Regular - Part 2 Meeting

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[7] Nancy Thomas: 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. We have just returned from closed session where the board voted unanimously to non-renew a classified management contract And also, the board voted unanimously to approve a settlement regarding existing litigation, case number 2017120765, with a motion by member Preciado, second by member Nguyen, to approve a settlement agreement between the district and certain parents. And the motion passed with five ayes. Before we approve the agenda, I've had a request that we move item 11.19, which is the textbook item, after 11.1 so that there are quite a few teachers here. And we would like them to be able to leave early. Is that all right with that amendment?

[89] Ray Rodriguez: Would someone make the motion? I'd like to make the motion to move 11.19.

[95] SPEAKER_58: Right after 11.1.

[98] Nancy Thomas: Second by Mr. Preciado. Please vote. I have to open up the voting. Please vote. Five ayes, thank you. Next, we move to student reports. Superintendent.

[135] SPEAKER_33: Thank you, President Thomas, members of the board, ladies and gentlemen. At this time, we're going to begin with our representatives from Newark Junior High. Please step to the podium. Tell us your name and grade level.

[147] SPEAKER_39: So hi, I'm Todd Calabada, the ASB president at Newark Junior High School, and I'm in the eighth grade.

[152] Diego Torres: And I am Joshua Linciaco, the ASD Vice President, NJHS, and I'm in the 8th grade.

[157] SPEAKER_39: Many exciting things are happening at Newark Junior High School. Just before spring break, we had our Spring Break Carnival, which allowed all the students to play games and to get a belly full of candy. Today, we had our seventh bowling presentation of the year to help show students that bowling is something that should not be happening. We are currently working on organizing a Spear Week in May, along with a special something for Teachers Appreciation Day. Thank you for your time and have a great evening. Thank you.

[184] SPEAKER_33: Thank you. At this time, I'd like to invite Brenda Garcia from McGregor campus. Welcome.

[200] SPEAKER_50: Thank you. My name's Brenda Garcia. Good evening, Superintendent Sanchez, cabinet members, and board members. I'm a junior at Bridgepoint. I started Bridgepoint at second quarter. Well, I started Bridgepoint in second quarter, and there's a lot of things happening at Bridgepoint. Like in March 14, we had a walkout for the victims in the Parkland shooting, and March 21, The whole school practiced in 2P kickball, which is basically for us in campus to motivate other people who smoke to stop smoking and motivate them. We had two early grads graduate third quarter. I can't pronounce their names, so I'm not going to pronounce them because I don't want to mess up. But one of them is Brenda. Malikias Alcon, Alcon, it's hard to pronounce his name, and Arvis, I'm not going to pronounce his last name because I don't want to mess up. And we're welcoming many new students from Memorial High School and other students from other schools, and as well as our staff members are still talking to other family members so we can welcome more students and help grow our campus. We start testing, well all juniors start testing in language arts and math this week. We will start with, we started testing in English language arts today and next week we'll start math for the smart balance test and on April 30, the WASC committee will come in and supervise our campus. And I wanted to close by saying that the staff in Bridgepoint is very supportive with helping us achieve our goals and many other things. Thank you.

[347] Ray Rodriguez: Thank you. Just a question. The WASC meeting. We're invited as board members, right, to go to that?

[360] SPEAKER_33: Yes. OK, thank you. Any representative? I know Sierra's not with us right now, but is there any student representatives from Newark Memorial High School? They just went on their field trip. OK, we'll have to catch her next round then. That concludes the student report. Would you like me to move on to recognitions and celebrations? At this time, I'd like to welcome Ellie Wasser to the podium. We'll be presenting tonight's school spotlight on Birch Grove Primary. Welcome Ellie.

[393] SPEAKER_55: Thank you.

[395] SPEAKER_15: Good evening Board President Thomas, Clerk Maciato, Members Crocker, Nguyen and Rodriguez and thank you Superintendent Sanchez and Executive Cabinet for having me present this evening and a special welcome to our fantastic instructional staff at Birch Grove Primary, our classified superstars, and any parent stakeholders who are here in attendance this evening. My name is Ellie Wasser and I'm Interim Principal at the Birchgrove Primary. It's my pleasure to speak to you this evening about many great things that make our school a school of excellence for our current students and most certainly a desirable destination for any new families moving to the area. So our school, along with our intermediate partner, make up the Birch Grove community, which geographically serves the largest elementary attendance area within the city of Newark. This year we have just over 400 young inquisitive minds that show up to school every day with smiles on their faces. Approximately 30 percent of our students are English language learners, but 100 percent of our student body is engaged in learning foundational literacy and writing skills. I say that because we do serve a very young clientele from students in transitional kindergarten through second grade. And though our physical campus was designed a number of years ago, it's excellently suited for this age group as we have wings where we have a single transitional kindergarten class, five kindergarten class, six first grade classes, and five second grade classes. And this is a personal invitation that if anybody would like to volunteer for playground supervision duty, please do let me know. So even though we have 17 active classrooms between job shares, our science research teacher, our various PE teachers that we graciously split between other campuses, there's a total of 24 certificated teachers that students interact with. And all of our great work couldn't be accomplished without their energy and dedication. I do also want to make a special note here that we have a wonderful parent teacher club, active school site council, and ELAC committee. And I want to say thank you to the parents for the many hours that they donate to our school. So this evening, I want to start with reviewing some data points specific to this academic year. As you know, students begin their SBAC assessment testing in third grade. So we don't have that resource to reflect on when assessing the performance of our school. But like all other elementary schools, we do conduct benchmark assessments using iReady and the DRA. And with what's available on the California School Dashboard, we are paying close attention to both attendance and discipline. All right. So those of you who know me very well know that I'm a sucker for a good bar graph. So when examining our site's performance on district mathematics benchmark assessments, We're not only interested in their foundational proficiency but also their growth over time. So comparatively to earlier in the school year, our students' proficiency is growing and measures above the district average during all assessment windows. Learning is not only an activity that's reserved for students on campus and I believe that the great results are due in part to staff's reflection on the Common Core State Standards for the mathematical practice. Staff has made it a goal this year to increase student talk time during math instruction, and this is very important as we develop early mathematical reasoning and communication skills in our students. Refining our English language arts balanced literacy program towards a model that focuses on readers and writers workshop, shared reading and writing, interactive writing, guided reading, and phonics word study. All grade levels report that more than 50% of our students meet or are performing above grade level by the second trimester assessment window. This 50% success mark is also being achieved by our English language learner students. And I encourage you to read some of their seasonal poems on the back wall, as well as their nonfiction reports that they've created and made use of cross-curricular topics. So when I came to Birch Grove Primary from Newark Memorial, I have to be honest that I was a little bit uncertain as to what disciplinary dynamics would be best suited to support students at that grade level. After all, the problems that 16, 17, or 18-year-olds are significantly different from those in transitional kindergarten. No kidding. But it's safe to say that it is no easy task to solve an argument between two six-year-olds that are pointing fingers at each other. That being said, we've made significant gains this year in terms of reducing negative disciplinary action. So this graph shows information from the months of August through March of both this and last school year. And I'm happy to report that school citations, conduct reports, and suspensions all show a decrease. Chronic absenteeism continues though to be an issue worth attention at Birth, Growth, Primary. I've made it a priority to bring data into conversations with parent stakeholder groups as I open up a conversation about the correlation between positive attendance and academic performance. But as you can see here in the dark blue band, we started the year with a higher chronic absentee rate than last year. And our biggest efforts to address this issue were before winter break and moving into February. And though through positive recognition and increased school-to-home communication, some patterns of negative attendance for individual students have been interrupted. Moving into next year, we need to take our learnings and bring them to scale to address what is most certainly a school-wide problem. So like my colleague, Principal Catheerine Ingham-Watters excellently described in her spotlight presentation of last year, our school's vision statement was collaboratively created between the primary and intermediate campuses. And on the next few slides, I want to show you some current projects as well as things that we are working towards next year that make our school a safe, inspiring, and innovative learning community. So I'm very proud of the work that our CITES leadership team has done in regards to positive behavior interventions and support. Our site is in planning year for implementation next year. And on this slide, I'm including a definition of discipline because it's been center stage to a lot of our conversations this year. Our site believes that, especially because of our young students, where sometimes this is their first formal experience in a social setting, that every moment needs to be met as a teachable moment. We currently have monthly bulldog character traits that we reinforce. But our site is looking for a more frequent, more routine, more immediate method of acknowledging students when they meet our behavior expectations. And from that was born our bulldog buck, which you can see here. And students will be able to redeem that for both material and non-material acknowledgments. We've also partnered with the Newark Memorial High School Athletics Department to bring in student-athlete scholars to read to our students on themes of anti-bullying and maintaining a positive self-image. So starting next year around campus, we'll start to see new signage and banners describing our three school-wide behavior expectations of being safe, responsible, and respectful. Like other schools in the district, these expectations are taught across specific locations on campus. But for our site, we have the added challenge of making sure that our behavioral matrix is accessible to young students, students that are developing their ability to read. So we're working on visual supports so that these are good resources for all students on campus. We're also very excited to be partnering with Mr. Cliff Ingham's master's video production class at Newark Memorial High School on the creation of video tutorials that we can show students that will showcase our very own students as model students. And if that goes to plan, we'll also be showing a sneak peek to parents at back to school night on the theme of how to use the parking lot correctly. So as a campus that inspires learning, we understand that young minds develop through various predictable changes. Prior to arriving on our campus, children are developing their sense of self, their idea that they're an individual. And we support them through their social emotional development as they expand their understanding of themselves as important in each classroom. But ultimately, we want to inspire students to feel that they can be productive members of society with 21st century skills. So we've brought many outside agencies into help with this inspiration. This year we had the Mobile Dairy Classroom from the Dairy Council of California visit our school with both Buttercup and Oreo. The Hitachi Corporation has granted us use of a scanning electron microscope. The Alameda County Water District inspired students on how to be storm drain rangers. And our Young Authors Program inspired 75 students to have their writings bound and cataloged into the James L. Bunker Memorial Library. So I think having the word innovative in our school vision was a great choice. By definition, if you're innovative, you can't be static. You can't accept the status quo. And our teachers do an excellent job in incorporating STEAM into their instruction. We have special STEAM weeks once each trimester where students are afforded a range of activities to probe their inquisitive minds. But as you can see in these pictures here, some of the best activities completely take over the learning environment. So we're in the early stages of developing a maker's space location on campus, and I look forward to sharing information with you in the future as we move into that direction. And as a final note, I would like to extend an invitation to our open house, which is going to take place next month on May 17th. There also happens to be an art auction at that event, and so please do feel free to join us. Thank you. Thank you.

[1036] SPEAKER_33: Any questions? Yes. Ellie, you want to come back up?

[1039] SPEAKER_47: Ms. Crocker? I'm delighted with the way the campus looks in the transition from a K-6 to a K-2. Can you tell me what you feel are the advantages of doing it this way, this level having the K-2, having more classrooms, that kind of thing?

[1059] SPEAKER_15: Well, I'll certainly echo a point that Principal Ingham-Watters made last year, was that having groups of teachers allows for really focused collaboration between teachers. So not that the model at other sites is bad, but you might have a single or two teachers per class orientation. But here, if we've got five or six minds put together, it allows for better lesson development, resource sharing, and so that's, I think, one of the main benefits of having a TK2 model.

[1092] SPEAKER_47: Are you finding the families are being torn between the two sites?

[1097] SPEAKER_15: It's an interesting dynamic when there's a family that might have a child in second grade, fourth grade, and at the junior high school, now they've got three stops to make in the morning. And so logistically, it's complicated, but I think families like our schools and so therefore they're willing to to go through that logistical dance to get their kids where they want in the morning.

[1124] SPEAKER_47: I'm delighted with the maker area that's kind of an exciting thing I see happening with a number of sites and that's I'm looking forward to a development of that and expansion of that and certainly it's a good place for the community to volunteer these supplies if not if not time. Thank you very much. Thank you.

[1146] Ray Rodriguez: I had something.

[1147] Nancy Thomas: Mr. Rodriguez.

[1149] Ray Rodriguez: Mr. Wasser, you've done an excellent job. It's not easy to become an interim of any school. And I know the staff has really been just appreciative of everything you've brought to them, coming in, and your enthusiasm. And you guys make a great team. It's hard, because when I look at you, I still see a six-year-old when you were younger. Because I've known you a long time, Ellie. So my question is, I know you mentioned working with the intermediate, with Principal Waters. But can you kind of just give me an idea of when you meet, as far as staff getting together and cooperation, Do you visit the campus, or how do you do that with the principals and then your staff?

[1209] SPEAKER_15: So every Tuesday afternoon is reserved for staff meetings to discuss various topics. But once a month, we've been having joint staffing meetings, where both the intermediate and primary campuses come together. It's on a rotating basis, where one month we're on the primary site, the next month we're on the intermediate site. Usually the topics are pretty targeted. As an example, most recently for our last STEAM week, some of the third graders actually had a walking field trip where they came to our campus to talk to our second grade classes about the engineering projects that they were working on. So there needed to be some coordination between the second and third grade levels to make sure that it was on topic and working out time schedules. And so usually the work that's happening between the two sites is focused on a particular project.

[1264] Ray Rodriguez: And then I had another question. The transition for the second graders as they get ready to go to the other school, I mean the intermediate, do you have special meetings with parents? It's similar to the sixth graders going over to the seventh grade. How do you do that?

[1282] SPEAKER_15: Ms. Waters, Ingham-Watters, would probably be best to describe her her matriculation program, but there is an open house format in the same way that you'd be arriving to a new school. The biggest question we're getting right now from second grade parents is, do I need to re-enroll my child in the same way that I would if I'm attending a brand new school? And so we're trying to convince them, no, if you're in second grade, seamless transition into third grade.

[1307] Ray Rodriguez: Thank you.

[1307] SPEAKER_38: Thank you very much. While Mr. Wasser's here, I want to publicly congratulate him. California State University East Bay has named Mr. Wasser as the 40 under 40, so a person to watch, and congratulations, Mr. Wasser, for that distinction. Thank you.

[1333] Nancy Thomas: Thank you very much. Could you ask your staff and parents that are here from Birch Grove to stand so we can recognize them? Shake. Thank you. Superintendent, we move on to your report.

[1356] SPEAKER_33: Thank you. Thank you, President Thomas, members of the board, ladies and gentlemen. I'm going to start by talking about four students who we have who have been selected as the 14th annual African-American Student Achievement and Excellence Award. These are the recipients. They will be recognized on Sunday, April 22nd at 1 PM at at 1 p.m. at Chabot College. Char had already sent out calendar invitations to all of you to kind of hold the time. But I'd like to read their names in the record and congratulate the following students. Zahira Anderson from Birch Grove Intermediate. We'll give her a quick round of applause. Jarrett Coleman from Graham Elementary. Sophia Rollins from Kennedy Elementary. And Nathalia Johnson Martinez from Newark Junior High. Are any of those students in the audience this evening? Okay, well congratulations to them. I just wanted to recognize them for the record. On Sunday, April 22nd, there will be WASC meet and greet at Newark Memorial High School. Yes, I said Sunday, April 22nd at Newark Memorial at 3 p.m. in the library. Chard has also sent out an invitation to all of you to the board just to keep that on your radar. On Thursday, April 26th, President Thomas and Member Crocker and myself will be meeting the Newark junior high leadership students for another Q&A session. So we're doing another follow-up meeting, talking to kids and just listening. So I'm excited about that. And thank you both for joining me. And then since this is our only April meeting, we wanted to make sure that we mentioned the WASC visiting committee with the board on Sunday, April 29 at 4.30 PM at Bridgepoint. Again, Shara sent out that invitation. And then I want to do a couple of announcements. Wednesday, April 25th, I will be attending the Yvonne Sandoz Awards. It's at 5 p.m. in the Newark Pavilion, and Shara sent that invitation out as well. It's free. Free food. I don't know if it's free. Is it? Okay. That concludes my report at this time.

