Regular Meeting

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[11] SPEAKER_38: Stand up, hand over your heart, because I'm in elementary school. Ready, begin.

[17] Rachel Bloom: 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.

[32] Ray Rodriguez: Thank you. Are we OK? What are we doing here?

[42] Bowen Zhang: Okay.

[47] Ray Rodriguez: Thank you everyone for being patient. Are we okay? Larry might need your help. Please. So in closed session we had discussion but no action was taken. Okay, so we need the approval of the agenda. Anyone want to make any changes?

[80] SPEAKER_11: Superintendent? Staff does have a recommendation. Ms. Salinas?

[84] SPEAKER_42: Yes, I'd like to ask for pulling of item 15.1 under student expulsions and 15.2 under student expulsions and remove it from the agenda.

[96] Ray Rodriguez: Okay, so 15.3 stays, right? Correct. Okay, good. Thank you. Anything else?

[106] Nancy Thomas: I move approval as amended.

[109] Ray Rodriguez: Member Thomas moves approval of the agenda.

[112] Bowen Zhang: I second.

[116] Ray Rodriguez: I don't have mine ready either. Can you help us? Can you give us a second? Let me.

[123] SPEAKER_21: I can open it for you.

[128] Ray Rodriguez: Yeah, go ahead. Member Vice President Thomas can open it. Go ahead. Larry, can you help me? I'm just confused here. We can vote on this if you want. Why don't we vote on this one with the show of hands? Okay. Everybody approves the agenda with the changes made by Associate Superintendent Salinas. Excellent. School Spotlight Superintendent.

[178] SPEAKER_11: Well with us tonight we have Kennedy Elementary. Alright. Welcome. Now you can leave us, now also besides the pledge and you're telling us about your school.

[189] SPEAKER_38: It's all about Ms. Hughes tonight so thank you very much. Thank you board members for allowing me to come and talk about one of my favorite places on the planet and that would be Kennedy Elementary School. We have our vision statement. Our vision is to ensure high levels of learning for all students and to foster a community built on respect for one another. We strive to increase academic achievement and meet the needs of all of our students. We value the diversity in our students, families, staff, and focus on creating a safe and nurturing environment. All right, just a little snapshot about us. This is my sixth year at Kennedy, and this is the first year we've been over 400. So we're pretty happy about that. Our latest number is 406 students. We have transitional kindergarten on our campus this year, which is so fun. They are so cute. It's so fun to go in and see them in their very beginning stages of education. We have three kindergarten classes this year to first grade. 3 seconds, and then 2, 3rd, 2, 4th, 2, 5th, 2, 6th, which is a really nice number of classes. Our mission is to ensure high levels of learning for all students and to foster a community built on respect for one another. We have three areas that we try and focus on, safety, inspiring our students, and being innovative. We'll talk about, there's one more on the bottom of innovative, there we go. We'll talk about PBIS a little bit later. Right now in our cafeteria, if you go in there, we have a wall of fame. That's our Soaring Eagle Award. Our students who are going above and beyond. at the beginning of the year Mandy ordered one package of big silver stars and she's had to reorder a couple of times now because the wall is full and it's now going over to the other so we're gonna start calling it the walls of fame and we've spent a lot of time working on our safety plan and our emergency plies and our PTA was very generous and just spent a little over $2,000 to get all of our emergency supplies up and ready. So we have food and water and blankets and first aid supplies. So that was really, really nice of them. They are very responsive to the needs of the school and they do a lot of hard work and raise a lot of money to help support us. We have a student council, we have digital learning, and art is a big deal at Kennedy. Just like every school, we have professional learning communities. We've gotten into the STEAM area with a maker cart. And this year, we've also had coding, Lego robotics, and fun with circuits as free after-school enrichment classes for our students. And we've had many students participate in those. We've been running back-to-back sessions since, I think, October. And they're ending now the end of February and March. So we've been able to provide that for our students at no cost. We have a homework club to help students who don't have anyone at home to support them or they don't have a quiet place. And we have a choir called Kennedy Voices that has over 100 students in it. It's run by parent volunteers. And they do a couple of concerts a year. And they also perform for the Newark Chamber of Commerce at their holiday luncheon. So they get out in the community. I think they also sang the national anthem at a girls basketball game recently. And we just this year have started a theater program. So we have after school theater on Tuesday. So it's a pretty busy place. So this year, we're looking at our dashboard. And we're seeing a lot of yellow. And of course, we're going for green and blue. been spending a lot of time looking at our data and trying to find where our students are still struggling and minimize those gaps so that hopefully next year when I come back we'll be on green and blue. English language arts and math I'm going to talk about in just a minute, but I'll talk about chronic absenteeism, which is orange this year. And we've been putting a lot of focus and attention on changing that. So we're doing big school-wide incentives. We're doing individual incentives. We have a giant eagle because we're the Kennedy Eagles. It's like about this big and about this round and the class with the highest percentage of attendance gets to keep it in their class for the next month. And this past month, our TK class won. And so it was really cute because they're about this big and the Eagle is about as big as they are. And so they carried it between the two of them down to their classroom where it's proudly displayed. And we also have some bobblehead trophies. runner up and the next one also gets something. So we're really trying to educate parents about what chronic absenteeism is because many of them don't know. And then we're trying to individually meet the needs of students to figure out what they need and what we can help them with. And our suspension rate is also orange. As you know, the dashboard is a growth model. If you looked in the years before last year, we would be in green or blue. And we had an unusual number of suspensions last year. And so we dropped down to orange this year on track. We're back on track to be, unless something giant unforeseen happens, to be back up in the green and the blue. There are reasons for those, a higher number of suspensions. And I, as the principal, am basically the one making that decision. And I truly believe that last year, The number of suspensions we had were the number of suspensions that we needed. And so my school site council spent a lot of time talking about this, because they're like, what happened? All of a sudden, we went from very few suspensions to a number. But there were reasons behind it, and I'm expecting it to be growing next year. So here's our Smarter Balanced Performance Summary. fell by three percentage points on the kind of, it's just the overall test and in language arts. And it was a greater drop in math. And so because of that, my teachers are spending a lot of time working in their professional learning communities because we really want to be able to have more students be proficient or advanced. So we're kind of approaching professional learning communities as it's common sense, as Tim Brown says. It's common sense to be clear on our targets. So those are our standards that we're saying are no excuse standards and that teachers are repeating back and forth and back and forth to make sure the students understand the standard and are proficient at it. We're using assessment to nurture achievement and we're collaboratively helping students that struggle. And we're hoping that through the work in our professional learning community, we're expecting that our scores will increase. We're in year two of PBIS. We're really focusing this year on getting our rules and expected behaviors kind of second nature. So everybody knows them, and it's not a surprise. We're doing a lot of acknowledging and rewarding of students. We are doing activities like we have LEGO lunch, and kids can, we give them tickets, and they can use tickets for LEGO lunch. We also have our wonderful PE teacher, Coach C, who is giving them extra, our upper grade kids, an extra recess block if they have enough tickets, and they're very excited about that. At Kennedy, art is one of the things that makes our school special. So we truly believe that art encourages children to think, developing skills and confidence as they go. And so when you come on our campus, you will see art. You'll see it in the front of our school. The picture on the right was last year's whole school art project, and every student created a rock, and they're placed in the front around a couple of trees. It was a book, and so all the classes read the book, and then all the kids, and actually all the staff, I have a rock in there too. We all have a rock. And this year, the all-school project is set to be a mural. We're working with a non-profit who will come in and design the mural with kids, and then the kids will actually be able to do the painting. So we're very excited about that. But some of the art is in our office. And it's around our school. Our kids participate in art every month, at least. We have parents who run an art program, basically. And each classroom has an art parent. And they learn about different artists. And they learn about different techniques. And we have, actually, an art room with supplies. We're very fortunate. It has watercolors and pastels. And every child gets to create something on a canvas every year. So the art program funds itself. Because every year, we have an art show. And at the art show, we display students' beautiful art, and then we also have auction items. So for example, kindergarten students have painted watercolors on paper, and they get cut out into shapes, and they're made into greeting cards. So we sell greeting cards. We do a whole school project that gets auctioned off, but lots and lots of Different things to see and participate in and so we really are would love to have you come It's this year. It's April 12th, and it's from 530 to 8. We also have Usually dancing or last year we had the taiko drummer So there's usually some kind of other entertainment, but we would like you all to attend and I have an invitation for you

[837] Aiden Hill: Thank you.

[839] SPEAKER_38: I think Nancy's been before.

[842] Nancy Thomas: I've been. It's great.

[844] SPEAKER_38: Yes. And they weren't sure how many of all of you would be here, so your invitations are in the mail. OK? So thank you very much for taking time to hear about Kennedy School today. Questions?

[864] Ray Rodriguez: We want to thank you. I have a couple questions. Any board members? Any questions? When I think about suspensions for elementary school kids, I guess it doesn't really, you know, I'm thinking what, without being, you know, being as generic as possible, what would be a, are we talking about in-house suspensions or do you send them home or?

[893] SPEAKER_38: I'd have to go back and look in Synergy for the records. But just in my memory, all of our suspensions were at-home suspensions, and they were all for violence. So purposefully hurting someone, throwing furniture, hurting teachers, things like that.

[913] Ray Rodriguez: So you would send them home for what, two days, three days?

[916] SPEAKER_38: Well, we always start small. One day. So it depends on what the situation was. I want kids in school. So we want to suspend the smallest amount of time that will give us the result that we want.

[933] Ray Rodriguez: And there's normally steps before you get to that point. Right.

[936] SPEAKER_38: So we had an issue of bullying last year. And that student was suspended for multiple days after we had had several incidents. So things like that. But all of them were for safety.

[949] Ray Rodriguez: Yeah, I was thinking about going to the principal's office. Not that I was there all the time.

[955] SPEAKER_38: We've changed that mindset. So now when you come to the principal's office, it's actually not always a bad thing. And it's usually just for problem solving. Or you've written a book that you want to read to me or something like that. So I really do very little discipline, knock on wood, luckily.

[972] Ray Rodriguez: And then on your absenteeism, you have a plan you're working on.

[978] Guadalupe Lopez: Yep.

[979] Ray Rodriguez: And then what do you do when kids are late? Like they get there at 830 or whatever.

[985] SPEAKER_38: Depends on how frequently it is. So, we have a few students who are like our frequent flyers. They're often late. And because we're elementary school, it's typically not because the child doesn't want to come to school. So, it's having conversations. So, I have conversations with parents and I give them a call on the phone or I catch them when they are bringing their child in late. And we talk about, you know, what are the problems. We have a little girl right now who decided that she'd rather stay home with mom every day, which I don't blame her. I like my home and my mom as well. But every day now on my round table inside my office, when she comes to school on time without her mom having to carry her into the building, there is a prize just for her that is on the table. And we have a bag of prizes for her. So that right now, that's working. And we go with what we just try as many things as we can. We have a student who, because of a custody situation, every Monday she comes from San Francisco, which is a long drive. And so they've been able to now switch their custody so that mom has the child during the week, and so we're not having to make that long drive as often, and so that's helping. So it's like finding out what the individual issues are with each child, and with a school that has 400 students, I can do that, right? Like I know all the families, I know all the kids. Sometimes it's parents who they just, you know, they live in chaos. And so it's really hard for them to get up. Maybe they work all night, so then maybe we need to have somebody else pick up the daughter who lives in the neighborhood and walk her to school with their children. It's all, you know, kind of figuring out what the issues are and then trying to solve them.

[1097] Ray Rodriguez: And I know we haven't talked about a dress code here for a long time, but when kids do come in and they're dressed inappropriately, I know in the past you've had something where you could put, you know, one of the Kennedy shirts or something on them or whatever. I mean, that doesn't happen too often, I would imagine, in elementary school, right?

[1115] SPEAKER_38: It doesn't. And most of the time it's just, you know, it's school. You need to look like you're coming to school. If I have to look like I'm coming to work, you have to look like you're coming to school. We all are here for important reasons. It's really most often handled with conversation I've had a little I'm we had a first grader last year who came to school with a shirt that had a beer brand on it but he didn't know what that was right that was just a cool shirt that he got from a cousin and so he didn't know so it's just like you know call mom and say you know what he probably shouldn't wear that to school pick any other shirt and it's not you know that's kind of how we solve those problems so we are interested oh did you members on this guy

[1163] Nancy Thomas: I was looking over the wish list for the various schools and so I wanted to ask you, Kennedy hasn't gotten their wish pulled together yet. What's the progress on that?

[1175] SPEAKER_38: Susan has been truly a blessing for us in that project because it was started with past directors of MOT. And then I found out that none of the work had actually been done. None of the ordering had been done. None of the requests into DSA had been done. And so then it languished. And then Susan is actually finding me vendors. And she came around school. And we looked and, like, figured out how big of a space we want to use. So our wish list is to build a courtyard area because our school doesn't have a meeting place. Like, if you go to Lincoln, they have that center, the mushroom. We don't have anything like that at Kennedy. Our buildings are all kind of mixed up. And so we really want like a big area where classes can come out and use that space. We could have, you know, the kids could go out there to do art, but they could eat outside. They'd have a place. And we have a giant field that we can't use because we can't supervise all of it. So we're trying to put part of our giant field and make it into like a courtyard area. Susan's been out. We've talked about ground cover. She's found some vendors who can help us get through this process. We're hoping to be able to afford some shade, but how much does that cost? We need the people to work with us. So I'm actually hopeful now, and I wasn't a while ago. I was thinking we should have just gone with the marquee.

[1262] Ray Rodriguez: Do you have any staff members here besides yourself?

[1265] SPEAKER_38: No, it's just me. But could you? Oh, Mr. Knoop is here. He's one of our parents and a school site council member. All right. He should count.

[1273] Ray Rodriguez: He does. He counts.

[1274] SPEAKER_38: And Cindy's grandson goes to our school, so she counts. Robin's kids used to come to our school, so she counts. Actually, I told my teachers to stay home, and they get to see me every day. you know they know a lot about their school so I told them that when they asked I said please stay home and rest because you need to be there tomorrow morning ready to go.

[1294] Ray Rodriguez: Well someone did a lot of work on the back wall and everything so can you.

[1298] SPEAKER_38: Who doesn't love Abraham Lincoln made by kindergartners right? I mean that's adorable and we just have a big mixture we have sixth grade poetry on the left and then I think was in here on Friday just pinning it up and I tried to do like the the writing because a lot of people submitted writing so I tried to put writing there and then the art just around because they have lots and lots of art and when we do snowmen we we always try to ink so it has linker cubes or base 10 blocks on it so it's kind of trying to fit in academic But I really just told the teachers, give me some samples of what you've got going on right now. I didn't ask them for anything specific. And so they just showered me with such lovely work. No, it looks great. I'm very proud of them.

[1347] Ray Rodriguez: Thank you. Thank you very much. Any questions or any comments? All right. Thank you.

[1352] Phuong Nguyen: Thank you.

[1358] SPEAKER_11: Superintendent's report. Superintendent. Thank you, President Rodriguez, members of the board, ladies and gentlemen. The first item of business is, I've kind of talked with many of you trying to identify a retreat date and it's looking like the date I'm going to recommend and see if we can commit to would be April 6th, it's Saturday. It would be a six hour retreat on a Saturday, I don't know, 10 to 3 or something like that. Will that work for the board, or can you check, and then I can get back to the facilitators and start planning towards that.

[1396] SPEAKER_21: I just had a question I forgot to ask you. You say retreat, but is it going to be local? Is it going to be in Newark?

[1402] SPEAKER_11: It'll be in Newark. We've done one at Loney before, or it'll be here. It might be in one of our schools. So yes, it'll be in Newark.

[1415] Ray Rodriguez: I'm OK with that date, but I talked to you on it. I just think six hours is just too much. So I'm more comfortable with four hours. And then if we need more, you know, we can.

[1429] SPEAKER_11: It's the first one. So I am going to request more. And it's easy to adjust to four if that's kind of the consensus of the board. We just want to get things started. And maybe at that day, we'll pick another day for another four hours. So that's fine. So we have a good consensus. OK, thank you. That's great. We have a date. I can work on that now. What will happen next is the facilitator will reach out to each of you individually and interview you and kind of make sure that you have some outcomes that you want to get from the retreat. So his name is Steve Ladd. And also participating is Josh, is it Daniels? Yeah, Daniels. From a board member from Berkeley.

[1472] Nancy Thomas: Used to be a board member.

[1473] SPEAKER_11: Former board member from Berkeley and our representative from CCE. EE chart Chelsea Kang. So more to come on that. Next item is we're going to be revisiting now that we have a full board our mapping out of study sessions as well as staff reports. So if you have requests for those please email those to Char. By Thursday the 28th we're going to build another draft calendar. We had one before but I think we need to kind of reshuffle some of the items that you want to see in either staff reports or study sessions. So we can build a calendar to present to you March 7th for your review. Next item is, I need to get a little bit of clarity. Watched the video from last board and I wasn't absolutely sure on the committee kind of that we had created. I know we wanted one committee to kind of look at long term budget solutions. And two board members are going to participate in that. Is that correct? Yes. That's what I recall. Do we know, was it the two of you? Yeah. OK. OK. Second one was, I think I was going to work with two people on my evaluation. I think it was, was it President Rodriguez and somebody else? Or who was that going to be? The two of you? I don't remember. Was it? Did we talk about it? No, I don't think we talked about it. OK. So that's to determine later. We did ask for two people, and this is certainly President Rodriguez, but usually we have two board members, but we wanted to have one or two members do a board debrief with staff, and I think we could do that. Was it the two, Alyssa and Lucia?

[1578] Ray Rodriguez: Okay. We'll just give Member Martinez all the... Martinez and Gutierrez.

[1586] SPEAKER_11: Okay. Is there any others that I missed? I think those are the big ones. Okay. Thank you for that clarification. Because we kind of went back and forth in conversation, and the video didn't help clarify a lot. So thank you. Next items, we're coming back to this from last year. Member Thomas and I went to visit with eighth graders. They're now ninth graders at the high school. And I'd like to invite Member Thomas and one other board member to join me to go back to meet with that same group of kids to see how it's going in ninth grade. And Char will work with you to find the location details. We're looking at Thursday, March 14th as a possible option. If any, I don't know if Member Thomas is available, or one more board member could come with me.

[1635] SPEAKER_21: During school hour?

[1637] SPEAKER_11: It would be during school hours, because we want to meet with the students. And there's another one coming for leadership, and we'll do the same thing that we did last year. So March 14th is what I'm proposing. But if not, we can find another date.

[1652] Nancy Thomas: I can't do March 14th.

[1653] SPEAKER_11: OK. Well, why don't we just, if you're interested in that, I just need one other board member to work with Char. We'll find a date to meet with those kids. It'll be great because it's the same group of kids. So Nancy, I'm sorry, Member Thomas went with me last year.

[1667] Nancy Thomas: Yeah, I'd like to go with you.

[1668] SPEAKER_11: I think it'll be good to.

