Regular Meeting

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[8] SPEAKER_43: Ready, begin. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. We are now in item 5.0, report of closed session actions. During closed sessions, we had six items in which we discussed. There was no decisions made. The six items were employee discipline, dismissal, and release, conference with labor negotiator, conference with labor negotiator, conference with labor negotiator, conference with legal counsel regarding anticipated litigation, and conference with legal counsel regarding existing litigation were not discussed. The next item is 6.1, approval of agenda. May I have a move of speaker? We are here.

[78] SPEAKER_41: You have a speaker on this?

[81] SPEAKER_43: Sorry, did you say you have a speaker on this? No. Do we have a speaker on this? OK. Thank you. There's one speaker, Cindy Parks.

[101] Cindy Parks: Good evening. This evening, I wish to address the way the agenda is presented. The way the agenda is presented, it shows that Mr. Rodriguez will not be present this evening. And in accordance with the Brown Act, Government Code Section 54953, it states that a local agency may use teleconferencing for the benefit of the public and legislative body of a local agency in connection with any meeting or proceeding authorized by law, which is what you have done is you have listed that Mr. Rodriguez will not be present. And that's the way your agendas have been reading for the last three, four months since Mr. Rodriguez had his back surgery. However, there are stipulations that the law states that have to take place if you're going to hold a meeting off site. And in that situation, he has to post the agenda outside his door. He has to have the public have access to his residency to be able to take part in the meeting. by Mr. Rodriguez being present, which he has also done at many other meetings, you have posted that meeting is being held at his home and now he's not there to hold the meeting. I want to bring this to your attention because there are, it says that the agenda shall provide an opportunity for members of the public to address the legislative body pursuant to 54954.3 at each teleconference location. And Ms. Crocker, you know this because you have flown out when you're grand twins were born, I remember, and you held in at your hotel room or at your, so you know that there is proper protocol for this and this is not being handled properly the way it has been for the last several months when Mr. Rodriguez is here. It's nice that he's well enough to attend, but that your meetings are being posted incorrectly. I would also like to quote you your own board policy, which 9-1-2-1 states that for the president, that when the president resigns or is absent or disabled, the vice president shall perform the presidential duties, which is also outlined in your board policy 9123. That is not what is taking place this evening. You, Ms. Crocker, are standing in for the vice president, which is Mr. Preciado. So you are also conducting the meetings contrary to your own bylaws. Thank you.

[241] SPEAKER_43: Thank you. Do we have any comments on that? in terms of legality.

[247] SPEAKER_28: OK. But there was a request to change the agenda.

[251] SPEAKER_43: No.

[253] Ray Rodriguez: Did you want me to comment on?

[256] SPEAKER_43: I think the comment we could make later, don't you think? OK.

[260] Ray Rodriguez: We don't have to comment at all.

[261] SPEAKER_43: Is there anybody else who wanted to speak to the agenda from any of you?

[264] Ray Rodriguez: But I do, on the agenda itself. Pardon me? I would like to comment on the agenda itself.

[269] SPEAKER_43: OK. When we get to this, is there anybody else from the public for the agenda comments? Do we have anybody else? No, that's all I have. OK. We now have Mr. Rodriguez.

[285] Ray Rodriguez: On item 12.11, under new business, my back cramps up within a couple hours. So I would like to see if we can move that up. But before we move it up, I would like Have the board consider moving this to the next agenda So we haven't approved the agenda yet, so that's why I'm addressing Okay, so So my first request would be to move this to the next agenda and the reason being that when we hired the superintendent it was all five of us and And we're approving an amendment to the contract. And in my opinion, all five of us should be here. Anybody else? We don't have to be, but you know.

[346] SPEAKER_41: So I was going to move to approve the agenda with the exception of 12.11 to bring it back at a future date with a full contract. I agree. As opposed to just the agenda.

[358] Ray Rodriguez: And then have all about, in my opinion, we should have all five board members present. when we discuss the superintendent's contract in public. And that's why I was wanting to move it. I don't know whether to the next agenda would fit with member Preciado or what you had in mind as far as bringing it back at some future date.

[380] SPEAKER_41: Yes, what I was suggesting is to approve the agenda to bring back the item but with the full superintendent's contract.

[392] Ray Rodriguez: And what time frame were you thinking about?

[393] SPEAKER_41: So that's ongoing negotiation. So we could bring it back next meeting. But in terms of decision, that's going to be based on that.

[400] Ray Rodriguez: Understood. So I'm fine with that.

[402] SPEAKER_43: Do I have a second for that motion?

[403] Ray Rodriguez: I do.

[404] SPEAKER_43: OK. So Mr. Tresillo. I'm sorry.

[407] Ray Rodriguez: Well, that's just one. And then she wanted to address the board on something else.

[410] SPEAKER_31: 12.5 to after item 8.5.

[417] SPEAKER_43: 12.5, you want to eliminate that?

[419] SPEAKER_31: No, no. She wants to bring it up. Bring it up after the superintendent's report, just because we have students here that have APs testing tomorrow. So we want to make sure that they can get home and get sleep.

[431] SPEAKER_43: So you want to move that then to after the superintendent's report?

[433] SPEAKER_41: Right. Yes. Can we do that because it's new business? I don't know. We can? OK.

[440] SPEAKER_31: OK, so we're talking about 12, yeah. On the item, yeah.

[443] Ray Rodriguez: So I'm OK with that also. 12.5.

[445] SPEAKER_41: So since I moved, I'm okay with that. So I made the motion, you seconded it. We are approving it and the motion made by President Alvarez, seconded by Member Rodriguez with moving item 12.5 up after superintendent report and moving item 12.11 to

[474] SPEAKER_43: I think bringing it back with the superintendent's contract rather than indicating the next agenda.

[479] Ray Rodriguez: Right. So it could be next agenda or it could be tomorrow.

[482] SPEAKER_43: It could be whenever it is we have the contract.

[486] Ray Rodriguez: Right. Are you OK with that, Member Prischel? OK, let's throw a mic.

[489] SPEAKER_43: All right. Can we vote, please?

[500] SPEAKER_42: OK, Ms. Thomas is, how do we?

[507] SPEAKER_43: OK, Mr. Winn, I don't have yours for some reason. And student, I don't have yours. Thank you. I think I cleared it. Let's try it again.

[525] Ray Rodriguez: Nothing.

[525] SPEAKER_43: You got open voting? Yeah, open voting.

[528] SPEAKER_42: Thank you.

[529] Ray Rodriguez: Now we got it.

[537] SPEAKER_43: Good. We do not have, how do I put down absent for Ms. Thomas? She just doesn't show up. OK. So that's fine.

[545] Ray Rodriguez: So I have a point of order based on what we just did. OK. I'm assuming that there might have been some people that are here to address 12.11. So then that would become a public comment on non-agenda items.

[561] SPEAKER_43: Correct. So anyone that has turned in a speaker request for 12 Yes. Okay, if the audience would please keep it quiet, it's very hard at the end for our recorder to find out what's going on in terms of her note taking. We are, those people that have asked to speak to 12.11, we will move you to public comment on non-agenda item 9.1 automatically. So you will have a chance to speak as you wanted to speak. But would not be because there's no such item to speak to at this point.

[602] Ray Rodriguez: Thank you.

[603] SPEAKER_43: Thank you very much anything else Seven reconditions and celebrations mr.. Sanchez Thank you member Crocker members of the board ladies and gentlemen

[625] SPEAKER_29: At this time, we're going to move into our school spotlight, I believe. And I'd like to introduce Dr. Ed Thompson, if Dr. Thompson would step forward. Dr. Thompson has been kind enough to step in and help us at Schilling, and he's going to lead the report tonight.

[646] Ray Rodriguez: Can I interrupt just for one second? You've done it in the past, and I was hoping if there's anybody that needs translation,

[655] SPEAKER_28: Yes, we do have translation this evening. Thank you. Unless you want to do it in both languages. Muy poquito. Good evening, President Crocker, esteemed board members, Superintendent Sanchez, cabinet members,

[683] SPEAKER_14: teaching staff, parents, and community members. It's my pleasure this evening to present a spotlight on Schilling Elementary School. And as mentioned, my name is Dr. Ed Thompson, and I am the interim principal. We are a school of 441 students, 58% EL students, 17 classes. We have one SDC class, an RSP support teacher, and intervention support teacher, a science resource teacher, a physical education teacher, a librarian, and a support staff including our front office staff, our custodial staff, our lunch support staff, and our recess monitors. We are a PBIS school which means that we focus on creating a positive culture to enhance student learning. Our campus initiatives for 2017-18, project-based learning focusing on STEAM, Lucy Calkins Readers and Writers Workshop, accelerated English language development coaching, piloting and choosing a math curriculum, next generation science standards, strengthening social and emotional support programs, and increasing parent-school collaboration. Our core instructional programs, which support the Common Core State Standards, are Reader's Workshop, Writer's Workshop, a math curriculum focusing on math practices, and the Next Generation Science Standards. And our supplemental instructional program is an accelerated English language development program. To support our English language learners, Our intervention teacher provides targeted strategic support to specific students, student groups, and teachers. Our accelerated English language development language study is professional development coaching for teachers, and it is targeted skill development for the English language proficiency assessment of California, and that assesses the student's ability to read, to write, to communicate, and listen in the English language. And then we have ongoing assessment with the LPAC. And the results from that can help inform instruction in the classroom so teachers can give students additional support. In the area of STEAM, in science, We have a number of topics across the grade levels that students are involved in. And a number of the key concepts are highlighted in green growth processes, building habitats, studying life cycles, environmental factors, recycling systems, and climate preparedness. And that understanding and those learnings are exhibited in a variety of ways. One is a science night. that's a presentation for parents. Also, the science camp where our sixth grade students have just landed and that's a picture of them right there. And also, our school garden. And all of these activities are what we can call product-based learning where the students are actually involved in the learning and they're working with their hands And it's very active, product-based. And in the area of STEAM, with the arts, we have music for minors. And this is a program where we have parent volunteers come into the lower grade classes, the TKK, first grade. And they introduce music, the sound of music, the beauty of music, to the students. We also, in the area of arts, we have Ballet Folklorico. And I have a video here, but I don't know that I can get that going. It's on the lower left.

[955] Ray Rodriguez: That's Larry. Is he here?

[957] SPEAKER_42: Lower left. There you go.

[964] SPEAKER_43: That's great.

[991] SPEAKER_14: So that was the result of many, many, many parent volunteer hours being put into that. And as you can see, it paid off very nicely. In our professional learning communities, they meet on a bimonthly basis and there's grade level collaborations using data analysis to inform instruction. The data that is collected is state level data and also the local measures including DRA, iReady teacher-created formative and summative assessments. And the teachers conduct a data analysis process where when they collect the data, they analyze it, they prioritize those areas that need to be focused on. They then have discussions based on the best instructional strategies that they want to use and then they begin an instructional cycle. And then during that cycle, they will have common formative assessments, which is basically a way of monitoring their progress in reaching those goals. And the areas where they are using this process would be their reader's workshop, the writer's workshop, certainly during math instruction. They also use iReady as an intervention tool when necessary. Our RTI process is academic and behavioral, and the Tier 1 is basically the in-class support that teachers to provide and instruction. When students need more support, that's at a Tier 2, and that may involve students being pulled out in small groups working with the intervention teacher or other support personnel. And at the Tier 3 level, that's more intensive support. And that whole process might involve students going before a school study team where they'll gather data and determine the best support to provide for students. Our intervention teacher also gives small group support to students. The intervention teacher does instructional modeling for teachers and will coach and collaborate with them to ensure student support in the classroom. We have a cost team, the coordination of services team. This is also coordinated by our intervention teacher and it's comprised of our district wellness coordinator, an EBAC counselor, the intervention teacher and an administrator and students who are in need of some additional social emotional support will be referred to the cost team who will discuss and come up with a plan on how to provide the best services to support those students. PBIS is the overarching program of support for the school. Students can earn stars, shilling stars, for being safe, respectable, and responsible. They can then redeem those stars at our shilling store for certain incentives. There are school-wide assemblies to reinforce the PBIS. There's also PBIS Schoolwide Poster Contest and then the staff participates in monthly professional development to review their PBIS program and decide on ways to improve it. And one of our activities is a daily check and connect with students that may be having some challenges. A staff member would connect with them at the beginning of the day, make sure they're organized, They're settled and they're ready to learn. We have a variety of donor projects. We have some projects where we receive donations and some where we give donations. We receive donations through the DonorsChoose organization. And teachers had to write proposals and then have those proposals accepted in order to receive funds. And they were successful in seven projects, including TK hands-on learning centers that focused on STEAM, supplemental readers workshop material, and STEAM-focused engineering material for the second grade. The student council raised $500, and they decided to donate that to St. Jude's. With the donor program, we received some and we gave some. Our Think Together is the after school program and the staff of the Think Together program work with groups of students and it supports our focus on STEAM. The staff of the Think Together program work with students and help them understand the scientific method. of developing a hypothesis and then deciding on a project and then testing out and evaluating their results. We have a significant amount of school family collaboration. Our parents and Schilling staff, the PASS group, focuses and supports many, many different activities at school including Teacher Appreciation Week, movie nights, Popcorn Fridays, the Scholastic Book It's a small, very hardworking group. We also have parent partners. And we have three individuals that head parent partners. And they have a number of activities that assist parents in being able to support students, including a book study. They have nutrition classes, parenting class. This is a group that's really taking off this year. I've attended a number of meetings since I've been there. There's a lot of excitement. Parents are coming. They're benefiting from it. And it's really growing. And the picture on the bottom right is from one of those book sessions. And it was called You Are Not Alone. And it was a book written by a parent for parents to help parents help their students. And as you can see, it was a nice turnout, and people really appreciated it. We also have our English Language Advisory Committee. And that functions to provide information to the members of the ELAC committee regarding English learning. There are also trainings, and it's a forum for advocacy for English learners. The ELAC committee also informs the school and then the district about their concerns for English learners. And we take that into account when we're drawing up our school plans. We have many parent and community volunteers. The school garden, all parent volunteer. The homework club, volunteers from the Optimist Club. Kids club, volunteers from Newark Community Church. And Ballet Folklorico, all parent volunteers. So at the beginning of the school year, the staff decided that in order to kick off the PBIS program, they were going to sing a song to the students about PBIS and about the kind of school they wanted. And so we thought we would end the year with them singing that song. And it is on the slide. There should be a place where you can click. We can find it. If not, there we go. Somewhere.