[1512] Nancy Thomas: Thank you, Superintendent. Next, we move on to public comment on non-agenda items. I just appreciate it. Thank you. Jennifer Mitchell, please.

[1530] SPEAKER_41: Maybe I'm the only one here today. This is about sort of what happened last month. And you guys had a lot of discussion about budget and cutting staff members and things like that. This is not really my field, what you guys do. This is only my second board meeting. I have kids in kindergarten. But I know of another school district who tried to raise money and succeeded for their school by requesting a parcel tax added to the ballot and then it was approved. And it's my understanding that not everybody is very trusting of your board to manage that money properly if you were to get it. So I would also suggest a citizens oversight committee. And I'm sure you have plenty of people who you see on a weekly basis here who would probably do a really good job overseeing where the money would get spent. But my basic big point is that you can't just say, we don't have any more money, and that's that, and throw up your hands. You have to acquire, do something about it, get off your hands. And if you have to fundraise, if you On our parts, we're calling our state legislature and we're calling our federal legislature and talking about getting more funding for public schools. But ultimately, on the local level, it's down to you guys. So I just think you guys should maybe do a little bit more to get more money instead of just saying that's it.

[1628] Nancy Thomas: Thank you, Jennifer.

[1639] SPEAKER_52: Farah Nations. So my name is, here I have our little sash just so you can have a visual. I am the instructor at the Ohlone College Connections Program in Newark. We are I have given you a document that the first part is the WAS document that I prepared this year so that they would have something about our program, my resume, and two letters of recommendation that have been written this year from the Ohlone College staff, Dr. Curley and the assistant professor, Lenora Landovazo, on my behalf. So you know who I am. And after listening to Ellie, though, I think I want to go back to, as a student, to primary school. But here I am. And I wanted to give you like an idea of how I've been here three years and how this program has developed in just my tenure. It began as a smaller program that was meant to to take students who were not interested in college and prepare them for a community college entry. That's how I understood it. But as I came in, when I came in, Phil Morales was very excited. And you know how he was, right? He was super entertaining. And he said, you know, you have to get people ready for college. And I'm like, perfect. That's like the best job for me ever. So that's what I did, not realizing that what was before me. Because I am not on the campus, I'm not on the high school campus, I'm on the college campus all day, I don't get a lot of face time with my colleagues. So they don't really know, even though I come to the meetings, most of the meetings, I come to most of the meetings and we talk in the beginning of the year and the end of the year and all those big meetings, but they don't, They don't know. So I want you to know, so that you can come into my classroom anytime, contact me anytime, any questions, anytime you'd like to come, you don't have to make an appointment, just come. Standing behind me are a set of students from last year, my second year of teaching, and this year. And I don't have very much time, so I'm going to let them talk. Yeah. This is Cynthia.

[1796] SPEAKER_63: Hello, guys. How are you doing tonight? I'm Cynthia. I was one of Miss Nation's past students from last year. I have recently graduated from Newark Memorial. I want to say that this program, I wouldn't have gone to college without this program, for sure. I definitely was one of those students that came into it as looking at the easy way out, as everyone would call it, the lonely connections, ooh, the easy way out. Definitely for me was not the easy way out. I went in there and I struggled, struggled, struggled. With Miss Nation's help, though, she opened my eyes to see that learning can be fun. I didn't learn that learning was fun until my senior year, right? So I want to say she took the time to show us that she cared and that she cared for us to actually pass the class. She didn't just make us sit down and read a textbook and say, OK, you've got to memorize that because you're going to have a test on it on Friday. It wasn't like that at all.

[1850] Nancy Thomas: Thank you. Can we ask each one of you, we want to hear from you, but because of time constraints, can we ask you to try to keep it under a minute? Yes, totally.

[1859] SPEAKER_63: Got you. No problem. All right. So with that, I'll end. I want to say that now, I wasn't a part of the class when she had the AP classes added on, but I want to say that that's a huge step forward in the Learning Connections program because that with the AP classes being added on, for the students that are in the class this year. I think it is a super huge advantage to look at a college setting and be able to handle a college setting, because I definitely would not have handled a college setting without this nation's year.

[1892] Nancy Thomas: Well, congratulations and thank you.

[1893] SPEAKER_63: Thank you.

[1894] SPEAKER_23: Hi, everyone. My name is Jasmine Lee, and I'm a current student in the Illini Connections program. And I'm going to speak on behalf of myself and my peers to just say that this program has been more than beneficial for me. I was one of those kids who I didn't see it as the easy way out, but I could never really get into anything in high school. It just wasn't for me. So joining the program was like definitely a life changing experience I could say for myself and also for my peers through discussions and just the class environment. Like it's more than a class, like we're a family. We all come together, we're all here for each other. Ms. Nations helps us not only in our class work with her, but she helps us with our college work. We have more than enough resources to be successful in her class and I'm just very grateful to be able to be a part of Ms. Nations' class and be able to graduate in the Ohlone College Connections program.

[1948] Nancy Thomas: Thank you.

[1955] SPEAKER_52: is this going to be forever. But they came in support of this program. So this was the first year that I was able to pass all of the documents that needed for the College Board to make two of my five courses AP. My future plans are to make all of my courses AP and to get all of my students into a UC and private college. I have had students so far at Biola, accepted to Biola University, UC Berkeley, UC Santa Cruz, UC East Bay, Cal State, Northridge, Cal State Sacramento, and numerous others. So this program has been awesome. So thank you for your support. And please come visit me. Please come visit me. All my information is on there. I think even my home address. I mean, you can come to my home address if you want. But you're more than welcome to come to my classroom any time. And I would appreciate it if you did do. Thank you so much. Thank you.

[2015] Nancy Thomas: Thank you. Cindy Chin, please.

[2030] SPEAKER_46: Next one.

[2048] SPEAKER_19: Good evening. My name is Cindy Chin, and I've been a teacher at Schilling Elementary for the last 18 years. Last week, the Schilling staff sent a letter to the board and executive leadership. Thank you, board member Preciado, for responding to our concerns. My colleagues Elisa Lozada and Rafael Rodriguez and I would like to read that letter aloud to the community. April 13, 2018, to Newark Unified School Board and executive leadership. The Schilling staff is gathered to collectively affirm our commitment to the students and families of our school community. We want to express concerns about informed leadership in this period of transition, specifically limited communication and inadequate representation and decision making that directly impacts the function of our school. Staffing is uppermost in our minds today. A school's ability to effectively serve student needs is predicated on the collaboration and teamwork of teachers. For many years, we have worked to establish an excellent staff and school culture. Through a collaborative process, we decided how we will work best together for the students of our community. We were informed of staffing dates, times, and numbers before any changes were made or directives given. This type of communication has not happened this school year.

[2138] SPEAKER_49: Last month, schools were informed that some teachers would need to move sites. We anticipated that through a collaborative staffing meeting, we would determine which classroom teacher would be leaving. We were stunned to learn that on the day before spring break, a non-classroom teacher received a reassignment letter. this veteran teacher has been out of the classroom to support our most needy intervention students. In past years, we have placed the teacher back into a classroom at every staffing meeting until we were assured that the funds were available for this intervention position. Our staff is searching for answers as to why one credentialed teacher has been singled out to leave over all the others and why a site funded position has been eliminated without school site approval. We also want to know if another FTE will be asked to move this year or again involuntarily reassigned without regard to process. Due to the fact that we have no permanent principal at this time, we are wondering who will make decisions at our school, at our shilling staff meeting, when will it take place and keep in mind our unique needs for our students. Will it be someone who understands how an elementary site functions and thrives. Without consistent leadership, we are feeling abandoned, unappreciated, and repeatedly blindsided. We, who know our students and families best, are left to ensure that the spending or reallocating of money is used in the best interest of our entire school community.

[2230] Nancy Thomas: Thank you. Alyssa? Oh, you're Alyssa. OK.

[2243] SPEAKER_10: In conclusion, the intention of this letter is to clearly communicate the concerns for our schools, for our school, families, and students. We have been working so hard this year to keep our school running despite having five interim principals. We remain committed to shilling students and families, and as always, are only trying to do what's best for our community. While we eagerly await our new principal, we continue to create the best possible learning environment for the students we serve. It is necessary to have a plan in place that ensures continuity and structure for our diverse population and readies our school for new leadership. We want to confirm that decisions being made by HR for the coming 2018-19 school year reflect a well thought out plan and are in sync with the plans and decisions made by the leadership committee at Schilling Elementary. Please address our concerns and communicate the plan for the remainder of the school year. Sincerely, Schilling Elementary staff. Unfortunately, since this letter was sent out, we have become aware of your plans. Yet another one of our veteran teachers has received her involuntary transfer notice late this afternoon. As a side note, considering it's baseball season, the deep bullpen of interim principals that we've had on the mound have each expressed their high praise and amazement and our ability to continue functioning and thriving as a staff. Our leadership disarray has not shaken our sense of community and effectiveness. It has brought us closer together. We vow to stand together and refuse to fail because of a lack of leadership and voice within this district. Instead, we are determined to succeed despite these obstacles.

[2372] Nancy Thomas: Kathy Robinson.

[2386] SPEAKER_26: Good evening. I come to the board meeting today not only as a Schilling Elementary school site council member, treasurer of our parent-teacher group, but also as a parent, most importantly, to one Schilling graduate and two current Schilling students. This year has been a tremendous challenge for our school, being that our principal of over 10 years resigned last summer at the last minute. Since then, we have gone through five interim principals. Our teachers and staff have held the school together. Through their teamwork and passion for teaching, they are the most dedicated, caring, and driven individuals that collaborate to meet the educational needs of our children. They have stuck together in the time of need, despite the many challenges that they have faced with the district inconsistencies, threats of layoffs, and lack of transparency. school site plan has allocated site funds over the past couple years for several positions, one being an intervention teacher, the other being a mental health rehabilitation specialist, in addition to monies allocated for professional development. The SSC felt that these 3 areas were a necessary component to continue the amount of support needed at Schilling, despite the budgetary challenges that the district faced, so we allocated the site funds to better meet the needs of the school that the district could not. That's the reason for having a site plan. With that said, I am appalled to say that the money allocated to professional development had to be reallocated this year because the district fails to be able to provide substitute teachers for staff development time. Additionally, the mental health rehab specialist position fell through the cracks and has not been filled. This position previously helped in reducing the number of suspensions as reported by the previous principal last year. I was told, I was inquired about the MHRS position, and I was told that the HR department was not aware that this position existed or was allocated for, even though there was a person in this position until June of 2017. Lastly, we have learned that the intervention teacher, who has been a tremendous out-of-class support to our most needy students, has received a reassignment letter. I'm going to skip what I have. But I want to ask, what authority does the district have to reassign this teacher when site funds were allocated and approved for this position? What's the point in having a site plan if you are telling us we need to reassign a teacher's position that we allocated funds for? We need these positions, and we don't want you to dictate to us what we do with our site funds as you have dictated to the rest of the district and the schools of what we are to do as a community and in our schools. Please take this into consideration and let us know how you will support us, Schilling Elementary, the most needy school in the district, in surviving with the lack of transparency and inadequate leadership that you've provided thus far this year.

[2583] Nancy Thomas: Shireen Raber.

[2596] SPEAKER_17: Good evening. My name is Shireen Raber. I attended Lincoln Elementary as a child. My son and my husband also attended Newark schools. He and I are 20-year homeowners in Newark. and I am a 29-year employee in Newark Unified at Schilling Elementary. I am here tonight to put a spotlight on my beloved school. I am here tonight to ask you to help us finish out this very difficult year on a high note. I would like the superintendent and the board members to ensure that the students and families of Schilling Elementary are not overlooked or forgotten without having had a consistent principal in place for the entire year. The inconsistency of having five substitute principals worries me. It worries me that budget money for our school will get overlooked, be unspent, or be reallocated back to the general fund when it most certainly belongs to the students at Schilling. We as a staff have worked very hard to keep our school running smoothly in spite of this uncertainty. We have kept award-winning programs afloat this year. despite the loss of trauma support staff from previous years. We have implemented district curriculum, participated in onsite trainings, and continue to provide excellent education to our students with very little recognition, appreciation, or encouragement from beyond our site. Frankly, we don't need all of that to do our very best, but why should we go without it? Newark Unified is not a huge district. There's no reason that we should feel neglected Personal contact, inquiry, and checking in should be a part of this district's priorities, especially to a school without a permanent principal. Substitute principals have no vested interest in our school community and are never here long enough or supported enough to make a difference. The constant change in differing personalities of these short-term substitutes have been very trying. And we think other avenues should have been explored for our year. In my opinion, this year should have gone a lot differently. I want you to know that we are so excited to welcome our new principal and I sincerely hope that the superintendent and the school board will help us make sure our school is able to spend money intended for the well-being of shilling students. I would like your commitment to make sure that funds will be spent as planned or at least reallocated to appropriate shilling programs We also desperately need to maintain existing successful support programs that will in turn provide a successful start to our new leader. This, however, seems not to be the case now that another key part of our intervention plan is being taken away. Thank you for listening.

[2780] Nancy Thomas: Sarah Terry.

[2788] SPEAKER_24: Good evening, executive leadership and board members. My name is Sarah Terry, and I am one of the sixth grade teachers at Schilling Elementary. Now, I hate public speaking. However, I am here standing before you deeply concerned about the state of Newark schools. More specifically, my site, Schilling. At the community meetings early on in the school year, I expressed concern about the lack of psychologists and how there are some students in my sixth grade classroom that are struggling with subtracting with regrouping. Sorry. Now, last year, I taught a five-six combo. I had some of these same kids in fifth grade. I kept them again in sixth grade to make sure for continuity reasons and to know where they started and where they will end. Superintendent Sanchez, you told me that you agreed with me. They needed more help and support at that meeting. After recent decisions, the district has made our intervention teacher who was providing that extra support will be teaching at another site next year. Although I was very saddened by a fellow staff member leaving, what this means for our students is devastating. The intervention teacher provides support to general education teachers, schedules and runs SST meetings, collaborates with SPED teachers, participates in cost meetings and tracks student data The intervention teacher also sees students and supports them with targeted goals to help those students have access to grade-level standards. All of this makes me question, will Schilling have an intervention position next year? And if we do, will that person have the experience to support some of our neediest students? I have heard several times that the board members and executive leadership want what is best for Newark schools, which leaves me wondering, is this decision best for the students of Schilling Elementary? As a staff, we have supported each other, our students, and our families through a difficult year. We are now asking for you to support us. We need answers so we can make plans to ensure that each student that walks through our doors receives the world-class education we promised them. Thank you.

[2914] Nancy Thomas: Megan McMillan, please.