[1669] Nancy Thomas: If it's a different time, I'll be gone that week.

[1672] SPEAKER_11: We'll work with you.

[1673] SPEAKER_21: I'd like to join. I've just got to touch up with the hours and the date.

[1678] SPEAKER_11: So maybe on Good Friday. What day is that, by the way?

[1682] Nancy Thomas: 14th is on Thursday, as of now. Oh, well, the 14th wouldn't work for me.

[1686] Ray Rodriguez: What day is that in a week? Thursday. Thursday.

[1690] SPEAKER_11: So I have another opportunity, similar. President Rodriguez and I last year met with a group of leadership students that was facilitated by Sierra Van Rossum, who is competing in the state championships in wrestling right now. But we're going to go back and schedule some time with them. I'd like to invite another board member to join, Member Rodriguez and I, for that. Probably has to be during the day as well. Usually we go during the leadership class.

[1720] SPEAKER_21: Okay? Again, he asked me if I could. I wouldn't mind. Again, I'll just touch base with you in regards to time and schedule.

[1730] SPEAKER_11: And we can meet with other groups. I don't want to, if other board members want to schedule that, we can find other opportunities to do that. I think hearing directly from the kids is powerful. And they really like talking to us directly. So I'll work with the other board members on some other ideas of how we could do that.

[1745] Ray Rodriguez: And we go directly to them, which is nice, more comfortable for them, so the high school.

[1748] SPEAKER_11: Yeah. They like putting us on the spot. So it's actually really fun.

[1753] SPEAKER_29: Superintendent, and is that only for the high school? Do we have anything planned in the junior high?

[1757] SPEAKER_11: We need to come back and start a new group at the junior high. So that's something I would suggest that we could do. Like, if you haven't been able to be part of this, perhaps maybe you and member Jean can come with us And we'll start with another. It's nice to do an eighth grade group, because then you see them again at the high school, and you follow them for four years.

[1776] Bowen Zhang: Yeah, so if it's during the school day. For me, the best time might be before 10 AM. OK. If it's in the early afternoon, that would be really hard. OK.

[1786] SPEAKER_11: We can work that out. And probably Thursday, Friday. Friday would be good. OK. Before 10 AM. OK, we'll work on that. OK. I want some other things to report. We did launch online enrollment registration, February 19th. Very exciting. We're bringing in elementary families to register online. I'd like to thank Associate Superintendent Salinas and her team for all the work they've done in ed services and IT just to get it launched and get it working. It sounds like a real simple thing, but as most things in government, nothing simple. But I really appreciate everything they've done and certainly thank your team, Associate Superintendent Salinas. District Office came together to really get that off the ground and it's not perfect yet but it's much better and it's moving quicker. Next Wednesday, February 27th is our third and final Parent Math Night at the District Office. It will begin at 6.30. So Wednesday, February 27th, final Parent Math Night here at 6.30. A few more items. Been a very busy sports season. Many of our teams have done well. We plan to invite some of our athletes that have gone to the next level and had some great experiences to recognize them at a future board meeting. So just know that's in the works. More to come on that. I can announce now formally that four of our female wrestlers are in Bakersfield competing in the state wrestling tournament. And these are their names, Ariana, Pereira. I know I'm saying it wrong. No. Pereira. P-E-R-E-I-R-A.

[1891] SPEAKER_20: Pereira.

[1892] SPEAKER_11: OK. Adriana. Urza Vavao, Michaela Troche, and Sierra Van Rossum. So good luck to them all. And we're getting updates from Sierra via text and other forms. And just a quick storm update. This is my final item, and I'll be wrapping up. High school has been repaired as far as the roofing company now. We need to get someone to do some other sealing and caulking around the older HVAC units on the roof. BGP has a leak in the principal's office, which we're working on. We're working on a hole at the playground at Snow. We're getting some bids on fixing that hole. I know that recently we did open some playgrounds, so I'm glad to hear that. And other leaks at schools have been patched. We're glad that it stopped raining a little bit. We're getting caught up, so the staff's working hard. That concludes my report at this time. Thank you, President Rodriguez.

[1953] Ray Rodriguez: Thank you, Superintendent. Appreciate it. Next, we go to public comment on non-agenda items. We have these forms at the back that if anybody wants to address the board on anything that's not on the agenda, you're welcome to fill this out and get it to us. We allow three minutes when anyone wants to address the board. We try to be as accommodating as possible. And we have a little clock over here that Char kind of lets you know when 20 seconds are up to give you a heads up on when to finish up. If there's more than one person that wants to speak on an item, on the same item, then we normally allow more time. Sometimes you have one spokesperson, but you might have two or three other individuals that come up with that person. So the board is very accommodating and welcomes comments from the community on anything that would be on your mind. Seeing none, we move to the staff report. Superintendent, the first one is California School Dashboard and Local Control and Accountability Plan LCAP updates. Associate. Superintendent Salinas. Thank you.

[2041] SPEAKER_42: Thank you. Good evening. This evening, we're going to have two folks that are going to do our presentation, and I will be supporting them. Our Director of Teaching and Learning, Ms. Amy Black, and Director of Special Projects, Ms. Robin Sert. I also want to acknowledge that we have our principals here in the room, so I think it'll be a nice tie-in. Later on, you'll hear about the comprehensive school safety plans, and that's why they're here tonight. So I'm going to turn this over to Ms. Black.

[2072] SPEAKER_37: Hi good evening. President Rodriguez members of the school board Superintendent Sanchez and Executive Cabinet. Thank you for giving us the opportunity to give you an update. We always like the opportunity to come in front of you and share our work and also share student data because that's something that we spend a lot of time. analyzing and then providing programs for. So today I'm going to talk about the California dashboard. Some of you have seen the presentation in some of our LCAP meetings. I've had the opportunity to be able to present it at our community events as well as at our LCAP advisory board. So I'll try to be cognizant of that. It is a lot of information and a lot of data and I know that sometimes it can be overwhelming. So I'll give you a quick overview at a high level of just Newark Unified overall and understand that even though I'm giving you a snapshot at a high level, most of our work is spent looking at deeply at our student groups as well as looking at grade levels, individual schools, and really spending most of our time analyzing that, but to do that in 30 minutes that I have tonight.

[2141] Ray Rodriguez: Oh, is that what she told me? I thought it was only five minutes.

[2144] SPEAKER_37: Five minutes, yeah. It's very difficult. So just kind of keep that lens as I take you through the data. So the purpose of the dashboard, and this is more kind of for the public, is that in the past, we've had API scores, or when we had star testing, we were given a total number or total score by the state that would identify what additional support they were doing, or we would get a grade or a report card. You might be familiar with, like, top, you know, I'm a 10 school, I'm a 9 school, we're a 5 school. Definitely, realtors like to use that in their campaigning for marketing new houses. However, that The state of California really felt like that was a deficit model. So it only gives you one snapshot of a school. It only gives you academics. It doesn't tell you anything about the climate or programs or student populations or needs or successes. And so one of the intentions of moving away from the API scores and implementing the California School Dashboard, which is now our new report card, is to be able to show areas of growth through multiple measures. So because it's new, this is also something that we're trying to understand and how we're going to share that with the public to be able to really understand the data that's coming forth to us. So I'm just going to kind of give you a quick, like, how do you read the dashboard, and then we're going to look at data. So on the dashboard, I have a little snapshot of if you were to go to the California school dashboard, that's what the website would look like. You would type in your school district, your individual school, and you will get a copy of their report card or the dashboard. And with the state measures, they have six state measures that is pulled from CALPADS or from data. that we present either through our student's information system or through our state testing, our academic testing. And then we also have five local measures. I presented the local measures to the board earlier this year, so I'm not going to spend time on that today. We're just going to talk about the six state measures. And also, it's important to know that we get a new update every year. So every December, we get a brand new dashboard. Okay, so the state measures these six indicators right now, so we have academic performance, we have our high school graduation rate, we look at our suspension rate, chronic absenteeism, college and career readiness, and our English learner progress. That's actually a new indicator, so there's no data to compare it this year because we're using the LCAP and the LCAP is new. So we'll have academic or LPAC process or English learner progress next year. But it is on our dashboard in terms it just gives you a baseline. As Kennedy shared earlier, we have now performance wheels. So we are looking at our color wheels. Because it is a growth model, the state has developed these 5 by 5 grids for each of the indicators. And so we look at where we are in comparison to the standard or expectation. And then the crossbar is looking at, did we maintain? Are we increasing? Are we declining? And then that gives us our color. So the state wanted us to be able to celebrate growths. So that's why you'll see, like, even though we may not be at standard in an area, you're going to see student group score in green or blue, which is great, because we wanted to celebrate the successes of moving towards improvement. And then that's why you see maybe a deficit, even if some schools, like if you looked at Kennedy's academic for their ELA, they were pretty much at standard, but then you saw that they were in orange because they didn't make any significant growth. So that's also something that you have to look at and have that in your mind. So if we just look at a high-level R data, this is not new. I've shared our SBAC data in the past. So for ELA overall, we're about almost 18 points below standard. And we had a deficit. We declined. And that puts us in a performance color of orange. Math, you guys know this. We talk about this in our PLC work. Our new math curriculum, a lot of emphasis in the area of math because of this data. So we have almost 40 points below standard across the district. We maintain, so we're pretty flat. And so that put us in a performance color of orange. Our grad rate, this is a celebration. We're in blue. We have 90% graduation rate at our high schools, and we had an increase of 5.8%. Suspension rate. We don't want to increase in suspension. We want to see a decline. So we see for suspension rate, the way that they calculate the data, even if you have a student that's had multiple suspension, it only counts once towards the dashboard. So that's important data to keep in mind, and that's something that we analyze. So overall, 4% of our students were suspended at least once, and then we had a slight increase. That puts us in orange. Chronic absentee, and we did a board study session on this. This is something that we know that we need to take a close look at. Kennedy shared some of the incentive work that they're doing. It's also something that we're discussing at LCAP and work that we're doing with our partnerships at the county and CCEE. I'll talk a little bit more about that at the end of my presentation. Almost 20% chronically absent. It's also important to remember that this data is a cross section of kindergarten through eighth grade. They didn't want to over penalize or over rate the high schools because they already have the college and career indicators, suspension, and graduation. If they also gave them chronic absentee, that's a lot of indicators for the secondary. So chronic absentee is focused on kindergarten through eighth grade or in orange. And then we, this is a celebration. We're in green in college and career readiness. We have about 37% of our students are prepared when they leave our schools. That was an increase from last year. Of course, we want to continue to increase that rate, but it's, again, a representation of the state wanting to show that we are making growth and celebrate those growths over time. Okay, before I go into differentiated assistance, any questions about kind of that high level color wheel or what I shared?

[2534] SPEAKER_11: I do have a question. Have they released the rest of the metrics for the graduation rate calculator? as the state released the rest of what they were waiting for? It keeps getting delayed, so I'm wondering what else they do.

[2545] SPEAKER_37: Yeah, no, I mean, it's, they look, so what they look at for, yeah, it's kind of really academic indicators, what they're looking at and... Nothing new has been released yet. No, AP courses and seal it by literacy, which is changing this year because we also have to add, we have a new California Spanish assessments that's coming out underneath the CAS system, which is new this year. And so for students to get sealed by literacy, they have to also pass that assessment. So there's a lot of the indicators are continuing. So that's a new indicator this year.

[2581] SPEAKER_11: I didn't think they had released it yet. I'm waiting to see what it is. Keep going.

[2585] Ray Rodriguez: I do have something. Before I call on Member Thomas, Mr. Knoop had asked to speak on this. Did you, Mr. Knoop, did you, are you okay waiting after the presentation? Okay, thank you, because we normally do it before. Member Thomas.

[2603] Nancy Thomas: I was wondering about the graduation rate. I was checking on EdData and the cohort graduation rate was not 90%. It was something less than that. Is that not what we're measuring?

[2615] SPEAKER_37: I don't know what data source you're looking. So that's taken directly from our top, that's the state, is whatever we report to CALPADS. don't if sometimes I think I know like I notice when I look on data quest and I pull and they do this subsections I do notice that sometimes the percentages are off a little bit so I mean this is what's being reported by the state so we could dig deeper and to see what the discrepancy might be it may be like something like eighty five point seven percent and I thought well because I had looked at this and it was ninety percent also on a to G

[2649] Nancy Thomas: The career and college readiness, what does that measure? Does it measure aid achieve preparedness or not?

[2655] SPEAKER_37: I can't remember.

[2660] SPEAKER_42: So it's kind of like what Superintendent Sanchez was asking. They have not specifically released all of the metrics of what they take into account. What they've given us is a list. So they'll look at enrollment and passing of AP exams, concurrent enrollment at Ohlone College, MVROP participation rates. And so we can bring more information on that. We actually don't have that all. The state hasn't really released it. And we do have a partnership with Alameda County Office of Ed. And in fact, that might be something that we can have them support us with.

[2692] Nancy Thomas: Yeah, I might recommend that A to G If the board concurs, be something we put in our LCAP and track. Do we measure it and report it?

[2706] SPEAKER_11: OK. That's kind of the point is that the current measurements for that have not been fully released or identified by the state. I would speculate that that's because once they do, statewide, we're going to see a drop. But that's my own personal speculation that that's why they're delaying it. So that's kind of our frustration. Yeah, there is some measures, but they're not a true representation of what's going on.

[2734] Ray Rodriguez: So before I go to Member John Bowen, does the board want to hear the presentation or ask questions during the presentation?

[2746] SPEAKER_37: So I'm going to go deeper into our differentiated assistant in schools that have been identified. So do you want me to do that? And then that might answer some of your questions.

[2754] Ray Rodriguez: Yeah, but Bowen, are you okay with that? Go ahead.

[2757] Bowen Zhang: My question has been asked by members already.

[2759] Ray Rodriguez: Okay, great. Go ahead.

[2760] SPEAKER_37: Okay, so part of the dashboard is also to identify schools that might need additional support in certain student groups. And so we did qualify within three of our student subgroups. So I'm going to talk about who they are and what categories we qualified under. And then I'll talk to you about our partnership. So we have been identified, so basically differentiated assistant means you have to show an indicator of red in two or more of the indicators. Academic, even though it's two, it counts as one. So we would have to have red in both of the academic, I think it's red and orange or two red, red and orange. And then a red in another indicator. So for our special education students, we qualify for differentiated assistance under chronic absenteeism, as well as academics. And then I'm not going to go deeply into the numbers. And I put on the bottom kind of what subgroup that is. Remember, chronic absentee is kindergarten through eighth. And then our state testing is third through eighth and 11th grade. So that kind of gives you an idea of what data is getting pulled. I know those questions have come up like, oh, the number of students aren't the same because it's not the same group, cohort that we're looking at. So that's one of the groups that we were identified for. Another for different cases are African-American students in the area of chronic absenteeism and suspensions. and suspensions is a K-12 measure. And then also our homeless students, chronic absenteeism and suspension. So a common thread is that in all three of our subgroups, chronic absenteeism continues to come up and then that's something that we've talked about and it's definitely an area of need and a high focus for us. It's ongoing conversations at our principal meetings as well as our meetings with the county. Now that we're in differentiated assistance, we actually had a meeting today with them and a representative from attendance work and looking at what we can do to start to tackle this significant issue with our students. So that gives you an overview of differentiated assistance, there's another component under ESSA. So I'm going to tell you about all the qualifiers, and then I can answer any clarifying questions. So in addition, so as a district, we're identified for differentiated assistance. But under ESSA, which is the federal requirements, we also, oh, this is broken. Can I skip through this? Under ESSA, we can also, our schools can be identified under these three categories. CSI, which is Comprehensive Support and Improvement. TSI, which is Target Support for Improvement, which the state isn't releasing, so that's just sitting there. And then Additional Target Supports for Improvement, ATSI. CSI, only Title I schools are eligible, and it's I think below 5% in terms of their overall scores and their indicators. And then also graduation rate is an indicator. So our schools that fall under CSI are Music, Graham, and Bridgepoint. And then I'll show you which groups qualified for that. And then under ATSI, which are specific student groups based on their indicators, whether they're It's over a two-year period, red or orange, and they're not making improvement. They can be identified, and that's Schilling and BGP. Let me show you the overall. So CSI is all Title I schools. This would include all student groups. So you're not going to see it drilled down into a specific group. They qualify under chronic absentee, suspension, and academics. For Graham, again, Title I school, CSI, chronic absentee, suspension, academics. Bridgepoint, they qualify for graduation rate. Now, the cutoff rate is 65%. You're going to say, but it's a 68%. Remember, it's a two-year growth indicator. So if they continue to have a trajectory of over 65%, I would anticipate them being out of CSI next year. The ATSI is for specific student groups that are identified of not making significant or making growth within two years. So our English learner population at the primary school was identified for chronic absentee. So remember, they're kind of a unique case. They don't do state, they don't take state testing. So really the only indicators that they could come up for would be chronic absentee or suspension. And then Schilling, students with disabilities were noted for chronic absenteeism, suspension, and academics. Okay, so I'm going to go back. That's a lot, right? So your question is, what are we doing? Right? That should be your question. So our program analysis and planning, so in these three areas, we just wanted to list Some of this is work that we started last year in our partnerships with the county and also with CCEE. So it's been establishing relationships and foundations, and now we're at a place that we're actually also getting funding and identifying how we can allocate resources to tackle these really big challenges. problems really, right? So chronic absentee, we have a partnership with the county. Like I mentioned today, or the work we did today with attendance work, and we're going to continue our partnership with them through differentiated assistance. Last year, we received a Prop 47 grant to look at attendance and being able to provide incentives to schools, being able to start pulling more detailed reports about chronic absentee and having those conversations and looking at what we need to do to support families. We have our SAR process, talking about looking at what are we doing. This is something that actually we're talking about for rolling out for next year. What's our like positive attendance campaign at a district level in terms of our PR with communities and families so they understand like the importance of sending their students to school and the impact it can have if they don't. And then reviewing our current processes in terms of just coding our absences and just our like internal processes in terms of how we report that to CALPADS. Do you. Okay.

[3168] SPEAKER_42: And if you recall at the study session, that was one of the first things we were going to do and we did. So we met with principals and had their feedback as to kind of what's happening when the child first walks through the door and he's 20 minutes late and what's the process that you go through. The next piece is with our attendance clerks and having them review the flowchart. And this is a process that the county office actually took our team through to really see where making the assurance that we're coding our students correctly, that's number one. I think now with the online registration, it's going to actually also allow us to get clear data in terms of is a child identified as a homeless student, is the child an English learner. So those are the other processes that are kind of happening in the background to support this work. The other piece, as you know, with our partnership with CCEE, we are actually now going to receive some funding that will be one-time monies through June 30th, where we're going to meet working with human resources and having some beginning discussions around supplementing attendance clerk hours between now and June 30th as a one-time to really clean up processes. And this is through some of the funding that we got through CCEE.

