Regular Meeting

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[6] Nancy Thomas: several items, but no action was taken. Please join me in the pledge. 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. The next item is approval of the agenda. I understand, Superintendent, you have a... Yes.

[39] SPEAKER_39: I would like to pull item 12.19 and make a brief comment. 12.19 approved addendum to contract to assist the Superintendent of Human Resources. I want to pull that from the agenda. I don't plan to bring that forward. I need to reconsider that. The timing of it's horrible. And I apologize for wasting anyone's time. I know many of you still want to make a comment about that, and that's fine. But we are pulling it from the agenda. We'll not be taking any action on that tonight.

[67] Ray Rodriguez: So I would like to pull 12.19 at this time.

[74] Nancy Thomas: Anyone that wants to address it can do it during public comment on non-agenda items. Also, we do have a translator this evening. If there's anyone that would like or need a translator, they can. OK, we're taking care of that.

[98] Chery Villa: Thank you.

[107] Nancy Thomas: OK, next I'd ask the superintendent to introduce our student reports.

[114] SPEAKER_39: Absolutely. Let's start with, excuse me one second.

[121] Nancy Thomas: Oh, excuse me, yes. Do I have a motion to approve the agenda with the amendment that the superintendent has asked for. Please vote.

[160] SPEAKER_49: Mr. Nguyen, how do I know if everyone has voted?

[171] Nancy Thomas: Ladies and gentlemen, this is my first meeting as the president, so I'm getting support from the past presidents.

[188] SPEAKER_49: Okay. Yeah.

[218] Nancy Thomas: and the voting names. OK, until we get this technical glitch taken care of, we will vote by hand. Please vote. Let the record show there's six ayes. Thank you, student board member. Ciara, welcome. OK, next we move on to student reports. Superintendent.

[243] SPEAKER_39: Thank you, President Thomas, members of the board, ladies and gentlemen. At this time, I'd like to welcome the representatives from Newark Junior High School to do their student report.

[259] SPEAKER_61: Hi, I'm Todd Kawabata, the ASB president at NJHS.

[263] SPEAKER_16: And I am Joshua Lemtiaco, the ASB vice president at NJHS.

[267] SPEAKER_61: Many fun new things are happening at NJHS.

[271] SPEAKER_16: Right before winter break, leadership class sold candy grams, which allows students to buy grams for friends, teachers, and other students too.

[278] SPEAKER_61: On the Friday before winter break, the leadership class held a holiday carnival with lots of fun games, which, when won, would earn you a candy cane.

[286] SPEAKER_16: Today, we did our fourth bullying presentation of the year. These presentations are used to raise awareness about bullying and many other topics, too.

[294] SPEAKER_61: Just before winter break, we also finished our Toys for Tots drive to provide toys for those in need in our community.

[300] SPEAKER_16: Our recent staff versus student event, Rap-A-Staff, was a hit and a hilarious to watch.

[305] SPEAKER_61: Our Cougar Parent Club brought up the topic of installing student lockers at our school. This is a topic that the Parent Club wants to address to us in person. We are scheduled to hear their proposal when we come back from winter break, so which we have just come back and we should hear from them soon.

[321] SPEAKER_16: Another topic of interest brought us to by the Parent Cougar Club was how we could increase parent improvement in our school and community. We intend to get this into more when we get back from break. but as from now we are considering hosting a family lunch day where students would bring their parents to school for a lunch and show them around.

[342] SPEAKER_61: Thank you and have a good evening.

[344] Nancy Thomas: Thank you very much.

[351] SPEAKER_39: Next up we'd like student representatives for the student report from McGregor campus.

[375] SPEAKER_45: Good evening, Superintendent Sanchez, cabinet members, and board members. My name is Johnny Rivera. I graduate senior at Bridgepoint. This will be my third and final report. First quarter awards were held last month. 26 students made honor roll for earning a 3.0 or higher. We also gave awards for perfect attendance and for most credits earned. We welcome Scott McMillan as our new custodian. Our campus looks clean. Our lawn, our grass have grown back too.

[413] SPEAKER_39: and Sierra Newark Memorial.

[418] SPEAKER_59: So let's see. We are just one, almost two weeks back from winter break. And since then, our whole campus has been in a frenzy, as usual, before finals. Everyone is just studying in all the classrooms and trying to get our grades the best we can. that the teachers have been really super helpful with this. During pause period, almost all the classes that I wanted to go in were available to me. And the teachers were super supportive and helping us study for all the classes that we needed to get up in. And so the students were super appreciative of that because we were able to schedule the classes that we needed special help in. And then, let's see, because We have finals this week. We have a different schedule, where we will have finals block day on Thursday and Friday. And so today, there was cookies and cram available. This is an annual thing we do before finals, where several people from leadership, throughout the school, teachers, et cetera, bake cookies or buy cookies. And we all meet up in the Commons area. And if you come to study, you also get a fun snack. Because who doesn't love cookies, especially if they're homemade ones that are snickerdoodles. And yeah, there was like 12 batches of them. But so everyone really enjoyed that. And it's also coming to an end for the winter sports season. There's just about two months or so left. And so all of the sports are getting super intense. We're starting to end our duels, wrestling, and get ready for North Coast sections. and also for the other sports. Washington is currently right now for basketball at our school. And then there will be a Washington boys basketball game on Friday this week. Then there will, okay, there has been so much like stress and chaos and negativity on campus because everyone is super stressed out with finals. But then also there's been a lot of just negativity kind of going on like around us in the world. And it's really been bringing me down. And so I decided that I wanted to do something in order to kind of spread a little happiness on campus, especially going into this week to kickstart it. So this weekend I got together all the clubs that I am running and then all leadership to put together little notes of kindness. This is something I always do just because. But I got them all on the track, where they write little notes and hand them out to the people that they care about, but also people that aren't expecting it at all. They handed out 15 minimum, but I handed about 300 out. And it was amazing to see me walking around campus in between classes, seeing people have the ones I wrote, and I don't even know who they are. And they're giving it to other people. And it was really awesome to see the love being spread throughout campus, especially in a time where we're all really just don't want to talk to anyone. And I shared on the announcement, since I'm the one who speaks, I'm going to share what I said. It's finals week, ladies and gentlemen. That means we're all stressed out and a mess. It doesn't help that there has been so much negativity and bad things going on in the world this past year. I encourage you all in this time of stress to comfort and love one another with a little act of kindness. And if you do receive a little note of encouragement and love from me or people within my clubs or leadership, I encourage you to continue to spread that positivity to another and to the masses. Because although yesterday was great that we had no school, the reasoning behind that was the man, Dr. Martin Luther King himself, who lived by the words, I have decided to stick to love because hate is much too too much of a burden to bear, and darkness cannot drive out darkness, because only light can do that. And so on that note, it was being spread constantly throughout campus, and it was a great way to start our week.

[669] Nancy Thomas: That's all I have for today. Excellent. Thank you. Next, we move on to our school spotlight. Ms. Salinas would like to introduce us.

[689] SPEAKER_57: Yes, good evening. I'm very happy to introduce Principal Akilah Byrd along with some students and families that are here to support Graham Elementary. As you know, spotlights are returning in January and it's a wonderful time to see all of the good work our teachers and staff and students are doing. Also on the back wall, our principals will come in and also decorate and update the board so that you can see what work is taking place at the elementary and the middle, excuse me, the junior high and the high school. So I'm going to turn this over to Miss Bird who can go ahead and get started. Thank you.

[741] SPEAKER_14: Good evening, Board President Thomas, school board members, Superintendent Sanchez and our school district representatives. I'm Akilah Byrd and I am happy to be presenting as principal for Graham Elementary School this evening. Who are we? We have 420 total students this school year. 211 of those students are English language learners. We are a PBIS school and we offer our own specialized after-school intervention program in mathematics. Some of our key campus initiatives this school year is to continue implementation of positive behavioral interventions and supports campus-wide. We are still Tier 1. Expand our parent engagement efforts to assist parents in supporting their students learning in school. an implementation of flex time school-wide, additional classroom support positions that we actually put into place this school year, those are two classroom aid positions that were added, one being bilingual, as well as participation in West Coast literacy, additional site coaching for writer's workshop, and we have a STEM maker space in the works. So PBIS at Graham, what's special is we have positive praise tickets that you can see at the top of the picture. And those tickets are given to students who are being respectful, responsible, are safe, which are three school rules. We also have scholar dollars, and that's given for earning a three or four on a surprise assignment. So students don't know what assignment teachers are going to pick weekly. And both of these rewards can be used as currency to shop at our PBIS store, which is open on most Fridays. So during each Monday morning minute is what we call where we gather as a community in the morning. I choose six total winners that are selected from our primary bucket. As you can see, the red bucket, kinder through third grade. as well as three winners from fourth through sixth grade who win an additional prize. And you must be present to win. And believe it or not, it has improved our attendance numbers on Monday, because students have to be present to win. And if they're not there, their friends will tell them, you missed it. They called your name. So here I have a collage of pictures, and I'm going to invite our second grade student, Camila Felix, who is very nervous from the crowd. So come on up. She's just going to share a sentence about what she likes about PBIS. And is Annabelle here? As well as our bilingual aide, Annabelle Gutierrez will also share something.

[933] SPEAKER_17: I like PAS because PAS helps scram school and kids. I brought a stamp and a necklace at the PAS store.

[946] SPEAKER_14: Thank you. So I'm also going to call Annabel Gutierrez, who is actually one of our parents. She then applied for a campus monitor position and filled in. As you know, most of us are not fully staffed with our monitor positions. And this year, she actually applied to be our classroom bilingual aid, which is a new position that we funded this school year. And she's also going to come up.

[978] SPEAKER_20: Hello, my name is Annabel Gutierrez. I'm the classroom bilingual aid at Graham School. And I have noticed that since we have implemented PBIS at Graham School, students are teaching and supporting each other positive behavior. In fact, positive behavior has become contagious at Graham School. Kids in all grade levels are on their best behavior trying to earn positive praise tickets. And also, they are trying to participate more in class for a chance to earn a scholar dollar. Because of PBIS, our students have more opportunities to be rewarded for following school rules, and they are certainly taking advantage. For example, in the cafeteria, kids were easily forgetting their lunch trays behind or talking to friends in very high volume. Sometimes they wandered around when they were not supposed to. A couple times a year, the campus monitors and teachers review with the students the cafeteria rules and expectations, and they're responding very well to this. also with the positive praises. They are loving collecting them, entering them in our weekly raffle, and especially spending them at our PBIS store.

[1053] SPEAKER_14: At Graham this year we have implemented for the first time Flex Time Schoolwide. Every scholar is assigned to a group for either English language development, intervention in reading or writing, or an opportunity of challenge. It happens three times a week for 30 minutes for our primary grades. Upper grades just increased it to one hour this January. And we utilize our Friday Learning Team Meetings POC to progress monitor and make data-based decisions. And Camilla, can you please come up and share? your experience with flex time?

[1094] SPEAKER_17: I like going to flex time because I learn more. One thing I learn is mathematics and reading.

[1106] SPEAKER_14: Thank you. I'm also going to call up our DLAC representative Hortensia Felix to come and share what she likes about flex time and she's actually going to speak in Spanish.

[1133] SPEAKER_07: Buenas tardes, mi nombre es Hortensia, vengo de la escuela Graham hablar un poco de program. [Translated] Good afternoon, my name is Hortensia, I come from Graham School to talk some program. [End]

[1161] SPEAKER_14: Thank you. And what she said in a nutshell is, good evening. My name is Hortensia, and I am here to represent Graham School. And I come to talk a little about one of the programs taught during the school in the mornings and afternoons. I like Flex Time because I've seen it taught by the teacher in room one, and I see the kids starting to make the sounds of the new words. For example, the, more, and will. Room one is a kindergarten class. Thank you, Hortensia. And lastly, on the topic of flex, because we put so much energy into making this work, I'm going to call Annabelle back up because she truly supports us on campus during this time.

[1209] SPEAKER_20: During flex time, kids are grouped by ability so the teacher can direct lessons targeting their ability. The kids benefit from exposure to a different teacher's teaching strategies and the interaction that they get with more and also different students across their grade level. Students on higher levels get instruction directed to their advanced ability. So some kids are getting instruction from a teacher that is one grade higher. I am working during flex time with the kindergarten students and I am noticing phenomenal growth. I have seen kids go from not knowing the letter or sounds a few weeks ago to today being able to read and write sentences on their own.

[1248] SPEAKER_14: Thank you, Annabelle. Next is West Coast Literacy Workshops. We just wrapped up Cycle 1 and we'll be moving into Cycle 2 of our coaching. Grade level teachers meet with the coach, her name is Leslie Nash, for a pre-meeting about Writer's Workshop. Then they visit a lab site classroom on campus where the coach actually models an actual Writer's Workshop lesson for teachers to observe. After that, we all return to the pre-meeting area to debrief the lesson as well as plan for practical implementation in the classrooms. After school math intervention. This program that we've designed at Graham meets three times a week for one hour. We use the iReady blended learning, as well as small group teacher instruction. It lasts 12 weeks long, and we're happy that we have our kindergarten through sixth grade participating. Last year, it was just kinder through fifth, but we've actually been able to have our sixth graders participate this year as well. And Hortensia, could you come tell us what you like about after school math intervention?

[1328] SPEAKER_07: El programa después de la escuela de mi hijo, Frank, me lo ofreció en la conferencia de padres y maestros. Y yo soy de la opinión que si los niños necesitan mejorar sus grados, está bien que la escuela ofrezca estos programas. [Translated] The program after my son's school, Frank, offered it to me at the parents and teachers' conference. And I am of the opinion that if children need to improve their grades, it's okay for the school to offer these programs. [End]

[1350] SPEAKER_14: Thank you. And what she said is that her son's teacher had offered her the program during the parent-teacher conference. And in her opinion, it's that if the students actually need support and get the support and get better grades, it's good that the school offers something like this. Thank you, Hortensia. This is a picture of Unity Day, and this is actually a school-wide assembly I'm very proud of. Unity Day is October 25th. It's actually a national thing, and it happens all across the country. everyone wears orange and we stand united against bullying and we accept occlusion and kindness is school. So we have some pictures here from the assembly and I want to especially thank our GPS which is our PTO because they purchased shirts for every single one of our students on campus including every adult to have. We were in partnership with the city of new work. So we had lots of activities building up to this day. We made a unity chain. We had a door decorating contest. Thank you to Superintendent Sanchez because he came through and he also voted and it was just really a great day and we want to continue to build on that to help with the social emotional development of our students. More pictures of unity day. And step up to the plate for education grant recipient. This year we had the honor of going and receiving this grant in partnership with Wells Fargo. And if anybody is a baseball fan, that's Brandon Crawford that's standing all the way to the left. He's placed for the San Francisco Giants. So my sixth grade teacher, Grace Lulu-Irwin actually wrote this grant and I'm so happy that we were selected very early on and went to the reception and we will be using that again to put it into our school and bringing at the bottom you see hashtag I can help and it will be an assembly for promoting unity and acceptance and zero tolerance to bullying. Lastly, we are excited that we have a Makerspace in the making. So you can see pictures of some of our first graders, and they are unboxing some things. And I'm going to invite our science teacher, Rachel Bloom, just to say what's actually happening in this photo.

[1498] Rachel Bloom: Hi. For the Makerspace, we got about $1,600 worth of DonorsChoose money. And we are also using site funds. the makerspace has, soldering stations, snap circuits, building and construction tools and materials, dash and dot robots, a 3D printer and a 3D printing pen, four sets of little bit student STEM kits, and 21,626 Legos, including wheels and axles.

[1538] SPEAKER_14: And that's exactly why I had her come up here to say it, because she does literally know the count of the Legos. So that is Graham in a nutshell. And lastly, I want to say thank you for our parent participation on campus. We absolutely couldn't do anything without the community of Graham. So Graham Elementary, thank you.

[1560] Nancy Thomas: Thank you, Richard. Are there any board members that would like to ask a question or make any comments? Ms. Byrd, would you have your parents and students stand and be recognized?

[1578] SPEAKER_14: Yes. Open first. I have one of my scholars here that I forgot. This is Frank Felix, and he had a part to say. He's one of our fifth graders, and I want to give him the opportunity to share. Absolutely.

[1593] SPEAKER_12: I like being in the after school math intervention program because it helped me do my multiplication facts faster. One new thing that I learned is wrap ups that helped me do my multiplication and division facts faster.

[1611] SPEAKER_14: Thank you, Frank. Give him a round of applause.

[1617] Nancy Thomas: I have a quick question, Ms. Byrd. Do you have good participation among the students that are targeted in the after school math intervention?

[1625] SPEAKER_14: Actually, yes. We had slated for 15 slots per class, just simply because we want the students to receive small group instruction. And some of our classes have 20, 21. So we do have the teacher, the parents are always asking when we start the year, September they're like when is it going to start miss bird? So yes, we do a great program.

[1648] Nancy Thomas: Thank you very much.

[1658] Ray Rodriguez: Oh I guess mr. Rodriguez would like to make a comment To the Graham community when you guys selected miss bird to be your leader I What a wise move that was. At one time, all my kids were at Graham, and my son Daniel and my two granddaughters, Larissa and Marcia, got promoted, and Mr. Hanson and all the wonderful teachers, Ms. Irwin and everybody else. It's a beautiful community, and your diversity has always been something that we're very proud of. And the way you've handled everything that's come your way, and with going through two or three different principals until you got Ms. Bird, and professionalism, getting involved in helping the selection process and selecting the principal. and with the meetings we had with the budget, Graham has always been very supportive of what we're trying to do at Newark Unified. So continue to keep doing what you're doing and please continue to invite us as board members to your assemblies and all the other get-togethers that you have. We love what's happening at Graham Elementary.

[1744] Nancy Thomas: Thank you. We recognize that Your little ones and parents and teachers have big days ahead of them, so please don't feel you have to stay. But if you are going to leave, let us at least have you stand one time so we can acknowledge all the parents, students, and staff from Graham. Thank you. Next, we have a presentation on the LCAP. But before we do that, Mr. Cary Knoop would like to address this item, 9.1. Oh, I'm sorry, Mr. Newp. It's my first day on the job here. Superintendent?

[1799] SPEAKER_39: Thank you, President Thomas, members of the board, ladies and gentlemen. At this time, I'd like to welcome to the podium Marina Pelosi. Marina, are you here? OK, great. As Marina approaches the podium, she'll be presenting on Sizerco and the contract we had with Sizerco that would help us manage our energy. And I'd like her to just kind of, I asked her to come present to the board and explain a little bit about what did we contract with you guys for, what did you do, what was the outcome, and where do things stand. So Marina, welcome.

[1833] SPEAKER_42: Thank you very much. That's just going to load perfectly. There we go. My name's Marina Pelosi with Sizerco. And thank you, Superintendent Sanchez, for inviting me to come today and describe a project that we did with the district in 2014. Sizerco is a longtime partner with the district. Let's see, I'll go. Yep. We're a locally owned company. Our headquarters is in Fremont, California. We really serve the Bay Area. We are representative for a control system called Allerton, so that is a control system that we installed for you. We have three major departments or services that we offer. One is construction, and I'll elaborate on this a little bit more, but one's construction, one's service, and one is energy services. We are a company that's really focused on employees. And we have, for seven years, been voted the best places to work in the Bay Area. This is an example. We have more than 50 school districts that we work with. We really are very keyed in with the K-12 districts in the area. This is a sample of some of the districts that we work closely with and you can see many are right here in this area. We obviously go to the East Bay and out to Pittsburgh and then in the North Bay also. This is the name of the project that Superintendent Sanchez asked me to come in and kind of describe what that project was about, how it came about, how it was conducted, maybe why you did it, and where we are today. So that's the name of the project. EMS stands for Energy Management System. And in 2014, this was a publicly bid construction project. So what that means is that design engineers worked for the district and came up with a scope of work. And then it went out to competitors to say how much they would charge to do that work. So it was competitively bid. We won that job. And the main focus of it was to furnish and install a fully integrated building automation system. So I'll go into a little bit more in layman's terms what that is. But the reason districts typically do want an energy management system is so that they can run their HVAC equipment, the bigger equipment that uses a lot of energy, in a smart way. be able to change the scheduling of that equipment globally. So instead of an individual walking to each HVAC unit and turning it on and off, they can program that in a front end. So if you decide to have a holiday, you could ensure that all your equipment's not going to run when your students are not in school. And there's a number of other benefits, including that your technicians can remotely troubleshoot hot and cold calls or comfort issues, so they're not running back and forth with their trucks out to the sites, they can do much of that remotely. Also, trending provides a more detailed sort of troubleshooting. And then really, it's all about the kids. So ultimately, we're looking for improved air quality and comfort in the classroom, creating an ideal learning environment so children are coming to school. We can improve the daily attendance. Energy savings, as I touched on earlier, just equipment not running when it's not needed, and those types of things. So that's the point of the system. I have two additional slides that I've included in a handout that are not up here, but they're in the back of the room. And I just wanted to kind of illustrate that this project touched on a number of different campuses, eight elementary schools, including Graham, one junior high school, and one high school, the Newark Memorial High. So all of those campuses were part of this project. And what we did is we installed the control system that would control the AC, the air conditioning units, heat ventilators, fan coil units, exhaust fans, furnaces, and unit heaters. So all that mechanical equipment that's at all those campuses, we installed a control system to control when they're on and off and at what temperatures they'd operate and that sort of thing. So because I gathered that they're part of the question is around energy services, this scope of work, and I did include also the actual spec that we were held to. For your reference, it's a 50-page document. It's hardly for a PowerPoint, but you can see in there that it's really a foundation. It's enabling technology, if you will, to allow additional services. So with what you've installed in 2014 and what is now functioning, you can add on to that in the future electrical sub-metering, for example, energy dashboards, if you choose, remote monitoring of energy consumption, and fault detection diagnostics. This is really kind of your pathway the internet of things and big data, that type of thing. We're capturing all that data for you then to utilize in these other ways if you'd like to. So it's a foundation and an enabling technology. So we also, just to touch on a little bit of what we're doing now, so that project was completed and commissioned in 2015. We do have a service agreement with you where we're performing preventative maintenance on the control system. We also update all the software as needed. That's part of the service agreement. And then, for example, if your maintenance and operations folks have something specific, they could, what we call owner-directed days. When our technician comes out, they could say, hey, could you look at this unit specifically? And we'll go do that as part of our service agreement. And then also, I know that there's been some discussions around energy projects. We have this one division that does look specifically around energy savings, and their projects could include mechanical and lighting updates. But it's a little bit different type of project than what you did in 2014. So that kind of gives an overview. Do you have any questions or any specific thing that you were wondering about?