[2924] Megan McMillan: It's hard to follow all of that. My name is Megan McMillan. I'm a teacher at Music Preschool. And this is sort of a variation on theme tonight, and I think that comes down to consistency. So I just want you to imagine, if you will, like a Twilight Zone episode, which is what a lot of this year has felt like. You have a school office, office manager or attendance clerk. Within the first two weeks of school, the attendance clerk is pulled and placed by someone else who's never worked in an office before. The office manager and administrator do the best they can to keep that person up to speed. They kind of started getting clicking along. And then, for some reason, that person's pulled. The office manager and administrator keep going on as best they can, which is the two of them, trying to keep things running. And then they get a new person who, again, has never worked in an office before. OK, well, they try to get that person up to speed. Well, now they're going to pull the office clerk, the veteran. And they're going to put in someone new. The attendance clerk who kind of knows the job now is going to try to show that person what they know. Then eventually, they're both going to get pulled. The original office clerk is going to come back. You're going to kind of stumble along like that. If this is building anxiety for you, most of our special education classrooms is here in terms of staffing. So consistency is defined as conformity in the application of something typically That is for the sake of logic, accuracy, and fairness. And to put it bluntly, inconsistency has been the order of the operation for this year. Frequent refrain at the preschool has been that these changes to staffing are due to numbers. Our staff and our students are far more than numbers. We've tried to explain that again and again. Despite the inconsistency, students have made progress. Toilet training, first words, first friendships. But I always wonder how much more progress and how much faster it could have been made if there had been consistency in the adults providing the instruction. Actually, I won't really have to wonder about it because for the past 12 years, I've seen what adequate, consistent staffing can do for these students. And I know that this is going to sound like a squeaky wheel, and I will continue to be a squeaky wheel. I'm not going to be quiet about this. I'm not going to stop fighting for staffing. That goes beyond numbers. because our students deserve better. The staff that serve them deserve better. They are not game pieces. The other day someone compared them to chess pieces and I thought, no, it's not like chess. Chess, there's a game plan. There seems to be a pattern. There's an outcome. This is more like checkers where it's opportunistic and you just kind of jump where you can. And, you know, really listen to the people that are in the classroom. We're exhausting ourselves trying to explain and re-explain why these things are necessary. Come. I think that's the common referring to, come, spend a day, spend an hour, see what we need, and then have a conversation about keeping things consistent. Thank you.

[3114] Nancy Thomas: Tommy Martin Edwards, please.

[3121] SPEAKER_02: Hi, everyone. Because of WASC, I got to look at the data at Newark Memorial High School really deeply. I got to see how many amazing programs we have that really push our students to dream big and to achieve their goals. One of the programs whose data really bears a lot of promise was Puente. I don't think I need to tell you how many students and parents are passionate for this program. It's been said a lot over the years. We recently found out through our school site council at NMHS that the district will actually be reassigning one of our counselors to teach English, bringing us down to only two counselors for upwards of 1,800 kids. With all those extra duties, those two counselors will likely have to make up for the loss of their colleague. It's likely that programs like Puente will not survive these cuts. And I just need the board to be fully aware of what they're doing and if they allow us to lose a counselor and the amazing programs we're going to lose because of this. If a program like Puente gets cut because we don't support our counselors, we aren't supporting our students to achieve their full potential. And I feel like that's written someplace up here. Thank you.

[3189] Nancy Thomas: Thank you. Paula Lewis.

[3203] SPEAKER_43: Good evening. My name is Paula Lewis, and I have a second grade son attending Kennedy Elementary School. I'm also here because I'm a coach, and I participated in the community. When I come to the board and I talk to the board, I don't come as a victim, because I believe parents have their own responsibilities. But tonight I'm here because I want to talk about the continuing budget issues that arise. I know that we continue to struggle with the budget issues And I'm here to express and voice my concern with the increased class sizes. Class sizes currently are at 24, but we're looking at being raised to 26, 28, and 30. And I have to admit, education is not my background, but I'm a researcher. I go and I do research. And what I have discovered is that, especially in the primary age levels, kids do better in smaller classrooms. and that they actually perform better in math when they're in a smaller classroom. And so when I see that we're increasing our class sizes at 28 and 30, I have a concern that we're leading in an opposite direction that is beneficial to our kids. When I look around us, I also put us in perspective. We're the newer schools within the whole newer city. And what I see in our city is our city is growing. We have a lot of high tech, we have technology, we have industries coming. We're growing and advancing almost on a daily basis. I know my house has tripled in the last 10 years in our price. So what I know is that a lot of really great things are happening in Newark. A lot of new people are coming, a lot of industries are being attracted to us. But then when I look at our schools, I see that we're going in the opposite direction. what we're offering to our kids, the opportunities, the education isn't growing and advancing in the same way that I see our community growing and advancing. As I see our community advance, I want to see that our schools advance to keep up with it. I want to be proud that not only we live here in Newark, but we have a really great school district. I've been here in the Bay Area for a long time. And when I think, you know, Cupertino, Cupertino has a lot of high-tech technology, but they also are known for their school districts. And I don't see why, as Newark, we can't be in that same boat. We have the technology, we have the resources, but we need to really think about how we operate differently. You know, the budget's not going to go away. But what I want to challenge the board with is I know salaries are high. I know we have budget deficits. But it's really easy to default to, well, let's cut teachers. Let's cut counselors. Let's increase class sizes. Because to me, I see that as the easy solution, the easy way out. And what I want to challenge the board today is thinking about how we can do things differently. I work in industry. We're being challenged every day. How can we operate differently in this changing society? The way we run business 10 years ago is not the way we can run business today. But what I see in our school board and our school districts, sometimes we are. We continue to run and operate the same way we have for many years. And I'm here to tell you that that's not going to work moving forward. I have a concern, you know, as we talk about cutting counselors and... Ms.

[3418] Nancy Thomas: Lewis, the time, you can just wrap up, please. Okay.

[3424] SPEAKER_43: The last thing I want to say about our counselors is that, you know, when we see the violence that happens in schools and then we look and we go, oh my goodness, what could we have done differently? And then I hear that we cut counselors. Again, how can we affect to, how can we think that we can address that when we're going in the opposite direction? I'm going to wrap up with tonight. I want to thank you for letting me speak and for hearing my concerns.

[3449] Nancy Thomas: Thank you. Next we move on to old business. The first item under old business is board policy and administrative regulation 5123, promotion, acceleration, retention. This is for a second reading.

[3499] SPEAKER_38: Yes this evening we come forward with a second reading but I did want to note that we did have some suggested corrections or edits and are certainly open to others this evening but there were a couple of typos in the first page instead of saying of it's deleting of so it just says ways and there was also a couple of references to board policies that we currently do not have in Newark Unified but I wanted to ask the board if they could consider to leaving in board policy 6 reference to board policy 6011 academic standards because I'm hoping to bring that back to the board at a later time and it's it's a it's an optional policy that CSBA recommends so that would be my suggested edit And then also on the second page, aligning to what we have, which is a junior high school, and that there is some transition language there, which is on the second page.

[3557] Nancy Thomas: OK, so you're recommending that we approve this with those corrections? Yes.

[3563] SPEAKER_58: I'll move for approval.

[3565] Nancy Thomas: Mr. Rodriguez? I second. No, Mr. Wynn. Oh, Mr. Wynn moved. Rodriguez, did you second? Yeah. OK. No further comments. Please vote. Five ayes. Thank you. Next 10.2 is board policy 6170.1, transitional kindergarten. Again, Ms. Salinas.

[3599] SPEAKER_38: This evening we come forward with the second reading of this policy transitional kindergarten to align with what we should have in place. I do want to have a suggested edit that we do although we do not have board policy 6011 academic standards which is an optional policy that we continue to also keep the language here and we will bring that forward at a different time but we also will delete reference to board policy 5148.3 which is a reference to early childhood, and we do not have that board policy.

[3632] Nancy Thomas: Thank you very much. Mr. Rodriguez moves to approve.

[3636] SPEAKER_58: I'll second.

[3636] Nancy Thomas: Mr. Nguyen seconds. Please vote. Five ayes, thank you. School request, Lincoln Elementary. Who would like to cover that?

[3662] SPEAKER_44: So at a prior meeting the board approved Lincoln Elementary to have their site request to have a fence put in at their site. While the fence was being installed during spring break week the Alameda County Fire Compliance Officer came by the site and requested that we needed to have two panic bar gates put in the preschool side or the kindergarten side of the fence being installed. So at that time, it was approved to get those gates put in. Unfortunately, there was a cost of additional $4,000 to do that. The fence did cover all of Lincoln's budget that was approved in January of 2017. Unfortunately, there was no way around not putting in the panic bars. had the fence already been installed and we got the code or we the compliance officer the cost would have been much more because they would have to tear it down. We were installing so they were able to do it at the same time keeping the cost at $4,000. So we're requesting the additional $4,000 to pay for the panic bars.

[3734] Nancy Thomas: And this takes us 2,800 Over budget?

[3738] SPEAKER_44: Yes, because Lincoln had about $1,100 left in their budget, so the remaining is $2,860. That is needed.

[3747] Nancy Thomas: So we have to approve that as an exception to their budget?

[3751] SPEAKER_44: Correct, for just that site.

[3754] SPEAKER_47: Ms. Crocker? I'm going to say that if we had an established fence and we had to comply, it would have come out of our basic budget. So I think that this is comparable to that. It would have been nice had we known that at the beginning, but sometimes that doesn't happen. So I definitely feel that it's something that we need to take care of. Where would this money come from, by the way?

[3782] SPEAKER_55: The site projects have been funded out of Fund 400, which is the proceeds of Rushden Elementary School.

[3789] SPEAKER_57: We do have additional funds allocated to the sites. They weren't part of their site wish list for the exterior of the schools, and not all of those funds have been committed, so it would come from those funds.

[3799] SPEAKER_47: Has the work been done?

[3801] SPEAKER_57: The work had to be done during the installation, because fire compliance wasn't going to allow the fence to go up if it was not.

[3807] SPEAKER_47: No, no, no. I'm saying in the fund.

[3811] SPEAKER_57: No, not all of the projects have been done yet that we're part of. There was an allocation back in 2016 with regard to an overall for the exterior of the schools that included the painting that has been done and some of the landscaping that is not yet done and so there is still a substantial amount of funds available in that particular set of projects with regard to the exteriors of the campuses.

[3837] Nancy Thomas: Yeah, well we did not move forward with the the quote that we got on landscaping, isn't that correct?

[3844] SPEAKER_57: Correct. The landscape architect actually withdrew before we could even get to that point.

[3848] Nancy Thomas: OK. Mr. Nguyen?

[3850] SPEAKER_58: The amount is not what I'm concerned about. I think it's moving forward. Is there something in place to ensure that this doesn't happen again? If there's a bigger, more costlier project, perhaps that we research it and make sure that we're in compliance before we have to stop midway.

[3870] SPEAKER_44: In fact we have another site actually who is looking at wanting to put in a fence and we've already taken that, sent it to our maintenance department who's working with the compliance officer up front to make sure we have all of that met prior so the bid would encompass everything before the installation or before it comes to the board for approval will all be included in there.

[3891] SPEAKER_58: Thank you but I'd like to expand to beyond just additional fencing gates to include all other types of modifications and projects that that may draw red flags and make sure that we understand what we're getting into before we actually do it.

[3908] Nancy Thomas: OK. Mr. Rodriguez.

[3910] Ray Rodriguez: It's always difficult to, not impossible, but to manage stuff like this. But when you have an issue of compliance and you have a fire inspection come in, then basically the precedent that we've had over the years is that we take care of it. And it'd be nice to have someone come before, but we all know that doesn't happen. It's like if you're remodeling your home and you're asking the, you know, you're doing the permit, and then at the end, the person comes in and says, you got to make. I think the fact that it's a small amount, it's something, especially compliance, and we've already said that, you know, safety, make sure that we're compliant. is at the forefront of the projects that we have. So I'd like to move that we accept this.

[3964] Nancy Thomas: I'll second that. OK. Mr. Brustiato?

[3968] SPEAKER_35: Yes. I do want to say that, of course, this is important because it's the safety. My question is around, so the original project, in terms of equity purposes, we had approved through Fund 400, as you mentioned. Mr. Richards, however, because this is like an unforeseen piece and not contemplated within that context, is it possible for this to be paid out at a different capital expenditure fund?

[4005] SPEAKER_55: It is possible.

[4009] SPEAKER_57: It would be difficult to say that we would be able to use the Capital Facilities Fund because the fence isn't directly related to any type of growth of program or growth on that campus. So that would only leave potentially funds out of Measure G as opposed to using the funds in Fund 40. Given that the rest of the project is already in Fund 40, I don't... It's the will of the board with regard to those two funding sources, but either of those can be used for capital purposes.

[4040] SPEAKER_35: And I was just thinking about in terms of, again, for equity purposes, or I know this is not going to happen again, or the hope is that it doesn't happen again. I guess the scary part is that, so what happens if another project goes over for something else?

[4057] SPEAKER_57: Well, there is always that risk of a possibility when a site elects a project that is very, very close to their entire allocation. when any project is very very close to its allocation amount we could potentially ask the sites to limit their potential spending to roughly 91% of whatever their allocation is so they have room for a 10% increment in this case it's rather an unusual situation and I think if we had to make a recommendation of where would we offset it so there's equity among the sites we would hold this information until such time as we're ready to go forward with the other exterior modernizations of the sites and perhaps do an adjustment against the landscaping budget if the board chose to do so at that time.

[4101] Nancy Thomas: Thank you. Thank you. So the motion was made by Mr. Rodriguez and seconded by Ms. Crocker. Please vote. Five ayes, thank you. So next we move on to 10.4, and we have a speaker, Ms. Parks.

[4142] Cindy Parks: I'm assuming that it's a typo. It says that Measure G money is being utilized for this, and I'm assuming that, again, it's supposed to be Fund 40. I'm assuming that that's a typo. I'd appreciate it if you'd make the correction. You make the vote.

[4159] Nancy Thomas: That's correct, isn't it, mister?

[4161] SPEAKER_55: It is correct. OK. It is Fund 40.

[4164] Nancy Thomas: OK. So when you make the motion, or whoever makes the motion, would you please specify that it comes out of Fund 40? Mr. Nguyen?

[4176] SPEAKER_58: No, that was from the previous item.

[4178] Nancy Thomas: So I'll move. Mr. Preciado makes a motion. Second. By Mr. Rodriguez. I have a question.

[4188] SPEAKER_47: Question? From my reading, this will not come from any fund. The funds are site-generated, so it's within their discretion to use the funds that they have.

[4200] SPEAKER_44: Correct. Principals took it to the school site council and they are using their site funds in parent communication and the minutes are attached where the parents approve.

[4208] Ray Rodriguez: Thank you very much. Before we vote, we have to say that it's Fund 40. Yes. That's the motion. You did that.

[4218] SPEAKER_58: Thank you. And then hopefully the lesson we learned about five minutes ago was that this will not trigger any further action or noncompliance by installing this marquee. No DSA issues, no...

[4233] SPEAKER_44: No, unfortunately, when the bids and things were done for the schools, some of the principals were not consulted during it. So when we got involved and they went out to find it was a single-sided with the location for snow, they wouldn't be able to see it. But no, there's no DSA. Everything's all approved because the other schools are getting them as well. The size is the same. It's just Snow's is double-sided. OK.