[3242] SPEAKER_37: Okay suspension. So we've been we've had a really solid and strong commitment towards PBIS and I believe all our schools are now in one of the phases whether it's the first year or entering multiple years. And then we put slash MTSS. MTSS stands for multi-tiered system of support, which if you've been in education for a long time, it used to be called RTI or response to intervention. Basically, it's what are we doing to have intervention or support for our students. It's just a fancy education name. So we're exploring what are the systems that we have currently, what are we missing, and then going through that. exploration process and then what we need to implement. We've also provided attorney trainings on due process investigation and then we're also looking at what we need to do to expand our culturally responsiveness training with our teaching staff and with the school site administrators. So that's something that's on the docket for moving forward for next year. In academics we have had an ongoing partnership with CCEE and that's been our work with that we've been doing to focus on math. We're one thing that we would like to just with our latest indicator with sped and this is something that we're going to discuss with our principals is this idea in our 4th cycles we have 4 PLC official PLC cycles looking at doing a subgroup. Special ed students and teachers classes and collecting some local data on that. And that will hopefully inform some of our future interventions and next steps. Also in special ed, I think the last two years, they've received Sonde training, which is an Orton-Gillingham model supporting students in the area of reading for the students that struggle in the traditional way of learning. So that's been really supportive, especially at our elementary schools. Again, also looking at what are interventions in a multi-tier system of support in academics and looking at some foundational mapping for that. Questions about our plan or? Oh, I also have grant information. You want me to go ahead to that? OK. So in the last few weeks, it's actually come up pretty quickly. We've had an opportunity to explore some grant opportunities that are being made available through the state. One is the ESSA Comprehensive Support Grant. And so this grant actually supports our Title I schools. It has a set kind of allocation based on the number of students that we have. And then we have a target at like kind of a short term. We have identified what's our budget, how do we focus on, you know, supporting these schools and students. And then we need to, you know, what's our funding cycle through that. And then supplemental programs for that. So I'm kind of fumbling through it because I just like did it two days ago. So we're still like trying to figure out, you know, what's the allocation going to be? How are we going to use this money? We're really excited because any additional, revenue stream to be able to support our schools is really exciting. So we're still just trying to figure it out ourselves, but it's a great opportunity. And then the other thing is there was a block grant. that came available and the state of California identified how are we supporting students that are scoring low on state testing but they're not in one of that identified groups. Like they're not identified for special ed, they're not an English learner, they're not, there's not socioeconomic deficient, you know, deficiency for that student but they continue to score poorly on state testing. So they pulled data from the 2016-17 state testing And for students that received a one or a two, they have earmarked money for us to be able to look at how can we support these students to make movement in a positive direction. So we have two years to spend about $400,000. for this particular identifying this student group. And so that we just in collaboration with the work that we're already doing with CCEE and the county and how can we really maximize Tier 1 intervention, which is in the classroom and supporting teachers. We have identified that we would like to look at providing two teachers on special assignment next year. It will be a short term, so it's only for two years, the life of the grant, and that we will do it focused on ELA, ELD, as well as math. So those are kind of some other things on the horizon.

[3546] SPEAKER_42: And I think the last point I want to share is that, as you can see, school districts across California are kind of battling with the state requirements, but also ESSA. And so it's happening in real time. So literally three days ago, we get an email, we get a phone call, hey, there's money. start applying for this. And so I also feel like ESSA is trying to catch up with what the state of California is doing. So the good news is that there's funding. The bad news is that it's such short turnaround where they're saying you have to spend it in two years. So what we're looking at is something that does not have to be sustainable. And so when we look at a short-term two-year contract, with two teachers on special assignment, that will actually build capacity and will take away the need to be contracting out. So that if we build our own, we have our own teachers that internally will be embedded in coaching at schools and providing some direct services to students, that would be the best of all worlds. And then we would pull those folks certainly back into the classroom because of course our hope is that we'll have internal candidates that will want to do this that have been invested in new work, and we've invested in them to really move our students forward. So we wanted to be able to share this update. And then Robin, if there's questions on the dashboard, we'll take those now. And then Robin's got an update on the actual LCAP process.

[3634] Ray Rodriguez: Any questions on the dashboard portion? So before we move on, so since Mr. New had put for the dashboard, did you want to come up now, Mr. New? Might be a good time. Thank you.

[3654] Cary Knoop: Thank you. Just quickly, I do want to give some feedback on the parent view software. I think that's a great software and it gives so much information and it's going to save parents Staff so much time in filling in these things. So I think that's a that's a winner. Just having said that I just want to say something about the chronic absenteeism I Think there's there's something going on with Newark unified it may be on how we record the absenteeism numbers because We are at the bottom almost at the bottom section if you look at Alameda County There's only a few districts that are doing worse than we do. And if you compare the data with Fremont and New Haven, the patterns are just totally off. I mean, you know, Fremont and New Haven are, there's some difference between them, but they follow a predictable pattern. But the patterns for Newark are just off. Looking at the data more in detail, there are certain groups that have a higher incidence of chronic absenteeism, but I think for new work, it's really in the averages. The problem is in the averages. I really would like to say that somebody needs to look into it. Are we recording in a different way than other districts do? There are some groups where you have a higher chronic absenteeism, like, for instance, the kindergarten. Now, of course, there's a new situation. The California government actually doesn't require students to go into kindergarten, but, you know, we wanted kids to go into kindergarten. But the data is just odd. That's just my definition, and it's not a very accurate one, but it doesn't add up. So I think we need to look in it, but it looks like it's the averages that's the problem. It's not a couple of specific groups.

[3782] Ray Rodriguez: Thank you. Thank you very much. OK, we're ready.

[3793] SPEAKER_32: Good evening, Board President Rodriguez, Board members, Superintendent Sanchez, and Executive Cabinet. I'm just going to give you a quick update of where we are in the LCAP process. Just a reminder, I know some of you are new, so I wanted to just reiterate the purpose of the LCAP. And it's really the requirement by the state that we create a plan that's going to support our English learners, foster youth, and low income students. And that all members of the community have an opportunity to be part of the process in creating the plan. So Ms. Black shared with you the dashboard and the dashboard really identifies the areas of strength and our areas of need. She's also in the past shared with you our local data. And we take those two big items and we look at those and analyze them and determine what we need to put into the LCAP to address our areas of need. And really the ultimate goal is improve student outcomes. So where are we in this process? I just wanted to highlight to date, we've had already three LCAP advisory meetings. We started earlier this year. We started in October. We've had presentations on all of the action items in the LCAP. And so I really felt it was important for our advisory to understand what the action items were. And so at each one of our sessions so far, we've had three presentations, a minimum of three presentations. describing what we're doing in that action item, how it's going, what students we're serving, and looking at data if the implementation is strong, if we need to make adjustments, and making recommendation to the LCAP advisory. So, so far we've had presentations by our counselors. We've done the EL roadmap, academic achievement, technology, HR, special education, MTSS interventions, and NGSS. Our last, or our next meeting, not last, is in March where we're going to have a presentation on PBIS, parent engagement, and school climate. And then after we have all of those presentations, we're going to look at recommendations from the group as well as the rest of the recommendations that I'll share with you in a minute in April to really prioritize. I'm also meeting with our DELAC community and we've had two meetings so far and I'm trying to replicate the same process with our DELAC so they can also make recommendations for our LCAP. We had an LCAP community event in January. I know board member Thomas also joined us. We had one in the morning and one in the evening to offer multiple opportunities for people to join us. I'm going to share with you tonight the recommendations. We had three breakout sessions. One was basic conditions, looking at our budget, looking at our hiring practices, and looking at our maintenance and operations. And then we had a school climate. We looked at the chronic absenteeism, our suspensions, and our cost referrals and PBIS. And then the last breakout session was academic achievement. And then finally, the most exciting part that I'll get to share with you tonight are student recommendations. At the LCAP community event, we had students from the high school and students from the junior high that participated in that event. Because we really find that it's really the student voice that I think we sometimes overlook. And so we wanted to make sure they were included in this process. But because it's really hard to get students from the elementary, I am going out to all of the sites and having lunch with them. Pizza always makes everything better. So I'm having lunch with them and they're sharing with me their recommendations. I've gone to three schools so far. I provided you an update to this presentation because at the time I created it, there was only one. So I have a couple of more schools input and then I'll have the rest next week. And this is just our timeline of events, as I shared. We have our March 20th upcoming advisory meeting, April, and then we'll have where we are ready to look at a draft. And then we'll bring that draft to you in June for a first reading, and then hopefully for an approval at the second meeting in June. And really the LCAP process, I just wanted to remind everybody of that, was really we're in that learning part as an advisory, learning exactly what the goals are and the action items are. It's really important that our advisory understands what do the actions really look like and sound like in everyday, in the everyday world for our students. And then we had some stakeholder input at our community event. I'm also working to create a presentation for our school site council and ELAC to share with principals. And then taking all of those recommendations and making LCAP and then hopefully we'll celebrate. I'm on that listening campaign now, as I like to call it. We've had our community event. It's a time just to listen and get feedback. As I shared, I'm working with student councils and then School Site Council and ELAC. There's a lot here, so I'll let you take a look. But in our basic conditions group in the community event, here are some of the recommendations that came out of this. Providing additional staffing for teachers and coaching support and admin. Offer after school academic programs that are aligned to the school day. Create a dual language program, which It's actually quite interesting to read a lot of these recommendations and the kind of the direction that we're going with our EL programs as well as what we already have in our LCAP. Separate bell schedules based on reading levels, additional staffing to support strategic intervention during the school day. Because we know currently in our LCAP we have after school intervention and we're having a really hard time staffing that and getting kids to participate After school doesn't always work, and we know the best time of day to support our students is during the day. And you'll see in student responses some of their responses to help us figure this out. And then one great suggestion, I think Ms. Bird might have made this one, was to have guest teachers assigned to two schools. So we know we have a guest teacher shortage. So brainstorming some ideas on how to get more guest teachers in our system and maybe they're already assigned to schools. So great suggestions for us. Again, this is more from our basic conditions, sharing important messages so students can inform their parents. This came from a student. He said, if you want our parents to participate, feed us at lunchtime and tell us what you want us to tell them. It was really important for him that we feed them at lunchtime, and then they'll tell their parents whatever we want them to know. And then ask local businesses and sports leagues for donations and fundraising ideas, making the facilities preventative maintenance plans accessible to people at sites. And then for the teacher evaluation, having some input from parents. For the academic achievement, there was a variety of comments about programming and helping students during the school day, getting parents more engaged, maybe have some online tutoring if we can't get people to stay after school. We had the librarian from Newark here that participated in the community event, which was a great, it was exciting for us, so we can start to build on that partnership. Looking at a single solid ELA program for, I don't think it was just elementary, but a K-12 looking. And then reexamining our AP participation, looking at the numbers of the high school, looking at math placement, reexamining the pathways, offering AP widely. Examining class size equity at secondary sites. So this was a conversation around AP classes being smaller than other classes and looking at the equity piece. Again, adopting a fully comprehensive ELA program. A lot about AP. Making sure teachers have training. Expand the Puente to all Latino students. This, again, came from the students. Not just the students who elect to take this path, but making sure that Puente is available for all of our Latino students. And we actually need to replicate Puente in some way for all of our students. It's such a success and such a great pathway that the kids that were there with us were like, all of the kids need to be able to be part of something like Puente. They also believed the Puente college field trip as sophomores, we need to do that for all kids. So Ms. Black was like, how can we do that? How can we get all sophomores to go? So great suggestions from the kids and what they found was important to them. Sorry, I'm going to go back really quick. They also talked about using themselves as tutors for math for the younger kids. offering tutoring at every school instead of just the Title I schools, having food for our SED students, more one-to-one help, offering after-school, in-school tutoring. The students also suggested tie their S back because they saw the low 11th grade scores, and they said tie the S back to their grades so students try harder or give some incentives, like they could get a grade bump. They always want a grade bump, right? Hiring quality teachers and then just promoting reading. for school climate, looking at alternatives to suspensions, looking at increasing our counseling services, our therapy for our students, more parent partners, publicizing our cost referrals. I will share with you our counselors presented at the first LCAP in December or the first presentations in December. And from December until February where, I'm sorry, until January where we had another presentation about cost referrals, the numbers have tripled. So we see that our students have lots of needs and our cost referrals are growing. Implementing restorative justice, need better communication services that are available, more teacher training, and then recommending cost coordinators to be hired to help support administrators. better advertising independent study, and looking at that to support our families who take long, extended trips, and making sure we're offering independent study. Again, alternatives to suspension classroom management training for secondary teachers, more counselors, and a school-wide anti-bullying program. OK, and then I got to go to Graham. Graham was my first school that I got to visit. And the first question I asked them was, what is working well at your school? And they said PBIS. It was really super sweet. Two kids said, and there's no bullying at this school. So that was really good to hear. Oftentimes, we make assumptions about what's happening at school, but when we actually ask the kids, they tell us what is really going on, and they felt really safe. So kudos to you, Ms. Bird, and your school. They like that they have extra time to finish projects. At Graham, they have implemented flex time, where they are regrouping students and supporting them based on their needs. And so the students spoke to that loud and clear that they really liked that time because it allowed them to get additional help in math if they needed it. They have a makerspace room that they like to go with Miss Bloom, where they can be very creative. And they use the iPads to create movies. And then they like the after-school Ohlone robotics class that we fund through the LCAP as well. What would make their school experience better? The first thing they said was more supplies. And I was like, oh. So sad. They said, we just want rulers and crayons. So those are simple things that we can look at in supporting them. But they also talked about art classes. They talked about fidget cubes and stress balls. They said they have those during testing time, and they really thought it'd be important to have during their class time. And of course, eliminate homework, or at least minimize it. What did they like about technology in STEAM? And they really spoke highly of the iPads. Ms. Bloom has done a phenomenal job of using the iPads with her students. They're used for robotics. And they also create PBIS movie trailers. So they're tying all of their initiatives together. And they said, Makerspace is a place to be creative and have fun. And I said, what can we do to help students with reading and math? And they said, do it during school, not on weekends. Unless you could get me out of church, is what one student said. So they really believed that they wanted the extra help. And they really, again, spoke to the flex time and how they liked getting the differentiated support during the day. They were very articulate, too, about knowing how they were chosen for their groups. It was based on their IREADY scores and their DRA. Oh, so a couple of extra slides that aren't in here, but I shared with you in the packet, and we put a few out in the front. Since Friday, I've gotten to go to Kennedy and Schilling. So I just wanted to give you some of the student input there. What's working well at Kennedy, and these two principals haven't heard this yet either. At Kennedy, it's PBIS, experiments in science class, the iPads for iMovies, They have the art class once a month that Ms. Hughes spoke about, Kennedy Voices, and teachers giving them help in small groups. What would make their school experience better? And this is what we would all typically expect, better cafeteria food, right? It's always about the food. Music classes, longer time to eat and more recess, less homework, start school later. That was an interesting one. And I'm always talking to the upper grade kids, and it was very interesting. They said, we would like the younger kids to go on more field trips. They don't get to do very much. More library time, technology class, science materials band. And then they all really liked this one culinary class. Again, for technology, they're using their iPads to create iMovies, and they now have a green screen, so they're working on that as well. And then any ideas to help students who need extra help in reading and math, peer tutors during the day. And then they said we should have a review day where we're not learning anything new, and teachers can then pull students who need extra help. See, they're very creative. And then at Schilling, Oops, I missed their first page. What's working well at Schilling? I think I missed that. They were also very excited about the Chromebooks in their class and the student council. They were very proud of themselves, so they wanted to talk about their student council for a while. They also mentioned the teachers, PBIS. What would make their school experience better? Colorful walls. They talked about wanting murals on their walls. They felt like the school was too plain. They wanted dance classes, art classes, music classes. So the visual and performing arts really came out in all of the schools so far. And robotics. More clubs and sports. And they wanted to use the iPads more often. They wanted more available for them. And they wanted more time and support with their teachers. As far as technology and STEAM, they really liked the new smart boards, Mr. Simon. They were really excited about that. In the class we were in, the teacher uses it often, and so both the teacher and the students liked it. And then, how can we help students with reading or math? And they also said, we don't want to come after school, and we don't want to come on the weekends. So they said have small groups, have small groups for extra support and more tutoring opportunities. So a lot of themes ran similar through the schools so far. It's really great to hear their voices and to see that they see what makes the difference for them, the small group instruction and working with their peers as well. And so that's where we are with the LCAP process right now. We're still gathering information and recommendations. I'll meet again with DELAC. And then we will take all of these recommendations and put together our draft for you that will come to the board in June. Questions?

[4831] Ray Rodriguez: You're perfect for this. That was an excellent presentation. Member Gutierrez.

[4836] SPEAKER_21: I have one. In regards to your school climate, you were, one of the recommendations is, was looking at in-house suspension and alternatives to suspension. Is a suspension in school still count as a, okay.

[4852] SPEAKER_32: Yes. All right. Yes. And that was a conversation that was happening at the table, was recommending that we had more in-house instead of out of school, because at least we'd have kids there. So they're marked for suspension, but they're not marked for absenteeism.

[4868] SPEAKER_21: Oh, okay.

[4871] Ray Rodriguez: Member John.

[4873] Bowen Zhang: Thank you Mr. President. So I got some question about your AP classes. Can you give me some number about the percentage of students that actually eventually take the AP exams and the percentage of the passing rate and the people that got five on the AP exams.

[4891] SPEAKER_32: At my last presentation, I actually had all that specific information, but I will share with you there are over 300 students. I just spoke with this Meyer today because we're trying to schedule testing and AP testing. There are about 350 students who will take the AP test this year. I can't remember the percentage of passing from last year, but I can bring that back to you as well and share with you the presentation I did prior. So I can bring that back to you.

[4926] Ray Rodriguez: Member Martinez.

[4931] Elisa Martinez: I had a different question, but I will ask a follow-up. So of the 350 that take the test, that represents what of the total actual kid population that's taking AP classes? Is that like 100% of all the kids are taking the test? No.

[4949] SPEAKER_32: Because students take multiple tests as well. So initially at the last presentation, it was over 400 spots in AP classes. So it's more than 2 thirds of the students are taking the AP exam. The question always comes, why don't they always take all of the exams? It does get pretty expensive if you're taking multiple AP tests. Having a daughter of my own who has three APs, sometimes if you're doing better in one than another, you might choose to only focus on one. It really depends on the student. And then there's a lot of variety of things that go into taking that test. The thing to consider is our 11th graders get tested a lot. They have SBAC testing, SAT, AP tests. AP tests are the last tests. So some students just burn out by that point.

[5004] Elisa Martinez: Okay. My original question was going to be around the timing. Obviously a ton of suggestions, all that needs to be converted to actual goals, sorry, actual measurable goals. I know that we need to do an approval in June. So how much time realistically will we have to actually look and react to the proposed goals and targets?