[1480] SPEAKER_50: Here we go. See it? All right, hit it.

[1513] SPEAKER_49: My mind is staring at the pool so chilly Long as I can remember, never knowing why

[1534] SPEAKER_48: I wish I could be the perfect person, but I come back to the rules, no matter how hard I try. Every turn I take, every trail I track, every path I make, every road leads back to the place I know, where I cannot leave, where I belong to be. So does school mean a lot? They show me. All that we know, how hard it goes. If we all learn the rules of the school, we'll be shining. One day you'll know. If you try, there's just no telling how far you'll go. I know everybody on this campus seems so happy on this campus. Everything is by design. I know everybody on this campus has a role on this campus, so maybe I can roll with mine. I can lead with pride, I can make us strong, I'll be satisfied if I get along. When a boy spins high, sings a chilling song, nothing's wrong with me. These are the rules of our school, mean a lot, they show me. Although we know how hard it goes. And it seems like it's hard just for me, so come help me and let me know. When I learn the rules, when I learn the rules, see the rules of our school, you know what? They show me. Although we know how hard it goes. Give it the pride of my school and the rules stay behind me. One day I'll know how far it'll go.

[1685] SPEAKER_43: Who wrote that? That's marvelous. Who wrote it? Oh, would you all stand up? Thank you. Anybody would like to speak? Any questions? Thank you very, very much. It was a delightful presentation.

[1707] Ray Rodriguez: I have a question. Are you with us till the end of the school year? Oh, yes. Yeah. Thank you, thank you. No more, right? That's enough.

[1728] SPEAKER_43: Our next item is 8.1, the superintendent's report. Mr. Sanchez.

[1733] SPEAKER_29: Thank you. Member Crocker, I almost said Thomas. I want to give the board a few updates. First of all, the committee that's been serving as an advisory for architecture firm, due to the firms not being available to meet today, we're scheduled to meet with them on Thursday, May 31st. We couldn't get both firms here at the same time until May 31st. So they'll be coming to present their community engagement plans and bring examples of these plans. Questions were also sent to the firms that have been asked by the group and they'll answer those on May 31st. We'll have a status of that meeting. at the June 5th board meeting that's coming up. And then also on May 1st board meeting, the STEAM education policy was approved with an amendment to paragraph 3. So I'm going to read that paragraph to you that we amended after much discussion about Stanford and so on. Now paragraph 3 reads, whereas the STEAM, the Common Core Standards, and specifically the Next Generation Science Standards NGSS go hand in hand. The NGSS integrate engagement in scientific and engineering practices, technology, mathematics, as well as human impact on the environment. The common core standards combined with the authentic standards based instruction are designed to be robust and relevant to the real world. Reflecting knowledge and skills that our young people need for success in college and careers, this work needs to be connected to the collaborative partnerships within the city of Newark, partnerships with Loney College, University of California, Berkeley and other colleges, universities, as well as with business and technology industry, non-profits, and government agencies. So that was our stab at the edits.

[1845] SPEAKER_43: At this point, are we voting on this? Or this is just a, we already.

[1851] SPEAKER_29: It was already approved with the amendment. I just wanted to share with the public that we made the amendments as requested. So that was part of that report. Now going back to The next item, I want to let the board know that we'll be bringing a MOU with Washington Township Hospital for athletic trainer for the 2018-19 school year on June 5th. The trainer is vital to the health and safety of all of our student athletes at Newark Memorial. And thanks to the generosity of Washington Township Hospital and the hard work of Coach K, we've had a trainer at no charge for this current year. So initially, if you'll recall, we had approved about $8,000 to pay for a one-year only for the trainer. Washington Hospital has covered that cost for this year. So the MOU for this year was approved last year and the board decided at that time not to approve year two or year three. However, since it didn't cost district funds this year for Washington Township Hospital and they covered the cost for this year, we'd like to request rolling that money forward to 2018-19 which would be rolling forward $8,950 that we did not spend. And then shoring up that with an additional, I think it was an additional $1,200 to make it a full $10,000 for the correct, what year two would have cost us had we gone a multi-year. So for the value of an additional $1,200, we get a trainer for next year. We didn't have any cost incurred this year. So we'll be asking for the approval of an additional $1,200 to get to the total of $10,000 for a trainer for all of next year. And we had already have the $89.50 that we did not use from this year that we would like to carry forward for that goal.

[1964] SPEAKER_43: So this would be presented in June 5th?

[1966] SPEAKER_29: We would bring it back to June 5th in a formal recommendation. But I wanted you to know, because it was unusual, that we had the money to pay them. They never billed us. And actually, it was really nice of them to do that. And it's a very valuable thing for our school and our students.

[1984] Ray Rodriguez: OK. If you weren't asking for the additional, then I don't think we really needed to bring it back, because we already had approval.

[1993] SPEAKER_29: It's under my authority, but I wanted you to be aware of it. OK, I understand.

[1996] SPEAKER_43: Would you request speaking on this so that I can?

[2000] SPEAKER_29: OK, I'm sorry. Sure. Just a point of clarification to your point, Mr. Rodriguez, But we had to bring it back because it is an MOU. Is that part of it? Go ahead, Brian.

[2010] SPEAKER_53: The original MOU was a three-year MOU, and the board took action to delete years two and three. So the board would have to reverse its action to delete year two.

[2018] SPEAKER_29: We'll bring it back in a resolution that cleans it up. But we wanted you to know what's coming and why. Thank you. OK. And now I'd like to move to a presentation from Siembra Timoteo. If you would come to the podium and also introduce Dr. Garcia, who's with us by phone, I believe.

[2042] SPEAKER_30: Yes, hi. My name is Timothy Michael Kral. I'm the founder of Siembra Incorporated, a local technology firm with the specific intent of democratizing college recruiting for high school students in California. And as a result of our diligent work over the last five years or so, Stanford University, in particular, I'm honored to introduce Dr. Julio Garcia. He's currently in Guadalajara, who has joined the company as a board advisor, has done extensive research on mobile communications, on mobile nudges, and social psychology for high school students. Julio, are you there?

[2089] SPEAKER_47: Yeah, I am. As Kim said, I'm Dr. Garcia. I have been for several years a consultant psychologist at the School of Education at Stanford. I work very closely with a long-time colleague who's a professor who's an endowed chair at the School of Resident Education. His name is Jeff Cohen. He's also involved in this project.

[2128] SPEAKER_30: And also Dr. Joseph Brown from the diversity inclusion of their department of admissions is involved in this project. And he's provided some incredible insights regarding Stanford's own desire to recruit students from Newark Unified and other high schools around the state. and it's particularly insightful that what we've learned even from Stanford where we would not think that they would have a pain point but in fact there is a pain point that they have encountered called finding under matched students, specific students that meet a specific profile like Latina STEM achievers with a grade point average of 3.8 and that are also athletes. And so that's what we do, we identify those students that are aspiring to colleges like Stanford University and make that neural connection. So, the initial, let me preface, let's see here, let me preface, let me preface the beginning of the company as a result of my daughter, Monica Fevella. Monica was born in a small town called Santiago Papasquiero Durango, Mexico. to my beautiful wife, Yolanda Gutierrez-Favela. We both met at Covell College at the University of Pacific. And as a result, we got married and have a wonderful daughter who came to me with a question some years ago, a couple years ago, while I was working for a series A startup in San Francisco. She said, Dad, if Silicon Valley is so smart, Why can't they come up with something to help more of my friends graduate on time and get into a college that they want to get into? And it never really occurred to me how important that question really was until after I was evaluating the investment that was being made by Paul Allen into a social network site for Michelin tires of all companies up in the city to the news reports of, the tight budget constraints within public K-12 in California, and the disparity of from 350 to 760 students per college counselor, and the absolute need for a burgeoning community, especially personally the Latino community, needing that first generation guidance to get those students focused and elevated into a four-year college. and that this interface between high school and the university system has been in place forever. I went to Poly high school, graduated in 77. The irony in all this is that the system to advance students to higher education is essentially the same as it was when I was in high school. The counselors are still generally driven by the paper output of the SIS system and one-on-one meetings if they can get them with the student. You may see the student once or twice a year, but it's just not possible to be able to give that guidance that's so desperately needed to all of the students in a democratic, equal way. So what I did is I took the concept from what we were building at Plum Networks up in the city, decided to quit that job. and applied capital to this particular challenge, which is a very major challenge. Because as you know, there's huge competition for seats at UC System schools. While we have so many of these wonderful students coming up, we need guidance to getting into those seats at UC System, CSU, and the private universities. So that is a little bit of a backdrop.

[2375] SPEAKER_47: Now, okay. Go ahead. Let me just take a little bit of time. So for years, the college board has controlled the process of applying and getting into college. The whole system is predicated, and has been predicated, on taking the SAT test in the junior year. And then after you take that test, the scores are distributed in one of several ways. And then the process of recruitment, or the recruitment part, begins. What has happened over the last several years is relying on that test as a major factor in determining who will actually be admitted to a particular place have lessons dramatically. So it's creating a new environment, right? And so what we have done is we've created a platform. Some of you may be familiar with LinkedIn. It's a LinkedIn kind of, refined LinkedIn platform. And it's designed to do two things. One is, It gives the high school counselor a really sophisticated technological tool that permits that counselor to monitor the progress of a particular student from the time they enter high school. One of the key components of that aspect of the platform is that the student chooses some long-term educational or vocational role. And that choice then applies requirements that create a pathway, a roadway for that child to go down. And the counselor can then provide significant guidance, because they can monitor where exactly that you live pretty quickly. It doesn't take long at all. And they can give additional help to those who, I mean, basically, our system It will attract your customers. There's, you know, green currently, the person is doing well. Yellow or there's a little bit, you know, there might be some that you need to provide, you know, if it's blue or red or something along those lines. So you can contact me. The platform, in addition to that aspect of it, it turns into also like a mobile component that permits the, the counselor to contact them, and the student's parents. So the counselor is provided with virtually consistent, consistent ability to monitor a student's progress, and Tim will kind of explain to you that. So you can see that it's really kind of a visual interaction, also a way of directly interacting with that student when it is necessary for them. So there's that component. So this is particularly helpful for students who are considered first generation or, say, them who come from a place where they lack the knowledge of the steps that are required to meet that educational goal they have.

[2635] Diego Torres: Right.

[2636] SPEAKER_47: And so you have the ability to interact in a consistent, long-term way with the students so it's not all about figuring out how to apply to college in your junior year.

[2649] SPEAKER_30: Right. That's correct.

[2651] SPEAKER_47: So that's a part of the system. That is part of the system. of permanent recruiters now. They're now not dependent on receiving the go sign from some third party. The platform provides the recruiter with the ability to begin to interact with K through four students when that student, as soon as that student enters high school.

