Regula Meeting

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[1] SPEAKER_43: Okay, we may begin.

[2] Bowen Zhang: Hey, good evening, everyone. Welcome to the February 4th regular meeting of the Newark Unified Board of Education. Due to the pandemic, all of our meetings are virtual. There are two ways for you to participate in our meetings. You can watch the live stream of our meeting on YouTube channel, which will be recorded. You can also join our live Zoom meeting. If you want to make a public comment during the meeting, you will have to join the Zoom meeting. And the instruction on how to do so can be found on our website. And the meeting is called to order at 5.04 PM. Ms. Gutierrez, roll call, please.

[38] SPEAKER_38: Yes.

[41] SPEAKER_43: Member Zhang?

[42] Nancy Thomas: Here.

[43] SPEAKER_43: President Zhang. Member Nguyen? Here. Member Martinez? Here. Member Grindle?

[52] Aiden Hill: Here.

[53] SPEAKER_43: Member Hill?

[54] Aiden Hill: Here.

[56] Bowen Zhang: Okay, moving on to the approval of agenda. May I get a motion to approve the agenda as it is?

[64] Mark Triplett: Oh, excuse me, President Chun. We would like to amend the agenda and remove one item. OK. It's item 4.5 from closed session.

[78] Bowen Zhang: Item 4.5, OK, regarding existing litigation, OK. Is the rest of the board OK with this? OK, if yes, may I get a motion to approve the agenda while removing item 4.5? 4.5 in closed session. So moved. Moved by Member Guendel.

[100] SPEAKER_42: I'll second.

[101] Bowen Zhang: Seconded by Member Martinez. Member Martinez, how do you vote?

[109] SPEAKER_29: Yes.

[110] Bowen Zhang: Member Guendel? Yes. Member Hill? Yes. Member Nguyen?

[117] Phuong Nguyen: Yes.

[119] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Jenna approved with the removal of item 4.5. Okay, before we move into a study session, Ms. Gutierrez, is there any public comments on study session?

[138] SPEAKER_43: No public comment.

[140] Bowen Zhang: We'll move on to item 3.2, study session about high school master scheduling process. Superintendent Triplett,

[149] Mark Triplett: Thank you, President Jhun. Good evening, board members. Good evening, public and staff. Welcome to February. I almost said Friday. Welcome to February. And happy African American Awareness Month. And also I see President Jun has his celebratory Chinese New Year up as well. Happy Chinese New Year. We're very excited to be bringing to you, based on your request, a presentation about master scheduling and the master schedule process. And we have some wonderful folks here with us from the high school team. We have counselors, administrators, and others. And so I'm going to turn it over to them in a minute. But once we're through with the presentation, the question that we'd really like board discussion and support on and engaging in is twofold. One is that as we show the master schedule process and explain the A through G requirements and how those play into master scheduling, we'd really like you to think about and then give us ideas about how do we best support students and families with course selection that promotes A through G completion. And secondly, how do we build student awareness and ownership of A through G requirements to best prepare our students for college and career options. So you're going to hear much more about A through G requirements and what that entails in this presentation, but just wanted to put that out as well. We're really looking for your thoughts and inputs as members of this community and as board leaders. So with that, I'm going to turn it over to, I believe, Mr. Dulwich. Are you going to kick us off?

