Study Session Meeting

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[24] SPEAKER_20: President Rodriguez, Vice President Thomas, Member Martinez, Member John, and Member Gutierrez's absence.

[58] Ray Rodriguez: Sorry, that's better. We go to the agenda. Superintendent, any changes aboard? No changes? OK, I need a motion. I'm not in right now, so do it. Sway hands. Approval of the agenda. Who makes the motion? I move that we approve the agenda. Member Thomas moves. Member? I second. Martinez seconds. Please vote. OK, four ayes. Member Gutierrez not here. So our study session this afternoon is on Latinx Summit Workshop. And before we go to that, is there anybody that would like to address from the public the study session before we move to the study session? OK, seeing none, superintendent?

[110] SPEAKER_14: I believe the committee wants us to join them. Sure.

[112] Ray Rodriguez: That's fine. I'd love to.

[115] SPEAKER_14: Bring a pencil.

[119] Ray Rodriguez: Si se puede. [Translated] If you can. [End] [Translated] If you can. [Translated] If you can. [End] [End]

[128] SPEAKER_14: And there is some drinks down here in the cooler.

[154] Ray Rodriguez: We don't have any money for AC. We're broke. I'm only kidding. Thank you.

[180] Nancy Thomas: We're going to do an activity but nothing's on the screen. Go ahead and sit there. I'll move over here.

[218] Ray Rodriguez: Thank you. We've been waiting for this since we went to that wonderful summit.

[223] SPEAKER_28: And so.

[227] Guadalupe Lopez: I know.

[228] Ray Rodriguez: Last week was a busy week for us. Superintendent, you want to drive it? Oh, Ms. Larson is going to drive it. Okay.

[238] SPEAKER_30: I'm sorry I have a collection of glasses here because I don't know which one will work.

[249] SPEAKER_30: I know, when I get dizzy. Hold on one second, please. All right.

[253] Ray Rodriguez: Good evening, board members, superintendents, staff, and members of the community.

[261] SPEAKER_30: I am Debbie Larson. President of Newark, and I'm here today as a community member. I'm not representing any other institution. I'm here at the Latinx Summit Committee, and I would like to introduce some of the members that are here today. And Lili Arroyo, Adriana Lopez, Veronica Torres, Sandra Cunha, and Soyla Avila, that is over there.

[301] SPEAKER_30: priorities from the Latinx Summit findings, and come to an agreement on how to move forward. First of all, we want to be clear on the motives for organizing a district-wide Latinx Summit. Parents, students, and community, we're expressing loud and clear the necessity to be heard, to solve problems, and to make the Board of Education aware and responsive of the numerous challenges the students and parents face. The committee organized the Latinx Summit with the intention of giving parents and students a well-run and safe platform for them to speak out and propose solutions. This summit was run by bilingual volunteers who have experience in facilitating group activities and bilingual scribes who reported participants' comments. We have no intention for this summit to be an exercise in community engagement, but we want the board to hear the voices of the Latinx community. The main and most concern is to improve and enhance our Latinx students' academic outcomes at all levels, K-12. The Latinx population at Newark Unified School District is at 53.8%. We cannot rely anymore on a few programs that are in a few schools that serve a few students. In assessing the needs of the parents in regards to supporting the success of their children, there is a need to develop a system-wide parent education initiative in many areas and at all levels. Just to name a few, parents need to know the process to participate in school decision-making committees to bring equity to this participation, like LCAP, DELAC, School Site Council, and all the other committees. Students report cards and grade recovery. They need to familiarize with high school student transcript and its implication on the student's success or challenges, financial aid, college admission, and all the processes where parents are involved. At the same time, There is a great urgency that has been expressed to develop an effective means of communication at all schools so parents are adequately informed in all matters related to schools and their children. They cannot rely on the goodwill of another volunteer parent or a classroom aide to get information, sometimes unreliable, on schools. And briefly, there is a need to invest in a strong and positive community service, customer service training at all schools, at all levels, and come to the realization that 53.8 of the school population is Latinx. Biased and different forms of discrimination should not happen, and we need to build together an authentic school climate and appreciation of all students, parents, and culture. Exclusion practices do not bring solutions or help students succeed. We want to make sure that the Board of Education develops policies and gives direction to the district superintendent to develop a strategic plan that connects students with measurable action plans to reduce achievement and opportunity gaps, systemic barriers, the lack of student guidance, and provide supportive environments for student successful outcomes. Thank you. At this point, I would like to ask Superintendent Sanchez to provide the data that supports vital change. I want to thank him for his collaboration and transparency in making this data available to us. So we ask him to do this part for us.