[2683] SPEAKER_30: So let me interject, Julio, let me interject. So we're working with various colleges, including Mills College for Women. Robin Royster up at Mills identified specifically what she wanted. She wanted the ability to be able to see Latina STEM achievers in her school district in their sophomore, junior year, and to be able to reach out to them through the mobile interface and their parent and tell them that Mills College is interested in recruiting you because you're doing really well at STEM. And to get that message through a mobile interface that Mills College is interested in a student is very, very motivational. I mean, it's like the student finally realized they're needed, that there's a pot of gold at the end of the four-year term in high school. And as they achieve their goal, that they're going to be able to extend their academic career into a wonderful college. Now, with that, The platform normalizes the data in the student information system. So the administrators, the policy makers, can see all the students with every transcript refresh that are tracking to getting into a UC system school, a private university, or a CSU school. And with a click of a button, you can see all of your students with every transcript refresh that are tracking successfully. So it normalizes the data in a way that makes it powerful for everyone to see the same picture at the same time. Now, the counselor has a data dashboard. And as the transcript is fed through the algorithm, a regular green stoplight appears on their screen. And they can drill down and get into the detail as to why the student is a yellow, like Luis Cervantes Gonzalez. The yellow indicator actually means that Louise is missing a course or two in a particular discipline, like history or English or something like that. So the counselor can create watch lists and targeted messaging. This is where Dr. Garcia has done extensive research and where Stanford has supported our project.

[2817] SPEAKER_47: Yes, one of the things that really attracted me to this project was the ability to interact with the students at the right time, in the right way, in the right mood. Okay. We, our general approach, called it the three keys to meeting a new target. The people who we help the most, You tailor it to them, and you deliver that message at the time it should have most impact. We've been very successful over the years doing that. Huge. Huge results in Oakland. We do it quickly and efficiently using that mobile component of the platform.

[2874] SPEAKER_30: So not only for academic remediation, but also for attendance. behavior modification for attendance, being able to notify whole groups of students like who are taking integrated math, for example, that an exam is coming up and blast notification to that math class that an exam is coming up and that they should prepare for it. So there are these notifications that kind of give them a nudge to prepare for the next assignment and to get the encouragement that they need. As you can see from this, for Robert Lopez, we can create a message for an individual student, we can attach a file, and we can send this same message to the parent. So we include the parent in the wraparound of this communication loop, which is extremely important to keep them apprised as to their child's progress. Constructing messages from your calendar, Cal Grant deadline, or scholarship notification that can be blasted out to all 11th graders or 12th graders at one time to their mobile device and to the parents. A group message that there's a set training session coming up.

[2953] SPEAKER_47: And... Let me interject here. Two years ago, you were able to do interventions which were focused on applying for financial aid. And with some pretty brief messages, we were able to, those students were not only more likely to apply for financial aid, but more likely to pay.

[2993] SPEAKER_30: Another example of messaging through the system to whole groups of students, various scheduled messages that provide timely notifications. Also, we can integrate the school's calendar or syllabus, syllabi, into the system, which will automatically send out notifications to students in those classes that an exam is coming up three, five, seven days ahead of time. Now this is the interface for the student and the parent, in fact. So for Monica, she's a green status to getting into UC system. She may have like one credit deficiency, but that can be remediated. And the counselor is aware of this. The administrator is aware of this. The parent is aware of this. And most importantly, Monica is aware of this. And as she matriculates successfully through high school, Johns Hopkins is interested in recruiting Monica to their university. The student also can get coaching and they can also change their goal. For example, they can move their goal from UC to CSU or to a private college or even a vocational endeavor like becoming a mechanic or a carpenter or a plumber. We can also provide a goal-oriented system to track students in that way to help them achieve their vocational goal. We're FERPA compliant. We don't do anything different than what the College Board does. We just do it earlier. And what's happened is 71% of college recruiters in the United States today are telling us, and this is verified by Noel Levitz, that they no longer use the SAT to evaluate students into the universities. and they want to find more underserved first-generation students to their universities. There is a battle going on at the university level to get more students. They're competing for the same students within the same 12-month time frame after the SAT. And that's changing, slowly, but it's changing. Our application is utterly free to public K-12 interners. And the reason why is because universities like Stanford like St. Mary's, like Mills, Holy Names, USC, they are backing our project because they see the value in this and making this. Basically, we are diverting funds from university endowments to solve a local problem. And they have money to spend. They're just going to redirect that money to helping us advance more of our students to college. And they validated this. We're very pleased by our progress. So the management team, tech executives, Korak, Gary O'Neill from HP, we've been around the valley forever. and we're grandparents, and we want to give back. We want to do something significant for the next generation. And fortunately for us, we have some very smart people on board. Dr. Alex Rojas down in Los Angeles is working down there for us, also with the Council of the California Association of Latino Superintendents, has also expressed a deep interest in working with us. Ana Cubas down at, actually, Los Angeles Unified School District, And then our board and board advisory, as you can see, it's fairly deep with recruiters, researchers, and we have also Bonnie Mashack from Hayward Unified, a college counselor, and Chuck Merritt over at Pauley High School. And with that, if there are any questions, I'd be happy to answer.

[3224] SPEAKER_43: Anybody have any questions? Would you, okay, Mr. Rodriguez.

[3234] Ray Rodriguez: Thank you for your presentation. You kept walking around. I didn't realize that you were going to be here for a while. But anyway, I'm glad to hear about your presentation. As most people know, counselor, you talked about most of your pieces about academics. But a large portion of the time that a counselor spends with students is crisis counseling. So is there anything in your program that addresses that as far as assisting? Or is it just geared at academics, which is fine, and getting students ready to go to UC? I can respond to that. Who's the gentleman on the? Dr. Julio Garcia.

[3292] SPEAKER_47: creates and provides the counselor the ability to know what's going on with the kid in a much more intimate and rapid manner than is traditionally the case now. And because of the mobile component, he can reach out or she can reach out to that child for any reason they want. I mean, if they see that this kid who, for whatever reason, academically is having problems, then it gives them every reason to believe or to inquire about, well, why is this happening, right? So this system also provides proactive information to that high school counselor

[3351] SPEAKER_47: It's a more general notion that simply because, you know, we all know that good students have problems too, right? Emotional problems, blah, blah, blah, right? But it is a way to kind of, in a nutshell, be alerted to potential issues, and it gives you a way to check with that student or that parent in a fairly rapid manner.

[3386] SPEAKER_43: Thank you. Yeah. Mr. Williams?

[3403] SPEAKER_30: So Naviance is a passive interface. They have an onerous, my opinion, an onerous integration exercise. They're a passive interface. They don't activate the stakeholders within the ecosystem.

[3419] SPEAKER_50: Actually, I'm sorry. I was hoping to get a response from staff who implemented and used Naviance in our schools. Are we still using it at the high school? Yes, we are. We're still officially using and paying for it, et cetera.

[3435] SPEAKER_30: there are a couple of ways that we are distinctly different than Naviance. One is cost. We don't burden the public school with cost on our application. Two, our application is an active interface. We actually activate the stakeholders within the ecosystem, the administrator, the counselor, the parent, could be the teacher, and also the college recruiter to enter the ecosystem to nudge the student with every transcript refresh, and if they need help regarding any other issue, then we have this mobile interface that can help the student and the parent navigate through their challenges. So that's a couple of things.

[3481] SPEAKER_50: And I guess the follow-up to that is, has this program been implemented at other high schools or schools in general? Yes, yes. Do you have a list of those?

[3488] SPEAKER_30: Yes, I do. And I'll be happy to give them to you. I can send you something after the meeting.

[3493] SPEAKER_50: That would be great. And then as far as implementation bandwidth, what's the expected personnel that's involved as far as deploying this to the schools?

[3501] SPEAKER_30: So the bandwidth in terms of integration?

[3504] SPEAKER_50: The bandwidth in terms of the bandwidth or capacity of staff that we have. on board.

[3510] SPEAKER_30: Yeah, so the beauty of our system is all we need are four CSV files to activate the mobile interface and to get your counselors up and going. It will take less than 24 hours if you have the data. We don't have a consultant necessarily on site to actually do an API integration. If your IT person is good with their SIS and can plop out four CSV files, we would be good to go within 24 hours.

[3536] SPEAKER_50: Right. However, to get the students to actually use the software requires probably staff work in it, correct?

[3542] SPEAKER_30: Yes. So there would be a training.

[3545] SPEAKER_50: I mean, it's easy. It's one thing to give you the four files and activate and off we run. However, to be effective, the students have to use this program.

[3554] SPEAKER_30: Correct. So there would be a training with the counselors and then there would be an announcement from the counseling staff or the principal.

[3563] SPEAKER_50: So I guess that was the question. In your experience with previous implementations, how much of staff time and principal time and school time is required and needed to be successful in offering this or launching this program?

[3579] SPEAKER_30: About a day. About a day. So it's like a two-hour training session with the counselors, maybe a one-hour training session with the administrators, an announcement from the principal. And the system automatically sends them an invite once the roster is uploaded. So they complete the registration through their either mobile or email. And that includes checking the box that they are either first generation or they want to be recruited by a great university. And whether or not they're a football player or a basketball player. Because athletic departments are also interested in recruiting star athletes who are also academically proficient. Fortunately for us, Gary O'Neill, our CTO, has figured this all out in that we can get your students and your counseling staff online within a day or two.

[3631] SPEAKER_50: Who validates the data?

[3633] SPEAKER_30: Who validates the data?

[3634] SPEAKER_50: Yeah, like how would Simbra or who validates that I'm a star varsity football player and a swimmer?

[3642] SPEAKER_30: Yeah, so that is self-reported. Okay. Okay. The actual transcript data is coming from your IT person? But the university could, the recruiter can also, you know, if it's self-reported that the student is an athlete, then that's going to be pretty obvious to the recruiter after they research that student. They do, they contact that student, they find out whether or not the student is on the up and up, whether they're a star football player or not.

[3674] SPEAKER_42: Okay.

[3676] SPEAKER_31: Ciara? Some of my questions were already answered, It is Siembra mobile, and so it is just a website, or it's a software that's integrated, or is it an app form?

[3692] SPEAKER_30: Yes, so it is a web-based application that is agnostic, so a student can have either an iOS or an Android phone, and all they have to do, once they receive an invitation, they would just bookmark the application, which is a seed icon on their phone, And then they're connected to their counselor and to their status, red, yellow, green status.

[3714] SPEAKER_31: Okay. And then once the student has the application, they fill in all of their personal details. That's how they find out, that's how colleges find out their background with their sports or do they have also like where their family, if it's like a single family or their income or anything like that?

[3734] SPEAKER_30: That's really important. So you make some very good points. We are contemplating that in version 2. We can't ask specific questions regarding the student's parents income. But if, for example, they're in a school lunch program, that might be sufficient to identify that student as needing scholarship money. So, yeah, we have thought through this and I would love to talk to you more about that.

[3760] SPEAKER_31: Okay, because I know Naviance has that and has us go through a lot of lists and lists questions, but it is kind of lengthy where to the students don't really know how to fill it out, where this might be easier for students to just fill it out and send it out to colleges. Yeah. OK.

[3779] SPEAKER_30: So yeah, so like currently, when the student is pinged to register with the system, they have a registration sheet on their laptop. And they have a box. I'm a first generation student. I can check the box. There's a box for activities like if they're a pianist or they're in theater, they can type that in and there's a fill-in. And then also for athletics. And then also, of course, if they want to opt out, they can opt out of being recruited, but they will still have the connection with the counselor if they opt out. If they opt in, then they will have a leg up on the competition to being recruited by a great university.

[3820] SPEAKER_43: I have a question. Is this for the general population of all the students? Oh, yeah. So all students would be invited to register? Oh, yes. I have a granddaughter that is going through this process right now. And I know that in terms of mental health, if there were some way that the stress could be reduced in kids, this would be a very positive thing, mental health-wise, because they're all stressing right now. The University of San Diego had 90,000 people applying for it. They only could accept 35 for 5,000 students. And if you are looking at a specific thing, as she was engineering, that was a whole tighter kind of thing. So if you know somebody or you know the process, then you can be successful. But if you don't know the process, if you're the first generation particularly, then this kind of thing would be so important because it puts people on a level playing field in terms of getting college. Yeah.

