blue and made it into this really nice blue metal. You can also see there where we did a lot of the, that is actually all of the metal roofing that you can see on the overhangs and up on the regular buildings. And as we got into this, we ran into what we call the dry rot. And it was pretty extensive in some of the areas that you can see. And as you can see up in the middle of that, it was just when you pulled up the, first thing you did is you took the foam off the roof and then you took the plywood off of that. And then when you did, there was just this crumbling pieces of 2x12s, 2x8s that was in there. It was a lot of dry rot. The example on the far right side is probably one of the worst. But we took care of that. The contractor was able to bring in some new beams, new plywood, new studs. And by the end of September, we'll have that completed. And as you can see, right now we have 100, 500, 600, 900 are substantially complete. And the dry rot still is ongoing in area of 600. If you see any questions, just holler. And then another part of the update is that we have ongoing right now with the elementary playground equipment. And you can see the pictures of those that are going on right now. We have four of the buildings of the campuses that are finished. We've got two more going to be finishing up at the end of this week. And the rest of them will be through by the end, by sometime during September. Some really nice structures going up. They go up really quick once they get here. And then also on the rush of money, which is not the not the bond money that I learned from last year. We have rushing money where we did a lot of painting. You can see on the top part is the is the before and after of the the cougars that are running and you can see how it really really has brightened up the district when you go by as Superintendent Sanchez says it's drive up appeal that's important and so it's really looking good there and that's at the high school. And then here's at the junior high you can see What we did there is what I call this is the giant concrete slab. And we did a beautiful slab there that we've got nine shade structure tables there. The one thing I do want to note, and it's in there, is that 50% of the size grew by 50%, and it was at no cost. It was that the contractor, I guess he loved working for us, so he gave us 50% more concrete.

[5395] Nancy Thomas: What's a shaded table? I'm sorry. What is a shaded table?

[5399] SPEAKER_16: It was shaded structure. It's shade structure tables. You can see those on the bottom right.

[5407] SPEAKER_21: The umbrellas hadn't been installed when that picture was taken.

[5409] Nancy Thomas: Oh, there will be umbrellas. OK. Right.

[5412] SPEAKER_16: But that's what's out there right now. It's really a nice, nice feature. And it took out some pretty nasty looking areas, so it really looks good. OK, Newark-Junior High. You can see where we went from before and after and how we've painted that up. It looks really, really nice. The contractors that we had did an incredible job. McGregor, there are some pictures of some really, really spruced up that area.

[5441] Nancy Thomas: Do you notice on that last one, if you could go back one? Yes, ma'am. What's that yellow stuff underneath that? I'm being facetious. The grass? You mean the grass?

[5456] SPEAKER_19: Yeah, the dry look. Is that dry rot as well?

[5460] SPEAKER_16: No, that's actually all metal.

[5463] Nancy Thomas: I mean, the whole idea of painting was to improve the curb appeal and whenever I go back by that site and I see that beautiful green lawn from McGregor Fields that the city uses and that we pay $50,000 for and then I see the McGregor lawn yellow like that. It makes me wonder, why are we not watering that?

[5489] SPEAKER_16: Oh, I thought she was talking about underneath the canopy. You're actually talking about the grass.

[5492] Nancy Thomas: No, no, I'm talking about the grass. Yeah.

[5494] SPEAKER_06: We're working on it. We're watering it every day, several times a day. And some of it's starting to become green again. So it isn't totally done.

[5506] Nancy Thomas: OK, thank you.

[5507] SPEAKER_16: And for those that didn't hear her, she said they're working on it. They're watering it every day. All right, Lincoln. And you can really see a really nice look at that. It's really pretty. The district's done a great job here. Here's a great example. You can see underneath the metal decking on the left, upper left, how it's kind of got this rusted look. And then you just look over just to the right, and that's what it looks like today. I personally like this one. And I don't know why. It's just that when you put that blue on that siding, Whiteford, it just really pops, looks really good from the street. And then we also took down a crumbling old portable over at Snow. And that was pretty much it for the Vanner group. Got any questions?

[5561] SPEAKER_31: What was the total amount we spent on these projects?

[5567] SPEAKER_16: I can tell you what we spent on the Newark. I think, I believe Ryan, you have the total package.

[5589] SPEAKER_31: The Russian funding would be separate from the measure, Jay?

[5595] SPEAKER_16: I can tell you while he's looking that up, you had a $2.2 million budget for the playground equipment, and it came in right at just under 800, just under 900,000. So there was a pretty significant discount we got through working with the... Great.

[5610] Nancy Thomas: And that was out of the bond? It's Russian. No, that's out of the bond?

[5619] SPEAKER_21: The first group that went in was done with Russian, the ones that were at Graham and music initially. And then we went to the district-wide and those were done out of the bond. So there was a split there. The current project, the one he's talking about with the dollar amounts, that's, he's talking about all of the current summer's work, not the stuff from last spring. But that is all bond, that is correct.

[5648] Nancy Thomas: Well, I think that the new paint jobs have just done wonders. I don't know if this is the time to ask, but we, We want to be landscaping. We want to have good watering systems that are at all of our school sites that aren't leaking and that are efficient. And yet the landscape architect backed out of the contract that we approved. What's the status of that?

[5682] SPEAKER_16: I would think that the landscaping piece is part of what Vince is going to be talking to you about here in a minute, about some of the wish list items and stuff that's still remaining. that needs to be done. And so he'll probably be speaking to that.

[5696] SPEAKER_31: So we have completed all the roofs, all the HVACs, all the painting. I'm sorry. We have completed all the roofs, except for what's finishing at the high school. We have completed all the painting. We have completed all the playground equipment that was going to do.

[5712] SPEAKER_21: Well, playgrounds are still in process. We still have a few schools who have not received theirs yet because they're still being shipped.

[5717] SPEAKER_31: But in terms of the budget amount that you have here, You're talking about $900,000 was for the playground equipment? Yes. That's for things that have not been completed as well as those that have been? Yes.

[5728] SPEAKER_21: That's correct.

[5728] SPEAKER_31: So we have a handle on the cost of that. What do we have left?

[5733] SPEAKER_21: How much money do we have left? We currently, looking at Measure G, we have expended $47.88 million as of, I just ran the numbers this morning, We have current encumbrances remaining, so things that have been processed and or ordered but have not yet been paid pending of $2.09 million. And we have a remaining balance in the bond fund of $13.03 million. And so that's kind of where we are as of this snapshot in time. We are still processing additional change orders with relation to the high school and some of the additional unforeseen conditions. I actually found out today, this afternoon, we're going to have yet another one coming down the pike very shortly for some additional DSA requirements. They have made some modifications. Interestingly enough, not to the portion of the roof that's currently being done, but to the 700 building, which was actually part of phase one. There's been an issue that was uncovered during some of the engineering calculations of the adjacent buildings That we now have an issue because this roof is lighter Than the former roof. We are having some over pressurization issues which causes the roof to Bubble up if it because of the air conditioning and so they're requiring additional vents to be put in on the 700 building And so we're getting pricing on that because it's a requirement that they're going to have SD before they'll approve the finalization out of that project.

[5833] Nancy Thomas: That's not too expensive, I would assume, right?

[5836] SPEAKER_21: Right now, they're reserving about $204,000 for the additional DSA requirements at this time.

[5842] Nancy Thomas: Out of the $14 million, that's not a big amount, which begs the question that we need to have the board involved in looking at the things on the list that you've brought forward since We created the original prioritized list and other items that maybe we should be looking at before we spend any more or submit to any more or commit to any more projects out of the bond.

[5876] SPEAKER_16: That is correct.

[5877] SPEAKER_31: Except what we find that we have to handle, like the dry rot. I mean, as they're working, as they're doing things. Yeah.

[5886] SPEAKER_16: Anything else? Thank you very much.

[5889] SPEAKER_31: Thank you. Is the Russian money all gone? I'm sorry? Is the Russian money all gone? No. No. How much do we have left?

[5896] Nancy Thomas: We have been... I mean... Go ahead, Brian.

[5903] SPEAKER_19: Sorry.

[5905] SPEAKER_21: We still have quite a bit of the Russian money left because we haven't processed all of the wish list items and we haven't even finished all of the items that were from the original March 15th of 2016, all of those projects, the landscaping, for example, is part of that, that has not yet moved forward. So, hold on just a second, I can't tell you anything else until I change screens, but.

[5930] Nancy Thomas: We're going to be asked to approve expenditures out of that Russian money later this evening. Do we have a budget that the board approved for the wish list items for each school?

[5950] SPEAKER_21: We do have what the board approved. It was what at the time I believe Mr. Sanchez called a Category 1 and so that's what the board voted on at that particular board meeting was the Category 1 but that did not fully expend the Russian proceeds.

[5969] Nancy Thomas: I don't understand. You just said?

[5971] SPEAKER_21: Well, the night that the wish lists came forward, they were in categories. And the first category was called Category 1. I think that's actually the name. Priority 1. Priority 1. I'm sorry, Priority 1. And that was the extent of what the board approved as of that night was just the Priority 1 project.

[5987] SPEAKER_31: And there's still things left on that. So do you have an amount?

[5992] Nancy Thomas: Do we have the budget to look at when we look at approving things against that budget to gauge which sites we have what their priority one amount was and which sites with the things we're going to be approving later this evening will have money left over. That kind of thing. Like what expenditures against the priority one wish list will we be looking at tonight? So we're not getting these things piecemeal and not being able to look at the full picture of what we're approving against what was budgeted. Does that make sense?

[6036] SPEAKER_21: I understand the question. I don't want to get too far out of the current topic because of Brown Act, if we have something coming up later on the agenda. I'm just, I don't want to get us out of order.

[6047] SPEAKER_31: I would think that the total amount that we have left in the Russian amount would be part of the process because you introduced things that were done with Russian money. Yeah. So I would think there shouldn't be a problem with that.

[6058] SPEAKER_21: Good enough. So Fund 40, last school year, forgot there's some other money, older money in there I needed. I don't want to confuse the situation. We started last school year with about $14,358,000. We expended $2,032,000 last year. So we ended the year with about $12.32 million left unspent as of June the 30th. So far in the current school year, We have expended $334,000 and we currently have encumbered $1,048,000 which would leave us at about $11 million unspent in the fund as of right now. Now, not everything that's on wish list has been encumbered yet because we're still getting pricing on a lot of that so I can't pull numbers that I don't quite yet have in the financial system.

[6183] Nancy Thomas: what was the budget and what we're going to be asked to approve tonight, are we encumbering or are we charging out against a budget amount that each site knows they have and they're not going to be able to go over?

[6204] SPEAKER_18: I think this goes to the bigger conversation that we've mentioned in terms of thinking how we're going to dedicate the The Russian funds, for example, we've been discussing whether or not we're going to build the new school in the future. And if we decide to move forward with incremental spending, by the time it's time to build a new school, we have $0 million out of the $11 million. So just having that discussion, I guess, is what it's that point.

[6233] Nancy Thomas: So if we have found what we're going to spend out of Russian money to that wish list that we've already approved, We need to make sure that we have a broader discussion about the total that's left against what our future needs might be. So we really need to have a robust Russian budget discussion at a future meeting.

[6263] SPEAKER_18: Or the facilities master planning conversation, which would be how you're going What's your plan for capital projects or for facilities?

