Regular Meeting

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[2] Nancy Thomas: of Education, please join me in the pledge. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. We have just returned from closed session where we discussed public employee appointment and discipline dismissal and conference with labor negotiators regarding CSCA and expulsions and stipulations. And the board voted 4 to 0 to approve a settlement agreement with a certificated employee and accept his irrevocable resignation. So next, we move on to approval of the agenda. Is there anything that you would like to pull?

[64] SPEAKER_11: I know there was some conversation about reordering the agenda. Yeah, I have some. But I don't know about the board. Right.

[73] Ray Rodriguez: Any action items? Let's talk about it. Let's talk about it now. Yeah. Any action items? I'd like to have them move forward as much as possible. And with staff reports, I'm hoping that we can, I know Mr. Nguyen, before you gave a real short one so just it's election night and hoping that we can get done quickly and then plus both member Thomas and I just had recent surgery and I don't know if I could last more than a couple hours anyway.

[109] SPEAKER_42: It looks like 11 and 12 are the two things that need to be moved forward.

[114] Ray Rodriguez: Right.

[114] Nancy Thomas: If we can move those to after public comment on non-agenda items.

[119] Ray Rodriguez: Yeah, I'm fine with that. I make a motion that we do that.

[122] Nancy Thomas: I'll second that. With that, I accept the motion.

[131] Ray Rodriguez: Did you want to add on to any of that?

[135] Nancy Thomas: Did anyone, was it made in second? Yeah. Please vote. Four ayes, thank you. School Spotlight, Schilling.

[163] SPEAKER_11: Welcome, Dr. Leal.

[165] SPEAKER_29: Thank you. Good evening, board president, board members, superintendent, and members of the cabinet, and our Schilling School community. Thank you for this opportunity to spotlight Schilling. And it is with great honor and pride that I present to you our school, Schilling Elementary, Home of the Stallions. Our mission in Quest for Excellence, the mission of Schilling School is that all students will learn at high levels to be ready for college or a career. And every morning during morning message, we start with this mission statement so that our students know it by heart. Here's an overview of our demographics. We're at 74% free and reduced lunch. Almost 78% socioeconomic disadvantaged students. Right now we are at 50% of English language learners. Students who have been reclassified who still attend our school is at 18.5%. And students with disabilities is 11.8%. We range from a variety of races and ethnicities with almost 80% being of Hispanic or Latino descent. Currently we have one TK class, two kindergarten classes, two first grade classes, two second grade classes, two third grade classes, one fourth grade class, one fourth fifth grade combo class, two fifth grade classes, two sixth grade classes, one special day class, one science resource class, one intervention class, and 1.5 RSP service class. Maybe at next year's school board meeting, I'll sing this song to you guys. But for right now, I'm still learning it. The students did a great job during Newark Day Parade singing this song. And we actually won first place.

[310] Ray Rodriguez: What is the tune? Mrs. Zeeley's here, I think she actually woke up.

[317] SPEAKER_30: She's early. Zeeley's the greatest school on earth. We all have fun, we all have work. Reading and math and science too. We work so hard in all we do. And when the music starts to play, we sing hooray for Newark Day. And we will shout for all we're worth, Shilling's the greatest school on earth. What? Shilling's the greatest school on earth. I can't hear you.

[380] SPEAKER_29: That was fantastic. Thank you all. All right. For this school year, our goals and focus, again, continuously improving our instructional strategies to meet the demands of Common Core. Schilling is our school where innovative staff strives to create and maintain a learning environment that enables every student the opportunity to reach their highest potential academically, socially, and behaviorally. We challenge our students with a strong and rigorous academic program, technology integration curriculum, and offer differentiation of instruction at all grade levels as we prepare them for the 21st century skills. Our goal at Schilling is to have all students aim for their highest potential. Here are some of the school activities that we do, and a lot of these activities cannot be done without the volunteers of the teachers and community members. They put in a lot of hours after school, before school, and on the weekends, providing our students with these excellent activities. Our school leadership, our student council, science night, science camp, Read Across America, flag football, fall festival, English classes for adults, STEAM activities, cultural assemblies, After School Tutoring, Think Together, Ohlone Tutoring, Baile Flacorico, Khan Academy LearnStorm Challenge, Reading Buddies, and we are currently piloting the program for ILIT and Fontys and Pinnell. This is an overview of our attendance so far for this school year. In blue, you'll see our average range for August and September. In red is for October, and then in orange is the average so far for this school year. So we never go below 95, and some of our classes are almost at 99%. Some of these ways to keep it up is I personally communicate with the parents through phone call, and I send a letter home giving them the exact days that their child has missed plus the percent for the school year so far. Collaboration is also key with the families to ensure that we are proactive for anything that is happening in the family home that we can provide assistance for. During our Wednesday folders, attendance percents for the month by class is also announced and during the morning announcements. We also have incentives like pizza parties or ice cream parties to classes that meet the school goal of 97% or have the highest attendance rate for the month. So right now our school is at 96.79%. Our parent engagements. Of course, parents are an important part at Shillings, offering their support throughout the campus. They volunteer so many hours throughout the school year, helping us in whichever way they can. When we work together, we support learning. And we have a lot of parents that come in and help us translate, because we do have a high population of Spanish-speaking parents, and that's the only way that we can accommodate everybody. Here's some information about our EL program, or EL learner, excuse me. In 2015, 63.3% 66.3% of our English learners made progress towards English proficiency. In 2016, 73.8% made progress towards English proficiency. Then we had a decline in 2017 with only 64.7% making progress towards English proficiency. So some of the proactive steps that we took as a district and as a school is to change the intervention curriculum. Again, we currently use two different programs at Schillings. And with our EL liaison, our intervention teacher, and myself, we've held over 30 meetings with parents explaining their child's ELPAC scores, instructional intervention, and what they can do to help their child at home become proficient in English. Also working with the families, a great concern was that they didn't understand what their child was learning. So we started to provide English classes for the adults so that they are able to help their child at home. This year, 31 students that entered Shillings were identified as an English language learners. Excuse me, 36. Of those 36, 15 were in kindergarten and 12 were in TK. Of those 36, 30 qualified for ELD services. Two weeks ago, we had three new students to the country with no English background at all. Last Friday, we received two more students from another country who have been in the U.S. for only seven months. Here's an overview of our eye test, eye ready test for reading and math. These are the reports that we'll be looking at throughout the school years, together myself with the teachers and support staff. When I look at this report, excuse me, when we look at this report, it breaks it down into different categorical levels so that we can see where our students need the most help. This is another report that we can use for our internal exam of iReady. This is an overview of just first grade. And in first grade, in the first class on the top, we can see that 100% of our students in one of our first grade classes is on grade level or above for reading. Overall, first grade students are doing well with performing on grade level. And it's thanks to the teachers, parents, and volunteers that have helped them achieve such academic excellence last year in kindergarten. These are different reports that we can also see in the I-Ready, and it gears our intervention strategies. In the red, in the triangle, are our Tier 3 students that need intense intervention. In the middle are our yellow students that are considered Tier 2, which are just different instructional strategies and support to the teacher. And in the green is our students who are performing on grade level. On the bottom chart, it is broken down from grade level, starting with grade 1st through grade 6. And as a trend that we're seeing is as they get older, the red bar starts to increase. So we're working on ways to narrow that gap. This is our data for math. And again, almost the same trend as reading as the years go by. our red bar increases. And again, our red bar are the students that need additional support are performing way below grade level. So with all these reports, I can also see broken down per grade level, what areas our grades need most help on. So this is an example of our sixth graders at Schilling. And on the red, excuse me, on the green side all the way to your right, it'll tell you how many students are lacking those skills. So one of the highest skills our students are lacking right now in sixth grade is vocabulary. So we'll be working intensely with them on that. RTI is something that we do in order to implement different instructional strategies for our students that are at risk or performing below benchmark. So we communicate with the parents in order to let them know that their child's at risk or not performing at grade level. When we do this, we might rotate the students for targeted intervention in four to eight week cycles. In some extreme cases, we create long-term goals. And if a referral is needed for special education, then we go ahead and process that referral. There's a lot of teachers that have to collaborate in order to move our students from different RTI levels. Here are some symptoms. system, excuse me, to improve ELA. So our teachers have, last year they did a lot of writer's workshop training, and we're continuing this year, and also reader's workshop. We have different RTI models that we use for data, just like our DRA and iReady. We have common formative assessments, and again, we try to target as many Tier 2 students as we possibly can with instructional strategies, communication to parents, and differentiated instruction. We do have a transitional kindergarten class, a TK class. This is a wonderful program that provides early learning experience for foundations that help our students develop the necessary skills for kindergarten. There are currently 21 students in our TK program. 11 of them were tested for ELL services and 11 of them qualified for ELD services. Eight of those 11 students did not speak English at all. Some systems to improve math. We are using our Big Ideas math curriculum. We also use iReadyMath. Our students are, we have purchased a program for iReady so our students can get instruction on math. And our teachers have different performance tasks and assessments that they administer to determine instructional support in addition to exit tickets to help guide their math instruction. Beginning this year, we're also focusing on STEAM. This is our first year that we're actually going to implement it with 100% fidelity. We have a committee that is organizing a STEAM week that we're going to do it three times this school year. And our first week is going to be December 10th. So you guys are welcome to come and observe that if you want, or participate too. We do a lot of teacher collaboration and professional development. We really try to target our Tier 1 and Tier 2 students with RTI interventions. We try to standardize behavioral expectations and various other strategies. And teachers have also developed common core lesson units discussing and sharing best practices. For this school year, we're working on project-based learning. And this school year's goal is to have each teacher do one project. Last year we had some teachers get trained on this, so we have to finish training the rest of the teachers. The one project can be on any subject, and it could either be teacher-made or pre-made. And then looking forward to next school year, we're going to increase that to two projects and integrate writing and some NGSS standards. One thing that really works is our caring community reading buddies. The upper grade students pair up with lower grades as the reading buddies. This provides confidence and leadership skills to our older students, as well as developing a love for reading. One other way that we communicate with parents and this is another picture of our reading buddies, is through Class Dojo. Class Dojo is a great way to communicate to parents. We can do messages or announcements and they can be translated to over 50 languages if we write it in English. Class buddies are when we pair up an upper grade and lower grade student. Student looks forward to meeting with their buddies each month and are always asking when they will be getting together. We also incorporated Buddy Classes into our safety plan to have the Buddy Classes together at the long-term holding area in order to provide comfort and support in a true emergency. PBIS, Positive Behavior Intervention and Support. Schilling actually started PBIS in 2014 with a group of teachers, specialists, and administration. Four years later, we continue to implement PBIS as we continue to grow as a staff, improving the system and reflecting on what works best with our students. So our students are given shilling stars and every week they're able, we randomly draw students from each grade level and they get a prize. Once or twice a trimester, they're able to redeem their shilling stars. for different prizes that are donated but also bought at our stallion store. We've also led the way in bringing PBIS to all Newark schools and have been recognized by Santa Clara Office of Education with a silver medal twice, and this year we're working to achieve a gold medal. Here's some pictures of our teachers. This all happens because of our teachers who actually present all the expected behavior in the beginning of the school year and every month. We call this our unity assemblies. The PBIS team teaches our rules and behavior expectations in August and again in January, presenting all the information in creative and engaging ways. Grade levels are assigned a month to perform on stage. Each team chooses a song or a poem that supports PBIS or another aspect of our school or curriculum. Students perform for the school the first Friday of each month, and then they treat their parents to an encore. Families are delighted to see their children perform. Teachers and students work very hard on their performance with a goal of leaving a lasting impression on the audience. There was a video for you guys to watch, but that's OK. These are of our students performing for the last assembly. Our students also get student of the month, and every month a specific area of PBIS is chosen. And one student from each grade level is chosen as our student of the month for having shown exceptional behavior in that area. These students are invited to have a pizza lunch with myself and Lucy Collazo, the Newark City council member and owner of Mexico Tortilla Factory. Another thing that we have done at Chilean this year is celebrate different cultures each month. And for September, we did Hispanic Heritage Month. So this year, one of my goals was to have an emphasis on culturally relevant pedagogy in the classroom and also school-wide. So for back-to-school night, we also had a parent survey, and parents were also looking for more cultural things around the school. So we provide a great opportunity for our students to present during Hispanic Heritage Month with fifth graders. They research each Spanish-speaking country in the world. And students were surprised that Spanish was spoken, or the official language, in 20 different countries and one commonwealth spread across four different continents. TK students also display the flags for the fifth graders. We also have our baile flacorico that presented during Hispanic Heritage Month. And all the decorations in the background were done by parent volunteers. When moving on to October, we did Native American Heritage Month. And we actually invited Ms. Henson to come, Heather Henson to come, Heather Henson is the daughter of Jim Henson, who created the Muppets. And she came to perform on her puppetry to our school. And because her performance focused on Native Americans and the creation of ways, we also had Mr. Jason Gullo perform at that time. I had a video for you guys to watch that a little bit of that performance. But we'll move on. Our fifth graders also had a walk-through museum during Native American Month celebration, where they taught all students in the school how to make dream catchers. They also did these displays learning about the different types of houses that different Native American tribes lived in. And here are some of the examples up front, but also some of the posters in the back. We like to set our expectations high. Student achievement is strongly affected by what teachers expect of them, and this has been demonstrated by many educational researchers. When students understand what is expected of them, they're able to achieve the expectation. Currently in TK, and this is a picture from the TK classroom, We are testing out a rubric system where students can check their own work based on the expectation of the teacher. For the last three weeks, Ms. Quintong has been using these rubrics so students can redirect their own behavior, fix their work, check their own and each other's work, and check for their own understanding. Here's another rubric that she uses with our TK students. One thing also that I've been pushing are data walls and goal setting. So the teacher has conversations with students individually, letting them know where they are performing, if they're performing at grade level or lower than grade level, and what can be done in order to improve their performance. So as a class, they put up their scores anonymously on a data wall. These are two different examples. The one on the left is from TK, and the one on the right is from fifth grade. Here are some other examples of data walls that we use in our classrooms. The one on the top with the frogs is from third grade. The one on the bottom with Mario is from fifth grade. And the one on the right is from third grade. So teachers can create them any way they want, as long as they're having those conversations with the students and the parents so that they know where their child is performing. But the student also has responsibility for their own learning. Another initiative is the growth mindset. We want our students to believe in their own intelligence and their own learning. And when they believe in themselves, they are able to get smarter and they understand that effort makes them stronger. Therefore, the extra time and effort leads to higher achievement. I do have a couple of teachers that as they're walking into the cafeteria, Each day they change their saying, or each week they change their saying, and they say, we can walk in a straight line. I just have to put my best effort. So those are some examples that we use in each classroom. Now I would like to present to you our student council who has came today to give you some information.