[561] SPEAKER_14: You've seen this in different sections. I know most of you attended the summit. So I want to walk through the data and just kind of start with the picture as it is in California. Nearly 40% of California's population is Latinx. Fifteen million people in California are Latinx. By the year 2060, it will represent 45% of the population. 54% of the students enrolled in K-12 public education are Latinx. Some good news, more are graduating from high school and more are prepared for college. More are transferring from community college to public four-year university. It is taking less time for students to complete university degrees. Bad news, students who are graduating at a much lower, students who are graduating at a much lower percentage than other races. among Latinos, Latinx. Less students are completing four-year degrees. Completion gap is getting bigger for Latinx as compared to Anglo students. And Latinx are not well represented in leadership at student, college, and governmental level. Now we're going to take a look at the Newark Unified demographics. As you see, Latinx represents 53.8% of the population. followed by the next largest, which would be Asian at 14%, Anglo at 13%. Based on the 2018-19 overall SBAC results, 33% of students met or exceeded language arts in the language arts standards. That's about one out of every three students are meeting or exceeding the standards. In math, one out of every three students, about 23% are meeting or exceeding the standard. I'm sorry, one out of four. Thank you. That's probably a typo. Thank you. And then again, one out of four has had some chronically absent issues.

[705] Elisa Martinez: No, when you see the two numbers, they don't match.