[6274] Nancy Thomas: And where you get the funds. Exactly. So the broader. Exactly. I agree. So anyway, I think we can move on. Thank you. I've neglected to look at the clock. At 8.30, we were supposed to be able to have public comment on non-agenda items. So at this time, I would like to invite anyone forward that would like to speak to the board on any non-agenda items. Seeing none.

[6306] SPEAKER_21: Pardon? Did we get any slips?

[6309] Nancy Thomas: No. No. But I wanted to call that out. OK. So we've moved on to what? 9.1. 9.1. That's a public hearing. On the tentative agreement with the Classified School Employees Association, I'd like to open the public hearing. Anyone that would like to speak to the tentative agreement with the Classified School Employees Association, please come forward. Seeing none, this public hearing is closed. Next, we move on to 10. 11.1.

[6364] SPEAKER_19: We might have to make copies of that if we don't have some in the back.

[6391] SPEAKER_20: Get my glasses here. It's very small. Yeah.

[6393] SPEAKER_19: We provide copies for the audience. Can I take that as a master note?

[6397] Nancy Thomas: No, I made my own copy at home.

[6399] SPEAKER_19: I used it to make copies. Oh, sure. That's all. We're going to make some copies for the audience. That's a possibility. There's some more in the back. There's some more in the back already. Is there some? OK, you already got them, Cheryl? It's very small. That is tiny.

[6413] Nancy Thomas: Yeah, perhaps in the future we could have them printed like this.

[6416] SPEAKER_31: At least at 12. Yeah. 12 point.

[6418] SPEAKER_18: Just attach it to the board house.

[6421] Nancy Thomas: And yeah, and it should be. We did receive it today, but electronically. But in the future, to have something like this attached to the agenda so we can look at it ahead of time would be helpful.

[6436] SPEAKER_20: You guys got the 6, 8, 17 spreadsheet? Top left-hand corner, just to make sure there's a bunch of these. Wait till everyone has it. first thing I'd like to do is exert the board to you know if we're going to have any summer projects this summer we need to make some decisions because basically the only project that we have left is the beautification which is landscaping and you brought that up and just so you know I think in the last board meeting I gave a little letter of progress to Brian that one submit to you guys about where we are in the landscaping process right now, and we do have an irrigation specialist. His name's Gabe, and I gave him a type list of, you know, areas to accomplish this summer. I guess that's, everyone hear me okay? And he did accomplish those areas, but he hasn't, you know, once you give him one page, there's another page, there's another page, there's another page, because, you know, the irrigation in the district's pretty old, and but the beautification project will take care of that. We are using Prop 39 funds to get irrigation controllers and get new irrigation wiring for like the high school and the junior high school but if you drive around like if you like go to Birch Grove Primary you will notice the front of the school is green and it hasn't been green in a long time. You know that was one of his projects and I'm working with Mr. Sanchez and Brian and we're getting that San Francisco Public Utilities Commission you know that irrevocable permit we're getting that all figured out so I can get in there and get the field green too. So everything's moving forward but there's been a lot of issues with the district like I talked to the old irrigation specialist Mark and like you guys may not know that the Gophers ate all the communication wires at the high school and it's been down for quite a few years like 15. So we have to water by hand. There's a valve out there. But we are making progress. I bought more equipment. I bought more mowers. We're installing more sprinklers. But you guys did bring up a question. You're asking Robert with Banner, is all the HVAC done? All the HVAC is not done. There's hundreds of units that are not done. You know, and that's why I'm saying, you know, if we are going to move forward with a summer project, you know, now's the time because, you know, we have to hire an architect, go through, you know, the DSA, that's a really complicated, long procedure to get something online. But is there a burning issue on this spreadsheet that anyone want to talk about right now or I could just go through it?

[6620] SPEAKER_18: So I just want to clarify in terms of the Xs, that means the project has been confirmed for, has been approved, correct? I didn't get that. The Xs on the... The location? The Xs? Yeah. That means it's been approved, not that it's been completed.

[6634] SPEAKER_20: Yeah, these are projects like which one?

[6638] SPEAKER_18: I'm just saying the Xs generally here on the spreadsheet mean that they have been approved or what... Xs are what locations are included in the numbers.

[6648] SPEAKER_21: If you look at the top of the header, Where the columns are with the X's, those are all of our site location names. So they're which sites are affected by that project. The status of whether or not it's something that's already been approved is the following column. The column that says status, that's two after the list of all the school names.

[6666] SPEAKER_18: Perfect. OK, so it just means that the potential project would affect those areas. OK, thank you.

[6677] SPEAKER_20: It abbreviates for potential projects. A bunch of those are really big ones. So we'll consider those.

[6687] SPEAKER_19: Would you speak to the scoreboard at the high school? I know there's been a lot of concern about the high school scoreboard and the status. Just kind of in general, I know we're working on a few things, but we're hoping to have that resolved at some point in time in the future. Talk a little bit about that.

[6707] SPEAKER_20: Sure. I imagine everyone heard that, you know, the first game, you know, the scoreboard didn't work and the stadium lights went out, you know, one bank. But we did check the stadium lights and everything's fine with that. It was, I think they turned them on too quickly. You just can't hit it. Boom, boom, boom, boom, boom. You gotta hit one, go 15 seconds, hit the other one. I talked to Rachel about that, and I had her test them again tonight. We tested them for 1.5 hours a day, and there was no problem. So we're good for the game this week. As far as the scoreboard, yeah, we did have a small problem, you know, because that's not a DSA-certified scoreboard. It was installed by probably Coca-Cola or Booster Club back in the day, and we couldn't find the drawing for the footing. And I don't want to get into the weeds here, but we did find a piggyback contract out of Texas that I've discussed with the executive cabinet that we're thinking about moving forward on and, you know, that will, if we decide to go forward with that, that could be like a six to eight week install.

[6773] Nancy Thomas: Could I ask a question about the... Sure, ask whatever you want. It's listed as $250,000 budgeted. Is that part of, I recall that being part of the high school wish list. So how much money have we given to the high school, how much to the junior high, and how much to each of the elementary schools to budget for their wish list beautification? This is all outside beautification out of the Russian funds.

[6804] SPEAKER_20: Sure, beautification, that's just dealing with irrigation and landscaping. As far as scoreboards, the high school was given, I believe it's $185,000.

[6814] Nancy Thomas: So how can they afford a $250,000 scoreboard?

[6817] SPEAKER_20: Well, I understand. They also have a project that they wanted, like, $35,000 worth of library furniture. So I was talking to executive cabinet. You know, the $250,000 is like a worst case scenario. The scoreboard that I'm not sure. Did you get those pics I sent you about the scoreboards earlier today? Well, I submitted some pics. Char, you know, she can review them later. And that scoreboard that's in there is $90,000 right now. And we're projected, you know, the $250,000 is the worst case scenario. Because with the footings, you know, if we were going to go through a DSA process, approved scoreboard, since we did not have a footing drawing, because sometimes people do strange things when they install stuff, you know, not the right way, we were going to have to drill a 39-foot deep footing. two of them and you know the projected cost was like almost $90,000 somewhere in there so that's where that big number came in. So what we're looking at right now is to get a scoreboard installed is it's looking about 140.

[6884] Nancy Thomas: Okay I think what the board or at least I'd like to see is a budget for each site for their wish list. Now we're not talking about other things just their wish list and how much each time we come and we're asked to approve something, that gets updated and what we approve gets subtracted from the budget. So what is the budget for the wish list and what, when we approve something, how does that impact the budget?

[6917] SPEAKER_20: I understand perfectly. You don't want them to go over budget.

[6920] Nancy Thomas: But you mentioned library tables. We provided furniture for, only two sites, Birch Grove Primary and Birch Grove Intermediate out of the fund, Russian fund. We did not approve or even target any additional furniture. So I don't see how library furniture even fits into this conversation.

[6943] SPEAKER_21: It was part of their priority one list on the wish list that originally came to the board. It was part of that 185,000.

[6952] Nancy Thomas: limited to beautification, outside beautification. I thought that was what we were talking about. We weren't talking about wish lists for supplies or computers or anything else.

[6965] SPEAKER_31: I don't know that it was, it was done to that. I don't think it was necessary outside.

[6969] SPEAKER_19: I think what would help is I think we didn't need the cop, I think first of all, nothing has been purchased above what's been approved by the board. Let's be clear about that. I think the second thing is we can provide exactly what was approved by the board so it can be contrasted with what's being brought forward to make sure that it's not going beyond the scope of the approval. I think that's kind of what I'm hearing as a concern. And I think we can just go back to that board meeting and we can forward that back to the board. Exactly what do we approve? Because it's hard to carry that all in your memory.

[6997] SPEAKER_18: Exactly. And I think that's the piece I was going to say that we're missing that document. And I think we approved some sort of language that had, it wasn't even an amount, it was some sort of language that had to do with equity in terms of per pupil, on a per pupil basis with taking into account. It was some sort of language like that that we would then get a proposal for and based off of that. So some schools might get more than others, but it was on the per pupil or based off of inequities.

[7024] SPEAKER_19: We did the allocation approximation based on that. But we can get those to you guys via email tomorrow.

[7032] SPEAKER_20: And we did have a meeting with both of the principals, Vanner and I, and we walked through you know, their priority 1, 2, and 3 wish list items, and we've done a bunch of research, you know, and, you know, some of them, like you're saying, it's beyond their wish list funds, shade structures with, you know, non-fabric tops and stuff like that and some, you know, marquees. Like the junior high school spent a lot on their patio. It looks great, but doesn't leave a lot of money left for other stuff. So, that was always one of the things that Brian and I were working on. You know, we didn't want, you know, we weren't going to budget $200,000 and they only got $40,000 in wish list funds. That's just crazy. So, but we can get that information for you. Okay, we can do that. Was there anything else you guys were... really interested in.

[7083] SPEAKER_19: One thing while you're here, just on facilities, I want to clarify as well is we have a contract with the company, I believe it's called Clark, is that right? It was the pest control.

[7094] SPEAKER_20: Yeah, we have a contract with Clark pest control. I did contact them today and I asked them to print me out the annual report and they can, you know, show you know Nate's our guy and he goes throughout the district but basically every site we have you know Clark there because you got to have effective pest control in a school district.

[7114] SPEAKER_19: So I've just to clarify why I'm asking I've been just monitoring and receiving some concerns about what's going on I've noticed there's some some pests going on here and there and I know that I've asked Vince to ask Clark provide a report to us of what's occurred at each site Not only what are the types of things they've done? What kind of what dollar amounts have we paid for? prevention and pest control to occur and then as I'm going to be scheduling a full day or two to be walking through MOT and go out and see some things for myself, but I just wanted to Publicly first of all announce because I know I've heard some of that just in the public domain that those things are occurring we that is a concern of mine and of both boards as well is just that and I do know that and some initial information just that sometimes when we treat a problem we get the pest to migrate somewhere else and that creates another problem but I can assure you we do have a contract with pest control we'll be looking into that deeper and Clarkson be providing some sort of summary for us school by school so I just wanted to

[7183] SPEAKER_18: Mostly take advantage of this opportunity to address that for the public and just for the board to know that we are looking into that I think especially in the elementary section only because I mean a little kid sees some sort is a little Easy to get it's easier to get distracted. Honestly, then the junior high even high school kids are just as distracted And I think a teacher brought that up in terms of the classroom. Thank you for that

[7208] SPEAKER_20: I'm the ITM coordinator, and you know, with the Healthy Schools Act, it's not optional. You have to do it. And just so you know, we use Clark for the interior of the building, but we use Animal Damage Management for the fields, because we found them to be more effective with brown squirrels and bulls.