[1762] SPEAKER_06: Hi my name is Francisco and I am secretary for student council. Recently at a school we had our first birthday. That birthday was The reason we have spirit days is so that students can show their spirit for school. One way we can encourage students to participate is by having a prize for the class that has the most students participating. Next week we are having a spirit week for the fall book fair. The spirit week consists of sports day to kick off the book fair season, superhero day because reading is our superpower. Teddy Bear Day to read to your favorite fuzzy friend and Fairy Tale Friday to say farewell to your fall book fair. Those who participate will be entered into a raffle. We have other spirit days planned in December. Please stop by to see our spirits. Thank you.

[1833] SPEAKER_10: Hi, my name is Leslie and I am Schilling's vice president. We do a canned food drive which each class in Schilling tries to donate the most cans or packaged food that will go to Viola of Life. A canned food drive starts on November 1st and ends at December 14th. Another activity is the reindeer run. The reindeer run is on December 7th. The reindeer run is all about our students having fun after school by running a race. It will go like this. Each grade will race by gender. We also have prizes for the students who get first to third place in the race. First place will get a Reindeer Run t-shirt, second place will get an extra recess, and third place will get a Starbucks gift card. All the prizes are provided by PATH, Schilling's Parent Club. The students who participate in the race get a candy cane at the end. Thank you for being a great audience and hearing what's going on in Student Council.

[1903] SPEAKER_29: Thank you to both of our students. This is why we are all here, and I am proud and honored to be the principal of this great school and great district. Also, I would like this time to acknowledge members of our community, teachers, parents, and students who have taken the time tonight to support Chilling Spotlight. Can you all please stand and be recognized? So thank you, and again, go Stallions. You're invited to our Veterans Day honoring this Friday from 8.30 to 9.30. And that stallion up there is made out of post-it notes. So thank you, guys.

[1949] Nancy Thomas: Thank you. Does the board have any questions or comments? Mr. Rodriguez.

[1956] Ray Rodriguez: Welcome to Newark. Thank you. Schilling, as everyone knows, at one time I had three kids and two grandkids at Schilling through third grade. So one of the challenges we have as a community is to look beyond the numbers. You know, you show numbers and it's sad to say, or just the way things are, when people are looking at places to, you know, a school for their child, they look at numbers. So the challenge is to, when I get a call as a community member from a person that just bought a home over in the Willow area and which is the area for Schilling and they're asking me about the school. I want them to look beyond the numbers and so I guess what I'm asking whether it's a superintendent or you it's it's we at Schilling do we have an open environment where if a parent wants to visit the school you know where we have teachers and staff and And so that they see the wonderful teachers we have there, the wonderful classified staff and the wonderful kids and parents that go there. And so I guess that's what I'm asking is that, and that applies to all of our schools, but especially in that area because that's where a lot of building is being done. And I don't know whether we're going to get too many kids from that area because of the price of the homes. But I just want to make sure that, And if I can help in any way, being an alumni, I really think it's so important that we showcase what we have inside the schools. And having a dad who was an EL teacher and teaching in a multicultural environment, such as Schilling, in my opinion, would be the best or the the strongest teachers and staff and I mean I think we have strong staff and teachers at all our schools but to me the makeup of Schilling and the number of kids that we have that are English language learners and so I just you know in my heart I just want to see a way that we can showcase what's going on in the classroom and hopefully with And I've already talked to the superintendent on it and come up with something that we can, you know, when we do have someone that wants to come. Now in your chart, when you looked at the ADA and you saw that in, let's say in kindergarten and it looked like the middle grades was always high and the sixth grade and the earlier grades with I'm sure you have a plan to address that as you do with everything else. So if you can just take a minute to share the plan that you have to address the ADA at the lower grades and maybe at the sixth grade level that I saw.

[2160] SPEAKER_29: So every morning we go over our attendance rate for the previous week. And I personally announce it with student council members. And then through Class Dojo and emails to parents and our Wednesday folders. We also give out the classroom average and then if it's a chronic or severe chronic attendance rate or if the teacher has a concern, that's when I make those phone calls personally to the parent and the teacher also makes those phone calls. And then there's a letter that is sent in addition to the one that is automatically generated to indicate how many days and percent of school the child has missed. During those conversations, usually, there's another factor of why they've missed. And so we're able to give the parents support or additional support if they need it.

[2215] Nancy Thomas: Ms. Clark.

[2216] SPEAKER_42: You mentioned the term Dojo. Would you explain how that works?

[2221] SPEAKER_29: Yeah. So Class Dojo is an app that only parents can actually log in with a specific code that the teacher gives them. So it's very secure. And it'll shoot an automatic text message. If this child is doing wonderful in class, they get points. And the teacher can just kind of text message, I say text message because it's really not a text message, but through the app, a message to the parent. And me, as the school leader, I can do a school story and send a message to all the parents of what's going on immediately. So if I do it right now, they get it within a second.

[2262] SPEAKER_42: So is this true in all schools or just Schilling?

[2265] SPEAKER_29: I know there's a couple other schools that are using it. And Schilling has started using it this year.

[2272] Nancy Thomas: Well, thank you very much. This has been a really enlightening presentation. And Schilling is alive with good leadership and great staff and lots of activities. It's exciting. And thank you for the visit that superintendent and I were able to come on and to get visit to some of the classrooms and see the good work that's going on. Thank you.

[2295] Ray Rodriguez: Thank you. Can I ask just one more quick? We have music for minors and the Optimist Club also goes to Schilling for the after school. So there's a lot of volunteers and then years ago we had Cargill Salt that was involved with the science program. We still showcase and I'm sure we do as far as having volunteers come to the school and everything. I know Mrs. Sealy is here and for Music for Minors. So that's something that has been part of our history with Schilling is having volunteers come in and help us. And I know you're continuing that and I appreciate it. Thank you.

[2334] SPEAKER_29: Thank you. Thank you guys.

[2337] Nancy Thomas: Okay, next we move on to student reports.

[2358] SPEAKER_21: So hi, my name is Ines Rodriguez and I'm the Newark Junior High ASB President. So recently we've had our fundraiser which is very successful because we raised enough money to purchase our new electrical scoreboards. Leadership also hosted a breast cancer awareness outreach. We painted pink ribbons on students' faces in support of all the men and women battling cancer. And while October was Breast Cancer Awareness Month, it was also Halloween. For the holiday, we held a carnival in the amphitheater where we played music and set up mini games, differing from an Oreo drop game to pumpkin mini golf. Students also had a chance to vote on the final two designs for our 2018 through 19 student design sweatshirt. Currently, we're putting together our Viola Blythe canned food drive, making posters to encourage students to participate in bringing in cans. And on the participation note, we were giving out prizes that the students were expecting from selling the cookie dough. We also just had our annual Let's Get Real Bullying Awareness presentations. Coming up, we're most likely going to be having a winter festival, which would probably be like our Halloween one. And while we're in season, we are having Toys for Tots, where students can bring in slightly or unused toys for those who need it. Also, holiday grams that they can give to other students and be delivered right to them. And on Friday, the girls' soccer team has their first home game, which is against Castro Valley at 3.30. Thank you.

[2447] SPEAKER_13: Good evening superintendent Sanchez board members and cabinet members. My name is Autumn Duran. I am a senior at Bridgepoint High School. Our second quarter started on October 29th. We have 12 new students who just joined us with more to come in the next few weeks. We had a first day of school assembly to honor those who received fourth quarter awards. We gave out six awards for most credits earned. Three students made the honor roll with GPAs over 3.0. Every week, over a dozen students received perfect attendance awards. Our first quarter awards assembly is scheduled for next Friday. We have report card night next Thursday, the 15th at 7 p.m. We will also be hosting a resource fair for families who join us. We have a new counselor named Miss Baker, a new clinician, Melissa Ma, and a new campus monitor, Miss Veronica. Thank you for listening.

[2514] Nancy Thomas: Apparently not. So next we move on to the superintendent's report.

[2522] SPEAKER_11: Thank you, President Thomas, members of the board, ladies and gentlemen. Just a few things to update the board on. And I want to share with you kind of preliminary good news. We will be receiving some funds from CCEE. We've been able to negotiate, thanks to the team long-going conversation. We've been involved with CCEE for two years now. But they've agreed to fund four positions, two math coaches and two data coaches, which we would kind of split into teams or pairs. So one data coach, one math coach to help support elementary, and one data coach, one math coach to help secondary. They've also agreed to set some funds aside to support a new board or support our board in the effort of doing retreats and planning and strategic planning and facilitation. We're still working through details on that. And the last category is that they would help us fund another year of communication support. So all in all, it looks like it's close to $400,000. final numbers hopefully by the end of the week. But it's been a long hard fought battle but I think we're finally getting some dollars that will help make a difference for our efforts with academics. So thank you. And the continuous improvement model, that's really what their funding is trying to see how we can continue to refine the work we're doing. Budget Advisory Committee, been meeting weekly for the last four weeks discussing ways to slow spending. Kai has done a nice job of stepping into that role, even new in his role, and just providing information that the committee's asking for. We're looking at how we can gain ADA, attendance trends. We meet again tomorrow. We'll be reviewing timelines and look at other ways to reduce expenditures. So more to come there, but that group is a very committed, hardworking group. Enrollment committee, and I think we do have, a bit more of a plan that's broken into a few different categories. And we'll probably bring you more of a formal plan of what we're doing. And this has been put together by the communications firm that we brought in to kind of hear the feedback from the enrollment committee. And really looking at areas like marketing, social media, enrollment and customer service are just the big kind of areas where we're looking at making some first key moves to improve what we're doing with that. So more to come on that. Facility master planning, we'll be meeting with all principals this Thursday. Laying out the schedule of site workshops that happen next. And I think the first one will begin right after Thanksgiving break. I think it's going to be at BGP, I believe is the first school. Number five, we also will be meeting, Mr. Wynn and I will be meeting with FCMAT. They're coming back on December 6th. As part of the contract we paid him for, they agreed to a free return visit to see how we're doing. And interestingly enough, the liaison that we have from FCMAT is Mr. Jeff Potter, who was formerly at the county, who knows our district. So it'll be interesting to have his perspective on how we're doing and what we need help with. And we'll be bringing forward a resolution tonight on a No Place for Hate resolution, which is No Place for Hate or Bay Area United Against Hate Week, November 11th to 18th. And just that whole spirit in light of all of these recent events, I think, is a great resolution that we'll be able to read later this evening in the agenda. So that's all I have at this time. Thank you.

[2766] Ray Rodriguez: I had a, sorry, I had a question. We have a member, Preciado, resigned. So we have an opening, and some community members have asked me if you could report on that, if you don't mind.

[2783] SPEAKER_11: Sure. We do have, actually, in the recent copy of, thank you for reminding me, Member Rodriguez. In the recent copy of Tri-City paper on the November 6 issue, we do have the actual publicized appointment of the vacancy and how you can fill out an application. The application is available on our website, as well as our Facebook page, is that correct? Or just on the website? There's a stack in the back if anyone's interested as well. But if anyone has a question or is having any challenges that's watching or in the audience, please let us know and we'll get you an application if you're interested in what the parameters are around appointment. The timeline that the board has set forth is really trying to collect those applications by November 9th with a special meeting that's scheduled, I believe, on the 13th. to make a final decision on the appointment that would occur. But thank you for reminding me, Mr. Rodriguez.

[2842] SPEAKER_42: I apologize for forgetting that. Thank you. I think it's important that people understand the process. So can you just very briefly indicate they fill out a form to apply for it, answer the questions, and then they'll be brought? They'll be vetted by a group of people to make sure that they are legally able to become a board member. And then they'll be brought in front of the board for a series of questions all at one time. And the decision will be made that night. So it's a very fast process. But I'm delighted that a number of people have stepped up. This has not happened in the past. And so it's a very important position. It's very important that we get the most diverse and highly qualified people we can get. So it's a relatively simple process and it will be very quickly go through it. Thank you.

[2900] Nancy Thomas: Thank you. So next we move on to public comment on non-agenda items. Ms. Illy.