[4257] Nancy Thomas: OK, please vote. Five ayes. Thank you.

[4271] SPEAKER_47: We have 8.30.

[4275] Nancy Thomas: We're close to 8.30. OK, under new business, we have quite a few items. 11.1, release of temporary special term retirees and long-term guest teachers.

[4293] Clarissa Kennedy: Yours first.

[4297] Nancy Thomas: May I have a motion? I move to approve. Mr. Nguyen motions to approve. I'll second. Ms. Crocker seconds. Please vote. Mr. Rodriguez.

[4317] Ray Rodriguez: I just wanted to say something before I vote on this. It's never easy to vote to release anyone or anybody on the board. And I've been doing this long enough. And I know it's difficult times. But sometimes I think the community needs to know how hard it is and difficult for us to make decisions like this. So I am going to vote yes on it. But I just want everybody to know. I think we're all on the same boat on this, is that decisions that we're making right now are extremely, extremely difficult as we go through this difficult process that we're in.

[4366] Nancy Thomas: Mr. Nguyen.

[4368] SPEAKER_58: So if you can help clarify, Dr. Wong, this is procedural for temp staff, right? This is not layoffs or anything, correct? That is correct, Member Nguyen. OK, thank you.

[4382] Ray Rodriguez: Thank you.

[4385] Nancy Thomas: Okay, Mr. Rodriguez. Five ayes. Thank you.

[4401] Ray Rodriguez: Now we're at the 11.2 ARN.

[4407] Nancy Thomas: No, we decided to 11.19. Well, that's right. After 11.1, we are taking 11.19. Thank you for reminding me. This is moving to talk about the textbook adoption so our hardworking teachers can go home and do some more homework, I suppose.

[4429] SPEAKER_38: Good evening. This evening, it's a culmination of almost a year's work, and I really want to, before we get started, thank our teachers, our students, our parents, just for really rolling up their sleeves and embarking in this process. This evening, our director, Amy Black, will take us through the board presentation, the process that we took for our math curriculum, K-12. She also has some teachers who will be speaking to the process as well. After the board accepts our, and if they do accept our recommendation this evening, The next step after this will be that Ed Services will work with the selected publisher, embark on a process, and then also then bring forward an agreement at a later board meeting for your approval. So tonight, it's to hear about the process and also accept our recommendation. So with that, I'm going to ask Ms. Amy Black to come forward and also staff.

[4483] SPEAKER_22: Okay, good evening. President Thomas, board members, Superintendent Sanchez, Executive Cabinet, thank you so much for giving us an opportunity to speak to you tonight about our exciting process and recommendation. We're going to shift the tone of the evening right now and talk about how fabulous our teachers are and our committee work that we did. I have with me two of our committee members that I want to introduce, and they're going to also speak in the presentation. So this is Katherine Jones. She's a third grade teacher at BGI. She's not only a member of our curriculum council, but she was also a pilot teacher for us. And then this should be a familiar face, right? JoLynn Hanke. She is our math department chair at Newark Memorial High School. And she was instrumental in getting her team organized and fully participatory in this process. So it's been a really exciting journey for us this year. So I wanted to make sure that I highlight them. And she was also a pilot teacher, as well as a member of curriculum council. So I'm just going to take you through a little bit. So I'll start the presentation. So obviously this presentation is a culmination of the work, the collaboration of educational services, as well as our curriculum council members and our math pilot teachers. So I wanted to share just a little bit of kind of why math and why are we going on this journey. So our purpose, why are new math programs needed in kindergarten through 12th grade at Newark? So here's our current reality, and this is not news to you. I've shared this with you throughout several data conversations that we've had throughout this year. So our current reality for our most current SBAC tests is that district-wide, 30% of our students met or exceeded standards in mathematics in the spring of 2017. So that tells us over 60% of our students are not meeting standards in math, so that's something that we needed to take a really close look at this year. And that's the work that we've been doing with SVMI, working with our principals through PLCs, looking at mathematical practices. And Ellie, that was a great transition about talking about the mathematical practice work that the BGP staff has been working on. And that's definitely evident through all of our school sites. So we've been doing a lot of work on that. Other reality is that we have outdated textbook adoption. and inconsistent implementation of our current resources, as well as lack of coherence in math instruction and student learning. We have different programs that are being selected and used. Even though they may be fantastic programs in isolation, it's very difficult to see growth and consistency of our students. And then you see that there's gaps in their learning. So we believe that going in this process that we really need to ground our process in research and what our beliefs are and what our ultimate goals are. So obviously what we know in research and for college and career readiness that we need to have strong math students. Mastery in mathematics is essential in their academic success and in college and career. They learn best when they're exploring in a rich learning environment that's interactive. They also learn best from direct, explicit instruction with guided practice that's followed by independent practice. So these are all things that we know we talk about in our professional development, not only in mathematics, but throughout all content areas. We know that students need to internalize what good problem solvers do and apply them. And that our best teaching work takes students from where they currently are and lifts them to their fullest potential or the next level or to standard, depending on where they are. So things that our committee talked about when we entered this process together at the beginning of the year is, obviously, we need a program that aligns with Common Core standards. And that's a top priority for us. We also looked at, we wanted to see multi-layers of differentiated instruction that's going to meet and support the needs of our learners in our math classes. That it incorporates mathematical practices. We've done so much work around that and how critical those standards are for students' understanding and problem solving. It needs to be rigorous. And there needs to be modeling and reasoning that's consistent in the program. And that we see a consistency of standards and strategies being built upon year after year. So we were looking for those things when we were looking at publishers and going through the pilot process. Okay. So I'm going to bring my fabulous teachers up here to talk a little bit about the process. They're going to share their personal experience as well as our experience as a committee.

[4781] SPEAKER_42: I'm not real familiar with what they did in the elementary at the high school.

[4784] SPEAKER_22: You want to take them a little bit through the timeline?

[4787] SPEAKER_42: Oh, sure. We had our first meeting in October just as a council. And we had a calendar laid out. We had a game plan of how we would approach it. And then we were able to go back to, I went back and prepared a group of teachers who would be present during the publisher's presentations. We had six teachers from the high school. One from Bridgepoint and one from the Junior High. And of those teachers, we had a representation. Each course from Algebra I to Calculus and Statistics had a teacher present at the presentation. We also had a resource teacher present. So I think we had, at the high school, we had five publishers present the presentation. Am I doing good, or should I stop and go next? We're going to toggle back and forth. OK. And we had five publishers. We were given a rubric, and you don't have to go to that yet, but I wanted to talk about that because that was really helpful in collecting our thoughts as the publishers presented, and we were able to collect our thoughts on that. And one thing we did which was really beneficial is after each publisher presented, we ranked them. So we were able to kind of collect our thoughts each time a publisher presented. So at the end we were pretty clear on where we were heading and what we were wanting out of it.

[4879] Kat Jones: So I actually was there representing K-5 as my third grade position. But I also participated in the middle school or 6-8 programs and going and watching those publishers because I have just spent eight years teaching sixth grade. And that continuity between elementary and junior high has been something that has been deep in my heart for those years. And so I sat in on both of those publishers' presentations so that I could get the full K-8 perspective.

[4911] SPEAKER_22: So let me just take you a little bit back, too. So that was kind of the beginning of our work in the year, just identifying the publishers. And you might be asking, where did you get that list? Right? So the list is actually taken from, not only are the California adopted, we took a look at the adopted textbook list. We also had California, so from our county partners, we had, we worked very closely with Alameda County, and they had a California list of all the currently adopted math programs or recently adopted. Surprisingly, we were one of the last districts to, but actually that was a benefit, I think, in our case, because we were able to learn the experiences of our colleagues and other districts in Alameda County and how they went through their pilot process and what their current experience is with the publishers or the curriculum that they selected. So we looked at the California adopted, we looked at edu reports, which is an independent educational services reporting on They review curriculum, as well as looking at our colleagues in Alameda County and their successes. So I wanted to show you what our committee selected. Oh, so this was a mention. I know that JoLynn mentioned the rubric. So we used a very concise rubric throughout the entire process. We started with when we identified the publishers that we wanted to use, and then we asked our pilot teachers to use the rubric. with the publishers that they were piloting in their classroom. I asked them to select two publishers, and we went through a pilot process beginning at the end of January after they actually received either half-day or full-day trainings from the publishers so that they understood all the components and how to utilize the program in their classrooms. And they utilized the two programs from the end of January to about the middle of March. And something that was really important to us when we started this process is that our current adoption is K through 6, which has a different curriculum. So our current curriculum, K through 6 has Eureka, 7, 8 had a different, totally different publisher and different curriculum, and then 9, 12 did as well. And one thing that we wanted to make sure is that we included 6th grade. with the middle school. A number of the publishers really build their math program and the coherence around a six through eight program. And we felt that we really needed to help bridge our sixth grade students and prepare them for the junior high. So that's a conversation that we had and the council agreed. And it was input from former sixth grade teachers that they really loved that idea and were hungry to be a part of collaboration and conversation with the junior high. So we selected, huh?

[5098] Kat Jones: Could you come to the microphone so that the folks at home can hear you? The process that we used was that we did look at the rubrics. We did decide as a curriculum council, assessment council, that we would choose two to pilot and then went through that pilot process. And the ones that we looked at were, we looked at one program that went all the way through, K-12, the big ideas, and then the others were three that we chose that we felt could also meet the needs of our students in Newark. And the pilot teachers were then given the opportunity for the first time, and I've been part of the pilot process since 1990 in math. And this is the first time we've ever had the pilot teachers actually pilot both programs to give ourselves a different kind of perspective. And I found, as one of the pilot teachers, that was really beneficial. And I know Joe can talk about that as well from the high school standpoint.

[5167] SPEAKER_42: Yeah, we split. We had a pilot window. And we split the time between Pearson's InVision and Big Ideas. So just briefly, so then we had the pilot window close March 16th. And then we surveyed all the parents that were participating in the pilot classes.

[5205] SPEAKER_22: So surveys went out to every pilot teacher that sent them home, either online or in paper. We also had them available in both English and Spanish in order to reach as many parents as possible. And you know, as parent surveys go, we try to just hope that we get a few back. And then we also offered a public viewing. And we advertised that at the schools so that that was available. And thankfully, it was also during a board meeting. So that was available for people that come, you know, on a Tuesday anyways. It was on display outside in the hallway for them to see or the public to be able to see all the publishers that we were looking at and also provide feedback. There's feedback forms. We do look at all and we did look at all the forms. I know that's always a concern for a parent which I understand and we really do value parent input and think that it's really important to see what they felt about it. So I want to give you a couple stats. of the surveys and just highlight a couple things. I wasn't going to go through the entire survey, but I just wanted to show you a few things that, you know, in the elementary we had 85 parent responses, 36 at the junior high and 45 at the high school. Just to highlight a few things so that I gave you just a stem of what the survey would say. The lessons provide a clear path for learning. Some elementary parents you could see is very close, their feedback that they strongly agreed or they agreed for math expressions and both big ideas as well as lessons or structure to allow my child to work independently. There's very, so it shows kind of, it showed the committee that, you know, parents are really hungry for a program that they can really connect to and understand and participate in, especially with the significant shift in the standards and understanding the new way that we're teaching mathematics. Just to highlight a couple of secondary responses around aligning lessons and easy to work with. And that just gives you a little bit of a snapshot of just some of the things that parents said. Oh, and then I was going to talk about... I'll go to that part about teachers saying that. Go ahead.

[5334] Kat Jones: We met after the pilot process and sat down and really talked about looking at the rubrics and talking about the programs. And then each one of the groups met. So we met as a K-12 group, which was really beneficial. We had the K-5 teachers vote between what they would recommend. The 9-12, the high school voted. And then the junior high kind of waited to see what was happening with elementary and junior high or in high school. And in reality, it was actually a really good decision because it did give us a chance to kind of go into further discussion High school was hands down for big ideas. The elementary was kind of split between the two programs for different reasons, which we then, it was literally a tie. So we went back, we discussed even more what the pros and cons were, heard the concerns that were really coming from K1 teachers in particular. And then did a revote, and at that time the junior high voted as well. And it became unanimous that we, as a committee, would like to recommend that Big Ideas be our new program, which is K-12. And in my experience of 29 years in the district, we have never had a consistent program. And it kind of gives me, actually, literally goosebumps to stand up here and say, we want something that really goes K-12, that provides that continuity to our students as they move from one branch of school, for lack of a better term. But from one school to the next, so that they do have that opportunity to have that consistency.

[5435] SPEAKER_22: Let me just talk to you a little bit about Big Ideas. So what is it? Who are they? So Big Ideas Math, they're actually one of the only K-12 research-based consistent program. The thing that's really unique about them that stood out, I think, also in our committee work and our conversations is that they only have two authors. So typically with big publishing houses like Mifflin or McGraw-Hill, there's multiple writers at multiple levels. So Dr. Ron Larson is the publisher of the student book, and he designed the program from calculus down. So he's actually a well-known calculus professor, teacher, and has written calculus books that have been used in calculus classes for a long time. And he's very well regarded. And he's helped work with Big Ideas to develop this program that builds what are the steps or the skills that students need in order to be on track for essentially calculus. Are we expecting every child to be Calculus students, no, but wouldn't that be awesome? Right? So we're, you know, we're really, really, we were really thoughtful about how powerful it is to have one author who's truly immersed in mathematical work. And then Lori Boswell wrote the teacher edition. And she's, she's EDD, she's done a lot of work around teacher professional development. And one thing that came out through our committee work is that there's a section called Lori's Notes in the teacher manual on the side where she actually will discuss common errors that students make within that particular lesson or skill that they're trying to introduce in mathematics, kind of like a heads up for teachers. Like, you're going to see kids make this kind of mistake when they're trying this skill. And these are the things that you can do to support them. So there's a level of differentiation that's embedded for teachers. And it's quick and easy and helps kind of get them grounded in the work and ready for teaching. The thing that was also really impressive about Big Ideas is that even though they sit in National Geographic's Cengage publishing house, they're actually their own math company, and that's all they do. They don't write any other curriculum. They're a small math company on the East Coast, and they are completely immersed in making sure that we're successful in teaching students math. And I know that JoLynn's going to talk a little bit about their customer service and their experience with that and support when they were trying the pilot. And the other thing, too, is just like, it's just great math. It's aligned not only to Common Core, but the way that they built that program is looking at the national Teachers of Mathematics, the National Council, College Board, ACT. So there's a number of organizations that stand behind. And they also looked at their research of what would be a good math program that would support students. So those are just a couple highlights. And I'll share more in the fall about really digging in if we move forward and you approve our recommendation of really diving into that program and talking about what it will look like. what it does to support our parents and our students. I just pulled out some of the comments from the surveys on big ideas, what parents said about it. I'm not going to read all of them, but just that they felt that it was easy to navigate, it's support there. student with homework. We always hear from parents like, I don't get this homework. I don't understand the lesson. And they're super frustrated with the math. I think that's really nice about the L. I'm not sure about the secondary. You'll have to talk a little bit about that. But with the new elementary program, they actually have QR codes that are on each of the practice pages. So parents can just scan the QR code. And the lesson, whether it's a video or strategy or what they're teaching, what they're working on on that page is there to help support students and teachers. at home. There's also online tutoring support through their technology. They have a, it's called an interactive or dynamic classroom. So there's games and support, but just even that mobile aspects, I know not all our families have access to computers. However, I would say most of them have some sort of device. So really making it accessible to our families to be able to support their students. So here's some of the things that the teacher said.