[7225] SPEAKER_31: Does the Alameda County Vector, do they do anything for us?

[7228] SPEAKER_20: Yeah, we call them Vector Controller, really handy when you get like a scum. and it goes under a portable, they'll trap it for you. They're not really big on carrying things. No charge. No charge. No charge. And then they'll take it somewhere else. Sometimes they will dart the skunk. They take it to Fremont?

[7247] SPEAKER_19: Yeah. I'm just kidding.

[7252] SPEAKER_20: No, you're not. Because we do have some skunks. We actually, one time when we were trying to catch a skunk, we caught a possum. So that was pretty interesting. And someone tried to rehabilitate it.

[7269] SPEAKER_19: That is way out of the scope of our work.

[7273] SPEAKER_18: In terms of highlighting, I don't know if you had a kind of, if you wanted more Q&A or if you had a sort of presentation so I could let you kind of

[7280] SPEAKER_20: No, basically I was just going to present this spreadsheet and then go down with it. You know, if you want to know what I think are important hot topic items that you guys need to address for like a summer program, I can give you my opinion.

[7295] SPEAKER_18: OK, so I know one thing that we all got emails about was the Kennedy situation. So just making sure that parents are aware that the process that occurred and what happened in terms of the miscommunication and how it played out. So as folks reach out to us or to you, make sure you communicate the same message of this was the process and that us as the district, because we're responsible for the district and the schools, that we didn't communicate that, I think, sufficiently to folks on the site or else they would have known the process and what happened and not make it seem like we're only prioritizing other schools. No, we're prioritizing based off of the order.

[7348] SPEAKER_20: Yeah, you can always communicate better. I spent a lot of time at Kennedy communicating and I've spoken to parents. It's just sometimes the message, you know, everyone had the expectation that everything was going to be done first day of school. Everything was going to be up and running and being fantastic, but that was never the expectation because the board, you know, approved it June 20th. So to be quite honest, I think we moved pretty fast along. You know, we're almost done in September, and CSR, CRSI, you know, the playground contractor, they've been a few bumps in the road, but, you know, they're really working hard and they're working weekends. I've been here working with them and we're getting the swing sets up and I've watched the kids play over there at the First Grove Intermediate and they're just going crazy and they're ready to hit Lincoln over there in the Kinder but we're just got to get that ADA access ramp going and it's going forward and the structures really look great and from the people I've been talking to everyone seems I'm pretty excited and happy. I wish it would have been done the first day of school. That would have been fantastic, but it didn't happen. But I'll work better on my communication.

[7417] SPEAKER_18: Yeah, no, I mean, it's just us as a team to help support each other. It's more because, I mean, if you're a parent, you show up, you're like everybody else has a playground except for my child. That's how it feels, whether or not, like we know internally, but sometimes we, a lot of times we get isolated or we get insulated in our own little bubble. And we just got to make sure we communicate that, whether it's through like a school newsletter I know we don't have a district newsletter yet, but maybe figuring out that type of communication so folks know what to expect and it's coming and getting ahead of that.

[7450] SPEAKER_20: One thing that Castor Valley did is, because I always check with the other school district, because there's always someone with a better mousetrap. And what they did is they put it on their website, because they installed police structures, and they actually put pictures on there. like two paragraph little blog on how far they were along. And I thought it was really nice. I guess we could do something like that. Excellent. But just food for thought. But I have people calling me. I have people emailing me. I have people stopping me. You know, I mean, I've been communicating a lot because everyone's so excited. And we're getting there.

[7485] SPEAKER_31: You know, I think that would be a really good idea for any of the construction we're doing for Vanner. It's the kind of thing that if They see the kids can't go someplace, or they have a meeting they can't go, or there can't be summer school at a site. Everyone loves to see things improve. And so that would really be a nice piece to, addition to our website.

[7505] Nancy Thomas: I think whenever we encounter a delay, like the expectation by the parents was that they'd have these structures by the first day of school. So whenever we encounter a delay, something on the web like you're talking about, really we'll get the information out early so that they don't come to school the first day of school and are disappointed.

[7530] SPEAKER_20: They actually did that whole construction update on that website. It's really cool. And they used the word that all construction managers use and all maintenance guys, unforeseen conditions. Because they were actually moving portables around. I like to watch the other school districts because they have clever ideas and you can always glean something from someone.

[7553] SPEAKER_31: From you, I would love to have, as we get into our budget reduction or savings, anything that you see would be ways or things that we could spend our $13 million that we have left, $13 plus million that we have left, to generate money in long term. So I think we have talked about solar, talked with someone from the water district about accessing non-potable water, a number of things. And so any ideas in your head, if we throw it around, it may work. And I know these are things that you do within staff, but I'd like to be kept abreast of that, too, because I think that the more that we can do to generate savings, the smaller that deficit's going to be. And I think that you were saying that we have HVAC things that have not been done. It was my understanding that this was going to take care of it. Now, there's going to be a certain amount of maintenance that has to happen after five years or 10 years. I understand that. But in terms of long-term planning, we do have a new school that we are going to be looking at creating. So what money we can save for that, to get to this. And so it can't be, it would be really nice to have that stuff. It's got to be just basic what we need to have. And if we can figure a way of saving money on water or electricity that involves some sort of an investment.

[7649] SPEAKER_19: If I may, I think that kind of the sequence of events, at least in my recommendation, is once we're able to solidify our general fund challenges that the next item on the plate is really this idea of facility revitalization, facility master plan. I think that that's going to be something we have to, um, figure out what is going to be our process. What is the longer, you know, 10 and 20 year plan going out and you know, a deeper study session. So once we're able to get through the community engagement with general fund, I think that's going to be at the top of the queue because I think part of it is, you know, although I appreciate Vince's thinking and what's going on with that, I think we have to really look at where do we want to be in 10 years and 15 years and 20 years and what's our process to get the community involved and excited, you know. I think about it in terms of even tonight's trajectory of the meeting as we think about knowing a little bit more that, hey, we do have more students we can engage and keep here. And we do have some people that are with us, and how would they have input into this longer range facility master plan? I think that's really the larger picture of where we need to do probably a deeper board retreat. And I think that's kind of what we agreed we would wait until we get past our big challenges that's the highest priority, and then come back together with a full board retreat to really look in depth at, OK, knowing what we know now, you know after doing further demographic study and capture rates and Knowing what has resonated with our community. I Think that's that's kind of where I see the sequence of this going before we go off and into you know, I Think I guess what I'm saying is I want to make sure we have all the pieces fitting together in a more cohesive way So they're more coherent And I also agree. I think we need to really look at solar one more time. And maybe it's not the idea of hiring a contractor. I mean, we buy our own, and we just pay to maintain it. But then we own it, and we get all the savings. We don't have a third party pass through. There may be other solutions that we haven't explored that don't involve somebody outside. But we've got to weigh all those. And as a board, you give us some direction. So I'm going to kind of fight that urgency that intuition to try to take it on now. I think if we keep our focus on the general fund, I think my recommendation is to get that next in the queue in front of the board.

[7813] Nancy Thomas: Thank you. Thank you. You're welcome. OK, next we move on to new business, donations. Superintendent?

[7823] SPEAKER_19: Great. Donations. Let's see the list here. Do you want me to read through them and then we'll take turns or how do we usually read them? Sure. I'll go first.

[7842] SPEAKER_18: Since there's a few of them.

[7844] SPEAKER_19: Just read it, yeah. Okay, donation of $180 to Newark Junior High School, that the donor was your cause LLC, trustee for PG&E employment giving, no purpose specified. Donation of $120 to Newark Junior High, The Benevity Community Impact Fund, not specified. Donation to Newark Junior High School, Wells Fargo Community Support Campaign, not specified. Donation of $11.03 to Newark Junior High School, the Kula Foundation, not specified. I'm glad to see that. Newark has been asked. They've been getting some good donations. I'm glad to see that. A donation of $300 worth of fresh fruit and pastries from Arteaga's. for their donations personally is on top of the $300 from our for our kickoff for and USD. So thank you to them for a welcome kickoff for our employees. A donation of 7,004 2350 to Lincoln Elementary from Lincoln

[7927] Nancy Thomas: So I would entertain a motion to accept the- I so move.

[7931] SPEAKER_18: I'll second. Pardon, you put motion? Oh, no, she motioned it. I'll second it.

[7937] Nancy Thomas: OK, please vote by raising your hand. Three ayes. Is Mr. Rodriguez on the line? No.

[7944] SPEAKER_19: OK. He is watching online.

[7952] Nancy Thomas: OK, next we move on to cafeteria tables.

[7961] SPEAKER_21: So this item is on the agenda. It came to the board once before before wish lists actually is part of the original first list of things when the scoreboard was first getting talked about before the idea of packaging things off into wish lists. We had a safety issue with regard to some cafeteria tables at several elementary schools throughout the district. total of 17 of them. At the time, the board did not take any action on any of the items because it came back in the form the following January of the site wish list for everything that they were requesting. This original request didn't actually come from any of the sites individually, but rather from the M&O department because what is broken on the tables is now to the point that it's causing safety concerns for the custodians trying to put them back and put them down because what's breaking on them is making them unable to be stored properly. And so this is more for an employee safety issue than anything else, that the tables are just not, because they've dilapidated to the point that they currently are, they're not able to be stowed properly. And we do need to replace these. We had originally proposed these out of Russian funds. It's not part of the wish list. It's not part of anything else. The total wish list funds that were approved by the board was about $636,500. But this $24,000 item was not originally part of that wish list. It's just completely outside of that, as it was something that came forward as a safety item from the M&O department.

[8058] SPEAKER_31: Do we have any age on these tables? Do you have any idea when they were purchased?

[8062] SPEAKER_21: Vince, are you still on the call? how old the cafeteria tables are that we're looking at replacing?

[8070] SPEAKER_31: 20 years. I move acceptance.

[8101] Nancy Thomas: OK, I'm having trouble. I lost my agenda, so I'll read it off the screen. OK, I'll just do it that way. OK, thanks. OK, so do we have a motion? I move exceptions. I'm not going to second it right now.

[8134] Nancy Thomas: No, if you want to second it. I'll second it. OK, is there any discussion?

[8139] SPEAKER_18: Yeah, so here's my thoughts. Again, in light of what we're talking about of not planning and figuring out how we're spending money, for me, I'm going to support it because, as you mentioned, it's a safety issue, and safety's first. I really want to note that it's really frustrating that we're using Russian funds given that, so what if we hadn't sold Russian? How are we going to address these safety issues that are affecting our children, right? This should be part of the general maintenance plan, or we should have some structured way for us to pay for these things. So it's just a little frustrating that this, at least what I've noticed in terms of what ends up happening, and this is why we're in the deficit in the first place, I think, is because you're using, or we're using, resources that are one time, and then 10 years from now, when we have another 20 tables, are we gonna rely on another property that we potentially sold? It's just a little frustrating, but I am gonna support it because it's a safety issue. However, I just wanted to note that because it's part of our predicament, I guess.