[2276] Nancy Thomas: Board, do any of you have questions? How many of our employees have been trained? And when your technicians have come on our site, is there an understanding that they are fully monitoring and using the system?

[2300] SPEAKER_42: The initial project included full training for three employees. The previous facility director, I understand, has recently moved on, was one of them. So what is happening at this particular moment, I'm not sure how many are trained, we absolutely offer We really encourage our users, our customers, to know how to use the system. They're so powerful, but you have to know how to access the information. So training was absolutely part of the project. It is not something that is included in our service agreement at the moment, but it could be. And we also have locally a training center. that we would love to have the employees come and participate. They actually are eligible and able to get the exact same training that our own technicians get. So there's the system that can be fully utilized. I hope that answers your question. The extent to which your facilities people, I think I'd need to direct that more to maybe the facility director to know exactly who is using it, how they're using it, and that sort of thing.

[2381] Nancy Thomas: Well, perhaps at some point we could get a staff report on that. But thank you very much.

[2386] SPEAKER_42: OK, great. Thank you.

[2395] Nancy Thomas: You know, the name is not coming up when I have a request, so. OK, yeah. OK, Ms. Crocker.

[2404] SPEAKER_47: Excuse me?

[2413] SPEAKER_47: The reason that we did this was for energy savings. So I'm curious in terms of what kind of savings we have in terms of money. Is there some way that that can be set up in terms of what being cost efficient in terms of what we put in versus what we're paying for energy then versus now?

[2432] SPEAKER_42: It can be. I don't know. Basically, you're getting energy savings around not running equipment when it's not needed. Now, our scope of work was to control that. It wasn't to actually do energy calculations. So under a different scope of work and under a different group within our company, we could work that out. There's other firms that absolutely do that kind of work. It can be done. In this case, it would have to be calculated because In order for it to be measured, you need to actually first install meters and be really clear on which equipment is running when. So if you want to do a calculated savings, that can be done in more of a theoretical way by an energy engineer. If you really want to get into measured savings, the next step would be to install meters that actually measure, not on a whole campus level, but on a more granular level to measure what the actual savings are.

[2506] SPEAKER_47: Essentially, you did 10 campuses, and we have 11 campuses plus a district office. So 10 of the 12 sites would be covered by your controls. Is there any way that we can look and see? We have an ongoing contract with you, correct?

[2528] SPEAKER_42: A service agreement to do preventative maintenance, owner-directed troubleshooting days, yeah.

[2534] SPEAKER_47: Okay, and how long is that lasting for? It's usually a year. A yearly basis. So I think that if we're looking at the cost efficiency of putting the system in, I know that there's the need to control The HVACs, so we put a lot of new HVACs in, I understand that. But also it would be, I think, to our advantage to find out some way what kind of savings and how efficiently, how the efficiency works in terms of energy costs.

[2564] SPEAKER_42: So I think there's two points to make on savings and efficiency. One is around energy consumption. And that's one bucket. That's usually around electricity. But I think another really important one that is a little bit harder to measure is staff productivity. And that's more difficult to measure. But when you have a system where you can remotely troubleshoot, remotely change set points, where you're taking the time away from that staff to actually go out to each individual thermostat, for example, there's huge staff savings there. And actually, these control systems support what tends to be these reductions in maintenance and operation staff. It's a little bit harder to measure and calculate. Subjective relevance. It's exactly. Thank you.

[2623] Nancy Thomas: Thank you very much. Okay.

[2624] Chery Villa: Thank you.

[2630] SPEAKER_39: Our next presentation. Thank you. Our next presentation will be Tom Hanson with the presentation on NPROP. Tom, please approach the podium.

[2653] SPEAKER_22: Good evening. Thank you, Superintendent Sanchez, President Thomas, board and staff. We are happy to be here to make a short presentation to you about Mission Valley ROP. As you know, we are a three district servicing JPA. We service New Haven and Fremont. And tonight we're going to talk a little bit about very general background, what sectors we work in. We have some data specific to Newark. We're going to give you a snapshot of some college and career indicator data that will work into career or percent ready measures that every school and district will receive later this year and in following years. We'll also talk a little bit about where we are, where we are going, and then share a couple of fund pictures of investment projects and student achievement, staff achievement, and then have a little bit of time for question and answer. I brought with me Dr. Cliff Adams, he's the Director of Ed Resources at the center and we are going to start now if that's okay. This is our mission statement, Mission Valley ROP provides relevant career technical education by preparing students for employment and college through industry standard tools, training and experience. So we like to read this to ourselves, to anybody who will listen as often as possible. We teach courses at nine industry sectors at three locations for Newark Unified. Those sectors are information communication technology, public services, transportation, hospitality, tourism and recreation, health science and medical technology, finance and business, marketing, sales and service. This is actually two sectors, building and construction trades, and engineering and architecture. Those courses are close together in proximity and closely related, so we kind of lumped them together. So this is a list of eight, not nine. And of course, art media and entertainment, which seems to be everywhere and always in high demand. I'm going to invite Dr. Adams-Hart to share some data with you at this point.

[2800] SPEAKER_40: So this is going to contain data that's specific to Newark Unified. The 2017-18 enrollment in Mission Valley ROP courses is 550 students. With Newark being part of the JPA, you make up 15% of the JPA, and that comes out to about 969,000 in funding. which comes out to about, with these 550 students, about $1,762 per student. You have 353 students enrolled in ROP classes on your Newark Memorial High School campus in business, culinary arts, and in law enforcement. At McGregor, you have 48 students in business and culinary arts at the ROP center. Just across the freeway, you have 149 students in all our courses that are offered at that location. I'm gonna go to the next slide, and you're gonna see some highlights in red that I wanna point out that are kind of exciting to, that are particular to Newark. Well, as we go through this, we follow industry standards. We have the equipment and the instructors that follow those standards in the classes. Soft skills are developed. hands-on experience, industry skill attainment. So the students go through the program to get those skills. And with that, they also get certifications. So 207 Newark Unified School District students receive industry certifications. And what that means is they have a piece of paper that tells the industry they attained a certain level of skills, and it's recognized by that industry. All our instructors have industry experience. One of the highlights of our programs is internships, where this is where students actually go out and work in the field right alongside those who are employed. 380 or 3,829 hours were completed by Newark Unified students. That's great. I'm going to just kind of move along here. You have leadership opportunities, employment opportunities. You have data. that we present to your board that helps with your CCI, your career and college indicators. One of that data is pathway completion. 107 students from Newark Unified completed a pathway. That is a pathway of courses or a sequence of courses that totals at least 300 hours. You have 247 students that had taken courses that also qualified them for college credit. This is what we call dual or college dual enrollment opportunity. So 247 students took classes where they can actually go on and get college credit. And then we tracked on how many students actually did that. So 65 students from Newark Unified actually went and applied for that credit and got it at our local community colleges. 97 students that participated in A to G courses through Mission Valley ROP. Mission Valley probably has 58 separate courses that we teach. 33 of them are UC A to G approved. We also have 39 courses which are articulated for regional community colleges. That's those students that got the college credit that applied for that. So in total, 85% of all courses that we offer are either A to G approved or have community college credit attached to it. So approximately we have, if I can read the red, half of the enrolled Newark students or Newark Unified students either had college credit or A to G credit. That's quite an accomplishment. So I'm going to turn the time back over to Superintendent Hanson.

[3064] SPEAKER_22: Thank you. So one thing we always should probably talk about is what should you expect from us in next steps. We've been working primarily with Newark Memorial High to stabilize and improve enrollment. Basically, together we decide what we're going to offer and in what amounts, and we work together through the spring and through the summer to make sure that those seats are filled. There have been times when that's been challenging, and when you have an empty seat, you have Essentially, a lost opportunity somewhere, and you also are funding an empty chair, which is not something we want to do ever. So it is a big part of our focus. We've been to Memorial plenty of times, we will continue to visit. The better we understand each other, the better we do. That's just kind of the way things go. We've been working to strengthen the relationship with both administrative groups. In the past couple of years, we've made good progress at the McGregor Center with a couple of particular programs. They've had some changes in leadership, but our message has been the same. the district and Mission Valley, we, our job is to focus on every single student. And if they happen to be at a different school, well, okay, we will search and serve, we will find those kids and offer the most appropriate CTE, which we found a way to do. I think things are better now than they have been in past years at the McGregor Center. We have a couple of programs running. in culinary arts and business and they appear to be stable and are, I think, in good demand. We know there may be a gap in student support services. at this year, next year. I mean there are a number of districts that are voting on a number of reduction possibilities. We are going to prepare for that in the case that it may happen so that we don't have an interruption in service which means an interruption and a loss of a lot, you know, empty seats and fewer students being, having the opportunity to be in CTE courses. We also know that, you know, There may be more opportunities for Mission Valley to operate at Memorial. There always is talk of what ifs and can we and how could we and, you know, just brainstorming and what could we do with the program here or there or, you know, is there a way to be more effective in one way or another. So our ears remain open. Here are a few pictures from the culinary arts program at Memorial High. That room there is one of the projects that we have invested in in the past two years. It's been kind of an ongoing project. It all didn't happen overnight. But you can see it's light, it's roomy, it's a very flexible environment. And I think, you know, the program thrives, and the chef there, Chris Scrocchi, does a phenomenal job. One of the things that he has done in the past few years is he's built planter boxes. Basically, you know, students from the culinary program and from other programs at the school have pitched in and done a number of planting and maintenance efforts to grow gardens. The vegetables and fruits from those gardens end up in the kitchen, and it is a really neat way to have students contribute to not just campus beautification, but activities that are positive that work to tie the campus together. We've also managed to hire a chef for the McGregor Alternative site, which is functioning now. is doing a number of really neat projects. Of course, the school population is quite a bit smaller than most other schools we work in. So these are partial day programs. But nonetheless, they are very important. And we are thrilled that we are in this position at McGregor. I did mention that we wanted to give you some time to ask questions. If it's okay, I'd like to ask you for questions now. Ms.

[3361] SPEAKER_47: Crocker? Yes, thank you very much. I know that I've always been a proponent of the ROP program. I think that it gives the students a different way of looking at life and work. And I've always felt that it's the kind of thing that all students would benefit from having it. I also noticed the enrollment is 550 students in a school population of 2,000, and we're talking about juniors and seniors only. So is that correct?

[3395] SPEAKER_22: It ends up most likely being juniors and seniors as a majority, but we do not limit enrollment to juniors and seniors.

[3402] SPEAKER_47: OK. So that it looks like it's close to 40%, 50% of the students that probably would do it at the junior-senior level are taking classes. I do have a question in terms of the cost per student. Now I know that there are various number of hours that various classes have. So when you figured out the $1,762 per student, is that for a one-hour full year or is that for a two-hour or is it a mix?

[3433] SPEAKER_22: This was just per student. So the cost analysis would change. if we counted minutes. Actually, I think the price that the cost per student would relatively reduce because of Newark's proximity to the center. We have a slightly larger percentage of population attending the center than we do from New Haven, for example. Students from New Haven give up a period to ride the bus and plenty of them do that. However, we make up for what we know is a geographic barrier by doing additional and focused efforts at Logan, for example. So it is very much a situation of one size doesn't fit all. And we could do different analysis of per minute, per hour.

[3492] SPEAKER_47: Well, I know that ROP classes tend to be longer than a regular school class. And so I think per minute is not so much as important to me as per hour, per class hour. So that if we look at a normal student has six periods a day, if they spend two of those at ROP, it's a bargain.

[3511] SPEAKER_22: Correct. And we could make just a quick example of what Member Crocker is asking about. of the 550 that are enrolled, 150 are at the center. That 150 each take a two-hour class. So that is 27% of the total enrollment is doubled. So you could say, OK, the 27% divide by four, that would bring the cost down by, you know.

[3545] SPEAKER_47: So the funding comes to you from JPA? Yes. OK. And so that is separate from the LCAP? from the general fund it is general fund we call it pass-through dollars but they are no longer maintenance of that right so it is it is part of the general money that comes to the district correct and then we have in the past always given a portion 15% of whatever who determines the fact that that's 969,000 the that number comes

[3575] SPEAKER_22: Ultimately, it comes from the maintenance of effort mandate in 13-14. So what we essentially did was follow the state's direction. All JPA districts did, all districts in the state, held to the maintenance of effort level of funding from one year to the next once we were in LCFF. So that was a 13, 14, 14, 15 mandate. After the 14, 15 year, Mission Valley ROP came to each board and essentially said, last year's numbers worked for us. We're not after a COLA. And essentially, we are in the same exact situation now that we were in in 13, 14.

[3624] SPEAKER_47: Thank you.

[3625] SPEAKER_22: Thank you.

[3629] Nancy Thomas: Thank you. We had someone else that had a question. Yeah, we're fixing the system so I know who to call next. Thank you.

[3637] SPEAKER_33: So I had a few questions in terms of some of the information you provided. Where are we now? So it says approximately half of Newark's enrollment was eligible for college credits. I'm just wondering why then our actual credit attainment is so low. It looks like it's 65 out of 555 which is 12 percent or if you look at the 85% of the courses being A through G approved or articulated. Here in Newark, only 18% of the people in Newark got A through G. So some of these numbers to me seem really low, given all the things that you're kind of moving forward with.

[3678] SPEAKER_22: I think your question is, why is there this disparity? The 247 students that are taking articulated coursework They are taking these courses. They requested the course. They're taking it. They may not even know that it's articulated. They may not have any plans to pursue developing academically in that sector. So a student can take an articulated course from us and have no plans to pursue the college credit that's available with that articulating community college from the region. That's, I would, I'm guessing a little bit, I think that's probably the most common, the most common situation. I think also students don't really, they may not always recognize the value of credits in any discipline. When they're 12th graders heading into their graduating summer, or between the 11th and 12th grade year, it may just simply not be that much of a priority. Since the CC, the College and Career Indicator was developed, we've worked extremely hard to have students enroll in the actual articulating community college and make them aware. This is an opportunity for you to gather some type of college credit. Now this is a little bit of a, it is a new thing for us to be working on this scale with articulation. The college and career indicator is fairly new in the state. We don't plan to change our activity around this. We need to keep educating students, keep pursuing the credit that's available for you. Also, it's important to point out, we articulate with seven or eight community colleges in the region. Some of those community colleges require students to actually come and enroll before they they will give the credit to a transcript. Other colleges will say, here's the final, take the final, pass the class with a B and get this grade on the final exam, and you're eligible for the credit. Others are a little bit more lenient and will issue the credit without ever meeting the student, just based on the application and their enrollment. So there are some moving targets.

[3829] SPEAKER_49: I'm sorry. Part of my question kind of jumps right on. I had an almost exact same question. Do you mind if I piggyback on yours?

[3834] Michael Milliken: Sure. And then I'll follow up.

[3836] SPEAKER_49: Yeah. So related to that is you have 550 students from Newark Unified in your program. Yes. And on your second to last slide, 33 out of 58 of your courses are A through G approved with three pending. So that's 56% of your classes or courses are A to G approved, but yet 97 Newark students are A to G students in your program. So that's, to what he says, 17.6%, 18%. Help me reconcile how is it that 56% of your classes are A to G approved, but yet only 17.5% of Newark students meet the A to G requirement. Is that a factor of our students enrolling in those A through G classes and not succeeding to the level that we want them to? Or is that a factor of Newark students not enrolling in those A through G courses? Then part B of that question is the courses that are at the Newark campus in business, culinary arts, and law enforcement, of those three courses, are any of those A through G?

[3906] SPEAKER_22: Part of the business offerings are, but the others aren't. So the answer to the question is it's a combination. It's a combination of things. It's a combination of what students are selecting.

[3922] SPEAKER_49: But you have at the business campus, excuse me, on the Newark campus, that business course, right? Are you offering multiple business courses?

[3930] SPEAKER_22: A couple of different ones. There is a marketing class that is a new A to G acceptance, but it's not the majority of the teacher's assignment. So it's part of one teacher at the high school. So there are many students taking a course that they're articulated, but not A to G at Memorial.

[3961] SPEAKER_49: So no, it's not A to G then? Correct. So the three courses that are offered at Memorial, none of them are A to G courses, correct?

[3969] SPEAKER_22: Just part of the business teacher's assignment.

[3972] SPEAKER_49: Help me understand part. Because A to G classes either is or it isn't, right?

[3978] SPEAKER_22: Four of the classes that he teaches aren't and one is. OK. So there's multiple sections. It would be 20% of his assignment that is A to G. OK.

[3987] SPEAKER_49: So you're saying there's five sections of business or four sections of the business course. Yes. One out of the four is A to G approved because maybe it's a senior level class or whatever. And the others are not. What about the culinary? How many sections of culinary arts and how many sections of law enforcement are there?

[4005] SPEAKER_22: There's one section of law enforcement and five sections of the culinary art. They are articulated courses. But not A to G. They are not A to G, but articulated with community college. OK.

[4020] SPEAKER_49: So I'm reading about 10 different sections. Yes. Nine of which are not either G. Right. Do you have similar offerings at other, at Kennedy or Washington or at other school sites? And what's their ratio of course offerings, whether it's either G or not?

[4036] SPEAKER_22: There are similarities. At Mission High, for example, we have one resident teacher who is a fine arts instructor. And the fine arts everywhere we teach, those are all historically and continue to be A to G approved, you know, visual and performing fine arts type courses. So that campus would say, well, we have one teacher teaching six classes and 100% of the offerings are A to G approved. And they're not articulated. But there's some particulars to that school, what they, you know, what fits and what doesn't fit at Washington and other schools in Fremont. There is a mix. Culinary arts is popular at a number of other high schools, not at Mission in particular, but at every other high school in Fremont. They have bustling culinary programs and they are articulated but not A to G approved.

[4100] SPEAKER_49: Who makes the final, who makes the decision as far as what course to offer?

[4104] SPEAKER_22: Well, we would make it in conjunction with site administration and ed services departments really. I mean, many of the things that we see in the Mission Valley ROP catalog are historic offerings. There are offerings that have, they've been alive for a long time. So there are demands in these sectors. It's not that we're hanging on to coursework that doesn't have a job value in the industry sector, or that students don't want, or that the campuses say, well, we'd rather have some science-oriented A to G offerings instead.

[4147] SPEAKER_49: So I'll pass it back to Member Persaud, but if you can kind of help us understand the 17.6% A to G for Newark students. in comparison to the 56% of your courses are A to G. If you can help us understand that please. And what's, what is the technical data breakdown behind that? Is it because our kids are just not enrolling in A to G courses or are they, is there a high rate of D's and F's, therefore they're not attaining that A to G?

[4172] SPEAKER_22: I think you're asking a good question. It's a, it has a, I think there are some complexities to answer it. Okay. There's also, there's also this extra element of 140 coming to the center for a wider variety of course offerings. And we didn't, you know, differentiate that, you know, rigorously in this presentation. But that might also offer some insights.

[4206] SPEAKER_49: I'll pass it over now.

[4207] SPEAKER_33: Come back. Sure. So I guess I would point again to my other piece of that. So total, it's about 29% of our students are in A through G or college dual enrollment. So my question would be, then, what steps can we take or are you taking to increase those numbers? Because based off of this, I don't think this is where we need to be at. And we need to be a lot better in terms of these numbers. So I don't know if you have thoughts on how.

[4238] SPEAKER_22: Well, where? How I would answer that, I would say I would start with the... of school administration meeting and I would brainstorm with Principal Huerta and say, you know, these are the kinds of things that we could, these are the moves we could make in measured amounts one year after another after another and assess where we are, you know, in transition. We have done, we've taken little steps, you know, incrementally and changed the program over time. You know, part of, Part of our goal is to create job-ready students. It's not all focused on creating more rigor in an academic sense, strictly. So, I mean, that's kind of the... technical ed is a little bit different than your core program in that way. Some of it has to do with qualifying for A to G, but some of it doesn't and probably shouldn't be the major focus even though it's a major concern.

[4314] SPEAKER_33: So if we moved on that internally, then you would be open for those types of discussions?

[4319] SPEAKER_22: Sure. And I think what we would all expect to hear along the way somewhere is, you would hear about the value of these courses that fill a spot in the general program that doesn't come out as completely impressive in terms of A to G counts in a meeting like this.

[4341] SPEAKER_33: There's a way to do technical training A through G with industry certifications and you can combine that so people would be like I'm getting the skills to be a specific trade. An electrician, for example, or a specific trade. And it's A through G. So from my perspective, it's about opportunity. It's about options. People can go however they want, but we need to provide the options and not limit our students.

[4366] Nancy Thomas: Mr. Nguyen, did you have a follow-on question? My system is up and working now.

[4370] SPEAKER_49: Great. Thank you. So the courses that are offered at the Memorial Campus, the staffing from that is paid from ROP based on the JPA. That's correct. And that's with all supplies and associated costs with that and everything? Yes.

[4390] Nancy Thomas: Mr. Rodriguez.