[5716] Kat Jones: Well, yeah, you can read them. And she talked a lot about it. But just in talking with parents of my students, they liked how they could really actually follow the lesson and that it did make sense to them. And I'll never forget when I gave them the Big Ideas book. And it was this huge monster book. I mean, it was heavy. And the kids opened it up and they were like, this is so fun and colorful. And they were excited about math. And with Eureka, with it being black and white and on newsprint, I mean, it was really hard as a teacher to get excited about it and then try to get your students excited about it. But having the color and being able to see that just made my third grader so much more interested in really getting into the math and talking about it. as the problems would change and get more into conversational type math problems as the lesson goes through. They loved that. It's like, oh, we get to talk about this. So I think it was just really exciting for the students to watch the students. And then the parents were really happy because they actually could follow it too. And that made them feel good, which was great.

[5793] SPEAKER_42: Teachers found the text to be much nicer to read, easier to navigate. Some of the other publishers we looked at were very colorful, but they were so colorful that students could get lost. With Big Ideas, it was pretty focused, and students could go straight to where things were important. Personally, when I look at the book, the thing that I liked most is in each section, traditionally what you do in most textbooks is for each section, you spend a day in a section. But their pacing is such that you They give you two days for each section, so you have a little more time for each section to really get into the topic of the section and learn. And the sections are really sort of divided up into, they start off with something they call an exploration. And it's very student-centered, and it gets students' thoughts, and it prepares a groundwork. And all this happens before you ever talk about an example or a formula. just developing their thinking so when they get to the lesson part, they're ready and they have the scaffold there to fill in. So that part is really good. And I didn't see that in the other publishers. The online stuff is awesome. One thing you can do at the high school, I don't know about the others, is you can assign online homework where students' work is graded. I don't know if you're familiar, similar to the Khans Academy, and you can either assign a homework for an entire class, or you can give a single student an assignment, which allows us a lot of flexibility, which is good. Because sometimes our classes are diverse, and it's nice to have the ability to assign different homeworks for different students. The fact that you set it up so that students have multiple opportunities to get the right answer and get immediate feedback if they get the wrong answer. And there are hints, and there's also tutorials. So if they're really not getting the problem, they can go to a tutorial and then come back and try to attack the problem again. There's also a worked out example. Then they can see how they should be doing it and go back and do their problem. The customer service was amazing. So I didn't have this experience, but one of the teachers needed to add a student. And instead of having to go to the publisher, they were able to add the student themselves very easily through the computer program. And then he had a question about something he called. They came right back with answers. Actually, a couple of our teachers used our customer service, and they were really amazing. The one thing I wanted to say, both our Topless and Math Analysis books have been using Ron Larson for years. And we were really, really fond of his approach and how things are done. And we were really pleased to see, be able to use him as an author for the Algebra I and Algebra II. I think that's it, right?

[5977] SPEAKER_22: Yeah. Thank you. OK, so before I do my little conclusion, I wanted to make sure that I give a shout out. These are all the wonderful teachers administrators that supported our process and coming together. We had so we had curriculum council members that served as pilot teachers but not all of them did. We also had teachers that were willing and very happy to participate in the pilot process. I know I think more teachers would have loved to even participate. I think that's just a testament to Newark teachers and their commitment and dedication to our students and the work that they do each and every day and we really couldn't have a been standing in front of you today and making this recommendation without all their hard work and effort. So I just wanted to make sure that I highlight all the people that were involved. And then we're really going to be working on Watch Us Rise. So we are excited about our recommendation and are anxious to hear from you. And I'm happy to answer any questions or concerns that you might have. So thank you.

[6044] SPEAKER_47: I'm delighted with the process. I think the process is marvelous going K through 12. That's what we need to do with all of our strands, our areas. And to start with math, which has been a problem in terms of transition times from six to seven and the algebra piece going there, I think it's marvelous. The fact that you have got consistency in form, kids don't get put off by having a different kind of approach. And so I think this is a really positive thing. And I'm so delighted to see people excited about math. You know, this doesn't often happen in K through 6. It oftentimes is a very scary kind of thing. So I'm delighted. And as my memory from when I was a parent, that you pulled the parents in, and the fact that parents can learn along with their kids, because that's what they're going to have to do, just because the math has changed dramatically. So if they can learn along with their kids, that would be marvelous because they are the first tutors for their kids. Absolutely. And if the parents say, I can't understand this, the kids are going to say, I can't understand this, and you're sort of stuck in a bad situation. So congratulations on a job well done. I'm excited to see what's going to be happening. Thank you. Me too.

[6117] Nancy Thomas: Yeah. Thank you. Mr. Nguyen.

[6120] SPEAKER_58: Yeah, thank you. Having been on curriculum council many, many moons ago and through a textbook adoption, I can certainly empathize with the Herculean task that was involved, and for the most part, to get a product that's K-12 is awesome. And so job well done.

[6137] Nancy Thomas: Thank you. Mr. Preciado?

[6143] SPEAKER_35: So I want to say, can I echo the comments in terms of thanking you for the process and for involving folks? I really want to note that this is the core of what we do in terms of making sure we provide academic excellence. And we have to ensure that we're providing the tools to ensure the success. So given our current reality where there's a lack of coherence, as you mentioned, in terms of instruction, we're kind of all over the place. And as noted before in different presentations, my frustration of where our scores are at and where we need to be at. And it's unacceptable that we are where we currently are. So for me, this is a positive step in terms K through 12 thinking about the big picture and how we move forward in a faster manner to increase the scores and be able to ensure all our kids are successful. So thank you.

[6201] Nancy Thomas: I have a question about the two authors and the fact that this was primarily started as a high school program. What did those authors do to ensure that they could know how elementary students learn and think and scale it to the elementary level. How do they do that?

[6226] SPEAKER_22: And I think that's an excellent question. With some of the work that we did initially with the Curriculum Council, so with Common Core, they also are very strategic in outlining the framework. And then just developmentally, where students, how they progress through the mathematics. So when they talk about developing a research you know, standard-based aligned program. They tap into, so I know one of the slides that I did before, I don't know if I can go back, and they talked about the National Council of, you know, Teacher Mathematics. So they go through the research and understanding, because they also have frameworks of what's recommended in terms of introduction and what's developmentally appropriate for strategies. But they're going to have a philosophy of their overall in terms of how to introduce a concept. So that's going to remain consistent K through 12, but the standards are already outlined in the framework as well. So they would, you know, he's a, I can't get into Ron Larson's brain, but I would assume just through our process and even having the teachers that are involved in those grade levels, pilot the program and deeply have an understanding about the standards that they are able to give us feedback to say like, yes, this is appropriate. This is aligned. So, I mean, I know we're going off the expertise of our teachers and what the publishers told us, but it definitely aligns very nicely with our common core standards and the progressions of what we would expect for our students, and then building through. But I think that's a great question.

[6315] Nancy Thomas: It sounds like a good program, and all the textbooks are written and ready at the elementary level.

[6322] SPEAKER_22: Yes, so this is a brand new program for them, K through 5. So they were currently, or for a while, they've been a secondary program and developed the kindergarten units. And they just released them in April. And so we were fortunate to be a part of their pre-release and working with them and looking at their units. You get to find the typos. Yeah, there was some struggles and partial chapters and it's not the final format. And I think that also speaks to how strong this program is, that our teachers were able to look past that it's not a pretty package yet, that they really focused on the work and how it introduced lessons and concepts and strategies to our kids, and they felt that it was really powerful.

[6367] Nancy Thomas: Are there manipulatives with it? Yes. Do you have to purchase them separately?

[6374] SPEAKER_22: So typically, it's a joint, and we'll bring that to you as soon as we can. We're working on the contract once you say go. But typically, the way the publishers package programs now, it's basically a package. So it's a per student. textbook, their workbook, their online access, as well as any manipulatives, and it's per student price. That's bundled together. Gone are the days of like, look at this great program, but that's extra, that's extra. What they show is what we will have access to. And I know that that was something that was definitely on the minds of teachers, having experienced it in the past, wanting to make sure that that's possible. Ms. Crocker?

[6418] Ray Rodriguez: I was looking at your timeline. I didn't think the presentation was going to be this long, and I know you had a lot to cover. When you put in so much time and you had so many people involved, it's like trying to put together a puzzle. I think you've done excellent. What I had was the timeline, you know, spring-summer when we order and get the books delivered, and then after that you have the professional development. Do the teachers get the books way beforehand?

[6461] SPEAKER_22: So that's something that I was very sensitive about. Having been a teacher myself, that's the worst, right? You come back, your first day of contract, and you get handed your brand new, here's what you're teaching next week, right? So I really, really want to avoid that. So because the program's new, and I've been working really closely with the reps, I was really hoping to get at least the TEs, the teacher additions, in hands before they went away for summer. But they said that the final printing, I know this is a technicality of for them to actually physically print Common Core on the textbooks, I want that to be on the textbooks. So in order to have that, it will be in July. And so what Ms. Salinas and I have discussed is that once we get them in July, we want to do some sort of celebration and invite teachers to come and get their new textbooks and do some sort of incentive. We could even pay them for their time to come in because we know that they are on summer. But I know that teachers would be excited to come, right? they would be excited to come and get that, because they know how powerful that is to have that, to be able to review it in August. I know the secondary departments are anxious to get working, especially in August. And we've talked about release days and pre-planning days, as well as working with our first two professional development days in August are set aside for the publishers to come in and do training. And then I also want to do a long-term coaching model with them, where they're actually doing a continual support And when you do a one-shot implementation of PD for teachers, it's tragic oftentimes, just because they just don't have the time. They really need the support along the way, especially with a new program. So we'll be looking at doing that as well. Thank you.

[6567] Ray Rodriguez: And then I had a question on the parent component, the ELL parents. So if they're getting together and having a conference with the teacher, especially at the elementary school level, but all throughout. And the publishers, do they have anything that can be translated? Yes. We only looked at publishers. Not the whole book, but different portions of it.

[6594] SPEAKER_22: Yeah, we only looked at publishers that had translation in Spanish, so English and Spanish. So yes, that is available for parents, as well as we also discussed as a committee how powerful it would be to hold parent ed meetings in the fall, especially since it's a K-12 program. and even working maybe with some of the publishers to help support our parents to understand the coherence of this program and what are some of the resources that are available to support them, to support their kids at home.

[6620] Ray Rodriguez: So there is support for that from the publishers? Yes, absolutely. Thank you.

[6623] SPEAKER_47: Ms. Crocker? I'm just wondering where the money's coming from. Do we have it planned? I mean it sounds marvelous. We want to be able to buy it, so are we doing

[6634] SPEAKER_38: So as you recall, we have the set-aside of the one-time monies. And so our focus will be that we go through improving our textbook adoption process, which we now have a model. And so the set-aside money of the one-time will help to address mathematics. And then in the Q, and you'll see this in May as we start to bring forward our strategic planning, is that we have two other adoptions in the Q that do have to come forward. And so all of those three adoptions will come out of this one-time money.

[6666] SPEAKER_47: Thank you. I'd like to move acceptance.

[6669] Nancy Thomas: Second. Ms. Crocker moves acceptance. Mr. Rodriguez seconds. Please vote. Five ayes. You got the order. Thank you.

[6690] Ray Rodriguez: Thank you for your service.

[6693] Nancy Thomas: OK, we're going to move on, go back 11.2, these are a lot of board policies. And generally, we have them as a first reading and then bring them back the following meeting. So if you feel strongly that we should vote on any of them, let me know. Otherwise, we'll just allow staff to kind of introduce them. 11.2 is 1330, use of school facilities.

[6727] SPEAKER_57: So the board will recall we had a presentation from the folks at Facilitron some time back, and one of the items that the board had asked us to address is updating our facility use schedule. And as part of that process, we reviewed the use of facilities policy. And so we are bringing forward, this is the first reading, for board policy and administrative regulation 1330 as well as the E or the required statement that has to be tacked onto the facility use form, which is actually done electronically in this district, but we're updating the verbiage to the current version of the CSBA language with regard to these policies. There are three policy sections, or I'm sorry, there are two policy sections, 51.48.2 and 51.48.3. They're in the cross-reference sections that we will be striking because they don't currently exist in the district. They may be coming forward at a future time, but they are not slated in the short term to be coming. So we're going to go ahead and strike those in the final form of this particular item. There was one board question that had come forward with regard to this item with regard to E1330 being in there twice. The first one is the proposed language for us. The second page is actually the CSBA sample, which the board has previously asked us to include those in their entirety, so they're attached.

[6813] Nancy Thomas: Thank you.

[6815] SPEAKER_47: Any questions or comments? Just a question to you. When we were talking with the city at the liaison meeting on Monday, we were talking about the facilities use, and there doesn't seem to be anything that's completely directed to that. So I don't know whether that's where we want to include it or if it's a specialized kind of... Joint use of facilities is item 1330.1.

[6837] SPEAKER_57: It's coming up next on the agenda. Thank you.

[6842] Nancy Thomas: Okay, so that's next on the agenda, joint use agreement.

[6848] SPEAKER_57: So 1330.1 is indeed joint use agreements. We are updating, actually we're adopting for the first time the separate policy on joint use agreements. This policy is verbatim from the CSBA recommendation for its initial adoption. With regard to this item, the same subsections of 5148.2 and .3 as well as 35, 17, 51, 41, 6, 51, 42, and 71, 31 will be stricken when it comes in its final form. But we put everything in there for the purposes of this is a new policy. So the entire CSBA sample is incorporated.

[6886] Nancy Thomas: OK, thank you. 11.4, I guess this is yours also, relation between other governmental agencies and the schools?

[6898] SPEAKER_57: It is. So this is an update to policy number 1400. Again, We're bringing our language current with CSBA language. It's a relatively minor change to the sections, but there is a couple of new paragraphs that were changes to CSBA language that have just not been adopted by the district in the past. There are two sections, 3515.3 and 7131, that do not currently exist in policy, so they'll be stricken when it comes in its final form.

[6930] Nancy Thomas: OK, thank you. Board policy, unless there's Comments from the board, we'll move on. Board policy 1431 waivers.

[6941] SPEAKER_57: Is that a personnel item? No, this is actually a business item. It's a community relations item. It has to do with the requirements for submitting waivers to the State Board of Education. These don't happen very often for us, but the last time we had to file a J13A waiver was actually the day that the high school lost power at 7 o'clock in the morning and didn't get it back until the end of the day. So there have been some new updates with regard to Education Code 33051, so there's some additional language that was not previously in our policy that we're recommending that we update with regard to Board Policy 1431. And 11.6.

[6987] Nancy Thomas: for policy 1700, relations between industry and the schools.

[6992] SPEAKER_57: Again, this is an update. It's basically a complete gut and replace of a policy that's been on the books for 23 years and that we haven't had an update to bring us current with current CSBA language. And the entire format of this particular policy has changed. So we actually are proposing striking it in its entirety and completely replacing it. There is a reference to science. Our board policy 6142.3 is science instruction, it is civics instruction and the CSBA master policy because they renumbered education. Science ed is now 6142.93 but we have not renumbered our education section to cover that. We're going to strike 6142.3 from the item when it comes in its final form along with 6178.1 but when we get to updating the 6000s for education Science will eventually get renumbered to 6142.93. Thank you.