[5029] SPEAKER_32: Right, so our last presentations are in March and then we begin the prioritizing process in April. So we have April and two May dates as well. The other thing to consider is we can't change the goals. We can look at the action items because we're in year three of the LCAP and so we can look at modifying our action items, but we can't change the goals. So we're in the last year of this process, so it's really looking at what we're doing. Is it working? Do we want to continue to maintain the funding? Do we need to make some slight changes to what the action item says?

[5066] Elisa Martinez: Sorry, you're right, the action items. I think just in my experience in participating in the meetings, as I looked at the action items, what I think was missing for me again is the tie back to that measurable Right.

[5083] SPEAKER_32: And so this year in each presentation I had data. Everybody who presented presented data on the implementation of that action item, how many students benefited from it. So there was data tied to each of the presentations because I wanted that to be clear for the advisory. Is this something that we're really seeing a benefit for our students? So we really try to tie that to every presentation. But it also gets very overwhelming for the advisory as well, because it's a 180-page document, and we are presenting on probably 300, 400 action items. It's a lot to process.

[5122] Ray Rodriguez: I had a follow-up on the AP. I remember Monica taking three, and I kept discouraging her to just only take two. But I know kids, you know, end up doing what they want anyway, right?

[5137] SPEAKER_32: Right. Well, in colleges, right, a lot of them, they won't, they don't, especially UCs, they're looking at the level of classes you're taking. Right. Right. They don't necessarily look at you passing the test. They look at the level of class that you're taking and they really require you to take the AP.

[5155] Ray Rodriguez: So, um, at the high school, um, do they start taking AP classes as sophomores or Basically, sophomore, juniors, and seniors? Yes. So the 350 then would be maybe one-third?

[5169] SPEAKER_32: Of the entire population?

[5171] Ray Rodriguez: Of the, you know, sophomores.

[5173] SPEAKER_32: I would imagine we have maybe... There's not as many offered for sophomores. It's mostly juniors and seniors. I think there's just a history class for sophomores.

[5185] Ray Rodriguez: I know the AP teacher would probably encourage them to take the test, but they... They have to get what, like a four in order for it to be... It depends on the school.

[5198] SPEAKER_32: And even some schools you can get a four or five and they still don't accept it as credit. And some schools accept a three. It really depends on the school. Each school has their own entrance acceptance.

[5212] Ray Rodriguez: So if money might be the reason why some of them don't take it, is there a way that we can help with that? Yes.

[5219] SPEAKER_32: So we have the College and Career Block Grant, which is also written into the LCAP. And that supports our students who are SED students. The test is, the fees are waived for them. OK. One test fee is waived for them. Sorry, yes, and the rest are only $10.

[5242] Ray Rodriguez: Yeah, if somebody decides to start a fund for AP students, I think a lot of us would be glad to put some money into it to help them out. What is the average cost of an AP?

[5256] SPEAKER_32: I don't know. I'm going to find out soon. $91. $91.

[5259] Ray Rodriguez: Yeah, it gets expensive. Anyway, anyone else? Any other questions? Thank you. Anything else? Superintendent Salinas. Thank you. Thank you Mr. thank you Ms. Glack for your presentation. Most staff reports because it's LCAP and and we're talking about dashboard and everything else it took a lot longer but we normally try to keep the staff reports run a half hour and then the board only has questions so you're under 45 minutes. So with that I hope that the next one is not that long the demographic superintendent

[5301] SPEAKER_11: It won't be. Go ahead, Kai.

[5304] SPEAKER_16: Next up, we have Davis Demographic. Mr. Davis, as well as Mr. Esau from Davis Demographic. They're going to present about our demographics in the city of Newark.

[5314] Elisa Martinez: My apologies. President Rodriguez, I think you may have a speaker card.

[5318] Ray Rodriguez: Oh, yes. I'm sorry. All right. Can you give us a minute?

[5324] SPEAKER_16: Mr. Newk. Sorry.

[5331] Cary Knoop: And sorry for being disruptive. Yes, I looked at the demographic study, but I specifically looked at the capture rates. And well, the lucky thing is that Davis Demographics made one in 2016 as well. So we have a fall 2016 and we have a fall 2018. So it's easy to compare these. And well, if we compare it and we look at how many students of the pool, potential pool we got, it's about 485. And if we look at how our enrollment behaved, it was down 190. So that's pretty darn shocking, right? But, you know, I do have some questions whether these numbers are actually accurate. Because as everybody knows, there is a Bay Area exodus going on. And perhaps traditional measuring methods are not fully applicable for this. Because if these numbers are true, I think there's a serious, serious problem. The only two schools I saw that were positive was Kennedy and Graham. And all the other ones were down, with Schilling leading the pack. enormously down. So, you know, I kind of hope that the numbers can be explained in terms of, well, maybe we have to adjust that capture rate for the Bay Area exodus. And so I would hope that the Davis demographics folks will comment on that and reassure the district that these numbers are indeed correct or perhaps maybe they want to give an update to these things. Thank you.

[5443] Ray Rodriguez: Thank you. Thank you very much. Gentlemen, you're on.

[5447] SPEAKER_17: All right. Well, with that great opening. Welcome. Well, Superintendent Sanchez, board members, appreciate being here tonight. I'm Greg Davis with Davis Demographics. I think you know Esau as well from previous board meetings. I know there's a lot of questions. And hopefully, tonight, we're going to bring you a lot of information. And how are we going to get that out? Give you a lot of information. Hopefully, this will be the beginning of a continuing dialogue to try to understand what's going on within the Newark district.

[5483] SPEAKER_20: Okay.

[5493] SPEAKER_17: Technology.

[5498] Chery Villa: Bear with us a second.

[5502] SPEAKER_17: Let me back up.

[5511] SPEAKER_17: OK, that's not showing up too well.

[5560] Ray Rodriguez: We can take a couple of minutes if the board wants. I don't think Bowen would. Do you need, are you okay or do you need more time?

[5568] SPEAKER_17: No, something's not right.

[5578] Ray Rodriguez: Yeah, we'll take a two minute stretch break.

[5657] SPEAKER_20: Okay.

[5843] Ray Rodriguez: So, I have a request. We have a lot of principals here for the school safety plans and I was hoping the board, we already changed the agenda before, but I was hoping the board would accommodate me and ask that we move comprehensive school safety plans up and then we'll wait until after after that and then we can do the demographics report? Yes. If that's okay? Okay. Okay. Is the board okay with that?

[5881] Guadalupe Lopez: Yes.

[5882] Ray Rodriguez: Okay. With that we have new business 12.1 comprehensive school safety plans. Superintendent?

[5895] SPEAKER_11: I'm going to go ahead. We're waiting for Ms. Salinas to come back here in a minute. But I can tell you.

[5903] Ray Rodriguez: Yeah, just be of 10 minutes probably.

[5906] SPEAKER_11: Thank you. Ms. Salinas.

[5920] Ray Rodriguez: So since we have a minute, I wanted to address the gentlemen that are here with Davis and demographics. We did have. in the interest of fairness, we did have a study session on the budget and the board, there was dissatisfaction on several board members on the report in general and not understanding some of the suggestions made based on our community that we have lived in, a lot of us, for many, many years. So I just wanted you to understand that moving forward when you do your report. Associate Superintendent Salinas, we're ready for the schools.

[5969] SPEAKER_42: So good evening. This evening we have our principals here and we are here to present their comprehensive school safety plans. I want to start by a huge thank you to our Newark Police Department who have really been just great partners in this work. Chief Carroll, Lieutenant Macias, and Sergeant Sandoval. Some of our work that we've done really centers on ensuring that our schools are safe.

[5995] SPEAKER_11: I just wanted to pause for a moment. Lieutenant Macias is on the way over. So just when she gets here, I want you to know she's coming.

[6002] SPEAKER_42: Great, thank you. And some of the work that the Newark Police Department did was to actually personally visit each of our schools and work with our school principals and with the staff as to how to maintain our schools to be safe. This work is all outlined by the educational code, 32281, and it is something that is an annual event that should take place at every school district by March 1st. So our principals are here. We don't have a PowerPoint, but the plans are included for your review. So if you have specific questions or general questions, I'm here to answer it. And our principals are also here. And a special thank you. One of our principals, Ms. Osley, couldn't be here this evening because of a prior emergency engagement. But we have our co-chair, Ms. Ramona Puleo, who's one of our co-chairs of the school site council at Snow. So she's here to support us as well. you have any questions and then we we move this forward for your approval this evening if there's no questions.

[6068] Ray Rodriguez: Any questions? Okay then I'd need a motion for approval and then when before you do that when the lieutenant comes would you will just take a minute and introduce her and okay.

[6084] Nancy Thomas: Well I think before we make a motion I would just like to thank the principals and and the police department and everyone involved with these comprehensive plans. They're beautiful and really well done and thoughtful and sorry you had to stay here so late because I think it's going to be an easy thing for us to approve and we really appreciate all the work that you've done.

[6119] Ray Rodriguez: I, too, wanted to thank all the principals and staff at each one of the sites. And the partnership between the schools and the police department has always been great. And these plans are excellent. And I think everybody knows, every time we talk about whether we talk about bond money or anything. We always talk about school safety. And it's something that's very important to us. And so I'm very happy with the way these plans are put together. And with that, we'll accept a motion and a second. Oh, wait a minute. Does any one of the principals want to say anything? Or at least have them stand so we can recognize them.

[6166] SPEAKER_42: Yes, let's have all of our principals please stand.

[6177] Ray Rodriguez: And a special for Ms. Bird, because the Warriors are playing right now and you're here. I was waiting for you to say it. It's appreciated. So you need a motion and a second, please.

[6192] Nancy Thomas: I move approval and acceptance of these plans.

[6197] SPEAKER_21: I'll second it.

[6198] Ray Rodriguez: Member Thomas moves. Member Gutierrez seconds. Open for voting. Please vote. Motion passes. Five ayes. Congratulations. Thank you.

[6231] SPEAKER_11: We know you all have to be at school tomorrow. Right. Thank you. Thank you.

[6240] Nancy Thomas: Thank you, President Rodriguez, for allowing us to move that up. Yeah.

[6257] Ray Rodriguez: OK, so let's get back to the demographics report from the Davis group. Thank you.

[6264] SPEAKER_17: All right, thank you. Got past the technology glitch there. Again, I appreciate the opportunity of being here tonight. I know there's a lot of questions that you mentioned and brought up. I'm going to bring a lot of data to the table here. Some of it's conflicting information, but none are we good?

[6286] Ray Rodriguez: Can you hold on just for one second? Sure, sure. Associate Superintendent Salinas, could you introduce? Now, it's always good when a police officer actually knocks you off the podium.

[6300] SPEAKER_42: I want to acknowledge Lieutenant Macias, who has been a true partner in all of the work that we've done in our schools. And I'm going to put her on the spot and ask her for a few words.

[6309] SPEAKER_33: That's fine. Thank you so much for having me here tonight. And I apologize for being a little bit tardy. I just want to stress how important it is for Newark Police Department to work so closely together with the school district and all of our amazing staff here in Newark Unified. We're so thankful for our good solid partnership and the continuity that we've trying to stress across all of our schools, ensuring like a safety plan that is consistent throughout is the only way that we're going to be able to ultimately protect our children and be prepared. So thank you.

[6356] Ray Rodriguez: And I wanted to, I know each board member, I mean, we all appreciate it. But years ago, we asked the, is it, well, the commander, Commander Carroll, I guess, or not commander anymore.

[6374] SPEAKER_33: He's now Chief Carroll.

[6376] Ray Rodriguez: Right, Chief Carroll. So we asked Chief Lail, if the different police officers, during their time when they're driving around, if they would drive by the schools and everything. And I know that's done all the time. And it's appreciated. And then we also have the partnership with the DSROs that spend time at our secondary sites. But it's been a wonderful partnership. And we really appreciate everything Newark PD brings to help our kids stay safe.

[6405] SPEAKER_33: Thank you. We couldn't do it without the support of your great staff.

[6408] Ray Rodriguez: And the parents love it.

[6411] SPEAKER_33: Anything else we can do for you, please let us know.

[6413] Ray Rodriguez: Thank you. Thank you. Thank you. OK. Once again, thank you for.

[6425] SPEAKER_17: Third time's the charm, right? Anyway, let's dive into this. Oh my goodness, you've got to be kidding me. I'm flabbergasted. What's going on with PowerPoint?

[6447] Nancy Thomas: Is this the one where we have to point to the computer?

[6449] Maria Huffer: What's that?

[6449] Nancy Thomas: Do you have to point to the computer?

[6452] SPEAKER_17: No.

[6456] SPEAKER_21: There we go.

[6457] Olivia Rangel: Something happened.