[8220] Nancy Thomas: echo your comments. Anyway, I could say the same thing about the HVAC. When we came up with the bond, we said, OK, we're going to have to update HVAC. And we said, these are the units we're going to have to update. Now we're hearing, oh, wait a minute. Now some of the other ones that we didn't update are going to need updating. Well, we might not have a bond. It's the deferred maintenance. that needs to take care of the ongoing fixing and replacing of items like HVAC units. We can't just say, well, we'll wait until schools have no more air conditioning or heating, and then we'll go and beg for another bond from the community. We have to plan ahead for these things. And I think Mr. Preciado's comment is exactly germane to the cafeteria table. that is routine repair and maintenance or deferred maintenance. We don't have a deferred maintenance plan. We haven't had one for years. And I thought that was a mandated requirement by the state.

[8293] SPEAKER_21: You might recall that several years ago, the state defunded the deferred maintenance program, threw it into the tier three categoricals, and then rolled it into the local control funding formula and eliminated the program completely and just threw it into the base. Further, the routine restricted maintenance funds, which traditionally had been at 3% of general fund, were reduced down to 1% when that became the minimum. We never got fully down to 1%, but we did reduce all the way down to just what they absolutely had to have for operating costs and have continued to operate in that mode since. We are right now at about 2% of general fund expenditures. We will eventually have to get back up to 3% by 2020, 2021. but the department is operating at roughly two-thirds of its capacity in a year in which we're actually fully funding at 3%. Now, we can potentially accelerate going to 3%, but it would be that much additional we'd need to reduce out of other departments to be able to increase that contribution from the unrestricted general fund prior to 2020, 2021, if we're going to incorporate those expenditures back again that were taken away through past cuts.

[8362] Nancy Thomas: Yeah. So in 2008-9, we had the huge cut that resulted in that, but now we have the increase costs for for stirs and purrs. We have to get ahead of the bubble because we have to have safe places for our students to attend school. So should we call for the vote? Yes. I call for the question. Please vote. Three ayes. Okay the next item is three course integrated pathways for high school science.

[8401] SPEAKER_41: Good evening. This evening we come forward to share information and also ask for your support of our recommendation. You may have noticed that our district has actually been working on science pathways for the past few years, and it's all been through teacher leadership and also in collaboration with Ms. Leonora Robesuda, who's helped to facilitate it, but also our partnership with BASI, with Lawrence Hall of Science. So this evening I have with me Mr. Daniel Johnson, our department chair at Newark Memorial High School. We have Ms. Debbie Sexton in the back supporting us, and this evening we come forward with our recommendation but also some background. So I want to start by just talking about what course pathways are for high school science. This is very similar to some of the action you took this time last year with mathematics, if you recall. Districts are being asked to, as we're making the transition to the Common Core with this, with the next generation science standards, is to really start to study and look at our pathways. What the state has provided us is with two options, the three course model, which is on the left, which speaks to the integration of physical, excuse me, of life science into the science pathway model. You have living earth with integrating biology, excuse me, and earth science. Chemistry in the earth system, integrating chemistry and earth science. Physics of the universe, integrating physics and earth and space science. So you see a theme. It's the whole integration. It's looking at next generation science standards. The other option, the four course model is on the right that looks a little bit more traditional than what we're probably used to. So I want to first speak about the vision of science education in Newark. And we thought that this quote really spoke to some of the work that our teachers and our teacher leaders are doing. And it's that we nurture the development of students' curiosity about the world around them, their concern about the environment, their ability to think critically and value collaboration and evidence. That's key with next-generation science standards and with Common Core. Newark students engage daily in next-generation science standards, science and engineering practices using hands-on inquiry-based curriculum to foster STEM literacy and scientific habits of mind. It's a mouthful, but to break it down, it's exactly are kids doing real-world problems in their classroom? Are kids doing ROP? Are kids branching out with the science pathway so that they can be ready for careers that have not even been invented yet. And so that's really the work of looking at this pathway. So I'm going to speak a little bit about the leadership committee. As I said, the last few years we've had the department, the science department, and also this last year we had the McGregor staff also join the work. It was a committee of elementary, junior high, and high school teachers, principals, ed services administrators that were meeting to make recommendations for implementing the NGSS, the Next Generation Science Standards K-12. And this is, again, in partnership with Bayside, with Lawrence Hall of Science. What this leadership committee does as we work with Bayside is look at identifying existing assets and needs, brainstorming ideas from transitioning to NGSS, and prioritizing steps. We're building on this work. So what we heard is that we have leaders already in our district that are really working and have their hands on with NGSS. As we start to look at even How do we bring aboard our elementary science prep teachers to do this work? We've started that collaboration and having some breakout sessions for them to do that work. We look at what our junior high department is doing, but what we're doing tonight is actually almost backwards mapping as to what the science pathways will be at the high school. So I'm going to ask our science department chair to take us through the next slides, which again is going to build what currently exists and how some of this will look different with our recommendation at the end of the night.

[8654] SPEAKER_53: Hello, good evening. So what we're seeing here on this first slide on the left hand side is kind of the current landscape for Newark Memorial Science. This is your average pathway that a student would take and Only the 9th grade year is defined. All 9th graders take biology, but as they enter into their 10th grade year, they have the option of taking chemistry or physics to fulfill their physical science laboratory portion of their graduation requirement. After that, when they move into 11th grade, they might take physics or chemistry, depending on what they did as a 10th grader. They have the option to take electives such as anatomy and physiology, sports anatomy, or they may move into AP classes. being AP biology, AP chemistry, or physics. There are some 10th graders that do take AP biology. It's a rare breed of student that's ready for that, but some do. Most students will take AP chemistry or AP physics as juniors or seniors. And we also have an MCA science portion as well. Now, so what we've done over the last year is we had a lot of PLC meetings as a department where we met with the goal of trying to determine what our pacing guides are going to be and what resources and materials we may need for the upcoming year as we fully transition into NGSS courses. We also met four times with BASI and BASI did a great job of breaking down what NGSS should look like in our classroom and what kind of things that we need to do to engage our students and develop our 3D lessons. The last meeting we had with BASI here at district of science teachers was on June 9th where we were asked to go over the chapter 7 science framework to try and determine what our actual pathway would be for NGSS at the high school. There's a lot to put into an NGSS lesson. And so one of the things that they emphasized is this 3D learning element where we have our science and engineering practices. Those are eight concepts that are kind of behaviors that scientists do where we are investigating and constructing models and trying to get ready for a way to solve real-world problems. We're also introducing cross-cutting concepts. Those cross-cutting concepts are applications that scientists use to analyze data such as looking for patterns, cause and effect, as well as looking at structure and function. Lastly, we have our disciplinary core ideas. And those are basically the four major domains of science that we're looking at being life science, physical science, such as chemistry, physics, and earth space science. So this is the model that we decided to move on. There's a lot more standards in NGSS than were in the current California state standards that we were using. There is no way to teach them in less than three years. So we're moving into what we'd like to do is ninth grade living earth, 10th grade chemistry in our systems, junior year physics in the universe. And what these three courses would have is the earth space science standards embedded into them, making it so we don't have to create a fourth course. This course here that we are teaching, they would all implement the current performance expectations that would be tested by a junior year for science, as well as hitting all our SEPs, our DCIs, and our cross-cutting concepts. Over here, this is just an outline for how we're trying to structure our instructional segments as we generate our pacing guides for NGSS. Focusing on flow, guiding questions especially, trying to also work in common core standards for math and English as well. And trying to fit it all together and again, show students a way that what they're learning fits in with the world around them. So this is gonna be a good change for us moving forward.

[8886] SPEAKER_41: And before I go to the next slide, I do want to point out that what this looks at is how do you integrate ELD connections? How do you look at the literacy reading and writing across the curriculum? I think what we're looking at is that we have teachers that are now doing very deep lesson planning with support of certainly Bayside, but I think what you're seeing is our teachers are really reinventing what these courses look like because we have to make a change because as Dan said, It looks very different than the previous science standards. So why implement the three-course pathway? It's aligned with UC and Cal State CSU recommendations and is A through G compliant. There we go. It is a discipline-specific model, which means that our students are unpacking the standards, our teachers are going deeper in their own professional development of working with the NGSS. We have availability of resources and materials from publishers. So this is the work that's going to continue, right? So we look at what is going to be needed. But a lot of it is really teacher time, teacher time with reinventing some of these lessons and working as a team. There's continuity across districts in Alameda County. The majority of the school districts are actually going through this to the same pathway. So one of our neighbors actually chose the other pathway and then switched over to this pathway. I won't say which district, but I will say that we have, our students will then have a continuity of a pathway across Alameda County, and we'll be able to compete with them. It aligns with a credentialing model, so working closely with the types of credentials that our teachers will need with human resources and the alignment is there for that also. And NGSS in three years allows for AP courses and other electives. And I'll speak a little bit about this in the next slide, but this is just the first piece of this because we'll have to look at credits across all of our disciplines also. Go to the next slide. I don't have my glasses, sorry. Thank you. So the road to NGSS and the alignment. Here's what are going to have to be our next steps and that's for the work of this year. It's going to continue to work with our whole Department of Science and with our McGregor staff. And it's looking at aligning the lessons with the instructional segments that Dan brought up earlier with the three-course model. And it's basically integrating earth science across the subjects. We're going to have to inventory our resources and create a needs assessment of resources and materials. What currently exists, what do we build on? And then it's looking at technical assistance sessions with the Bayside consultants, which is continuing work. As we're starting to see is that our teachers need that support and discipline. I'm not a scientist. I don't have the background in science. But what our teachers are doing is that they're actually getting around the table with scientists and with folks that have this background to actually create these lessons. And so it deepens their content knowledge about these subjects. We're going to look at how this will work with Newark Junior High and with the sixth grade, bringing in our partners with our prep teachers, our science integration specialists, and then looking at creating a work group to review the high school graduation requirements, because that's really what's going to be next on the table. I know we've spoken about this before. We have to see what is the number of graduation units that we would have to look at. We would have to look at new board policies to support this. So that's all work that's going to be coming up in the early spring. But I wanted to give a preview that as our teachers are deepening their knowledge around this new pathway, there will be some other pieces that will go with this. in terms of credits that are going to be needed for graduation and it's on a phase in model.

[9161] Nancy Thomas: Are you hoping to have us do it this evening?

[9164] SPEAKER_41: So this evening, the recommendation is to go with the three-course pathway and to accept our recommendation. And then that will allow us to continue the work. We would come back at a later time, or I would probably come back at a later time, with graduation requirements and also working deeper with our high school teachers. And that would be a cross-section of all high school teachers.

[9189] SPEAKER_31: Right now, we have Is this not in place?

[9194] SPEAKER_41: No. Currently, right now, we don't have the three-course. We have two courses. Well, do you want to speak a little bit about that?

[9201] SPEAKER_53: So currently, there's just the two-year graduation requirement, one year of life laboratory science, one year of physical laboratory science. So we would be moving away from that. In order to teach all the NGSS standards, it would be moving to a three-course pathway. So it will be lab? Yeah, they will have the A to G requirements.

[9221] SPEAKER_31: Is geography included in this or geology? Either one?

[9225] SPEAKER_53: Yeah, the geology is in the Earth, Space, Science. That's embedded into the three courses. Geography does not. That's social science. That's social science, yes.