[3879] SPEAKER_47: I can speak to that. This is one of the major reasons that I got involved in your project. Two things occurred almost by law in the old system. One was you didn't have the knowledge it took to get into college. You were less likely to get into college. the way the system was constructed, and it was such a small time frame, the recruiters tended to go repeatedly back to the same areas where they recruited in the past. And so what this permits people to do, students to do, is to gain knowledge about how the process works over a period of time. And at the same time, it allows the recruiter to kind of explore what's out there. Because it doesn't all have to happen in six months or 12 months. And there is a lot of evidence that shows that if a child or a student feels like they have some relationship to an institution or to a person who is prevented. They're much more likely to go there. Right? So all of a sudden, what we're trying to do is to take as much stress, you were mentioning that, as much stress out of the system simply because it was designed around a particular event. Now it's not. As social psychologists, we know the best predictor of future behavior is past behavior. Right? So now we can build knowledge over time of a first-generation kid. Oh, oh, you know what? It's time to begin to think about financial aid. Here are a group of institutions where they can fund your college education. So we provide information as much as possible because we have the time to do it.

[4041] SPEAKER_30: We have to get going.

[4049] SPEAKER_50: Just that I'm curious to see the exemplars of school implementation. My initial thought and kind of fear with this program is that the students who are going to be compelled to use it are the ones who may not necessarily be the ones who we really need to push to use this application or to be out there, right? Because this is probably the same segment of students who already use Naviance, who are already on top of their PSATs, et cetera.

[4079] SPEAKER_30: I respectfully disagree.

[4080] SPEAKER_50: Naviance... And that's fine. And like I said, we'll look at the example or implementation and see how that went.

[4085] SPEAKER_30: Naviance charges inordinate sums of money to public K-12 and only address about 20% of the market. We address the rest of the 75 to 80% of the market that can't afford Naviance. And we do it for free.

[4100] SPEAKER_43: Which is barbless. And I think it's something that we need to look into. Is there anything... I would just add

[4108] SPEAKER_29: I agree with member Nguyen. I'll follow up with the references and implementation and maybe he can participate in that. I know he has a skill set to help with that. But I think that's a good next step for us to talk to people who are implementing and so we could ask our questions about implementation and flesh it out. And that's actually why we're going slow on this to make sure it's going to work and it's the right fit before we take steps. So I think we're on a good track. Thank you.

[4134] Ray Rodriguez: Thank you so very much. Can I just, before you leave, you're talking about SATs and a lot of times these programs focus in on 11th and 12th graders as they get ready to move on to college. And we really have always had a big need, especially with transition of 8th graders at the 9th and 10th grade level, to make sure that they get a good start on making sure they have all the courses. So is this something that would focus at that level also?

[4169] SPEAKER_30: Yes, so the FERPA compliant issue is for 14-year-olds and above. However, we can reach back into middle school. The data will remain private with the school and with the parent and the counselor at that level. And ultimately, it is a seamless transition just to move the student through the system from middle school into high school with the same student ID, their transcript data, and then they move into high school. So we have considered that, and I appreciate that point.

[4205] SPEAKER_43: Thank you so much. We do appreciate it.

[4206] SPEAKER_47: As researchers, we're very cognizant of that fact, because most of our initial research is data. But we want to see who's got to go.

[4217] SPEAKER_30: And we understand how important it is.

[4222] SPEAKER_43: Thank you, Julio. Thank you so much. OK. Thank you. Thank you. OK, we are scheduled at 8.30 to have our comments on non-agenda items. I would like to take the 12.1. It should be a relatively fast item, because you want to know whether you're going to have the ability to do that, right? 12.5. 12.5, I'm sorry. 12.5. And so we had changed the agenda. So I would like to, it should take not very much time, I think, and do that so that the students can go ahead and get the rest that they need. So we are now going to 12.5.

[4262] Ray Rodriguez: As a matter of. Yes. Member Grisaldo normally does this, but isn't it something that the board would have to, because we've always had 830, so isn't it something that the board would have to do?

[4275] SPEAKER_43: Does the board would like to have an input in terms of doing that? Or does that seem reasonable? I'm changing that. the 830 requirement for.

[4287] SPEAKER_41: We didn't put it on this agenda item. Or 9.1 doesn't say 830, but I think we're taking longer discussing the fact that we're discussing it as opposed to just doing the agenda item and then going to the next.

[4300] SPEAKER_43: That said, we will go to 12.5. Does anybody like to speak to that? The contract with the events for the T event planning North Memorial High School Prom 2019. Yes. Mr. Nguyen?

[4316] SPEAKER_50: I do. I see Ms. Chiron in the audience, so I know that's what she's here for, right? Is this a particular item? No, I know exactly what this is about, because I have this conversation with my seniors every three years, because they think it's a cool idea. And three out of three times, I've been able to convince them that it's not such a cool idea, that they think it is. However, I don't think it's in the purview of the board to decide where students should have their problems. That's entirely up to them. However, I would caution for us to look further and into as far as liability, enhanced safety concerns in regards to having their problem on a boat in the bay.

[4369] SPEAKER_53: That's my comment. We have already made some preliminary inquiries and received some initial feedback from Kenan with regard to liability issues. It's not something we can have huge concern about other than my own personal concerns because of family members with medical conditions in my own personal family that if they were to go out on a boat we'd have illness all over the place but that's just a that's just a personal thing but as far as with the liability we've already run it past our insurance.

[4402] SPEAKER_50: Okay so that's good to us as long as the district and you know we're okay from that end of it. I would hope that staff would have a conversation with our incoming or to be seniors and just give them all the possible scenarios of this seemingly great idea that may not be such a great idea but that's again that's entirely up to them.

[4426] SPEAKER_31: Ms. Van Rosen. So we did talk to our upcoming senior and junior class about the trip and they all agreed upon it and there was little objection. And we also, I did communicate with the ASB, upcoming ASB presidents of Washington and Kennedy High School and Milpitas and Mission High School and they all have had prom or their senior graduation party or whatnot on the hornblower on the bay. And they all had lots of positive feedback. So it was a great night. And there wasn't any problems besides it being a little bit hot in there. But besides that, we got a lot of positive feedback, which is why we wanted to move forward with it.

[4485] SPEAKER_43: Question, is it going to be more expensive to do this than other prom nights?

[4489] SPEAKER_31: Our prom is typically actually cheaper than other schools. Although the price tag looks a little bit bigger, it will only accumulate to maybe about $10 more than our prom ticket this year, which student council has agreed upon that they're willing to pay for.

[4507] SPEAKER_43: Is there anybody else who would like to speak to this? Someone that would move?

[4519] SPEAKER_50: I'll second.

[4521] SPEAKER_43: All right. Mr. Rodriguez moves, and Mr. Nguyen seconds. Any other comments? OK. Let's open the voting, please.

[4539] SPEAKER_42: All right.

[4542] SPEAKER_43: It passed. Five to none. Ms. Thomas. Congratulations. Very good. Are you all happy? Thank you. I think you need chaperones. There's a number of people that things might become a fun thing to do.

[4561] SPEAKER_31: We already have a list of, that says something itself. We have a list of accumulating staff and administrators that want to be the chaperone.

[4571] SPEAKER_43: Make sure they're all good swimmers.

[4575] SPEAKER_50: For the record, my decision making as a board member differs from my decision making as a principal. So I just want to make that clear.

[4585] SPEAKER_43: Very good. We are now going to public comment on non-agenda items 9.1. There are quite a few people that have requested to speak and we rolled in the ones from 12.1. 12.11, thank you. And so I'm going to take them in the order in which they were turned in. If you would make sure that you are succinct in terms of what you're saying. We do have a three minute limit. And so would you please make sure you follow that. If you can speak in a shorter length of time, that would be appreciated. I will hear everyone tonight. The first one is Mr. New.

[4635] Cary Knoop: First of all, may I suggest that the board just get some time management on presentations. Some of these presentations take a long time. And I know it's for the benefit of the board, but also for the benefit of the public, I would hope. And some of them are just over the top, I think. Having said that, I'd like to applaud Senator Bob Wieckowski for boldly acting on the situation between Newark Unified and the Brazil case, where Newark Unified is basically trying to get half a million dollars from a private citizen, from a citizen who did a public records request. Half of that is punitive, by the way. I think that's outrageous. It's going after people. It's not defending yourself. And I'm really glad that Mr. Wieckowski created a bill SB 1244 which has been approved now in the Judiciary Committee and hopefully it gets approved by going up all the way to the to the governor that this situation cannot happen and my question I brought this up twice in the past and I know that after that the board had the opportunity to discuss this in closed session and I suppose they still think that they're doing the right thing which is their prerogative But I have big questions about that. And I also have questions, whose lawsuit is this? Is this Newark Unified, or is this the law firm who is basically trying to push this through? And at one point, it's got to stop. I know they haven't stopped. And they still try to go after this money. And I'm not a lawyer, but that's not going to happen. It's not going to happen. They have to prove it's obviously you know, not a real lawsuit. It's not going to happen. And so that just means that Newark Unified is racking up more costs. Now hopefully that is covered by the insurance. If not, if we're going to be liable for $240,000, I think the board has to have an explanation for this to the public because that's going to the general fund in that case. Right. The second thing I would recommend is for this board and for this district to evaluate whether the Lozano law firm is really our right law firm. Is that the one that we want to continue with? Because we, as a district, I think, went out of line. We got the, you know, the Civil Liberties Organization against us. We got the First Amendment Coalition against us. Senator Bob Wienkowski is not amused, I think. And we really got to think hard if we're doing the right thing here. And the right thing is not to go after citizens. So that's all I have to say. Thank you.

[4820] SPEAKER_43: Cindy Parks. And after Cindy will be Dennis Lee. Ms. Parks.

[4837] Cindy Parks: On March 19th of 2013, I made a presentation to some of you board members. Some of you weren't here at the time. When I made that presentation, it was after many meetings of coming forward to the board and bringing up the fact that you had detention being held at the junior high and the high school, and that detention was being overseen by campus monitors, a CSCA member, in order to collect ADA, you have to have a certificated employee overseeing your staff, or your students, I'm sorry. And back in March of 2013, Dr. Markin and myself both gave presentations to the board concerning this. And at that point, the board decided to review the process, policies, and cost of a certificated staff member or what they termed in the minutes a detention center. That was what created your dean positions at the junior high and the high school. You've removed those positions. My concern is that how are you going to oversee your in-house detention students? How are you going to oversee your in-house suspensions? Who is your certificated staff? depleted some of the administrators, and now, like I said, you've removed those two deans. So I wanted to bring this to your attention before the new school year starts so that you can start thinking of how that will be dealt with. I have a minute 23 left to, I guess, address 12.11. Superintendent Sanchez's contract under the salary says that the superintendent's salary is considered to be indefinite. and subject to ongoing negotiations with the board. According to the board, it reserves the right to change the superintendent's salary for any year of this agreement with the written consent of the superintendent. Any changes in the salary shall not exceed the term of the agreement. There's nothing in here that says that there is a specific time or timetable that it has to be adhered to. I understand that you are late in getting his evaluation. Based on what's posted in closed session, I think that it's been It's been close to the two years before he just got his evaluation. But in the evaluation portion of his contract, it does say that the board's failure to evaluate the superintendent or its failure to a timely evaluation of the superintendent shall have no impact on the terms of the agreement or upon the superintendent's salary. I think for the teachers who fought so long in the unions and all the bargaining that went on last year for the teachers to get the raise that they did, they had been suffering for many years without. And I think that The message that you're sending by giving him the 1.6, I understand it's just COLA, but to go back to his start date is, the message in the community is that it's kind of insulting. And I think that you really need to seriously think about if this is the best choice for this district when you just pled being broke and all of the other things that have came out of the September and October budget meetings and the cuts that the county told you you needed to make.

[5041] SPEAKER_43: Thank you. You had signed up for two time slots. Does that take care of your second time slot? Thank you very much. Mr. Lee.

[5049] SPEAKER_41: After Mr. Lee would be Isent.

[5071] SPEAKER_52: Good evening. My name is Dennis Lee and I speak on behalf of myself and the parents of Birch Grove Primary as an elected parent member of the school site council. I'm here to ask you guys to consider continuing Principal Wasser's tenure as principal. I also represent the demographic that choose to move to Newark to make it our home. I work in high tech. I'm on a computer all day and I'm labeled a millennial. But believe it or not, I grew up poor, English was my second language, and like many of you here today, my parents were immigrants. As people with similar backgrounds like myself decide to make Newark our home, we naturally ask ourselves two questions. How are the housing prices here, and how are the schools? I'm proud to overshare that I picked Newark because of the house prices, but what makes me stay and recommend Newark is and this public school systems are educators and leaders like acting principal Ellie Watzer. Mr. Watzer has been the heart of the community for two generations that I know of. I personally spoke with many of his students that had Mr. Watzer while he was a Newark Memorial High School teacher. They had nothing but short of great things to say about him. I personally seen the twinkle in my daughter's eyes, the kids that go to the school when they see Mr. Watzer greet him in the morning, and at school functions. I also have the honor to partner with Mr. Watzer as a school site member as well. In the last few months, I learned about the profound effect that he had on the high school kids and now our pre-K to 2 kids at BGP. It makes me excited and hopeful to see Mr. Watzer continue and unleash his potential as principal at BGP and beyond his career. He has experience, passion, and more importantly, a plan to bridge the needs of our immigrant community and parents like myself, parents with high-tech backgrounds and high expectations. These high expectations pertain to who's teaching our kids, what modern tools they're implementing, and their plans to implement STEAM programs. That said, I would like the school board to consider keeping Mr. Elliot Watser as principal of BGP. Thank you. Thank you.