[265] SPEAKER_09: That is correct. I'm going to kick us off and I'm also going to share my screen. So bear with me for one second and we will get started. Wonderful. Well, good evening, members of the board. Thank you for the opportunity to present this evening regarding the master schedule process. For those that I have not yet met, my name is Ariel Dolowich. I'm the Director of Teaching and Learning with the Department of Educational Services. And tonight, joining me will be the principal of Newark Memorial High School, Ms. Ron Hell, as well as one of her assistant principals, Mr. Rodriguez, and a number of her counseling staff as well. From experience, personally, as both a middle school principal, as well as a high school administrator, I can attest that the master schedule is indeed a complex process. And so we look forward, as Dr. Triplett mentioned, to unpacking and discussing it here tonight. Our agenda is divided into three parts. Ultimately, the first overarching question centers on meeting students' needs and their interests. How do we offer classes that peak students' interests and meet their needs, as Dr. Triplett mentioned, to graduate A through G ready? This is why expanding course offerings in a recent board meeting was so critical for our students. And within this section, the administration from Newark Memorial High School will provide an overview and detail the master schedule timeline. Also, in the second section. This evening, we'll go into specifics, with respect to how the high school will maximize resources and maintain fiscal solvency. As a part of this section, we will align the district insight priorities with the section allocations that the high school receives. And then finally, we will detail. for the master schedule, how we can take a holistic approach. First and foremost, we want to utilize the technology that we have in our district. And for our case, this is Synergy. And with respect to Synergy, we also want to partner with our tech partners at EduPoint. which offers comprehensive and systematic approach to streamlining course loadings. So we'll detail that here tonight, but I can say from building a master schedule myself at the high school, and as Mr. Rodriguez will go into detail, it's also important to mitigate and reconcile challenges that surface that technology may not simply catch. So as we balance student needs with our current resources, we would like to reinforce the essential question that Dr. Triplett mentioned. And namely, as we present data and we look at our college and career indicator, how do we not only better prepare our students to graduate college and career ready, but at the same time, how do we increase their sense of ownership? And so that is a vital component as we see for college admissions, especially at our UCs and our CSU schools. So without further ado, at this point, I'm going to turn it over to Ms. Ronhell and then eventually Mr. Rodriguez. And on a special note, I'd like to say that we're very happy that Mr. Rodriguez has joined the master schedule team because he has a wealth of experience in other districts building high school master schedules. So thank you again for the opportunity, and I'll turn it over to Ms. Ronhell.