[9238] SPEAKER_18: So I'm curious to learn about whether or not, through this process, they'll be discussing any electives regarding either robotics or the rocketry in light of its national recognition here, specifically in Newark, and then its STEM focus, and the fact that this is a draw for folks because of its recognition. So I don't know if this would be part of, I guess physics would be, but if there's a specific elective that would be around this piece.

[9271] SPEAKER_53: As of right now, the rocketry and robotics is a club. It is not a course. It was a course at one time. a few years ago, but it was dropped, and I'm not sure why. I don't know if it was low enrollment or not, but it was a course, and it currently is a club.

[9288] SPEAKER_18: So would it be possible then, this is more for Ms. Salinas, if we approve this, that there would be discussion within your team of potentially having a robotics or rocketry course as part of an elective? Because it just says and electives in this, but it doesn't outline what that is. So I just want to make sure that if we would support this,

[9310] SPEAKER_41: kind of stop that. That it wouldn't exclude it. Yeah. It wouldn't exclude it. I think in order to, and I'll have to learn more about the history, is when we had it, it would go through a process of going through Curriculum Council, where teachers around the table look at what the proposal is, and then we look at, as we're building a master schedule, how that could fit. But it certainly is not off the table with approving this tonight.

[9334] SPEAKER_18: Okay, perfect, because that'd be awesome to have an aeronautical engineering course. that focuses on that.

[9341] Nancy Thomas: I have a question. Are you envisioning that the default curriculum for high school will be that all of our students will take the three courses?

[9353] SPEAKER_53: That is the current plan, yes, but then we're also looking at potentially creating an alternative pathway that would be AP focused for students in the AP sciences being AP bio, AP chemistry, AP physics.

[9366] Nancy Thomas: So that's what they would take the first two years and then branch off and have kind of a repeat with the chemistry or how?

[9374] SPEAKER_53: So right now, some of the things that we're seeing schools doing is they're adopting the three-course pathway, and that's just for every student there. And then they're taking some of the other science-motivated students and placing them kind of in an all AP pathway. And that would not put them in the three-course pathway. They would then, like I said, like freshmen, be AP bio, sophomore, AP chem, junior year, AP physics. So we would have a two parallel paths. That's way down the line. But that's like.

[9402] Nancy Thomas: Well, we already have all those courses. I mean, I guess my thought is there's a lot that has to happen to implement these. And it's a lot of cost. I mean, right now we have textbooks and a curriculum for the three course or four course pathway. And it's not going to take a lot of extra money or time to just continue doing what we're doing. But this fits better with NGSS standards, but it's a big leap for a district that is struggling with many programs that we're trying to juggle at one time. Are we just biting off a little too much right now? Should we delay this a little?

[9454] SPEAKER_41: So we think looking at what surrounding school districts have done, the majority of our surrounding neighbors have adopted either of the pathways about two years ago. I think what we're learning is that as our teachers are deepening their knowledge of their craft, They're ready to work with NGSS. They want to work with NGSS and expose our kids to what they really should have exposure to. Because we have not yet done the full inventory of what's the state of the state of materials and supplies, that's what's coming right now at the same time with our teaching staff. I think what was the focus for our district for several years was actually giving them content support of what they're teaching. A lot of times we focus on pedagogy and we just say, you know, do cooperative groups or, you know, think, pair, share, which is fine. But until you give a teacher really deep exposure to their content area of science or mathematics, then you really see how that can transfer to students. Like I said, I will come back when we talk about actual graduation credits and all of that. But I think the first step is to adopt a pathway. We're not saying we're going to do, you know, AP courses, you know, for all students as a pathway right away. That would have to be something down the line and maybe with a phase in model. And we can certainly take that back to the whole team to see how that would roll out.

[9541] SPEAKER_19: And if I could chime in. There's a couple of pieces that I think we need to address here. One is our current graduation requirement policy is not specific and explicit and clear. So this is a step in the direction of raising the floor and raising the expectations for all students. And I think the word pathway might sound too much like tracking, but the differential that we're saying here is we want to raise the floor and have a better, solid way of crafting core so all kids can get to higher concepts and higher application. Now, the way that you avoid tracking is you make sure the students have a choice. But what we're talking about here, and science happens to be the first of the core areas that had happened to be doing this work, so they're kind of more in the lead of adopting an increased core-centric kind of move towards raising the graduation requirements. And that's something that would have to occur over a four-year implementation, just in general, if you change the graduation requirements. So I think that's the big piece of what is on the table is, is science enough that it's so important in our area, in the Silicon Valley, if we want to move towards being a STEAM district and a STEM district, is it so important we should make it a third-year requirement in the graduation requirements? Right now, our policy is silent. And I do know that we've discussed, Leti and I have discussed next steps for being able to really move towards beefing up our graduation requirements. And I mean beefing it up in the sense of not only raising the expectations for the minimum, but also creating a more explicit graduation requirement policy so that drives the master schedule.

[9655] Nancy Thomas: Excuse me, I didn't mean to interrupt, but we are approaching 10 o'clock. And if we are to continue beyond now, we have to pass a motion, a resolution to continue the meeting.

[9669] SPEAKER_31: I move that we extend the meeting to 11.

[9673] Nancy Thomas: We don't have to go that long. That's right. Could you second that? Yes. OK, please vote. OK, the meeting is extended to 11. OK.

[9682] SPEAKER_19: And one last piece. One of the key elements of STEAM and STEM education is this idea of the, Tell me the term you used. It wasn't a crosswalk, but it was a... The crosscutting concepts? Crosscutting concepts. The crosscutting concepts become very important in this discussion relative to math and science. And I think as those crosscutting concepts are more explicit and identified, then you have kids getting an extra dose in math class, and an extra dose in language arts class, and even social studies. We look at that as another core area. So those concepts would be... concepts that are reinforced in those other areas, whether it's order of operations, whether it's scientific method, whether it's ratios and proportions, those are things that can be applied in different themes. And I think that's where I think there's going to be the common anchor point for all core areas is going to be some of those cross-cutting concepts. But are we pushing forward with science first? Probably, because they're more ready for it. But I do think this will have longer term implications as we start beefing up those, raising the floor, if you will, of expectations. And just to talk about master schedule briefly, as we define what we want kids to know and be able to do and create three pathways, if you will, one that is associates pathway or certificate pathway, one might be associates, one might be a four year track, CU, UC, A through G preparation, then the differential between those pathways is not a counselor telling them what they have to take, as much as it's a student and parent sitting down with someone at the school saying, OK, this is what my kid's really strong at. This is the path we want them to be on. And I think where this will end up coming together is in the sense of making a lot of sense is going to be an updated graduation policy. graduation requirements, and a course catalog that maps out those course of studies for kids so they have a guide in how they get through high school.

[9820] SPEAKER_31: I see we've got two things going here. Number one, we've got a different approach to science courses. From my perspective, that's the approach that always should have been, because the good science teachers did that. They did it 50 years ago. And it's explaining life. And kids that are interested in how life functions would have an interest in that. And so there's an automatic interest level that's there. The second piece is the graduation requirement. And I certainly am very happy with the first. The second, I think we've got more discussion to do because it impacts a whole number of things. Whatever is offered, the kids in terms of science should be that approach. And I don't know that the three course versus the four course is any different. in terms of having a different approach or teaching the science teachers to approach their discipline in this sort of unique way or this realistic way, from my perspective. When we look at McGregor campus, you're talking about life science and physical science as being a three-year kind of thing, which is, again, approaching it but in not quite the structure that you would have in the three science courses in the high school. So I'm perfectly happy with going the three, if that's the approach that you want to go, because we do have AP. So people who want to go four years, there's certainly instruction there for them to go. I'm not quite ready to say that we need three years of science. It's not that I would not want my kids, if they could do it, to do it. But we have a comprehensive high school. And I think we always have to keep this in mind, that we have a whole student population. And there are things that people need to be taking that in addition to what is offered in science or in math or in language. And we are educating the whole public. We're not just educating the four-year college kids. And I think that that's something to keep in mind. But the approach, I think, is marvelous. It's what we should be doing. And so whatever cost it is, that's fine. We'll need to work out what we have to do to take care of costs for any class in terms of supplies. Whatever we need to do, we can do. But I'm just saying that the graduation card is a whole other thing.

[9979] SPEAKER_18: It's just my thoughts, and I would respectfully disagree with that piece in terms of I think that it's important to raise the floor As someone who experienced tracking, understand how even the effects of it's like, oh, what class are you in? Are you in the smart class or are you in the dumb class? And seeing that, I think raising the floor from my perspective, you're raising the standard that everyone can succeed. Of course, I understand that you have to make sure you set up the structural mechanisms to support students who have different backgrounds and everyone comes from So not everyone has access to computers or whatever. It may be that, that is an impediment, but I do think that it's important from my perspective to raise the floor and to set that standard as a higher standard. So everyone knows that when, when you graduate, you have the opportunity to, if you so choose, if you so choose to, to go to four year if you, if that's the path that you want to do.

[10038] Nancy Thomas: And I am, I also agree with Mr. Preciado that, that we should raise the floor. A three-course sequence is, I think, a minimum for our students. I think that our default curriculum should be A to G for every student. And only those students that have extenuating circumstances should be excused from that. And I feel really strongly about that. So that's a discussion for another day. But in the meantime, I can support your plan to move to a three-course sequence. So can we have a motion?

[10079] SPEAKER_19: I'll move to approve. If I could just make one last comment for the team. I would like to see AP offerings at McGregor campus. And I'll work with you on how we can put something together. I don't want those kids to not have a four-year pathway because they're at McGregor. I think that's really something to caution you against. So just to catch that.

[10100] Nancy Thomas: OK. So I'll move to approve. OK. I'll second. Okay, please vote. Three ayes. Thank you. Next, we move on to 12.4, which is Community Day School Continuation School. I believe this is

[10125] SPEAKER_41: Yes, we, Educational Services is reviewing all of our board policies and we're bringing forward at each board meeting a group of policies that need some updating. They are marked appropriately with CSB, California School Boards Association recommended edits and also the administrative regulations will have some of our new work edits but also for discussion tonight or for input if you would like to make any recommendations.

[10154] Nancy Thomas: I had, is this, this is.

[10160] SPEAKER_31: Community day school.

[10161] Nancy Thomas: Community day. The AP or. 6185. Yeah. Do I have a motion?

[10169] SPEAKER_31: I move. Okay. Okay, I'll move.

[10174] Nancy Thomas: I'll second. I'll second, okay. Please vote. Okay. The next is 6173, I just have one comment on that one. On page 8 of 15, there was a change on number 1. It says, through the duration of the school year, if he, she is in grades K through 8. But that was crossed out and changed to K through 6. And then it says, through graduation, if he, she is in high school. Should that say if he, she is in junior high school or high school? Since the first one covered K-8, the next one leaves a little.

[10225] SPEAKER_41: We will make that change. Yes, good catch.

[10228] SPEAKER_18: We can move to approve with that change.

[10230] Nancy Thomas: Yeah, I move that we approve that with that change.

[10233] SPEAKER_18: So just to be clear, it's the K-8 change or the change about through graduation?

[10241] Nancy Thomas: It's bill 0.2 to include the junior.

[10243] SPEAKER_31: Well, it actually talks about two different groups of people. I don't know that it needs to be changed. Because talking because of our structure, we're K-6. And our secondary is considered 7 through 12.