[4393] Ray Rodriguez: Mr. Hanson, thank you for taking the time. Years ago when I was the ROP board member, I was fortunate enough to be part of that, those years when we voted to build that beautiful building on the corner of Blacow and Stevenson. And the partnership we've had over the years with RP and Newark, although not perfect, has been something that we've always worked on. I, as well, don't like some of these figures. But when I think about it, it's career technical education. And that's basically, in my opinion, What we're after is to get our students ready when they leave high school to be ready for careers. A lot of the careers are the young people do as they're paying their way through college. And they have this training that was done when they were in high school that they can lean back on and that they can get jobs in while they're helping finish college. The fact that we're able to offer dual enrollment, and A to G. That's all, in my opinion, it's extra. And it's something that we asked the RP board years ago to fully concentrate on, to make these available to our students. So not being happy with the numbers, I understand that this is an ongoing partnership. And this gives you areas where you can have talks with the administration. Part of the things that we do with high school students is to provide counseling, leadership, so that the young people, you know, and sometimes the parents involved can kind of pick and choose different courses that they can take that not only will help them, you know, finish high school, but would also get them ready for life after high school. And in some cases, give them the opportunity of getting college credit, be it community college credit. So although I do appreciate that, I think that it's still something that we, with Newark Unified, want you to continue to work on. And I realize that we're the smallest district, but having 550 students sounds like a good number, but it's still something that we would like you to improve on. And then you mentioned juniors and seniors. And I thought that we had discussed years ago that we were going to try to get into the lower grades and offer them the opportunity. So I do have a question in that area. Is it offered based on the seniors get first pick and then the juniors and then anything that's available would go to the sophomores? Is that the way normally that you would work?

[4589] SPEAKER_22: That's not the way. We don't manage that part of student scheduling reality. That's at the high school? The high school does that. But what you're saying is very likely the way things turn out as a function of the available spots in a student's schedule. The ninth grader has phys ed and health. a fine arts or a foreign language to take at some point. So their schedule fills up with what is a typical ninth grade enrollment pattern. the 10th grader has one more spot. And if they're developing a foreign language, that will take that spot. They're going to also pick up a social studies requirement in world history. So 9th and 10th graders just don't have the elective flexibility that 11th and 12th graders have.

[4643] Ray Rodriguez: So let me just ask one thing, and then I'll move on and let other board members, in case they have additional questions. We don't offer, as ROP, we being, we're part of the ROP, is our offering at the adult level, the young adults, kids that finish high school, and they're looking for maybe extending what they've already studied. I know the offerings are minimal. And so my question is, are there any other courses that do translate with that offerings that we have at the RP that they can take as young adults. And then if they're not, do we offer counseling at the RP, which is something that I've pushed for years, to the kids so that they don't enroll in one of these $20,000, $25,000 schools when they're young adults. And so we offer a little bit of counseling from the RP so that we kind of direct them on ways that they can continue their education without having getting stuck in one of these enormous tuition programs that are out there.

[4714] SPEAKER_22: I don't know if I explained that properly. Well, I can comment on a couple of things. We don't currently have a counseling department, but we do have an opportunity to connect with potential students during pre-reg in January, February. And we're hosting an educator's brunch in a few weeks. We will do some other things in preparing for school registration. We haven't been as bold as maybe you're suggesting we need to be telling the story about technical schools that are in the area for those opportunities for young adults. We do have some fee-based adult programming at the center, but it is limited.

[4765] Nancy Thomas: Mr. Wynn, could you wrap it up then for us? Yeah, real quick. And thank you.

[4770] SPEAKER_49: So I know you mentioned the cost at 15%, 969, and that structure was kind of set in place in 13-14. And just off the top of my head, there's, within the JPA, there's three districts, right, us, New Haven, and Fremont Unified, for a total of seven high schools, including memorials.

[4790] SPEAKER_22: Seven comprehensive.

[4791] SPEAKER_49: Seven comprehensive high schools, including Memorial.

[4793] SPEAKER_22: We have continuation programs.

[4795] SPEAKER_49: Right. With James Logan, counting two, because there are like 4,000 students, right? So they count as two high schools. So there's really eight high schools. And again, this is, I could be wrong, so fact check me on this. But Memorial, out of those seven schools, probably one of the lowest or lowest enrolled schools within the seven. And so just simple math. Do we constitute as a ratio of high school students in the JPA 15%?

[4824] SPEAKER_22: Yes, you do. In fact, currently it's a little bit over.

[4828] SPEAKER_49: Of participation or total?

[4832] SPEAKER_22: Total. Of total enrollment. So one thing that we've been we've been clear with New Haven and Newark schools, we know that there's no long-term benefit for the smaller members of the JPA to feel like they've been weakened. or that they don't have access, they don't have full access to everything we have to offer. Just because they're paying 15% or 20%, they're somehow feeling like that they're a second tier member to a very large Fremont member.

[4876] Nancy Thomas: Isn't it true that our enrollment has always been larger than the 15% that we're putting in? Monetarily.

[4884] SPEAKER_22: Yes. It has been that way for a handful of years, at least. I don't know that it's always been that way. I think the Newark population is easy for us to use as a quick recovery option. If we are low enrolled somewhere, it's a quick bus ride. The campus is as close as anybody in Fremont, really. So there are a number of reasons that that may materialize.

[4916] Nancy Thomas: Thank you very much. I'm sorry for cutting you off, but we're kind of... Yes, I understand. The hour is late and we still have another presentation on the superintendent's update. But thank you very much. Thank you.

[4931] SPEAKER_50: Thank you, Tom.

[4940] SPEAKER_39: At this time, I'd like to welcome Tyler Gertman to the podium presenting about climatec.

[4954] SPEAKER_18: Try to make it as quick as possible to board members.

[4958] SPEAKER_33: Thank you.

[4965] Nancy Thomas: A public comment has to be. Do you want to do that? I think we should. Yeah, that's a pretty good idea. Excuse me for interrupting, but public comment on non-agenda items can happen no later than 8.30, and that's in five minutes. So as to not shorten your time, I think we will adjust the agenda to go to that item and then come back to you. OK? Thank you. So we're going to move to public comment on non-agenda items. And we have quite a few names here. So I will be calling Norma Selvan, Diamond Donaldson, Cindy Parks. Oh, that's not on. I have to get my 11.1s. Then Maria. And then we will let you know the next lineup. So first, We do allow up to three minutes. There are quite a few of you wanting to speak. We can limit this time to 30 minutes and then pick it up at the end of the meeting if it takes longer than 30 minutes. But we would ask that if someone else makes a strong point that you would have made, maybe you could just keep your comments shorter than you otherwise would. But you are limited to three minutes, and the timer will be on the screen. So please, Norma, can you? Pronounce your last name. Sapuan. Sapuan. OK, welcome.

[5073] SPEAKER_52: Dear board members, my name is Norma Sapuan, and I'm currently a senior at Bridgepoint High School. I came here today with my fellow classmates to deliberate about the counselors you guys with desire to cut and I also and also to let you know what my opinion what my opinion is in regards to cutting our counselors. I strongly believe that every school needs a counselor for academic achievement personal and social development and career development ensuring students productivity as well with well adjusting others. In my junior high years, I personally received a lot of help with Miss Ryan. Miss Ryan would help me out a lot, not only with school stuff, but with personal life as well. She helped me dealt with depression and anxiety. She would also check up on me during brunch and lunch every single day. She would also motivate me to do good in life and to succeed. But because of her, I overcame some fears. She, in fact, prepared me for high school. Until this day, I still thank her for helping me in life. My ninth grade year was awful in many ways. No one was by my side. I didn't get no moral support, and cutting classes was my only help to escape from everyone, including the school. I was involved with a bunch of drama, getting suspended more than three times, getting sent out of class, and getting Saturday school. At the last day of school, they transferred me to Bridgepoint with only five credits. I kept thinking to myself, I'm not going to graduate and I have no hope. At this point, I needed some help and the first person that came to my mind was the counselor, Ms. Morales. Ms. Morales gave me a heads up on what I needed to do and how many credits I needed to complete, as well with moral support. When you need help, she's there. She will make sure that you'll leave out of her room knowing what to do in order to help you out. Ms. Morales always keeps in touch with me to make sure I'm doing okay. Thanks to Ms. Morales, I'm able to graduate with my class of 2018 this year. Without her, I don't think I would graduate. You guys are probably wondering why I'm sticking up for the counselors when I'm not going to be here next year, but the reason being is because I don't want anyone suffering to know how many credits they need or looking for help as well with moral support. Every student needs a counselor. With my school being In alternative school, they need a counselor. I would like you guys to reconsider to keep Ms. Morales and Ms. Ryan's job. Thank you for your time. Thank you.

[5267] Nancy Thomas: Ms. Donaldson.

[5277] SPEAKER_60: Hello, good evening. My name is Diamond and I'm a senior at Bridgepoint High School. Tonight I wanted to talk about your decision to take away the counselors from the Newark District. I was in 11th grade in the beginning of the school year and now I'm in the 12th. and I couldn't have done it without the help of Ms. Morales. If there's no counselor at Bridgepoint, where will the next year's students go to get help about their credits? The principal, Ms. Chaffee, they're far too busy for that. Also, Ms. Ryan, she's the best counselor I've ever had. She's been a counselor at Newark Junior High School for years. Ms. Ryan helped me with so many problems I had. I could always turn to her for help. She resolved so many issues I had with other students. Counselors are our support, and if there aren't any, who do we go to for closure? This is my last year in high school, so why should I care about this, right? I care because I've grown a relationship with these counselors. When I go to Ms. Morales' office, I feel safe. It's more than just a meeting with her. She asks, how are things at home? How is your family, et cetera? I feel like students of the Newark district deserve the same support I got when I attended these schools. I have siblings that are attending the high school and going to Newark Junior High School, and I don't know how I feel about them not having a counselor. All I ask for you is to reconsider your decision to take away our counselors.

[5360] Nancy Thomas: Thank you. Maria Gevaldon.

[5367] SPEAKER_53: Hello, I'm Maria Gabaldon. I graduated in 2015, so I'm actually not enrolled in school anymore. But I am a third year political science major at San Francisco State. And I have two siblings that are in high school and elementary school, Sonora Memorial and Snow Elementary School. I'm here to talk about the same subject that these two ladies talked about. taking away the counselors now. I am a DACA student so I am undocumented and Ms. Torres and then also Dr. Scott were a great help for me in high school when applying to the four-year universities. Thanks to Puente, who I learned about from Ms. Torres, I was able to get the classes I needed. I was part of ROP. I tried to follow the courses I needed to get to the school I wanted to. I'm not going to say I'm the brightest student, but I really like school. And thanks to Ms. Torres, I'm going to say the most. I was able to get to San Francisco State, which I didn't honestly think I would. I was also counseled by Ms. Ryan in middle school. She helped me pick my classes for high school. Now, I think it's really important to keep the counselors we have, and to me, honestly, they're not enough. When I was in high school, being a DACA student, it was really tough trying to understand the system, differentiating between FAFSA and the DREAM Act. So I could only understand, especially in the circumstances that are involved with undocumented students now, how having one counselor for this amount of students would have an impact on them. Ms. Torres gave me the most help she could from the knowledge that she had. I'm not sure how much she was given. But if they were taken away and whoever stays, I think that knowledge should stay with them. But I don't think it would be the best in the interest of the students if it's who you guys are supposed to represent. to take away these representatives from them. Ms. Torres is also, for me, the point of contact for a lot of things that I'm involved in my campus and in the community. I always go back to her, give her internship opportunities. When it comes to applying for the DREAM Act, I offer my help for students to get help. So I think it would be so much harder to try to facilitate that conversation with a less amount of counselors for such a large amount of students.

[5520] Nancy Thomas: Thank you very much.

[5539] SPEAKER_38: I'm a parent of two students at Kennedy, and I have a small daughter who's going to go to kindergarten, hopefully this year. And I just heard about the class size increase, that kindergarten to third, Third grade is going up to 29 students per class. And fourth and up are going to be 35. And I'm going to have kids in both series. So I'm just here to protest that this is wrong. And one teacher with so many kids is just not right. The whole point is to educate our children. How are we supposed to educate them? One teacher with 30 kids. My daughter's going to be barely five. She doesn't know how to tie her shoes. And my son was in kindergarten last year, and I saw Mrs. Martinez tying their shoes, zipping their jackets, blowing their nose. I mean, seriously, how are they supposed to teach them anything? And on top of that, and you took that item away, that you were going to give a raise to somebody in your district when we're $4 million in debt. We keep on hearing that amount, and yet you are willing to give a raise to somebody. How does that make any sense? I work in biotech. We have corporate goals. When you don't meet them, you suffer at the top. You don't cut at the bottom. So to me, you're not showing. We came to the meetings. None of the parents would ever sign up to say, oh, yeah, cut my kids' classes, cut the teachers, lay off the teachers, and, you know, yeah, we're OK with that. No, nobody was signed to give raises to any one of you. So and I just read, superintendent is making $235,000 a year. Are you serious? If teachers are expected to live on $60,000, $70,000, $80,000 a year, why do you guys need a raise? cutting at the top. We don't need 9, 10 of you here. So please consider these are our children. If the worry is the low enrollment, people are going to leave. I tell you, I have three kids, and we're seriously considering. This is very, very bad. It's so sad for the parents and the teachers. They're all worried. This is all we talk about now. So I really hope that you will reconsider not increasing our class sizes and laying off our teachers.

[5685] Maria Huffer: Thank you.

[5694] Nancy Thomas: Ryan McCarthy.

[5703] SPEAKER_50: Hi. I'm Ryan McCarthy. I have three kids in this district. Elementary, junior high, and high school. I was here a couple of months ago talking about an issue at Kennedy. We were talking about some class shuffling. And we got no traction here. So the community got together, raised some money, and fixed it on our own in like 48 hours. Fixed it. And then I went to some board meetings about the budget, and we got these dittos about, here's where we have to cut. Tell us where we should cut, Mr. Sanchez. He told us, tell us, the board where we should cut. I want to see one of those dittos that said, cut counselors from five to two. Cut teachers so we can increase class sizes up to 29 and 35. Increase pay at the district office. If you can show me one with a name on it so we can camp outside their house. It ain't my house. Show me one. I'd appreciate it. But I don't think you can. So I felt when you hand out those dittos, it was a little patronizing. It was a little condescending. I felt like a third grader filling out my dittos for my homework. You didn't hand me a crayon, but I thought you might have. But I know now it was a farce. because we're seeing our counselors, which to me is mission critical. Dr. Sun, whose chair is empty, who is supposed to be getting a modest pay raise of 25 or 30 percent, is not here tonight. And I don't know anything about Dr. Sun, but I do know about Ms. Torres. I do know about Ms. Ryan. And I do know that my kids would not have survived junior high but for Ms. Ryan. And I do know that my daughter in high school, who's not even assigned to Ms. Torres, would be very far behind but for Ms. Torres' involvement and her support. And all the teachers behind them from Ms. Chavez in kindergarten, and all the way up through junior high and high school. So I'm disappointed to hear that these surveys were complete, I will not swear, a farce. And I really wish you would reconsider what you do with your budgets.

[5890] Nancy Thomas: Thank you. Thank you. Lindsay Affleck.

[5910] SPEAKER_28: Hi, my name is Lindsay Affleck and this is my 13th year teaching in this district. I had intended to come here tonight to support the NTA's bargaining team. It wasn't until I saw agenda item 1219 regarding the $36,000 raised to Assistant Superintendent of Human Resources that I decided I needed to speak up. After four years of teaching in Newark, I had earned my permanent status yet was part of the Rift Teachers. Three years in a row I lost my job, hired back days before the school year not knowing what school or grade I would teach. I felt the burden of class size increase and fewer preps while there was a promised raise that never came. There is a large crowd here tonight and I'm here to say that the dust will not settle by pulling the agenda item off. If raises for the cabinet members is proposed while cuts are made within the classroom, you will hear from us teachers and parents. The news has reported other districts that are facing cuts yet giving raises to those at the top. Teachers being arrested for questioning those raises. I thought to myself, thank God Newark doesn't do that. I have hope that this board, whose members have children and grandchildren in our classes, won't approve a raise at the top while cutting and taking away from their own children. Thank you.

[5991] Nancy Thomas: Tommy Martin Edwards, please.

[5992] SPEAKER_23: Let the rest of the community speak. I've got a couple extra opportunities to speak. OK. Let the rest of the community speak first.

[5998] Nancy Thomas: Miss Brenda Alarcon.

[6006] SPEAKER_58: Hello, Mr. Superintendent, Mr. Sanchez, and the board members. My name is Brenda Macias Alarcon. Sorry. I recently heard the sad and scary news about what may happen.

[6021] SPEAKER_20: Sorry.

[6036] SPEAKER_58: All right. Thanks. I recently heard the sad and scary news about what may happen to the amazing counselors our Newark School I am disappointed but what you want to do to these counselors and how their absences will affect Newark students. You aren't just taking away their jobs but you are also deciding that we the Newark Newark students don't deserve the support of a school counselor. Bridgepoint High School needs a school counselor who is going to tell us how many credits we need to graduate. Who is going to help us organize our class schedules. Who are we going to talk to for advice. I've known Ms. Morales since I was in 8th grade, and if it wasn't for her support and advice, I would probably have dropped out of school. She has made such an important impact in my life and guided me to become a happy, successful young adult. School counselors are important not only because they just help us reach our goals, but also because they're there for their students. They listen to us, console us, and give us the help we need to keep going. Ms. Ryan and Ms. Morales didn't just help me reach my goal, they literally saved my life. There was a time in my life when I was suicidal. Ms. Ryan and Ms. Morales were there for me when no one else was. Their commitment to help their students achieve their goals and feel better about themselves and become successful young adults has inspired me to become a mental counselor myself. During my time of crisis, Ms. Ryan and Ms. Morales barely knew me, yet they worked so hard to help me feel better about myself and get back on the right track. Having the support of a counselor is an amazing, amazing blessing. Please don't take them away from us. We want you to reconsider not only having two counselors for the whole district, but to have two at Newark Memorial, one at Bridgepoint, and one at the Newark Junior High. Thank you.

[6159] Nancy Thomas: Kimberly McCarthy.

[6166] SPEAKER_55: Is the timer visible on this one? Because it's not working out there. It's visible over here? OK. OK, my name is Kimberly McCarthy. I have three children across three schools at this district. I want to speak about two topics right now. First is the agenda item that was removed The agenda tonight, the $36,000 raise for a district member, that flies in the face of what the community asked for at all of the budget reduction meetings. I was there for two of them. Our district is $4 million in debt. They're increasing class size, teacher layoffs, laying off three of our five guidance counselors. Anyone who is above the pay scale of a teacher should not be receiving a raise under any circumstances at all. The idea of it is disgusting and if anybody is ever wondering why parents and the community doesn't trust this district, this is why. You asked for our opinion and you did away with it and did exactly what you wanted. The second thing I want to address is the reduction of our guidance counselors. Currently we have five among three campuses. You want to reduce it to two. We have 2,000 kids at the high school, 1,000 at the junior high. I don't know the population of the Bridgepoint McGregor campuses, but I'm guessing it's at least 100 or two. In this day and age, our students need counselors more than ever. I'm going to call up two who have helped my kids. I know Heather Ryan is here. I don't know where she is if she's here. But those two have meant the world to my kids. Heather Ryan not only helped my older daughter with bullying issues and stuff that she had at the junior high, but my son, junior high is hard for everybody. It's not a pleasant time. My son has autism. It is extra hard for a kid like that. He's in general ed classes, but he struggles with social issues, with some teacher requirements, with tests, with just things in general. Heather Ryan allows my son to go into her office and eat lunch in there when he just can't handle the day anymore. He's overwhelmed and he can't do it. He goes in there and eats his lunch. When he can't take a test in class because there's too much going on, he goes and takes it in her office. Whenever he has a rough time, he knows that she is who he goes to to help him out. Sonia Torres sat down with my daughter in eighth grade because she is super type A and wanted to plan out her entire high school experience in eighth grade. Sonia Torres isn't even her counselor and she sat down with her over the summer and helped her plan out her four years of high school and then made sure to pull me aside and tell me to watch her because she is worried that she is So such a type A and such a perfectionist, she is a little concerned that she may overwhelm herself and take things that are too hard for her, things that are out of her reach. I don't understand how you can take these things away from the kids and expect them to be successful. You're removing the tools that they need to be high achievers. You're removing the people to help them get there. And I don't understand how you can sit with yourselves and allow that to happen. I truly don't. These guidance counselors are everything to these kids.

[6360] Nancy Thomas: Thank you. If there's anyone I missed or anyone that would like to address non-agenda items, please come forward. If not, we will revert to our other agenda items. Mr. Superintendent.

[6384] SPEAKER_39: OK. Tyler Gehrman, if you'd return to the podium, please, and proceed with your presentation. Thank you, Tyler.