[2915] SPEAKER_53: Thank you. So nice to be back again. I'm the Director of Music for Minors 2 board members and some of you may not know me. We are the nonprofit that has been serving Newark Unified since the late 1990s, actually. But this makes our 30th anniversary year since I started the program in 1988. We recruit and train community members. Most of them are parents of the children that we serve. Every fall, and we're just about to graduate, 30 new members. Volunteerism is what makes our program unique. because these are volunteers that are trained and go into the schools one half hour a week sharing singing and signing songs, rhythmic movement and dance, instrumentation, and just listening to preaching, all the wonderful exposure to music that children need. Just in case I have to convince some of you, if you make two fists, pretend that this is your brain, two hemispheres, on a brain scan. And that's what it looks like when you're walking and talking and eating and so forth. Now go like this. and go like this. This is what your brain looks like on a brain scan every single time you experience music. You mean it builds neuron bridges and connects both hemispheres of the brain, and your brain is working at fuller capacity? Well, how can we afford not to have it in the schools? And that's what motivated me to start Music for Minors, too, and what has motivated hundreds of volunteers who have served thousands of children when you think about 30 years. Our training is free. to the community. We provide lesson plans that are standards-based lesson plans. Those are also free. And we have five resource centers, Fremont, Newark, and Castro Valley school districts that we serve. And there's one right here in Newark at Kennedy. And we also give opportunities for the children to perform on professional stages. And they've done that at Ohlone and Chabot and Cal State and Harbor Light right over here. I've given you the packet because I only have three minutes and there's so much to say. I've given you some samples of Newark teachers who have given us feedback of what the impact has been, the positive impact on the children because of our program. And I also want to publicly thank the Newark Betterment Corporation and the Newark Education Foundation. For the past four years, I've written grants to them. And because of them, the program has been free. to the Newark schools and we've been able to cover all kindergartners and all first grade students and our goal is of course to expand that and to do more. We provide free presentations, free assemblies and taiko drumming. We have a brand new one coming out called Blues in the Schools and then we do family music nights where parents can come and for an hour enjoy music with their children and we recruit volunteers that way as well. We know music changes lives, and not only of the children, but of the adults who share that music. And our program is quite affordable, with $10 per child for a school year for one half hour a week music exposure. But my other reason for being with you tonight is to invite you. We're going to have this Friday, November 9th, this is as soon as I could get to you, a gala event, and the gala event is our 30th anniversary gala. And the proceeds will go to our scholarship fund that we've established called Help Our Students To Sing. We call it our host campaign. And you can- Thank you, Ms. Silley. Could you wrap it up? Yeah, sure. And if you can't come, there are other ways to, of course, support our program. And if you go to our website, we'd appreciate it.

[3135] Nancy Thomas: Thank you very much. Thank you very much for the work that you do. And the Newark Rotary Club has a grant program that you might want to look into. So next we are going to move on to old business because we are delaying the staff reports until after we go through our action items. So 11.1, replacement of cafeteria tables.

[3169] SPEAKER_48: All right, after speaking with Mrs. Susan Condon regarding the cafeteria tables, a good number of these cafeteria tables are old, and they are beyond repair. Some of these cafeteria tables have been with the school district since the school was opened, since inception, basically. For several years, maintenance and operations have been fixing and repairing these cafeteria tables, basically band-aiding these tables. Now the parts are no longer available. Some of these cafeterias, you cannot fold them or move them around because they're heavy. Custodians are finding it more challenging to move these tables around, thus taking more time for them to pick up the trash in the cafeteria as well as mopping the cafeteria floors. Also, this could be a liability issue as well, where If the custodians try to move these tables, they can theoretically hurt themselves, as well as if the students try to sit on them. Well, students can sit on them. But if they actually sit in an inappropriate place, they can hurt themselves. But bear in mind that this is going to be a one-time cost to the district, that we may not have to revisit looking at these tables, purchasing these new tables again for the next 10 to 15 years. So Ms. Susan Condon may have some answers to the cafeteria tables.

[3276] SPEAKER_11: Kai, would you please share with the board what remains in the Routine and Restricted Maintenance Fund?

[3284] SPEAKER_48: So the routine maintenance funds has been exhausted, pretty much. We have about $188,000 left in the restriction maintenance account. And it's only November, and there's about another eight more months left of the school year.

[3305] SPEAKER_40: Does anybody have any questions regarding the cafeteria tables? It's been an ongoing issue.

[3311] Nancy Thomas: Well, we have Ms. Crocker and then Mr. Rodriguez. That was from before, it wasn't clear. Oh, okay, clear, clear. Mr. Nguyen?

[3319] SPEAKER_50: I do have a question regarding the 10 tables that are slated for Newark Memorial High School. I think when I was in there a couple months ago, there was a sea of, I think, 40 of them. There was what? There was, I think, upwards of 30 to 40 of those tables that are the round.

[3339] SPEAKER_40: The table count. was based on what was damaged or short. And that there are, I believe, only 10 tables, I think, at the high school. What is it, six at the high school? I don't have those counts. This has come to the board so many times I didn't bring that sheet. But they are broken down per site for the use that they need. They are only the ones in the cafeteria at the commons. At the Commons there is a lot of outside services that come in and use our facilities and there's a lot of wear and tear on those tables too. I will admit that those tables are not as severely handicapped as the other ones are at our elementary sites. But nonetheless they are needed.

[3390] SPEAKER_50: So the question is are we purchasing 10 to replace the 10 that are broken or... That are broken or worn out.

[3398] SPEAKER_40: Correct. Let me finish. Go ahead.

[3400] SPEAKER_50: Or are we actually purchasing 10 because we utilize all the seats of all those tables in that commons? Because from my recollection, when those tables were purchased I think 12 years ago, that building has never really been full or fully utilized by students and seating in those tables. So the question is, do we really need all those tables in the context?

[3429] SPEAKER_40: The question is, do you trust my word on whether or not we need those or not? Is that where we're going? Because basically, we asked our custodians and we asked our sites to check what the needs were for the tables that were needed.

[3442] SPEAKER_50: No, I asked, are we replacing broken ones or are we replacing them knowing that we need all of them? That was the question. Both.

[3448] SPEAKER_40: Both cases. Thank you. In both cases. So, you know, and I hate to make it sound like that, but that's how it comes out to us. You know, you guys ask us to give you information, we give you the information, and then we get cut down on what we give you. I'm not asking for anything more than the school district needs and the safety of our kids and the employees that work in this district. Those, and again, like I said, not as bad in safety for, because those tables at the cafeteria at the high school, are much smaller than the ones at the elementary schools. But I'll tell you, those tables at the elementary schools are very hard to lift and take down. Over the years, in 14 years of my years at Newark Unified School District, I've watched people go out on workers' comp because of trying to lift those tables because of springs being damaged or not being able to be fixed. We welded, replaced, broke down, and redid whatever we could to make them work. That is at the point where we cannot do that anymore. So that's the need of the tables. In that saying, like Kai said, that we should have a, we have issues for liability with kids getting hurt, but even so much with our staff.

[3529] Nancy Thomas: Mr. Rodriguez.

[3532] Ray Rodriguez: Thank you for coming up, Ms. Condon. In looking at the board item, I'm looking at it's around $1,500 per table, approximately. Is that what we're talking about?

[3547] SPEAKER_40: They're about $3,000, I believe. All right.

[3549] Ray Rodriguez: No, I was just looking at $17,000 that we got before for $25,000. Oh, yeah.

[3553] SPEAKER_40: You had $7,000. They asked for, I believe two years ago, Mr. Belani asked for a quantity of $25,000, and they were cut down to $17,000. Right. Yeah.

[3567] Ray Rodriguez: I realize the way the times are right now where everything is really blown up when it deals with money. I can understand Mr. Nguyen's question. We're not questioning your ability. We went through a big process before we asked you to take over for the facilities. I was looking at the whole thing, and to me, it's a safety issue. And I just feel that I don't want kids sitting at a table that could break down. And I'm sure you looked at different options on fixing them as opposed to replacing them. And trying to fix a table like that would require, from my perspective, so much manpower. I mean, man time or woman time, if we're talking about someone trying to, you know, Buff it up fix it. Oh, you know replace different items and We really don't have the staff to do that. So this seems like the best way to go So I had a question of staff the money I know we approved last year using Russian are there any other monies that we can use to to Like other than Russian monies or is Russian our only

[3653] SPEAKER_48: The rush fund will be the ideal fund to use. We can take a look at using bond funds if we have to.

[3661] Ray Rodriguez: But, you know, nothing else. And the reason is that each site, not too long ago, was given a wish list and then we, you know, and so we, again, we have sites and we're looking at tables. So, you know, I'm all for this. I really think we need to do this. I was just wondering, where the additional funds, if there was an option, it was all strictly from Russian.

[3686] Nancy Thomas: Ms.

[3686] SPEAKER_42: Crocker. When I look at determining what's the best in terms of utilization of our money, I see the table is guaranteed for 15 years. You're saying some of the tables were there for 55 years?

[3700] SPEAKER_40: Some of them were even longer. I mean, I was told at one site that we have the same tables that we had when we opened that school. I haven't been here that long, although I've been around that long.

[3711] SPEAKER_42: From my perspective, that's delightful. I'm glad that that's true. Because if we're talking about utilizing one-time money that comes from capital background, even though we were able to siphon or set aside a set amount, I just like spending that money for something that's going to last for 10 years or 15 years. I agree. It needs to last longer than that. And I'm wondering if, if we are looking at, because we have reduced enrollment, whether we're looking at what is the minimum that we could have and take care of the student population, as talking with what Mr. Wynn was talking about, and actually keeping that in mind, the fact that we are going to be doing this on a regular basis. And so there has to be a rotation, in other words, If we take care of 40 now, does that mean next year we're going to have another 20? Or in five years, are we going to have another 20?

[3775] SPEAKER_40: Well, I can't tell that part. But I will tell you this, that in the need of tables, we have exhausted switching them around. There are probably a couple that, in fact, there's one school that may have something there that another school needs. That's one of the reasons one of this other schools needs the most tables. There's one school that needs the most because they have allowed their extra tables that they weren't using when their accounts were down to be gone and gone other places. You know and it's not just a matter of count. It's a matter of breakdown you know. And I think that's the whole the whole thing. The other thing is our Versatility and moving from the inside to the outside. These tables are not made to move from the inside of the cafeteria to the outside. Yet there are a lot of classes that choose to do their lunches outside and try to pull them out. also puts the wear and tear on the table. So over the years, we've welded them. We've put pieces together. We've shared and done that. So I think we've exhausted that.

[3843] SPEAKER_42: I don't think any of us is challenging the fact that you have tried to maintain what it is. I don't think any of us is doing that. What we're looking at, I think, is a long-term plan that will take care of the needs of it without going to Fund 40. Right. Because the Fund 40 has a special, we have not made decisions about that. So we're looking at what we need to do. So if there is a percentage that we can do now, and then a percentage next year, maybe the next three years.

[3874] SPEAKER_40: Well, coming forward, those were the needs from the schools, the sites, the custodians, and the council on what we've got. So moving forward, I think if we do less than that, we're going to be sitting here again next year doing the same thing. That's right. Mr. Wind?

[3888] SPEAKER_50: I don't think it's going to be better. So when the Commons and Memorial was built, more than 12 years ago, there were 2,150 students at that school. And that school currently has 1,700 students. There's 400 fewer students now than there were then. I'm having a hard time believing that the need has remained constantly the same.

[3907] Nancy Thomas: I'm concerned on several fronts. First of all, I think if we, I don't dispute the need to replace these tables. I also know we're on the cusp of having ADIS do a deferred maintenance plan where they will look at all of our facility's needs, including our tables and other furniture that in the district may need to be replaced. So that's going to happen within months, maybe six, eight months. If there is a safety issue, I think The thing that has to happen is that we have a third party inspector, certified inspector, you know, take this table out of service. If it's a safety issue right now, it shouldn't be there. Also, in looking at the list, for example, music school used their funds for their wish list for a marquee and some benches, as I understand. Now, they're going to get six outdoor tables. We have 2 schools that use their wish list for outdoor tables, which I'm assuming they're also using for eating during cafeteria or during lunchtime. 10 tables or 6 tables at the corp yard, I just think if the worst shape ones, a smaller list could be approved now. And then we wait and look at the entire list that is the kind of plan that we've been asking for for years and years, which is a deferred maintenance plan so we can plan ahead. And I agree with Ms. Crocker, you know, the planned obsolescence, and it's what we're doing with our Chromebooks, is we're purchasing them in a staggered fashion because we don't want everything to all come up at one time. So I'm concerned about the lack of a comprehensive plan for the bond. I mean, for the Russian money. We did last time approve a list of prioritized items from the bond. That's what the board's job is. We approve plans that staff brings forward to us. This is a piecemeal come to us. And there's been, I could list about a dozen things that have been coming to us, four, some of which we didn't approve because we didn't have to, out of the Russian funds. We have an approved Russian budget. Anything for future that comes out of that budget should be part of an approved budget that the board has a chance to look at, and that's brought to us by staff, and it's based on the entire things that we've already approved. So that's my concern. And I don't know why we are putting outdoor tables. I share Mr. Wynn's comments about whether we truly need that many at the high school. And based on safety, I think if there's unsafe tables, they should be gone now as far as for kids and their use. But I could go with a a small critical list, but not this. Mr. Nguyen? Mr. Nguyen was next.

[4139] Ray Rodriguez: You talked about tables that can go inside or outside. So the new ones that you're proposing here, are they?

[4145] SPEAKER_40: No, they would, they're the same tables. They are not made to go over the cement and in and out to accommodate those, which is what some of them, which is why some of them break down, you know, and, and tear apart. And I agree if we can get through with a few of them, that would be fine, but approve something. I mean, if you don't want to prove all 45 because of whatever the reason may be, I've already explained to you that the high school is not as bad as the ones at the elementary. You know, we have children out there and staff that are in danger of possibly getting hurt. If that's not a safety issue that we can address money-wise in any budget, then maybe we need to readdress what we're looking at. This is not just the one thing we have in safety. is an issue throughout this district. So it is overall.