[712] SPEAKER_14: So as far as A through G preparation, 30.6% less than, which is less than one in three are prepared A through G of Latino students, Latinx students. Graduation rate has increased about 6.1% to 87.2. Suspension rate is holding close to 5%. The percentage of students passing AP exams, just a little bit over 1 out of 2 or half of the students are passing the AP test exam. 17-18 SBAC results in language arts, 11th grade, 40% met or exceeded, which is about 2 out of 5 students. That means 60% are not meeting or exceeding that standard. In mathematics, the most glaring area, and I think this drives part of why we moved into big ideas of math, 8% met or exceeded, less than 1 out of 10 students is meeting the standards in mathematics in the 11th grade SBAC. Hold on, was that? I think I had the grade wrong. That was 3 through 6. Let's look at 7th and 8th grade, Language Arts, 31% met or exceeded. Math, 23% met or exceeded. Graduates meeting UCCSU requirements, you see the two largest or the three largest groups that are meeting or exceeding and still only at a relatively low rate of half or less than half are Asian, Filipino, and Anglo. with African-American and Hispanic being some of the lowest, but still with Hispanic being one of the largest groups. So this is another data that I compiled. Larry and I have been working on this report to try to figure out off-track and I want to define off-track for you before I share the data. A student's not having the credits that they should have at the end of the semester one. That's really how we defined and pulled this data. For example, a 10th grade student should have 90 completed credits by the end of semester one in order to be considered on track. So for the purposes of this report, we only use total credits and not credit requirements by subject area. So just to get an idea of what we're looking like. This sheet's somewhat complex, but it does show you in the first column that's all listed as all students. And this is after semester one for 18-19 school year. In ninth grade, approximately 321 students are on track with 91 being off track. And that first column includes special ed and ELD. Tenth grade, 319 are on track, 135 are off track, 277 in 11th grade are on track, 128 are off track, 12th grade, 314 are on track, 70 are off track. So if you total those numbers at the bottom, Of the total number of students at the high school, approximately 1,231 are on track, 424 would be off track. So just for the sake of conversation, if we took those numbers and divided it by the average staffing ratio, that would mean that the 1,231 would be equal to allocating 38.5 teachers to serve those students in meeting their needs as on track students and conversely, If we took the 424, it tells us we should be allocating approximately 13.3 teachers. So to break that even further down, on track would require 192, 193 sections or class sections. And off track would require 66.3 sections or 67 sections in the master schedule. So that would be classes, classroom group of kids. So you'll see the proportions on the right there. And there's more. We're going to dig into this later. I'm not going to go too deep into this. We'll be bringing this back again to the board. So I know some of you have seen this. I want to sort it out in a few different ways that I thought was interesting. Off-track data by grade and year. So you look at 16-17, 17-18, 18-19. We see ninth grade. was higher off track. It's starting to stabilize, but it's still low. Still a pretty high percentage, I think. 10th grade, I think 11th grade is the most surprising to me. That by the time they're 11th grade, they're actually a bigger proportion of being off track. There's lots of ways to look at that, and there's probably more digging into this data we need to do. By ethnicity, here's your breakdown. The two groups, Hispanic and African-American, are the groups that are the most off track, just to kind of create urgency. And this is some of the data that kind of supports what we saw at the state of California. And we just wanted to share it with you as we move into the next process. And I know there'll be a lot of questions, but we're going to have a little bit of a discussion and a protocol coming soon. Students in AP class, 16, 17, 17, 18, 18, 19. So kids in AP that are Off-track in AP is a lower percentage. Kids that are not in AP is a higher percentage of off-track. Students in MCA, which is, you know, tends to take some more students that have other challenges, but you still see the percentage of off-track in MCA is higher than the general population. This one I think is powerful. Puente is showing that they are able to have actually a better percentage of kids staying on track than they were if they weren't in Puente. Kids that aren't in Puente are definitely not as on track. But some of those elements of Puente should be applied and can be applied without being in the Puente program. And as I've talked with the high school, there's a lot of conversation about how do we quantify, if you will, and take some of those principles across the board to help more kids be successful. These are deficiencies and the simple way I would say these are classes that are most frequently failed. This gives you an idea of what those courses are and typically this is where we would build summer school, enrichment, repeat classes to try to get, these are the kids that are off track, what they're failing in. So I wanted to share this model with you as part of this and I think One of them is just kind of taking a look from a management standpoint, from a governance standpoint. And it just kind of gives you the elements. And I do have a handout for you that we can share on this one. And I think that's all those pieces need to be in place to really initiate change. I think some of it's our own self-diagnosis of what can we do to do better? What are the parts we can bring in more strongly? I know we've had an ongoing conversation about metrics and how do we begin to make that happen. But with that, I'm going to stop my presentation, because I want to keep the conversation going with what these ladies have planned. And I'm happy to dig deeper into this later. If board members take notes, I do want to dig deeper into this data at a future date with you. So I'm going to leave it here for you.