[10253] SPEAKER_18: But then it says high school, so that's true.

[10255] SPEAKER_31: So maybe in secondary schools or junior high school, high school. Or you could say in grade 7 through 12. Because there are two different groups there.

[10261] SPEAKER_41: We can put in 7 through 12.

[10263] Nancy Thomas: Yes. But you know the, OK. Would that change? I move that we approve this.

[10268] SPEAKER_18: Just to be clear, so then member Thomas moved that number two would say through graduation if he or she is in grades 7 through 12.

[10277] Nancy Thomas: Right. I'll second that. OK. Please vote. Three ayes. 12.6, board policy regulation 520.2, Title I program improvement in schools. This follows the CSBA recommended policy. Do I have a motion? I'll move to approve. I'll second. OK. Please vote. Three ayes. Curriculum associates agreement for aye ready. 12.7. Can we have staff speak to that please?

[10320] SPEAKER_41: Yes. This evening I bring forward a contract with the company iReady. iReady was identified last year as a benchmarking diagnostic tool for our K through 8th grade students. But in addition last year There wasn't necessarily a focus on how the lessons were used, although it was used after school at some of our Title I schools. What we're doing this year is a little bit different. We are using this as a supplemental software tool for third through sixth grade students so that they can have a differentiated learning experience, either acceleration or remediation intervention support during the school day. This will only be in the area of mathematics. But that would be only for our third through sixth grade students at all of our elementary schools. In addition, we want to continue with getting some data on our students. And that would speak to continuing to use it as a diagnostic benchmarking tool for kindergarten through eighth grade in literacy, language arts, and also in mathematics. So we come forward with an amended contract that really speaks to the need of mathematics. A little bit about, and I appreciate that our data is still embargoed and I was hoping that we could have had more of a public presentation of our data, but what I can say is that we are continuing to look at mathematics as an area of growth and need for our district. Speaking with our principals and looking at how I already can support as we're making the transition to do an adoption in the future for mathematics. This is almost just really truly a supplemental tool for our students. Our hope is that as we go through the adoption process this year for mathematics for next year, There really won't be a need to have this supplemental tool because our teachers will actually have tools that they can use that are aligned to the standards. Now that the state is ready with an adoption or I should say curriculum that will speak to the need. So that's new for the state of California. But in the meantime, we felt that this tool would be a supplemental tool for our teachers.

[10462] Nancy Thomas: So are you saying that we're going to go through a math adoption? away from what we already have, which is, Eureka, what is it?

[10471] SPEAKER_41: So currently we have Engage Newark. And that is, so yes, so outlined in our LCAP, we are going to go through the actual process of an adoption process, but not for this school year. It is for the 18-19 school year implementation. But in the meantime, and as a result of looking at our data, we need a supplemental tool for our teachers.

[10499] Nancy Thomas: You know, I notice that's $45,000 for the instructional tool, and that's a lot of money with our deficit spending. And are teachers going to be using it judiciously? I guess I'd say not as a substitute for

[10521] SPEAKER_41: their instruction. This is truly a supplemental tool. We also are using some of the LCFF funding but also some Title I funding. What we're also doing is Within that quote, we have some licenses set aside for the after school program instead of this year working with companies such as after school, what was it called? Superstars Literacy and some of these other vendors. We aren't. We're going to actually use our own teachers for after school and they will use these licenses to extend the work in mathematics with their students at our Title I schools. So there's a, we're using multiple buckets of money because we're gonna use it for two different purposes. So it'll be supplemental to the lessons during the school day, but then continued after school for some students.

[10573] Nancy Thomas: And all of the salaries associated with the after school, they're all built in the budget. They are, yeah.

[10579] SPEAKER_31: So you're talking about from the general fund, a small percentage done?

[10586] SPEAKER_41: This is in the LCAP, and I think, I believe, let's see if I can open it up. We have targeted Title I funds and LCFF monies that are identified in the LCAP.

[10595] SPEAKER_18: Thank you. So I have a question in terms of if this is time-sensitive, one, and then two, kind of I'd like, and I guess to that point would be if we could see in the budget, like for other items, like where it's coming from or like we're asking to approve this particular piece and it's coming from Title I funds and then general fund or whatever. In light of where we are with the big picture right now, we have to scrutinize every single contract because as we're telling the community that we need to cut and then we're over here spending. So that's why I guess those two questions for me.

[10633] SPEAKER_21: The budget information is actually attached to the agenda item. The budget source codes, actually the detail strings got put in here which just look like a long string of numbers but I can tell you what the two numbers mean. Where is this? Under budget source on the agenda item docket itself.

[10652] SPEAKER_41: It's confusing because it listed the whole string.

[10655] SPEAKER_21: Yeah, the whole account code string. But what the account code string is telling you under budget source is that the funding is being split between the third set of numbers in each string is the resource code or the funding source. 0500 is supplemental and concentration dollars out of the LCAP. And 3010, which is the second item, that's Title I. So it is split between those, and it was included as an item within our LCAP that's already been adopted by the board.

[10682] SPEAKER_18: OK, because it doesn't say the percentage. For us, I know it feels like nitpicking, but it's really when we go out to the community and we say, look, we're really breaking down where everything is at, and this is something that's necessary for your child's education. So it's like buying a book, right? Like that's where we're at right now with every single decision. Is this like buying a book, paper, and pencil?

[10710] SPEAKER_19: And we could put it in clearer terms instead of long numbers.

[10714] SPEAKER_31: That would be nice.

[10716] SPEAKER_41: And we can put the percentages.

[10719] SPEAKER_18: So then in terms of time sensitivity, like will we be able to put this on the next thing?

[10725] SPEAKER_41: Well, my preference would be no. Only because we are looking at our assessment calendar district wide. And we want to be able to open up the window for actually taking the next benchmark assessment. So building on what we did last year. So the longer we wait, that window starts to close. And so we want to be able to give teachers a longer amount of time to test. So in that sense, it is time sensitive.

[10763] SPEAKER_31: Would you like to make a motion? We're talking about $45,000 as compared to, for one year, as compared to books. Now, when we talked about getting into software, we talked about having every kid having a Chromebook. That was one of the concerns, is that the cost of licensing for the software becomes very expensive. And what kind of handle do we have on that for me? This is math. It's just one piece.

[10797] SPEAKER_41: So we, you know, we, we had a, big sky, we wanted it to be bigger, but we were also realistic. Although this is a very large number, we did work with this vendor to cut it down some more. We asked our principals, what truly will be a supplement to instruction? It was math. What grade levels will truly Be in need of this supplemental tool third through six So we kept cutting it and cutting it down the professional development that is typically tagged on this as a limit You know another percentage or excuse me another amount of money we cut it out And in fact the vendor said that they were work with us and give us some free time and all of this other stuff but we know that we're gonna have to be doing the training on on this so we cut out a The extras and in that sense This is paying for one life that what this breaks down to is individual licenses for kids. I We thought because at our Title I schools, they will also use it in the after school setting, it was meeting that need. Because during the day, it will also be used for acceleration for students who also need acceleration, that was important for us. And then the fact that we needed to do it at all of our elementary schools, as we went through the LCAP process, we heard from parents, you know, do it at my school or at her school. We thought it was important to focus the work through six mathematics at all of our schools. My hope is that next year we won't need this tool because our hope is that with a new adoption there will be other resources that our teachers will be able to use to really meet the needs of students.

[10902] Nancy Thomas: Is there a meter on this so for example I understand this year that it was used to such an extent that it just kept costing us more and more? and we didn't have a handle on it. Is there a meter on this where they cannot go over the $40,000?

[10919] SPEAKER_41: That is the expectation. That is what we're working with our principals who are to monitor and they're going to be directly responsible for monitoring that. I think because, how do I say this, because it was so open and teachers were just kind of discovering it and really wanted to use the lessons, there was no, specificities to how it could be used, and then it was like, well, you can pilot it. We're not doing a pilot with this. This is something that's third through sixth, mathematics, all elementary schools, but no other, our principals have to monitor that nothing else can be opened. And they apparently contact us right away when that happens. So it doesn't appear that it happened last year, but know that they do contact us in a timely manner if it's used beyond the scope of what we purchase.

[10973] SPEAKER_18: I'm still struggling.

[10975] SPEAKER_19: Let me help ease, at least explain the struggle. Part of the progress that we need to do, and this is our core work, all the other stuff we have to cut the budget, this is our core work. And knowing that the math scores are embargoed, once you have a chance to go through that, you might feel differently. But let me back up. This is a diagnostic tool. And I think what we probably need to do is expand a little bit on what benchmarking is. So this program, and if I'm incorrect, please correct me, is able to identify by student what standards are they progressing at and what are they behind at. And then if they're behind, it helps them get caught up on that standard. Is that true?

[11021] SPEAKER_41: I would say that it gives teachers real-time data that they can use and then to adjust their instruction. Again, this is a supplement, and so we don't, it's not like it's self-paced, but it's having teachers then adjust their teaching and allow students to do some work on this, but then come back to the core lesson.

[11042] SPEAKER_19: So it will help teachers identify what are the patterns and themes in the classroom of kids so that they could customize instruction to go deeper in the area where the kids need more help. Is that correct? Yes. So I think that becomes very relevant. And third through sixth grade math, as we start looking at graduation requirements as we talked about earlier, is a gatekeeper. It's a gatekeeper grade. For a long time, it was only reading. But math is now the new reading at third grade. And they need both. But I think part of what I think is powerful about the diagnostic level of this software is that teachers find it user-friendly and teachers seem to think that it's something that is relatively easy to access. And at the stage of where we are here in Newark Unified, getting people comfortable with using data to drive instruction and to make instructional plans, user-friendly is valuable because if it's friendly, they'll use it and it'll have impact on scores. But I do think that Down the road, we might find a better piece of software or another way to do it. But for right now, we really need the scaffold for some of the teachers that are just, you know, they're not afraid to try it. And I think they're starting to get excited about it. And I think we've got to keep that momentum going. Could we delay it? We could. And then I would ask you to really take a hard look at the scores. And is that the best measure to take right now, knowing where we see the scores that are embargoed are. But I would say that it helps us identify kids that need acceleration, kids that need intervention. And I think one of the key things here that I want to outline for you that's in the language is there was a process where Leti led the group of principals in elementary through digging into the data real deep and saying, OK, what are the areas we need to focus on? What are teachers asking for? So in large part, I think this is a little bit of a response to what our teachers are asking for and what they need. So I just wanted to just kind of give you that bigger picture because, yes, it's a lot of money. But that $45,000 will impact how many students, roughly?

[11185] SPEAKER_41: Sorry. So it's $1,666. So I understand.

[11187] SPEAKER_18: It's just more of like in the framework, in light of the fact that we're always, or it feels like, We're always approving just in light of even this deficit we're always approving extra spending and we haven't seen a proposal to approve decreases. So it just feels like that. And I know it's it's this piece. It's more because this is a big amount. And if we have a better way to do it is anyway a better way to do it now. for like half the price, and that's kind of the... Not yet.

[11221] SPEAKER_19: We don't have the infrastructure or the capacity yet. I think that as we get teachers to be more skillful in how they use data to drive instruction, we'll have a greater base of teachers.