[6415] SPEAKER_18: All right, good evening, board. President Thomas, congratulations on your first night as president. rest of the board members and cabinet and Superintendent Sanchez. Thank you very much for your time tonight. Today's topic or tonight's topic is really about a comprehensive utility savings program and sustainability program here at Newark Unified School District. I'm going to go through a few slides regarding the concept of the approach and why it's been successful at other districts as well to not only save annual operating dollars but to also improve the learning environment and upgrade the classroom. So when looking at these programs, typically districts want to see a reduction in their annual operating expenses. Many, many budgets are slashed by deferred maintenance, deferred maintenance accounts, et cetera. In addition, they want to establish financial stability and fiscal solvency, which I believe is a goal here of this district. The next, you know, few goals, especially implement renewable energy and then have a firm that actually guarantees the results and monitors the ongoing savings and production of the program itself. And then requires zero capital and zero bonds. So zero capital from the district as well as zero bond dollars. It's typically a separate program. And this is simultaneously and complementary to typically bond programs. About 70% of the districts that we're working with have a bond program in play right now, and they're upgrading and installing and implementing new facilities. So typically how these self-funding projects work is the district would select a firm that would design, fund, and implement the measures, which would be either solar PV, energy efficiency, water conservation, et cetera. Those measures would be installed. They would in turn create savings from the general fund and that savings portion of that would go to actually fund the measures and a portion would go back to the general fund for other programs such as education and staff, et cetera. So what are these measures that are typically installed through these programs? The first is low-hanging fruit, LED lighting, modernized and standardized. all of the facilities, lower your consumption by over 50%, but also, which means more dollar savings, but also improve the learning environment and improving the light levels. The next would be temperature controls. The district's made a sound investment in managing their heating and cooling. This would take it one step further. And again, make sure that the systems are not running when they're not used and when teachers and and kids are in those spaces, they're as comfortable as they can be for the learning environment. Next would be old heating and cooling equipment, 25-, 30-year-old heating and cooling equipment that is seen across many school districts and upgrading that. Water conservation, looking at weather-based irrigation controls, and then building envelope, improving windows, roofs, et cetera, in terms. These are basically the energy efficiency water conservation measures that have been funded through a program like this from other districts. And then combating the utility costs. Utility costs are escalating. Utilities are really losing their revenue due to other renewable generation programs that have been implemented over the last few years. And so they're shifting how they charge school districts, residents, and cities and municipalities. So really, not only with the energy efficiency, but with the renewable technology, implement a comprehensive approach that really tackles that increase in utility cost. Along with this, typically districts require and like to have an energy education component with that. That would be from curriculum to workbooks to various different professionals that may speak within classrooms, CTE courses, et cetera. And just to give you a few examples of how this has benefited other districts in the Bay Area, Burlingame Elementary School District had a bond. They had an existing bond. They have about eight sites. Their needs far exceed the dollars that they were able to obtain. They had zero capital for the deferred maintenance projects. One of their key priorities was upgrading their windows, not only because of the energy efficiency and saving money and comfort within the space, but also because they're wrecked by SFO for the noise. And then also implement a renewable solar PV offset at their various different sites. So what the district did is they went out for a competitive RFP approach. Selected a firm, Climate Tech was fortunate enough to be selected. We were able to bring three different types of funding to the table to upgrade all of their windows, 100% of their windows, and correctly size the renewable energy at each one of their sites. Zero capital contribution, zero dollars from their bond, and then is providing, over the life of the program, $2.6 million in net general fund savings to their, again, to their general fund. Next example is Hayward Unified School District, just north of here. They also had a bond, multiple different sites, new construction, which is typically what we see bonds for. They had about $35 million in deferred maintenance need, heating, cooling, lighting, building automation systems, other key infrastructure improvements. Zero capital from their budgets. And they also had five building control systems. So where this district has one, they had five. And so they really wanted to standardize that. They went through a competitive process, selected a firm. They alleviated 25% of the deferred maintenance needs. and they were able to bring additional funding to the table, about $9.4 million, and then standardize their building automation system. Again, always zero capital, zero bond contribution, and providing $18 million in life cycle savings over the life of the program. So when comparing, you know, the piecemeal comprehensive versus the comprehensive program, when you look at a piecemeal approach, districts are limited by the funding that they have within their deferred maintenance budgets. They're also limited by, staffing time and restrictions. And so with that, districts utilize whether it's one-time utility funding or maybe a sliver of Prop 39 or some of these other one-time funds to do stand-alone projects, lighting only, building automation systems, solar PV only, or even worst-case scenarios, just waiting for the equipment to fail and replacing that when it fails, being more reactive. So in the piecemeal approach as well, most projects have multiple points of contacts, whether it's engineers, architects, consultants, contractors. There's not one point of accountability. And then the change order risk falls in the district. So if there was an increase in cost of those projects, it would actually fall on the district to provide that extra funding. So the comprehensive approach, a little different methodology. captures additional funding sources out there from the state, federal, government, looks at California Energy Commission funds, looks at utility programs and maximizes them all together in one comprehensive approach to look at multiple complementary projects from heating, cooling, lighting, all those different measures that we talked about before with renewable generation to provide the greatest positive general fund relief impact that it can. Most of the time our projects, collaborate, and improve staff efficiency. And then one single point of accountability, you had a question regarding savings before. Well, if we were fortunate enough to work with the district, we'd be up here answering that question, this is how much you saved, this is how it breaks down, and we'd be accountable for that. So from the development to the implementation, we're accountable for that and the savings. And then we would also be accountable, or a firm like ourselves would be accountable for the price as well. So if there was an increase in lighting costs or an increase in heating and cooling, that would fall on Climate Tech, for example. So really, the next two steps if the district, if this resonates with the board and the district and they so choose to move forward, there's two different paths that districts typically take. The first path would be to select an energy partner. There's a competitive, we always encourage a competitive process, a competitive turnkey RFP that multiple school districts have utilized. The district would then choose a firm, whether it's Climate Tech or other good competitors, They would complete the detailed assessment, really put together not only the needs and priorities, but the funding solution as well as what positive cash flow it could mean for the district, and then possibly implement this summer, depending on the timelines by the district. Option two would be a little longer process, but it would allow for the district to understand really what this comprehensive approach really can do for the district in a comprehensive high-level feasibility assessment. And then the district would then make a decision to go to an RFP and then move along with the additional steps. So who is Climate Tech? You know, why are we here? What do we do? Climate Tech is a design-build general contractor. We've been doing this for over 40 years. We're partners with CSBA, also CASBO, as well as SSDA, where they're chosen provider for energy solutions. We're financially backed by Bosch. And why that's important is because these programs are long-term. And you want to select somebody that has longevity and stability to be around for a while to provide a guarantee on the savings. We've aided over 50 districts in the last three to five years with $250 million plus in Prop 39 and other supplemental funds. And we've had zero savings shortfalls with our public entities. That means when we come to the board and we say, this is the savings that you're going to achieve, we've accomplished that with our districts, each one over and over. And that's conscious. We do things differently when it comes to measuring the savings. One minor but very important point is we're a U.S. Department of Energy certified and NASCO accredited. We're vetted by these organizations to actually do this work for districts. And then local references. Burlingame School District, Hayward we covered. San Lorenzo we just started their second phase, their second program. Jefferson Union High School, City of San Leandro, we did some smart city IOT technologies as well as obtained a $2 million grant for them from the California Energy Commission, Castro Valley, Cabrillo, and Santa Cruz, and then multiple others as well. Any questions?

[7043] SPEAKER_39: If I may comment, Tyler, would you talk a little bit about the concept of an energy master plan? Would you just briefly describe what that would look like?

[7053] SPEAKER_18: Yeah, what it looks like is a high level assessment of the needs and priorities. So Climate Tech, for example, would meet with staff to really understand where are the heating and cooling problems, where are the building automation problems, where are the lighting. And we put that together in a report as well as bring what are the funding solutions that are currently available for the district to be able to do this outside of capital and outside of bond. And then at that point in time, the district would make a decision on whether to move forward with a competitive RFP, and we'll take our chances in the RFP against our other good competitors.

[7092] SPEAKER_39: Any questions from the board?

[7099] SPEAKER_49: So in a few of your slides it mentioned about zero contributions from the capital and then zero bond contribution. Does that mean that the financial contribution is going to come from general or is it there's there's zero contribution from

[7113] SPEAKER_18: If there's a grant, there's zero contribution from the capital budgets. And then we also look at utility funding, you know, on-bill financing. There's a new program up to $4 million. And typically in these programs, what happens is, going back to that initial slide, the measures that are installed, they create annual operating savings. That annual operating savings is right off your utility bills. It's also in a reduction of, you know, replacing equipment, et cetera, depending on how the district accounts for that. That savings would then fund the projects as well. So there's different funding mechanisms out there, whether it's through the federal government, whether it's through the state, whether it's through private entities, where that savings would help fund that on an annual basis, and a portion of that would actually go to your general fund. Part of that feasibility assessment energy master plan is really the detailed financial engineering of a program to really help the district kind of see how this all works.

[7169] SPEAKER_49: But if we were to procure a companies such as Climatec or others, we would have to front the money before any kind of grants or award and whatnot. What does that dollar figure look like?

[7180] SPEAKER_18: It depends. It depends on the technical items implemented, the offset, that electrical offset from your renewable energy. And again, good question. The key thing to this is actually looking at this in a comprehensive approach. Because when you have your utility baseline, you have your energy efficiency upgrades that you're going to implement, which reduces your load. And then you size correctly. your renewable energy for the remaining baseline. So it's really important to look at that.

[7205] SPEAKER_49: So there's a chance that if we front out the money, that we wouldn't get the money back with the savings, correct?

[7214] SPEAKER_18: Correct. Correct. Exactly.

[7219] Nancy Thomas: Ms.

[7219] SPEAKER_47: Crocker? I pretty much had the same thing. So if we were looking at option two, which would be the high-level feasibility assessment, we have done a fair amount of piecemeal. We have done a number of things. And so the low-hanging fruit have been gathered. So to even get into a situation where we are going to be spending money for a study, we have to make sure that that money is going to be well spent in savings. And there's no way. If you come out and I'm not sure what the cost would be, $100,000, whatever it might be, for this study, there's a possibility that we have already done that.

[7259] SPEAKER_18: Good question. And from speaking with staff and understanding some of the initial energy conservation measure efforts that the district has made, there's still plenty of opportunity in terms of LED lighting and some of the other components in terms of heating and cooling, renewable energy, battery storage, and water conservation. That being said, the staff does have a very, they're very confident and they have their hands around that scope of work. So we would actually recommend, if this is of interest to the district, going out for that comprehensive RFP and selecting that firm. And within that, you'll be able to determine how much does it cost to do a detailed assessment, what happens if we don't move forward with the implementation, and all of that will be uncovered within that competitive process. Again, Climatech against our other good competitors.

[7305] SPEAKER_47: Would you say that again, please? In a different way? Say what you just said in a different way.

[7312] SPEAKER_18: So we would actually recommend the if this resonates with the district to do the RFP approach and go to that competitive process.

[7320] SPEAKER_47: So we would set up what it is we're looking for or what would that RFP look like?

[7326] SPEAKER_18: Right. There's a couple different examples out there, Burlingame, Hayward, multiple other districts that have done that. And what that looks like is it's an RFQ with some pricing components in there. What markups does your company have? What is your investment grade audit or detailed assessment cost? And we can share some examples of what other districts have published for the district to review and go through that. Then the district would select that firm and then walk through the steps in that process, potentially implementing the measures and seeing the savings.

[7358] Ray Rodriguez: Mr. Rodriguez. Thank you for your presentation. I'm a little confused, which is, I mean, I got grandkids, so I'm probably always going to be confused. But I wanted to ask you. Are you, the RFP, the request for proposal, are you asking to help us with that process? Or are you actually, is Climatek going to be one of the ones that does the proposal, submit a proposal?

[7390] SPEAKER_18: Very good question. We would not help with that process. We need to stay separate from it because we would actually respond to that RFP because we have in-house engineering resources and we're a general contractor.

[7401] Ray Rodriguez: So based on that, I have a question for the superintendent. Why is he here?

[7406] SPEAKER_39: Why he's here is I think that part of the concept that I wanted to put in front of the board to consider is, what are we doing to manage our energy? Knowing that we've had several years of piecemeal. We heard from Sizerco earlier, representing on, we purchased this large climate control stuff for the district back in 2014. And I was hoping they would be able to answer, how much do we save from that? And what do we save from that? And I think that's... But to answer the question is, why they're here is an example of an idea of how can we save money by spending less. And these are some possibilities for us to consider. There's no action items on the agenda. I wanted to present the concept to see if it's something that the board's interested in.

[7450] Ray Rodriguez: No, I understand, but I have a problem with that whole thing. Okay. Because if Clematek is going to be one of the ones that are going to be putting in a proposal, we would have to, in fairness, we would have to allow time for other companies to come forward. So is that something that you're envisioning?

[7471] SPEAKER_39: Because I just don't... Only if the board is interested in looking at something like an energy master plan.

[7477] Ray Rodriguez: Yeah, but if he has the opportunity of coming before us and giving us all the good things about a climatec, then that's got to be available to everybody else in order to be fair. If not, then he would have to disqualify himself from even submitting the proposal, in my opinion. I was hoping that he would say that he was going to help us with the process. I understand you wanted us, the awareness part, that you want the board to be aware and to get education on this. I just have a problem with how are we going to make this fair as we go out for the RFP to make sure that everybody else has the same opportunity that this gentleman has had to present to the board.

[7525] SPEAKER_39: And that's the point if we even do an RFP is that it would be a competitive process. That's what was his point earlier about they can't craft it because they would apply for it just like we have released an RFP for a facility master plan. Other people might come in. So I think the only point of having them here is to Is this something we want to look at? Is this something we want to wait a year? Do we want to wait to do facility master plan first? I think there's some value in the concept of what are we doing to manage our energy. And I think the sooner we do that, we might yield some savings. But we don't owe climate tech anything at this point. And he knew that coming in.

[7563] Nancy Thomas: Mr. Richards, did you want to say something?

[7568] SPEAKER_51: Mr. Sanchez actually just covered in his last statement with regard to We currently have an RFP out. The deadline to respond has already happened with regard to the facilities master plan. And in that document, we actually had as a subset of it working with us on developing an energy master plan as well. So we will be working on that. But the level of specialization that a climate tech, or there's another firm that presented some more information to me a couple weeks ago. is a different level of detail than what the architect who does your facilities master plan would incorporate in the energy master plan section of the facility master plan. So it's, we're not so much getting the cart before the horse, we're trying to get the board to see what levels of detail that there are, and when we come forward, which I anticipate we will at the next board meeting with regard to a recommendation of a firm for the facilities master plan, then that will help us in the process of development of where do we go from there.

[7628] SPEAKER_49: Yeah, I was going to echo member Rodriguez because we're getting to a gray area of consultant versus public works contract and self disqualifying from the RFP process. So I just want to be very careful that we don't pass into some legal issues.

[7650] SPEAKER_18: And we don't want that to happen either because we're just here to educate. and provide answers. Again, we don't want to disqualify ourselves. We always encourage a competitive process.

[7659] SPEAKER_49: Right. But the hypothetical scenario is we go out for the RFP, and let's say Climatek gets selected, another company can file a protest saying, well, of course they got selected. They were the one making the presentation, the initial presentation to the board on January 16. So yeah.

[7677] Nancy Thomas: Anyway, thank you very much. Thank you. Our next agenda item is educational services update on the LCAP. But before that, we have someone that would like to speak to that. Mr. Knoop.

[7705] Guadalupe Lopez: Good evening.

[7706] Cary Knoop: Oh, there you are. First of all, I was very happy to hear our president say the words about LCAP. earlier in the workshop. You don't want to venture into programs without checking whether they work or not down the road. That's a really bad strategy. The process of LCAP, LCAP has been around for a couple of years, and the whole idea is that the governor wanted to have the funding locally, have people locally decide what should happen to that money. And of course, a big part of that is participation of the public. And the question is, does the public actually participate? Of course, we're going through the motions, definitely. We're having the meetings, we're having the workshops, and so on. My personal experience has not been that, but that's a personal experience. I've been on the school site council for a couple of years. And basically, we get a sheet with, well, this is what LCAP looked like, just to prove it. And I think it's very important that we look at what can we do in LCAP. What should we do in LCAP? You know, our academic numbers, to raise them, to look at our English learners, to make sure our English learners get off that label as soon as possible, not to maintain them and keep them off. So we need to look for programs that make English learners into reclassified. We don't want to keep that, and we want to measure whether if every time we introduce a program actually if it works. And lastly, I think it's very important to spend effort on core academics. If you spend extra effort on math, on English, on history, on the core things, that will benefit every single student in every category. And if you think too much about special programs or, programs you want to try out or, oh, we have some contract with somebody who did this and why we try this, be careful. Use the money wisely. And, you know, if I look at all the school site council, I went through all of them. And if you just add it up statistically, you spend about 90% on bilingual aids. Should we spend money on bilingual aid? Absolutely. I mean, there are students who don't speak English and they need to learn English as soon as possible. But remember, you only have 10% left for other things. And all the students will also benefit from the 10%. So I would urge the board to make sure, they don't manage, but they make sure that the process that is going to be explained, you know, pretty soon now, is a process where there is participation from the public and information about the public about what the trade-offs are. Thank you. Thank you, Mr. Knoop.

[7897] Nancy Thomas: Superintendent, would you like to introduce Ms. Salinas? Well, Ms. Salinas is introducing herself.

[7904] SPEAKER_57: Good evening, Board of Education, community, and members of the public. For this item, we actually have two parts. So we have an update on the LCAP, and we also have a recognition of a very special group. So with your indulgence, I'd like to bring the group forward. So if I could please have the Newark Educational Foundation please come here to the front with me. Big round of applause. So I have some very special folks here and I know a lot of our principals, our teachers, the board and certainly our community, our superintendent know these folks. These folks have been around for a number of years and have certainly shared the love of kids and education and so this evening we have a certificate that I'd like to read and then we'll have a recognition and we'll ask Mr. Grindel to please say a few words. So this evening we have a certificate of appreciation. The Newark Unified School District Board of Education and School District recognizes and thanks the Newark Educational Foundation for its generous support of Newark students and schools. including a $12,000 in grants for elementary students to attend science camp. As you know, Newark Unified has really put a solid foundation of science camp. And let me tell you, this is something that not every school district does. And so this investment by our community, by our foundations that support us is something that's really important to kids and families. And so I'd like a round of applause and I'm going to introduce Mr. Grindel.

[8005] Terrence Grindall: Madam President, members of the board, I just wanted to call out that the Educational Foundation has been working to focus on music and science in our schools, trying to bring it back. Our foundation was on rocky times there for a while, but we've got all of our paperwork in order and we're setting out on a new fundraising campaign. We've done a lot of things to help the schools and we really aspire to do even more. We also want to thank your staff for their help in pulling this all together. I did want to particularly note that Cargill Corporation was a major sponsor towards the science camp. It was a very important part of Cargill's Community giving and what really wanted to appreciate that but also wanted to call out the true mark home It's a home builder at Fremont Bank dr. Horton 8 p.m. software supervisor by a board member Preciado and also Christopher week Have made for have made contributions have made major contributions to our organization in addition in kicking off the The fundraising drive we're on now, where we really want to double the amount of effort that we have. And just kicking it off, we've already got a contribution promised from William Lyon Homes for $5,000 and Integral Communities for $10,000. This just was brought forward last week. So I wanted to really call those out. Our board is an all-volunteer board. All the money we raise goes directly to school programs, to the students of Newark, and we're going to continue to work hard to do that. We even have, no date yet, but we have an event that we're planning coming forward be a casino night, and we'll bring it to your attention as it comes forward. I want to raise more money, more awareness for making Newark schools continue to be the best education for our students. So with that, thank you.

[8138] Nancy Thomas: Would you please introduce your board to us, please?

[8140] Terrence Grindall: Absolutely. First of all, let me mention the band. As you know, Newark hasn't had any instrumental music in the elementary schools for some time. And the board, particularly some board members, were very anxious to get that going. So the board actually organized, worked with your staff, and brought forward an after-school elementary school band program. It was really organized, brought forward, funded 100% by our foundation. And we'd love to, you know, it's twice as big this year as it was last year, and we want to keep building that and eventually have it be an even wider and more musical education in our schools. So my board, Jennifer McNamee, Betty Cole, Eileen Fox, thank you, and Andy Klein. Now, these are board members who are here. We have others as well that we're working, again, all volunteer to bring excellence to Newark education.

[8212] Nancy Thomas: Well, thank you for coming. And thank you for hanging in with us until 920. And we really appreciate the support that the Educational Foundation is providing. And I think all of us should plan on going to your Casino Night fundraiser.

[8228] SPEAKER_48: Thanks.

[8228] Nancy Thomas: Thank you.

[8245] SPEAKER_57: Thank you. And so the next part of staff report is the focus on the LCAP and I'm going to have Ms. Jessica Saavedra who is our Director of Special Projects join me and as we get our slides up, thank you Ms. Scharr. I want to frame this by saying that we are in the beginning stages of the LCAP. We had a great meeting, which was the first work around input this week. Yes, this week. And, excuse me, last Thursday. And then we're going to have another opportunity this Thursday evening and we'll share that information. But I also want to share that later on this evening, we'll talk a little bit more about the committee and have some more time around discussion and action. So for information only, I'm going to introduce Ms. Saavedra.

[8294] SPEAKER_29: Good evening distinguished board, President Thomas, Superintendent Sanchez, and members of the community here tonight. So really quickly, I created this LCAP timeline of events to sort of keep us informed on what's coming. As Ms. Salinas mentioned, we were fortunate to start our process, our LCAP process, our local control accountability process. We had our first community event last Thursday morning, January 11th. Fortunately, we had a very good turnout. We had about 28 to 30 people showed up, and it was a mixture of administrators, parents, and also other school district staff. The purpose of the 18th, that's a couple of days from now, is to offer the exact same training for people, and parents specifically, who couldn't show up in the mornings. We understand that it's busy, people have to go to work. So we wanted to provide another opportunity for a community event at nighttime. This event will be, again, on the 18th, this coming Thursday, and will be around from 6 to 8 o'clock, right next door in our training room. The purpose of these two meetings, we call them community events, is to collect data, to provide an opportunity for people that are present to let us know what their input is in regards to LCAP. What are they able to see in their sites? If they're not able to see something, we are providing them with information. We're brief summary of our financial and also our LCAP goals and actions that we've we've committed to take in the last year. So for the other ones, the other meetings that you see mentioned here for February 24th, February 1st, and February 8th, they're a little more embedded on each specific area of the LCAP. As you know, there's three parts to it that is divided into engagement, conditions of learning and the student outcome. So in an effort of trying to be, trying to go more into depth and study the data that we do have in the program and the actions that we're currently performing, we decided to separate the three in this way to dedicate two full hours on just one of the topics. After we're done collecting more information and having conversations with an advisory committee, we will be able to work on, we will be on track to working on our first draft of the LCAP for 2018-2019 with the purpose of presenting something to you by February 20th of this upcoming week. So as you can see, it's going to be a very busy few weeks. I encourage all of our members here today to join us next Thursday. In a couple of days, like I said, we'll be meeting here from 6 to 8 o'clock.