[1209] SPEAKER_28: We have worked together in an activity. It's a fun activity. It's gonna take us about 20 minutes. And the purpose, so the reason why we are here is to serve the partner in problem solving and finding solutions. We are not here to blame or shame or point fingers at anyone. We are here to strengthen the partnership and work with you for the sake of both of them. This time, we would like to have each board member and Superintendent Sanchez to participate in a prioritization protocol that will help you to identify areas of board agreement that you may find useful in beginning to draft a starting point for an action plan that you can later refine and align with your board priorities and goals. And this is very important because this is what our community is waiting for, action plans. So we're going to have two four rounds number uh round one and we're going to do three steps and we're going to follow in every in second round and third round the same three steps um step one will be each of you will receive an envelope and i'm going to pass them um this is for me this is for ray do i need a new book you have a name so you know who is that So we're gonna, these are the three biggest priorities that came out from all the reports and everything, all the comments and feedback from our community. Priority number one is the academic achievement of Latinx students is the greatest concern. Academics is the greatest. As you can see, the data is really important. Improve communication structures and resources for Latinx students and families. is very important for our community to improve our communication structure within. And number three, all employees might have high quality customer service and ethic, cultural sensitivity training. So this is, we have given you an envelope. And we have inside, we have action items that is titled, that they go according to the three priorities. Step two, We're going to have you open the envelope, and we're going to take a few minutes to review the action items inside the envelope. Number three, you're going to read all the action items, and we're going to place them corresponding a year according to when you think it will make the most sense to begin working on it. So, this is round one. We'll give you the priority number two after five minutes, and then we'll do the same thing. We'll place them in year one, two, and three, and then we'll do the priority number three. So, we have five minutes for you to do the items and place them to what you think, okay? To what you consider it would make the most sense to start working. Either year one, year two, or year three. The round four, we'll have some observations and comments, and we'll go through a couple of questions just to get some of your feedback. So we have five minutes. If you have any questions, please let us know.

[1479] SPEAKER_14: I believe the audience has these in their.

[1481] SPEAKER_28: Yes, and the audience has the list where it says. So that's what we're looking at. The Latinx Summit priorities. There's three. I mean, there's three. There's one, and it has action bits, and then number two and number three on the back.

[1539] Nancy Thomas: Can we put them all in one?

[1542] SPEAKER_30: You know, I've done, I've done. I said I shouldn't. But I wouldn't, I swear.

[1547] SPEAKER_14: As long as we put it between the two tables.

[1551] Elisa Martinez: No, but that's why we don't get anything done. We get a priority. Yes, yes.

[1555] SPEAKER_30: But, my God, I'm not going to think because you're going to eat my food. You know, we see what's sitting in the bar. And if you need a couple more minutes, that's OK, because the first one is the longest one.

[1587] SPEAKER_28: The other ones are really quick.

[1588] SPEAKER_25: The other ones are super fast.

[1610] Elisa Martinez: Year one being this current year that's coming up, right? Right, right. That's like now.

[1690] Guadalupe Lopez: Yeah, once they're done, we'll do it.

[1738] SPEAKER_32: Thank you so much.

[1792] SPEAKER_32: Can I have your open discipline list put in the record later?

[1805] Nancy Thomas: Every teacher has five.

[1806] SPEAKER_14: Well, let's wait until we get back.

[1822] Nancy Thomas: So we're going to do the same thing.

[1848] SPEAKER_28: With number two, it's, it's, it's, it's, it's not as long as, um, man number one and number three. Yeah, this is not a test or anything like that at all. We'll get a score later?

[1925] SPEAKER_32: There's love.

[1997] SPEAKER_32: I'm still worn out from last week.

[2044] Elisa Martinez: The bullying one, is that meant to be for Latinx specific? Oh, very. Versus general bullying.

[2051] SPEAKER_30: Some things overlap. You know, you want to do it district-wide. But it's such an urgency from the parents. that we need to, we have to put it as a tax, but we need to have it done. Did you guys, I don't even know.

[2078] Elisa Martinez: Look at you, you're coordinated, man.

[2082] SPEAKER_32: I even got blue on too.

[2084] SPEAKER_30: He's saying he doesn't care. Can I have a picture? They're good.

[2197] SPEAKER_30: You know, I remember, I have to say, when we were here, it made me feel commendable.

[2238] SPEAKER_32: Wow, we're early on that one. Don't start.

[2275] SPEAKER_28: So our round four is to ask the board for observations, comments, and we have a couple of questions maybe that can help give us some comments and feedback from you. It's what patterns emerge for you?