[4199] Nancy Thomas: And I get that. What number?

[4204] SPEAKER_40: Quite frankly, I can't tell you what number. I'm telling you I need 45. And if I took out the cafeteria tables at the high school, what's the count on the cafeteria tables? 10? So do 35 cafeteria tables at the schools, at the elementary schools.

[4219] Nancy Thomas: If we were to approve half dollar amount you could make the decision about what the most critical need is and then come back to us after we have the finished deferred maintenance plan and concurrent with the budget so that we can see the entire picture of how we... I think if you accepted 30 tables of cafeteria tables or the money for 30 tables, that should be able to spread enough to get to the... How many dollars is that?

[4251] SPEAKER_40: This is 45. Divide it by 45. I don't know what we'd say, 30?

[4254] Ray Rodriguez: It says 56 here.

[4256] SPEAKER_40: Because I've got it broken down on your paper's first site.

[4262] Ray Rodriguez: So I'm ready to make a motion.

[4264] Nancy Thomas: Mr. Sanchez and then Ms. Crocker.

[4266] Ray Rodriguez: I'd like to make a motion. If you don't mind. What I'd like to do is make a motion that we approve 40 tables. I'm looking at the corporate yards, minus six there, and for the high school and junior high, approving, let's say, 10 for both those two sites. I'm more concerned about the elementary. So my motion would be to approve 40 right now. And hopefully I get a second. If not, we'll have to move on with something else.

[4302] Nancy Thomas: Mr. Sanchez.

[4306] SPEAKER_11: Part of what I'd like the board to think about, this is actually a symptom of a transition year that we're in right now. The last time the board gave me direction was, okay, let's wait as much as possible until Ada starts doing their work to be able to put in routine, to be able to implement the plan that they're gonna develop. And in the meantime, we were given direction to only bring things that were really critical of safety and of that nature. So that's one issue. The other issue is there's only $181,000 left in routine restricted maintenance. This could be expended out of that tomorrow. It could come out of that fund, but we're going to be back here talking to the board. How do we get through the rest of this year with critical safety items that we need to do, like tripping issues, pinching your hands on a table? I can tell you, having come from HR, one litigation that happens can be up to $250,000. If an injury to a student or an employee happens, that's something that we're kind of a little at risk at. So I think, but the larger issue that maybe we need to study more deeply is what's the right amount not to exceed for safety for this year so we could get through this year safely and get to where we have recommendations from ADIS to go forward with routine restricted maintenance. And I think Susan was given direction and has done her best work to bring us what she feels are the critical items. And I think that's probably why I think it's good to have this discussion. But there's a few layers to the dilemma. And I think that one that I worry about is, how are we going to either backfill or provide resources to restrain restricted maintenance? Because that account's almost exhausted. So those are kind of the, I just wanted to put that out there for you guys to consider.

[4415] Nancy Thomas: What about the bond fund?

[4418] SPEAKER_48: They are. There are there are funds available in the bond that we can utilize if needs be But most of all the bond funds. I mean for this project here is about $70,000 that right for the cafeteria tables around Well if we take out, I don't know what it would come down 75 was both vendors 75 75 right so I mean if we have to use bond funds we can but most of the bond funds are already been allocated for certain projects already.

[4452] Nancy Thomas: In the past, when we've allocated bond funds and the final quotes come in, we end up not spending as much. We've done that for almost every major project. I would take the risk and say that we will have enough, even with our allocated projects, to fund this out of the bond. And what that maintains is the fact that we need to look at Russian dollars very carefully and spend them according to a developed process and plan, including the deferred maintenance plan. So Ms.

[4487] SPEAKER_42: Crocker? The total amount that you have is $69,000. The total amount on your list is there. If the high school is just to take care of an increased number of people, I think

[4501] SPEAKER_40: I think that's wrong but we could pull the high school and I would pull the maintenance because the maintenance are what's left of what we can fix.

[4510] SPEAKER_42: Right. And my concern is is that we only go for the things that are an immediate safety need. And I think I leave it to you. I mean this is this may be fair. I'm not looking for being fair for sites. I'm looking to repair whatever the site has that has a bad one. Come back to us. Maybe half this might work if you can get it down to half the cost?

[4535] SPEAKER_40: If you're going to cut the quantity, that's the only way it's going to get cut.

[4538] SPEAKER_42: No, I know. I understand. So I'm asking you to take the most, most egregious, the biggest problems. I think anything that custodians have to stress themselves to to close and open should be gone. I don't think there's any doubt. There's no reason in the world that we are putting our employees in that kind of position. And I think that should be the basis. with the hard numbers is what we're looking for. Mr. Nguyen.

[4564] SPEAKER_50: Thank you, and I would pay caution about thinking about using bond funds for this unless we somehow attach it to a bond project that the voters approved, whether it's tied to a particular project for it to be executed as FF&E. If not, we may not be able to use bond funds for this.

[4582] Nancy Thomas: What do you mean? We can't say as a board that we are approving this as a project on the bond that fits the bond criteria?

[4593] SPEAKER_48: Well, I would consider this as a modernization. I mean, we're going to be replacing these cafeteria tables. And part of the bond written in the statement was for a cafeteria as well.

[4610] SPEAKER_50: OK. As long as the verbiage is there and we attach it as a project.

[4614] Nancy Thomas: I could certainly approve. The entire amount out of the bond or half of the amount, which is sort of what Ms. Crocker is saying, if you want to prioritize out of Russian, I could feel comfortable doing that.

[4631] SPEAKER_11: Split the difference? Half from bond and half from Russian? Or do it all from bond?

[4640] SPEAKER_42: I would like to. I mean, that may happen by the end of the year. But I think that we need to sit down and we need to do some planning for the money. And so take care of the egregious ones that are now, the ones that should be upped, that should not be utilized, and then the ones that are close to that, come back in six months.

[4661] SPEAKER_48: And the good thing about this is this is a one-time cost. So again.

[4665] Nancy Thomas: I understand. We understand. That's what the facility is doing.

[4668] Ray Rodriguez: So did you want to make a motion?

[4669] SPEAKER_42: So I would like to move. that only the most egregious tables be replaced at this point to have a cap of $35,000.

[4685] Nancy Thomas: I'll second that.

[4687] SPEAKER_50: So remember Rodriguez had a motion on the floor.

[4693] Ray Rodriguez: Yeah, it wasn't seconded. So it's done. So you're putting, instead of the amount of tables, then you're setting a money thing on it. Thinking of a couple thousand per table. I'm just, this is what I do and talk about liability issues. I just want to make sure we understand that, especially when we're dealing with the small kids at the elementary school level, you have to eliminate anything that's a safety issue. So I guess that would be on our director to make sure that there's no tables out there that can cause harm to our kids. Because like superintendent said, one claim can just destroy this. I mean, we're talking about. Or to our staff.

[4748] SPEAKER_41: Right.

[4748] Nancy Thomas: To our staff only.

[4749] Ray Rodriguez: Right, just leave it. Ms.

[4750] Nancy Thomas: Crockert, you did not specify in your motion whether it should be from the bond or from Russian nuts. Would you accept an amendment saying it's from the bond?

[4763] Ray Rodriguez: No. I don't think it really matters where it comes from.

[4768] SPEAKER_42: If you need beyond that, then you've got the maintenance and we'll address the maintenance when it's gone.

[4776] Ray Rodriguez: I can second your motion.

[4779] Nancy Thomas: It's been seconded. Please vote.

[4785] SPEAKER_42: So it's $35,000 cap to be determined by Ms. Condon in terms of the most egregious and she has maintenance funds that if she needs more, that does not cover, then we will address that come spring.

[4797] Ray Rodriguez: Okay, that I cannot approve. Well, no, no, just the way you describe it. Egregious, egregious meaning, you know, I'm thinking safety. Is that your explanation of egregious? I think that's what you're saying, right? I'm saying the ones that are the most. That can do the most harm.

[4816] SPEAKER_40: Can I say one thing? Sure. That the shipping charges on these tables are almost as much as the tables are. I know. And I've tried to get them without shipping from various other places and can't. So we may not get as many pieces with the dollar amount.

[4832] Ray Rodriguez: We can't pick them up?

[4832] SPEAKER_40: I don't believe so. We could send you out there. I think everyone has voted.

[4838] Nancy Thomas: Thank you. Let me open voting again. Please vote. Four ayes.

[4842] Ray Rodriguez: Thank you.

[4842] Nancy Thomas: I want a clarification. Not to exceed 35,000, is it Russian funds or bond?

[4871] SPEAKER_50: The other thing that we have to look at, too, is if we're just replacing these tables with what we've had for decades now, then they're the standard, you know, rectangle tables with the round seats that fold up and get pushed to the side. From a design and architectural standpoint, that's an old, old technology and an old So when we purchase these tables there is an opportunity here to upgrade to what we have spoken about for a few years now as far as creating that 21st century more updated.

[4906] SPEAKER_42: We are talking about material for elementary which may be slightly different.

[4910] Ray Rodriguez: We are really done with this item. I appreciate the comments.

[4917] Nancy Thomas: OK, next we move on to 11.2, which is change order number six to the contract between NUSD and Dale Falk Construction. Mr. Nguyen.

[4930] SPEAKER_48: Thank you. The change order is for $9,015 for labor and parts, where they installed 12 pitch pockets on various roofs. They raised the foundation of the piping and conduits to 8-inch, which would meet the minimum standards. Mr. Mitchell is going to come and speak about this from Banner.

[4966] SPEAKER_14: Good evening, superintendent, board. I'm with Banner Construction Management. And this particular change order I know was brought before the board back in June. The work at that time was completed. It was pre-authorized already by district staff. So if you need a further explanation of what a pitch pocket is or why they needed to do it in 12 different locations across a bunch of different roof sections at the high school, I'm more than happy to give it to you. But it's basically, they couldn't raise large conduits two above eight inches, which is recognized by the National Roofing Contractors Association, which is the standard in the roofing industry. So therefore, what had to happen, they had to go to a different type of detail, which we call a pitch pocket. They had to basically leave the pipe where it was, and they had to properly flash it so we wouldn't have any leaks downstairs, you know, from the roof or from rain. So basically, it's just a sheet metal that's basically round. And with a single ply roof, they fill it, first you fill it with about half an inch or an inch full of grout, and then you pack it with a material that's similar to the roofing product. So they had to do that in 12 different locations. That's the first part of this change order. The second part of the change order has to do with a rotary vent, which is similar to what you put on top of your Housing is the one that spins around and around. When they took off the existing roof, which was a foam type of roof, which is something where they just spray everywhere to use it to waterproof. Part of the, on this project, we took off the old foam roof and we found an old rotary vent underneath the foam. So what this was doing is allowing some venting in the attic space and so we had to replace that.

[5095] Nancy Thomas: Mr. Nguyen.

[5097] SPEAKER_50: A couple questions. What was the initial impetus for the change order to begin with? What triggered it?

[5107] SPEAKER_14: Well, what triggered the change order was exactly what I just said. Was it unforeseen conditions or was the owner directed? It was an unforeseen condition. And in both cases, because they couldn't raise the pipes up. Nobody knew that the conduit didn't have an, I mean, wire inside the conduit didn't have any slack or anything like that to allow you to raise the conduit up above the roof by eight inches. That's for the conduits and piping. For the rotary vent, it was pure unforeseen. Nobody saw the rotary vent underneath the foam.

[5144] Ray Rodriguez: Mr. Rodriguez? Did you want to ask something else? Yeah. I'm sorry. No, go ahead.

[5149] Nancy Thomas: Go ahead. I'm trying to move us along.

[5151] SPEAKER_50: I know. So when we discussed this initially in August, we mentioned that the board made it very clear to Vanner previously and to staff that we were not going to accept any further change orders to be executed. And so the question still remains, we know who signed it based on the documentation here. Why did we initiate the change order knowing that there was a directive from the board were to be no additional change orders.

[5187] SPEAKER_14: My understanding is the work had been done in, like, May.

[5191] SPEAKER_50: Right. The issue of no further change orders was issued long before May. Wow.

[5198] SPEAKER_14: I can't answer that. I wasn't around.

[5201] Ray Rodriguez: No, no, no. But to me, 9,000 doesn't seem like a lot of money. But the initial change order, we're talking about a $6 million contract, was, what, 15% to 20%? which is 17, way above what we felt that was necessary. And yet, we did approve that. And to come back for a minimal amount where you'd think that we would have a conversation with the contract and say, look, as big as this is and everything, why can't you just move on with this? Why even bring this forward for $9,000? To me, it's just nickels and dimes when you look at the whole scope of the whole thing. And it just shows a relationship that we have with this particular, it's not very good. Because I would think that they would just say, hey, no problem, it was so big, we'll take care of it. And so I'm just not happy with it coming forward at all for that minimal of an amount, considering the scope of the whole project. So that's all I have.

[5264] Nancy Thomas: Are we ready for a motion?

[5272] SPEAKER_42: Yeah, I'd like to talk. I appreciate where you both are coming from, and I agree. I would like to see the total amount. We're talking about, with this particular contract, it was a $6 million contract, and we had change orders of a million. That's a really high percentage. Can you give me any logical reason why there is such a high percentage of change?

[5304] SPEAKER_14: Not being a part of the project, I know about one change order where the, and I don't know what transpired, so I cannot tell you why. I know that my previous staff, Banner staff, was ordered to move forward on certain parts of this project, and they moved forward on it without the division of the state architect approval. That's why the project started in 2016. And the high school was put on hold till 2017. There was an increase. And I know a big chunk of that million dollars was due to increase in stop and starts and what have you, which I'm sure you've heard as a board prior. So that, I know, is a big chunk. All the other small change orders could have added up. I don't know what they're about.