[477] Vicenta Ditto: Good evening board. Thank you for the opportunity to come and return and talk about master schedule as well as how it aligns to our goals. I want to take this opportunity to thank Sonia Torres and Jonathan Luna who were able to join us tonight not only because it's National Counselors Week and they deserve all the accolades that they get but also because they have stayed true to remaining stability at the high school. As we have stable leadership we will redistribute the responsibilities of the master schedule to be more equitable. but we all have the same goals in mind, as you can see here. We want data driven by student course requests and equity lens. This is with our partnership with Equal Opportunity Schools, which we'll discuss more later. We want a transparent and collaborative process with all stakeholders, including NTA, HR, business services, as well as our department chairs and counselors. And then also to prioritize fiscal solvency specifically around maximizing our resources. And again, we'll discuss more of the student access and completion of our A to G courses. Next slide, please. So let's look at a little bit of data to make some good decisions. We are proud to say that our most recent data from 2019 indicates that our graduation rate is in the green with 93% of our graduates graduating. But we do have some room for improvement in regards to college and career. The state indicator really looks at students access to dual enrollment courses, as well as AP course completion and CTE pathways. So those are courses that look like ROP, which are career focused. So we do want to look at that in planning for next year. And keep in mind that majority of our students are first generation students. So we want to ensure that they understand what A to G means. And so if you can go to the next slide, we'll describe that a little bit. Here you can see the comparison of Newark Memorial graduation diploma requirements to what we call A to G courses or A to G requirements. And really what that looks at is University of California and CSU, California State University's requirements and recommendations. So in just looking at the top line, history and social science, you can see that we have the same requirements. A few years ago, the board, we should applaud them for really aligning these two. We do have some other requirements to meet, such as the California state requirement to complete two years of PE. But the biggest difference between the two is that in order to achieve the A to G requirements, in order to get to UCs and CSUs, you have to pass the courses with a C minus grade or above. So again, we're going to look at what that goal looks like in order to ensure agency in our students to really complete these courses. Next slide, please. So here is our course timeline. And as you know, we did approve some courses last week, which led us to this discussion here today. But we want to state that this is in an ideal non-COVID year. We are trying to comply as much as possible. But of course, with the pandemic, we have some limitations. So all of these courses were driven by the data that we received from our student survey with equal opportunity schools. This provided information around student interest, not on their ability, but their interest and how we can we can push them forward and achieving more at Newark Memorial. So that's why we included some new AP courses, which are more equitable and don't require any prerequisites. So, again, I want to thank you for approving those courses. They did go through a process in regards to discussions with department chairs and administrators. and then moved forward to Curriculum Council which required approval and then went to you for board approval. Next slide please. So now into February we will be reaching out to Newark Junior High School for 8th grade presentations as well as 9th to 10th grade presentations. These are primarily done by our wonderful counselors. They're overall general presentations but then later on the counselors continue to meet with students based on student interest cards that come from our equal opportunity schools to find what pathway they want to take, college and career, really ensure that they're taking A to G courses and are on track to meet their goals. And so then another new exciting thing we're doing this year is we are doing what we're calling a course selection fair. Of course, this will all be virtual utilizing Flipgrid where students can now find out before enrolling in those courses what they're interested in and understand what potential projects may be done, what expectations are in the course, what the course is about, so they can have more agency in their choice rather than just signing up. And then, in addition, we have our eighth grade parent night, new and improved eighth grade parent night, and our AP parent night. And since we are allowing access to more AP courses, we are including information about a summer bridge program for our first time AP takers, where they are able to get basic skills on how to appropriately take an AP course and basic studying skills. Next slide, please. And then in March, we hope to receive all students' course requests. I know sometimes that takes a little nudging from our counselors and our admin team. But in hopes that we get majority of these enrollment requests in, we have our initial allocations for numbers. And we're going to talk about what allocations mean later on in order to be shared to our department chairs by the end of March. Next slide, please. And then into April and May, we start to do the basics around master schedule. Again, this is just a timeline you'll hear from Assistant Principal John Rodriguez on what this means, but we do look at different constraints we may have, room usage, credential concerns, and then we do singletons and doubletons, special ed and ELD, and we put those first on the master schedule board to build around, and then we build the remainder of the schedule. Next slide, please. But it's not over. It's an ongoing process that continues into the summer, Because over the summer, we do have students pass courses that they potentially didn't pass during the school year, which might see an influx in enrollment in classes, as well as changes to enrollment. So for example, over this summer, we did have an influx of new enrollees, which increased our student enrollment, which then we had to increase and decrease section allocation as appropriate. Next slide, please. So you can see here, this is the overview of the timeline that I just discussed. This keeps us on track to develop an effective master schedule and make fiscally responsible decisions. And I'm gonna invite Mr. Rodriguez now to discuss his section allocation as well as specific spreadsheets that make this a very transparent process for all. Mr. Rodriguez.