[2291] SPEAKER_25: And the second one, what did you notice of the action items that you prepared? that point of tension? Is there anything that you're like, oh, yeah, we did that, oh, we agree, and that should be year one, or probably stay with the three-year period? Something that caught your attention.

[2315] SPEAKER_18: Parents getting a buy-in from the parents, making sure that the communication line is open, and that parents feel that they're not the problem, that they're part of the solution,

[2330] Ray Rodriguez: And the more we reach out to parents, especially, it's always easier when they're, you know, elementary, it seems to be easier. But when they seem to get to junior high and high school, where the parents kind of, when the kids push the parents away and say, you know, that's probably when we need to focus. Years ago, we visited

[2351] SPEAKER_18: El Paso School District, which is 98% Latinos. And one of the reasons why they were one of the best in Texas was because of parent involvement.

[2368] Nancy Thomas: I noticed the numbers. Priority one had the most suggestions and that fit right with the idea that that is the most important priority. Priority two had fewer suggestions, and priority three had the least.

[2386] Elisa Martinez: I think it struck me, for me, being a kid whose mom never spoke English, it didn't mean that she wasn't worried about performance, but I think it's, so not surprised that there were so many idea generations, but to keep that involvement, it's really hard to say, how do I not put communication first? Because if we're not giving them the environment, the comfort to come in and have this engagement, then I can't really engage them along how some other cultures do, right? Because we all know parent engagement is the key. So that's kind of what really strikes me is that I think we want to be careful not to get so sucked up into the, of course we've got to fix the academic gap, but how do we equally prioritize the communication piece? And not just like a Latinx summit, but like as a part of the day-to-day, right? I'm not saying that I have the answer, but that's the thing that really strikes me.

[2460] Bowen Zhang: So in the priority one, we do have a lot of items. And most of the items are actually related to priority two. Just like what President Rodriguez said, the parent involvement is probably the paramount determinator of district success.

[2482] SPEAKER_14: One of the things I noticed is in talking You know, Latinx parents and just all parents, a lot of things are the same. I mean, most parents are worried about most of the things that are brought up here. But I do see the language that's needed to be able to be buried, and that comfort level. I really am glad to see that. Because I've kind of known that, that mostly our parents, sometimes they don't come to the meeting, not because they don't care, it's because they're working two jobs. they're trying to do something else for their families. Just seeing the agreement among parents, outside of just Latino kids, I think that's something that is, I think, kind of to Dr. Varquez's point, this is really more about all kids kind of doing these things.

[2531] SPEAKER_28: Yeah, and we need to just not forget that once we impact in a positive way this community, it's going to totally impact in a bigger picture our district as well.

[2544] Nancy Thomas: So it's very, very important. I noticed that a lot of the academics were at the upper grade level, where they're talking about A to G and off track, on track. But it makes me think that that at the lower grade levels, if you do the job at the lower grade levels, those upper grade issues will not be there. So, you know, even though parents didn't concentrate on the lower grade levels, or people at the Latinx didn't concentrate on the lower grade levels, I think we should kind of interpret that data to put more more attention after lower grades.

[2588] SPEAKER_28: And we totally agree with that because in the four years that we have worked with the parents of the high school, as parents, we have noticed that most of the things that the first grade, that it's not working at first grade, the parents It comes from many years back. So, if we could work towards that, it's going to be easier. They're going to understand more of the system and help with this.

[2617] Penny DeLeon: So, totally, totally agree.

[2621] SPEAKER_30: At the same time, we have to look at the other way around. Some things in the system just do not serve well. Or, you know, there are so many barriers that no matter how many translators, people who speak, it's their barriers that maybe we can look at them and see how much we can change them so the parents don't have to fix the system, but the system embraces the parents. And that's super important in our community And also the students. You know, all these, really, who has the word? Who has the word that AP classes are better than a solid curriculum that we prepare them to college? I mean, who has the right word? And those are things that confuse the students a lot. So we need to also, I mean, I'm not in this The district needs to speak with one voice. That's what I'm saying. One voice that is solid and stays there. I know that students go different, take different paths, but so they know all their options. And the real benefits of one to the other. But every student, one size does not fit all. So.