[11230] Nancy Thomas: I think I've kind of lost track of all the assessment tools we've had. I mean, how are you going to ensure implementation and that this is really going to help students? Because we had great promise with ORS, and ORS is kind of gone. It's gone. There's been other assessment tools that we've implemented, and they're gone. And I just heard the superintendent say that if this doesn't work after a couple of years, well, how, you know, the meat is in ensuring that it's implemented and in monitoring it. And this board doesn't get input. We don't get updates regularly like I think we should. on the implementation of some of the expenditures we make and whether they're working. We don't know. I still don't know how many teachers were ever trained on the ELD program. I don't even know if you know because, you know, we haven't monitored the implementation of the programs where we spent like on Kevin Clark, we spent over $200,000 on that program. And I don't know how many teachers were trained. I don't know if the ELD program is robust. So can we get regular quarterly updates on teachers' use? And can we monitor the use of teachers? And can we have principals evaluate?

[11324] SPEAKER_19: If I may, I'd like to respond to that, because the answer is yes. But let's carve out the time at the board meeting and let's make a priority of monitoring instructional initiatives higher than any other priority. It should be 60% of the time we spend at board meetings or greater. We can't continue to spend 60% of our time talking about playgrounds. We can't continue to talk about cockroaches. We have to actually progress monitor what we expect. So let's carve out the time on the agendas and hold it sacred. That's the only way we're going to do it. And if something's not working, we'll know it's not working because the performance of kids is not moving. And if the performance of kids is not moving, we need to reevaluate that. So yes, but it's up to the board priorities. Where are we going to spend our time as a board? And let's carve it out. I mean, I'm not trying to be flip. I'm not trying to be disrespectful in any way. But I worry about it as well. And I think that we have to really get clear about, If our goal number one is to improve academic achievement, and we don't see that needle move, we really need to dig in and say, what's going on there? But I think as superintendent, I really need us to say, this is a big priority. This is goal one, improving academic achievement. Let's make it 60% of the time we spend with the board. And that's how we'll start moving the needle, I believe. That's great.

[11402] SPEAKER_18: Yeah, because then we can monitor all the programs the same.

[11405] SPEAKER_19: But it's 11. We could easily go with this till midnight. And we probably need to. We probably need to right now. But I think that, seriously, if this is going to be a priority, then let's follow that. And let's carve out the time in the board setting to do it. Because we get to the place where we're carving out time on our calendar at the end of the meeting, and we're looking for a time for a meeting, and we can't make it. I think that if the new normal is we know we're going to go to midnight, we come in with a little sack lunch, let's do it. So I'm willing to do it. I think that I understand the frustration in what the past has been. And I understand the frustration in the scores not moving and not getting the return on investment that we've hoped to have. But I think we have to really focus in and make a decision as to, OK, we've already talked long enough about sprinklers. We've got to get to priority one and make that a priority in our agenda. So I'm open to suggestions in however we can do it. And in the end, I work at the will of the majority of the board. And whatever you guys want me to do, we will. But I worry as well.

[11480] SPEAKER_31: I think that it's definitely given the fact that math in elementary school needs to be taught differently. I don't think there's anybody who would disagree with that. And because in all school districts, it's not just newer. And I've heard good things about iReady. What bothers me is the fact that this is how people are making big bucks. And the fact that it's not available to us at a reasonable amount for something that's already there. Someone is making their million on this, whoever designed this. And Cynthia Austin, I guess, I don't know, whatever, like Casey Harkins. And I applaud the fact that he developed something or she has developed something that is very helpful. I just would like to see it brought at a reasonable cost so that it's something that we can use. And that's part of the thing I worry about buying license is for a year. And you've got to renew it again and again and again. If there's some way that we can take this process and make it our own after a year of use, I don't know. I don't know if that's possible. But the bottom line is that we have to have somebody following it. and making sure that it's not this year's flavor.

[11559] SPEAKER_19: Right. And this was in the LCAP. It was approved in the LCAP. It was approved. So just so it's not totally new, I think that that's important to say. But I just think that we're in a position of triage, for lack of a better word. And I think that as we triage, we have to think about I worry a lot about our math and literacy scores and why they're not moving and or why they're flat or not moving enough. So I think we have to really think about what are we going to spend the most time on as a board and I think that that's kind of where. we come back to. And I'm not trying to shift responsibility. I think that there's just so much hours in a day that we can all get into it.

[11607] SPEAKER_18: I think. I think that's a great approach. And I know, so if the board president who puts the agenda together, um, and, and yourself that, that, um, I mean, it's kind of a separate topic. So we, but it does relate to this. So here's, here's my thoughts of, of moving forward. So, um, I'm okay to moving forward, but, but here's kind of the commitment that I need in terms of moving forward. Um, from you guys is that as we move forward for other proposals so that every dollar that we spend, we get a proposal to reduce by that amount at least to offset. So for example, this is our priority, right? Number one, academics. But we know where we're at right now in terms of the deficit spending. This is going to have to come from somewhere. So that my thoughts are if you need to buy books, of course, that's number one. But then they need to come from somewhere else that we need to do, because we haven't been doing that. And I guess that's where I'm at. Every single time that it's like, OK, next time we'll reduce, or next time we'll do that. It's more of like, for me now, I'm like, to the point of like, we need textbooks. And this is how the category that I see this piece at, as a textbook type of investment, but then we need So that, like Superstars Literacy, for example, it would be, from my perspective, and everybody can speak for themselves, would be like, here's what we're asking for, and then we're no longer doing these programs, so it's gonna be zeroed out, or obviously, ideally, in the negative, right? Like we're saving money by doing this. So that's where I'm at.

[11706] SPEAKER_19: And I think that we're in that awkward position between now and October 3rd, where we have to kind of get along until we're able to take this through a community vetting process. It's complex and it's not like an easy, I wish I could give you an answer that says this solves this tomorrow. Um, I think that we're in a, in a odd position just for the next month until we're able to really vet some priorities through the, through our stakeholders and really get some more input. But I, I do believe we'll be there by October 5th and I think then the task becomes holding the administration accountable to it. And here's how we're monitoring it every month at a board meeting. And I think back to a member Thomas's comment that, you know, we make cuts and then they don't happen. That's not acceptable to me. I don't want to be in that world. I don't mind accountability. I think it really has to be to that degree. But I think where I'm saying, once we determine this is really the priorities and this is once we've heard the community, cause to do it now in absence of that input is dangerous as well. I mean, I could bring you a list of what I think needs to be cut, but that's not going to be anything but divisive, I don't think. So I think we're in a weird space right now. So I think that once we're able to really get to where, you know, I think what should drive a lot of this is let's take a look at our scores before we make a full final decision and take a full listen to our community and vet our budget through them and the general fund. We'll have more clarity as we get through that process but right now it's it's awkward because we still have to offer something to the kids that are with us today to try to improve their math scores and you know I wish it was cleaner and it's just not. It's not.

[11823] Nancy Thomas: I think I think I can agree with the caveat that member Preciado throughout is that any new money we spend, we need to balance that with something that we know we can't afford, that we'd like, and make sure we balance that out with the cut.

[11846] SPEAKER_19: And I'll commit to October 5th, we will have that. October 3rd, we have to have it. It's not even a question. We're required to have it.

[11855] SPEAKER_18: So obviously, I just want to make sure that we have, I know it's long when we're having this discussion, but when we go in the community, we're saying, we're not going to be like, oh, yeah, we just spent close to $100,000 on this program. And then we're cutting $5 million, so we're cutting all these other things. So people are going to, just as a perception piece, want to make sure that we're having this conversation. We say, look, this is like getting a textbook. We need this in order to be able to improve our scores. And our number one focus? um, is, um, um, our children's academic success. Um, and that's what we're focusing on and this is part of it. So that's why we justify that. So then in the future we're not, we wouldn't be, or I wouldn't be supporting, uh, like $30,000 on, um, tables, right? You know what I mean?

[11902] SPEAKER_19: In light of the fact that we're, um, and I think you make a really good point that we could also do through board docs where we need to link these items to which goal is a support. And that was a function of board docs. I think we can implement now that the board's given us our three strategic imperatives so that we can do a quick poll on what have you done to further goal one, goal two, goal three. I think that's something we could do to help us with that communication with the public as well.

[11931] SPEAKER_31: I'd like to point out that it's between $28 and $30 per pupil for the licensing. And that's for one year. That's a textbook. that last five years, eight years. So this is my concern. I think diagnostics, you have to have. I think it's a different kind of thing, because you need the benchmarks. But in terms of the student licensing, I think it's pricey.

[11958] Nancy Thomas: And based on diagnostics, it's got to be used to be effective and cost effective. And if it's not used, then if our principals aren't monitoring teachers and ensuring that it's being used. It's money down the drain like with some other, a lot of other programs we've implemented and they've gone away quietly.

[11984] SPEAKER_31: You know, if we had proof, because we've been using this, right? If we had said that this is what's happening with kids, this is jumping them two and three years or a year and a half. Whereas other methods, they're floundering, or you only get a half a year's thing. If there was proof that this was really outstanding, then I think it's a whole other thing, if it's really effective.

[12012] SPEAKER_41: And unfortunately, I don't think that's the data that we had in terms of full implementation. The schools that did use it, I could speak to Graham and to believe is BGI they did have results with with their students and I'd be happy to kind of send what I can through and I get a communicating what the updates are through the Friday update but because we did not have it you know you had the teachers opening up the because they were able to open up the lessons It wasn't like a full pilot. I hate that word. It wasn't a full pilot implementation. In terms of the cost of a textbook, yes. What I'm hoping is that there won't be a need for this for next year. And I keep looking over at Mr. Edwards over here. I think as we look at Illuminate as a place to really store our data and use it to construct data and diagnostics and benchmarking.

[12068] SPEAKER_31: You're talking about the diagnostics, wouldn't that be the actual license it would be?

[12072] SPEAKER_41: The lessons, my hope is that we wouldn't even need this supplemental tool next year because we would actually have what the state has said, here are your choices. districts are moving in that direction but what has had to happen is all of these supplemental odds and ends because the state of California did not have any state adopted curriculum. That's a problem. But now it's available and now we can go through an actual process of vetting and having teachers try it and vote and come forward with that and have people inspect it. But my hope is that this money that's been allocated, although we probably can't use the Title I for it, but we can use some of this towards next year's adoption. Because this money, because it's supplemental concentration in Title I, would have to be used to focus on Goal 1 on academics, and this year also.

[12127] SPEAKER_31: So if it's paid for Title I, that doesn't mean all the elementary kids can use it though?

[12133] SPEAKER_41: So the percentage of the Title I that we're using is only at the Title I schools that will be using it after school. And so I believe it's Graham and Schilling.

[12146] Nancy Thomas: Can we move on?

[12148] SPEAKER_31: So you're going to bring this back then to us?

[12151] Nancy Thomas: No, we're being asked to approve it this evening.

[12155] SPEAKER_31: As it is.

[12159] SPEAKER_19: Approve or disapprove?

[12168] SPEAKER_18: I mean, I feel like I put my two cents in, in terms of moving forward of where, you know, where I'm going to be moving forward. So I'll move to approve it. Um, and then, um, you know, where I stand in terms of, of the next piece.