[8480] SPEAKER_57: And so a little bit more, and we'll be able to talk about this later on in the agenda, but just as a preview, the LCAP Advisory Committee was really, it's an augmented group. If you remember last year, we had sites recommend parents to participate and it was a full parent group. This year we would like, we wanted to add more voice with our labor partners and our organizations. So as you'll see later on this evening, we're augmenting that with also some folks who are not returning that parents have moved or had other things that they needed to focus on this year. So we'll have this augmented group that will be majority parents and we can talk more about that later. But we wanted to be able to include our labor partners during the whole stages of the development. and the exploration of the LCAP because in another, in the past the practice has been that they are consulted at the end of the process and we thought that it was very important to have their voice there throughout the process. So I wanted to to share that piece for it. Also at all of these advisory committee meetings there will be a time for public comment and open comments and we will be following agenda postings and minutes and so forth and maintaining that information because parents and community members It may not be available to go to all meetings, but we want to be able to have a very transparent process that's throughout, through February. So to close for this information, here is our invitation for this Thursday. This is a general input session. We want folks to come all. I know I was speaking with some of our labor partners who also will be coming to this meeting. This is wonderful because the more voices we have as we start to unpack and look at the data and look at programs, as we heard an earlier speaker, the better folks are, the number of folks at the table. So this is the invitation that is posted on our website. We will also push this out. It's already pushed out to all of our sites to ensure that there is that information and continuing to bring updates to the board. Thank you. Yes, there will be translation and child care at this Thursday and all of our meetings as well.

[8613] Nancy Thomas: I have a question. Are you planning to get student input? You talk about student input before that first draft and also community input. I know in the past there were presentations at the Rotary meetings, perhaps at the Optimist meeting. Do you think you can manage to to address those groups and then get their input in the process?

[8638] SPEAKER_57: Absolutely. What I'll do is I'll work with our new director to do that work. I do want to share that with the student voice. We will be conducting a student survey to get that information out. So working with our school site principals to ensure we get that information. And also with public groups, we sent some invitations at the end of last week to invite them, but we'll continue to make sure that we have that information out there as well.

[8666] Nancy Thomas: Thank you. Any other questions or comments from the board? Thank you very much. Thank you. Our next agenda item is a public hearing on the Sunshine Proposal Reopeners for Newark. Wait, wait. Hold on. I'm sorry. Governor's proposal. My first meeting.

[8720] SPEAKER_51: No excuses. So this morning, I drove up to Sacramento and went to the school services update on the governor's proposal for the 18-19 state budget. School services does a several hour long, several hundred slide presentation with a lot of detail. But one of the things that they give at this is a much condensed down version of what they call the board ready presentation, which after a little bit of work when I got back this evening, can throw some local Newark numbers in with the highlights of their presentation. And we'll see if we can knock out 24 slides in under eight minutes. But generally, the governor's theme for the budget, because there is funding, And California has seen some gains financially as a state. He has put the completion of the local control funding formula and the local control accountability plan model as a top priority in his proposed 18-19 budget. He has really worked steadily with and really worked to keep the legislature on a single focus on moving forward on getting the LCFF and the LCAP through the processes. ever since it went into play several years ago. This proposal will put the LCFF funding model at 100% of its target in what would be year six of the local control funding formula. Now you'll recall originally it was an eight year plan to get us there. So we're running about two years ahead of schedule if this budget goes through the way he has currently proposed it. And so now he's shifted his attention and we've seen some of it in what Ms. Salinas presented a few weeks ago with regard to the dashboard, technical assistance, accountability. Some of those measures are really now getting his major attention as things move forward with the budget. Meanwhile, the federal government has done some very interesting things because their tax policy is really written in such a way as to hit California quite heavily along with Newark, New Jersey, and a few other coastal states in that The amount that California taxpayers will pay to the federal government will go up significantly in comparison to what we get from the federal government as far as funding for programs. So we already are a giving state. I mean, to the extent some states get more back in federal than they pay in federal taxes, there are some that give. And California is one of the largest giving states, and we will become more so one moving forward. And that will create some challenges for us in certain areas where federal funding is relied upon such as special education. Meanwhile, local control has been our push at the state level because the state is expecting boards and superintendents and the community to come together to do the things that we need to do with regard to serving our students. But with the recognition that when the downturn comes, then we're going to be basically having to pick apart our own programs when we are looking at how we're going to balance the budget going forward when there isn't extra funding. One of the key changes with regard to local control funding formula when we get to 100% funding is what's called the proportionality calculation. This is how supplemental and concentration gets calculated. During the interim process of getting to full funding, everything in supplemental and concentration was reliant upon what your prior expenditures were. For some districts that ramped up very, very slowly, they're going to see a significant spike in what they have to do with supplemental and concentration as we go into next year. Now at Newark, we didn't take that approach. We identified the supplemental and concentration funding all the way going along. So our augmentation into supplemental and concentration is not going to be as significant as many others have, because we've been building it and we've been doing the process the way that it was anticipated. And we did look at our overall funding model from the very beginning of the local control funding formula. And so the big change for the accountability side is technical assistance. Now, the list of districts that have to get technical assistance from their county offices came out a few weeks ago, and we are not on that list. About 25% of the school districts in the state are. We are not. It doesn't mean we don't have challenges, it's just that we are still at the point of directing our own responses to those challenges and the county office is not charged with granting us technical assistance. But we're still subject to all the same rules with regard to our LCAP adoption and we won't go into detail since we just heard a presentation about our LCAP plan. But Proposition 98, which is our constitutional minimum guarantee of funding for schools, which guarantees, kind of a tricky word with Prop 98, since they have the ability to suspend it, as we've experienced in the past, looks at three key things. The overall share of the state general fund pie, which is what's called Test 1, which for schools is up, schools meaning K-14, so it includes K-12 schools plus community colleges, is roughly just under 40% of the state budget. It's in the high 38s in the current year. Test 2 and Test 1 just looks at general fund revenue of the state. It doesn't matter how many ADA there are. It doesn't matter. It just looks at total dollars and percentage of state revenue plus the school share of property taxes. That's how Test 1 is calculated. Test 2 looks at how much funding we were receiving per ADA against the change in per capita personal income in the state. And originally those were the only two tests that were in Prop 98. And Prop 98 can only ever ratchet upward. Well, two years into Prop 98, the state couldn't fund Test 1 or Test 2. And so they invented Test 3 and brought Test 3 in, which limits Test 2 to the change in per capita general fund revenue growth plus a half percent. So it basically... acted as a built-in suspension of the test to default for Prop 98. And it has been test three years several times through the course of Prop 98's history. There have only been six test one years ever, and five of the six have been within the last 10 years. Originally, test one was almost a never thought. But we have had a few test one years. But because the funding is the greater of one or the lesser of two or three. So it's kind of a weird algebra calculation. You have to figure out how much 1 is, how much 2 is, how much 3 is. The lower of 2 or 3 versus 1, and whichever one of those two is higher, is the one that becomes the state funding model for the year. But in a test 3 year, something happens and we generate what is called a maintenance factor. Because eventually, when state general revenue surpasses per capita personal income, then the state has to true back up. to a Test 2 year. So 17-18 is a year, and we'll have a, here, it's actually this very slide right now that's coming up. 17-18 is a Test 2 year where the state is actually having to pay back maintenance factor from past years where we were in Test 3 to the tune of $1.12 billion across the state. But 18-19 is going to create a new maintenance factor of $92 million because there's not enough money to fund test two in 18-19. And so it's shifted the amount of money for 17-18. The overall Prop 98 bucket is a little over $75 million. Billion. Billion dollars. I'm sorry. Billion dollars would it be. And for next year, it's at about $78.3 billion. So Prop 98, over time, has been growing since 11-12. We did have some down years. 08-09 was actually lower than 07-08. 07-08 was the last year of the full funding of the old revenue limit. And then we had some bounce down years during the course of the recession. And then things started building back up again. So the governor has prioritized with what's available in the Prop 98 side of the budget. as the top priority, fully funding the targets for the local control funding formula statewide. That's an almost $3 billion enterprise. Additionally, there's about $1.8 billion left of what is one-time discretionary money that is coming in the form of the maintenance factor from the prior years getting paid off and some additional one-time money calculated in the current year. So he's proposing, as he has done for the past several years, that that come in the form of a one-time money that will also double check against prior state mandates. Additionally, he's got a workforce program K-12 component of $212 million. Now that would actually be funded to the community college districts to expand that joint community college district feeder high school program that started a few years ago. Additionally, about $167 million statewide for child care and state preschool expansion. and $100 million in the form of two programs to increase and retain teacher workforce with a focus on special education. About $59 million to the county offices to expand their roles with regard to the technical assistance needed for the LCAPs, as well as a $10 million grant for the SELPAs for technical assistance as part of that support for the county offices. And another $6.5 million increase to the California Collaborative for Educational Excellence, which we know is also doing some work with the LCAPs at various districts across the state, and which we have volunteered to be part of that first cohort for some of the things that they were doing over the past few years. Now, going forward, they're going to have a greater role with the county offices on doing that technical assistance, which at this point we are not a part of. Then $6.2 million to fund the COLA and ADA changes across the state. ADA is actually projected down very slightly, but there is a COLA. So this creates kind of an interesting year for school districts across the state. Because it's sort of the last kicker year for the local control funding formula. Because once we get to the target, the only mechanism for changing the local control funding formula, absent new legislation, is just whatever the COLA is going forward. Because that would be what would change our target number. And meanwhile, that 1.8 billion is one-time money that's going to cross-check against those mandates, as I mentioned earlier. So we'll have some ongoing piece. We'll also have some one-time piece as far as funding goes going into next year. So it's a very proactive budget, especially with regard to education, but it misses four main items of concern that have been items of concern across the state for a while. is the overall size of the base grant in relation to the cost of providing services to all students. And the base funding level, they've expressed a goal of getting into the top 10 states. Right now, we just need to get out of 45th place if possible. We're at 45 right now. But our big cost items, we will be back next year to the funding level of 07-08, but for a couple of things. no COLA factor on all of the categoricals that were originally part of the big drop into the local control funding formula prior to the revenue limit when they took that 20% cut. And then all the COLAs that they would have had on the natural under the old funding formula just disappear under LCFF and they never come back. And so it's about an additional statewide $3 billion that we don't get as a result of the way that that process was done when the LCFF was built. Also, we've had a significant level of cost increase with regard to STRS and PERS. It's going to grow at an even greater rate in the future years. We have a separate slide for PERS and STRS that's going to be coming up, so we'll get into that a little bit more later. Still, no COLA, no change on home to school transportation. It's locked at a solid number and has never had a COLA since the implementation of LCFF. That still has not changed. As well as dealing with the AB 602 funding model for special education, as we know, it has never come close to. the percentage that it was supposed to cover costs related to special education. Now, we've talked in the past extensively about the Prop 98 reserve and whether or not the state reserve would kick in because in turn, caps on the district's reserves would go into play if the state reserve starts. The Prop 98 reserve will not get funded in 18-19 because one of the four factors is not in play and that's that 18-19 is not a test one year. It's actually going to be a test three year. So because of that, we don't have all four conditions met for the state to start putting money in the statewide rainy day fund for education. So that is not going to happen for next year. Now there was a significant change to the district reserve cap that occurred during the current, or during this past school year that just ended. In that the bill modified the original Prop 2 that was going to cap us at twice the minimum reserve, or 6%. That cap has now changed to 10 percent of the combined total of funds 1 and 17. However, those restrictions only come in if and when the state funds hit a point where they have to put money into their rainy day fund. So they get to, when they start their rainy day fund, all of a sudden ours has to get spent down. So we're not to that point yet, which is a good thing because even at 10 percent, we're only talking about covering a month of payroll at that point at most, which would be, quite challenging as far as the reserve level permanently goes. Meanwhile, we have overall the COLA for the targets is going to go up about 2.5% and because this is the year of implementation of LCFF potentially if this budget goes forward, we will actually see the completion of the funding bridge and the COLA in the same year. Statewide, they're saying it's an average of $550 per ADA. I've run the preliminary numbers for Newark, and we are a below average in relation to the state district. We're coming in at about 5%, 5.07%, or $450 per ADA. Now, that is a combination of base, supplemental, and concentration. One-time money, or is it more than one-time money? This is the LCFF, so this is ongoing. This is the regular funding. So with this, We have base funding going up about $848,000 in supplemental and concentration, about $322,000 going into next year. That is about 1.75% higher than we thought for base and 6% higher for supplemental and concentration than what we had projected at first interim. Those numbers are still fluid because we haven't hit P2 yet, so we don't actually have our actual ADA number that we'll build things on. We won't have that until the spring when we get into April when the P2 attendance period ends. However, based on just looking at the numbers as they existed at first interim and what changes out of the governor's proposal, this is the effect of just those changes going into next year district wide. Hold on a second. Yeah.

[9675] SPEAKER_39: There might be a question.

[9676] SPEAKER_33: Oh, sure. If you can go back to, so 847 base funding for the year and SC, can you explain why SC?

[9684] SPEAKER_51: Supplemental and concentration. So that's the other side of the LCFF. So that's the part that we put in the LCAP. Thank you. You're welcome.

[9692] Nancy Thomas: And this does not include COLA, which is what?

[9695] SPEAKER_51: No, no. That is inclusive of the COLA. That is the entire dollar amount of the adjustment to the local control funding formula, factoring both the funding bridge and COLA and everything. Just the change in the numbers from where we were at first interim projecting next year to where we are today with these number changes that came out of the governor's budget. So a little over a million? Correct. Combined total is a little over. It's $1.1 million. So our funding factors are what they call the targets, which since we will get to the target next year, these are the actual numbers. The base grant ranges from $7,193 for kindergarten through third grade to $8,712 for high school for 17-18. We don't get fully funded at that level. This year, that's just our target, but next year, In 18-19, the numbers on the right, 73-74, will be the funding level per K-3 unit of ADA and 89-31 for grades 9 through 12. Now, on this chart, 4 through 6 at 74-84 and 7-8 at 77-07 are actually the only real numbers because we have the grade level augmentations for K-3 and for 9-12. So next year, we'll be at 81-41 for K-3 and 91-63 for the high school when you factor in the add-ons for the grade level adjustments. Supplemental and concentration, again, this is a slide I have just a wee bit of problem with, only in regard to concentration. Because the base is 81-41, 20% supplemental calculates at 16-28. If you were at 100%, we'd get an extra 16-28 per student. If we had 100% of our students that qualified as either free or reduced lunch, English language learners, homeless, foster youth. The concentration piece, that 50% of 4,071 only applies to the extent that you are over the 55. So at max funding, it's really 22.5% of that original 8141 because it's 50% increase on 45% of the students if you are 100% district. So it works out to be about 22.5% increase, not a 50% increase. So you can't just add those three numbers across and say that's how much funding we'd get if we were at 100%. It's actually not true. There's an extra level of math on that right column. But all in all for us, because we're right just barely, we're at 56% this year. We actually went up a fraction of a percent, which is good news. We'll get a small piece of concentration funding, but it's just a few dollars per ADA. But right now, the projection overall, it works out to be an average LCFF funding per ADA. If you take all the grade levels, mash them all together, grab the grand total and divide it by ADA, it's about $9,379 a student in our local control funding formula or a projected revenue of about 53.65 million for next year. Additionally, you may have heard about some proposed one-time funds. It works out to be about $295 per 17, 18 unit of ADA, but we won't get it until 18, 19. It's about one point six seven million. That is one time money. So it is money that when we develop the spending plan for it we can't be utilizing for something that would be ongoing. As we know we've had that conversation in the past one time. Money isn't going to repeat itself especially when we get beyond to where we're only looking potentially at coal is going forward. Now two of the biggest challenges that are not addressed by the state in the budget are purse and stirs. PERS has an extra level of challenge that's been tacked on by recent action by the state. In assessing its investment return, PERS lowered its assumptions from 7 1⁄4 to 7. Now, back in the day, they were at 8 and 8 1⁄2. They've been lowering them because the reality has been they haven't been getting those amounts. And so they're projecting now another quarter percent reduction, and they're going to implement it for schools and the state of California in 18-19. The rest of the agencies are not implemented until 1920. But as of right now, we're projecting, based on numbers that they published down in that chart at the bottom, about a 2.57% increase in 18-19 in the rate. It's projected to go to 18.1. That is not an official rate yet. They will set the official rate in the spring, usually around April. So we get it just barely in time to recalculate what they may revise when we're doing budget adoption. However, in the out years, in 19-20 and 20-21, we're looking at 2.7 and 3%. Additional increases over and above everything we already have going in. So overall, that rate, which for schools for many years was kind of locked at that 13.02 of the old revenue limit calculation, will be eventually at 26.1, or more than double what it used to be.

[9986] SPEAKER_39: So just to clarify, so that if we But these are projected increases in STRS and PERS, correct? This is PERS. PERS is the next slide. So PERS. Is outpacing COLA as we're going to see it coming? That is correct. So I'm kind of interested in what is that difference that is unfunded between COLA and the increase in STRS?

[10012] SPEAKER_51: Well, next year's COLA is 2.51%. So the rate for PERS alone is going to go up 2.57%, 2.569%. So just about .06 of a percent over the 2.51%. That percentage is not, is a percentage of all the classified salaries of everybody that's in the state retirement system for classified employees. So right off the top, the PERS rate increase exceeds the COLA going into next year if this number holds true. Meanwhile, over on the STRS side, their rates are actually built into state law already. So they're going up by an extra 1.85% each year for the next couple of years. And then in 2021, they go up 0.97 of a percent. And in 2020-2021, the year that's up there is 19.1. Thereafter, the board can tack on an additional up to 1% If their actuarial numbers come in at a certain point, there's some flexibility in that they can actually tap on one more percentage point and make it 20.1 if needed. Now, for many, many years, STRS was at 8.25%.

[10086] SPEAKER_39: This is precisely where we see the disparity in the four factors that you identified earlier, one of which was it was silent on STRS and PERS. Therefore, it's a false increase overall because we're still having to fill the void of STRS and PERS, and that's being kind of washed out with this one-time money or even the illusion of coming to full funding at LCAP.

[10113] SPEAKER_51: Is that correct? That is correct. So full funding at LCAP does not get us back to the buying power we had in 07-08 to the extent that the state is requiring us to give them an extra, what would be for next year, 8% above what we used to have to pay 8% of all of our teacher salaries into the STRS program, because back then we were 8 and a quarter, and now we'll be at 16.28% going into next year. And the same thing on the classified side. It's gone from 13. Well, under the old revenue limit, there was a 13 with an offset, and then it'll be up to 18 going into next year.

[10149] Nancy Thomas: So are you saying the increase in the cost of STRS and PERS kind of wipes out COLA?

[10157] SPEAKER_51: Not completely, because COLA is on everything in the district, whereas these are percentages of the salary piece of the district. Which is 90%. Yeah, it's about 90% when you take them both together. But you can't say you're having the 2 and 1 half plus the 185, because that would be double counting classified versus certificated. So it's a blend of those numbers. But all in all, yes, it takes up the lion's share what we would be receiving.

[10189] Nancy Thomas: Your eight minutes was like about 21 minutes.

[10192] SPEAKER_51: I'm sorry about that. Well, that was the last page. So there's just one other thing that I do want to mention that isn't in any of the slides that we need to keep in mind as a district. And that is that in 2021, we were to go back from 2% to 3% on routine restrictive maintenance. With getting the rest of the funding factor in 18-19, We're going to need to seriously look at the funding level for routine restricted maintenance, because we won't have bridge funding to pay for it in 2021 anymore. So we need to be looking at it earlier, potentially, for implementation. And we'll talk a little bit more about that at a future presentation, not tonight.

[10227] Nancy Thomas: OK, I guess the only question I have is, can we look at revisiting our reductions based on the fact that we have that 1.1 million additional dollars coming in next year?

[10243] SPEAKER_51: I anticipate that we will be having further conversation about that with the board at our next couple of meetings as we prepare for second interim, because these numbers will get reflected into the second interim. So we have a bit of time yet before we get there, but yes, we will be looking at that, because it will also affect everything else that we have to talk about with regard to the budget for next year.

[10264] Nancy Thomas: Thank you. We are coming up on the 10 o'clock hour, after which we need to extend the time of the meeting if we want to be able to get through the agenda. Do I have a motion?

[10279] SPEAKER_47: I move that we extend the meeting time to 1130. Hopefully we will not need it. Hopefully we will not need it, but we can only do it once.

[10289] Ray Rodriguez: We can do it to midnight if we go over, then we can always extend it to the next day.

[10295] Nancy Thomas: Do we have a second?

[10297] SPEAKER_47: I'm saying at what, 11.30?

[10300] SPEAKER_33: I'll second.

[10301] Nancy Thomas: OK.

[10302] Ray Rodriguez: Please vote.

[10307] SPEAKER_47: No one wants to do it.

[10309] SPEAKER_49: OK. We're going on screen, actually. It works now.

[10315] Nancy Thomas: Please vote.

[10316] SPEAKER_47: We're going on screen. Oh, we're there? OK.

[10318] Nancy Thomas: Ms. Crocker and Mr. Rodriguez. Five ayes.

[10325] SPEAKER_47: Thank you. Can I have a clarification?

[10331] Nancy Thomas: Yes. Ms. Crocker and Mr. Preciado had questions.

[10335] SPEAKER_47: Mr. Richards, then we're talking about increased income, regardless of where it comes from, 1.1 million. Is that correct?

[10347] SPEAKER_51: Yes. About $850,000 of that is base, and the rest is supplemental and concentration. And we'll have to be identified in that account.

[10355] SPEAKER_47: Is it one-time money or is it based?

[10357] SPEAKER_51: No, that's part of the local control funding formula, so that is ongoing funding.

[10360] SPEAKER_47: Thank you. Mr. Preciado?

[10363] SPEAKER_33: So, in... You probably don't have this off the top of your head, but just for our next presentation, it'd be helpful to break it down because a lot of that information was really dense and then some of the slides you were going through, like, really fast. I know you haven't memorized, so... Or you have a better understanding, but for... I guess from my understanding, I think it would be helpful to see what the total increase in revenue is versus our increasing cost of STRS, PERS, and what you just said as routine restricted maintenance. So combining the increased expenses with the increase in revenue and figuring out whether or not we come out ahead or are we behind on the total, if that makes sense. Because that's the total that it's going to cost us and from there, at least from my perspective, then that's what we have in terms of coming back to, as I mentioned last time, my priority of class size, or whatever the priority collectively is, but I've shared that piece from my perspective. So that's what I would suggest, so that it's clear for folks, and it's not so dense of like, with the different pieces, I think.