[2720] SPEAKER_18: And they gave us a little thing that said, visit. And then he and I were talking about the difference between being a visitor and being a guest. And we were thinking something so simple. But yet, instead of being a visitor, I'm a guest, which means that you want me there and what you say is important. You're my guest. And that's part of our culture, where people feel, you know, when they come into your home, they feel like they belong there. You know, they can open the refrigerator anytime they want, take whatever they want.

[2768] Elisa Martinez: But that's a great point, and it starts with, you know, my kids went to bunker, right? And a ton of Latino kids, and nobody in the office spoke Spanish, right? So we as Latinos, we can see the body language of the parents, the discomfort of going through the door. It pains me. Every time I was there, of course, I would speak up. But it's hard. And you can say, well, they should be learning. And you can say, oh, they should want to. And we recognize. But that's not the reality. That's not the reality of the challenges. So Vivian, to your point, how do we bring the system, how do we open the system to them? Because it's not something that we, that cultural gap, that language gap cannot be closed. in a year or three, right? So how are we going to then kind of create a structure? Again, this is very personal to me just because I know and our kids feel the pressure because I was the kid whose mom was like, ¿Qué dice? What is he saying? Right? And just, and then you're worried about, am I saying what my mom wants me to say accurately? The pressure we put on those kids, you know? So I think it is really thinking through, you know, speaking in one voice I think is really important, but really taking that guest, not just for, you know, Latinos, but really all parents, but really understanding the need of those groups. Because if you look at our African American kids, you know, what are the needs that they have? So, you know, really understanding those requirements so that, you know, every front office for all of our schools, you know, can create that feeling of come in and share what's on your mind openly, right? Otherwise, we're never going to get that. How do we help them? So I think that's a great, great point from our guest perspective.

[2896] SPEAKER_25: International Language Award. Smile. Yeah.

[2901] Elisa Martinez: Just smile. We have some opportunities.

[2905] Nancy Thomas: I've always thought, you know, when you go into a school office, the person sitting at the desk should come up to you. Stand up. Go to the counter. That's good. Yeah. Treat you like a guest. And I think even though that's number three priority, I think that's one of the most important ones to start. early.

[2930] SPEAKER_28: Eye contact, as simple as eye contact, you know?

[2933] SPEAKER_25: A phone, and people walking in, saying, do you need something? No, eye contact.

[2938] SPEAKER_30: I have to tell you quick, like a personal experience, because we all think that it's a bad experience. But I was a guest at the Memorial Day speaker. And I was totally terrified. I could have just sneak in. I know the high school, so. But I said, I'm going to go to the proper school. the proper steps, and I walked in, and I was totally intimidated just to walk, and I would talk to myself, this was your house for almost 20 years, why are you intimidated? But just, I'd heard so much about this experience, to walk into a school, and then, so... Anyway, so I went in there, and And he's very humble, and I said, I'm a guest today, and I'm supposed to go to the 700th building. And I was shocked. This lady stood up, and she said, do you know where the 700th building is? And I said, OK, I'm going to put her to the test. And I said, no, I don't. And then she ran around, got the map, marked it all up, and then said, oh, you need to have a visitor's badge. So I said, why don't you go to the computer? Please go to the computer and write your name. Oh my god, and I'll tell you the truth, that was a barrier for me. Because I've been struggling, not going to get my new glasses, and I said, I can't see, I can't see what is written up there. She came out again, and I said, oh my gosh, this lady needs to do the customer service training. She's the one that needs to do it, and she's an African-American lady. She was very sweet and very accommodating, and let me tell you, I have to say that because it all was at the other side of the image. And then she did the, Because I was writing a totally weird name, and so she dragged it. Of course, it was misspelled, but that was fine. So I put my sticker on, and I left. And she sent me my wedding. She said, if you get lost, see a campus monitor. I mean, she was making sure that everything. I think that it was perfect. So I had to mention it, because we always have bad experiences, but they're also good experiences.