[5215] SPEAKER_43: Ms. Aizand, and after her will be Ryan McCarthy.

[5221] Nicole Izant: Hi. I put in two papers, so you can just, I'll combo it into one three-minute session. I appreciate that. So I was, my name is Nicole Aizand. I am a parent of a third grader at BGI and also the secretary of our parent-teacher club. At the board meeting on May 1st, I made some comments to the board, I don't know if I got trickled down, about the LCAP meetings. The communication about them is still not fantastic. I'd also like to raise the point that we're coming to some tight timeline deadlines. And there's a meeting scheduled for this Thursday. However, that overlaps with the open house for BGP. We also have a big fundraiser. And it also overlaps with the Graham open house. And I had requested a date change or a second meeting to give feedback. And also, one of the grandparents also gave that request, and that was overlooked. So whoever is giving guidance to the LCAP coordinator, Jessica, it would be nice if you could actually ask them to schedule the meetings in accordance with the availability of the people that are participating in that commission. Okay, so that was my first point. And then my second point was, again, kind of reiterating what we just heard here. I don't think the optics of giving a 1.56% raise to somebody that is at the top of the pay scale for the district is the right move to make at this time. We have people in the district that are still making $11 an hour. And California has a minimum wage, living wage coming up by 2022. And so I think if we are giving anybody raises, we need to work for getting the people at the lower end up to a living wage and not reward the people at the very top of the scale. And secondly, piggybacking onto that presentation we just saw, I really hope that the board revises on the Siembra app. In light of things from Cambridge Analytic and other things, please make sure you do a security and privacy review of the app data when you do that, and make sure that it's not used for in-app mobile targeting for high school students for services like tutoring and everything else. So it's a potential liability for you, and also our students' data. Thank you. Thank you, Ms. Lankford.

[5363] SPEAKER_43: Ryan McCarthy, and after Ryan, Kimberly McCarthy.

[5367] SPEAKER_51: Good evening. I'll be quick. A few meetings ago, I announced our filing of notice of intent to circulate a recall petition. As to Mr. Rodriguez, Ms. Crocker, and Mr. Preciado, at long last, I received notification from the Registrar of Voters today that they approve the form of our recall petitions, and we are authorized to circulate the petition to collect the requisite signatures. This is particularly timely. given the ongoing and repeated poor decision-making on the part of this board. I encourage anyone who is as disenfranchised with our community leaders as I am to see me after to sign the petitions and to work with us to collect signatures. Finally, as to Mr. Sanchez, you might consider generating some goodwill by respectfully declining the raise some folks are here to talk about. Thanks.

[5420] SPEAKER_43: Thank you, Mr. McCarthy. After Kimberly, Marsha Delaney.

[5430] SPEAKER_15: I'm not sure whose idea it was to suggest this raise, given the current climate we've been in this school year. It seems wildly inappropriate to suggest a raise for the one person who makes more than anybody else in the district, especially when you have not yet negotiated any raises for our teachers. Is the amount of money a lot? No. Over the course of three years, it's about $10,000. It's not going to make or break anyone's job. It's the point of the matter. Mr. Sanchez makes three times the median household income in the city of Newark. He's doing fine. You know what's not fine? The carpets the high school they're held together with duct tape. What else isn't fine? The paper products in bathrooms not being replaced, water being shut off rather than repairing sinks and plumbing, teachers digging into their own pockets time after time to pay for basic classroom necessities. You can show up at special events like the art show at Kennedy, but that doesn't mean you had anything to do with the event or what is happening there. None of that was done by you. Please don't pat yourself on the back for it. Instead of principals getting nervous when you come onto campus and showing you their absolute best of the best, they should give you a tour of the things that are broken. things that need repairing, things that are a hot mess. There's plenty to show you. That would be a much more realistic picture. You are out of touch with the reality of our school sites and the reality of our community. The fact that you are now charging people $75 to volunteer at their child's school is a prime example of that. $75 might not be a lot to any of you sitting up there, but it is to a family with young children who have to buy school clothes and school supplies. Those items are already a financial burden on many families in our community. Some of those parents are our best and hardest working volunteers, and now you're going to charge them. I expect our volunteer list will shrink exponentially at many of our school sites. When you say that Superintendent Sanchez is not responsible for the financial mess we are in, you are correct. He did inherit it. And you can try to blame it on the previous superintendents, but the fact is three of you have been sitting up there for a very, very, very long time. I was in high school when Mr. Rodriguez joined the board. You were there to oversee the spending and all of the projects and you failed miserably. Why is it that you expect any level of confidence or trust from the community? You're responsible for allowing it to become this way. It was exactly your job to make sure this didn't happen. You didn't do your job then. You haven't done it this year. And since the best prediction of future behavior is past behavior, we can safely assume that you won't be doing it in the future. You have lost touch with the schools, the students, the parents, and the community as a whole. The mere suggestion of a raise for the highest paid employee of the district while teachers are out buying dry erase markers and glue and paper for their classrooms, all while making a fraction of what the superintendent does is offensive. And let's not forget that you left the high school with 1,700. 1,700 students with two counselors for next year, two. Stop telling everyone that you should be praised for no teacher layoffs, when the reality is that so many have quit that you didn't have to fire anyone. That is the reality of the situation. And while I really appreciate the app and the technology that you're trying to bring in, you cannot replace a counselor with an app. There are kids with serious needs that need talking to and an app is not going to do that. An app is not going to write the college recommendation letters. An app is not going to deal with their emotional problems or their problems at home. Thank you.

[5626] SPEAKER_43: Ms. Delaney and after Ms. Delaney, Jennifer. Sarah Ola? Ola? Sarah Ola? Right, you're next.

[5642] SPEAKER_44: That's a tough one to follow, that last one. Good evening. I don't even have a speech prepared. All I could think of when I heard that the board is going to be voting on whether or not to give Mr. Sanchez a raise All I could think of is, are they out of their minds? Seriously, are you guys out of your minds? We have a school district that is barely staying afloat from what I've understood coming from you guys. I can't fathom how this would even be brought up, how this can even be a topic of discussion. You need to keep the money where it needs to be, and that's with the teachers. That's all I have to say. Thank you very much.

[5696] SPEAKER_43: Dr. Cirillo, Elisa Martinez.

[5703] SPEAKER_39: Hi, my name is Jennifer Cirillo. I'm a first-time talker, long-term parent. I have a son at Birchgrove Primary and a daughter at Birchgrove Intermediate. I also volunteer a lot of hours and I'm on the PTC board as the treasurer. Upon reviewing the board's meeting agenda for tonight, I was pretty appalled to see the line item regarding a raise for Superintendent Sanchez. We've been told all year that it's going, it was a budget crisis and it just, it seems really inappropriate. We've gone through the merging, we've gone through all these meetings and after sitting through all these meetings and not feeling like the board is listening to what the community is saying and then to have this come up just feels like a big slap in the face. We're fresh coming off the meeting where our beloved interim principal was not elected or not appointed as the principal. And after the committee recommendation placed him as their number one choice. So to have the board throw this on top is just a huge insult and just kind of seems very out of touch with what the community is actually saying. And I just would really invite them to please listen more and just postpone this until the budget crisis and more communication is calmed down. Thank you. Thank you, Ms. Martinez.

[5797] SPEAKER_43: Alisa Martinez. And after Ms. Martinez, Michelle Padilla.

[5808] Elisa Martinez: Hi, good evening. I have a daughter in sixth grade and a son in third grade and a Birch Grove intermediate. And I would like to comment on the proposed salary increase that everyone else has been talking about here. I did just a quick digging on statistics. And I see that the over $200,000 a year salary at our current superintendent has is very comparable to other local districts, even though our enrollment is about half of some comparable salary ranges. And again, in neighboring districts. So I'm having a hard time trying to justify where this increase. I understand that the percentage is relatively minor. But in the context, I think it is, as we all have said, offensive. So assuming that we can justify that raise, right? How do we reconcile doing this at this time? After, again, you all have been telling us that we are in a state of crisis from a financial perspective. After sitting through some very stressful and emotionally charged meetings where we were as being asked as parents and staff to help contribute to the decision making around where do we cut? Where do we cut, right? And you all are parents. You've all had kids. these districts I imagine that you can envision and if you weren't part of those sessions the difficulty that we were trying to or the we experienced as we were trying to make that recommendation and frankly you know I went to these meetings fully knowing that I had no voice and I spoke to a couple of you guys after the meeting that that you when you were present and I'm not sure what was more offensive the fact that You were asking for our feedback when you really, I felt like there was really no impact to the decision because you also opened the meeting by saying, well, we really don't have a choice. Here are some worksheets. Work through it. When I stayed after and I asked some questions about, well, what are we doing about not being in this condition next year or the year after, there was always pointing, well, we need to talk to somebody else. So you'll have to speak to somebody in curriculum. So there's all this ongoing lack of information that just really bothers me as a parent and as I think about what is the right course of action for my kids. Of course I want them in public school. Of course I do. But when I see my kids struggling and I don't see the focus in how are we going to implement programs to help our kids as opposed to, yeah, $10,000, it isn't a lot. But what can we do with $10,000 to help in materials and teaching aids for our kids? That's how we should be thinking about. So at this point, I guess I would ask you to reconsider this increase in light of the current condition and just, frankly, the needs of our school district. In the absence of any rational explanation, I just need to assume that you all have lost touch with our needs as the citizens and as our kids, frankly. Thank you.

[6014] SPEAKER_43: Thank you. After Ms. Padilla, Mr. Dominic.

[6024] SPEAKER_35: Good evening. My name is Michelle Padilla. I've been up here a couple times. I'm the parent of a high school junior at North Memorial, a third grader at BGI, and a kindergartner at BGP. And I also serve on the PTC board for Birch Grove. I am voicing my discontent for agenda item 12.11. This raise is not only inappropriate at this time, given the current budget crisis we've been told that we are in, now a retroactive increase has been merited. On what grounds? How has this been determined? Birch Grove Primary recently learned that despite recommendations from parents and staff, the well-liked interim principal, Mr. Wasser and Newark alumni will be replaced with the principal from outside the district. A response has been requested and to date has not been satisfied for this decision. With this fresh on the community's mind in conjunction with Newark paying our teachers less than our neighboring communities, please tell me how this is appropriate. I have faith in Newark as a community and would like to hear a response. Thank you. Thank you.

[6092] SPEAKER_43: Mr. Dominic.

[6101] SPEAKER_16: My name is Richard Dominguez. I'm a grandfather. I have three grandchildren going to high school and to an elementary school. I can't believe you want to give someone a raise. with the conditions of the schools right now. The junior high is a joke. It looks terrible. Our teachers need more money. Our staff needs more money. And you're going to give someone some money? And I also have another question. The money that is being brought into Newark with all the new construction. of all the new homes, because the Newark School District gets $4.50 a square foot of living space. Now, if you're talking about a condo or a townhouse that's 1,500 square feet, you're talking roughly $7,000 that the developer pays the school district first before they even sell that. So the school district has a lot of money. I'm just worried that they're spending it in the wrong place and not where the teachers and and the people that run the schools every day that teaches our kids. And that's what I'm afraid of, the money you guys are getting. Also, the $18 million from Russian, when you guys sold the property over there, what's happened with that? So don't say you're broke, because you're not. You're not broke. You're actually a joke to me, seriously, because you guys are willing to spend on someone. And no offense, personally, I have no idea who you are. I just know you're a superintendent. And all I know is that they want to give you money from two years ago. And then every week, one of my grandkids shows grandpa a paper and says, hey, we need a fundraiser for selling hot dogs or some little thing. And I'm thinking, you know, all this development that's improving in Newark, and you guys are behind the times, what are you doing with the money that's coming in? for all the new construction. What are you guys doing with it? That's a lot of money. What budget does it go in? Under what? We don't even have any busing. You want to talk about busing? We can talk about busing, because our students, most of these parents don't realize that an AC transit driver is under different laws than a school bus driver. A school bus driver has to be run to the CHP. So when our kids are on a school bus, the CHP knows that that school bus driver is well-qualified, is a good person. AC driver, no offense, because I'm an old union guy, but it's not the same qualifications as a school bus driver. And for us not to have busing here in Newark now with the kids I mean, you guys caused a problem two years ago when you guys split Bunker. Because now I know parents that got kids at the junior high at, I call it Bunker, and at Milani. And those parents are going in circles during the daytime trying to get their kids to school in the morning and then getting them after school. You guys have caused a lot of problems. It's time to fix it. Thank you, sir. And I would like to know what goes with all this money that I mentioned. I mean, no one's ever said anything. Thank you, sir. And I know, because we built the townhouses in Union City back in the 80s. And we paid Union City Unified School District, my parents, we paid the school district $1.50 a foot at the time. Now it's $4.50 a square. And you know how many hundreds of homes are going here.