[10439] SPEAKER_51: Okay, the one thing I will mention, the rate increases for PERS and STRS, were out before, at least these projected rates, were out before first interim. So they are actually already in the multi-year projection. So you can read a little bit easier on that piece of it. And that piece of it has already been built into the multi-year projection based on everything as it existed at first interim.

[10458] SPEAKER_33: OK, so then it would be a clean 1.1 with the exception of the routine restrictive maintenance piece.

[10465] SPEAKER_51: Which is approximately $650,000. So that chips away. That's about half.

[10467] SPEAKER_33: Yeah, so that's a big one. So seeing that piece would be really helpful in terms of knowing what we actually have to work with.

[10480] Nancy Thomas: So I'm hearing 600,000.

[10485] SPEAKER_47: 500,000.

[10485] SPEAKER_51: Well, again, because of the break between base and supplemental and concentration, I think we'll talk about it as two separate things with a total, but we'll talk about them together. Because supplemental and concentration only contributes their 3% or the overall 3%. So it's a very small increase for the 3% in there. It's a much bigger one on the base. So I'll give you all of that information in much more detail at our next session where we talk about the budget.

[10515] SPEAKER_39: And I would add in as it compares to the board priorities as set for negotiating back.

[10521] Nancy Thomas: Right. Mr. Nguyen, do you? OK. OK, we come to that part of the meeting. where we have a public hearing on the Sunshine Proposal Reopeners for Newark Teachers Association contract. The district previously sunshined its proposal. I'd like to open the public hearing. And I'd like to invite Phoung Nguyen to come forward.

[10567] Phuong Nguyen: Good evening. Tonight we heard from passionate students, parents, and teachers in opposition to the proposed cuts in resources, teacher layoffs, and increased classroom sizes. I'm very much in agreement with them. I had many reservations when I first decided to enroll my two daughters into the Newark School District. But what drew me was the smaller classroom sizes in comparison to Fremont School District and Milpita School District. The smaller classroom sizes have allowed them to build long-lasting trusting relationships with all their teachers. It also allows the teachers to pinpoint in detail how my children are performing in their classes and give me feedback that is helpful and meaningful so that I can help contribute to their success. Our teachers give so much of themselves to make sure that our students excel and succeed academically, socially, and physically. They pay out of their own pockets for classroom supplies and are always thinking of how they can improve engagement. This is especially true at Graham Elementary. Ms. Bird, all the teachers and staff are the reason why I have not withdrawn them from the district. And Ms. Bloom, she's an amazing science teacher. And our wonderful librarian, Mrs. Marzano, they are so amazing. My hope is that you realize how valuable your school principals, teachers and school staff are, including office staff, janitorial staff, every one of them influence and make an impact on our kids. And please continue to keep the classroom sizes small so that both student and teacher, teachers can continue to thrive together. Thank you.

[10688] Nancy Thomas: Kimberly McCarthy.

[10695] SPEAKER_55: The mission statement on our district website says, Newark Public Schools inspire and educate all students to achieve their full potential. Our students cannot reach their full potential if they are crammed into classrooms like sardines. In 2007, my oldest was in kindergarten. There were four kindergarten classes at Kennedy with approximately 16 to 18 students in each one. She was required to know 11 words by the end of the year. Six years later, when my youngest went to kindergarten, she had 20 to 22 students in her classroom and was required to know more than 60 words by the end of that year. We are increasing class size and increasing our expectations of our students and our teachers, making their jobs seemingly impossible. 29 kindergartners, most of them cannot tie their shoes, blow their nose, zip up their own jackets, or button their own pants. We need our teachers to, one teacher, to do that for 29 students, as well as teach them to write, count, read, do simple math, cut with scissors, and a whole lot of other things that they are expected to impress on their students in a year. How can they learn those things if their teacher is stretched among 29 students? At the budget reduction meetings in the fall, the community asked the cuts to be made away from the classrooms and teachers. They should have been left off the table completely. The budget cuts need to come higher up the food chain. Without students and teachers, we have no schools. Student enrollment is down. Our district struggles to retain quality teachers and new teachers. We have a sub special ed at Kennedy. She's been a sub since the beginning of the year because we cannot find anybody to take the position. At the budget reduction meetings, it was said that the cause of some of our debt is enrollment is low. How can we attract new students when our classrooms are completely packed to the gills, where there is less room for walking or anything? Combo classes are now the norm, and we cannot retain teachers. Class sizes are already too big. Increasing them is to the direct educational detriment of our students, and that won't be the teacher's fault. It will be yours.

[10831] Nancy Thomas: Is there anyone else that would like to come forward to speak to this? Seeing none, I close this public hearing. We did public comment on non-agenda items earlier. So we move on to new business. 12.1 to 12.6 are items related to the board organization and setting up of our committees. And we do have a speaker on 12.3, which I will call up in a minute. But I'd like to ask the board if, It works that we will have an informal type discussion with our priorities, and then vote on each one after we kind of agree in a consensus fashion. Is that all right? OK. So I'd like to call up Mr. Kerry Newt, who would like to talk about 12.3, the city liaison committee.

[10898] Cary Knoop: I think I also have one on 12.5. The liaison committee, my understanding is the committee met January 2017 and one time in April. I think one thing I would want to get clear is this a standing committee or an ad hoc committee? If it's a standing committee, please talk with the city and make sure you get a regularly scheduled meeting with minutes and approval of minutes and all these things. Now, I don't know, is it a standing committee or an ad hoc committee? I would say make sure you talk with the city and say we're going to meet once every quarter or once every half year and you stick to that date, not like whenever we feel like. Thank you.

[10942] Nancy Thomas: Thank you. So maybe we can go down and start with what we have in 2017 and see if any one of us would like to not be on a committee or would like to be on a different committee. I would have to say that the other committee I cannot be on because that charter does not allow for me to be on that committee as president. So we would need to have another board member want to, you would like to be on that?

[10979] SPEAKER_44: Yeah. Point of order. Can I get a speaker for 12.5?

[10984] Nancy Thomas: I'm sorry, I missed it. Who is? Carrie New. I'm sorry, I didn't see that in here. I'm sure it is. We've got a whole... Sure, go ahead. Is that okay? Come on.

[11000] Cary Knoop: Audit committee. So I just want to talk about something that I attended the audit committee as a visitor, and the suggestion was made that every time when new members would come in, the audit committee would kind of resolve, and then a new one would start it. I disagree with that. It's a standing committee. That means the Audit Committee does not cancel if new members go in or out. And I do want to say that I'm in favor of having an Audit Committee, but I think this Audit Committee has not produced anything. It should produce a report. We had the FCMAT report. The Audit Committee decided to just defer it, which I think is a big mistake. The reason to have an Audit Committee It's to address issues, to make a report, and present that to the board, not to make decisions, but to present that to the board. You need to do work in these committees, not just defer it or wait for things to happen. So if you want an audit committee, make sure it's effective. Otherwise, it is indeed wasting everybody's time.

[11067] Nancy Thomas: Thank you, Mr. Newt. OK, so we have Mr. Preciado and Mr. Nguyen wanting to be the two members on the audit committee. Is there anyone else that would like to throw their name in there?

[11083] SPEAKER_47: I'm unable to go to any of the Mission Valley Regional Occupation Programs because they've changed their meeting to Thursday. So I'm not able to be an alternate on that either.

[11096] Nancy Thomas: I'll take that on. You'll be the alternate? And I continue to be on the board? Sure. OK.

[11102] SPEAKER_33: Just wanted to point out that you just assigned me to the audit committee. I didn't volunteer for it on my own, but I'm sorry. But I know that as part of the process that we had to sign up for two, so I would be glad to continue to be on that.

[11118] Nancy Thomas: I appreciate that because it gives continuity. Right. OK.

[11122] SPEAKER_47: And I would appreciate being on the city liaison.

[11126] Nancy Thomas: So Jan, you would like, Miss Crocker, you would like to continue on the city School Liaison Committee, Mr. Piciotto. I don't know if that's OK, unless someone wants to. Anyone else want to? OK. Mr. Rodriguez, is your preference to stay on the SELPA? OK. I think that's OK. I think Second Chance has gone away. Yes. So cross that out.

[11153] SPEAKER_47: It's not on there. No, Second Chance is still there, but we're not. On the listing?

[11158] Ray Rodriguez: We're not. We're not.

[11159] SPEAKER_47: It's not in the committee anymore. And I'm, the appointment for the oversight board for the successor agency, the redevelopment agency, that meets once every quarter, once, twice a year, something like that. And you have to go through a process of vetting, so I will stay on that since I've been through that process.

[11181] Nancy Thomas: Okay. Several of you are alternates. Tom, you're an alternate for SELPA. Would you? Sure. Okay.

[11189] Ray Rodriguez: I don't mind being an alternate for any other. you know, if somebody can't make it. We've done that in the past.

[11196] SPEAKER_47: Are we doing BITSA? Is that one of the rooms that we're doing?

[11199] Nancy Thomas: Yeah, BITSA. That's right. Mr. Nguyen, I mean, yeah, Mr. Nguyen, you're on BITSA. Would you like to stay on BITSA? OK. And Mr. Rodriguez, you'll continue as the alternate? OK, I think we have our lineup. I would take a motion on the MVRO Mission Valley Regional ROP Program for Nancy Thomas to be representative and Mr. Rodriguez to be alternate. Could someone make a motion? I so move. Is there a second? I'll second. Second. OK. Please vote. Five ayes. OK. I would ask for a motion that Mr. Rodriguez be appointed to the SELPA and Mr. Nguyen be the alternate. I so move. Ms. Crocker? I'll second. Mr. Nguyen, please vote. Ms.

[11281] SPEAKER_47: Crocker? For some reason, it's not registering. There you go.

[11288] Nancy Thomas: Five ayes. May I have a motion for the City School Liaison Committee? Mr. Preciado and Ms. Crocker, as the members and the other board members can fill in. OK, Mr. Rodriguez and Mr. Nguyen. Please vote. Five ayes. For the East Bay BITSA induction program, Mr. Nguyen, with Mr. Rodriguez as alternate. I'll make the motion. By Mr. Bustiato.

[11329] SPEAKER_47: Second.

[11330] Nancy Thomas: By Ms. Crocker. Please vote. Oops, I forgot to vote. I vote aye, so it's five ayes. The Audit Committee, Mr. Nguyen and Mr. Preciado.

[11358] SPEAKER_47: So moved. Second.

[11363] Nancy Thomas: Please vote. Five ayes, thank you. And for the Redevelopment Committee, Ms. Crocker. And then Mr. Sanchez, alternate. With Mr. Sanchez as the alternate. Right.

[11382] Jodi Croce: So moved.

[11386] Nancy Thomas: Please vote. Mr. Rodriguez. Five ayes. Thank you. Our next agenda item is the audit report. And prior to that, we have a speaker that would like to address us, Ms. Park.

[11446] Cindy Parks: Actually, my question is concerning page 25 of the audit. It says that in the Christy White's audit, that under the capital fund section, it mentions certain education codes and government code sections. And I wanted to know, with capital, excuse me, let me just clarify. So the capital fund that is referenced on page 25, they call it capital fund, but it's actually our fund 25. the developer's fees, and they quote government code sections and, like I said, ed code sections. And I don't see anything in there that they audited that account, and I wanted to know whether they go in and they audit all of the funds, or I know that the bond uses them separately, but I wanted to know if they also audit the developer's fees and whether they audit to make sure that the expenses fall within the parameters of the government code and ed code sections that they list.

[11509] Nancy Thomas: Unless staff wants to answer the question, perhaps our presenter can.

[11516] SPEAKER_51: I would say why don't we have the actual audit presentation. It may end up getting covered during the course of that presentation. And then if not, then we'll deal with questions at the end.

[11525] SPEAKER_59: OK. Thank you. Thank you.

[11530] Ray Rodriguez: I'm not feeling well. OK.

[11538] Nancy Thomas: OK, would you like to introduce this, Mr. Sanchez or Mr. Richards?

[11545] SPEAKER_51: We have a partner from Christie White Associates. And I'm sorry, John, I have just blanked on your name. I apologize, your last name. But I'll let you say it for the board, and then we'll let you go ahead and do your presentation.

[11555] SPEAKER_11: Thank you. Yeah, my name's John Whitehouse. I'm a partner with Christie White Associates. Good evening. Thank you for having me here. We've concluded our audit of the district funds, capital assets, long-term debt, and compliance with federal and state law. I'll first go over an overview of our scope, and then through the opinions, and finally the audit findings and question costs. We come out twice a year, once in the spring and once in the fall. Our audit covers a broad range of areas. We test school-side attendance. by visiting a sample of school sites and tested ASBs there as well. We documented and tested internal controls in areas such as purchasing, cash disbursements, payroll, cash receipts, and food service. We conducted fraud risk interviews with selected management and staff. We conducted a single audit in compliance with OMB Circular A133, which includes testing internal controls and program compliance over the special education program. State compliance areas covering attendance reporting, instructional time, classroom teacher salaries, admin teacher ratio, and the school accountability report card. And finally, we tested all June 30th, 2017 balance sheet accounts such as cash, accounts receivable, accrued liabilities, capital assets, and long-term debt. along with revenues and expenditures across all funds. The results of our tests are reflected in the auditor's reports and findings and question cost section of the report. On page one, this is our independent auditor's report. And on the second page, the first paragraph states that in our opinion, the financial statements referred to above present fairly in all material respects the respective financial position of the governmental activities, each major fund, and the aggregate remaining fund information of Newark Unified School District as of June 30, 2017, and the respective changes in the financial position and where applicable cash flows thereof for the year ended in accordance with accounting principles generally accepted in the United States of America. That's a, you know, clean opinion. There was no findings that we were noted during our audit. On page 74, this is the report on internal controls and compliance with government still audit, auditing standards. We found no significant deficiencies and no instances of noncompliance. On page 76, this is the report on compliance in regards to the federal programs we tested. We issued an unmodified opinion, which is a clean opinion. and found no significant deficiencies, material weaknesses, or instances of noncompliance. And finally, on page 78, this is the report on state compliance. Here we issued another unmodified opinion and found no significant deficiencies or material weaknesses. And then in regards to the question that was asked earlier, we do audit all funds and we do audit the developer fees as part of our testing.

[11760] Nancy Thomas: Could you expand the developer fee audit, what you look for when you're auditing those funds?

[11768] SPEAKER_11: I mean, generally we're just looking at, you know, that all those fees were collected properly and those revenues that came in are expended in accordance with those government code sections referenced in the report.

[11789] Nancy Thomas: And there were no findings in that area?

[11791] SPEAKER_11: There were no findings noted during that testing, or in the testing of those, of the developer fees.

[11800] Nancy Thomas: I'd like to ask you about the type of information that the auditor provides to staff, to management, that's outside of the scope of the findings. In the past, we've had auditors that have had management letters where they will make recommendations. This isn't a finding, but we are noticing this process or perhaps a potential for internal controls to be improved in this area. And it's not an audit finding, but it's a communication, too. Correct. In the last two years that I've been on the audit committee, or three, There have been no management letters. Inside of the audit committee, I ask the question, did you give any verbal input or advice concerning improvements that can be made? And in all cases, there was none. I bring this up because later this evening, we are going to be approving minutes for a special meeting from June of 2016. That special meeting is where we approved our LCAP and where we approved our budget. Those minutes to that meeting were never brought forward to the board for approval until this evening. I'm not an attorney. I don't know the legal ramifications. But it appears to me that if the board doesn't approve the minutes or the budget or the LCAP, were kind of in a legal limbo there. I also understand, and I don't know that, I understand from staff that the auditors noticed that and brought it to the attention of staff, but the audit committee wasn't told about it. Not only that, in the past with another auditor, that was a finding. When minutes from meetings were very tardy, in this case a year, That was an audit finding. So did you find that? Did you tell staff? And why is it not a finding?

[11942] SPEAKER_11: Are you talking about this year or last year?

[11945] Nancy Thomas: I'm talking about this year's audit.

[11947] SPEAKER_11: This year's audit, there was no findings or anything noted out of the ordinary for board minutes in our review of the board minutes. And what we do during our review of the board minutes is to see if there's anything that's disclosed in there that would have a material impact or areas that we would want to look at based on discussions that come from here.

[11970] Nancy Thomas: So if minutes are not prepared, that's not auditable. It's not a finding. Because in the past, when that was a finding, it wasn't that, well, The minutes aren't there, it's not material. It was that the minutes aren't there, it's a finding.

[11987] SPEAKER_11: Right, yeah. Again, I didn't personally work on this district. I'm filling in for another partner who is the managing partner on the job that had a prior commitment. So I can't speak to what they saw or what they didn't see. But in general, if there was a missing minute, we would make that note and make and request those before the completion of the audit. Otherwise, there could be some type of disclosure, whether it be a finding or a management letter. That would be at the discretion of the partner on the job.

[12022] Nancy Thomas: I hope you send back the message that it's very difficult for the audit committee to do its job if there are communications with staff that we are not made aware of. Absolutely. Thank you. Is there anyone else that has? Thank you. I'd entertain a motion to accept the audit report unless you would like to make any more comments.

[12048] SPEAKER_33: I'll second that and then I have a discussion.

[12052] Nancy Thomas: Okay. Who made the motion? Oh, you said you motioned. No, I would entertain someone to make the motion. Okay, Ms. Crocker made the motion, Mr. Preciado. Okay, Mr. Preciado.

[12064] SPEAKER_33: So I did want to note because it was part of the audit committee but it's related to this piece is that and we've discussed and will be discussing moving forward is that bringing back potentially a budget versus actuals as a monthly report. I know it's related to the FGMA and the Audit Committee as a whole, but I just wanted to note that we, as the Audit Committee started to think about what are tangible ways to be able to report to the board, on progress or monitoring our spending and sticking to the budget. And that was one of the suggestions. So as we move forward, that might be coming up.

[12106] Nancy Thomas: Yes, and I agree with that. And I believe the FCMAT report kind of documents the type of information that should be brought to the board monthly, which is our progress against our budget to make sure we can monitor that we are not deficit spending or slipping into spending more than we have in the budget.

[12133] SPEAKER_49: I'll second the motion. Did you make?

[12135] SPEAKER_33: Member Crocker made the motion, I seconded.

[12139] Nancy Thomas: Please vote. Four ayes to accept the audit report. Thank you. The next agenda item is 12.8, board policy regulation 50, what is it? 5145.3, non-discrimination harassment. Do we take each one of those separately, or do we take them together? Usually we do it separately. OK, let's talk about the board policy first. Any comments on the board policy?

[12192] SPEAKER_47: I have a question. On page two, it's talking about the policy shall apply to all acts related to school activities or school attendance occurring within the school district, and to acts which occur off campus or outside the school-related or school-sponsored activities. but which may have an impact to create a hostile environment at the school. That's new. And that certainly expands our responsibilities and our liability. And that's something that's suggested by CSBA, but is it something that we have to legally have?

[12232] SPEAKER_57: Excuse me. Most districts have now included it. It is now something that is a strong recommendation from CSBA. I looked at surrounding districts and everyone has included it. I think once you get to the definition of what harassment means, if it's pervasive and repeating, that's part of the information that a school administrator would need as they're doing an investigation. So there may be, yes, off campus.

[12260] SPEAKER_47: So we're actually policing the full student's life in terms of this, essentially?

[12266] SPEAKER_57: Well, essentially, yes, we're giving them an avenue where to report something that may carry out after the school day, if it's through social media or if it's on the way home. It is certainly a change across all districts, absolutely.

[12287] Nancy Thomas: I had a couple of comments or questions. This board policy requires a regular review of implementing non-discrimination policies and practices and removal of barriers of student access or participation, and that such reviews should be reported to the board. But the board policy says nothing about when. It says it should. It doesn't say when. I mean, is it one year, five years, never, infinity? So I mean, I'm wondering if if we should be adding to this policy that a timeline for when that would be reported to the board. And there's a new recommendation or a new part of this policy that says there shall be record keeping of reported harassment cases. And in that report to the board, the record keeping data could be given to the board so that we would be kept apprised. Would you be open to that or recommend it?

[12353] SPEAKER_47: Do we have a judicial responsibility that maybe we should not be kept apprised? Is there something that we have to do and make decisions that if we're in the process of understanding what's going on, we cannot make judgments? Expulsion being one example.

[12371] SPEAKER_57: Correct. I think I could certainly look into that. We may be able to do it. kind of how we do the Williams Act updates, where you're able to see kind of a grid as to if there's any complaints, at what school, but you're not getting the specificity of the complainant or any of the personal. And that's done, well, Williams is, I believe it's twice a year, but we could probably look at an annual update at the end of the year once we've had enough time to look at all of the information across schools. But I think there would be that caution of not having so much information there so that if a case comes forward, specifically expulsion.

[12414] Nancy Thomas: I think I've seen this in board policies before, where we are required to get reports. But unless it's not calendared, unless it's not specific as to a timeline, it just doesn't happen. So we're not really doing our duty according to the policy. So I hope we can. do that and make it part of our board annual calendar.

[12439] SPEAKER_57: I can certainly add that under the administrative regs input. We could look at, I'd have to look at if June would be too soon, but perhaps like one of our August meetings could be an annual kind of post update after we've had time to make sure that the whole year was counted.

[12456] Nancy Thomas: OK, thank you. Unless we have further comments. Oh, Mr. Piciotto.

[12465] SPEAKER_33: In terms of the legal aspects of it, that piece that we have to look into. So I know sometimes what we do is we do a first reading and then we do a second reading. But I mean, I guess it's the legal piece of it, just to make sure the scope of member caulkers.

[12481] SPEAKER_47: Yeah, yeah. I am concerned. It's not that I don't want to protect the students. It's just that we're expanding our liability area. And maybe it's there anyhow. So I think that maybe it might be wise to check into it. And I would appreciate finding out and then bringing it back.

[12503] Nancy Thomas: Can we call this a first reading and table it until the next meeting? So then let's move on to the AR, which we will also bring back to see if there are any comments or input. Suggestion on this one was that we list the name of the compliance officer, not just his title. And maybe we can bring that back also.

[12538] SPEAKER_51: The challenge with listing a name as opposed to a title in a board policy is if that person resigns or retires, then we end up making modifications.