[3096] SPEAKER_28: Well, and the committee will compile the prioritized items. And I don't know if we can email them. Can we email the board in the moment? You send them to me. Okay, perfect. Send them to you. So you can send them to the board. And we'll try to do it fast, probably before the end of the day so they can leave them here counted and everything. And now we're going to do the perfect timing.

[3123] SPEAKER_14: I asked Vivian to go to the microphone so it's on the record.

[3128] SPEAKER_14: That's why she's taking it with her. It's not a surprise. Magic, it's magic.

[3132] SPEAKER_28: We need magic. Okay.

[3154] SPEAKER_30: And I'm going to read a quote to you, and it goes, we cannot seek academic achievement for ourselves. I'm going to restart. We cannot seek achievement for ourselves and forget about progress and prosperity for our community. Our ambitions must be broad enough to include the aspirations and needs of others for their sake and for our own sake. This was said by Cesar Chavez, Mexican-American labor leader and civil rights activist who, with Dolores Huerta, co-founded the United Farm Workers Union in 1962. And his words, he's a leader in our community and a role model and all his legacy we embraced with passion. Our Latino community believes that this is really a historic time in our district, really. We organized and had the first Latinx Summit, which gave parents a vehicle to speak out. And today, our committee came here to work with you, the elected, appointed members of the board, so we can move forward together for the sake of our children that you serve. I personally, this is personally, believe that maybe some of the districts students. Minuses. Like the fear of declining enrollment happens to also be one of the greatest opportunities to reshape this district and refocus on the needs of the students that are here today. Newark unified could become a model for other to serve the students in the district, and we believe you can make a change for the better. It is time to focus on the needs of the students, not the needs of the adults or the district of the system. We are here to build something that can we all be proud of. We are not here to support a system that is currently not working for our students, and that is the reality of it. We have a small gift for you. It is a small, practical, and symbolic item that's in Puerto Rico. It is a fan made in Mexico, handmade, made out of woven palm tree leaves, and it represents hard work. It's simple, environmentally perfect, that people use for a purpose, to cool off on a hot day. It represents also our culture, which is rich in all kinds of traditions. It represents our people, hardworking, creative, and committed, and successful with the right tools. So every time you use this fan, when it's hot there and you don't have your air on, or you're here in the district, We want you to think of this acronym, FAN, F for families, A for achievement, and N for Newark pride. That's it.

[3399] SPEAKER_28: We're going to do it. And I don't know if we can give it to you and maybe before the.

[3406] SPEAKER_14: Yeah, we're going to go into closed session now.

[3407] SPEAKER_28: So you'll have it ready when you come out. You'll have it ready. Thank you. Thank you very much. Right here. You're going back. We're going to the bedroom. Oh, they're going. OK, but stay here. OK. Do this.

[3477] Ray Rodriguez: Thank you, everyone. We should have allotted two hours, as we do to a lot of our study sessions. So the workshop, or the study session, LENnex. Before we go to closed session, we need public comment. Does anyone want to approach? or have something to share with the board before we go into closed session, where we'll be discussing public employee appointment or employment, conference with labor negotiator employee organizations, Newark Teachers Association, our classified group, and then also NEWMA, our unrepresented we're going to have a meeting with the board of supervisors and contracted management. And then we're also going to conference with legal counsel regarding anticipated litigation. Public employee performance evaluation and goals of superintendent. Finishing finally is evaluation. Conference with labor negotiator Okay. Would anyone like to approach us on any of these items that we're going to be talking about in closed session? Okay, seeing none, 6.05, go to closed session. Thank you.

No minutes available.