[7049] Nancy Thomas: Board Policy Administrative Regulation 3311 Bids. Okay.

[7056] SPEAKER_57: That's a big one. 33.11 is a big one. Actually the next five are all interrelated. CSBA went through

[7064] Nancy Thomas: Well then why don't you just go through them all.

[7067] SPEAKER_57: I'll talk about them all. Because there were some significant changes to law with regard to bids after some of the controversy down in Fresno County over lease-leaseback. And so as a response to that in December of 2016, January of 2017, CSBA basically completely gutted and rewrote the format of 3311 and broke of the alternate procurement methods to traditional bidding for construction into new separate subsections and also move procurement of technology equipment which used to be a subset of 3311 into its own separate 3311.4. So we are have taken all of these to modernize them, bring them into the current structure of language for CSBA's recommended policies, but also to specifically identify the district's been a uniform public construction cost accounting district since July of 2005. That particular subsection is a new subsection 3311.1. It's our old bid language basically said any allowable policy under law, which is very generic. But that's how it incorporated us electing to be under Kupka in the past. It now has its own complete section under 3311.1. Lease leaseback contracts, which we have utilized for the first three years of Measure G. but did not utilize last year pending the resolution of some of the things that were going on in the year before last when things were going on in Fresno. CSBA has now updated the administrative reg in response to those items and so we're bringing that one forward along with 3311.3 which is another alternative project delivery method called design build. We have not used that, at least not during the time that I've been in the district or under Measure G. It may have been used in the past. But it now has its own separate section of regulation as well. But it incorporates some of the changes that have happened in law with regard to pre-qualifying of bidders when you're using an alternate construction methodology. And those are the last of the ones from the business office up through 11-11. 11-12 is not ours.

[7188] Nancy Thomas: Are there any questions or comments from the board? OK, then the next one is sexual harassment.

[7200] SPEAKER_38: Yes, this evening I bring forth for first reading an update to the Sexual Harassment Board Policy and AR. For your consideration to note, the updates are around a lot of the electronic communication that could possibly take place as it relates to harassment of student to student or employee to student. And also includes some of the alignment, if you remember, with the uniform complaint around off-campus conduct. And so it does include some of that new language around If off-campus conduct is then investigated and appears to be a carryover from something that happened at school, then we have the due diligence to always investigate and then see if there's any connections of where we certainly have oversight. And then also following and aligning to the uniform complaint process.

[7251] Nancy Thomas: Thank you.

[7252] SPEAKER_35: So I'd actually like to move this one forward for approval.

[7260] Nancy Thomas: I think I can agree with that. Do we have a second?

[7266] SPEAKER_47: I have a question about it. When it talks about displayed in a prominent location, the rules, regulations, procedures, and standards of conduct are posted. Do we do that now?

[7282] SPEAKER_38: I will say that I don't believe we do it as well as we should. There's definitely rooms for improvement. Where I'm looking to really include this is in the, we're going to revamp our student handbook for next year, so we're in the process of starting to do an audit around that and including well, not to get into the very, very specifics, but a way to really have the consent and oversight of, has this been read, has it been adhered to, and have parents signed off on it? So that's one piece. But we certainly, I think, have to work a little bit stronger with our schools with displaying the process for uniform complaint.

[7320] SPEAKER_47: I think oftentimes, if something is up there, people can refer to it and defuse the situation.

[7327] SPEAKER_38: Correct. And we will continue with HR does a very good job of doing the trainings of our staff. And it's certainly there is a training piece to the sexual harassment that teachers and staff also undergo.

[7341] Nancy Thomas: I'd like to vote on that. We can call the question. OK, Mr. Preciado moved. Who seconded that? I did. Mr. Rodriguez seconded that. OK. Please vote. Five ayes. Thank you. OK, next, we have a series of resolutions. And I think we want to have someone read these. But as soon as we approve it, we'll have someone, superintendent will read it.

[7376] SPEAKER_47: OK? I'd like to make a comment before we start, if we could. Sure. On 11-13. Are we there? Do you want to wait? I guess that's the next one.

[7390] Nancy Thomas: Well, we're going to be voting on it first and then reading it, so go ahead.

[7395] SPEAKER_47: When you have a resolution, you have whereases, and then you have therefores. This one does not have a therefore. And I think it needs to say, we are saying that these things are true, but what are we going to do about it? And so I think that I would like to have this work done to have something that's there. I know this often times is a boilerplate that comes from somebody else, from CSBA or whoever might be setting up the resolution. I think that we need to make a strong statement about what we're committing ourselves to. We're saying these are the facts, but what are we going to do?

[7439] Nancy Thomas: Be it resolved then that we are declaring support of the National Child Abuse Prevention Month. Take it from the title.

[7449] SPEAKER_47: I think it needs to be more than that, because I think that we are supporting people understanding what child abuse is. And I think there's an action piece that I think that we need to do. And I don't know that. This is the month. I know it's.

[7466] SPEAKER_58: I think the active part is at the very last part where it says, hereby declare April as Child Abuse Prevention Month. If this is a template that's used, try and true, I'm not sure if you want to.

[7478] SPEAKER_47: I think the last words could be, well, therefore.

[7484] SPEAKER_58: That's fair.

[7484] SPEAKER_47: Therefore, we have identified.

[7487] Nancy Thomas: OK, then let's make that as we read it. OK, so pretend. Move acceptance. A second. Ms. Crocker moves acceptance. Mr. Nguyen, did you have anything? No, I seconded it. And Mr. Wynn seconded it. OK. Please vote. Five ayes. Thank you.

[7512] SPEAKER_33: May I read it?

[7513] SPEAKER_47: Yes.

[7515] SPEAKER_33: Resolution number 2098, declaring support of the National Child Abuse Prevention Month, April 2018. Whereas child safety is of the utmost importance and whereas Child abuse and neglect is an important societal concern that may affect the long-term health and well-being of not only the children, but also the adults they become. Whereas safe and stable nurturing relationships and communities can break the cycle of abuse and maltreatment, and whereas child abuse prevention requires a coordinated and comprehensive response by all systems supporting children, youth, and families, in other words, schools, law enforcement, health, systems, faith-based organizations, and community programs. And whereas everyone has a stake in ensuring that children have access to resources and supports they need to be safe, healthy, and successful. And whereas suspected child abuse and neglect must immediately be reported to the appropriate law enforcement authorities. And therefore, we have identified child safety and family services to be a priority and hereby declare April as Child Abuse Prevention Month.

[7583] Nancy Thomas: Thank you. Next, we move on to the day of the teacher. I'll move to approve. Mr. Preciado moves to approve. I'll second. Mr. Nguyen won the contest. I would defer to the former teacher. Oh, you're all teachers. OK. Please vote. Five ayes. Thank you. Mr. May I read this one?

[7619] SPEAKER_47: Let's retell your future. OK. Resolution, the State of California Day of the Teachers, May 8, 2018, whereas the 28th Annual Day of the Teacher will be observed in all schools and educational institutions of the state on May 8, 2018, and whereas the Board of Trustees of the Newark Unified School District wishes to comment commend and express its appreciation to the teachers who serve the students of Newark Unified School District, and whereas the board of trustees and the superintendent recognize the unique and highly specialized skills are required to meet the very needs of the young people served by the district's instructional programs and are proud of the success that these programs have achieved, and whereas it is further recognized that the quality and success of students is the instructional outstanding performance of the teachers who have committed their considerable skills, talents, and energies to meeting the needs of their special students. Now, therefore, be it resolved that the Board of Trustees and the superintendent do hereby thank and commend the teachers of the Newark Unified School District for the outstanding and meaningful contribution they are making to students and families served by Newark schools. on April 17, 2008.

[7703] Nancy Thomas: And of course, we want to recognize our classified school employees. I'll move to approve. Mr. Preciado moves to approve. I'll second. Mr. Rodriguez seconds.

[7728] SPEAKER_47: I have something I'd like to add to this. I'm sorry. I looked at this and I thought that we could add the services provided by the classified state have a profound and significant effect on the operations of programs operated by the Newark Unified School District. There should be another whereas, and that is indicating how important all adults on school sites affect children. And we're talking about doing it, but I think that the effect of classified employees on the kids needs to be identified and recognized, because it is a very important part of the environment of the school. So I'm not sure what kind of wording we can do. I sort of wrote down something. Whereas it is further recognized that all adults in school environment, and I didn't go beyond that, are important to the success and the well-being of our students, therefore. Yeah. Very good. That's fine. Got it? Mm-hmm. OK. I'm sorry. I didn't get it before you added that.

[7810] Nancy Thomas: No, no. That's a great addition, and I think we will read it into the record. OK. Do you want to read this one, too, then? Sure.

[7820] SPEAKER_47: Well, we've got to vote on it. Oh, let's vote on it first.

[7822] Nancy Thomas: OK. Who made the motion? I did. OK, and who seconded it? OK. OK, please vote.

[7838] SPEAKER_47: Five ayes, thank you. Actually, I would like to have Frankie read this into it. Would you do that?

[7844] SPEAKER_35: Sure, the only thing is I don't have your additions of that you just added.

[7847] SPEAKER_47: You can pass it over to me at that time.

[7852] SPEAKER_35: Classified School Employees Week. Whereas the Legislature of the State of California has officially designated the third full week in May of each year as Classified School Employees Week as time to recognize the many contributions of classified school employees to public education and whereas the members of the Board of Trustees and the Superintendent are personally aware and appreciative of the high standard of quality and service provided by the members of the classified staff And whereas services provided by the members of the classified staff have a profound and significant effect on the operations of programs operated by Newark Unified School District.

[7889] SPEAKER_47: Shar, could you go, do you have it there? Would you read the next one? You don't, you read it on, okay. Whereas it is further recognized that all adults in a school environment are important to the health and well-being of the students.

[7906] SPEAKER_35: Now, therefore, be it resolved that the Board of Trustees and the Superintendent do hereby recognize and commend the members of the Newark Unified School District, California School Employees Association, Local 208.

[7934] Nancy Thomas: Next, we have declassified layoff. We're not going to read that one out loud. Could I have a motion? Move acceptance. Ms. Crocker moves acceptance. A second? No second. Mr. Nguyen seconds. Please hold.

[7982] SPEAKER_17: Mr. Rodriguez? Yeah.

[7988] Ray Rodriguez: As I did earlier, it's very, very difficult vote yes on a layoff. And I know staff has looked at different ways to meet the needs of our students. And this is something that's being brought forward. But I am very adamant the fact that we as school board members do not like to vote yes on any kind of layoff. But this is the recommendation from staff and we've looked at it and based on our situation right now, this is something that's got to be voted on. So I'll vote yes on it. With the understanding that I'm happy that I'm voting yes.

[8043] Nancy Thomas: Five ayes, one no. Four ayes. And member Preciado votes no. [Translated] Five ayes, one no. Four ayes. And member Preciado votes no. [End] [Translated] Five ayes, one no. Four ayes. And member Preciado votes no. [Translated] Five ayes, one no. Four ayes. And member Preciado votes no. [End] [End]

[8058] SPEAKER_35: So I just want to say in terms of the reason why I voted no was because I didn't think we have a sufficient conversation about this in light of the whole kind of budget conversations that we had where we discussed and analyzed all the different positions. We had to make a hard decision. I felt like this one, at least from my perspective, came out of the blue. And that's why I didn't support it and can't support it.

[8079] Nancy Thomas: Well, I wish you would have had that discussion before we voted so that you could have maybe influenced us. You know, that would have been the nicest thing to do, I think. Sorry. But I think, you know, we rely on staff to make recommendations based on not just based on the budget, but based on other factors, too. And we could have asked staff to enumerate a little bit more why these positions had to be or they feel these positions had to be, you know, laid off. And I assume there's bumping rights on these? Is there? So no one will lose their job. It's just the position is going away. But, you know, let's have the discussion. Let's not just don't know without talking about it. Okay. I moved quick, so it was just like move, seconded, have the vote, and... Well, and you know, and I think in the past, you know, with personnel decisions especially, and we have relied on staff, and oftentimes I think in the past these have been in the consent agenda or in the personnel consent agenda instead of being, you know, out here where we you know, individually vote on them. Mr. Rodriguez?

[8179] Ray Rodriguez: Yeah. When you vote yes on something, when four of us voted yes, we can always request for it to come back for further discussion. And so for right now, I... No, no, no. Let me finish. So for right now, we can ask staff to give us the information that we need, even though we voted yes on it. And then they can do it as far as a Friday update. So that's what I'm asking.

[8211] Nancy Thomas: I mean, I don't know why they can't do it right now.

[8214] Ray Rodriguez: Well, maybe we can. Yeah, why not? Why not do it right now?

[8217] SPEAKER_35: As a process point, we've done the process. It was moved and it was voted on. So in terms of it would have to go under board requests to bring it back. Yeah, to bring it back.

[8226] Nancy Thomas: Well, yeah. I don't think we're going to talk about that yet. But I'm wondering if. Is it a point of order that we cannot ask staff, even though we've just voted on it, to explain it?

[8239] Ray Rodriguez: Well, why can't we ask for clarification on something? Huh? Even after you've already asked on it.

[8244] Nancy Thomas: Yeah, would you please?

[8247] SPEAKER_59: So what's the question, please?

[8249] Nancy Thomas: The question is, what has precipitated these layoffs? I know it's cost-cutting on the one hand, but are these positions really needed? or how are we justifying them?

[8265] SPEAKER_59: So the board took action back in December as part of the $3.2 million cuts. These positions were embedded within the left-hand column. These positions are part of that. These are subject to needs right now. The assessment was these aren't positions that there is high need for at this time. Can you speak louder so we can hear you? There isn't high need for these two positions right now? based on certain data points. But then the last thing is both of these positions, if they chose to stay within the district, would bump into what are going to be currently vacant positions.

[8300] Ray Rodriguez: OK. So nobody's going to be losing their job, basically. Correct. OK. OK. Thank you. And we did vote on this back in? You voted in December as part of the 3.2 million dollar cuts. Got it. Thank you. Stanford, your clarification.

[8316] Nancy Thomas: OK. Next, we have a PA Amp Firehorns at Newark Memorial and Newark Junior High School.

[8330] Cary Knoop: Move to approve.

[8333] Ray Rodriguez: Second.

[8337] Nancy Thomas: OK. It's been moved by who?

[8339] Ray Rodriguez: Member Nguyen.

[8340] Nancy Thomas: Member Nguyen, seconded by Member Rodriguez.

[8342] SPEAKER_47: I have a question. Where is the money coming from?

[8349] Nancy Thomas: Measure G, it says. OK. Thank you. OK. Please vote.

[8357] SPEAKER_35: No, that was the last one. Oh, it was?

[8365] Ray Rodriguez: Yeah, you got to reset it.

[8367] Nancy Thomas: OK. Please vote. Five ayes, thank you. I think on some of these we've asked for staff to comment on them before we make our motion. Although I don't know if the next one requires that. Move to approve. Resolution declaring surplus equipment. Seconded by Mr. Preciado.

[8398] SPEAKER_46: Please vote.

[8409] Nancy Thomas: Five ayes, thank you. We already voted on 1119, I believe. So we go to 1120, resolution 2103, support of AB 2808 to increase local control funding for California's public schools. I move to approve. I'll second that. Mr. Nguyen votes to approve. Member Crocker seconds. Please vote.