[12547] Nancy Thomas: Then we have to bring it back. Yeah.

[12552] SPEAKER_33: I mean, you could say compliance officer, who is currently this person.

[12558] Nancy Thomas: And I think it's more friendly. If someone, it's difficult to bring harassment cases forward and report them, especially if you're the one that's being harassed. And to have a name that you can say, I know who that person is, or I can call and ask for that person specifically, rather than having to say, may I talk to this person by title? And oh, yes, can you tell me what issue is making it easy and inviting for people to report.

[12593] SPEAKER_47: The first point of this, however, was at the site. And so that would be your administrator at the site. So that if you are aware of harassment or any kind of abuse, as a teacher, as a mandated reporter, you go to your next person in line, your principal or administrator. And I would think that that would be the process. I'm not sure how many people would jump around their site for harassment concerns.

[12622] Nancy Thomas: I think when it comes to a uniform complaint procedure, the compliance officer has to be in the loop. And this is a uniform complaint type issue, right? Correct me if I'm wrong.

[12636] SPEAKER_47: It may be when you do the discussion, but if you're looking for someone to feel warm and fuzzy about to talk to. I don't know that the compliant officer is the one, I think it's the person at the site.

[12647] SPEAKER_49: So the compliant officer is usually at the district level to accept the complaint that would otherwise be lodged against a school site member. So it's simply someone in upper management who is designated as the person who is that officer to investigate and follow up on the uniform complaint.

[12666] SPEAKER_47: It usually comes through the administration at the site?

[12669] SPEAKER_49: Not necessarily, no. It comes directly to the district office.

[12672] Nancy Thomas: And it doesn't even have to be in writing. It can be verbal.

[12678] SPEAKER_57: And if I can add, we would certainly address that in the training with our administrators and our teachers. And I think ensuring that we publicize this. One of the difficulties that we were working through is that there have been some additions to this policy in between the last time it was updated. So some of the things may seem very new to us, but in fact, it should have been updated a bit ago. So we're working through that. I do want to share that I want to thank Mr. Tommy Martin Edwards and Miss Amanda Yop who really helped me to meet and talk about what this policy really speaks to. I know our superintendent met with students at the high school to hear from them. And we also had the opportunity to hear from them in terms of supporting our students who are transgender. But at the same time, there are some other additions to this as it supports students with disabilities. And so we did some other additions also.

[12736] Nancy Thomas: Good. Thank you. Well, then we will move on to 12.9, which is the Board Policy Administrative Regulation 5126, Awards for Achievement.

[12766] SPEAKER_57: So this evening, I bring forward for first or second reading the policy around awards. Again, updating some of the language that excuse me, is to have been updated and to be in line with opportunities for students to receive awards. One is the Golden State Seal and the other one is the Seal of Biliteracy. Again, met with our counselors, teachers, and our administration at Newark Memorial to get their input on this They're very excited about having another opportunity to award our students. As you read through the document, it speaks to students who are becoming bilingual, biliterate, through our world language programs, or English language learners who are now fluent in English. and also the Golden State Seal will speak to an award that surrounding school districts do offer. It's changed a bit since the testing has changed, but we're working with our surrounding districts to make sure we also offer this to our students.

[12839] Nancy Thomas: I had a major concern that I communicated to staff, and that is that the record keeping for both of these awards is extensive. They are optional. It's not that we have to do it. The record keeping is extensive. And as much as I believe in recognizing students, I'm also noting that we are not even comfortable with the way we count and account for our students that meet the A to G requirements. There was some concern about the 14% or 16% that we reported was not correct. It should be 23%. We never quite got that number straight. And this requires, especially the biliteracy, requires all sorts of options that a student can go through to get that award. really question whether we have the capacity at the high school. I would be more inclined to support this if we have, we bring back at the next meeting where we look at this, I assume this will be the first reading, a comprehensive plan of who's going to do the work and how much work it's going to take and also a discussion of We left the paragraph in that says we will do the program at the lower grades. At which lower grades? And again, who's going to do it? Are we going to be consistent with it? I think there's a lot of questions here that impact the workload of our staff, and I'm very concerned about that.

[12945] SPEAKER_47: Is the person who is in charge of the language of which they are bilingual, is that person was teaching that and not the person that would be the gatekeeper?

[12959] SPEAKER_57: At the high school level, it's essentially we work with the career center working with the assistant principal is working with a group with the college career coordinator, assistant, counselor, and also the department chairs. Essentially, for the seal of biliteracy, it's a test. And so there's different ways for a student to qualify. It could be if they take the AP exam. There's different ways to do it. We would work with the IT department to ensure that students are tagged. And it would be a lot of coordination, I think, at the district level and then working with our sites to ensure that they are following up on this. I could certainly look at how to operationalize it. We already have a meeting scheduled. In fact, I got an email this morning from the team at the high school saying, did it pass? Can we meet again? So I let them know we were bringing this forward for a first reading tonight. And so they're ready to go and to start to think about how we would operationalize this.

[13021] SPEAKER_47: We're eliminating the counselors at the high school level. This is one person that would not be able to do it. They would not have the time. Whoever would be left, the two that would be left there would not. have the time probably to do this in the same way.

[13035] SPEAKER_57: Correct. So we would have to look at how this looks as a team, yes, to do this.

[13039] Nancy Thomas: You know, we already have three levels of diplomas that were, a lot of work was done bringing those three levels to us for consideration. And it kind of fell by the wayside. It's been well over a year since that came. And there was a discussion of differentiating the diplomas. Now we're going to differentiate diplomas. Are we going to or not? And are we going to add these seals? And is this a prudent thing to do when we are so tightly understaffed?

[13072] SPEAKER_57: And essentially, it's not differentiating the diploma. This is a practice that happens at every Alameda County School District for us. We're actually one of the only districts that doesn't have it. And the way that it works is that we would order the seals, and it's a seal that's put onto the actual diploma if a student qualifies. It allows students to apply for jobs and have other opportunities if they can truly demonstrate that they are bilingual. In terms of the Golden State Seal, it's kind of become an optional thing for some school districts. There's not as much cachet as there used to be, and a lot of school districts themselves have their own awards that they do. And having been at last year's Newark Memorial Award Ceremony, I think there is a way to fold this work in as to what is currently taking place right now with awarding students. But I could certainly meet with them and see what that would look like. This was really to be in line with what other districts in Alameda County are doing.

[13131] Nancy Thomas: OK, well, as I said, I would like to see an implementation plan and impact on workload?

[13141] SPEAKER_33: Not the AR? I guess from my perspective, we shouldn't be diving into that kind of piece. It's more of a big picture. We say, here's the board policy, and then we have to figure out, like, we have to assume that staff is competent enough to manage that workload. Because in that case, from my perspective, if that was the only thing, then we shouldn't pass any board policy that's going to increase any workload on people because of that, if that's the factor. then we wouldn't function, right? It's about prioritizing and then figuring out how we can work that within and then trusting staff to manage that process.

[13180] Nancy Thomas: Yeah, I have to agree with you. And I have to say that my concerns are operational. And I don't know that those concerns

[13195] SPEAKER_49: I think what we need to do is if this is the first reading and we take it back to the second reading, I think the board needs to decide whether this is a worthy thing to do and have staff determine whether they have the capacity to then carry this out.

[13206] Nancy Thomas: I guess that's what I'm saying when I'm asking for a plan is can staff assure us they have the capacity to do this and not in just yes we have the capacity but yes here's what we know it'll take and we

[13221] SPEAKER_49: So maybe bring back an outline of how you're going to execute this when we bring it back then?

[13227] Nancy Thomas: Ms.

[13227] SPEAKER_47: Crocker? We're getting into a process that is somebody else's decision to make, not ours. If we say we want it and they say they can do it, then we have to go on their basis, from my perspective. Because then we're creating more consent. We're setting up their process. That's not our job.

[13245] Nancy Thomas: But I think it's our duty to have staff ensure us that they have looked into it and they can tell us they have the capacity. Yes.

[13257] SPEAKER_33: So I guess from my perspective, the prudent thing to do is if we're going to decide to move forward with this, would be then to at least have a timeline of when we're evaluating how did this work out, if that makes sense. So that way you see that piece, which is the piece that we're missing. So you're not dictating, like, outline or work plan or whatever it is. Not telling them how to do it, but... It's saying, after a certain period, this is what we're asking for.

[13290] Nancy Thomas: Okay, we'll carry this forward for a second reading then. This is first reading. Okay. So, 12.10 claims and actions against the district.

[13329] SPEAKER_51: So this update to a board policy comes at the recommendation of our attorneys actually for our insurance JPA. There were a couple of board questions, well actually there were one board member who sent a couple of questions that I received when I got here tonight for the board meeting. With regard to the first pink paragraph on page two of the administrative regular, page one of the administrative regulation, there's a place where it refers to the California Charter Claims Act as opposed to the Government Claims Act. The act did have a name change. Government Claims Act is correct. We'll make that modification. That's, in my opinion, an immaterial change but we can certainly make that I actually copied and pasted that directly out of the attorney's recommendation for modification to the CSBA policy. Further, in another paragraph, I want to say on the fourth page, the word board is in quotation marks. There was a request to remove the quotation marks. That's fine. It's immaterial to it. It doesn't change the definition at all. So we'll make both of those modifications unless the board has any other questions or concerns about the policy.

[13403] Nancy Thomas: Questions or concerns? Do we feel comfortable voting with those slight modifications?

[13409] SPEAKER_49: Yeah, I'll move to approve.

[13411] Nancy Thomas: I'll second. Motion's been made and seconded. Excuse me. Please vote.

[13425] SPEAKER_33: Four ayes, please. Thank you.

[13440] Nancy Thomas: 12.11, donations report. Move to approve.

[13443] SPEAKER_47: Do we need to vote on both of our policy or the AR? There's two different files.

[13453] Nancy Thomas: Should we go back and specify that that was for?

[13456] SPEAKER_49: Well, it was under one item, though, a single board item. So by virtue of voting for that, for 12.

[13464] SPEAKER_33: So we voted for both as a process piece. But in the future, if we want to vote on them separately, we should have them separately.

[13469] SPEAKER_49: We don't need to break them out, but in this instance, it was together, so we voted together.

[13473] Nancy Thomas: Right.

[13473] SPEAKER_51: OK. Traditionally, if they were in the same policy number, we generally move them together. If the board would like us to make that a permanent change, we'll start changing the way we bring them forward.

[13485] SPEAKER_47: That's fine with me.

[13486] Nancy Thomas: It's fine with me, too. OK. Thank you. OK. Which board is finalizing? that we vote on them as a package.

[13499] SPEAKER_33: I move to approve the donations report. I'll second.

[13505] Nancy Thomas: OK. I'd like to ask about one of these donations.

[13518] SPEAKER_33: We have a motion and a second, so you can ask.

[13520] Nancy Thomas: Yes. Right. for the $80,000? It's on the second page, towards the bottom. It's an $80,000. $18,000. $18,000, excuse me. Anonymous donation for Scoreboard. If that's an individual, I feel comfortable with it being an anonymous. But if it's an organization.

[13546] SPEAKER_39: It is an individual, as far as I know.

[13547] Nancy Thomas: It's an individual. It's an individual. OK, is the staff going to work

[13554] SPEAKER_39: We're getting a legal opinion either way, but it is an individual.

[13556] Nancy Thomas: OK, and usually with in-kind gifts like this, the preference is that the cash be given to the district, and the district manage the process. Is that how this will work?

[13574] SPEAKER_44: I'm not sure. All we knew is a new scoreboard was installed in the school, and it was a donation by an anonymous donor. who didn't want to be acknowledged in any way. It wasn't a cache. The scoreboard was installed. Wait, so the scoreboard was already installed? Is there? When we were told the scoreboard was already installed, they received a new scoreboard.

[13595] Nancy Thomas: Our other scoreboard required DSA approval if we change it. Yes. I mean, we really need to make sure that staff is trained at our school sites that we do not accept in-kind gifts without consultation with the district on the installation and all the legal ramifications that can happen as a result. This is very disturbing to me.

[13624] SPEAKER_47: Was this the scoreboard that the staff was going to be purchasing with the girls?

[13631] SPEAKER_39: No. We learned of this recently, too.

[13634] SPEAKER_49: So basically a new softball scoreboard appeared on the stadium and it's counted as a donation. I think we're under heavy liability if something were to happen because that project isn't DSA approved. Usually a scoreboard over 8 feet tall needs to be DSA approved. And I think it's tight. So I do recognize driving by and seeing it, I think it is over 8 feet. That thing might have to come down.

[13664] Nancy Thomas: I think it needs to come down.

[13666] SPEAKER_47: It's not... I think we need to... Let's pull it from this report.

[13669] SPEAKER_33: Pardon me? It needs to be pulled. In terms of the motion I made, it would be removed with the $18,000.

[13674] SPEAKER_39: Until we have a chance to investigate.

[13678] Nancy Thomas: We'll investigate it. With that, can I have a motion amended? Amend the motion? And you second? Okay, it's amended with that one. Okay, that, please, can we please have quiet so we can carry our business on? So this motion has been amended to exclude the $18,000 donation of a scoreboard. So with that,

[13720] SPEAKER_47: I accept the modification. Mr. Preciado, you accept it?

[13724] Nancy Thomas: OK. Please vote. Four ayes. Oops, I have to. Four ayes. Thank you. Next, we are being asked to accept the resignation of member Betty Williams from the CBOC.

[13755] SPEAKER_33: I move to accept the resignation.

[13757] SPEAKER_47: I'll second.

[13761] Nancy Thomas: Please vote. Four ayes. The next item is 12.13. Do we? I guess we don't have it. to accept the appointment of Ms. Christine Clinton to the CBOC.

[13787] SPEAKER_49: I move for acceptance.

[13790] Nancy Thomas: I'll second. It's been moved and seconded. Please vote. Four ayes. Thank you.

[13803] SPEAKER_33: I'll move to accept the appointment of Ms. Olga Borjon.

[13808] Nancy Thomas: Ms. Olga Borjon as CBOC member. There's a second. Please vote. Four ayes. Thank you. Congratulations, Ms. Bourgeon. Okay. Do you want to introduce? Yes, Ms. Bourgeon, would you please stand up so we can congratulate you for being on the CBOC? And Ms. Clinton. And Ms. Clinton. Is she here? Oh, she's not here. Thank you. Notice 1215, notice of completion for color, new, cold.

[13865] SPEAKER_49: Move to approve.

[13867] Nancy Thomas: Move to approve. Second. And second by Ms. Crocker. Please vote. Four ayes. Thank you. 12.17, resolution, Declaration of Surplus Instructional Materials.

[13894] SPEAKER_51: 12.16, we have another notice of completion.

[13895] Nancy Thomas: Oh, notice of completion for DECTEC system. I move to approve. Mr. Nguyen? Yeah. Move. Second. Ms. Crocker seconds. Please vote. Four ayes. Thank you. 12.17, Resolution 2087, Declaration of Surplus Instructional Materials. I move to approve. Mr. Nguyen moves. I'll second. Mr. Preciado seconds. Please vote. 4 ayes, thank you. 12.18, we have a request to speak, Ms. Parks. And.

[13956] Cindy Parks: Good evening. I pulled this item because, as I have voiced previously last year, this committee is a board-established committee of a parent advisory committee. And therefore, it is a Brown Act committee. And being a Brown Act committee, it's subject to the 72-hour posting of the agendas, minutes being taken and distributed. And quorum is required. Having quorum with 42 members seems to be a bit of a problem. I know that last year, the very first meeting was very heavily attended. However, the meetings after that, there was not quorum at those meetings. So I just wanted to bring it to your attention that, in fact, at the very last two meetings, there was maybe about 10 people at each meeting. So that is a concern. And I just wanted to bring that to your attention that having 42 members And actually, there's even alternates on here, which just as you don't have alternates, they would not be eligible for alternates either. So just wanted to mention that to you.

[14022] SPEAKER_47: Thank you. Must this be a board?

[14029] Nancy Thomas: I'm sorry. Go ahead. Before we move into our discussion, can we ask staff? Oh, Mr. Knoop, also. Mr. Knoop, sorry.

[14041] Cary Knoop: I was going to say something in the line that Cindy said. First of all, you know, 42 may be the answer to the question of the universe or whatever, but it's certainly not a number that is suitable for a committee. If you look at research, committee is most effective with five members. Maybe seven. After 10, the explosion of interaction is just not done. If you want to have a committee, That is not going to give you anything useful, get a committee with 30 or 40 or 50 members. I would strongly recommend the board to tell the district, go back and get a committee, one member for each school, one member for each organization. 42 members is absolutely ridiculous.

[14093] Nancy Thomas: Ms. Salinas, do you want to? speak to this before we have our discussion?

[14099] SPEAKER_57: Sure. As you know, last year I came forward with the proposal to actually build a parent committee. What we found was that we were able to garner input from every school site. I think what was remarkable about last year's group is that It was parents of English learners. It was parents of children with disabilities. It was parents of generational families who have been in the district for a number of years. It was a breadth of just a lot of different folks who had a great perspective to bring to the table. Was it a big group? Absolutely. But at the same time, sometimes committee work is messy. Sometimes committee work is larger to manage. But at the same time, you get more voice and more folks to give perspective. With that said, what we wanted to do this year was to actually bring forward this list, including the labor partners at different time in the process. What we did last year was we brought them in at the end. And I'll say that that's what most districts do. Most districts do a side meeting with the labor partners and just say, hey, what do you think at the end? And we wanted to be able to change that practice. We also wanted to ensure that we had the majority of parents. So absolutely, point will take them by quorum. So what we're going to charge the group to do is that at their first meeting, they're actually going to have to build their bylaws where if they don't have the majority of parents and what their definition of quorum is in terms of numbers, we'll just have to reschedule the meeting. I mean, I think some of that work is going to have to happen. The question came up, does this have to be a board committee? No, it doesn't. So that can also be something that you do. Most districts do not have a board appointed committee. I think this was something that We talked about last year and we wanted to bring forward. We absolutely followed posting of agendas with the 72 hours in advance, the minutes, maintaining the website. We are committed to continuing with that and making sure that it's transparent and available to all folks. But definitely that would be your purview if you want to give us different direction. This Thursday will be the general input. We'll have everyone go there. We're flexible in that respect. Mr. Sanchez.

[14246] SPEAKER_39: I think this is a good problem to have. The charge that I gave Ms. Salinas was to expand the input into this process. It'd be easy to do five and we could be done. If that's what you want to do, it's easy to do, but it's not going to get the input that I think that we had asked to increase participation, have representation from around the district, I disagree with Mr. Newp, and that's fine. We can disagree, but I think that having more people invited and involved is a good thing overall. And I think that she's put together a nice cross-section of representation from the district. And does it have to be a board committee? No, it doesn't. So that's really the decision, I think, in front of the board to consider. Do you want a board committee, and do we limit it to five, or do you want let her try something new and see if we can get more input from a more representative cross-section of people of our district. I think that's the challenge. And I think that I would recommend we trust her efforts in trying to put this together. And maybe we don't make it a board committee that is Brown Act. And we broaden that conversation. So that's what's in front of you.

[14321] Nancy Thomas: I'm sorry. I'm jumping in because I firmly believe that the Ed Code says this is a board established It's in the Ed Code. I even passed that Ed Code information along to staff.

[14334] SPEAKER_39: And we had legal opinion weigh in on it, and legal says we have the decision as a board to decide that.

[14340] Nancy Thomas: I'm very concerned about that. Is it possible to get that in writing from the attorney?

[14343] SPEAKER_39: Absolutely.

[14345] Nancy Thomas: Because I think... Absolutely we can.

[14347] SPEAKER_39: I think we already have it, so that should be easy.

[14350] SPEAKER_33: Yep. So I know I think part of the discussion that we had said we wanted to keep it open as a board committee because we wanted to have it open to the public and kind of that process. Because I would suggest as part of this process, in terms of the bylaws, that you could, with the number of folks that are there, you could create who are voting versus a non-voting member is, and then you have people being part of the committee who are voting members, and then people who are not. And that way you can meet the quorum requirements. But that would be up to, I guess, that structure in terms of the bylaws, but I definitely think The more we've been clamoring for more community participation, so for us to think about decreasing that participation when we always need to increase community participation, I think that would be wrong for us to do.

[14407] SPEAKER_39: We can get a legal opinion pretty quickly.

[14409] SPEAKER_49: Yeah, I've been of the opinion that it's not a requirement to be a board. excuse me, a Brown Act type of committee, that it's a board advisory committee. The LCAP committees that I'm familiar with, we have two, and they're both large, and they aren't a Brown Act type committees. One is made up of about 40 students. The others are made up of all other stakeholders. They're two separate groups.

[14440] Nancy Thomas: Well, the Parent Advisory Committee is specifically set up require, you know, and those committees definitely would not be involved with meeting Ed Code. But the Parent Advisory Committee is definitely a committee that even if it includes other people, it has to have a majority of parents and it has to be board established. And so I guess there's a disagreement that I hope we have legal advice on. Having said that, I agree with Mr. Preciado that maintaining it at the same way you would a school site council, which has to post its meetings and have minutes. And this also requires that, Ed Code requires that the input that is received at the parent advisory committee, not necessarily at the other community stakeholder meetings, but the parent advisory committee input has to be recorded and has to be answered, the input and questions have to be answered in writing by the superintendent. So those are two specific things that are in the Ed Code that I'm not an attorney and I don't interpret the Ed Code, but I think this is important enough that it should be interpreted. But even if it were.

[14518] SPEAKER_49: Yeah, can we bring back written legal documentation so we put this to bed, please? I mean, we've had this argument for two and a half years now. Yep. We can't.

[14529] SPEAKER_47: And we have to, at some point, accept legal, whether we disagree with it or not.

[14535] Nancy Thomas: Well, even if legal says it is, it doesn't mean that this can't be a requirement that we post it, that meetings encourage the public to attend, have minutes, and follow. The same sort of thing we do for the school site council. The same thing we do for the CBOC, the same thing we do for the audit committee, where these are our Brown Act committees.