[913] SPEAKER_11: Good evening, board members, staff and public. I'm really excited to get the opportunity to speak to you tonight. Just so you know, I've been scheduling for many years at other schools, and I have to call myself a scheduling nerd. I sit up at nights and dream about, you know, tiles and boards and where to put them. I enjoy it and I have to tell you I'm very excited to get the opportunity to do this at Newark Memorial. Just in my time at the school since August, it has been a really just an amazing experience having the opportunity to work with the guidance team there. I'm very excited to go through this process with them. They are extremely dedicated. I think what excites me the most is their dedication to our students. That's why I came to this district. I wanted to work with dedicated people in a diverse community, and it has definitely been that way so far this year. So I'm happy to bring some of this experience to the district. Can we go to the yeah. So I'm going to start with this slide and I'm going to start with the image that you see to the right. This is kind of like the, the master scheduling Bible. This is a document that I kind of developed with some other people over the course of several years. And it's really the Bible, the starting point, and it's what we use all through the process. It's called a section allocation worksheet. And it is entirely based on student course requests. So this particular section is a summary of that section allocation worksheet. If you go down in the first column, it shows us by each school department, how many student requests there were, what the general ratio is in that class per the teacher contract. And then using those ratios and the number of requests we have, it gives us a estimated number of sections required in each department. I always put down just how many I've allocated. It gives us also an average class size in that department. And then I also always look at kind of how many sections over or under the mathematically required number that the spreadsheet shows us. There's a lot of things that go into the section allocation. It is primarily based on these numbers, but we do take other things into account. We have to take into account what our teachers are credentialed to teach and how many sections of that particular class we're gonna offer based on student need. And we work within an overall, projected section allocation that the district gives us that is based on estimated student enrollment for the coming year. So they give us a number of overall sections that we have, and then we work within that number to fit into these various departments based on what that estimate is. You can go to the next slide. So this is another section of that report. So in addition to the summary, we also look at each individual department and all the courses that that department offers. So for example, you're looking at social science section allocation, and this represents the data for this year. So you can see that going down the list for every course that we offer, we know how many students requested that course. We know the ratio of that course. We know kind of the mathematically ideal number of sections required. We know how many we allocated. And then we know what the estimated or the average size of that course is going to be based on how many sections we allocated. You can go to the next slide. So there are many other things that we take into consideration. Again, there are... maximum class sizes that are spelled out in the teacher contract. In our core classes, social studies, math, science, things of that nature, there are 31 maximum students per class, and each teacher can have a maximum of 155 student daily contacts. For PE, that goes up a little bit. You're looking at 45 max per class and a 225 total contacts. For electives, you're looking at 35 max per class and 175 total contacts. And then special education, ELD, they have some smaller class sizes based on program need. And we also look at, special programs when we're thinking about our allocation to both special ed, ELD, and then other programs like MCA or Puente or College Connections. The image that you're looking at here is another document that I've used over the years and it's what I call a teacher load document. Now Again, we're making this a very collaborative and transparent process. So these two documents are probably the key documents in helping to make it collaborative and transparent because I'm able to show our union members and our staff and really anybody else who wants to take a look both what our allocation is based on student data, and I can show for every individual teacher and for every course that teacher teaches, how many students they have to make sure that we are staying within the contractual limits. And that's really important when we're working with the union and we have regularly scheduled meetings with them so that they know we're staying within those contractual limits, both in terms of section allocation and in terms of individual teacher daily contacts, both overall and by period. You can go to the next slide. So other things that we think about both in the section allocation and in the scheduling process, we have partnerships that we have to take into consideration, both with Ohlone and Mission Valley ROP. These are both really great opportunities for our students. They get dual enrollment credit at Ohlone and they get job training in our ROP classes. Now, the thing is we have to work closely with these two organizations because they're obviously not technically part of our system. So we have to take into consideration staffing, because sometimes we share staffing. We have to take into consideration their schedules as opposed to ours, and things like where the classes are going to happen. So sometimes those classes have to happen at very specific places in our schedule, both to make them work for the other organizations and for our students. I talked already about, can you go back please? I talked already about credential constraints. Again, just making sure that our teachers are teaching courses for classes that they are specifically credentialed for. That's really important. I talked about our special programs. Room usage becomes a constraint also because Based on the specific course, many courses have specific needs in terms of the rooms and facilities that they need. Like some of our computer