[5356] Penny DeLeon: I just hope we've learned something.

[5357] SPEAKER_14: I didn't spend my time going through history on previous changers that were approved by the board. Just bring this forward.

[5362] Ray Rodriguez: That's all. I understand. Anyway, I would like to have you discuss this with these individuals, because it hasn't been a very good relationship. I understand. For them to even bring this forward, it's just, did we already pay them everything?

[5380] SPEAKER_42: No.

[5381] Ray Rodriguez: No. OK.

[5382] SPEAKER_42: The work has been done.

[5383] Ray Rodriguez: Why couldn't you just have a conversation and say, hey, look, why can't you just move forward on this? We're only talking about $9,000. I don't know. I'm just not happy.

[5396] SPEAKER_14: Well, I know it's not DL Fock that's making anything here. I know it's to pay their subcontractors.

[5402] Ray Rodriguez: And I feel bad, because you weren't here throughout this whole process.

[5405] SPEAKER_42: But you're here now. But we've had a number of different people that have been in your position. And part of what we're paying for Banner is having a knowledge of the history. and knowledge of what's going on. And I think that is a concern.

[5419] Nancy Thomas: I hope this doesn't happen again. And for $9,000, I just want it to go away. And I think this is the end. It goes away.

[5429] SPEAKER_50: We don't have to pay. The change order was just merely telling the contractor that it takes to the next step for the board to approve. We don't have to approve it.

[5436] Nancy Thomas: No. So we don't have to? No. We don't have to approve it.

[5440] SPEAKER_14: Then why would you have? officers of your staff signed something to move forward.

[5448] SPEAKER_50: Why would Vanner bring it to our officers when we clearly told you not to have any more change orders? I can't. Exactly. And the game that contractors and CMs like to play as far as putting a different person in front of the podium every other month is to be able to say I wasn't here, I don't know. Yeah, it's not acceptable in my opinion.

[5468] SPEAKER_14: Okay.

[5471] Ray Rodriguez: So I don't want to vote on this. It's your choice.

[5477] Nancy Thomas: Does anyone want to make a motion? Well, I guess that's it. Thank you.

[5490] SPEAKER_14: I'll stand here for the next three.

[5494] Nancy Thomas: OK. So next we move on to 11.12.1. change order number seven to the contract between NUSD and DL Falk.

[5504] SPEAKER_48: All right, this is to let you know that change order number seven was allow DL Falk more time to upgrade the HVAC units and replacing the roofs. There's no cost to this change order, just want to bring it to your attention.

[5518] Nancy Thomas: We don't have to approve anything. OK. No, no, no.

[5521] SPEAKER_50: We do have to approve this because this changes the contract. And this is a very bad thing for us to approve because this simply It's 100% benefit to the contractor and zero benefit to our district to do this. Because it simply tells them that we're going to invalidate the previous contract of the time that they were allowed to complete the project. And simply giving them an exception, a pass, or an extension of when to complete the project. There's no reason for us to approve this.

[5546] Ray Rodriguez: OK. Wouldn't it normally, can I? Sure. Wouldn't it normally, if there's an extension, isn't there any money involved there where if the contractor doesn't finish at a certain time, Sorry at a certain amount of time that there's fines penalties there can be so what? Why they bring in the 9,000 with we could technically probably charge him 50,000 for for being liquid you know late you know penalties, so this is Anyway, I'm with you can talk to your legal counsel, but with liquidated damages you have to have damages to the district

[5588] SPEAKER_14: Typically, when you do a roofing project, as long as you get water tight before the winter comes.

[5595] SPEAKER_50: What is the benefit to our district and our students to approve this change order, in your opinion?

[5600] SPEAKER_14: What I'm trying to do is get it so we can file a notice of completion on this project so that we can close the project out, which is the next step after this one.

[5610] SPEAKER_50: But the notice of completion doesn't require this. Yeah, they're asking for a whole year, right? It doesn't require this. The notice of completion is a separate document. Correct. Yeah.

[5619] SPEAKER_14: So what benefit is this document to us? It just brings the calendar to completion. No, it doesn't.

[5625] SPEAKER_50: It just makes them look better. That's all it does.

[5634] Ray Rodriguez: So they're asking for an additional 350 days.

[5637] SPEAKER_48: Is that what it is? Yeah. Correct me if I'm wrong, Mitchell. Has the project been completed, right?

[5642] SPEAKER_14: Yeah, it's done.

[5644] SPEAKER_42: Why would they need this?

[5646] SPEAKER_50: They just need documentation to show that they weren't so late on the project.

[5650] SPEAKER_11: May I chime in here and Mitchell I know you're the one hearing the message and I know you're not the one causing this.

[5657] SPEAKER_14: I'm hearing it loud and clear.

[5659] SPEAKER_11: But I want you to know that this is not about you particularly. I think my concern and I think where maybe the board's concern comes is really more We paid Vanner a premium rate of 9%, I believe. 9%. When the going rate on the industry standard is about 6%. And I think the frustration from many people, or maybe just me and the board, is Vanner, the company, not you, and not even maybe a few people that have been in your chair, has not given us premium service that we paid for. And I think that's kind of, There's a little bit of the background, and I think that's something that I think is worth sharing up the food chain. These weren't decisions you made, so I don't fault you at all. I think that you legitimately are saying, I wasn't here, I don't know, I'm trying to close this out. And I think that's what we've asked you to do. But I wanted you to have that narrative as well, because I think we paid a premium, and I don't think we got premium service is just how I feel in looking at this.

[5726] SPEAKER_14: My understanding is part of the problem was you had a facilities director that asked us to do other things aside from bond projects. And being a great company as we are, we went ahead and took care of those items above and beyond what the bond had asked us to do. So talk about premium service, I'm sorry, but to me that is premium service.

[5748] SPEAKER_11: Doing items that we did not get paid for. I understand, but if you took the dollar value of what that extra 3% cost the district and deducted those fees that you provided, that was you call above and beyond, I think we would still be in the plus side of what we are owed. We can run the numbers. I don't think we need to hash it out here, but I hear what you're saying. And I know that's true.

[5771] SPEAKER_14: I know that's true. Below the contract that was written back in 2012 for below that amount.

[5776] Nancy Thomas: Can we get back to 12.1? Are we going to make a motion on that or not?

[5781] Ray Rodriguez: Nope. I don't want to move forward on that.

[5783] Nancy Thomas: 12.2, are we not able to sign the notice of completion because we did not approve 11.2 or 12.1? Correct.

[5792] SPEAKER_14: Great.

[5794] Nancy Thomas: OK, so we'll move on to 12.3, invoices from Banner. I think that's information only, isn't it?

[5802] SPEAKER_50: That better not be.

[5803] Nancy Thomas: Pardon?

[5805] Ray Rodriguez: It's a no. We need to vote on it.

[5808] Nancy Thomas: We have to vote on approving the invoices.

[5812] SPEAKER_48: So Vanner is asking for payment for the service that they rendered from the month of July through September. During these months, Maria Castillo, Santiago Harris, Shane Fallon, and Mr. Mitchell Stark, all from Vanner, provided construction management and overseeing projects related to roof replacements, playground projects, working closely with DL Falk regarding roof replacements at Newark Memorial High, working with contractors such as Salas O'Brien regarding the HVAC units, keeping track of any damages that contractors and subcontractors worked on and addressing them accordingly. And I'm going to have Mr. Mitchell Stark to speak on behalf of Banner on this.

[5856] SPEAKER_14: OK, what I prepared for you, because I was asked to, was a summation of work that we accomplished during those three months, which you should have, because I know it's part of the board docket. But I know Maria Castillo was our boots on the ground, assistant construction manager. She was very diligent, very much after D.L. Falk to get this project completed, constantly calling them, constantly working with their superintendent or even their foreman or just subcontractors that would show up. She was the person that spent most of the time on this. I was asked to take care of several different things by Lowell Shearer and the superintendent, which I did. I mean, you can read everything that I've written here of what transpired, what we did during those months. I tried to keep my work down to a minimum as much as I could unless I was asked to take care of some things. I also supported Maria in getting D.L. Falk out there. to get this project completed so that we could move forward, so that everybody could move on and we could part ways amicably.

[5935] Nancy Thomas: OK. Thank you.

[5938] SPEAKER_50: I have several questions. Mr. Nguyen. Thank you. I have several questions. When we had a presentation, I believe in April or May, from Vanner, we were in the impression that that marks the official end of Vanner, right? The completion of the project, goodbye. you know, good luck, et cetera. Then the next question to you, Mr. Mitchell, is would you say that the bulk of the work was related to the DL Falk project and the roofing project over the summer? Maria's work, correct. What about the other?

[5977] SPEAKER_14: Santiago Harris, he was finishing up all the closing out of all the different projects In other words, he was assembling all the files.

[5985] SPEAKER_50: So the closeout of the previous projects that Banner was managing.

[5987] SPEAKER_14: All the closeout of all the previous projects. And Eric Barger, he only had a few hours and it was on the playgrounds. Some playground issues and providing some M&O manuals that he was trying to pull together from the playground contractor who was unresponsive.

[6008] SPEAKER_50: So help me understand. Thank you. Help me understand this. So, the extensive work of managing DL Falk and Vanner served as both the PM and the CM for bond funds up until the last presentation. So, the bulk of the invoice is for managing the work at, for HVAC work with DL Falk that you authorized and that you, not you personally, but you, Vanner, was in charge of managing that ran past its course, past its time. So isn't it a severe conflict of interest for a company to build a district for basically a project going over a lot of time when that company is in charge of making sure that project comes in on time?

[6064] SPEAKER_14: I can understand where you're coming from. You had a contractor that wasn't willing to get out there, wasn't willing to work. Okay, subcontractors were in a lot of instances. So Maria was out there working.

[6078] SPEAKER_50: Subcontractors are not our concern. That's the purview of the general contractor.

[6082] SPEAKER_14: But it is a concern to get the project done. Correct. And especially when you have a roofing project and you have, could have potential leaks.

[6089] SPEAKER_50: We are not, the CM and the PM and the district is not tasked with managing the subcontractors. We are tasked with managing the GCs.

[6096] SPEAKER_14: Understand. Correct. But we're also looking at different ways to get the work accomplished and get it done.

[6103] SPEAKER_50: OK, so for the public watching and listening, this sounds really fishy for the CM and PM of the project to extend the project and then build a district for this extension of time, basically. So what incentive would Vanner have to complete the project on time if they know that by extending the project further and further that they can build a district further and further?

[6129] SPEAKER_14: Believe me, that's not the intent. I never was. At least my intent to keep on pushing this thing farther and farther. Why keep asking me to do more things?

[6144] SPEAKER_50: Maybe that's a question for site admin. Why do we ask managers to do more tasks? And do we know what the building was? Was it part of the contract? Was it pro bono work? Why did we engage with them when they made the exit presentation in the springtime?

[6160] SPEAKER_11: I know the closing out of these have been hanging in the fire for a while with D.L. Falk. I know what I've asked them to do. That's a previous project. Right. And I know what I've asked them to do and I'm still fine with those requests. Largely it was providing a list, a comprehensive list of what have you completed, when will you be done and when can we exit. So, and he's, they've done that. They've provided that report to us and to my satisfaction they provided the report that I asked them to provide. that showed what's the status and what remains and what do you recommend going forward so that we can close out the relationship with Vanner and move on.

[6196] SPEAKER_42: Okay but is this invoice cover that or was that done in the spring?

[6202] SPEAKER_11: My request for them was way lower than any of these. I think I don't know what that you probably could tell me but it wasn't anywhere in the thousands or that high of a thousands what I asked them to do. So I think that these requests is kind of, I think, a blend of where are, me asking Mr. Kai, beginning to ask, where do we leave everything? How do we close out with Vanner? And is it, so I guess the question I have is if this is paid, does that close out our contract with Vanner?

[6238] SPEAKER_48: That will end the relationship with Vanner and Newark Unified School District.

[6245] SPEAKER_50: I thought we ended that in the springtime.

[6247] SPEAKER_11: No, there was always work still remaining that they were working on, and that was in the presentation at the public forum. So they were not complete yet at the time. They told us how the plan was going to go, and it wasn't totally closed out at that time. That wasn't when they exited.

[6264] SPEAKER_50: But wasn't the payment part of the contract that Banner signed up for from the get-go? I mean, it seems like they're just billing us overtime, essentially, for a project that ran long.

[6279] SPEAKER_48: All right. Right now, I know that Maria Castillo and any of Venter's personnel are no longer at Newark Memorial High. They have left their premise.

[6293] SPEAKER_11: But the work was not completed at the time of that presentation. There were some things they were still closing on.

[6298] SPEAKER_50: Right, but my point. And going back to what I said earlier, as the CM and PM of that project, they were responsible for ensuring that the project came in on time. And due to their lack of effective management, it was 370 days overdue, which incurred these costs that now we're paying for, for their inability to manage the project.

[6322] Nancy Thomas: Mr. Nguyen, do you have an idea of how we could move on?

[6327] SPEAKER_50: I don't think we should pay this. This is not on us. This is not our bill.

[6336] Nancy Thomas: I disagree. I think this is worth it.

[6338] Ray Rodriguez: Some of it is ours.

[6338] Nancy Thomas: That we need to pay them for.

[6341] Ray Rodriguez: Yeah, but the thing is, Member Thomas, President Thomas, is the fact that even, I'm sorry, even the superintendent has said that these figures seem to be high. So why couldn't we ask staff to get together with Vanner and look at these figures and and see if, why are they so high end?