[14560] SPEAKER_39: I would just add, in our earlier conversation, we were talking about infringing upon staff. Look how long it takes to get board minutes with five people. And now you want to keep minutes with 40 people. It's going to be a long night for some staff members to get this complete, so I think that Is it that important? If it is, then no, we'll allocate staff resources to it. So I think it's something to keep in the back of your mind. But let's get a legal opinion before we go anywhere so we don't waste your time on, do we have to do it that way or not? Then you guys can have that conversation.

[14596] SPEAKER_33: I guess my thought is that Ms. Salinas is putting forward is that it would follow that process. And it's just with those proposed members. And then those members would decide the bylaws and go through that process. That's the proposal in front of us. So I mean, I'm OK to move through with that because even if it's not and we're falling, we're going above and beyond. So I think that would be my suggestion.

[14623] SPEAKER_47: I agree. So we're saying to Ms. Salinas then that the listing is fine. They will set up their own bylaws. And that we would like to have a report out from the meeting, not necessarily minutes. I think there's a difference before.

[14645] SPEAKER_33: No, it would have to be the minutes based off of if we're following the Brown Act kind of piece that we are doing minutes, but letting the committee make a decision on its bylaws and then bringing back so that we could see what those bylaws were. I don't know if we have to approve them or not. I don't know how that works.

[14671] SPEAKER_57: So what I understood was this committee would go forward. We are going to bring back legal opinion. We're going to follow postings of Brown Act requirements. We will take minutes. And at our first meeting, we will create our bylaws. I don't see that we would bring back bylaws or anything like that. We're just maintaining it all on our page on the website, but also bring back the legal opinion. outlining this. I do want to add we also do have the DLAC and so the DLAC is part of the process and the DLAC is and certainly you're correct about questions or clarifications have to be responded to in writing by the superintendent or designee which would be our Director of Special Projects.

[14723] Nancy Thomas: And the DLAC is a Green Act committee? Yes, I believe so. Yes. Or Brown Act. So this is just as important as the DELAC, because the DELAC also is one of the two committees that give input on the LCAP and are in the Ed Code.

[14746] SPEAKER_49: But the DELAC has been a codified entity that has existed in virtually every district. So that's already said and done and put to bed, though. I mean, they're both as important. But we can't lump them together.

[14760] Nancy Thomas: Well, if you read the Ed Code, the Ed Code lists those two committees as being required. If you have a certain percentage of English learners, you have to have the DELAC committee involved in the LCAP.

[14772] SPEAKER_49: And I'm sure they are.

[14773] SPEAKER_57: They are. And that would be a process. I mean, there are some districts who only have the DELAC. And that's the only group that actually gives input on the LCAP.

[14784] SPEAKER_33: OK. So can I make a motion to move forward with the proposed members and have the committee make a decision on its bylaws.

[14798] SPEAKER_47: I'll second that. Any other requirements, other than just make the decisions on their bylaws?

[14805] SPEAKER_33: I can't, because I thought we decided that we were going to move forward as a Brown Act. That's the recommendation from staff. We move forward as a Brown Act committee? Yeah. LCAP advisory meetings are open. All agendas and minutes will be posted. So I'm just essentially making a motion to move forward with staff's recommendation.

[14824] Nancy Thomas: And I seconded that.

[14828] SPEAKER_47: I'm sorry, where does it say that? So under purpose.

[14832] SPEAKER_39: Seconded. I think it's kind of with the understanding that we had legal opinion and may weigh in on it later also. Is that part of the two?

[14839] SPEAKER_33: Well, from my perspective, I guess for me, It's moving forward with making it open to the public because we're not hiding anything. The whole idea is so that everybody knows what's being discussed because this affects everyone in the district. And at a later time, we can bring back, regardless from my perspective, whether or not legal opinion says yes or no. I think moving forward in this way, I think it's fine because that's the recommendation.

[14868] SPEAKER_47: It does not have the advisory. The listing there is not. all the things that are needed for a Brown Act committee, though, in terms of the 72-hour posting and a whole number of things that are there in terms of, because they can set up their own bylaws. And so you are adding a layer beyond what is here.

[14891] SPEAKER_33: OK, maybe you could ask Ms. Salinas what the intent was behind it, because my understanding is that that's the purpose of all agendas and minutes will be posted.

[14899] SPEAKER_57: The intent was it's an augmented group. of folks. It's an open meeting. We will post the agendas. We will post minutes and contain our website. There will be, if members of the community who are not in the committee wish to attend, they would sit on the side and certainly observe and not necessarily participate, as we had some folks who actually participated last year who weren't officially on the committee, so we wouldn't do that this year. But you would just And we would consult with the DLAC.

[14938] SPEAKER_47: But that's not the full requirement of the Brown Act Committee. So I can accept that. I don't necessarily think we need to go to the level.

[14944] Nancy Thomas: No, I really think that we should make this a board established committee as it's recommended or as it's required by Ed Code.

[14957] SPEAKER_49: I thought we were just approving the member list, and that next step is predicated upon but legal. says, right? Because right now, we're just approving the members list. Whether this group operates as a Brown Act or an advisory, that's yet to be determined pending what admins can bring back to us.

[14975] SPEAKER_33: That's my understanding as well. For me, because of the timing and the meetings of the 24th, I think we should err in the side of having it as a Brown Act committee. Because if we make the mistake of not, then we're going to be dinged for that.

[14991] SPEAKER_47: We will have something coming back from legal before the 24th, am I correct? But are we going to meet to discuss? We will not be meeting to discuss, but they will be able to implement it. If it has to be a Brown Act committee, then that's what they'll do. But if it doesn't have to, then...

[15008] Nancy Thomas: If we set it up as a Brown Act committee and move forward, and we find out that it doesn't have to be, staff can bring back a recommendation at a later time to say once it's started to function.

[15019] SPEAKER_33: Yes, and I would be OK, because this is an ongoing thing that happens every year. So I would be OK with changing and revisiting that and fleshing it out as a full policy discussion. But from my perspective, it would be erring on the side of caution of we go forward with this way, knowing that if legal then says we don't have to, we can have that full-on discussion and then make a determination at that point of whether or not the next year moving forward, it's going to be a Brown Act committee or not.

[15049] SPEAKER_49: My stance and opinion is I'm going to lay trust in the three of them over there saying that it's not a requirement. And that's their job to tell us that they've assured us. And they're going to bring us back written documentation from legal that states that and supports their stance.

[15066] SPEAKER_33: And my thoughts is like, I believe that that's the case that it's not required, but doesn't mean that we can't make it a Brown Act committee for the purposes of opening up to the public and having a set process in that way. And that's because then we're increasing transparency in a formal manner.

[15089] Nancy Thomas: I think we're kind of at a little bit of an impasse, but I think we should vote on the staff recommendation. And if it goes up and if it's approved, fine. And later, a change is brought back to say it's not a Brown Act committee, then we can talk about it later. If it's disapproved, then it's disapproved.

[15112] SPEAKER_47: But their proposal is not for a Brown Act committee.

[15114] SPEAKER_33: So that's the disagreement that we're having. So I take it to read that. they're moving forward with a proposal that they're going to be acting as if it were Brown Act. And then you're reading it that that's not the case.

[15127] SPEAKER_39: I believe that. Let me offer a suggestion. I believe what's on the table is approving the recommendation as staff has proposed with kind of a caveat that we will get legal opinion prior to Monday, maybe even by Friday. and know if it is required to be a Brown Act committee. If so, we'll proceed as such. If not, we'll update the board. Either way, we'll update the board. So I think that we can overcomplicate it, but I think that if we find out, I think we can find out pretty quickly, I believe even by Friday, if this is required to be a Brown Act committee. If it is, we'll proceed as such. If it's not, then we won't proceed that way.

[15176] SPEAKER_33: But you'll still post the agendas and minutes as the recommendation.

[15179] SPEAKER_39: As the recommendation reads now, which is not a Brown Act way. Right. That's to Jan's point.

[15184] SPEAKER_47: The timing is different. It might be different.

[15186] SPEAKER_39: In other words, 72 hours if it's a Brown Act.

[15189] SPEAKER_33: OK, so I'm OK with moving forward with that way so that we can actually move forward on obtaining input from the community, which is the whole purpose of what we're having this discussion.

[15198] Nancy Thomas: I agree with that, too.

[15200] SPEAKER_47: OK. I move acceptance then of the agenda. the staff's recommendation on the LCAP advisory proposed membership list. The caveat that its determination as a Brown Act committee will be determined by legal.

[15215] SPEAKER_51: There's already a motion and a second on the floor.

[15217] SPEAKER_33: So I will withdraw my motion. OK.

[15222] SPEAKER_51: OK.

[15223] SPEAKER_47: Now he withdrew his motion, so now you can make your motion. So I would move to accept staff's recommendation for the LCAP advisory proposed members list proceeding with the committee proceeding as listed unless it needs to be legally a Brown Act committee. And then it would be functioning as a Brown Act committee with all its requirements. And I'll second that.

[15253] Nancy Thomas: OK. Four ayes. Thank you. We have 10. 14 minutes left. 1220. 1220. 1220. Move to approve. I'll second that.

[15264] SPEAKER_47: Do you have people to speak to it? Pardon?

[15289] Nancy Thomas: Yeah, we can't. No, we're not extending the meeting. We're voting on item.

[15294] SPEAKER_49: 1220.

[15295] SPEAKER_23: 1220.

[15300] Nancy Thomas: Oh, absolutely. Please come forward.

[15303] SPEAKER_47: Thank you for being so clear about that.

[15312] SPEAKER_39: The force is strong with Tommy. The force is very strong with Tommy. Thank you, Tommy. He can do it. I believe in you, Tommy.

[15319] Nicole Pierce-Davis: OK.

[15329] Nancy Thomas: And thank you all for staying this late. I know you have to go to work early in the morning.

[15338] SPEAKER_23: The Newark Teacher Association, acting on behalf of its members, supports the district goal of recruiting, retaining, training, and supporting a highly skilled, highly motivated teaching workforce. NTA also values the notion that teachers are better able to support all students in their classroom if they are provided the best working conditions under which to provide their services. Our members are expected to do more work with fewer resources and less time to adequately support all students in our classrooms. It is important that employees feel valued in all aspects of their profession. To that effect, the Newark Teachers Association formally presents the following sunshine proposal to open negotiations for the 2018-2019 school year. Article 8, it is the association's intent to look at ways to effectively reduce the staff to student ratio at all grade levels and in all disciplines with the core belief that students are able to learn in smaller settings and that this provides a more highly motivated teaching workforce. And Article 13 is the association's intent to negotiate a fair compensation package in such a way that is consistent with other districts. Respectfully submitted, Newark Teachers Association.

[15415] SPEAKER_47: Do we need a vote to accept it?

[15417] Nancy Thomas: Yes, I would. Did we have a motion and a second?

[15421] SPEAKER_51: We do. Member Nguyen moved and Ms. Crocker seconded.

[15425] Nancy Thomas: OK. Yes. Four ayes. Thank you. Wow. employee organizations to... NTA, would you like to speak as an employee organization?

[15457] SPEAKER_23: This is especially focused on the fact that up until very recently, 12.19 was on the docket. It is my belief at least, and I don't know if I could speak for anyone else in the district, but I hope I can. that the person that would best affect a student's chances of a quality education in Newark would be someone with the most years experience plus the most education. I would argue that someone with 25 years experience and a PhD in their field would be excellent at ensuring students have high achievement rates. To that effect, instead of looking at ways to increase the amount of debt by offering more money towards executives who are the furthest away from students, we should be putting a cap at our salary. And an easy way to do this is to calculate it out based on the per diem rate that we have for our Step 25, Column 4 teachers being the highest rate in our district. So, I would suggest that in future meetings, if the board wishes to discuss the changing in salaries of especially people furthest away from the district, that they look at ways to make them match closer to the people that interact directly with the students that, with the teachers and students in the classroom.

[15536] Nancy Thomas: Thank you. CSCA, is there anyone from CSCA? Ms. Condon's here. Is there anyone that would like to speak from NEWMA? Okay, next we go to the consent agenda, the personnel report. Move to approve by Mr. Preciado. I'll second. Moved and seconded by Ms. Crocker. Please vote. Four ayes, thank you. Next, we go into the consent agenda. However, there are quite a few folks. Ms. Parks would like to speak to 5 of these or 6 or 7 of these. Ms. Parks, in view of the fact we only have 7 minutes, what would your... We just have to follow the process.

[15608] SPEAKER_33: We have to call it.

[15611] Nancy Thomas: Yeah, I'm asking if she is willing to combine all of them in a three-minute period, or does she want three minutes for every one of them?

[15622] SPEAKER_35: You can take away 15-3. I don't need to talk on that one anymore. I do want 15-4. I do want 15-5. And I do want 15, I believe it's 11, yeah. And you had 15-13, quarterly report? No, 15-3.

[15641] Nancy Thomas: 13.

[15641] SPEAKER_35: I'll forgo the quarterly reports.

[15645] Nancy Thomas: The quarterly reports are your, yeah. So you're not going to, you're not going to. Yeah, we have six minutes. We cannot extend the meeting again. So.

[15655] SPEAKER_33: And can we move to approve the other ones?

[15663] Nancy Thomas: OK.

[15664] SPEAKER_47: Let's move. Any others that need to be pulled?

[15668] Nancy Thomas: Any board member want to pull any of the other ones?

[15671] SPEAKER_49: I do have a question about 15.6.

[15672] Nancy Thomas: OK, so let's pull it. 15.6? 15.4, 5, 11. We actually don't pull the ones that the community speaks to. We allow them to speak to it. Speak, but not. But the only one we're actually pulling is 15.6. Well, they need to speak before we vote. 15.6. But certainly, Ms. Parks, come up and speak to 15.4, 15.5, and 15.11.

[15708] SPEAKER_49: Yeah, she has about two, three minutes per.

[15710] SPEAKER_47: We have expulsions that we have got to pass on tonight, because there may be timed things.

[15715] SPEAKER_39: She only gets four minutes, if you have time to do expulsions. Yeah.

[15721] Cindy Parks: OK. OK, on 15. 15.4 on page 6, there is a check for Sagura construction for 9460. I must once again voice my objections against the use of Fund 25 developer fees for the renovation of music site for the Whiteford students. As I have mentioned before, this does not mitigate overcrowding due to an influx of students from a new development, which is the terminology to use the developer fee fund. Again, you are not mitigating overcrowding due to the influx of students from a new development. It is the improper use of those funds.

[15756] Nancy Thomas: Ms. Parks, would you speak to 15-11? Yeah.

[15760] Cindy Parks: Okay, sorry. No, 15-5 was the MOU for the Alameda County. And my question on that one, there is no financial or fiscal impact on the original documents. Usually you say, yes, there is fiscal impact, and you just give a dollar amount. There's no dollar amount. Below, it shows in 14-15, almost $195,000 was expended for this. It's dropped down to last 16-17 being $14,500. I didn't understand why there's such a significant difference. And also, the MOU itself, when you look at the document itself, it says that it's for fiscal year 17. 2017, 2018, and 2019. However, the document says that it's for the 17th. Well, it says it's for two years. And it's an automatically renewable. So I wanted to make sure that you understood what you were agreeing to when you voted on this. Because unless you read the actual memorandum, it's not actually reflected in here what you're actually voting for. It's three years, automatically renewable. And like I said, I don't understand the cost.

[15836] Nancy Thomas: OK. May I get a vote? Vote to approve all of these except 15.6. Yeah. I'll move. Is there a second?

[15849] SPEAKER_47: She wanted to talk to 15.11. 15.11 was the other one she wanted to speak to. I thought you spoke to 15.11 already. No, I haven't. 15.11, OK. 15.11 has multiple pages to it.

[15870] Cindy Parks: On page two of the resolution on item number three, C, it says that the purpose of the fees, now this is your own resolution, says the purpose of the fees is to finance the construction or reconstruction of school facilities necessary to reduce overcrowding caused by the development on which the fees were levied. Again, overcrowding caused by a development in which the fees were levied. Item number D on the same page, the findings and evidence referenced above demonstrate that there is reasonable relationship between the fees and the purpose for the fees being charged. If you don't even have a purpose of where the money is going to go because you're not mitigating overcrowding, how can you even attest to that? Item number E, it says in reference to government code section 6001D3, there isn't even a 6001D3. Item number F, it also references 6001D4, it does not exist. Item number G on page 3, in reference to the last sentence of government code section 66006D, if there isn't, it should be, well, if there's no refund mentioned in 6D, it actually probably should be E, and the very end of G, it also references 66002C, That doesn't, I'm sorry, E, that doesn't exist. In fact, in 66002, there is no mention of any refund, which is what that section is talking about. Going on to exhibit A, item number F. It says that your answer is that the district has not made this determination. That isn't an option in what you're able to define there. How can you even say you don't even have a determination? And then if you skip to page 6, exhibit number B, it says the government code section 66001D and 1-4. That doesn't even exist. But once again, it does quote, the purpose of the fees is to finance the construction or reconstruction of school facilities necessary to reduce overcrowding caused by the development on which the fees were levied. In essence, overcrowding. Do you have a document?

[16015] Nancy Thomas: Thank you. As we have done in the past with changing the agenda by suspending the rules, I would want to see if we, and I think it requires three quarter vote of the board, we would suspend the rule for not extending the meeting but once, allowing us to extend the meeting one more time.

[16038] SPEAKER_47: We have things, expulsions we have to handle.

[16043] Nancy Thomas: So can I get, I would like to make a motion. Five more minutes. Five more minutes. Five more. Five minutes. Five minutes. Get it done.

[16053] Cindy Parks: Okay, five minutes. I wasn't finished. What I was going to say is, however, government code 66006E does say that the legislature finds and declares that untimely or improper allocation of development fees hinders the economic growth and is therefore a matter of statewide interest and concern. It is therefore the intent of the legislature that this section shall supersede all conflicting local laws and shall apply in charter cities. F says that at the time the local agency imposes the fees for public improvements on a specific development or project, it shall identify the public improvement that the fee shall be used to finance. Once again, I state my concern for the improper use of developer fees. If this document doesn't list viable government code sections, how can you be assured that the information is correct and how can you vote to approve an improper document?

[16110] Nancy Thomas: OK, we have five more minutes.

[16112] SPEAKER_47: We are pulling 5, 6, 15, 6, and 15. I would like to pull 15, 11.

[16118] Nancy Thomas: OK, 15, I would ask for a motion to approve everything except 15, 6 and 15, 11. So moved. Is there a second? And a second. Please vote. The motion was that.

[16135] SPEAKER_49: To approve everything except for 15, 6 and 15, 11. Correct.

[16143] Nancy Thomas: Four ayes, thank you. OK, 15-6.

[16145] SPEAKER_33: So we have three minutes. Can we go out of order to do the expulsions? Yes.

[16152] Nancy Thomas: OK. Yeah, I would like to make a motion that we approve 16-1. Second. Second. Please vote.

[16169] SPEAKER_47: I'm sorry.

[16172] SPEAKER_33: Can we just vote by hands until we don't?

[16174] Nancy Thomas: All right, yeah, let's just vote by hands on the next one.

[16177] SPEAKER_47: I move acceptance of 16-2.

[16180] Nancy Thomas: Second. I second. Please vote. Four ayes.

[16186] SPEAKER_47: I move acceptance of 16-3. Please vote.

[16190] Nancy Thomas: Do we have a second? Second. I'll second. Mr. Nguyen seconds. Four ayes. Thank you. OK, let's go back to- We have three minutes.

[16199] SPEAKER_49: 15.6, is that a- another change order or what? Can you give me just some clarification on that?

[16206] SPEAKER_51: It is a change order that incorporates a series of various RFIs that occurred during the late summer and through the punch list projects as far as additional work that had to be done that was beyond the original scope of the contract. It's not like a major new piece or them getting extra funding on something. These are typical change orders that run through the normal construction process, but there was a lengthy negotiation on what those costs would need to be. They are still going through their punch list, actually, right now. They're not quite completely done. They've just made a request in the past week for the first part of their... Is this the very last change order we shall get from D.L.

[16237] SPEAKER_49: Falk?

[16239] SPEAKER_51: Robert, do we have any more RFIs out there with D.L. Falk? Is this the last change order? I think there may be one more for final closeout.

[16246] SPEAKER_33: Yeah, there might be one, but it's small. So can we put it on hold until the next meeting?

[16252] SPEAKER_49: Yeah, we'll put it on hold. The cap is 10% of project. We're at 18%. We're almost double the cap. I don't know how much smaller the next change order is going to come. But we're approaching double the threshold of cap here. So let's bring it back.

[16270] SPEAKER_47: I agree. OK. In terms of developer fees, Fund 25, I would like to look and see whether, in truth, this is a good use of developer fees. I think that we have got that money that's there. We've got a possible new school that's coming in, and we need to keep that fund intact for that.

[16295] Nancy Thomas: And I would like to see if the board would feel that we need to get a legal opinion. We are hearing that- We have it already. I can provide that to the board. Can you provide that in- On developer fees, in writing. In writing, okay.

[16308] SPEAKER_47: Yes, we have it. So this is an acceptable- We will have to bring it back.

[16312] SPEAKER_33: We have eight seconds.

[16313] SPEAKER_47: Okay, sounds good.

[16315] Nancy Thomas: Please, may I have a motion? For what? To adjourn? 1511. Do we have to vote on it?

[16321] SPEAKER_51: We don't have to vote. Yes, it requires a vote. It's an action item unless you're going to suspend it or table it or... Or table it. But the deadline to do something on it is January 31st, so... So we have to have a special meeting to... No, no, no. You can table it. If that's your action to table it, then we'll bring it back the next week.

[16337] Nancy Thomas: We'll table it. Oh, let's table it. Yeah. Okay. Thank you.

[16340] SPEAKER_51: Tabling requires a motion.

[16343] Nancy Thomas: I would move that we table.

[16345] SPEAKER_49: I'll second. We'll hand vote.

[16348] Nancy Thomas: Four votes. OK. That's it. We're done. 7.35. All right. Meeting adjourned.

No minutes available.