[6463] SPEAKER_17: That's OK. Anyway, thank you. I always like to start off with a little bit of background, some research, some demographic data. This isn't necessarily our data. It's third party data that we always look at in conjunction with the work that we do. Just some basics and some understanding what's going on here. Bottom line is this district in the county, if you look at the age of the population, and this is the most recent American Community Survey data for the Newark Unified District. You see that age chart in the middle. The dots and the lines represent the percentage compared with Alameda County. This district has a larger number of school age children as a percentage compared to other districts, other areas of Alameda County. If you look at zero to four, that first column, I know it's a little hard to see there but hopefully better on your handout. That 0 to 4 age column and then you have the 5 to 9, the 10 to 14, and then the 15 to 19. As that 15 to 19 graduates or drops out, you're replacing that with larger numbers of school age children. This to me tells me that there's the potential for growth. If you haven't experienced that, we'll talk about it, okay? We also have a median household income of about 95,000 in the district. Not a great number. There are other areas that have a larger number, but housing is at about $578,000, meaning home value. That doesn't count new housing, which is much more expensive. Bottom line is, this area is a little bit more affordable than other areas immediately in the area, but still pretty much out of touch for many young folks that are trying to buy houses and so forth. But the bottom line is it is a area that shows a potential for growth, and it just, in my mind, hasn't experienced it yet. If you look at the generations of people that live, and this is specifically to Newark Unified School District, over about 50% of the population is in the millennial and Gen Z population. These are young people that are going to be moving in and hopefully starting families. We all know millennials are taking longer to settle down. They're not forming families right away. But a very large percentage of the population lives in this area. And if it can be captured, if they can stay here, There should be growth in the future, but they're not necessarily doing that. They're moving out, they're most likely going eventually to other places because of high housing costs. There are three main groups, and this is about 60% or so of the households that currently make up Newark Unified School District. And I think you've all sort of seen segmentation, market segmentation, understanding the people that live in the area. These are the top three categories, what we call Pacific Heights, urban villages, and enterprising professionals. Enterprising professionals are what you could typically consider the young urban professionals, the tech folks, they're single or newly married or whatever. They make up about 19% of the population. About another 20% is urban villages. If you look at the ages and so forth, most of these are either couples, some of them have children, not all of them have children. So you've got a variety of people in the district. 60% of the households are in family formation stages. But many of the people that are in the district are also millennials and they're not forming families. The average household size in the district is 3.3 people. If you have a typical family of a husband and wife, you maybe have one child to go with it. That's not a very large household size. The year-to-year births have been going down. As I'll show you in a bit, they sort of leveled off and actually are tinkering going back up a little bit as well. There is also the potential, as we all know, there's some very large developments that are sitting around the district. In the past, we've had those. We've sort of looked at those. I don't think they have developed as fast as we have liked. But with the cost of housing and the booming economy in the area, I think those are speeding up. The question is, how many kids are going to be generated out of those particular types of homes? The types of homes that are coming in are condominiums, apartments. Again, you have the young urban professionals coming in as well. They're not coming in necessarily with kids. We're seeing this around in other districts in the area. Typical same types of homes, high density homes. They're not generating a lot of kids. Unemployment's very, very low in this area. Great economy in the Bay Area. Doing great. But with that comes higher housing prices and pressures in different areas that make it difficult for people to live here, affordably. Housing affordability is driving some people further away from the Bay Area. Go up to Mount Diablo. I know Tracy is an area that's been talked about for a long time, but it's a lot cheaper out there. Yes, it's a much longer drive, but it is an affordable place to live compared to other areas in the Bay Area. There is a lot of potential for home buyers and family people in the district, but it's just not happening. Now, I'm going to get into some of these factors and so forth here in a bit. I want to tell you what we've done this year. We did lasted a projection two years ago in 2016. We did one in 15. So we skipped a year in 17. We skipped a year in 14. We did one in 2012, I believe. So it's been hit and miss in what we've been doing here. But this year, we updated the last two years of data, 2017, since we skipped that projection. and we updated our fall 2018 data. I mentioned we talked about, looked at other population characteristics, we looked at samplings of how many kids are coming out of homes, typical to what's being built here in neighboring districts. We talked with the city planning department about what's going on with development. They seem to be very optimistic about the trend in terms of how fast those are gonna build. I personally think it's a little bit aggressive, It is what it is. We'll talk about that here in a minute as well. We looked at area birth date again, looked at the history of that, what we're seeing on births in this area. And then we're going to talk a little bit at length about mobility. Mobility is, again, the number of kids that go from grade to grade to grade. Are we losing kids? Are we gaining kids in specific areas of the district? And it can be caused by a number of things. People moving out, trying to find affordable housing, People moving to private schools, people going to charter schools, the competition around and so forth and so on. Are we gaining or losing kids over time? And that's changing. We updated our student forecast from two years prior based upon the updated attendance areas. I think you've seen this before. We map every single student. We get data. A lot of the data we get that goes in our projections comes from the district's own student information system. Okay. And so we've mapped all these students in the district. We have multiple years of this data. We can understand or take a look at where we're gaining or losing kids. And we break the district into what we call planning areas or study areas so we can get sort of specific to neighborhoods and try to see what's happening in those particular areas. I'll talk more about that in a minute. I want to talk a little bit about birth data. Birth data is still our best indicator of what potentially could happen with TK and kindergarten kids. Not perfect. By all means, not perfect. People could be born and move out within five years of when they were born, when they actually show up. But this particular chart, the blue lines represent births during that particular year. The red lines represent kindergarten class five years later. And the actual little squiggly line in the middle there, which I can't, I don't think you can see that on there, but that's basically showing the percent of kindergarten to births. And they've ranged up and down roughly from 60 to 70 plus percent. But if you'll notice that blue line for many years, going back to 2006, 2007, 2008, it was in state of decline. That is actually slowed and slightly reversed for this particular area, okay. And our kindergarten class, if you look at our projections and actually look at the numbers for 2018, our kindergarten class is still a reasonably good sized kindergarten class. In fact, you have the most transitional kindergarten students than you've had in years. If you can capture those and bring those in as actual kindergarten kids down the road, that's great. There's a lot of residential development. I know you're all familiar with all the projects going on, but that's a massive amount of development. A lot of it are apartments. A lot of it are condominiums. And some of them, a lot of them are single family detached homes. But single family detached homes are very high density homes. And typically when we're seeing those in other districts, they don't generate a lot of kids. It's not a kind of a home. that you expect to have families with backyards and play areas and so forth and so on. But there are a lot of units. There's over 3,000, almost 3,400 units that are either under construction or are in the planning stages right now. And if we can get a reasonable number of students generated from those, we should see some growth in the district. We had a lot of this development several years ago, but again, the economy back then wasn't where we are now. I'm not sure that the timing of that happened as quickly as we expected. And whether this is going to happen as quick as we expect as well is sort of a question mark. This shows the number of units that we're expecting based upon conversations with the city developers as well as folks here within the district. The number and type of units SFD is single what we call single family detached. You have a multi-family attached like condominiums, non-rented attached types of units and then also apartments and you can see there's several hundred a year. Now whether the market's going to absorb all those that quickly It's hard to say, but this is the information that we're looking at right now based upon all these discussions. But again, 3,400 units. And whether that happens over 6 years, 7 years, 10 years, the quicker it happens, the bigger impact it's going to have on the district. If it's spread out longer and the kids don't come quite as fast, the district has the ability to absorb those. But the potential is there. The potential is there. Now, this was a big question. I know there's been questions on this, student yield factors. The student yield factor is an average number of students that might be expected coming out of a certain type of unit at a specific point in time. Now, we haven't had a lot of good history on recent. We don't want to go and take a look at how many kids we're getting out of all the homes in the district. We want to look at how many kids are coming out of homes that are new. generally a couple of years old at most. And we don't have a lot of history here in Newark. We do have more history in other districts that are in the general area. And the one that we chose, which we can debate, but the bottom line is the one that we chose was Hayward. We saw housing units that seemed to be typical to some of the things that are being proposed in this district. And I can go beyond Hayward, I can talk about other districts that are in the Bay Area here on the east side. They are not generating a lot of kids. They're very expensive housing. And like I mentioned, condominiums, apartments, also what we're naming here is single family detached. in my typical mind is really not even a single family detached. It's again these, I would drive by some of them today coming over here. Three story, very tight, close in types of units. These are generating very few children. Single family detached for the sampling that we have of new housing units and Hayward in this example was generating overall for K-12, 0.13. That's about one student for every seven to eight homes. Multifamily attached is very similar. And apartments, actually, we're generating slightly more than those. But these are what we were getting out of new housing units, okay? We don't wanna look at all housing units because that's not what they're building. We're applying these to new housing units. Down the road, they might generate more, but This is what we expect coming out of the new housing units that are being built. One of the biggest issues or factors that go into the projections besides births, besides development, and what kinds or how many numbers of kids might come out of that development, is also what's happening with people in existing homes. Not what's coming down the road with new homes, Well, what's happening with people that live in existing homes? And you can call this a cohort. We call it a mobility because we tried to eliminate areas that have had development. We don't want to double count. We want to look at areas that are established that haven't had increases or potential increases in kids because of the development. And so we sampled a large number of areas in the district and actually by attendance area, elementary attendance area. And what you're seeing here is from your own historical data, own information on your student information system, you're seeing the progression rates, percentages as kids go from grade to grade. Anything in red is not good. We're basically losing kids. We have 100 third graders and maybe we have 97 fourth graders the following year. We're losing 3%, okay? And you can see that that we have a little bit of bump from 7th to 8th grade. That's a pretty much green. We're doing pretty good but we're losing kids at the elementary levels. They don't make it to junior high and high school, OK? These are numbers directly calculated from the data provided by the district. And we did this a couple of years ago. It still had a lot of red in there but I think it's got a little bit worse. As to why, that's a discussion to be had. Why are we losing kids? Is it because it's unaffordable to live here? Is it because of job mobility that they're going somewhere else? People are moving in and out, they're more mobile. Could it be other factors? There could be things that are just a lot different from where we were a couple of years ago. I have a theory, I'll share it if anybody is interested but we can talk more about this as well. These are actual numbers and in many cases we're losing several percentage points of kids as they go from grade to grade. Our projection methodology is very typical of methodology that's been used for many, many years. It incorporates taking your existing student data by grade level moving them forward, modifying them by these mobility factors, the history of what we're seeing in terms of loss or gain of kids from grade to grade. We incorporate what we see in terms of birth factors. Have we gone up 2% in our births? Have we gone down 3%? What has happened 5 years prior that we can maybe translate into what kindergarten might be 5 years later? And we also have that big albatross which is development. How fast is it going to happen? How many kids are going to be generated from it and so forth? Those are added into the projections as well. So we have a mobility factor that's trying to measure people moving in and out of existing homes. On top of that, in certain areas of the district, in certain study areas of the district, we have potential development that could occur. And across all of that, we have, what we see in terms of our best estimate on birth data and how that might translate into kindergarten kids. These are all done at the studio level. We're not just doing a big macro projection of the district. We're trying to look at this at a smaller level. And this may not mean anything to anybody right now, but when it gets to an issue down the road where we're trying to come up with solutions, maybe some schools are or losing more kids versus others, and we start getting some imbalances going on within the district, this information at this detailed level is very helpful because it helps us come up with solutions, whether it be a boundary issue, whether it be a school repurposing issue, whatever you want to call it. These projections are done down to the study area level. They're aggregated up to each attendance area. So also I want you to understand when you see projections from us by school, it's not enrollment at the school. It's the resident kids that live in the area. That's what we're doing at demographics is trying to understand what's in that area. So understand when you see a report for one of your schools, the numbers you're seeing is not the enrollment there, but the actual number of kids that live in that area. What's projected to be in that area? That's helpful. I'll talk about that in a minute because when we get to a situation where we have some potential loss in different areas of the district, we want to know where that loss is and we need to know how to deal with it, whether it be trying to balance enrollment with another school or whether perhaps a school closure or some other kind of remedy. So here's the big number here. We have our seven-year projection. updated for this fall based on October 18 data and all the factors that I mentioned. And let me pull that page so I can see it better than on the screen. A couple of things I want to point out and actually I've highlighted them on there. For kindergarten, for the past couple of years, kindergarten is actually gone from 4-11 in 15, 2015, went up to 421 in 2016, dropped down to 394 in 17, went up a little bit in 18. It's up and down, up and down. Our birth data shows us that that's sort of typical, although we see a little bit of an uptick. So we've sort of increased our kindergarten class a little bit. And if you'll notice, the 404, 384, 429, Those 400 numbers are in our lower grades. Those are going to come on through and smaller grades are graduating out from elementary. Likewise, the larger numbers in the 10th, 11th and 12th grade are going to graduate out and be replaced potentially with some smaller numbers as well. In addition to the loss of kids that we're seeing from the history as they go through the grades. So we may end up with 400 kids in 9th or in 8th grade but we may only end up with 384 in 9th grade. So as we graduate out some larger classes as well as have some attrition which is typical of high school especially in the early grades of high school, we're seeing potentially some drops at the high school level. Conversely, we're seeing potentially and this is what we've been sort of projecting on and on right or wrong, we're still sitting here saying, These numbers potentially for elementary, there's potential to have that grow. Not a lot because we don't see a lot of kids being generated from new development and by the way, we're still losing kids but there is a potential to have that elementary enrollment increase. Now, if you look in the future and look down to the blue portion of this, our subtotals and by the way, the blue area in the middle there, Those are resident students living in the district. They do not include the out of district kids. It's purely what's in the district. And we're going from 2859 and we're looking at just a few student increase for next year. It's almost minuscule. But then we're going to see it going up to 2911, about 2992. Is that too aggressive? Maybe, but what's going to happen with all those hundreds and hundreds of units of development? We are seeing a slight decrease of our 7.8 as the kids move through the grades as well as the attrition plus the fact that we don't expect to generate a lot of middle school kids from the development. And we're also showing a slight decrease in 9.12 as those larger classes graduate out. Understand, for many years, the district was in decline. In 2017, the year after we did our 2016 projection which showed, we showed an increase, you actually did have a slight increase in 2017. For years, you were going down. In 16, we said, no, we think that's going to go up and continue going up and it actually did. But then it went back down this year which is unexpected to be honest with you. Here are the numbers. I think you've seen these before. This is a CBEDS numbers, historical enrollment in the district. You can see the decline, continued decline. We went up in 2017 which is the year after our last projection than this one. We went up slightly on that. That was the first time it went up since about 2000 and 2008 roughly. So for 10 years it was going down and 17 it actually went up a little bit. Let's switch gears just for a second here. Talk about make sure people understand this issue of enrollment versus residence when you look at our numbers. This item is what we call an attendance matrix. And I think it's just important to understand this, okay. It shows us where kids are enrolled versus where they're attending school. And one school particularly highlighted, not because I don't just like Lincoln, but I highlighted Lincoln here because it was pretty obvious that Lincoln has 247 students. residing in its attendance zone, irrespective of where they're going to school. That's how many kids actually live in that area. And there's 401 kids attending Lincoln. So Lincoln must be pretty popular. It's doing good. It's attracting kids. But there's only 247 kids living in that area. So again, when you look at our projections by school, keep in mind that these projections are not enrollment. what's actually living in that area. Why is this important? If I were ever in a situation where maybe the district does continue to be stable or slight declining enrollment at some point, are we, what are we going to do? Are we going to try to balance enrollment through boundaries? Are we going to close the school or what are we going to do, okay? Those are hard discussions and decisions but this kind of information is very enlightening on that. Demographics is about understanding what's in the area, not necessarily policies and where the kids are going to move around, where parents decide to send their kids. Now, again, going back to third-party data. Third-party data. And this is data from a company called ESRI. They have a large marketing firm. There's many marketing firms that are here. American Community Survey data, as well as their own demographers to look at the area. And this is, again, specifically Newark Unified School District. Their last estimate of school age population, this is not your kids, but the school age population, back in 2018, ages 5, 9, 10 to 14, and 15 to 19, all those added up, compared to where those same age ranges in 2023 and it's a little over 200 additional school age children in those school age ranges. So they're not projecting a decrease in school age population in the district. They're actually projecting a slight increase. We're projecting a slight increase in elementary, a little bit of a decrease in the others as they go through. You have to look at the big picture here. There is a lot of potential in the district to gain kids. We're being very conservative with the development in terms of the numbers of students that come out of those projects. We're also using our best judgment and the information provided to us about the timing of those. And if the timing isn't right, the projections are going to be off. Back in 2016, we weren't quite in the same economy that we are now. And although there were planned projects, I don't think they went as fast or they were developed as fast as what we are beginning to see now. But the bottom line is, although we've been projecting slight increases over time, they haven't materialized for other reasons but the data is there, the population is there. and whether they decide to go to Newark schools or whether they're deciding to move somewhere else or they get bored and they leave before the inner kindergarten is still a question. Again, specifically by residents, not enrollment, these are the areas over the next seven years that we see either growth or decline. The red areas, we're seeing some decrease in elementary enrollment. The areas in green, the green numbers, we're seeing some increases. Birch Grove primary, is it going to be 200 increase over that time? That's residents. We don't know where those kids are going to decide to go, but there's a lot of development there too. And looking at the distribution of kids by grade level, is indicating to us that that's an area that has potential growth. You may not see that actual growth at school because they might decide to go somewhere else within the district or they might decide to leave like many people are already as they go from third to fourth to fifth and so forth, they're not staying. Now, I mentioned that there's about 3,400 mixed units over the next seven years. Is that realistic? It's what's being told to us. We're going with that. Generation rate, we don't really have a lot of history of new housing to generate a large enough sample size for that, but we have taken upon ourselves to look at other districts, specifically Hayward and others, and look at their generation rates compared to the type of housing. If we feel that's too low, Well, what's that going to do? All it's going to do is raise the projections, right? So if we think that's too low, we're actually increasing our projections more by increasing that number. We're being conservative. There's a larger class size bubble in the early elementary grades and larger projected kindergarten classes indicate a minor projected K6 growth for the next 7 years. I know it's been said over and over but the numbers are the numbers and this is what we're looking at. Larger outbound high school classes are expected to be replaced by smaller incoming classes which will induce a decline of high school kids over the next 7 years. And in general, in this latest projection, the last one being 2 years ago, different economy, different everything, our projections now are basically showing the whole TK-12 situation is generally remaining flat. Now, if we continue to lose kids like we did, it seems like from a couple of years ago to the attrition rate we're seeing with mobility now, again, that number could continue to decline. So with that, I know you have a lot of questions and I'm more than happy to spend as much time with you.

[8384] Ray Rodriguez: Well, I just thank you for your presentation and also for being patient as we, you know, bounce you back and forth. We did have a pretty thorough study session by our CFO and by our consultant, Beverly. And so a lot of the questions were answered. So with that, we'll open it up to Member Gutierrez.

[8417] SPEAKER_21: You're telling us that your data is based on residents, so children that live in the area and the potential for them to go to certain schools. But then you also said, it doesn't necessarily mean they're going to go to those schools. Do you have any data as to the schools they are actually going to or, and does that even include private schools?

[8441] SPEAKER_17: Oh, okay. So you're talking about kids that aren't in your system. Okay. Is that what you're saying? Correct. Yeah. No, we don't have We have school age population data but we don't have information on the kids that are not attending their schools. If they're in private schools, they're in private schools and we can't access that. And I know there's a question, there was a question about capture rates and I think there was a presentation done earlier on that. And I want to make sure people understand what that is essence is saying, okay. Number one, it's not a difficult calculation. It's, again, looking at specific attendance areas, those dots, and seeing how many kids are in your system, in your schools, living in that area, and comparing it, again, to the school age population in that area. So if I say that I have in XYZ attendance area 496 students residing in there, irrespective of what school they decide to go to, They live in that area, they're in the school district, OK? And this is the estimated school age population. Again, from census, from third party data, and it's a simple calculation. Are we capturing 60 percent, 70 percent, 80 percent? That's what we're looking at. And we want to look for the low numbers. And generally, if you're in the 60 percent range, that's lower than most other districts. There's some issue there. Why aren't the kids in that area that are potentially in that area actually enrolled in that district from that area? Why? Is it the perception of the schools? Is it, you know, there's all kinds of different things that we can't narrow down without actually asking all those people why they're not there. But anyway, that's, I wanted to make sure that was understood.

[8555] Ray Rodriguez: No, no, and we did have a long conversation on this, you know, when we did our workshop. But remember, John?

[8564] Bowen Zhang: Thank you, Mr. President. Yeah, so I want to go back to when you said you used the Hayward data, because when you were doing the study roughly a year ago, you probably already have some at least in the enterprise willow that you mentioned, like half of the building were already occupied. So did you ever consider looking to the existing newer data from the new development to generate your yield number?

[8589] SPEAKER_17: I'll let him answer that, because he's really one involved in researching that information.

[8594] SPEAKER_09: Good evening. Just to maintain consistency on the yield factors for each housing type, single family, multifamily, and apartments. We've come to find out that there wasn't, there's not that much of a sample size in apartments being built within the last couple years within Newark. So we wanted to maintain consistency there and sample Newark apartment units. Sorry, Hayward apartment units. So that's why we decided to stick with Hayward.

[8620] SPEAKER_20: Yeah.

[8622] SPEAKER_09: If we were to sample apartment units built in the Newark area, it's nothing close to what's scheduled to be built within the New Park Place mall area.

[8633] Bowen Zhang: Yeah, that just brings to my next question about your yield factor. I think that's the most controversial one in this report. So, if you look at your yield factors, you believe that the apartment is the one that produces the most new children. Single family home is the one that has the lowest children generation, right? That's your yield factor, right? Yeah. So if you really look at Newark specifically, let's say the apartment, like you look in your graph that I believe in the study year in 91, that's around the Newport Mall. That's the planned build of 1,600 to 2,000 apartment building, all of them, luxury rental apartment building, renting probably 2,500 to 3,000 a month. If you look at that apartment building, around the new apartment, it's kind of hard for me to see how those apartments will generate a higher kids rate than the single family home that's being built in the Bay Shore or in the sanctuary village. But the yield factor here clearly states that the single family home actually has the lowest generation rate, where at this time, the single family home in the area is selling 1.3 million to 1.4 million. That might be the place where we really probably will have the highest generation of all children. Because a single person working professional is probably not going to spend 1.4 million to buy a single family home, 2,000 square living by himself over there. While the apartment rental in the Newport Mall might really be fitting to the single person working professional renting, paying 2,000, 2,500 a month to live there. So I think that I do believe this yield factors may be really backward because I believe the single family home in Newark should be the highest generating units, and the apartment might be the lowest one.

[8739] SPEAKER_09: Right. I see your point, and you're completely right on that aspect. We would hope that some of those apartment units near the mall area would be affordable housing units.

[8753] Bowen Zhang: Not sure how many of those are... Last time I checked, every single one of them is market rate rental. It's not even owner-occupied. It will be renting at around 2,500 to 3,000 a month. So there's probably no affordable units in that 1,600.

[8768] SPEAKER_17: We can talk about that. We can go actually look at that. And we'll be happy to look at that and bring it back to the board and staff at some of those areas and see what's actually being generated out of there. But again, we're looking at newer ones. And again, if you're expecting a higher yield, Even if it's inverted, we expect it higher for single family attached than apartments. Think about what we're doing here. If we're expecting a larger yield than what we've actually incorporated in this report and we apply that to the numbers and share numbers of developing units in the district, all we're doing is increasing these projections. And I'm trying to step back and be a little bit more conservative here, understanding what's happened in the past. So, you know, and like I said, I'll be happy. You have some specific areas that we can sample and we can go back and do that. I absolutely, by all means, I'll be happy to do that. And we can get back to you and see what those are generating as well.

[8834] Ray Rodriguez: Thank you. Anyone else? Thank you.

[8838] SPEAKER_11: Superintendent? I need to ask a question, but I'll defer to member Martinez, it might be the same question. Want to give it a try? So now we have a report that says we're projecting flatter decline. Prior we were projected to increase by Davis demographics. What was the factor that was missed? What's the new information that's changing that dynamic? Is it the yield factor? And is Hayward not the yield factor we should use? Should we use another yield factor?

[8873] SPEAKER_17: Well, I'm not sure we're going to get too much in there. Why was it off? Yeah, we work with a lot of districts and we're seeing a lot of the same things with yield factors for a lot of districts in the area. Not on the other side in the Pleasanton, that's a whole different ballgame, but here in the East Bay Area, there's a lot of districts working for them. We're seeing similar situations. We stepped back and looked, and I think we have a slightly lower yield factor than what we did back in 16. I also feel like the economy was a lot different back then, and I'm not sure that we developed as many units as we expected to have. I also know from a discussion that we even had today prior to this meeting that I think there was one school, is it Graham, that lost a lot more kids this last year than expected, like 40-some kids or whatever.

[8921] SPEAKER_11: And. 141 to be precise. Was it 141? Which one? Not Graham only. I'm going with the number that I think my point with that is where we are off based on what we thought we were going to be and based on how we built the budget. Yeah. And now tonight later we're in the agenda we're voting on a reduction of 2.2 million. I think this is the gravity of the situation. That's why this question is important.