[6365] Nancy Thomas: Are you recommending we table it?

[6368] Ray Rodriguez: Yeah, I don't think we have much choice because we, also the discussions are, if the billing is for FARC, I wouldn't mind moving forward on the, for instance, the playground, the billing for the playground, everything that was done there. But anything dealing with FARC since we're, you know, in dispute with them on stuff.

[6392] SPEAKER_11: What I can tell you is I do believe a large chunk of these are work that Vanner completed, but what I can't tell you is how much of it was playing into the CMPM issue and how much was extension of time. And so I don't know if we've broken it apart that way to look at, you know, is there a way to figure out, okay, what was legitimate work that was on time that was in the, within the contract that is due? versus what was extension of time that we shouldn't be billed for. So I don't have that.

[6424] Ray Rodriguez: Would you be open to meeting with the superintendent and go over these figures?

[6427] SPEAKER_14: I'm more than happy to. I have an open book.

[6431] SPEAKER_50: So it seems like we kind of are going into this blind here, hypothetically. And then as farfetched as this may sound, what happens if we would have, instead of $118,000, we would have received an invoice tonight for $2 million? Because they add a bunch of time and rationalize a bunch of hours for a bunch of different things, et cetera. What's the control mechanism? What's the pre-approved contract and conditions and hours and services?

[6454] Ray Rodriguez: Well, you're controlling our staff. And I think having the superintendent and our CFO meet with Vanner and go over these would probably be a good way to do it, in my opinion.

[6466] SPEAKER_11: I would want to review the contract with legal counsel first.

[6470] Nancy Thomas: OK. I suggest we table this. Can we move on? Okay, next we are going to 12.4, adult education. We have a speaker on this, or two speakers.

[6483] Ray Rodriguez: Noel Doot. Thank you for coming, if you don't mind. Hi.

[6486] SPEAKER_48: I'm Noel Doot.

[6503] SPEAKER_20: In regards to 12.4, our decorative painting teacher is Carl Larson. He is nationally renowned. He is 80 plus years old and he is an award winning artist. I've been painting with Carl for well over 15 years. He has painters in my Tuesday night class that I'm missing tonight, but Carl's in Pennsylvania because he's nationally known. We have painters that have been painting with him here in Newark for over 38 years. So when it is suggested that some of these people who are actually over 80 themselves have an almost 100% increase in a tuition cost for this kind of a class, There are certainly people for whom that class, it's a make or break situation, they will not be able to afford. Seniors on a fixed income, they will not be able to afford any longer to take this class. So I understand there are two scenarios. I would implore you to please consider selecting the scenario that is a graduating scenario and that is far less than almost a 100% increase. for a class that enhances the lives of a great number of people and has for almost 40 years for some of them. So, I just feel that that is a fair and gradual way in which to approach this. So, on behalf of the decorative painters and by the way, some of our painters come from as far as Petaluma to attend this class in Newark because we are so fortunate to have this artist in this capacity who continues to offer his gifts and skills to the city of Newark for adult school education.

[6622] Nancy Thomas: Thank you. Thank you. Ms. Eustace?

[6629] SPEAKER_41: Yes, I'm Sue Eustace, and I am the Tyco teacher. And I can only try to implore and encourage, please vote for scenario one. Tyco brings a lot to the community and has for years. We have partnered with you. We're proud of that partnership. But a lot of my students are senior citizens, very much like the way tool painting is, and they cannot afford such an increase as scenario two, $200 for 10 classes. We also work with special need adults. That's in fact Terry, as I'm sure is with some of them now. They're on a set income as well. They're able to do things and participate as a group, unbelievable things that people tell us they can't do and they can do because it's fun, they enjoy it, and it's meaningful to them. We have students here in the room, it is meaningful to them. So please, we've worked hard. give the program an opportunity to grow. They are willing to go out and try to actively encourage more classes coming into the adult ed program, and I believe that working together we can do it. So please, I implore you, please, please accept scenario one. Scenario two will be gone. Thank you.

[6719] Ray Rodriguez: I'm ready to make a motion. I'd like to make a motion that we base on staff recommendation that we accept scenario one.

[6738] Nancy Thomas: I'll second. OK. For discussion, I have some questions.

[6745] Ray Rodriguez: So I made the motion and Mr. Nguyen seconded it.

[6747] Nancy Thomas: Right. OK. I'd like to understand better why the admin salaries and benefits is so high. eclipsing the teacher salary and benefits.

[6768] SPEAKER_48: I'm going to have Kim discuss about that.

[6774] SPEAKER_44: Good evening. Jess, I'm going to just review the adult ed program, give you the background so it's all understandable for everyone listening. The adult ed program has two sides to it. There's the community classes, which we're discussing tonight. But there's also a side that is funded by the Ohlone Consortium Adult Block Grant. Between these two programs, the administrative cost is split. We currently use this, we base the split on the number of actual class hours. So at this time, that would mean the consortium is allocated about 73%. And the community classes are allocated about 27%. When you're looking at salaries, that includes the principal of the program and the office manager. Now, the principal of the program, as you know, is also principal of several other programs in Newark Unified School District, Birch Point Continuation School, Crossroads Independent School, and both sides of Adult Ed. So the portion of the principal actually becomes a very, very small percent. 0.27% or 2.7% of her salary. The office manager is only for adult ed. Her entire salary and benefits are split between the two programs. That's where the large dollar amount comes from. You did approve a couple of months ago a reduction in hours for that position due to the workload. 12 months anymore, 11 months, and not a 1.8. So that will reduce it. This is a transition year, so it's still going to be a little higher than what we'll see going into next year and the year after.

[6884] Nancy Thomas: Ms. Crocker has a question, but before that, I'd like a follow-on question. Isn't it rather arbitrary to base it on the hours of the class? Isn't it more appropriate to base it on the amount of work involved? In the program, it just seems to me that these are two nuggets in the community and that we should look at the relativity of those things and put more of our overhead or indirect cost, if you will, onto the consortium because that's... And there is an argument for that and we've actually used different measures in the past.

[6928] SPEAKER_44: Up through last year, I was directed to allocate based on the number of staff that reported to the principal, and that was always pretty much 50-50. This summer, we revisited that with number of staff, number of classroom hours, et cetera. And our acting CBO at the time, Lowell Shira, gave me a different direction to base it on the number of hours of classes. There is argument to further look at that. And as you said, based on the amount of work, because the consortium class does demand, especially of the office manager, a great deal of her time because of all the testing requirements for the program. So there is a valid reason to look back. But again, we'd have to be looking and figuring out how to measure that.

[6979] Nancy Thomas: It seems to me that if you do adjust those such that we don't have a $14,000 hit this year, that would make a lot of sense, especially since the workload is not one-to-one by student. So I would strongly recommend that we do that.

[6996] SPEAKER_44: We can definitely revisit that and see where those numbers take us.

[7000] SPEAKER_42: OK, Ms. Crocker. My question is, what would happen if all classes that were not in the block grant disappeared? Who would be paying for this?

[7011] SPEAKER_44: The block grant classes, OK, so let me just back up a bit. The community classes are all fee-based. So students who take the classes, they each pay a fee to attend. The consortium classes cannot be fee-based because the block grant supports them. They used to all be community day classes. The ones that carried forward and fit into the consortium class became consortium classes. So we used to have like a $100,000 contribution. And the reason that reduced to around 34 where we are now is because those classes are being funded by the consortium. So if the consortium went away, though I believe we have another three years, where'd she go? We've been told this year's our first year of another three years of block grant at this point. So we anticipate the program lease going on two more years beyond this. I'm guessing that we'd have to go back to a model where they're fee-based, and again, we'd be looking at how do we make that pay for itself.

[7071] SPEAKER_42: I don't think you quite understood. Probably not. the taiko drumming and this.

[7077] SPEAKER_43: How does that affect the consortium?

[7078] SPEAKER_42: Then that means that the consortium would have to pay for all the administrative. Yes.

[7083] SPEAKER_44: So how would that... That, they probably could still do it and stay in the black. It would be tight. They do have a little carryover this year. They are able to meet their budget for this year, from what we've been able to estimate in teacher hours, etc. Potentially will have a little carryover into next year. And it probably would cover But again, if we have a reduction in services, then we also might be looking at other reductions in time. I don't know if that would be needed. A reduction of staff. Exactly. If that, depending on what happens with those classes.

[7116] SPEAKER_42: I just would like to make a statement too, and that is that there is no way that we can take money that is designed for K through 12 and pay for adult education. That's just not acceptable. And I know that having been involved with some of the classes and appreciating the value of the classes that are there, I don't disvalue them. I just mean that we have to find another way of making sure that they're offered, but they're not taking the money away from the people close.

[7144] SPEAKER_44: Exactly. We ran several scenarios, and that's why Superintendent Sanchez had us present two scenarios. Because we did start looking first at fee increases, and we saw that too. make it go in the black, that would be destroying the program. So then we started looking at other scenarios, and that's where we came into the realization this has to be a growth program or it will not survive.

[7171] SPEAKER_42: So if there is another place in the community that could support the senior activity, in other words, the problem is the seniors not being able to afford the classes, not a problem people that are not seniors particularly but rather the people that are in fixed income so if there were a source of revenue for these people so there could be a sliding scale I'm not sure whether the city has money for things like that whether there's an art budget whether the senior I'm not sure mm-hmm but I think there might be places where we might look and see whether there could be some support outside of the school district that's an excellent idea so it I'm delighted the fact that it's they're looking to increase the offerings. I think the more offerings we have, the better off we are as a community. But again, it cannot come from K through 12.

[7225] SPEAKER_44: Right. And I do want to make sure all the board members are aware that in the scenario one plan, the idea is to bring on at least one more class by the third quarter. The principal of the school has already contacted two teachers willing to start this December with two different class offerings. It's just a matter of, what your vote will be tonight to get them going.

[7249] Nancy Thomas: Can we call for the vote?

[7250] Ray Rodriguez: I just have something quickly. Thank you, Miss Julie, for being here. I know we're a small school district, and a lot of people, when it involves adult education, might go to neighboring districts or bigger districts. But I think it's so important for us to have adult education. I agree with Member Crocker. It shouldn't infringe on K-12. However, some of that is our fault as board members. I think we have a responsibility beyond being board members. We're also community members. And we had a DMV class a while back. And there's classes out there that actually make money. So it behooves us to support the principal from McGregor to try to see, and Member Crockett was talking about trying to get money. So hopefully that's part of the plan. Absolutely. And so that not only can we continue it, we can also get more money so we can reduce the cost.

[7321] SPEAKER_44: Exactly. And that would be ideal, is to be able to grow the program to the point that we are not looking at fee creases year after year, and we can offer a stable fee base for our students if we know what to anticipate.

[7333] Ray Rodriguez: Thank you for doing that.

[7334] SPEAKER_42: Please vote. Have we come to any conclusion in terms of whether or not there can be a different funding rather than having all the administration going to the consortium as being that being the source, so that we're not talking about $14,000 coming from the general fund?

[7353] SPEAKER_44: Right, and that's something I'll need to speak to our CBO about, how he wants me to allocate. For me to stand here and say we can move it all to the consortium. I don't feel comfortable with that because there really should be a matching of expenses with actions. But there could be a different way to evaluate that and base the numbers other than classroom hours. As you said, the amount of work would change those numbers. I just need to figure out how to be able to measure that so I can have a legitimate calculable type of activity.

[7387] SPEAKER_42: So what are we voting on then?

[7388] Ray Rodriguez: So we're voting on scenario one, which according to this shows that the deficit is 14, but you said you have offerings coming up in December, which probably would reduce that. Exactly. So I think we should just move forward on this, in my opinion.

[7404] SPEAKER_48: If you look at the outer years in 2021, it will be self-sustaining, the program.

[7411] Nancy Thomas: Yeah, and the board did give about two years' notice that we would stop our $100,000 a year funding, and so there's been time to plan and I'm glad it's coming forward now even though it's a little late and we're ending up again having to take money out of the general fund and hopefully before the end of the year that... Oh absolutely I'll be looking at this in the next week or so.

[7436] SPEAKER_44: Okay absolutely.

[7438] Nancy Thomas: Please vote.

[7441] Leonor Rebosura: Mr. Wynn.

[7442] SPEAKER_11: On scenario one correct?

[7444] Ray Rodriguez: Scenario one right.

[7450] Nancy Thomas: Four ayes. Thank you. Thank you. Thank you. Ms. Crocker is going to take over from me as I have to leave.

[7464] SPEAKER_43: We're going to finish 12 first and then go back to 10, right?

[7475] Ray Rodriguez: We need to move quickly because I'm basically

[7486] Nancy Thomas: Thank you.

[7496] SPEAKER_42: Give a chance for people to clear. Thank you, Nancy. Ms. Thomas needs to leave to make sure she is comfortable. Surgery just happened, what, five days ago? Six days. Six days. Thank you very much for coming. The 12.5 compliance with Hetch Hetchy at Birch Grove Primary. The next item, 12.5.

[7525] SPEAKER_48: I'll speak on that. Since 1966, the San Francisco Public Utility Commission has allowed Birch Grove Primary to use the land without charge. Basically, the district has been using Birch Grove Primary that is owned by San Francisco Public Utility Commission for free. This past August, a water leak was detected under the asphalt and was repaired by Benanti Plumbing. An assessment is needed to determine the location of the Hetch Hetchy pipes. If the playground equipment is directly above the Hetch Hetchy pathway, the San Francisco Public Utility Commission may ask the district to move the playground equipment away from the Hetch Hetchy pathway. We need to determine where these pipes are located. The district is asking the board to approve the assessment of the underground pipes of the Hetch Hetchy in the amount of $4,950 from Perda Studio Systems. And the leak that was prepared by Bonetti Plumbing in the amount of $7,329. I have a question.