[12181] Nancy Thomas: I'll second that. Please vote. Three ayes. Um, next we move to, uh, ratify the collective bargaining agreement. I'll second. Okay, I'd like to make a statement because I made it last time when we, when we approved the NTA contract. And that is that I originally did not vote for the last iteration of the increase that we gave to NTA. And the board did not come together and have an opportunity to discuss that last Beyond that, we were told there were no other money items in the contract, and we found out after the tentative agreement that, yes, there were other money items in the contract. In this contract, there are money items that the board was never told about as we went through negotiations. They're not big. They're stipends. for masters and PhD, but the fact remains we weren't told about them. I worry that we can't afford this increase. I worry because I don't have very much confidence in some of the cuts and the money we've attached to cuts that we've said we can make to balance the budget. So for example, $880,000 by consolidating schools. We haven't even begun to talk about that, and it's a long process. It's a difficult process, and it's a lot of money. 900,000 for K-3 class size reduction. I'd like to see a more detailed analysis by how that works. We talked about 700,000 to increase core classes from 31 to 35 in the high school, and I spent hours and hours doing an analysis of the master schedule, and I don't see how you're going to get even two FTE out of it, let alone five FTE that we've been told can be saved. I really worry that we always put the cart before the horse. Our teachers, our staff, our classified staff, they deserve this increase. It's more than what we got in the cost of living. It doesn't take into account the increase in STRS and PERS, but they really need it. And by the way, we will follow through and we will make the cuts that will make it possible for us to afford it. And I'll just give you one example. I'll pass this on to our CBO. I've had on the list that we need an overtime report. We need to manage our overtime. And this report from four or five years ago is the last one we've gotten, and yet it's been on my list of board requests. It's a way for the board to provide oversight and make sure that we are monitoring expenses. If we don't get that report, how do we know if we're monitoring expenses? We got a $186,000, I think, bump for adult education, The $100,000 that we were using out of the general fund to fund adult education didn't go away. And then they went out and bought $20,000 in white boards. Was that part? Smart boards, I mean.

[12410] SPEAKER_31: I'm worried that we're getting off on something.

[12413] Nancy Thomas: Well, I think it's about approving something that we haven't thought out ahead of time. And I'm going to approve it, of course. But I just need the public to know that I have grave concerns and that this board needs to hold this district accountable for implementing the cuts that we approved.

[12441] SPEAKER_31: I'd like to make a comment about this. I think that we are a service industry. It's people that we present to our kids. The other things are secondary. And we have got to have staff that is compensated in a way that we can keep our staff. And that was part of the issue that we had during negotiations, is that we are bleeding people. Although 85% of our district budget is staff, and we have to use what we have more wisely. The actual contract itself seems to me to be fair. And I think if we don't have a fair contract, we do not have people in the district that are working that are going to be able to stay.

[12490] SPEAKER_19: I'd like to comment as well, if I may. I would say that hold me accountable. Finish my evaluation. Give me clear direction. Tell me where to spend my time. And let's get it done. That gets getting pushed to the next meeting, pushed to the next meeting. Bring some accountability to me. And if I don't get it done, I'll be gone. And if I do get it done, I want us to go forward and be successful. I'm here. I'm committed. I'm not looking for a job. But to keep hearing you say that it's not getting done, we're not holding people accountable, hold me accountable. But finish the evaluation, give me clear goals and direction, benchmarks, and let's spend time on it at every board meeting and make it a priority. Because I think at this point in time, it's time to let's get real. And let's give me some clear things. But don't ask me to make priority one priority one and spend 20% to 30% of my time on something that's not related to priority one. I don't want to be whipsawed into doing everybody's everything. And I can't direct staff. And I can't lead an organization with that. So that's what I would ask. In exchange for what you want, that's what I need to do my job.

[12565] Nancy Thomas: I agree. I move the question. Well, it was already moved and seconded. Oh, OK. I call for a second. Okay, next we move on to board meeting dates.

[12586] SPEAKER_44: They look good to me.

[12596] SPEAKER_31: Is this going to be enough meetings for us?

[12599] SPEAKER_19: We're going to have some extra. You know we're going to have more in there. This is the start.

[12605] SPEAKER_18: I would just, in terms of these, I would just say if there's a way that we can figure out to do a study session or map it out for our strategic planning so that we work within this framework of maybe we add another study session. We can talk about that later. And we have the dates that work fine with me. But maybe we can incorporate that. So we'll have a four-hour block to do the strategic planning that you're talking about. This is the study session for strategic planning, number one. Great. Great.

[12635] SPEAKER_31: Move acceptance of the board dates.

[12638] Nancy Thomas: I'll second that. Please vote. Three ayes. Next, employee organizations. Ms. Condon.

[12649] SPEAKER_43: I told Eddie I was coming up first. If you're not going to cut me out, you're not going to do it. So I want to say good evening to all of you. I really would like to welcome Dr. Ali, for personal reasons, I've missed the last several board meetings. And I would like to say thank you for the opportunity to welcome Dr. Ali Wan-Asan, our HR Assistant Superintendent. And I'd also like to welcome Char for being on our committee right now. So thank you. So far I've had good relations with our HR I expect it to move forward. I would like to thank you for accepting the contract. I know the concerns you have, but I will also like to say that if that contract had been approved over a year ago, we wouldn't be having this conversation and this concern. And the deficit spending has been going on for a long time. It didn't just start. You shouldn't have been worried about it just tonight or today. So I look forward to the October 3rd to find out where we're going. We've all worked really hard on that negotiations and like I said, I appreciate it. My people appreciate it. And the other thing I wanted to say is I did call the business office today because when you're signing those contracts, your certification of district ability, the second page is wrong.

[12743] SPEAKER_21: Actually, we have corrected it. Good. It's been taken care of. Yes.

[12747] SPEAKER_43: I thought so. Perfect. It was the Teachers Association, not the teachers, but the management.

[12754] SPEAKER_21: It actually said NEWMA. It's actually CSCA. Yes. We've corrected it with the official paperwork.

[12759] SPEAKER_43: Thank you very much. Have a good evening, and we'll see you next quarter.

[12768] SPEAKER_52: Yes. Hi, everyone. Hi. Hope you all had a wonderful summer. So just before the all-Newark district kickoff, Newark Teachers Association had the opportunity to welcome our newest teachers and we're proud and honored to welcome our new teachers as well as our returning teachers back for a new school year. Through the stress of the first few days with sudden assignment changes, blackouts, air-conditionless classrooms, I'd really like to thank Dr. Wong and Superintendent Sanchez for their quick and decisive action. Their respect for the teachers and staff and the hard work that they put in is really refreshing and we really appreciated everything you all did during those tense couple moments. We're also very pleased the district has invited NTA to join the advisory meetings as we discuss the budget. We realize that tough decisions and great opportunities are on the horizon. And we're truly pleased that NUSD will include its labor groups in these discussions. Now for something a little bit less fun. I would like to, however, bring to the board's attention certain shortfallings that we have in our commitment to provide all children equal access to education regardless of immigration status. With our students at new risk these days, our students should not have personal information such as their country of origin on their student schedules. According to Resolution 2041 passed last school year by the board, it states that we will not collect or keep data that puts students at unnecessary risk. And so I would just urge the board to assess the information that's so readily available and to see if it's truly necessary to offer our students a safe and world-class education. Thank you very much.

[12878] Nancy Thomas: minutes, so let's move on. Okay, we have... Is there a NEWMA? Oh, is there someone here from NEWMA? No. Next we move on to the consent agenda. Personnel, items.

[12893] SPEAKER_18: I'll move to approve.

[12895] Nancy Thomas: I'll second. I'll second that. I'll third it. Please vote. Three ayes. Okay, consent agenda non-personnel items.

[12906] SPEAKER_18: I'll move to approve.

[12908] Nancy Thomas: I'll second. Please vote. Five ayes. Three yes. Three ayes. And next, the Board of Education Committee Reports Announcements. Oh my gosh.

[12925] SPEAKER_31: The show and tell.

[12934] Nancy Thomas: So we begin with Ms. Crocker.

[12937] SPEAKER_31: Very quickly, it's been the beginning of school, had a chance to get to the various schools.

[12941] SPEAKER_18: We need to consider agenda and non-personnel items.

[12944] SPEAKER_21: You've already voted on it.

[12946] SPEAKER_18: No, we just voted on job description 14.3.

[12947] SPEAKER_31: That's just the general title, it's not an action.

[12951] SPEAKER_21: You voted on all personnel items as a single action, and then you did all non-personnel as a single action.

[12958] SPEAKER_18: Normally you don't do that, but you did tonight. I thought we did 14.3. job description, I moved on that. And then we were going to move- No, we went to the personnel. 15.6, is that correct? Yeah, and that's it. That's it for that. Oh, okay. So that's- So now it's the non-consent.

[12986] Nancy Thomas: Oh, I said it wrong then. So let's Vote on items on the none. 15.1 to 15.6. 15.1 to 15.6. Do we have a motion? I move acceptance. I'll second. Please vote. Three ayes. OK, next we move on to Board of Education Committee Reports, Announcements, Requests, Debrief.

[13010] SPEAKER_31: OK, very quickly. Went to the schools, had a chance to see the parents there at night. It was really delightful. The multipurpose rooms are too small for that kind of a meeting. is usually filled. I am looking for a city liaison meeting. I think that we have some things to discuss in terms of budget and getting their input and their ideas on that. And so I would like to make sure that gets set up. And I had a chance to go to the Ohlone celebration the 50 years. Apparently, they're celebrating all year, which I think is a delightful idea. I decided my next birthday, I'm going to celebrate all year, too, because it sounds like such fun. But seeing the pictures of Ohlone 50 years ago was really So it was a very enjoyable time and I'm looking forward to a greater involvement with the school district with Ohlone College.

[13059] SPEAKER_18: That's it. President Nguyen isn't here, but I'd like to request that we put the superintendent evaluation on the agenda for the next time in terms of her closed session, as we've discussed, so we go into the details. And then to, I guess, recommend to President Nguyen that we figure out how to organize our agenda so that we're spending our time on assessing the core focus, which is the academics and the implementation. So figuring out how that works in conjunction with the superintendent.

[13103] Nancy Thomas: And I guess I'd just like to say that my comments earlier We're just born of frustration of years and years of continued deficit spending, which, which. an employee appointment, and also a conference with labor negotiator. No action was taken. Would you please join me in the Pledge of Allegiance?

[13166] SPEAKER_33: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

[13180] Nancy Thomas: I believe our board president is on the way. Is that your understanding? an employee appointment, and also a conference with labor negotiator. No action was taken. Would you please join me in the Pledge of Allegiance?

[13224] SPEAKER_33: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

[13239] Nancy Thomas: I believe our board president is on the way. Is that your understanding? That he's delayed, but he will be here? In the meantime, we'll probably take hand votes, because I don't have the system on my computer. I would next like to call on approval of the board agenda.

[13264] SPEAKER_31: I move acceptance. I second.

[13267] Nancy Thomas: OK. Please vote by raising your hand. Four ayes, two members are absent. Next we move on to student reports. Superintendent, do you want to call on our students?

[13287] SPEAKER_19: Sure, let's start with Memorial High School.

[13315] Nancy Thomas: an employee appointment and also a conference with labor negotiator. No action was taken. Would you please join me in the Pledge of Allegiance?

[13329] SPEAKER_33: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all.

[13344] Nancy Thomas: I believe our board president is on the way. Is that your understanding? That he's delayed, but he will be here. In the meantime, we'll probably take hand votes, because I don't have the system on my computer.

No minutes available.