[8943] SPEAKER_17: Right. Right. Getting back to the question about where we where we're off and so forth between 16 and where we are now. One of the other issues is a lot has changed from 16. We had an election. There's a whole different situation out there and a vibe out in the communities. In the situation of Graham, Graham, I believe, was 40 or so kids just in this last year that had dropped. It was unexpected. And I broached the subject. I could be wrong, but I'm sitting here saying, OK, Graham is a little more, I believe, Hispanic in population. And what is the vibe out there? Are we losing kids there for some reason? I'm just throwing that out there. There is a different situation than where we were in the data and everything back in 2016. We did not update 2017. I'm very honest with you, and I'm not trying to be self-promoting here, but we have districts we worked with for many, many years. we consistently update the data every year not skipping years we don't want to miss things we can adjust and make sure we understand what's going on make some minor adjustments see some things that are going on that that we just don't see it when we're doing this every other year and you know.

[9018] Ray Rodriguez: Thank you. Member Martinez.

[9021] Elisa Martinez: Yes I mean obviously as you're going through the different ratios obviously the mobility I think I'll call the mobility the mobility ratio when I look at what we're losing in the upper grades. You mentioned you had a, if we were interested, you had some thoughts on causes, and obviously this is what you do for a living, so if it's a couple of minute, here's what my observations are, what my... Purity hearsay in my situation, okay?

[9049] SPEAKER_17: You're an island among Fremont and a variety of other competitive districts in the area. There are, you know, obviously there are situations where none of the housing here, at least new housing, is affordable. Even the existing housing is not affordable. And I think a lot of people, a lot of districts, not just your district, are seeing people go other areas. You can drive an hour, an hour and a half, in some cases in different directions, and find more affordable housing. Tracy's probably a damn bad commute, but that happened for many, many years. And housing's more affordable out there. You get more bang for your buck. You get a backyard. Those are issues in my mind.

[9103] Ray Rodriguez: Thank you. Member Gutierrez.

[9106] SPEAKER_21: Just quickly, based on what you just said, would you think, in your educated opinion, is that the same would you say that would be the same reason a lot of the students at Graham also left or do you think that's a separate issue?

[9125] SPEAKER_17: We have and this is not the Bay Area but we have a number of districts down in Southern California that are heavily Hispanic and they have seen in the last year or two some very unexpected decreases in their student numbers. And all I'm saying is the vibe in the community, the political climate, has maybe, for lack of a better word, maybe scared people or moved people out. That they're moving.

[9158] Ray Rodriguez: OK. We're just guessing and we really don't want to go there. Yeah, I know. I understand. But I'm throwing these ideas out. OK, no more questions. I appreciate your time and thank you for your report.

[9171] SPEAKER_17: Thank you. And if you would like, we will take a look at some of those yield factors that you mentioned, if that's of interest. Yeah, maybe you can. Yeah. I'm sure. Pass it along and we'll have that discussion. I really appreciate your time.

[9186] Ray Rodriguez: Thank you. Thank you, folks. Thank you, Mr. Nguyen, CFO, for guiding us through this and inviting us. Thank you. OK, with that, we go to Our union partners, if you want to, is that where we're at?

[9208] Nancy Thomas: Okay.

[9214] Ray Rodriguez: Right, employer organizations. We have anybody here from CSCA? From NTA? And how about NEWMA? NEWMA. Good evening, Ms. Calderon. How are you?

[9233] SPEAKER_41: Hello, I'm Julie Calderon. I'm your Principal of Alternative Education, and I'm representing NEWMA tonight. So I have several informational updates from our various members. The first one is from our Director of Teacher Induction. So induction, on January 22nd, the Newark induction candidates completed their individual benchmark meetings with the program director to discuss the progress on their individual learning plans. They are all deeply engaged in active research focused on improving instructional skills, lesson design, or creating a culture of learning in their classrooms. The candidates also ranked their mentors highest in the area of just-in-time support, guidance through the individual learning plan, and reflection on data and practice. The Commission on Accreditation has commended our program on the transition to a highly individualized induction program that offers strong and effective mentor-based support. The Commission will be conducting a site visit May 7 and 8. Also, as far as science goes, our district is really fortunate to be partnering with two of our strongest Bay Area science organizations, Bay Psy and Elementary Science Program. In October and January, Bay Psy's technical assistance provided professional learning opportunities to 6th grade teachers and science resource teachers on earth science curriculum. Elementary Science Program is working with our K-5 teachers and worked in January during the PV day. experiencing three-dimensional learning and elementary science program is also supporting the investigations of grades three through five teachers through lesson study design and cycle of inquiry with the principals. So there will be more to come from science. BGI is continuing to share their STEAM initiatives with the community on Tuesday. Principal Ingham-Watters and lead teacher Lindsay Effleck were guest speakers at Newark Rotary Club. And community members were impressed with the way students are learning to think critically and use engineering design process. Tomorrow is the last day of the Pennies for Patients drive at Graham Elementary. Graham is partnering with Pennies for Patients, which is part of the Leukemia and Lymphoma Society fundraising. And Graham has been active in this by fundraising over $16,000 over the last decade. So if you have pennies, please support them by dropping those off by tomorrow. It's their last day of their campaign. Also, Graham held their family science night tonight. Meanwhile, at Snow, they are hosting on next Tuesday morning at 9 a.m. a bullying workshop for parents. They're also starting next Wednesday an eight-part workshop series, Cara y Corazón, Face and Heart, and that's going to be an eight-part series. They're also going to be hosting a Best Me Assembly that focuses on making healthy choices on Monday, March 4th at 9 a.m. if you'd like to visit Snow. Meanwhile at Schilling, their school cleanup is going to be starting this Saturday. They're going to be doing a farm to school STEAM curriculum. They'll be celebrating Black History Month next week on the 27th. They'll be doing a PBIS Unity Assembly presented by the second grade on March 1st. And they'll be participating in the Golden Sneaker Contest through Alameda County starting in March. and they've also just started their green school initiative. Music is working with Safe Routes to address students walking, rolling, and carpooling to school this month. They're going to have two assemblies next week to promote safe travel to school. They are also taking part in the Golden Staker competition. The class that wins will receive the Golden Staker trophy made from Klay Thompson's shoes. Lincoln students enjoyed a morning of taiko drumming from Waidaku Newark, who is also part of Newark Adult Education, I'm happy to say. This performance was part of Lincoln's Fine Arts Mini Experience, aka FAME. And tonight, they were celebrating Young Authors Night. And the artists of the month that students are studying are Gilbert Charles Stewart and classical musician Francis Scott Key. And from my part at McGregor, we're going to be hosting a free FAFSA workshop next Wednesday at 6 p.m. I just tweeted that. All are welcome. Don't have to be Bridgepoint or Crossroads. All families are welcome to that. So that's on Twitter. You'll see that pop up in the Twitter feed, and you can just share that with folks that you know that we'll have that FAFSA workshop happening next week.

[9503] Ray Rodriguez: Thank you. Thank you. Excellent. Thank you very much. Thank you, Dr. Palermo. Okay, with that, we move to business if you open up your attachment you'll see the what we have for committees and we have a new board member that that has been has joined us after we've made the appointments member John so I was hoping that some of you might kind of if member John is okay with it maybe shift some of those over to him. So, I'll go first on the SELPA, which are special ed group. Bowen, I'm the alternate and if you want to replace me, we meet, how often superintendent? Every three months I think?

[9569] SPEAKER_11: Yeah, I think it's about four to five times a year.

[9571] Ray Rodriguez: And for special needs children, it's the partnership we have between Fremont Newark and Union City, Member Martinez is the representative. I also am on the City School Liaison Committee and we do have a spot for an alternate. If you want to, I think you expressed interest in that one, right? Yes. Okay. So we can move him in there as an alternate. Mr. Kino, if that's okay. As an alternate under the City School Liaison, That's what, and then we'll vote on this. And so, I guess you want more information on it. Yeah, I would need more information on that. Sure, sure. And then my last one is the East Bay BITSA induction, which is supporting our new teachers. And I'm primary, and member Gutierrez is secondary, is the alternate.

[9640] Bowen Zhang: That one I would say I'll probably take it slowly. First probably the one committee for me maybe.

[9647] Ray Rodriguez: Oh, you don't want all the committees? I thought you wanted all the committees. No, I would say probably start with... Okay, so we'll leave that. So far we have that. Anyone else want to chime in on... Why don't you tell us what committees you might want to be on?

[9663] Bowen Zhang: Yeah, so I would say to start slowly. If I want to get on to the city school liaison committee, the tool to begin with, I think that should be enough just for right now.

[9678] Ray Rodriguez: That's not acceptable.

[9682] SPEAKER_11: Point of clarification, if I may. Does that mean the two members would be member Gutierrez and member Jiang?

[9690] Ray Rodriguez: No, for now, my recommendation is to add them as an alternate because I'm going to make the next meeting But then I'm going to be busy with year-end stuff for the meeting in June. So I was hoping he would take over for me then. But I do want to go to the next meeting. I just want to understand. Thank you. So if we could just put him as an alternate, that'll take care of that, just in case Member Gutierrez or I can't make it. And Member Gutierrez, by the way, is our new chair for the city school liaison committee. Are you okay with that, her being the chair and telling you what to do? Yes. Okay, good. So the recommendation right now to the board to vote on would be that we add member John just to the city school liaison committee as an alternate. Are you okay with that? Yes. Okay.

[9751] SPEAKER_21: I'll make a move.

[9754] Ray Rodriguez: Member Gutierrez made a move. I'll second. Member Martinez seconds.

[9760] SPEAKER_20: Please vote.

[9770] Ray Rodriguez: OK. You don't want to vote for yourself? OK. Motion passes with one abstention.

[9777] Nancy Thomas: Mr. Rodriguez, we need to extend the meeting.

[9779] Ray Rodriguez: Yes. Yes, thank you. Member Thomas, about an hour, please. Hopefully it won't take that long. Is that OK? Can you make the motion? Yeah.

[9788] SPEAKER_21: I'm just sorry, can we, do you think we can do 30 minutes or?

[9791] Ray Rodriguez: Well no, you make an hour but.

[9793] Nancy Thomas: Hour at a time?

[9793] Ray Rodriguez: Yeah, that just means that. Okay.

[9795] Nancy Thomas: Well we can only extend once and if we make it an hour and we get stuck we can stay longer but let's shoot for a half hour.

[9803] Ray Rodriguez: You want to do a half hour?

[9805] Nancy Thomas: No, no, let's try.

[9806] Ray Rodriguez: Okay, okay, you want to make an hour, okay. So it's an hour.

[9809] Nancy Thomas: I move that we extend the meeting to 11 o'clock.

[9812] Ray Rodriguez: Okay, member Thomas makes a motion.

[9815] Bowen Zhang: I second.

[9817] Ray Rodriguez: John Seconds, please vote. Okay, excellent. Motion passes. I have ayes. Thank you. Okay. So we're done with that. We already did 12.1, 12.2. CFO Nguyen, you want to just?

[9841] SPEAKER_16: I'd like to make a comment. The Business Service Department have been meeting and informing the Budget Advisory Committee as well as the Governing Board on our structural deficit and to find a stabilization plan. Raleigh Consulting Services has performed an in-depth analysis of our district's budget, enrollment trends, multi-year projections, as well as the student-to-teacher ratio. We all agree that Enrollment has been declining for the past 10 years by about 100 students per year. Currently, the district is operating as if we have 6,000 students. Unfortunately, our enrollment is nowhere near that. This district needs to be properly staffed according to the student ratio that we have. However, if conditions continue to further deteriorate, additional reduction may be required In which case, we will inform the governing board. We ask the governing board to approve Resolution 2130. OK.

[9907] Ray Rodriguez: Thank you. So the superintendent recommends that the Board of Trustees approve Resolution 2130 for the budget reduction needed in 2019-2020. Need a motion and a second?

[9929] Nancy Thomas: I'll make a, I think, a clarification on the enrollment for TK. Sure. It, Newark allows students that do not turn five by, I believe, the end of January to enroll in TK. Is that true?

[9949] SPEAKER_42: The cutoff is December 2nd, but we have, as last year and this year, we have extended it by January 31st.

[9957] Nancy Thomas: That's what I thought. So, I mean, so it should be January 31st. On the presentation?

[9967] SPEAKER_16: On the presentation. I'm sorry, which section?

[9978] Nancy Thomas: On the PowerPoint? Just on the PowerPoint. It's just to clarify, you know, because that does cost us money because we don't get, we do not get ADA for those students until they turn 5, so we're giving them free TK until they turn 5.

[9997] SPEAKER_42: Yes, as you recall, that was part of our initiative to bring in more students and for this year, what we are looking at is we would only enroll students who are residents of Newark and that would turn that age. But you're correct, we will not collect ADA until they turn the age.

[10016] Ray Rodriguez: So we need a motion and a second. So what are we voting on this? We have a resolution that's being recommended by staff and by superintendent and by our CFO Nguyen based on our study sessions. The resolution is to have reductions. We need to do that to the county. By what date do we have to send this to the county?

[10047] SPEAKER_16: It's already passed, but as soon as we approve this resolution, we will submit this to the county.

[10053] Ray Rodriguez: Okay, so we need to get this done so we can let the county know that we are moving in the right direction as far as our cuts.

[10062] Bowen Zhang: Is this opening for any questions?

[10064] Ray Rodriguez: Yeah, sure.

[10066] Bowen Zhang: Do you have questions of... Oh yeah, so my question for the reduction is How many of these positions will be done through attrition? And how many of them will be given notice?

[10086] SPEAKER_18: Right now, we have listed five FTEs for the elementary, five FTEs for the secondary, and three for the junior high.

[10097] Bowen Zhang: Yeah, yeah, yeah. My question is, how many of these positions will be reduced due to early retirement incentive? How many of them will be?

[10107] SPEAKER_18: We're still in the midst of compiling that data because we're in the beginning stages.

[10113] Ray Rodriguez: I think what we want to know basically from my understanding is how many of our teachers are going to be getting notices?

[10127] SPEAKER_11: I would predict that we're probably looking at most of it being resolved through attrition, naturally, and maybe one or two might be reduced.

[10138] SPEAKER_18: Yes, that's correct.

[10140] Bowen Zhang: And if they're given notice, how much time do they have to find a new job before they're leaving?

[10147] SPEAKER_11: By statute, we would have to notify them by March 15th. But they're still with us through June 30th. Yeah, they would stay until the rest of the year.

[10154] Bowen Zhang: So we've got three months and a half to find a new job. Right, exactly.

[10157] Ray Rodriguez: That's correct. Or come back with us if things change during the summer.

[10161] SPEAKER_11: Or if they get another endorsement area.

[10163] Ray Rodriguez: Right. Exactly. Member Gutierrez, did you have anything? No. Member Martinez.

[10169] Elisa Martinez: Yeah, I just wanted to clarify from the last meeting. We're voting on the resolution for the total amount. We still didn't, would not know the exact number or the positions and what, right, and what schools.

[10186] SPEAKER_11: Those will be voted on, if this is voted on tonight, those will be voted on March 7th. So they can be officially noticed prior to or on March 15th.

[10198] Ray Rodriguez: Yeah, everything's got to be done prior to March 15th. Okay, any other questions?

[10204] Nancy Thomas: Well, I just have a comment on the recommended action that we can't put it in to the 2.2 million, We have question marks on the water irrigation and I just want to remind the board that we approved a budget for brush and money and out of that $4 million was for painting and landscaping, water tolerant landscaping and irrigation. And we haven't moved on that. I would hope that the district would move on that because the painting cost something over a million, and then the sites had their beautification or what do we call those? Wish list. Their wish list, right. But we have a lot of money in that pot that will go to, if we use it wisely, will go to fixing the water irrigation systems where we have multiple leaks and we're constantly hassling that, and with drought tolerant planting, we can probably start thinking and planning to save water costs.

[10288] Ray Rodriguez: Right. It's too bad we don't have anything in place to grab that rainwater that's been coming down, right?

[10293] Nancy Thomas: Yeah, right. But I mean, I think I would like to see us move on that because the board did approve that as part of their budget.

[10299] Bowen Zhang: And those things are one-time costs, right? If you were trying to fix the irrigation system.

[10304] Nancy Thomas: Yeah, it's one-time cost, but it's going to save us money ongoing because we have so many leaks and we are probably over-watering.

[10312] Bowen Zhang: And then you're saying that will be $4 million out of the Russian fund?

[10315] Nancy Thomas: No, $4 million. Subtract the cost of the painting, which was over $1 million, and subtract the wish list, and it's still probably over $2 million.

[10327] Ray Rodriguez: Maybe you can bring that up again doing broad request if you don't mind. But I think we're all on the same page on that. Okay, so I need a motion and a second to move on the resolution. I lose it again. What's the number again?

[10347] Nancy Thomas: Right, 2130.

[10356] Elisa Martinez: I move to approve Resolution 2130.

[10358] SPEAKER_21: I'll second it.

[10359] Ray Rodriguez: Okay, Member Martinez moves, Member Gutierrez seconds. Please vote. Thank you. Motion passes. Thank you. Thank you, Mr. Nguyen, for all your hard work and your staff.

[10379] SPEAKER_16: Thanks to my team. I want to introduce you to Kim Lola and Carol McEhaney and Beverly from for having consulting services.

[10387] Ray Rodriguez: Thank you. Thank you for all your work. Appreciate it. I know it's not an easy, when we talk about potentially losing teachers and other classified, it's not an easy one. Or management. OK, so now we move to 12.3 and Mr. Newk.

[10418] Cary Knoop: Hi. I'm concerned about what the description says about this contract. I read.

[10425] Ray Rodriguez: This is the agreement with Siemens for service contracts for Memorial High School and the junior high school.

[10430] Cary Knoop: Right. So the letter to the board says, the system is currently out of date and quickly becoming obsolete. So maybe I don't understand it. So we're having a $200,000 multi-year contract, three and a half year contract. It's a little bit strange to have it in the middle of the school year, but three and a half year contract, maintenance contract for a system that is currently out of date and quickly becoming obsolete. This looks to me like putting good money after bad. We have Measure G money. If we need safety systems, we need new systems in place, use the bond, don't start patching up things, getting contracts that apparently, what it says here, we have to use Siemens, which probably means they're having a big additional fee for it because they know they got us captured. But we really need to consider if a three and a half year contract is really a good idea. Instead, look at, use our Measure G money for safe fire systems in the junior high and the high school. So I'm worried about this. Thanks.

[10505] Ray Rodriguez: Thank you.

[10510] SPEAKER_11: OK. Member Rodriguez, or President Rodriguez. We do have staff here. OK. To speak to this item.

[10517] Ray Rodriguez: Mr. Nguyen, did you want to address this?

[10521] SPEAKER_16: We have Susan Condon here, and she's going to be talking about the semen contract.

[10527] Ray Rodriguez: And then after that, Mr. I mean, Board Member Chang, we'll go to you.