[6330] SPEAKER_43: Thank you. Any comments? OK. Where are we located here? Oh, excuse me. Are there any other comments from people that have not turned in a slip? Thank you very much for your information. Your comments. Staff report. 10-1, technology.

[6354] SPEAKER_41: Mr. Sanchez.

[6360] SPEAKER_43: For the people that did the speaking on the non-agenda items, Reminder that we're not allowed to at this point respond to you because it was not on the agenda But there may be comments made at our final comments at the end of the meeting So I'll wait for the project to

[6386] SPEAKER_40: This is going to be a really good update, and I would love if some folks would stay to see the technology update. I'd like to introduce our director, Larry Simon, who is actually providing what our board had asked was direction around a technology update.

[6409] SPEAKER_21: So this is just a brief update on technology, mostly around some of the projects we had going on and some spending this year and some initiatives we've made around cost reduction. It's pretty short, pretty brief, so if you have any questions either related to the presentation or directly, feel free to ask me at any time. So first off, I'm just going to review, and I text a little small, I wish I made that bigger, but basically the items on that say, Back in March of 2016, if you'll recall, the board approved some spending from the sale of Russian for a few technology items. Specifically, we called them teacher stations. They were for audio-visual upgrades, projectors in classrooms and student devices. We'd already started on student devices and we did that over a three-year rollout. The year before last, this last summer, and then we have our final phase of that deployment this coming summer, which I believe is an agenda item on tonight's agenda. And so that we're in process on that. And the other piece we have is the audiovisual project, which we're actually, we held off for a bit of time because we were expecting some changes in the technology space that would be better in the long term for us. And we are, we have issued the bids and RFPs for that, and we're expecting the responses to come in time to bring them back to the board during the June meeting. So I'm going to go into detail a little more on each of these things, as well as there was a question that came up from, the board about the longevity of Chromebooks and on our replacement plans for them, because they are an item on the agenda tonight. So this is just a short graph showing, and again, I really wish I had made that a little bigger. It basically, the graph shows you the years remaining before the devices go, they're called end of life. Google, when we buy a Chromebook from Google, they commit to six and a half years of updates on them before they consider them end of life. And end of life doesn't mean the Chromebook is useless. It just means they won't commit to providing software updates. So you probably remember having a 10-year-old computer. It's not the best experience. So in an ideal world, we would stay in the lifespan of those devices. So all my planning comes around those numbers. But in a realistic world, we will end up using them a little longer than that. So just some background on that. So that's the chroma piece. I'm going to go into the projectors. You've seen these pictures before. We're soliciting two scenarios for the audiovisual in classrooms. One is the traditional projector. It looks like this, and this is what a real one would look like, very basic, large screen to provide visibility to students. We did testing. We had some pilot rooms with televisions and some interactive displays, and we found this was just the most economical version. This is the other type of setup. It's a little hard to see here, but we're soliciting interactive whiteboard proposals as well. because of the additional functionality they provide. And we want to give the board the option once they see the proposals from vendors on both of these. But just from my predictions on cost, I would predict the long-term costs of an interactive short-throw projector to be roughly double what it would cost us to maintain traditional projectors. So once we have the actual proposals from vendors, we'll provide the real numbers instead of projections. But just to give the board all the options and all the information. Okay, so we've been putting a lot of effort in trying to lower some of our long-term ongoing costs. One of the big ones was telecom services. Particularly this, and I showed this to you back in, I think it was December of 2016. This was our expectation at the time for what our telecom bill would go up to based on E-rate had made the decision to remove voice services is eligible from funding, which means we went from paying for 20% of it to paying for 100% of it. So that, you can see our cost of services went $66,000 up to an expected $199,000 this year and next year, right? So we were able to reduce that. This is what we expect our cost to be going forward. We were able to reduce that by about $100,000 going into next year. We removed, we're essentially leaving our It's called a hosted voice service, where we let them do more of the work, and they host the system for us, and we brought it back into the district. Reduces our costs significantly. We anticipate our telecom costs for next year to be, I think that number is actually a little high, probably a little lower than that, $98,000. There's the opportunity for another $30,000 to $40,000 of saving that we're going to work on over the next year, but it'll take a little longer to get there. And we've done a few little things here and there, like we've reduced website costs by about $10,000 annually. And then we've also engaged a few other things, like Microsoft dollars. I think we brought in, was it $11,000 we received a check today? So we're doing things around costs. We're trying to reduce the cost of maintaining technology in the district. And that's sort of been one of our goals since we started. We've been here, I've been here, I think, in this position for three years now. And so this was sort of a big win for us on that. This is just to show you, I think I showed this to you before as well, but this is just the number of things we've gotten in the last 10 years. We were under 2,000 individual devices in 2008, and now we're at about 8,000 to 10,000, somewhere in that range. So just a little quick visual for you. And that was all I had. That's really a short version of everything. Are there any questions for me?

[6764] SPEAKER_43: Mr. Witten, I neglected to talk to you before. Was there something else you wanted to say?

[6769] SPEAKER_50: No, that was for a previous item. I'm sorry.

[6770] SPEAKER_43: Would you like to speak now?

[6772] SPEAKER_50: No, that was for a previous item.

[6774] SPEAKER_43: Anybody else would like to speak to it? I have a question. If you go back to the phone, the phone item, you said that It's in-house. Is there an increased cost in terms of people?

[6791] SPEAKER_21: We thought there could be an increased cost in terms of workload, and not in terms of price or service. But actually, we've been using it for about a month and a half now, and it's actually been less workload thus far. So it's come out better in that regard. In terms of cost to us for services, basically, we are going over the top of our existing internet land services that we already pay for to provide wireless and internet to all the Chromebooks and students and teachers. And we're just leveraging services on top of those, which is how we're supposed to get it, able to get it so cheaply.

[6824] SPEAKER_43: So if I look at the $98,954.70, or 27 cents, that does not include the labor, the increased labor?

[6833] SPEAKER_21: It does not, but I don't believe there is an increased labor. I believe our work to us has actually gone down.

[6843] SPEAKER_43: Anyone else that would like to speak?

[6846] SPEAKER_40: Thank you. And just in closing, I do want to recognize that, you know, coming new to this district, this Board of Education has really made a commitment to technology. and accessibility for all of our students. And so I will say that in surrounding districts, you don't really see this sort of infrastructure and investment that this board has made. So I do want to publicly thank you. And I have to tell you, it's been a joy to work with. This is the fun part of education because you get to put tools in kids' hands and have our teachers have stronger tools to teach. The other part of this will be that certainly we have to support our teachers with this new technology. And I also want to publicly acknowledge Mr. Simon, who really consistently looks as to how we can be more economical, but at the same time not lose access. And so that's it. Thank you. Thank you.

[6895] SPEAKER_43: Very good. 10.2, fiscal budget reduction status report.

[6903] SPEAKER_53: Yes, so attached to your agenda, we I was asked to prepare for tonight's meeting just in anticipation of the 18-19 budget that will be coming next board meeting. The status of where we are with the things that we did for 17-18 and how things are panning out in reality versus what we projected when we were building the 17-18 budget. And so for the most part we're tracking right about where we thought we would be. We did have to bring back a few of the special ed assistant positions. So the projected savings is about $60,000 less than we had initially anticipated. We have had some additional students with particular needs move into the district that's required recreating some of those positions to be in compliance with their IEPs. We do have a slightly lower projected savings on some of the books and supplies. It's a bit weird to look at that number only because Within their site allocations, the sites can shift things between object codes once their budget has been given to them. And so if they had a greater need in books and supplies than they did in another area like consulting contracts, they may have shifted within their site budgets because we give them the flexibility to do that. So although the initial budget dropped by the 10% as we previously brought to the board, there have been shifts between the budgets which is why some are coming in higher and some are coming in lower in some of the allocations. With regard to overtime pay, there's actually a second more detailed spreadsheet that's attached to delineate out because the board in the past has received, well had a request for separating out what they have referred to in the past as funded and unfunded overtime, which there really isn't such a thing as unfunded overtime, but it's either funded by the general fund, it's funded by a grant, or it's funded by an outside entity. And so we've split those three categories up so that you can see kind of where we are, what we're projecting for the rest of the year based on what's happened through April, because we've only processed payroll through April. But we are actually projecting a slightly greater savings on over time than we initially anticipated.

[7041] SPEAKER_43: I think the concern was not funded but planned for, in other words, budgeted as a way of reducing budget at one point and then pulling over time as being a way of getting the same action without having to worry about it being budgeted.

[7056] SPEAKER_53: I'm sorry, that's the extent really of what I have to present. There isn't any more than that. to kind of give you an update on where we are now, where we're projected to go, versus where we were at our initial budgeted option.

[7070] SPEAKER_43: I have a request for a speaker. Mr. Newt.

[7079] Cary Knoop: Thank you very much for giving me the opportunity. I was very late on that one. And thank you that you let me speak on it. So you know, that's wonderful, all these cuts. I think that's really great. For me, at least, it kind of raises another question. And the question is, I mean, if we look at overtime and you're doing cutting, well, if you can cut 10% or 50%, I mean, that seems to be like we're shaving up the last possible things we can shave off. But we cut it into a third. And so then I'm looking backwards and saying, in 16, 17, we spent $100,000 on overtime. Should we look at that? And should we say, wait a second, that was little bit too lavish were we just too lavish or did we have you know did we still have a cutthroat budget but we've been able to shave it up to a third so I mean it's good news I don't want to keep that away but I think it raises the question like what what happened before how do we need that 60,000 was that did we spend it just to loosely and I think that's a legitimate question and I hope The board agrees with me that that question ought to be asked. Thank you.

[7153] SPEAKER_43: Thank you. I guess we're in old business. Any comments? There's no comments from people.

[7167] SPEAKER_43: OK, that was good.

[7170] SPEAKER_41: Sorry, I'm late on that. I thought I had, no. I just wanted to ask a question. OK, go ahead. Mr. Preston. Just to make sure I understand this. so for example the overtime report where it says through April and then where it says projected that's the projected through April or is that that's the annual projection?

[7187] SPEAKER_53: That's based on where we are in actuals as of the end of April projecting that to the end of June so that we could compare annual to annual as opposed to annual versus ten months so based on our current spending levels we're projecting that by the end of the school year, we will have expended roughly just shy of $32,000 in comparison to last year of $116,000. Our current actual expenditures are $25,500. Got it.

[7215] SPEAKER_41: And then how much did, I guess the piece that's missing is, how much did we budget for for this year? That's what I understood as the projected meaning.

[7235] SPEAKER_53: Give me just a moment, I have to look it up.

[7284] SPEAKER_41: And for our purposes, I don't need to know the exact number. I just need to know, are we actually spending less than what we budgeted?

[7291] SPEAKER_53: Yes, we're coming in below, which is why our projected savings is $16,000 higher than what we had initially projected. So we're about $16,000 projected to be $16,000 under. the budget but I don't have the exact number in front of me. Unfortunately the county system just did an update so it's having to update my software right now.

[7310] SPEAKER_41: Yeah and I just want to know like so my whole point of this and then I'll go to the other piece the status of the budget reduction so the budgeted savings that 1.248 and then the projected savings 1.13 so that's under our projected savings that's because of your the comments that you made regarding the extra positions like I know the bus driver, for example, came back. Is that correct?

[7336] SPEAKER_53: Well, the position is back, but it hasn't actually been filled yet. So that position has actually been vacant for four years, which is why I added a line on here, even though it wasn't part of the budget reductions, which was just the current status of budget driver substitute expense, because we haven't had the bus driver position filled at all. And so we're still tracking about where we were last year with regard to usage, because the usage is primarily athletics and field trips.