[7588] SPEAKER_42: Which playground equipment was this? Because there was one that we replaced when Hetch Hetchy filled up. So that was in the kindergarten area, if I remember correctly. So which structures are we talking about? Yeah, which structures are you talking about?

[7606] SPEAKER_40: So I don't know exactly what structures we're talking about, because what we need to do is find out where they want to know what the pipes are underneath. What I understand is it's the basketball holes that go right through.

[7622] SPEAKER_42: So they're the old ones? There's nothing, we did not put new things.

[7626] SPEAKER_40: No, we haven't put anything new, but my concern is the way the track runs or whatever it is that runs through, there's the kindergarten playground. You've got two playgrounds, but the kindergarten playground looks like it comes right through the center, which means that could be affected. Only good thing about that is that playground needs to be replaced. So we could probably fix something in there. But Hetch Hetchy won't let us touch anything or San Francisco Water District won't let us touch anything until we go down and find out exactly where those pipes are and what it's going for.

[7665] Ray Rodriguez: I move that we approve 12.5 based on staff recommendation. I second.

[7674] SPEAKER_42: All right, let's see here. Clear all speakers.

[7677] Ray Rodriguez: Go ahead.

[7678] SPEAKER_42: Open voting. Vote, please. I need to close and display from the last time. Why is it?

[7693] Ray Rodriguez: Want to do it by hand?

[7694] SPEAKER_42: Try the bottom one. The bottom one. Here we go. Thank you. Would you vote again, please? For Jan Crocker, I'm sorry, I should be voting over here.

[7729] SPEAKER_42: Yeah, it goes this way. Okay, that's three to zero. One absent. Three ayes. Next one is at 12.6. It has to do with the theater curtains district-wide.

[7747] SPEAKER_48: Right. The theater curtains throughout the district were identified as needing a fire-to-return applied. The maintenance and operations department immediately arranged for work to be done to get the theater curtains to be in compliance with fire codes without delay. So we asked the board to approve the use of bond funds to pay for fireproofing of the theater curtains throughout the district. Originally, we were going to replace the theater curtains, which would have cost the district $80,000. But instead, we're looking at a more less expensive route, which is putting a coating on the curtains. So that way, it will last for the next five years to be in fire compliance.

[7797] SPEAKER_42: Is there a reason why this would be from the bond?

[7804] SPEAKER_48: We can use the bond funds for this. Using bond funds, yes. Because this is a safety issue.

[7816] SPEAKER_42: It's also a maintenance thing. It's something that's an ongoing, every five or eight years you have to redo it. And it seems to me that the use of the bond money, I don't know that.

[7827] SPEAKER_50: I was going to have the same type of comment as well about using bond money for this expenditure. I mean, we can, in every single item that's related to a school, we can say it's a safety measure. However, theater currents are not critical to a school's function, right?

[7846] Jodi Croce: Right.

[7847] Ray Rodriguez: Plus we have stage one that, you know, uses our facilities and they pay us rent. So some of that money would be used for improvements. So then the option would be to come out of general fund, right?

[7862] SPEAKER_48: Right. And we would try to use restricted maintenance account funds, but again, these restricted maintenance account funds has been pretty much exhausted. And there's only about $180,000 left in the restricted maintenance account. Again, there's only like about some There's seven months remaining, and I already know Maintenance and Operations is going to utilize, easily utilize that $180,000 remaining in the restricted maintenance account.

[7895] SPEAKER_42: The money that comes in from the rental, that goes into the general fund?

[7899] SPEAKER_48: That is correct.

[7901] SPEAKER_42: So do you know how much we make per year on the rental? Whether it would cover that?

[7908] Ray Rodriguez: I don't think it would cover all this, but it would cover part of it.

[7914] SPEAKER_42: I have difficulty doing bond. I really do.

[7917] SPEAKER_40: Can I just say one thing? Sure. They're not just the drapes at the high school. They were every drape at the elementary. That's true. OK. Just so you know, when you're looking at the dollar, it's for every school. And it was based on the fire code, the fire violation we got. Because they weren't coded. They were old. I agree that it's something that should be planned. But we haven't been planning for the past couple of years on what things, as I found out in my position since May, that we haven't pre-planned the annuals and we haven't pre-planned the inspections that need to be done. So moving forward, I hope that gets done with the budget and actually sitting down and saying, we have a safety budget, we have an emergency plan, we have these things, but right now we don't. And there are a lot of other safety things that need to be done, but this one was specifically a fire code.

[7972] SPEAKER_48: It's just that our district is in a tight financial situation where our expenditure exceeds our revenue, and we are deficit spending.

[7983] SPEAKER_42: We can't save that from the bond, though. I don't think the bond can do that. I really have problems with that. I don't have problems with what you're doing. I think it needs to be done. There's no doubt in my mind that if you've got curtains there, it's a fire issue, and there's no question that it needs to be done. I just don't think getting it from the bond is the way to do it.

[8003] Ray Rodriguez: But if it was, if the fire department is saying you have to do it, then that would normally be general fund. General fund, right. And if you had split these up, wouldn't that be under your approved limit?

[8020] SPEAKER_11: The total amount, $35,000.

[8021] Ray Rodriguez: No, I mean, if you had split this up, I thought $25,000 was the. They'll say split up. Well, that's beside the point.

[8030] SPEAKER_42: It doesn't make any difference.

[8032] Ray Rodriguez: But anyway, to me, this would be general fund money.

[8035] SPEAKER_48: It's $35,000. We'll use general fund money to pay for that.

[8038] SPEAKER_42: OK. So for the question then, we have.

[8042] Ray Rodriguez: I'd like to make a motion that we accept using general fund monies, non-fund monies to pay for this.

[8051] SPEAKER_50: OK.

[8051] SPEAKER_43: I'll second with that motion. Second. OK. Would you vote, please?

[8069] SPEAKER_42: It's 3, 0, 1, absence. 12.7, resolution number 21, 26, Newark Unified School District in support of the Bay Area United Against Hate Work, or Hate Week, rather.

[8087] Ray Rodriguez: So we just approve the resolution, then we read it real quick? Mm-hmm. OK. I'd like to approve the resolution. Can I make a comment on this? Yeah, before you want to approve it first, and then before we read it, you can make your motion. It's up to you. Do what you want.

[8104] SPEAKER_50: Could you maybe clarify what happens if, I know we have a three quorum, right?

[8108] SPEAKER_42: I'm sorry.

[8109] SPEAKER_50: I know we have a three person quorum at the moment. If there's an abstention, does it pass?

[8115] SPEAKER_42: It doesn't count. We have to have three to pass.

[8118] Ray Rodriguez: Right.

[8122] SPEAKER_50: I mean, I'd hate for this to die, but my opinion on this? I mean, the message is great. I'm not disagreeing with the message, the, you know, the psychiatrist, et cetera. I think the timing of the week is unfortunate, being November 11th through the 18th, you know, especially on Veterans Day, and knowing that schools will observe and celebrate Veterans Day on the 12th. And so that's basically two days out of the week now that we're kind of redirecting our focus and doing this, I know cities around the Bay Area are kind of participating in this endeavor. Yeah, they're all doing it, right. They're doing it. But I just think that the timing of this is unfortunate where it kind of takes, in my opinion, some of the focus off on Veterans Day.

[8173] Ray Rodriguez: Yeah. And being a veteran, I don't see it as that. I see it as this is something that's been long overdue. And it doesn't matter what day you say you want to be against hate. I think everybody would go along with that. So maybe the fact that it is from Veterans Day probably even highlights it even more.

[8195] SPEAKER_42: I see it the other way. I think that if we try to eliminate conflicts, I think there's a special day for everything. Every day has got something special, maybe three things. So I think that if we feel that this is true, I don't see where it would get in the way

[8212] Ray Rodriguez: And then those of us that work with veterans, which I've had in the past, especially the homeless Vietnam veterans, there's a lot of hate there that goes on with people hating the homeless. So I think we should just, hopefully you'll go along with it.

[8228] SPEAKER_50: I'll vote for it, but under different circumstances, I would have abstained knowing that.

[8232] Ray Rodriguez: No, I don't want to take anything away from Veterans Day either. So let's do it.

[8237] SPEAKER_42: Do we have?

[8240] Ray Rodriguez: Yeah. I made the motion to.

[8244] SPEAKER_42: You want me to second it? Sure. I'll second it. Would you vote, please?

[8251] Ray Rodriguez: You got to open it up.

[8252] SPEAKER_43: Thank you.

[8257] Nancy Thomas: OK. OK.

[8260] SPEAKER_42: Free eye.

[8263] Ray Rodriguez: So you want to read this?

[8265] SPEAKER_43: Yes.

[8267] SPEAKER_42: Would you like to start, Mr. Witt?

[8269] SPEAKER_43: Sure.

[8271] SPEAKER_50: Resolution number 2126 in support of the united against hate November 11th through 18th and support of Bay Area united against hate week November 11th through 18th 2018 whereas the United States is a nation of immigrants whose strengths come from diversity and whereas the Constitution enshrines equality on all individuals regardless of race, gender, orientation, religion, or political views, and whereas recent policies and rhetoric have generated a toxic environment that encourages the propagation of racist, xenophobic, anti-Semitic, anti-immigrant, sexist, homophobic, Islamophobic, and other negative views by emboldened hate groups and individuals, and.

[8308] Ray Rodriguez: Whereas deep divisions within our country are the result of extreme ideology, further strengthening a cycle of mistrust and suspicion fueled by fear, anxiety, and insecurity. And whereas the Newark Unified School District is dedicated to preventing and opposing hate and intolerance in our schools and community, and whereas the Newark Unified School District Board of Education and staff firmly believe all means all. Ann.

[8339] SPEAKER_42: Whereas education, compassion, and cooperation are key to unlocking understanding and embracing differences between people. And whereas the Newark Unified School District is participating in activities for the week of November 11th through the 18th to encourage and promote unity, tolerance, and compassion towards all, especially the most vulnerable and victims of hate and bigotry. And whereas we believe in justice and equality and in combating hate and bigotry in our communities. And whereas we seek to join other Bay Area communities in this United Against Hate Week as an important step in bridging divisions and strengthening our communities.

[8384] SPEAKER_11: Now therefore be it resolved that the Newark Unified School District declares its support of the Bay Area United Against Hate Week activities in our communities November 11, 2018, through November 18, 2018, and each and every day beyond.

[8401] SPEAKER_42: Thank you. 12.8 Monthly Business Transaction Report for September 2018 12.8 Monthly Business Transaction Report for September 2018 All righty. The ayes have it. Excuse me. The ayes have it. 3 to 0. 12.9, donations report.

[8454] Ray Rodriguez: CHRIS RODGERS. Move to approve. Second.

[8456] SPEAKER_43: MARY ANN BORGESON. Mr. Nguyen and Mr. Rodriguez to vote, please. Vote is 3-0. Would you like to read the donations, Mr. Sanchez?

[8480] SPEAKER_11: Sure. Donation of $500 for Schilling Elementary from Newark Rotary Foundation for new books, toys, clothes, and needy kids at Christmastime. $250 for Lincoln Elementary from the Bonavity Community Impact Fund for school use as determined by principal. $140 for Music Elementary from Your Cause, LLC. Trustee for PG&E for classroom materials and autistic students. $100 for Lincoln Elementary from Schweitzer Engineering Laboratories, school use as determined by principal. $552 for Lincoln Elementary. Donor is Dorian Photography for school use as determined by principal. In-kind donation of 10 volleyballs for Graham Elementary. Ms. Phuong Nguyen and Mr. Nick Wolfe for BE class. In-kind donation of six boxes of books for Snow Elementary from donor Zella Hernandez for Ms. Sherry Heskett's class. In-kind donation of office supplies for Newark Memorial High School from donors Choose for Spanish class for Ms. Jessica Ochoa. $197.52 for Graham Elementary School, GPS Graham parents and staff for flags to celebrate attendance. In-kind donation of two $50 gift cards and 27 pumpkins for Graham Elementary. From Safeway, Carrie Lahr, manager. Gift cards for the sixth grade pasta night pumpkins for winning class of monthly attendance completion. Donation of $494 for Music Elementary. From Philotherapy Ventures Foundation for classroom materials for autistic students. $500 donation for Snow Elementary. Optimist Club of Newark for the sixth grade base learning garden. In-kind donation of two laptops for Newark Memorial High School from Donors Choose for the English department per Mr. Grant Ewing. In-kind donation of books for Newark Memorial High School from Donors Choose for Puente Book Clubs per Marcus Landon. Total of $2,733.58.

[8614] SPEAKER_42: Thank you very much. That's a total of $2,733, which is a good way for the community to support, we think, all the people that have done so. We now are going back to the staff reports, 10.1. We have a report from our chief financial, our business official.

[8635] SPEAKER_50: Can we hold that to next time? What? Can we hold that to next time?

[8638] SPEAKER_42: Yeah.

[8639] SPEAKER_11: Do you want to hold it to next time? Well, there is one on the dashboard we do have to do tonight. We miss a deadline. So that's the only one I would recommend.

[8647] SPEAKER_42: All right. Then we have a speaker from the audience that would like to speak to that. Ms.

[8652] SPEAKER_30: Parks.

[8660] SPEAKER_42: We usually do the speaker first. I know.

[8669] SPEAKER_41: Good evening.