[8440] SPEAKER_35: I just had a question. Yeah, I just had a question in terms of, is this coming from CSBA or where is this coming from?

[8451] Nancy Thomas: No, I believe it's coming from the county. California School Funding. Alameda County.

[8456] SPEAKER_33: And the Superintendents Council. Sorry, Alameda County and Superintendents Council.

[8461] Nancy Thomas: We've passed one similar to this for CSBA not too long ago, adequate funding.

[8467] Cary Knoop: OK, thank you.

[8468] Nancy Thomas: That's it. OK. Five ayes, thank you. We have a speaker on the next, two speakers on the next item. Or three? Three. Rachel, this item is the STEAM Education Policy Resolution.

[8499] SPEAKER_14: Hello, my name is Lisa Landis, and I've been working in the district as a science resource teacher for 13 years. This year, I am teaching at Snow and Music. I am here today representing all the elementary science resource teachers. We are so excited that the school board wants Newark schools to be STEAM schools. However, we are concerned about the wording of the resolution. The resolution reads, be it therefore resolved that the Newark Unified School District wants all of its schools to be STEAM schools, providing activities for students to adhere to the fundamentals of science, technology, engineering, art, and mathematics, and to contribute to a fuller understanding and enrichment of the world as responsible, respectful, and productive citizens. We are concerned about the word activities. We recommend the word be replaced with the phrase authentic learning experiences. The word activities indicates that STEAM is composed of isolated events that do not connect to each other and are not integrated. STEAM, the common core standards and specifically the next generation science standards go hand in hand. They're all designed to be robust and relevant to the real world. reflecting the knowledge and skills that our young people need for success in college and careers. We would love to partner with district leadership. We have so many ideas and suggestions for how to implement our transition to this new philosophy. For example, integrate the district's current science vision that was created by the Bayside district leadership team into the new district STEAM philosophy. The vision is a result of five years of intense collaboration among K through 12 teachers, district leadership, and community partners. The team is in the process of developing communication strategies to roll out this vision. Have SRTs, science resource teachers, work at one school, serving fewer than 500 students, and supporting fewer than 20 classroom teachers. Have all Newark first graders go to science with the SRT again. At this time, not all first graders attend science with a science resource teacher. Provide time in SRT's schedule to allow for science enrichment for kindergarten classes. Provide enough funding to fully adopt the next generation science standards. This includes purchasing NGSS aligned curriculum all hands-on materials that go with it, and the professional development to help all Newark Unified School District teachers effectively align their instruction to the NGSS. Provide support and funding to help teachers learn how to integrate science, technology, engineering, art, and mathematics into their language arts, social studies, and foreign language instruction. Again, we are so excited that the board wants all Newark schools to adopt a STEAM philosophy. We can't wait to work with district leadership to help all Newark schools complete their metamorphosis into authentic and integrated STEAM schools. Thank you.

[8716] Nancy Thomas: I'm sorry. You got the metamorphosis thing.

[8718] Rachel Bloom: I mean, I'm a science person. I've got a class. That was pretty good. All right, I wanted to bring up the SRT at Graham and BGP, Rachel Bloom, you all know me. The third paragraph identifies entities the district wishes to have collaborative partnerships with, like the city of Newark, Ohlone College, Stanford University, and other colleges, business and tech industry. I encourage the board to add UC Berkeley by name to the list. The district already works with UC Berkeley, with UC Berkeley-affiliated organizations like BASI at Lawrence Hall of Science. The district has greatly benefited from this partnership for years. In fact, if there is a teacher in NUSD who, between now and 10 years ago, has become a better science teacher, it's most likely due to our relationship with BASI and UC Berkeley. So UC Berkeley should be added to the resolution. They are responsible for the vast majority of teachers' growth as science educators in this district. And it is important to show we value that partnership and want it to continue.

[8787] Nancy Thomas: Thank you. We have one more. Right. Tommy. I mean, Mr. Martin Edwards.

[8807] SPEAKER_02: This will be really short. I just really want to say that I'm very excited that STEAM is coming to Newark and that we're codifying this officially. And I'd like to applaud the board and staff's choice to make sure it's STEAM as opposed to just simply STEM, because having our students be well-rounded with the arts integrated into our science, technology, engineering, and math is extremely important for our students to make sure that they are quality global citizens in this new economy. Thank you.

[8836] Nancy Thomas: Thank you. Great. Mr. Preciado?

[8847] SPEAKER_35: Yes. I would like to move to approve, and then I have specific kind of changes.

[8851] SPEAKER_47: I have a specific change. So if you want to, so we have a discussion after that. So I'll move to approve. I'll second. OK.

[8859] Nancy Thomas: We have a discussion, and you can go first.

[8862] SPEAKER_47: Yeah, I just, it has to do with something that I hate to put things down that are sort of controversial and not really been proven. And on the fourth paragraph it states, their artistic right brain can help them to generate more creative and innovative thinking. I think there's some question in terms of whether it's just the right brain or whether it's the connections between the right and the left. So I'm wondering whether we, our science people can perhaps help me clarify what, your wording was fantastic for authentic learning. So if you've got a terminology that we could use to indicate the fact that we are using the whole capacity of the brain.

[8898] SPEAKER_35: I would say that if you just took out their artistic brain, Ken, you could just say, like, when students brainstorm solutions for an engineering problem, this will help them to generate more creative and innovative thinking.

[8914] SPEAKER_47: I mean... Yep, that would be fine. I just, I didn't want to be something that was, even though it's, general thought that the right brain does the art and the left brain does the analytical stuff. You're saying this will do it? Yeah. OK. Unless you have a better terminology that would come in. The other thing is I would like to exchange taking the suggestion called the alternate collinear. I'm not sure where it was in there. It was there for a result. That was one of my points. Yeah. In addition to Berkeley.

[8951] SPEAKER_58: I actually would like to comment on that line. Mr. Nguyen. And then the paragraph that Ms. Bloom was referencing, because in the last sentence it states, this work needs to be connected to collaborative partnerships within the city of Newark, partnerships with the Lonely College, Stanford University, and other colleges along with business and technology industry. I think the wording of needs to be connected is too prescriptive and potentially inhibitive. For example, what if the CDE decides to give us a grant to study STEAM? Does that preclude them because they're not part of this group that we've named?

[8986] SPEAKER_47: So you're talking about taking that whole sentence off?

[8992] SPEAKER_58: Or rewording in a way that it's more inclusive to other entities that can possibly partner with us.

[8997] SPEAKER_35: This work will be connected to collaborative partnerships? That's still prescriptive. Including but not limited to? There you go.

[9005] SPEAKER_58: That's lawyer speak, yeah.

[9006] Nancy Thomas: That works. Maybe. I think there were some excellent suggestions brought up by Lisa and Rachel and Tommy and Mr. So you want to fix it and bring it back? Yeah. Well, would you? I would like to think the three of them could work with superintendent to fine tune the wording based on what we just said and bring it back next time. Yeah, I like that. We can do that.

[9037] SPEAKER_47: You're all set.

[9038] SPEAKER_35: I see agreement. In terms of therefore resolved, there will be additional points that we can consider would be that be it resolved that the strategic plan will be guided by a focus on STEAM. The facilities master plan will incorporate a framework of a STEAM-based focus. District resources will be allocated in such a manner that focuses on STEAM and includes an assessment of how The particular resource allocation relates to promoting STEAM. The board will receive a biannual update on STEAM program implementation and results. And then I could send those pieces in. And this one, thinking about the community collaboration potentially, we could have a superintendent-led roundtable with school and community partners to implement the STEAM program so that we have that discussion or it's part of an action step.

[9096] SPEAKER_33: If I may, I would suggest let me take it back and do some reworking. And I even had it written down, esteem advisory council or something like that. I'm not going to call it a committee. But I think that I'm happy to meet with the teachers that came to speak today. And we'll do a little more wordsmithing. We'll bring it back on May 1. And we can just go to the record and play back what you said. So you won't have to email it to us.

[9126] Nancy Thomas: I just would like to say how excited I am about BASI and everything we've done with BASI. And I just think back to when we had the National Science Foundation grant. And I know, Lisa, you were involved with the middle school teachers, the supplemental grant for three years, weren't you? So I think just the resources that came to the district you know, starting 10, 12 years ago, have made our science program robust. And then moving forward and getting the partnership with Lawrence Hall and Bayside was just a very good logical next step. I think our science program, we can just, it's second to none at the elementary K-8 level. I just really am impressed with the work you folks have been doing. Thank you.

[9185] SPEAKER_33: Bring it back.

[9186] Nancy Thomas: OK. The donations report.

[9194] Cary Knoop: Move to approve.

[9195] Nancy Thomas: I'll second. Mr. Wendell moves to approve. Ms. Crocker seconds. Please vote. OK, I'll briefly read these. We have a donation of $18,000 from Dan Buchanan for the scoreboard for the softball field, two computer monitors for Newark Memorial High School from Mike Trombatori, $1,000 for Newark Memorial O'Sullivan Sports Bar Drama Program, $1,500 for Kennedy Elementary School PTA Graphic Arts expenses, $210 for Music Elementary from Your Cause, Wells Fargo Foundation. No specific purpose specified. $291.30 for Music Elementary, that's Bright Funds Foundation. $210 for Newark Junior High. Again, Your Cause from the Wells Fargo Foundation. $40 for Music School. Again, Your Cause. Wells Fargo Foundation for a total of $3,000. Well, I think there's more than that in here. Anyway, we really appreciate all the organizations and individuals and companies that support our schools. So next, we move to employee organizations. Yes.

[9299] SPEAKER_02: Hi. Last week I had the opportunity to go to the CCE summit, CCEE summit, sorry, with Mr. Sanchez, Ms. Salinas, Ms. Black, Ms. Saavedra, and Ms. Sert. And one of the topics that was discussed at length was Newark's culture. We worked on ways to communicate all the great things going on in our district, how we can communicate with all our stakeholders, and how collaborative leadership in a continuous improvement model were things that Newark needs. This wasn't just going to be another initiative. It was going to codify all the amazing things that we're already doing and to streamline our process. It's really amazing. And I can't wait for you all to see how we all embody Newark on the rise. I've just pressed that. All right. And then I came back to have some less amazing conversations. The number of teachers that have been constants at school sites that are being involuntarily transferred is concerning. We have intervention teachers and counselors who are being transferred away from the work they love in the communities that they've been with forever, while school site councils hold out money, offering to pay for them. We have teachers who have been at the same site since the Clinton era, the man Clinton, not the future lady Clinton, being told to pack up decades of supplies and move across town. This isn't wise leadership. This is adding insult to injury. It's been said earlier tonight that our teachers are being treated like checkers, just being moved wherever they fit without much strategy. But I see it more like Jenga. Blocks are being pulled out anywhere they can be, anywhere we think there won't be very much resistance, set on top next to other blocks from other random parts of the tower, and eventually the tower falls. The winners just hope that it isn't their turn when something goes wrong. I think we have to have a bit of consistency here. We need to treat our teachers as vital resources, as the vital resources they are. and not just game pieces. They're highly qualified professionals who deserve a stable work environment. And if they're being transferred, they should be told the reason. I can't see how forced transfers being sent out are in line with the efficient operation of the district or with our culture that we've grown to know and love.

[9452] SPEAKER_54: I want to thank you for recognizing the classified as being part of the district in affecting our children. Because as I said before, all of us affect our children in one way or the other at the school district. The teachers are moving from class to class and not quite feeling comfortable with that. Classified has done that for years. We've gone where we've needed to go, whether we've liked it or not either. And we don't get those choices either. We own the position. We don't own the place. We don't own the school. We own the job. So when we get moved, a lot of us don't understand why we have to move. And it affects those kids, too, because we're used to, like the teachers are saying, the consistency of having that same teacher or having that same custodian or whoever it may be in that site. So hopefully, when we get back on our feet, and we will get back on our feet, and the money comes in and we can start balancing budgets better, Maybe we can lock in a couple of those consistencies. The other thing I wanted to say is with the classified layoffs, you should ask the questions before you voted. Those classified layoffs have been on the budget cut since December. Actually, I believe they were for before December, and you locked them in in December. So there weren't anything new added. Unfortunately, it's because, or we're told because of workload, not because of the budget, but because of the budget we get. We obviously had to get cut. But in saying that, we're all getting cut somewhere and we're all getting laid off or moved out. But Nancy, just so you know, Ms. Thomas, when you get bumped, somebody is gone. You bump to another position, you have that bumping right, but someone will get laid off. We do go to a 39-month rehire, which is good. So if something does open, they can come in. But if you have a bumping right, someone's going to get bumped out of a position.

[9588] Nancy Thomas: Oh, when we were talking about bumping, I'm sorry. But when we were talking about bumping teachers, it was because we had retirements and everything. And that was in my mind, not that someone was going to lose their job. I'm sorry.

[9599] SPEAKER_54: Yeah, well, with the classified, when we have bumping rights, someone always will get pushed out. So because it's inevitable. You can't bump somebody out of a position that's there. Unless there's a vacancy in place, then it wouldn't be there. But it's just the nature of the beast. So hopefully we can get those people back, or those positions back, and the volume that comes into the district. The community has a lot of money. We've talked about the community around us, industry, housing, people. It will come to the district, but we have to stand strong and we have to build this school, this district. And we can only do it if we all do it together. So thank you, and have a good night.

[9645] Nancy Thomas: 13.1, personnel report. Oh, you're getting close to 10 o'clock. Oh, yes, I would entertain a motion. And I would hope that the board would make it a very generous extension because we are planning to go back into closed session, which means we don't have to stay till midnight. But would someone make a motion that we could extend it?

[9678] Ray Rodriguez: Make a motion we extend it to midnight.

[9682] SPEAKER_35: It's 11, of course.

[9684] Ray Rodriguez: Well, with midnight, if for whatever reason it goes over, then we don't have to shut the meeting down. And then we can leave in 15 minutes. It just gives us more flexibility. That's all.

[9696] SPEAKER_58: We'll take him at his word, and if he actually stayed to midnight, then shame on you.

[9703] Nancy Thomas: I mean, I'm just saying, you know, we don't, I don't plan to stay that late, but. I seconded it. OK. OK. I'm going to, please vote. The meeting has been extended to midnight. Thank you. Five ayes. Next, we go to the consent agenda, the personnel report. Move to approve. Second. Mr. Nguyen makes motion. Mr. Rodriguez seconds. Please vote. Five ayes. Next, we have the athletic director job description. Yes.

[9757] SPEAKER_33: I have an amendment.

[9758] Nancy Thomas: Oh wait, we have someone that would like to speak to this, Ms. Parks. Pardon? Sure.

[9766] SPEAKER_33: My amendment was going to be in two areas on the description. Under essential duties, second bullet would read evaluates teachers. And last bullet under essential duties would read student discipline. Those are my only two amendments.

[9795] Nancy Thomas: Ms. Parks.