[7364] SPEAKER_41: Okay, and yeah, so the main idea is really to make sure that, so like if we have this in our budget that we are projected savings, excuse me, that we have budgeted savings, then it should match projected savings unless we specifically outline like we did for the bus driver.

[7382] SPEAKER_53: Yes, or in the case with the special ed assistants, we had to bring those back to comply with the IEPs.

[7390] SPEAKER_43: Any other comments? Move on now to old business, 11.1 board policy administrative regulation 3311 bids. It's our third reading.

[7404] SPEAKER_50: Is this good to go and ready for approval, Mr. Richards?

[7408] SPEAKER_53: To the best of my knowledge, it is unless there are any My understanding was they were pulled because I wasn't here to answer questions last board meeting. So if there are questions, I'm happy to answer them.

[7422] SPEAKER_43: Move to approve. Second. Mr. Redry, move to approve. Is there a second?

[7425] SPEAKER_50: I'll second that.

[7426] SPEAKER_43: Mr. Wynn seconds. Vote, please. The vote is 4 to 0, 1 absent. We're now going to 11.2. Move to approve.

[7457] SPEAKER_42: Mr. Wing moves to approve. Is there a second?

[7460] SPEAKER_43: I'll second. Mr. Percy, I have a second.

[7466] SPEAKER_42: Would you vote, please?

[7470] SPEAKER_43: Excuse me. This is the old one. I need to clear. Let's try it again. Open voting. Four ayes. 11.3, administrative regulations. 3311.2, leaseback contracts. Third reading.

[7496] Michael Milliken: Move to approve.

[7497] SPEAKER_43: Second. Mr. Nguyen moves to approve. Mr. Rodriguez, second. I just have a question.

[7503] SPEAKER_41: OK. Mr. Preciado. I have a question. So we're only doing the AR because we did the BP earlier. Is that correct?

[7513] SPEAKER_53: So this is actually a group of ARs, 3311.1 through 3311.3 that are all related to 3311. The entire item was reorganized by CSBA to break these out into different subsections to address particular legal issues with each one. There were some lawsuits down in Southern California, particularly with regard to lease-leaseback. And so the policy was modified to take into account the court's rulings with those to keep them in compliance. And then design-build was similarly pulled out separately because part of the laws that changed with regard to both lease-leaseback and design-build since the last time the policies were updated require some pre-qualification processes that were added to the law.

[7561] SPEAKER_43: And we have both the VPs and the ARs listed. Are we voting on both?

[7566] SPEAKER_41: We only have the AR listed because the BP was under 11.1.

[7572] SPEAKER_53: So the BP is actually 33.1 has a BP and an AR. 33.11 has a BP and an AR. 33.11.2 and 3 only have an AR. There is no corresponding BP in the CSBA guideline. And that happens periodically with various policies versus regulations.

[7595] SPEAKER_41: So you have a motion and a second.

[7596] SPEAKER_43: We have a motion and second, Mr. Nguyen and Mr. Rodriguez. Anybody else would like to speak? OK, I'll open the voting. Excuse me, I need to clear it first. I'll open the voting. 4 to 0. 11.4, administrative regulation 3311.3, design-built contracts, third reading. Move to approve. Mr. Wynn moves to approve. Do I have a second? I'll second. Mr. Preciado seconds. Anybody would like to speak? OK, open the voting. 4 to 0. 11.5 exterior lighting projects at elementary schools.

[7660] SPEAKER_50: This is the one that we had specific questions on from the last meeting. This is the item that we had specific questions on from the last meeting that we wanted to make sure that this wasn't a spit bidding element that's in play here.

[7681] SPEAKER_53: Well no it would not because we are a UPCCAA district, so $175,000 is the point at which we'd have to go out to bid on a construction bid. So these are all under. However, when PUC was organizing this and pulling it, they do get costs from multiple vendors before they bring that information forward. But it does not require formal bidding.

[7702] Cindy Parks: All right.

[7706] Ray Rodriguez: I made a motion to approve.

[7708] SPEAKER_43: Mr. Rodriguez, move to approve. I'll second. Is there a second?

[7712] Ray Rodriguez: Member Wynne.

[7714] SPEAKER_43: Number one second. OK, thank you. Number one second. You vote, please. Ayes 4 to 0. We are now in new business. Board policy 12.1. Board policy 3300, expenditures and purchasing. It's the first reading. Traditionally, we have gone through and if you have any questions during this time, we would do it and then give the second reading would be the time we would work or vote to pass it or not.

[7761] Ray Rodriguez: That being said, I was going to suggest that we, the next three, we bring them back unless somebody has any questions.

[7768] SPEAKER_43: Does anybody have any questions? Let's take them one at a time. So 12.1, does anybody have any questions? Can we move? We'll bring that back at the next meeting then. 12.2.

[7782] SPEAKER_42: Any questions?

[7785] SPEAKER_43: We will bring that one back. 12.3, student activity funds. No questions. We will bring that back. 12.4, we have a request for someone to speak to it, Mr. New.

[7809] Cary Knoop: Good evening again. So I saw this purchase for this Apple equipment. And so we have all these Chromebooks. And I just wonder what we're using it for. And I looked at the description. And the description basically says what you're going to buy. It doesn't say what you're using it for. Why do we need, you know, Apple is not one of the cheaper computer hardware companies. And we have all these Chromebooks. So there's something. These kids want to do STEAM, and they can't do it with the Chromebooks. And I'd just like to know why. I mean, doesn't, you know, STEAM doesn't, is not equal to Apple. I mean, you know, I must say, I have trouble with STEAM. I mean, it originally started with STEM. And STEM is about the fact that the United States is losing the battle, if you will, in technology. You know, we need more people in technology, math, technology, computers, things like that. That was the original idea with STEM, to get more people to graduate on that, focus on the exact sciences. The A came in, STEAM, and now it's something holistic, and I just can't follow it. I mean, to me, I'm just, I just don't, I guess I can't see the Empress New Clothes. I mean, I just don't see what is gonna solve, it's an acronym. If it solves things, great, but I don't think we can say, oh, let's just buy, you know, high-end, I mean, expensive Apple equipment because it's for Steam. So don't ask any questions. If it's Steam, it must be good. We have to all follow Steam. What is wrong with the Chromebooks? Why do we need this? And maybe there's a good answer for it. You know, people need to drag and they see gravity or whatever. But, you know, if it can be done with Chromebooks, let's not spend money on Apple iPads and Apple computers. Apple TV, eight Apple TV units. What do we need Apple TV for? Again, Apple is not Steam, and if we can do it with the equipment we have, we should. And I think these questions ought to be asked. And hopefully, staff has an answer to that. And if the answer is satisfactory, they say, no, Mr. Knoop, you're totally wrong. We need these Apple equipment to teach Steam to our kids. We can't do it with Chromebook. Then it's OK. But I think it's a legitimate question. It's $120,000, and then all the money counts.

[7957] SPEAKER_43: Anybody would like to speak?

[7960] SPEAKER_40: I do have a short overview. So thank you. So I come forward with this item in relations to our STEAM initiative and also as it relates to our student work and maker spaces. So as I shared earlier at some of our board work session, technology for students is two pronged approach. The first, which is what we use our Chromebooks for, is productivity. Not that iPads can't be used for productivity, but this district has made a decision around Chromebooks. And this decision was made in the past. And honestly, it's a strong decision because our students will go through assessments, through the state, through use of Chromebooks. And in terms of productivity, they learn how to word process. They learn all of the work stuff, and that's termed under productivity. In order to enhance the work that our students need to do and our teachers need tools, we have to also build a creativity support. And the creativity support is in the areas of the use of the iPads. So if you've seen some of the commercials and we would be happy to bring more information about this as our teachers start to unpack and work with this. iPads have now been changed so that school sites can actually use a bank of iPads and have multiple students use the same iPad. There are these new crayons or pencils that are also coming forward for our students to engage with the creativity strand that is needed with technology. So what that means is that our teachers and our students would go through the creativity strands, which would look at iClips, iMovies, the use of GarageBand and also some art. And some of that creation then would use these tools. In terms of the Apple TV, these would be used to equip the maker spaces so that our teachers and our students could actually create and have a larger screen to actually do some of the work. So I wanted to ensure that we had that distinction, that it's either a productivity strand or a creativity strand. And so these iPads are to support the school sites with their maker spaces and also to provide our teachers and students with more access to tools.

[8097] SPEAKER_43: Any other comments?

[8099] SPEAKER_50: I have a comment. I guess the question that Mr. Newp had was, is there anything proprietary? about the iPads that can't be accomplished using a more cost-effective device?

[8115] SPEAKER_40: I think as we start to look at what our, I mean, without having the demonstration here, I know that Mr. Simon and I and a couple other folks, we sat and we actually went through the modules that that Apple provides. And so there is some professional development that is more accessible to students. And so is there coding in iPads and coding through Chromebooks? Yes. Are we going to look at doing coding within the iPads? No, because we have already made a decision to do that. In terms of iMovies, iClips, that does not exist on the Chromebooks. I really at this point could not, we would have to invest in some professional development as to how to do that. So I can't speak to that part. What I can speak to is that after looking at the resources that are part of the iPad and how these are apps that are within the technology, it was really something that would give our students just another tool and letting them become really ambassadors of technology and giving them access to something new.

[8186] SPEAKER_50: Did it say somewhere where these were going to be deployed or how they were deployed?

[8190] SPEAKER_40: Yes. So these will be deployed at the elementary sites. As we started to look at the STEAM, The funding that was set aside for STEAM, as you saw, our high school has more of an investment in terms of rocketry and robotics. Our junior high is doing some of the same work. So we would start with the elementary sites to do this. And also at our junior high and high school, there was more of a push towards the Chromebooks for coding.

[8220] SPEAKER_50: So it looks like, what, one cart per site with 20 per cart? Is that how?

[8225] SPEAKER_40: Yes and actually we actually wanted to start with this and then see if after we have the professional development that's tied to this we would roll this out and see if there's a need to increase. Our hope is that it's not just about purchasing things for the maker space but for next year it's supporting our principals and our teachers to have extensions after school for kids to be part of clubs and kind of like what the high school and the junior high are doing We weren't really able to see that to fruition this year, so we're hoping to also spark that interest from our staff and our principals as well.

[8263] SPEAKER_50: I guess not necessarily, I'm sorry, one last question. I guess not necessarily in comparison with the Chromebook, and if staff have already vetted this product and that's what they want, then we'll have to rely upon their expertise and desire to buy this product. But so long as they've looked at, not necessarily comparing this to Chromebooks, but other, tablets that are Android-based tablets that are substantially less in dollars. And if they're able to do the same thing or not. If they're not, then it's, you know, it is what it is.

[8299] SPEAKER_40: And I can't say that he did a comparison comparison to what Android tablets could do. We did not.

[8307] SPEAKER_43: Mr. Preciado.

[8309] SPEAKER_41: So I had a question in terms of kind of Similar to number one, how is this going to be rolled out? So I think we all, we just voted on this team and making sure we support, but we want to make sure that it's not, or at least I want to make sure that it's not just another new thing or another new. Yeah, like something that just, we just want it because it's the next technology focusing. So for me, I kind of need a little more context of how it's going to be rolled out and

[8343] SPEAKER_40: in terms of the lab or makerspaces like what that looks like so if we can get yeah yeah that's a good idea we could do that and I think what we have to also do is as we shared earlier is build on the the work plan and so that's where you would see the educational services work plan and and the rollout of the use of the technology. So all we saw this evening was the language arts, the mathematics, and the science, the beginning of the science, and the next steps were actually looking at the social science and the STEAM. So yes, and then I think one of the suggestions was for us to certainly start to construct our council or our work group that will look at STEAM, but then also having a visit. And I got messaged by one of our science teachers that, yes, let's start to do a walkthrough or a check-in at our maker spaces. So I think it'll build more context. And I was looking at the picture that Mr. Simon projected, where you all were able to kind of see what a classroom setup would look like. And that way we can also bring that to build more context for the board and the community.

[8416] SPEAKER_43: Mr. Rodriguez.

[8419] Ray Rodriguez: I would like to see this come back. I can't vote yes on this right now. We just passed STEAM a couple weeks, you know, not too long ago. And I'd just like to see more information before I can vote yes on this. So I'll be voting no on this if you decide to move forward with it.

[8437] SPEAKER_43: I would like to make a comment. I'm curious as to whether the teachers at the elementary that now have been working with makers, have had input in terms of what it is you're planning to equip the area with?