[8671] Cindy Parks: Nancy's in first. Elisa's in second. Tom's in third. So I wanted to ask about priority one that's listed on here for the dashboard, it says appropriately assigned teachers, access to curriculum aligned instructional materials, safe and clean and functional school facilities. And of the seven priorities, they all show met. And my question Well, it goes through seven priorities, but they're not seven listed here. Anyhow, my concern is more in line with the appropriately assigned teachers. My question is, is this based on complaints filed through the Williams Act, or is this based on some other standard? And if it is based on some other standard, what is that other standard? I have a concern in this realm. So I'm just kind of wondering what this is based on that this criteria has been met. Thank you.

[8747] SPEAKER_42: We have a presentation.

[8754] SPEAKER_18: Good evening. Thank you so much for allowing me to present tonight. I am unfortunately on a state deadline. I'm required to submit our findings November 16th. And part of the requirement of the state is that I report the findings to the Board of Education on a regular scheduled meeting. So I know it's a special night. So I'll try to go very quickly. I want to be really clear that I'm not reporting on the dashboard tonight. This is the local indicator section that we're required to submit to the state so that we can get our dashboard in December. So I just want to show just a couple of what the priorities are, what we're required to report on. So we're required to report on priority one, which are basic conditions of school. Priority two, implementation of state standards, which is basically all of these priorities right now are a self-reflection tool. We have not received a rubric from the state. So it's really the state has asked us to have some sort capture the data in some way, measure the data, and report the results. We're still awaiting from the state to give more specific direction around specific rubricing. But I'll speak a little bit more to that in the next slides. Priority two, implementation of state standard. Three, parent involvement or parent engagement, which is also in our LCAP. Priority six, school climate, which we measure that through our California Healthy Kids Survey that we administer every two years. And then priority seven is actually a brand new local indicator. It's broad course of study that we need to report on. So I'll share a little bit about that just to kind of give you a quick snapshot. I received this from Alameda County just to give you a snapshot of kind of where we rank against Other school districts, we were able to submit our local indicators in time last year. So we were able to have rating of met on our dashboard. Unfortunately, not all counterparts in our county were able to do that. So it just kind of gives you a quick snapshot of what other school districts are using to measure their indicators. And it falls in line with the data that we collect as well is very similar. Williams Act in number one, parent engagement, or either district surveys or WestEd surveys, which were in line with the data that we collect. Also using, you know, self-reflection tool, as well as the California Healthy Kids Survey. So just, I know sometimes it's a question like, what are other districts using to measure their local indicators and just to show that we're in line with what our colleagues are using. So I just give you a quick picture. We haven't seen the dashboard in a while. This is what it looked like last year. This is what it's going to look kind of again. There are some improvements, and I'll bring that to you in January. I'll do a full presentation on the complete dashboard that will include our chronic absentee reporting, which is new this year, as well as our academic indicators. We'll look at our English learner population. That all is given to us by the state based on our testing and our reporting through CVETS. And then our college career readiness, all that, will be part of the complete package. That little red box on the bottom is the local indicators. Last year we had four. We had priority one, priority two, three, and six. And in all those indicators based on the tools that we used, we had a MET rating. And then this year we will have five local indicators. So just who I speak to in terms of collecting the information for the findings, it's not a one-man show. It's definitely a collaborative effort between multiple departments through our district office. So priority one, I received reports from HR regarding teacher appropriate assignments, from our MOT regarding facilities, and then also via county on Williams Act letters and confirmation that we provided appropriate materials and access to curriculum for all our students. I don't know, Ms. Saavedra, did you want to speak to the report I get? I know there was a question from the public. I don't know if you're comfortable speaking toward... The report that you gave, you know, the report that you gave me.

[9021] SPEAKER_16: I'm not understanding the question, but I think it refers back to how to. Misassignments, yeah. Right. And currently we do not have any misassignments.

[9029] SPEAKER_18: Yeah. And then priority two, we have, we use ed services collection tools. So basically ed services comes together and it's a rubric you'll see from last time of like where we are in implementing the various standards. where we are in implementing NGSS, ELA, math, so all the common core state standards. And so we would do a rating scale in terms of like where we were in implementation. And I'm happy to report that we are seeing some movement in our implementation, especially of NGSS standards, science standards. And then we are still in our exploration phase of our social sciences standard. So I think it's also important to notice, to note that when we put met, it doesn't mean that we're saying that we've, or that we're done. Really, a rating of met is saying that we are collecting data, we're monitoring, and we're putting goals in place in order to fulfill our continuous improvement work that we're doing, as well as make sure that we're continuing to provide the best possible programs that we can. And that data also is used to inform our LCAP goals. So that's information that we share with our LCAP advisory team. So if they see an area where, you know what, yes, we met, but there's definitely more work that we can be doing in that area. And then that's going to be part of the recommendations that we give to LCAP Advisory Committee to make goals that are aligned to that. In Priority 3, we use the California Healthy Kids Survey. We also get parent feedback from our LCAP Advisory Committee and our DELAC surveys. Last year, we conducted a math adoption parent survey to give feedback regarding our adoption process. And then most recently we're collecting fall parent survey data. And I'm collecting all that information right now regarding how parents feel that their voice is being heard and do they feel that they're involved in making decisions. And then also just access to educational parent workshops or programs and getting feedback from that. And that will be part of the report as well. So far it's been very positive. But I just want to keep the survey open a little bit longer to make sure we're capturing as many voices as possible. But I will report on that specific feedback once I get a capture of everything. But it's been very favorable. And then priority six, we look at our California Healthy Kids Survey in 5th, 7th, 9th, and 11th grade. And that data was actually, it's shared with our leadership team. And they all share that with, I've asked that they take that back to their site councils to help them with their school climate goals. So that's an area that we're looking closely in their questions like, do kids feel like they have a caring adult at school? Do they feel like there's high expectations and high standards for them? So we're really looking deeply at that data and seeing what programs, additional programs to the things that we already have, like PBIS, you know, our incentive programs at school, our mental health support services for kids, what else we need to put in place to help them in addition. And then priority seven is a new priority. So it's really collecting data. We surveyed the, school sites in order to give us specific feedback and data around their VAPA offerings, AP, and then I have a weird thing, modern language, ROP, and CTE. We also looked at our AP percentages, and that's part of our course access for AP and for multiple student groups or a wide range in priority seven, and that's also part of our LCAP. I'm happy to report that in all of those priorities, we continue to meet the expectation currently just by us collecting data, analyzing the data, aligning it to our goals, and then continuing to work towards improving in those areas. And then here's the timeline. I report to you tonight. And I submit the findings next week. And then the full dashboard with everything that I mentioned before will be released to the public and to us on December 5th. And then I am anticipating a full report to the board in January. And I know that there's been requests of looking at specific grade levels in specific schools. So I'd be happy to aggregate the data. of the dashboards, and I can share that at that time. I just don't have it yet. So that's my quick report. Any questions?

[9305] SPEAKER_42: So you're giving us an outline of what you're doing?

[9308] SPEAKER_18: Yes. I'm just reporting to you that we're working on it, we're submitting it, and.

[9313] SPEAKER_11: Do we have any word of when they're going to release the graduation metrics and completion metrics? Do we know yet? They keep delaying it.

[9321] SPEAKER_18: Have you heard anything about that? No. We just got the chronic. absentee 5 by 5 yesterday, so I know it'll be before December.

[9332] Ray Rodriguez: Thank you. Can you just share real quick on people that were involved in helping you with putting this together?

[9340] SPEAKER_18: Yeah, so it depends on the indicator, so and I can go back to that slide too. So I get reports from Julie Radcliffe in HR, and she's with the oversight of Jessica Saavedra. Susan Condon gave me a report on facility, and then Ed Services is, and oversees Williams-Axe is Robin Sert, Director Robin Sert, and then obviously Leticia Salinas oversees all of Ed Services. So in priority two, it was a team of myself, Robyn Sert and Leticia Salinas for priority two. Priority three, I analyze the data and share that out with our leadership team. So it's hard data. So it's not, you know, here's the data, let's talk about it. Same with the California Healthy Kids Survey. We get a finding report from WestEd and so that was analyzed by our entire leadership team. And I just report statistical reporting on that and trends. And then priority seven, again, all district leadership was involved in providing data and information around our students that are participating in G and A to G, so G courses. is offered at the junior high, what courses, what broad courses are offered at the junior high. What does it look like? Elementary is an area that we need to look more closely at. We have music for minors, which was wonderful that they presented today. And then we have various volunteer art programs, but that is an area, those two, looking at fine arts at the elementary school is a recommendation and a goal that we put in priority seven moving forward.

[9444] SPEAKER_42: Thank you.

[9445] SPEAKER_11: Thank you, Amy.

[9447] SPEAKER_42: Okay, we're moving on to the employee organizations. Is there Ms. Eustis from CSCA?

[9462] SPEAKER_41: Hello again. I'm happy to report that I have a full slate of officers that are going to be running. Well, actually, we had a white bell. at the meeting last night, so I have a full slate of officers for this next year for CSCA 28, except for one position, and I'm working on somebody to take the chief job steward. We also had a representative from California Valued Trust come in and talk about the plans that we have through our CVT program like the Kaiser Wellness Program and the Anthem programs, and it was really good. There were things that our members can do to actually save money through the wellness program by doing certain things, and she explained it in complete detail. Things that I wasn't even aware of, and I actually sit on the CVT boards. I was thrilled. I knew Anthem had some of these programs, but I didn't realize that Kaiser has them now. You don't have to see a doctor, you can go on line and you can do a visual thing through the computer. And so they have all these things the same way the Anthem does, which is absolutely great because it's another way of accessing healthcare. The other thing I would like to share with you is I was told that there is sort of kind of like a walk in my shoes program that CSCA does. They're going to be coming out with it in the spring. And I would like to come back to the board and I'd like the board to come and walk in the shoes of a classified employee here in the district as well as some of the administrators. I think it would be fun. I think we would have a better understanding of each other and know what everybody does a much better understanding. And so I'm going to be bringing that back to you probably in the spring when it's available. Other than that I don't think I have anything else. happy you have made me smile tonight, so thank you very much.

[9582] SPEAKER_42: Thank you, Ms. Eustis. Is there anyone here from NTA that would like to speak? Anyone from NEWMA? Okay, next is the consent agenda. Personnel items.

[9596] SPEAKER_43: Move to approve.

[9597] SPEAKER_42: Second. Mr. Wynn moves to approve.

[9600] SPEAKER_43: Mr. Rodriguez, second. Open the voting. Vote, please.

[9613] SPEAKER_42: 3 to 0. Consent agenda, non-personnel items. 51, curricular, non-curricular, overnight field trip request for Schilling sixth graders to Scotts Valley. 15.2, curricular, non-curricular field trip for Newark Memorial Acapulco Choir, advanced choir and band to San Francisco. 53, rejection of, excuse me, 15.3, rejection of claim number 5614. 399, 15.4, curricular slash non-curricular overnight field trip request for snow sixth graders to Watsonville, California. 15.5, non-curricular field trip request for class of 2019 to Anaheim, California. 15.6, minutes of the regular board meeting October 2, 2018. 15.7, minutes of the regular board meeting October 16, 2018. Is there anyone that would like to poll?

[9674] Ray Rodriguez: I'd like to make a motion that we, if nobody wants to pull anything, that we approve 15.1 through 15.7.

[9681] SPEAKER_43: Do I have a second?

[9682] Ray Rodriguez: I second.

[9683] SPEAKER_42: Mr. Nguyen seconds. Mr. Rodriguez moves. Mr. Nguyen seconds. Wait, let me just clear this.

[9692] SPEAKER_43: Would you vote, please? The vote is 3 to 0 in favor.

[9702] SPEAKER_42: Student expulsions, 16. Expulsion 16.1 for. Move to approve.

[9710] SPEAKER_50: Second.

[9711] SPEAKER_43: OK. Mr. Nguyen, approve. Mr. Rodriguez, second. All righty. Would you vote, please?

[9725] SPEAKER_42: Vote is 3 to 0. Expulsion, stipulations for E1819-3. Move to approve.

[9733] SPEAKER_43: Mr. Rodriguez moves. Mr. Nguyen?

[9736] SPEAKER_42: Second.

[9736] SPEAKER_43: Would you vote, please?

[9743] SPEAKER_42: 3 to 0. Expulsion stipulations for E1819-04. KEN HOWARD NGUYEN Move to approve.

[9754] Ray Rodriguez: TODD BANDUCCI Second.

[9758] SPEAKER_43: Mr. Nguyen moved. Mr. Rodriguez second. Would you vote, please?

[9762] SPEAKER_42: 3 to 0. We now have committee reports, announcements, requests, debrief, and discussion. Mr. Nguyen, do you have anything you'd like to say? No, thank you. Nothing for Mr. Nguyen. Mr. Rodriguez?

[9778] Ray Rodriguez: No, nothing. I'm just thankful that all the young people that we encouraged for the last 15, 20 years. I know Mr. Nguyen was at the high school for a while, Encouraging our young people to get on the boat and everything that's worked out. And that trip to Watsonville, I think I'm going to go. Pick some artichoke or whatever.

[9805] SPEAKER_42: And I have nothing to add. Superintendents? Closing comments?

[9809] SPEAKER_11: I would just add that I was invited to appear on Univision this morning to discuss what is some of the good work that's going on with the Promotoras program and some of our mental health work we're doing. with our Spanish-speaking community. So that was a positive for our district and the work that the Promotoras program and mental health team is doing here in Newark. That's it.

[9830] SPEAKER_42: All right. Any other comments? We're now adjourned at 9.45.

No minutes available.