[9810] Cindy Parks: In February 2013, Rich Swift passed away. And Rachel Kalohali, he stepped in as the interim athletic director. the program didn't miss a beat. She remained the interim until June 2014, when she was hired as the AD and taught two periods of PE. Last spring, an arrangement which made her a full-time athletic director was made, and she was moved from the NTA bargaining unit to the NEWMA bargaining unit. All of this was done without an NUSD job description. During the recent budget cuts, this position was reduced back to being part time with her returning to teaching two sections. Even though the MOU that was negotiated for last spring says that the district further agrees to consult with the association if it is contemplating assigning teaching sections to anyone in this position prior to such an assignment. That was not done. Now before you is finally a job description for a position that has been part of this district for decades. This job description now requires an administrative credential. This was not a previous requirement. I certainly hope that this will not be required of your current athletic director. In fact, I question the legality of adding an educational requirement to a job without a personnel change. I hope you intend to grandfather her in. Because staff-wise, this could be a morale issue. Because who's next? Whose job are you going to add an educational requirement to? The superintendent, are you going to now tell him he has to have a doctorate? Ms. Salinas, does she need to have a doctorate? Dr. Wong is already there. Who else are you going to change? I respectfully request that you remove the administrative credential requirement for a position that's been filled by someone who's been very dedicated to Newark Unified, and to Newark Memorial, and the kids, four years after you may put her in that position. Thank you.

[9949] Nancy Thomas: OK, Mr. Preciado. That's from last time. Oh, that's from last time. OK. Superintendent?

[9960] SPEAKER_33: That's it. Those are the only two amendments I have. I feel it's important to have an administrator in charge, considering the responsibilities of the job. I think that, yes, you guys could easily require me to have a doctorate. That's the prerogative of the board, but I also think beyond that, this job involves a lot of supervision, contact with students, and supervision, in my opinion, is a requirement. And I don't think that grandfathering is the right way to go. I think the way to go is to have the job description match what we need, and then give the employee an opportunity to get there and a chance to get there. I think that's fair. I don't think that's outside of common practice within public education. So my recommendation stands, and it's up to the board to make a decision.

[10008] SPEAKER_47: Ms. Carpenter? I think the term, give the employee a chance to fulfill the requirements, the person that's there, within a reasonable length of time is acceptable to me. Oftentimes, you change the structure of how you do things because of the issue. OK. Sorry about that. Oftentimes, you change the structure of your administration depending upon what you need to do. And I think that this is in the prerogative of the board to do so. We were looking to. make sure that we had support at an administrative level at the high school. So I think that this is allowing her to do administrative things. But that means getting administrative credential. And giving her time to do so, she can be allowed to do so for a certain length of time. Is that not right? So she can do the job, and she can do it as it's described.

[10072] SPEAKER_47: Good point. Good point. Thank you.

[10075] SPEAKER_58: But also in regards to the job description, though, typically when there's a change or when there's a new job description created, is there a process that entails, you know, posting that position for all to apply to, for example?

[10093] SPEAKER_59: Right now?

[10094] SPEAKER_58: Or just as far as typical protocol?

[10100] SPEAKER_59: Typical protocol would be to create a job description, fly the position, But everything was done a year ago. Correct. And so the move had already been made and the person had already been identified. OK. There are several factors that led us to today, but here we are.

[10126] Nancy Thomas: Mr. Nguyen, OK, are you finished? Mr. Rodriguez?

[10130] Ray Rodriguez: No, if he wants to move, go ahead.

[10133] Nancy Thomas: Oh, did you make a motion? motion. We have a second. To win makes motion. Mister misconduct for seconds.

[10145] Ray Rodriguez: Mister Rodriguez. I can't vote yes on and I realize that you know we've discussed it at length. I remember the Mr. Swift passed away. But Mr. Presciatti was talking about not getting the personnel. Well, no. He's not personnel. But I can't vote yes on this because there were promises made. And until we have all that information, you can't just make promises to a person and then all of a sudden vote to take it away. I just don't think you could do that. And I realized that there's, you know, you're giving somebody, and if we're just talking generally about a job description, then that's fine. But if it affects the person that's already there, then that's another matter. And where that person might be displaced when they were promised basically, not by you, Superintendent, because you weren't here, but, you know, the board supports administration and what administration promises. And there was a lot of promises made at that time. So I can't vote yes on this. I'm sorry.

[10238] SPEAKER_58: So there's a motion.

[10238] SPEAKER_59: I do want to inform the board that there are legal ramifications to not taking action on this tonight. And what are those? Well, technically, there is no teacher position for this athletic director. That was removed when the MOU was agreed a year ago. In other words, there is no job to go back into the collective bargaining agreement. This position does not exist anymore in the collective bargaining agreement. It was removed the minute the MOU was agreed to last year. In other words, we essentially have a position now where that position has to remain under NEWMA. It would have to be negotiated back into NTA. So by not taking action tonight, we essentially have a lame duck position where there is no position. So there is no way to put this position, is my point. It doesn't exist outside of NEWMA.

[10291] SPEAKER_35: We have a motion and a second.

[10293] SPEAKER_59: Yeah. I just wanted to update the board on that piece.

[10296] Ray Rodriguez: No, I understand.

[10299] Nancy Thomas: Do you have any comment? Yeah, OK. Please vote. Four ayes, one no.

[10323] Ray Rodriguez: You know, I realize you felt that you needed to do that, but each one of us, painfully, when we vote, we look at what we vote and we vote based on what we know and how we feel. When Member Pichardo voted earlier no on the layoffs, I felt that it was inappropriate for President Thomas to basically tell him that he should have allowed us, it's up to us as a whole board to make sure that we have this adequate discussion before we vote on something and to enlist its staff to explain something, especially when it involves a layoff or a position that might be eliminated.

[10378] Nancy Thomas: And in my own defense, I think if we look at our board protocols and norms, that we do, as part of our norms, expect that we explain and enter into discussion. so forth so I take exception.

[10398] Ray Rodriguez: No I understand and it's norms but but we're in different times now we're talking about.

[10403] SPEAKER_35: I think we should stay out of this. Anyway. And we could just go to the next agenda item.

[10409] Ray Rodriguez: I don't like somebody being lectured when they vote no on something.

[10412] SPEAKER_47: I don't think it's something that we should do. It is the responsibility of all of us to vote as we feel and the rest of us have to respect it. Yes. Bottom line. You may disagree, but you have to respect the fact that it's coming from a place where you have made a decision based on the facts as you see them and the history that you know and what you are hoping that's going to happen for the school district. And I can certainly disagree with you, Mr. Rodriguez or Mr. Thomas. I can certainly disagree with you and still accept you as being a productive member of the board. And I think that we need to respect that.

[10449] SPEAKER_46: Thank you.

[10453] Nancy Thomas: Next we'll move on to appointment of the director of MOT.

[10457] Sean Abruzzi: Move to approve.

[10462] SPEAKER_59: So members of the board, so in a positive. Yes, that's positive. On a very positive note, we did have a process for the MOT director. And so just to give you a little bit of data, give the community some data, eight individuals were interviewed. two external, sorry, eight applications, two internal and two external candidates were interviewed. And then one external, one internal candidate made it to second round. That was the recommendation of the panel. And those two individuals made it into the second round, one internal, one external. And so we're very pleased now to announce to everyone that our new MOT director is Mrs. Susan Condon. And I'd like to invite Mrs. Condon to come forward and just share a few words.

[10521] Ray Rodriguez: Oh, point of order. Did we vote on this? Susan. We haven't voted.

[10524] SPEAKER_59: We haven't voted. We haven't voted. Sit down. Sit down. A recommendation. See, I was so excited.

[10529] Ray Rodriguez: Who would like to make a motion? I'd like to make a motion, too.

[10532] Nancy Thomas: Mr. Rodriguez makes a motion. I'll second. Mr. Preciado seconds it. Please vote. Five ayes.

[10545] Ray Rodriguez: Right. Now you can get up, Mrs. Condon. You've already had three minutes. You only get one minute because you already took three minutes earlier.

[10553] SPEAKER_54: You know, I told my daughter, you know, the last six years I've been able to say whatever I want for however long I want. Now you're going to limit me to two, three minutes, you know? So anyway, I am honored that the people who interviewed me felt that I had the strength and the ability to move forward. And I am humbled by the trust that you all have in me. And hopefully the ones that don't will find that it's there. I just don't want to let anybody down. I look forward to the next three months to work on trying to develop this department so that it is a department that is reviewed in the district as one of the top people. We need to build this department. We need to show that the workers in this department carry the school and get the work done. And with your support, we could do that. So thank you.

[10616] Sean Abruzzi: Jill.

[10623] Nancy Thomas: Congratulations, Susan. This is exciting. Next, we move on to the consent agenda. Has anyone asked? to speak to any item on the consent agenda. Would any board member want to pull any item from the consent agenda?

[10641] SPEAKER_58: Move to approve 14.1 through 14.18. Second.

[10647] Nancy Thomas: Member Nguyen moves. Member Rodriguez seconds. Please vote. Five ayes. Thank you. So we move on to board committee reports, announcements, requests, debrief, and discussion. Let's begin with Mr. Nguyen. I'll pass this time. Thank you. Mr. Rodriguez.

[10683] Ray Rodriguez: I'll pass.

[10684] Nancy Thomas: Ms. Crawford.

[10685] SPEAKER_47: Yeah, I have a request. And I would like to have a follow through on something that we said we were going to do a couple of years ago and that is evaluate the new furniture that we have at the Virch Grove schools. I think that we need to be aware of what kinds of things the schools appreciate and don't appreciate about the new equipment and the new tables and because we're going to be figuring and we have a certain amount of capital outlay and I want to make sure that we have that figure so that when we make the decision we can be more equitable in terms of what the various schools are getting. I think that was the original plan. It was going to be a chance to try these things out and pick the best. And so I request for that. And the second thing is I'll talk to Mr. Preciado might speak to this too, is that we had a chance yesterday to meet with the city on our quarterly meeting with the school district and the city representatives from the council. And we had a lot of good information exchanged. We presented a lot of good information about school district, which I think was well taken and well received. And so I really do appreciate that. So it is an open meeting, so anyone that's interested to come is more than welcome to come. That's all I have to say.

[10772] Ray Rodriguez: I'm sorry. Can I?

[10773] SPEAKER_47: Yes.

[10780] Ray Rodriguez: Superintendent Sanchez and I are part of the SELPA group and SELPA just had their ball last Friday, special ed ball. It was tremendous and I'll try to see if I can get some pictures for the board. This is something the three school districts are in partnership on. to offer an opportunity for special ed students to go to a ball and just be themselves and dance the night away, whether it's running, having a wheelchair, moving around, was really, really an emotional point for me. And then also, the schools, just about all of our elementary schools have science fairs recently. I went to the one at Snow, and all the hard work put in by the staff and the science teachers, and then having the parents and the kids really enjoy an evening of fun around science, which is something that we discussed earlier, is quite a thing. As far as requests, the only one I have is just supporting each other and supporting President Thomas. I think it's important if there's an item on the agenda that has layoffs involved, that we should kind of slow it down a little bit, even though we're moving quickly on stuff, so that staff can explain to us. Even if it's something that we already approved, like in December, the staff brings us up to date on the reason why this is this is being moved forward. I think we owe it to ourselves to kind of slow ourselves down a little bit to make sure that we have all the information. That's all I have. Thank you for entertaining my comments.

[10910] SPEAKER_35: // I wanted to touch real quick on the city liaison committee in terms of some of the highlights. for Mr. Richard to go over the budget 101, because I think it really gave sense to fellow city council members of the different limitations and the structure of the specific, or our specific situation with respect to budgeting. I think it's also important to have regular communication and clear up any misinformation that each of the entities has. In terms of moving forward, we will be discussing some of the updates the New Park Mall development as it relates specifically to housing. The city will be providing an update on that. We also, not at the next meeting, but the meeting after, we'll be doing another budget update to explain kind of where we're at and go over those types of, or have that discussion. Ms. Salinas also had a great academic, presentation in terms of what are some of the programs, and I know it was kind of a start or like a preview to thinking about the strategic plan. And now that, well, I guess we didn't do the STEAM, so. But the hope is that the framework will be around that, at least from my perspective, STEAM, and then thinking about incorporating that into the strategic plan. So that's what we went over with the city liaison committee. I really think it's important for us to have open lines of communication. And there's some next steps internally that our side and the city side will be working on.

[11014] Nancy Thomas: I'll defer to the superintendent to talk about the facilities master plan situation and where we are in that. Mr. Wynn and I have been meeting regarding this. Our hope is to bring a recommendation back to the board sometime in the next month or so. Yes, I stepped in in Mr. Preciado's absence. We switched. That's what I meant. We switched. So it's Mr. Nguyen and myself that are working on this.

[11057] SPEAKER_33: OK, thank you, President Thomas. Members of the board, ladies and gentlemen, just a quick update on the, I guess I would call it the superintendent's advisory council for the architect proposal that we put forth. We've spent some time today kind of digging in a little bit to really get clear about what is the scope of work we need to have done. There's a high interest to really deepen Processes around what is community engagement look like and what is the engagement process? So we're going to take a little more of a we're going to slow down a little bit more and kind of go deeper on what we want and Then have some more conversation with some of the people that have submitted proposals We're looking at a final Right now we're looking at three remaining proposals that are still kind of meeting our criteria that we're going to begin to vet through And we all have some homework that we've got assigned to ourselves. And we're going to try to meet again prior to the next meeting on May 1st. So that's about as much as I want to share at this point. But it's a good start. But I think we're going to hopefully have some better, really focused things coming forward on not just a facility master plan, routine restricted maintenance, and energy, but we're just looking at, you know, what's the best way to start that? So at the end we come out with a strong amount of community support and engagement and no surprises. I have a couple of announcements for some of the students that were here earlier and so I'm happy to make this on their behalf. Here's their announcement. Newark Memorial High School Drama Club would like to invite everyone to come watch the production, Beauty and the Beast, Friday, April 27th to Sunday, April 29th. We hope to recover what was once a strong program, but we need your support. And this one came in Spanish, so I'll do a translation for you. My name is Selena. I'd like to invite you all to attend Cinco de Mayo at Newark Memorial High School. We have a celebration on May 5th. Students will be doing Ballet Folklorico, and students for, I'm sorry, Ballet Folklorico from Schilling and Newark Memorial will be featured there in the theater. Also on the 11th of May, a celebration of Mother's Day will be going on at Schilling School and the Folklorico at Schilling will also be presenting a dance to celebrate Mother's Day. Thank you. And I think by Concluding comment is really just pretty simple that I want to certainly comment on Susan and The recommendation that I'm bringing forward for her. I know that she's As she said she speaks her mind. She says things that she means and she means what she says I don't mind direct communication, and I think that She's done a good job with a very difficult situation as an employee And I think that every now and then, I get one right. So I'm happy to have you come aboard. And I really do know that you do have students at the center of what you want to do for our district. And I just want to welcome you officially into the job. And we'll start working on stuff tomorrow. So enjoy tonight. Get some rest. And we'll start working tomorrow. And other than that, I think I would just say to the board, These are stressful times. And I think that we all, including myself, need to remind ourselves that character is revealed in the struggle. But it's stressful. These jobs affect all of us. It's not an easy job. You guys volunteer to do this work. And I think that keeping it professional is always really critical. And I think it's really important. And I know that all of you really do want what's best for our district. and we can fight like heck about how to do it, but we don't have to fight. We want kids to be better. That's one thing we agree on. But just happy to be here, and I'm finally seeing what cold feels like in California. I'm kind of turning into weather wimp, but that's all I have to say. But thank you all very much, and it's an honor to serve.

[11342] Nancy Thomas: Thank you. OK, with that, we are going to adjourn to closed session, and I will let you know Okay.

No minutes available.