[8451] SPEAKER_40: In terms of the iPads, they have not. I will say that this is in the LCAP and this has been identified as a, I should say that it has been budgeted for. Certainly, we could take a step back and see if I don't know how to phrase this, but I would ask that you also consider that through educational services lens, we do have the experience in educational services and in how to support teachers with tools and our principals with tools. Did we do a comparison between Androids or Chromebooks? We did not, because honestly, this is not a one-to-one purchase. This is not like a school set or classroom sets for every teacher. This is actually just a support of technology that is one set per school to use, not on an everyday basis, but when teachers have project-based learning or have some kind of projects where they could use the creativity modules that are presented by Apple.

[8519] SPEAKER_43: I don't think there's any doubt that anybody that has been involved with computers, Apple's always had the reputation of being able to, everything being integrated, so you're able to create things on Apple that you can't create on Android. I'm not sure if that's the basis on which we should do it, but that is traditionally.

[8540] SPEAKER_50: I don't see, unless stated otherwise, I don't see a huge harm. perhaps, like I said, taking one step back a little bit and seeing if the eight sites prefer this device. Beyond the cost issue, right? I mean, maybe there's just a comfort level with Android devices versus Mac. And if schools realize that they can get, you know, 50% more devices if they went with this particular product, then maybe they opt to go with that instead. Because as it is, there's eight cards of 20. And that's, you know, that's not enough for a full class set. I know there's, you can rotate and do group and all that jazz. So I think just maybe a greater vetting, just to make sure that it's what the site principals want and that we're not just shoving it in their face and say, here, this is what we buy and go ahead and use it when they may not even want it, right?

[8600] SPEAKER_43: So at this point, you want to bring this back then?

[8603] SPEAKER_50: I would prefer to unless there's a compelling reason to push for it tonight because of purchasing timelines or issues or whatnot.

[8612] SPEAKER_40: Purchasing's gonna not be happy with me but I'm past the deadline already but as long as I would have to reallocate this funding to something else if I don't use it but I guess June 5th I can I can certainly try to bring it back by June 5th

[8628] SPEAKER_50: I think if you bring something back by June 5th, we just, we've passed this, you know, by the site leadership and teachers who are teaching this team class and that they're good with this, they're comfortable, we're ready to move forward. At that point, I would feel very, very comfortable moving forward.

[8645] SPEAKER_43: Okay. So we will then put 12-4 to June 5th. 12-5, we've already dealt with. 12-16, final. one-to-one purchase of Chromebooks, carts, licenses, professional services.

[8662] SPEAKER_40: Yes, this evening we bring forward, this is for the 2018-19 school year, and this is the final allocation and purchase of the Chromebooks.

[8673] SPEAKER_43: We have a speaker.

[8674] Ray Rodriguez: Move to a move. I like to move to approve, but that's okay.

[8679] SPEAKER_43: We have a speaker from the audience, Ms. Parks.

[8691] Cindy Parks: I just wanted to say that I'm very happy that this is the final rollout, that I'm sure Lincoln, Kennedy, Snow, and the high school will be extremely excited. I know that Lincoln thought they were getting them this year, and I got some text message at the beginning of the year, and I had to tell them, no, one more year, one more year. So I just wanted to say thank you. I think that everybody will be very excited once they finally have all of their computers, because I don't know if you follow DonorOrg, but I know that there's a lot of, teachers who have put requests out there and in waiting, they couldn't wait any longer. And so I'm very happy that this is finally happening. And this is the last rollout. So thank you very much. Thank you.

[8735] SPEAKER_50: There's a second. There's a move by a member.

[8737] SPEAKER_43: Mr. Rodrigues, you moved.

[8738] SPEAKER_50: Yeah, I'm a second.

[8740] SPEAKER_43: Mr. Nguyen, second. OK, let's open the voting. Vote is in. It's 4 to 0. 12-7, regular replacement Chromebook purchase.

[8765] Ray Rodriguez: Second.

[8767] SPEAKER_42: Who moved it, Mr. Blum?

[8768] SPEAKER_43: I did. OK. Vote, please. It is the new vote, even though it It didn't clear off. OK. So it's 4-0. Donations report, 12-8. Mr. Nguyen moves to approve. Mr. Preciado seconds.

[8803] SPEAKER_42: OK. Vote, please.

[8816] SPEAKER_43: 4 to 0. 12 to 9. Designation of California Unischolastic Federation, representative to the league.

[8824] SPEAKER_40: Yes, this is an annual form that comes forward to the board for your approval so that we can have a voting rights.

[8830] SPEAKER_42: Move to approve.

[8831] SPEAKER_43: Second. Mr. Reynolds to approve. Mr. Rodriguez second. Vote, please. 4 to 0. 12, 10. 2018-19 update school lunch fees.

[8863] SPEAKER_40: Yes, does he own something? Move to approve.

[8865] SPEAKER_43: OK, great. Mr. Rodriguez.

[8870] Ray Rodriguez: I want to second, but then I had a question on this. OK. Are we having an issue as far as our cafeteria fund? Or are we still in the plus?

[8888] SPEAKER_29: This is a mandatory requirement from the federal government. We have to charge it.

[8893] SPEAKER_53: Is that correct? Yes and yes and yes. Yes, the cafeteria fund is still in the black. However, the federal guidelines to continue participating in the federal school lunch program require that there be an evaluation of the cost that is charged to those that are not receiving free or reduced lunch. It has to be covering the cost related to those meals equitably so that basically you're not supplanting the federal dollars. And so it's a mandatory calculation that we have to do annually. And if we are more than a nickel off, we have to make an increase to the paid lunch program get us out of potentially being supplanting federal dollars.

[8938] Ray Rodriguez: OK. So this is something that's being done by the other school district as well.

[8944] SPEAKER_53: Every district in the state has to do this evaluation annually.

[8947] Ray Rodriguez: So it's mandated that we do the evaluation, but it's not mandated that we have an increase.

[8953] SPEAKER_53: It is mandated that the paid lunch rate not be supplanting federal dollars. So yes, we have to create an increase such that our average cost for the paid lunches across the district, across grade levels, is at least $2.92. Right.

[8970] Ray Rodriguez: So then it wouldn't negatively impact our free and reduced. If we didn't do it, it would, right?

[8977] SPEAKER_43: It will increase the amount that we get for reimbursement, correct?

[8985] SPEAKER_53: It doesn't increase the amount we get for reimbursement. It keeps us from getting penalized on reimbursement for not having compliant rates.

[8992] Ray Rodriguez: Okay, thank you.

[8995] SPEAKER_43: We have a move and second. Would you please vote? It's 4-0. 12-11, we've already addressed. 12-13, employee organizations. Is there anyone here? I see no one. 12-14, personnel report. Consent, 14.1. Mr. Preciado moves.

[9031] SPEAKER_42: And Mr. Rodriguez seconds. OK.

[9039] SPEAKER_43: Vote, please. 4 to nothing. Consent agenda, non-personnel items. Does anybody have anything they want to pull? a speaker for 15.2. And we're in a situation now where we should be close to closing, but we only have three minutes. And I would like to have an extension. Does someone move an extension?

[9068] SPEAKER_50: I move to approve five-minute extension.

[9070] SPEAKER_43: Five minutes? Yes. I would prefer it longer than that, just because I may be.

[9074] Ray Rodriguez: Yeah, I would have to leave if it's going to be longer than that.

[9079] SPEAKER_50: Let's go five minutes and hope for the best.

[9081] Ray Rodriguez: Why don't you do five minutes? That's it.

[9084] SPEAKER_43: I would like to go to 10, at least 10 after 10.

[9087] SPEAKER_50: Sure.

[9088] SPEAKER_43: OK. Do we have consensus on that? OK. So 10.10 will be our new closing time. 12.2, Mr. Newp has pulled that up. Would you like to speak to that now?

[9109] Cary Knoop: Hi. I just had a quick question about the warrant report with respect to the the billing of Vanner. I think it's a total of about $180,000. And, well, you know, Vanner gets billed by issuing timesheets and, you know, reports monthly. And I don't know how much is going on. It seems to be that that's kind of on the high side. So, yeah, I'm sure this is something probably the CBOC wants to get information on, getting some of these time reports for the last few months because, You know, it just doesn't, well, anyway, I'm just curious how that amount is still so high for Vanner. How can they charge for a couple of months $180,000 and looks that, you know, they're just closing off things. So that was my question.

[9161] SPEAKER_53: Thank you. There were two prior months where there were bills that had never been paid by the district that they were following up on as they were closing everything out. and the accounts payable staff researched and indeed we did not have the billing for those particular months and so they were processed with this month's payables.

[9180] SPEAKER_43: Thank you very much.

[9182] Ray Rodriguez: I had a question. Yes, go ahead. So the members of the CBOC, if they look at the Warren report, which I'm sure they do prior to the board meeting, how does that sequence go? As far as Mr. Richards, would they just call you or ask for a meeting or something if they have questions on the Warren report?

[9206] SPEAKER_53: We, the CBOC receives the report in a different format which we we review quarterly at their meetings every time anyway. So they get a rather detailed set of reports from CFS that delineate out all of the charges both by vendor, by site, by project and so we review those every quarter during their meetings.

[9228] Ray Rodriguez: So is this reviewed then already?

[9231] SPEAKER_53: This will come up. Their meeting is the second Tuesday of June.

[9235] Ray Rodriguez: OK, so my question then still stands. If they have questions on what's on the Warren report, how does that work? Do they call you and meet with you individually? Or do they just come to a board meeting and ask a question?

[9253] SPEAKER_53: Or they come to their, or they ask them at the CBOC meeting. Or they ask them here. All three have happened over the course of my time in the district.

[9262] Ray Rodriguez: OK. Thank you.

[9264] SPEAKER_43: Are you ready to vote on 15-2? We'll vote on that first and then the other ones.

[9268] SPEAKER_41: Oh, we didn't do 15.1? I know. Since I pulled it out. You pulled 15.2, right? Correct.

[9274] SPEAKER_11: So then I move 15.2 instead?

[9281] SPEAKER_43: 15.2, I just asked Mr. Newp want to speak to it. Oh, I thought you pulled it. OK. I don't know that we pulled it, but he wanted to speak to it. So are we ready to do the whole group? Yes. OK. May I have?

[9291] SPEAKER_41: I move to approve 15.1 to 15.5.

[9294] SPEAKER_43: Is there a second?

[9295] Ray Rodriguez: Second.

[9296] SPEAKER_43: OK. Would you vote, please?

[9301] SPEAKER_41: I guess it's 15.4, excuse me, because of the last.

[9303] SPEAKER_42: Yeah.

[9304] SPEAKER_43: Yeah. Right, 15.4. Thank you. OK. Vote is 4 to 0. 15.5, is there any board comment on any of the consent items? Mr. Rodriguez, do you have anything? None. OK, I'll clear you off for that. And 16, Board of Education Committee Reports Request. We have got 30 seconds each. Mr. Nguyen?

[9329] SPEAKER_50: I shall pass.

[9331] SPEAKER_43: Nothing? Mr. Rodriguez?

[9333] Ray Rodriguez: The only thing I have is that we had a wonderful participation for the Summer Olympics at Logan. And all three districts participated, and it was well run. I'm very, very happy that we started that venture a couple of years ago, having the Special Olympics.

[9355] SPEAKER_41: I wanted to ask in terms of for the LCAP specific, if there's a way to add an additional meeting to the members, excuse me, to one of the speaker's comments that there are several people who can't go. So the idea is to increase participation. if there's another meeting, or if there's a way to follow up with folks after. So that's one piece for the LCAP. And then the other piece, I guess this is if there's a way that we can reach out to, actually, one of the speakers is still here, noting a lack of information from the district. So as one of the comments, I just want to know, what is that disconnect? Because just so we can circle back around and make sure we address that particular piece.

[9424] SPEAKER_43: The only comment I have is that in the past I've asked for information about the status of furniture for the other schools whether there's been an evaluation of the Birch Grove primary and intermediate and the use of the new equipment. And I would like to have something done so that we get an evaluation from the teachers in terms of what pieces work, what don't. This is the original reason we set it up for them to have this. And I'd like to have a follow through on that. So the board report. Yeah. Staff report. Good. Thank you. No other comments made by the board. We now have 30 seconds for the superintendent's comments. I'm sorry.

[9463] SPEAKER_29: Go Warriors. That's all I have to say.

[9465] SPEAKER_43: That's all you have to say.

[9467] Ray Rodriguez: Houston has ugly colors.

[9468] SPEAKER_43: That being said, adjourn the meeting at 10.05.

No minutes available.