[10532] SPEAKER_40: Hello, President. Welcome. Good, welcome. President Rodriguez, board members, I can't even talk anymore, I'm so tired. Superintendent Sanchez and executive board, thank you for letting us talk tonight. We're here tonight because, of course, of the well-being of the children and the staff. And since I took this position in the spring, there have been many things that I've had to address and still things that are being addressed. But I've become very aware of the issues regarding our fire system at the high school and the junior high. And I believe we have serious safety conditions and concerns. I've asked someone from Siemens to come in. So I'd like to introduce Mr. Mehdi Eskadar from Siemens to help explain the issues that are going on with the system and to help you to understand the real importance of why this system needs to be put on a contract. And also to answer any questions that you may have to make the right decision.

[10605] SPEAKER_44: Hello everyone. Thank you for your time. I know it's getting a little late so I will try to keep it as short, concise, and yet informative as possible. To address the gentleman's concern about putting good money into an obsolete system, I think there may be some misconception about what it is that we're offering. So, first and foremost, our fire, and I believe you guys have reviewed the proposal, our fire life safety service proposal is strictly per code requirements to test and maintain the system, per NFPA 72 on the fire alarm side and NFPA 25 Title 19 on the sprinkler side. There's no bells and whistles. We didn't include any off-hour inspections. And in speaking with Ms. Condon, when she had originally contacted us because there was troubles on the panel, We came out to do some repairs and she had contacted us to see if there's any way that we could save money on some of these repairs moving forward. In that discussion, we realized that the system is not currently being tested to code. So then, and that's a huge problem because essentially your buildings are out of compliance for per NFPA 72 and NFPA 25 Title 19. I personally walked the sprinkler systems and I noticed that your inspection reports for the sprinkler side showed five risers, but walking every building we encountered 10 risers, five of which haven't even been tagged. And by tagged, I mean after an annual inspection is done, you have to put a tag on there as proof of the inspection, which would indicate that I don't know how old some of these buildings are, but half of it's not even being tested. So our service agreement includes the test inspections and also allows the unified school district to take advantage of a 20% discount on any labor for repairs moving forward or any projects moving forward and 25% on parts. So I don't want anyone to get the impression that you're throwing good money into a bad system because we're not driving this initiative, it's per code, it's something that's required, so it shouldn't necessarily come as a shock why this expenditure is needed. As far as to the three and a half year comment, it's three and a half years because in speaking with Ms. Condon, we were looking to start in line with the school district's fiscal year, which would be July 1st, But for the next four months, we were trying not to waste any more time if the buildings are out of compliance. I'd like to open up to any questions that you guys may have, and I could answer any of those.

[10771] Ray Rodriguez: Before I go to member John and member Thomas, with the fire department, do you work with them? And since we're talking about an area that You know, they have an expertise.

[10790] SPEAKER_44: Sure. Talk with them in what regard?

[10795] Ray Rodriguez: In just inspections and, you know, just to make sure we're still in compliance. I'm just trying to get a better understanding of what you actually do for us.

[10808] SPEAKER_44: Right. So we, I haven't personally contacted the fire department to you know, verify if you guys are in compliance. I've been researching based on your inspection reports and based on field surveys of what's on your sprinkler risers. And your inspection reports, one, there was none for fire alarm. For your sprinkler, there were inadequate because there was five risers. And I have pictures of the 10. Got it. Some of which don't have those. OK. But to call the fire department and ask them, you know, if this building is in compliance, a lot of times the building owners, schools or whatnot, don't really afford us that ability to do that. It's something that, that's a conversation that the customer would have.

[10855] Ray Rodriguez: Okay, I understand. Member Chang.

[10860] Bowen Zhang: Thank you, Mr. President. So I got a question for Superintendent Sanchez for this. So for this contract, it does look like this is an ongoing expense and we're using which is a one-time money to pay for an ongoing expense. So is there any plan or strategy going forward that next time we don't do this again?

[10881] SPEAKER_11: Well, I think part of what we're doing is trying to get back into compliance as soon as possible. I know what we could do is if we wait to go through CBOC and make sure we can use bond money for it, we probably could use Measure G dollars for this. but we would have to go through CBOC to make sure that they support that. And if they do, then we maybe can recode it back to Measure G. I do think that the urgency from MOT is around having further false alarms being triggered and just that ongoing support that we've seen happening. You can speak a little bit to that, Susan, would you share? I'd like Susan to share a little bit about kind of what we've seen on our end from a response standpoint.

[10930] SPEAKER_40: So we consistently get alarms that are triggered and we have no idea why they're being triggered. I mean there's the obvious cooking classes, hitting something, or someone cleans and they blow smoke into the fire detectors, of course. But we get calls in the middle of the night, we get calls during the day, there's no rhyme or reason to why some of these things are going off. With no contract in play, the only ones that can work on the systems are the people that have put those systems in. And in our case, it's Siemens who has been here for many years. If the fire department, and I've been in this situation where I've gotten a phone call at 1 o'clock in the morning and that fire alarm goes off and the panel cannot be released, they want you to do a fire watch and stay there through the night. There's no one at that point right now that I can call to come out and check that fire panel. I sit there and wait until I can get the next day and get an approval for service to come out and do the service. With this service contract in play, we have a, correct me, 24-7, right? On getting emergency situations done. I can't do anything to the system. A lot of our people can't figure out the system. So Siemens is the one who's coming in and doing the repairs. There's a lot of that throughout the district, but we have a lot of big events going on, a lot of big issues at the high school and the junior high because we don't have Protection One who runs our other systems that can do those things.

[11037] Bowen Zhang: Well, like I understand the urgency. I'm just asking, what is the plan tool? going forward to use ongoing money to pay ongoing expense, rather than this time, this is a one-time money paying a three, four-year contract, and next time are we going to use one-time money again to pay for the ongoing expense?

[11055] SPEAKER_11: Well, I think the larger answer to that question is going to be, what are we going to do as a result of the facility master planning? And if the issue really is that we need to revitalize all fire suppression throughout the district, and that's going to be a high priority, that could be part of what we can get at a recommendation from Siemens or other external consultants to give us that recommendation. At this point, without finishing the work of the facility master planning group and figuring out what that ends up being, we're going to have to have some repairs happen while we wait for that process to play out. So I don't have a better answer for you than that. I can tell you that if not Siemens, we do have an issue with just coverage and getting someone qualified to fix these systems. And these are the people that installed the system. But I think that we need to think about is, as we look at school safety, revitalizing fire suppression system-wide is very expensive. And if that's what we need to do, that's what we need to do. But I would want another opinion while this is going on to buy us time. That's all this is doing to probably get a more comprehensive review of fire suppression and how those alarms are working or not working. The other factor would be cameras, other security measures safety wise.

[11151] SPEAKER_44: I think it's just important to note one thing. With regard to fire alarm systems, they're passive systems. They're not active systems like your security system where you might have a key card and if it's not working right, you would know because you can't get inside the building or a camera that's always monitored. Your fire alarm system, you're not going to know if it's working unless, God forbid, you actually need it or if it's being tested. And that's why code drives, you know, the NFPA 72 requirement and NFPA 25, which is essentially what we're including in our proposal. the cost-saving measures for the repairs that you receive a discount on the labor and parts is an added benefit and also an emergency response for any kind of critical emergencies. But I just want to make sure that the core item is that there's 2 schools that right now we don't know the state of the fire alarm system because it hasn't been tested. I know that based on a lot of the service calls it would seem that it hasn't been tested and we know for a fact that the sprinkler system hasn't been tested to code because we're missing visor tags.

[11211] Ray Rodriguez: Okay, thank you. Member Thomas.

[11212] Nancy Thomas: Yeah, I have some questions and also some comments. First of all, who has been testing the system up until now? Is that our people? I could not answer that. Ms.

[11224] SPEAKER_40: Condon. So again, I told you I just started in spring and it took me a while to figure out how to get somebody in here to test sprinklers and various things. So we called in JC Fire and Safety who was in one of the folders for being our inspectors.

[11241] Nancy Thomas: Okay, so it's always been an outside contractor that we've called in to do the testing and to do everything?

[11248] SPEAKER_40: To do our annual inspections and our semi-annual inspections, correct. And the testing? And the testing, correct. Siemens will come in and do repairs and find out what's going on. We also have, and right now we have one too, electrical mechanical who goes in and fixes or checks on a regular basis when our fire alarms go off, when the sprinklers go off. They go in and clean the sprinklers, they go in and, not the sprinklers, the fire detectors and sensors.

[11280] Nancy Thomas: So we have someone that can and has been doing that work. Correct.

[11287] SPEAKER_40: Okay. And over the, and he's retired, Miles retired, so that when he retired a lot of his knowledge went to with it and

[11296] Nancy Thomas: So do we have a position that's not filled?

[11301] SPEAKER_40: Not in that position.

[11303] Nancy Thomas: Not for that position. No, but don't you have a position that HVAC?

[11307] SPEAKER_40: Yes, HVAC has nothing to do with this right now.

[11309] Nancy Thomas: Right, but I mean that position hasn't been filled. Correct. That's leading me into what I want to say. And that is that maintenance is, in my mind, belongs in routine restricted maintenance account. 3% or by next year, it'll probably be 3% of our budget, which is almost $2 million, will be for your department. And you're already saving money, quote, over the budget because that position's not filled.

[11342] SPEAKER_40: I've really... That really doesn't work that way though, Nancy, because when we have to do things... I'm sorry, member Nancy, sorry. We have to bring in outside contractors when you don't fill positions, and that costs us more.

[11356] Nancy Thomas: I understand that, but what I'm getting at is that this belongs in the general fund. It does not belong in one-time money, and so I really think it needs to be done, but I think it needs to be paid for out of the general fund. If it means that your department goes over budget for the remainder of this year to give you time, to see if we can get money out of the bond or whatever to continue the work. I'm fine with that. I'm just not fine with going and spending any Russian money on ongoing maintenance.

[11391] SPEAKER_40: I actually agree. I think that we need an initial amount. and we should be included in the budget analysis coming up for the next few years so that we know what we need in maintenance so that we can plan on how to budget. So we don't have to run here and beg for every time we need an emergency funding. I think it needs to be budgeted into the maintenance program so that we can spend properly the things that we need. That hasn't happened so far.

[11419] Nancy Thomas: I also think that that we have $10.6 million that we're supposed to have targeted by June. And if we can get contracts or bids and get an estimate of what it would cost to replace that system so we don't have... When you're talking, what did you say the system would be a replacement?

[11442] SPEAKER_40: I don't know.

[11443] SPEAKER_44: A minimum. For the same size, like for the current system, you're looking probably somewhere in the neighborhood

[11451] Nancy Thomas: So, you know, I would highly recommend that we do that because I think if our system is almost obsolete, half a million dollars in reprioritizing some of these other issues on this sheet. And I don't know, I make copies for the new board members. They may not have seen what we've approved for the measure G. So, I mean, my recommendation to the board would be that we go for the, the first year for sure, the one-time payment, 11,673, and that we work to look at bond funds to replace or look at, but in any event, it should come out of the general fund and not Fund 40. Got it.

[11500] Ray Rodriguez: Thank you. Member Martinez.

[11502] Elisa Martinez: If I could speak to that. Let me just, because I'm not sure if this is where you're going. There's the whole, the condition of the of the system and maintenance. To clarify, the cost here, that's just for the testing, right? So this would be ongoing cost regardless if we have a new system, this would be on top of it. Would we expect to see the same frequency?

[11529] SPEAKER_44: Yes, and the cost is driven by the amount of devices that you have tied to that system. So you have close to 1,100 detectors between heat detectors, duct detectors, smoke detectors on that system. So it's not an arbitrary figure that Siemens is just kind of throwing out there. But to the point about the measure about replacing the system, Siemens does have cost-saving solutions for that as well. Because an outside company or any other provider would have to replace the system in its entirety. And you have close to 1,100 detectors like we just talked about. Siemens' solution would be to upgrade the panel components. Think of it like a fire alarm system being a desktop. Your hard drive is the part that's obsolete. your field devices, smoke detectors, or your mouse and keyboard, those are backwards compatible still. So for extending the lifespan of that system, our solution is a fraction of the cost of replacing the entire system. Right.

[11585] Elisa Martinez: But just to clarify, I think that's what there's the whole, the one-time cost, if you will, of that. But then there's this ongoing cost that I agree should be in the general fund, right?

[11600] Ray Rodriguez: I had a quick question and then I'll ask that member Thomas if she wants to amend what's before us. You can make a motion. Mrs. Condon, when did Siemens put this system in originally? Do you know? I'm just trying to figure out when the warranty, you know, because there was a warranty at some point.

[11630] SPEAKER_40: I know that we have not gotten an approval out of the CBO's office for eight years. The last contract we had with Siemens was eight years ago, right? We looked at eight years ago. So for eight years we have been struggling with the system and the inspections and figuring out, it wasn't until I got in here that I see that it's not being over.

[11650] Ray Rodriguez: So it's over eight years old then.

[11652] SPEAKER_40: Yeah it's way over that and that's why we want the immediate that's why we kind of did it mid-year instead of waiting till July or try to get it up to speed right now and it will be based on an annual.

[11664] Ray Rodriguez: So why pay all this money to service a system that's let's say 10 years.

[11668] SPEAKER_40: You're gonna have to service it anyway it's not service alone it's your annual inspections it's your semi-annual inspections which are required by law.

[11678] Ray Rodriguez: But we do have another option, which is to eventually, hopefully, bring something, another system in.

[11683] SPEAKER_40: But we would still have to do the same thing. We'd still have to do the same thing. Yes. OK.

[11688] Ray Rodriguez: Understand.

[11688] Nancy Thomas: That kind of goes back to my question about who's been doing it up till now. And if we've been doing it internally, should we?

[11695] SPEAKER_40: I can't tell you. No, we have not been doing it internally.

[11698] Elisa Martinez: This is my problem. And we've heard this probably hasn't been done. It's not tested.

[11703] Nancy Thomas: It hasn't been tested.

[11704] SPEAKER_40: There's a lot of them that are not tested.

[11707] SPEAKER_44: So when I had to walk through, at least for this group of site, we saw that half the buildings, and there was two gentlemen that walked in with that, they saw, and I have the pictures of it. I can be more than happy to walk through them.

[11718] SPEAKER_40: Oh, the guys that work on it, sure.

[11720] SPEAKER_44: Right, that hasn't been tested. It is two separate things. I think the misconception is that if you replace a system, then you no longer have to maintain it. But again, it's not something that Siemens is proposing, we're just following code requirements. I would encourage you guys to have a conversation with the local inspector about what's required by code. And I'd be more than happy to, you know, maybe send some excerpts of it so that way you feel more confident.

[11747] Ray Rodriguez: So Mr. Nguyen, I just, why not a RFP on this?

[11753] SPEAKER_16: Well, this is a sole source device at Newark Memorial High School as well as Newark Junior High School. and it's a semen product, so they are authorized to inspect and certify these fire sprinklers and the risers.

[11773] Ray Rodriguez: That makes sense. So if we do one year, it would change, I would imagine it would change the money because there's probably a discount in there somewhere.

[11783] SPEAKER_11: How much?

[11785] Ray Rodriguez: Okay, good. Member Thomas, you want to make a motion?

[11788] Nancy Thomas: Well, I would like to see how the the rest of the board would feel about doing the rest of this year and one more year even though we have to pay the 15% and that will give us time to, out of the general fund and that will give us time to decide whether we want to do any kind of replacement and... So I just want to clarify that the replacement will probably last 20, 30 years, that's a one-time cost.

[11820] Bowen Zhang: The maintenance is an ongoing cost, right?

[11822] Nancy Thomas: Right, yeah, and I guess my question is, you know, is that if we've done it internally before, it gives us time to see if Siemens is the only company that can do this.

[11838] SPEAKER_40: Member Thomas, it has not been done internally before. It is required to be done by a certified inspector. That would be Siemens. And they are certified by the codes of the fire department.

[11850] Nancy Thomas: Are they the only company that we can use?

[11854] SPEAKER_40: Correct.

[11854] Nancy Thomas: So we have not had any, because we haven't had a contract with Siemens, we have not had any testing and certification?

[11861] SPEAKER_40: No, some of them are inspected, correct? And some of them...

[11866] SPEAKER_44: You mentioned that there's a service provider for some of the other school districts that were trying to work on that system, but they deferred you to us.

[11873] SPEAKER_40: Protection One has inspected a lot of our other schools because that's who does the elementaries. They've come in and they'll come and look at the ones at the high school. They give us a report, but they're not certified to do the annual inspections. We have, I called out JC Fire for the sprinklers. I am just finding out that the other ones need to be done by Siemens. Well, whoever were doing them prior to that, actually you had them in 2013. I have to go through the book. I think I found an old book that had where they were done before.

[11907] Ray Rodriguez: I have a quick question, a gentleman. You can stay up there. When you put in a new system, don't you as an incentive for it to get, you know, people to do that, don't you occasionally have it to where the, inspections are part of the whole package? I'm just asking if your sales people do that when they're asking people to purchase it.

[11933] SPEAKER_44: Typically not because, well if it's part of specs they would, but typically not and the reason being is that the system installation is part of the capital project and there's general contractors typically involved who were the third tier contractor to them and their job closes out once the systems completed. And the maintenance side of it is the responsibility of the building owner. So that's why it's tied with the building owner.

[11960] Ray Rodriguez: Got it. OK. OK. We got a motion?

[11962] SPEAKER_21: I have a question. Sorry. I'm sorry. I didn't request it. My question is more towards Member Thomas. And maybe you guys can, or anybody can. If we do go based on the recommendation, which is to use $11,000 for the one-time payment in advance currently, and then discuss the rest later, what would that cover at this point?

[11984] SPEAKER_40: It's going to cover the same thing. The difference is we're just going to have to figure out where the money comes up for the next few years. Because we have to have the semi-annual and the annual inspections.

[11994] SPEAKER_21: It has to be done. So that's just that. It's not the actual, what he's talking about, changing the patent.

[11999] SPEAKER_40: No, that would be something different, which we will look into because we will. And it would be based on parts. And as long as we can update the rest of the system, inspect it, and verify that it's all working right,

[12009] SPEAKER_44: we can gradually work into... Right, for the migration solution that I just mentioned, that where you're replacing the panel component, not the field devices, and extending the life cycle to that.

[12023] Ray Rodriguez: Go ahead.

[12023] Elisa Martinez: Just one more. Sure. I know we keep going around and around. I think... Sorry. I think to me the only way it would make sense to only go on one year is if we would expect to migrate away from Siemens, which would be to tear out the entire system and go with a completely new vendor, right? If we, and I don't know if that would ever be an option, because if it isn't, then I think my recommendation is we go for the three years because they're going to be our ongoing vendor. So I'm not sure if you would, based on what you've seen, whether we would ever migrate I know you quoted maybe a half a million for the replacing of the hard drives, if you will.

[12072] SPEAKER_40: No, the whole, if we were to clear out the whole school and start over.

[12075] Elisa Martinez: Oh, if it was, okay, so it's much less than that.

[12077] SPEAKER_40: So if you're going to go somewhere else, that's what you're going to run into.

[12079] Elisa Martinez: Then it would have to be a full tear out. Right. Okay, got it. Thank you.

[12082] SPEAKER_40: And staying with Siemens would be less than that because we could incorporate it into upgraded software, hardware.

[12091] Ray Rodriguez: Okay, so I either need a motion or a second or we bring it back. because we're running out of time.

[12098] Elisa Martinez: I motion to move forward and approve.

[12101] Nancy Thomas: Would you take a friendly amendment that it be out of operating funds, general fund? Yes.

[12111] Bowen Zhang: Can we restate the motion?

[12115] Nancy Thomas: That we accept the 3.5 year contract and that it be funded out of general fund.

[12126] Ray Rodriguez: Okay, so it would not be staff's recommendation, right? What is staff's recommendation on this?

[12135] SPEAKER_16: If we have to go with the general fund, then we would just have to budget about $50,000 for the first one-time payment, and then another $52,000 for the first year, so about $100,000 for the first year. And then the ongoing maintenance would be about $53,000 for the next two outer years.

[12160] Ray Rodriguez: So the hit for this year would be $50,000?

[12162] SPEAKER_16: The first year would be $102,000 approximately. $110,000. I can't.

[12170] SPEAKER_40: Kashi, if I'm reading this correctly, your pullout is, so this year is, so right now, to the end of what we need for now, before the end of June, is 11,673 for the junior high and 41092 for the high school. July 1st, it would be 11,535 for the junior high, and that would go through the end of June for 2020, and 40,288 would go to the end of 30. So if we did it for, it would be for every year coming up, we would plan about 51,000

[12211] SPEAKER_16: $52,000 per year.

[12216] Ray Rodriguez: Is there any place else we can get the money from other than going to the general budget?

[12220] SPEAKER_16: It would be the Russian fund.

[12222] Ray Rodriguez: So the motion is not to use the Russian fund. Is that it?

[12229] SPEAKER_21: I just need a point of clarification. At first, Member Thomas, you stated to use the $11,000 out of the Russian fund. Are you saying now to use none?

[12237] Nancy Thomas: Well, no, I didn't look down at the $41,000. OK, so use none.

[12241] SPEAKER_21: Yeah, use none. OK, thank you. Use none.

[12247] Bowen Zhang: So I'm ready to second.

[12248] Ray Rodriguez: OK, second.

[12250] SPEAKER_40: Let's vote, please.

[12255] Ray Rodriguez: OK, motion passes, four ayes and no. And the reason I said no is because We're budgeting now, and now this is an extra hit on the budget. And I couldn't do it. OK. So let's move on to the next one. Thank you, Ms. Condon. Thank you. So where are we? We are at 12.4. Donations report. Need a motion and a second, please.

[12285] SPEAKER_21: I'll make a move.

[12288] Ray Rodriguez: I'll second. Hold on. Let me clear this first. Okay, who made the motion? Member Gutierrez made the motion, Member Thomas seconds. Who made this? John.

[12303] Bowen Zhang: Oh, Member John made a motion. No, I second.

[12305] Ray Rodriguez: You second. Okay, good. You got that, Mr. Quino? Okay, good. Glad somebody does. Please vote. Okay. Motion passes five ayes. Superintendent, now you have Can you read that real quick for us?

[12327] SPEAKER_11: $5,000 for Newark Memorial High School from Charities Aid Foundation for the William R. Bridge Science Fund. $108.09 for Newark Memorial High School from Ohio Pyle Prince for use as determined by the principal. $2,000 for Newark Junior High School from Allen Burge Charitable Trust for the William R. Bridge Science Fund. A donation of $10,500, $1,500 each for seven schools BGI Elementary, Graham Elementary, Kennedy Elementary, Lincoln Elementary, Musick Elementary, Schilling Elementary, Snow Elementary, from Newark Educational Foundation for sixth grade science camp. $1,000 for Newark Memorial High School, Your Cause LLC, trustee for LAM research for school uses determined by the principal. In-kind donation of 75 chairs, three file cabinets, office supplies from Newark Junior High School from Fremont Bank, Per Seal Santos for Newark Junior High School use, in-kind donation of comfort bags containing snacks for shilling, FedEx in Newark for emergencies, natural disaster, lockdown, et cetera. A total of $18,608.09. Thank you. Thank you.

[12411] Ray Rodriguez: 12.5, 2019 CSBA Delegate Assembly Election. Member Thomas?

[12416] Nancy Thomas: I would very much like to be back on the Delegate Assembly, so I would hope that you would vote for me. And the ballot, do we have the ballot? Can I see the ballot, please?

[12432] Sean Abruzzi: It's in the red folder.

[12436] Ray Rodriguez: Why, you want to see your name on it? Yeah. Are you going to give us?

[12444] Nancy Thomas: Yes, I would like to make recommendations. We can vote for four. I would like to recommend Jamie Hinski, Diana Perola, myself, and Jeff Wang.

[12458] Ray Rodriguez: I'll second that motion. Please vote. Hold on, I didn't do it. Okay. Five ayes.

[12475] Nancy Thomas: Thank you.

[12478] Ray Rodriguez: It's going to cost you. It's not free.

[12485] SPEAKER_11: I think we have a speaker on this one.

[12488] Ray Rodriguez: Okay. Speaker Mr. Newt.

[12490] Cary Knoop: I apologize. Sorry. Okay. The meeting is already taking so long.

[12500] Ray Rodriguez: We're almost out of time. You know that.

[12503] Cary Knoop: I know, but the clock is running, yes, I know, I need to talk fast now. Okay, so there's this thing about this contract and, you know, it's just, okay, I just want to bring it up because to me it doesn't make much sense. So there's a contract with this special education, this psychologist, they have hourly rates, they have a rate for an evaluation, and the contract says, the contract starts on July 1st, 2018. that contract is signed in January 2019. So six months down the road that a contract is signed. The contract said that there's a maximum amount of $25,000. We're not talking about lump sum payments here. These are just hourly rates and the contract has a validity up to $25,000. So then I read the addendum and I don't know who made the addendum, but it doesn't sound very legalese. Because basically what the district is doing is saying we're giving you $39,950 or something like that. It doesn't say the contract boundary is extended for $25k plus $40k. It says we're going to give you that money. Now I don't know if they already owe that money, that the contract had to be retroactively adjusted, but that's not the right language to put in, at least in my mind. You know, you want to say the limit is extended from 25K to 25 plus 39, 950. So I think the language is not correct. And on top of it, the contract is enabled July 1st, and then it's signed in January. What gives? I mean, I don't want to bring bad things, but I just don't get it. I don't understand how these things work like that.

[12613] Ray Rodriguez: Okay. Thanks. Thank you. Thank you much. Okay, I need a motion and a second, please.

[12620] Nancy Thomas: Go ahead. I would want to consider tabling this. And get some more deep data on exactly what we owe them and how much we might be owing them for the rest of the year. And just some kind of, maybe have an attorney look over the addendum and the contract itself, just to make sure it's OK. I share the concern Mr. Newt voiced about contract, someone gave this firm permission to work, to do work without a signed contract. And if they've done the work, we owe them the money. But let's make sure that we correct this and make sure that the contract going forward, if we have to make a new limit on it, is clear. That's all. So I would like to see answers to those questions and bring it back.

[12684] SPEAKER_11: Superintendent? I would ask Ms. Salinas, is this going to put us in any legal liability by tabling it?

[12692] SPEAKER_42: I'll have to check. I know that this is to backfill a vacancy that we have and we also had another psychologist who was out on maternity leave. And I'm looking at the notes. I don't know. I can find out the information. I know this is a master contract and this is an addendum. And it's the same template we've been using for a number of years, so.

[12713] Ray Rodriguez: So why don't we bring him back and then maybe we can ask Ms. Willis to be here. Yes. And legal counsel.

[12718] Bowen Zhang: Right. Is that okay? And this also belongs to the category of professional services and consulting, right? Yeah, I think it is probably worth to re-discuss this because we have, it looks like in recent history we have had a really significant under-budgeting in that category and ended up with $1 million plus deficit in that one.

[12739] SPEAKER_42: Yes, and one of the reasons why is that because we're not finding the employees. And so what happens is that we encumber for what we think is the cost of an employee in Newark Unified, subsequently cannot find that employee, and then are contracting out at a higher cost.

[12755] Ray Rodriguez: I understand your concerns. Maybe you could get with the superintendent and maybe get some of the questions answered.

[12762] SPEAKER_21: Mine was answered.

[12764] Ray Rodriguez: OK, good. OK, so we'll table it to next meeting. OK, good. Thank you. Okay, 12.7, need a motion and a second?

[12777] Nancy Thomas: I would like to suggest an adjustment that the, it's in the footnote that the exempt position range 69 be changed to exempt position range 68.

[12795] Ray Rodriguez: Okay, you want to make the motion?

[12796] Nancy Thomas: And also level C. And level C.

[12800] Ray Rodriguez: This is a 12.7 job description.

[12803] SPEAKER_18: Yes, that's correct. 12.7 is the recommendation for the governing board to approve the new job description for the position of manager of certificate of HR.

[12813] Nancy Thomas: Right. So is there anything in there about 68 or 69?

[12818] Ray Rodriguez: I believe we need to approve the position

[12828] SPEAKER_18: And I think with the caveat that the exception, the position, instead of saying step 69, it should be 68. OK. OK.

[12835] Ray Rodriguez: Make the motion, please.

[12836] Nancy Thomas: I move that we approve it with the exempt position on range 68. OK.

[12840] SPEAKER_18: Good. Can I read the next one as well?

[12845] SPEAKER_21: Hold on. Sorry. Go ahead. OK. I'll second it.

[12849] Ray Rodriguez: Second it? OK, good. Member Thomas moves. Member Gutierrez seconds. Open for voting. Please vote. Motion passes, five ayes, thank you.

[12865] SPEAKER_18: For 12.8, staff recommends the governing board to adopt resolution 2127 to exclude certain management positions as excluded from EDCOD overtime provisions.

[12876] Ray Rodriguez: Okay, I need a motion and a second.

[12878] SPEAKER_21: I move approval. I'll second.

[12884] Ray Rodriguez: Member Thomas moves and member Gutierrez seconds. Please vote. Motion passes unanimously. Thank you. Ms. Parks. 12.9, Manager of Certificated Human Resources Employee slash Labor Relations.

[12910] Cindy Parks: I couldn't decide which one I wanted to put in. Two meetings ago, when you had it all lumped together, it made it easy. I could just fill out one. Now you've got it spread across four, which is probably the better way to do it. The reason I pulled this is you just approved $2.2 million resolution to remove $2.2 million from your budget. Those cuts, whether it's going to be through attrition or whether it's going to be through actual cuts, people are getting, it's going to affect lives. And whether it's 1, or 5, or 13, as your HR director indicated, perhaps. I think that you just had a presentation for FHIR, and there's more money that might have to come out. I don't know that this is the right time for reclassification, I guess is the bottom line. You have a budget that you approved last year, and you hadn't even lived with it, and you started already making changes, and now look where you are now. You thought you were going to be better off. You make 2.2. Really, if you were to use the saying, the ink isn't even dry on your resolution, and you're already taking on another burden. Is this a burden that you need to bear at this moment? You reduced your HR. position used to be an associate superintendent or assistant superintendent. This board, as a whole, changed it to a director to have the lesser salary. And now you're reclassifying. I don't understand. Now you've taken it from a 69 to a 68. And I did print off all those papers from the website, but I don't have them with me today. So I'm not even sure what a 68C is. You give ranges for salary. You didn't, on other items, you'll list the financial impact. How can the public or you as a board, if you don't spell out what the financial impact is, how are you even keeping track of what you're approving? There are other items on here that do spell out the financial impact. This item and the following item don't even tell you what the financial impact is. They give you a range. How can you make a good judgment call? I think that's pretty much all I want to say is again is this the right time to make this decision is this the right time in the middle of a fiscal crisis. Thank you.

[13074] Ray Rodriguez: Thank you. Okay so I need a motion and a second. Discussion? Do you want to make a motion member Thomas?

[13084] Nancy Thomas: I move that we approve this. Are we in 12.9?

[13090] SPEAKER_18: Yeah, can I introduce the motion? Let me introduce that. Staff recommends that employee 2303 be reclassified to manager of Certificated Human Resources in Labor Relations, amending salary range to 68. OK.

[13103] Ray Rodriguez: So based on that, did you want to make a motion?

[13108] Nancy Thomas: And to step C, or level C? Step C. Step C, and yes. So I move that we approve this making the range 68. Step C for this individual.

[13120] Ray Rodriguez: Per staff recommendation. Per staff recommendation. OK, we need a second.

[13125] SPEAKER_21: I'll second it.

[13126] Ray Rodriguez: Member Gutierrez seconds. Please vote. OK, motion passes four ayes and one nay. Member Martinez, we normally, our practice is to allow you time if you want to, you know, elaborate on your no vote. You don't have to, but if you want.

[13151] Elisa Martinez: I think we've had significant conversation about it.

[13158] Ray Rodriguez: OK. OK. Thank you. 12.10, reclassification of manager of classified human resources employees slash labor relations. I need a motion and a second.

[13171] Nancy Thomas: Well, I recommend that we not move on this. That manager of classified human resources employee labor relations is already at a level, a range 68, and that we keep it at the range 68, so we just not move on this. Okay.

[13191] SPEAKER_18: Can I read my recommendation? Sure. And you guys take a vote then. Okay. Staff recommends to reclassify the manager of classified human resources employee in labor's relationship from range 68 of the management salary schedule to range 69 to be consistent and equitable with the classification of other managers in the district.

[13214] Nancy Thomas: Okay, I need a... My motion is that we not move on this, that we maintain the manager of classified human relations at level 68.

[13227] Ray Rodriguez: Okay, need a second.

[13229] Nancy Thomas: And level E. Level E.

[13232] Ray Rodriguez: No, but you're saying you don't want us to move on at all.

[13237] Nancy Thomas: Well, that results in no change. So either way, we can do nothing or we can, if we do nothing, it's no change.

[13245] Ray Rodriguez: OK. So you're recommending that we just do nothing and table it. OK.

[13249] SPEAKER_21: And you have a second? Point of order for clarification for myself. We already reclassified it. Now we're just.

[13258] SPEAKER_11: I need to point of order. We need to be very careful.

[13261] SPEAKER_21: Exactly.

[13263] SPEAKER_11: Board does not decide range. You're in gray water here. Be careful. Right.

[13268] Ray Rodriguez: So we're just... Or placement on letter. Right. We have a 12.10 reclassification of manual classified. Does the board want to move on this or not move on this?

[13279] SPEAKER_21: It has to be based on Jessica's recommendation.

[13281] SPEAKER_11: Staff's recommending a vote. Staff's recommending that we vote.

[13284] Nancy Thomas: Okay. So then I'll move that we maintain the the level of the manager of classified human resources to be range 68. OK.

[13299] Ray Rodriguez: Need a second? Do we have a second? If not, then we just move on.

[13307] Nancy Thomas: No, we vote. Oh, don't.

[13308] Ray Rodriguez: No, there's no second yet. No, I'll second. You'll second? OK. Member Thomas moves. Member John seconds. OK. No further discussion. Please vote.

[13326] Elisa Martinez: I'm so sorry. Just a clarification. I am voting on the motion for no change. Correct? Yes.

[13337] SPEAKER_11: It's kind of a status quo.

[13338] Penny DeLeon: Status quo.

[13342] Nancy Thomas: That's right. Status quo.

[13349] Michael Milliken: OK.

[13349] Ray Rodriguez: Motion passes, five ayes unanimously. Thank you. 13.1, personnel report. Need a motion and a second.

[13363] SPEAKER_21: I'll make a motion.

[13365] Ray Rodriguez: I'll second. Move the guitarist moves. Mr. Member Yang seconds. Please vote. Motion passes, five ayes unanimously, thank you. Consent agenda, 14.1, curricular field trip, one-way distance over 100 miles, Snow Elementary to Sacramento. Non-curricular overnight athletic out-of-state field trip, Newark Memorial High School varsity softball to Sparks, Nevada. Non-curricular overnight athletic field trip, Newark Memorial High girls wrestling team. to CIF State Bakersfield. I wonder why it's always in Bakersfield. Why couldn't it be up here? Anyway, those are the three items. We need a motion and a second.

[13416] SPEAKER_21: Make a motion.

[13417] Ray Rodriguez: I'm going to go to Bakersfield a couple of times. I didn't like it.

[13419] SPEAKER_29: OK, second.

[13421] Ray Rodriguez: OK, member Gutierrez moves. Member Martinez seconds. Please vote. Motion passes, five ayes. And when I went to Bakesfield, we lost, so it was upsetting. OK. So next. Expulsion, 15.1 and 15.2 were pulled. Need a motion and a second for 15.3, please.

[13453] Nancy Thomas: I move that we approve 15.3, postponement of expulsion hearing.

[13458] Ray Rodriguez: Staff recommendation, right? Staff recommendation. OK. Member Thomas moves. Need a second? Member Martinez seconds. Please vote. Motion passes. Five ayes. Thank you. OK. Now we get to new business. Mercy. No. Where are we? I'm going crazy here.

[13491] SPEAKER_11: Board committee reports. Okay.

[13492] Ray Rodriguez: Five minutes. We're going backwards. Okay. We have two minutes. Okay. Board reports. Since we're rushed, I go first. Reverend Jones is having the Black History Through Time event and I'll send you guys the information. I think it's a Sunday. I just have a request for study sessions. And then the Olympics is tomorrow morning at 9 o'clock at the high school. I like basketball. And then hopefully we can also have a board workshop on expulsions and so on. That's all I have. Member Young, do you have anything?

[13536] Bowen Zhang: Oh, I just have a, is it possible that next time, because next meeting we'll be voting on the specific of the cost, right, for the $2.2 million. Is it possible that at the same time we developed the plan and strategy to address that 1 million under budget for the professional services consulting. Because what could happen is we can approve that 2.2 million cost only to realize we actually didn't cut 2.2 million because the other year jumped by 1.7 million. So we ended up cutting half a million.

[13566] Ray Rodriguez: Okay. Thank you. Anything else? That's it. Okay. Thank you for joining us for the agenda review. Appreciate it. Member Gutierrez.

[13576] SPEAKER_21: Just a brief reminder that tomorrow, Friday, is the Latino Summit at Ohlone.

[13583] Ray Rodriguez: That's right. 530. Correct. OK. Anything else? OK. Member Martinez.

[13590] Elisa Martinez: Nothing for me today.

[13590] Nancy Thomas: Member Thomas. Mr. Merritt has invited us to breakfast on Saturday, and so I'm planning on going.

[13600] Ray Rodriguez: OK. Great. OK. Superintendents, time for your report.

[13606] SPEAKER_11: I have nothing at this time.

[13607] Ray Rodriguez: OK, excellent.

[13610] Penny DeLeon: Right, right there. No, computer time to start.

No minutes available.