courses, our computer programming courses, obviously they have to be in a computer lab, but things like, Oh, our chemistry classes, they have to be in a, our science classes have to be in classes that have the right tools, that have hoods, that have water, that have gas to run the experiments that they need. Now, any given year, the number of these courses changes. So there are times that room constraints also determine where a particular class might have to happen. And then obviously we also work with our staff to try to meet the individual requests that they might have, you know, just in their workday. And we work very hard with them as a partner to make those things happen as well. You can go to the next slide. So I kind of went over that. So I'm going to just go down to the second bullet. The first real step in the process, once you're actually building your schedule, is putting on the board what we call constraints. And constraints are classes that absolutely have to happen in a certain period of the day in a certain classroom. Some examples of that are like our A-period classes. Obviously, all of our A-period classes have to happen during A-period. Other examples, again, are some of our ROP classes and some of our Ohlone classes. Based on the fact that those are staffed sometimes by teachers from their system, those have to happen at a certain time of the day. our ELD and our special education program. Because there are fewer courses in those programs, we have to make sure that the classes end up in a sequence and a place so that the kids can take all of the classes, even though there might be only five classes they take, but they're all SPED and all the kids in a particular program are taking them. So you have to make sure that they're sequenced correctly so that they can take all of them. You can move on. After that, we look again at special ed and ELD and, you know, It's very important to me, and I think the school as well, that we're always thinking about scheduling from an equity lens. And sometimes part of scheduling from an equity lens is about what you prioritize, and that means when you schedule it. So right after we do constraints, we will usually build the special education and ELD program sections. That's because those programs, those students, they require very specific assistance and we absolutely want to guarantee that those students are able to access all the courses that they need. So putting those on the board very early in the process helps to guarantee that. After you do that, you move on to what are called singletons and doubletons. Now singletons are classes that we only offer one section of, and doubletons are classes that we only offer two sections of. These classes are really, really key in terms of scheduling because one of the kind of things that you're looking at in terms of like data when you're deciding where to place these courses is, do they create conflicts for your student schedules? You want to avoid what we call singleton and doubleton conflicts at all costs. Because if you put a class in the same period and they're only offered once and a student wants both of those classes, you've literally just created a situation where that student can't take one of those classes. And probably the biggest factor that we use in terms of how successful was your schedule was how many classes were you able to give the kids that they both want and need? So you never want to put a class in terms of the conflicts in the same period that will cause a student not to be able to take a class that they absolutely want or need. So after you do singletons and doubletons, you place all the other sections, but you kind of flip it around. And after doubletons, you start scheduling the course that you have the most sections of. You want to prioritize that because that affects the biggest number of students after singletons and doubletons. Once you get up to tripletons, and that's like when you offer three courses, once you get up to three courses, you can usually space them out where the conflicts aren't as big of a problem. So like I said, you flip it around and you start scheduling the courses with the largest number of sections because it affects the largest number of students. OK, next slide. Other things we consider when you're doing the rest of the sections, you absolutely have to look at seat count and period distribution. It is essential that by grade level and by period, you're making sure that you have enough seats for every grade level across the whole schedule. If you put too many sophomore classes first period, but don't put enough second period, you're going to have a whole group of kids that the computer won't be able to make a schedule for. So making sure that you take into account the seat counts is absolutely essential to make sure that you don't have that situation arise. You're also wanting to work with your staff. We have a lot of staff members who teach two particular courses. And because we are on a block schedule, you always want to try to set up the schedule if possible so that your teachers are teaching the same course or the same prep on that single block day. Synergy provides us with a lot of the information that I've been talking about. especially around seat counts and conflicts. The data that we get from Synergy, we run these reports constantly, basically during the build process. And then It is inevitable that other conflicts are gonna arise. And that's where we come in. And I do wanna talk a little bit about this image that you see of this board. Just about every high school and junior high school has a board that looks like this. And as you can see, it basically goes down the left column. Those are all your teachers. And then the columns to the right of that are all of your periods. And as you're building the schedule, you're sticking the section tabs up on the board. You inevitably get into situations where you have to figure out a way basically to make things fit because teachers teach different courses and some things have to happen certain periods. And trying to look at that board on a computer, it doesn't work real well because you have to be able to see where multiple tabs could go in order to solve any particular problem. So you kind of have to, it's really like a big puzzle. And that's like the scheduling nerd part of it that I love. I love solving those problems on that board. When there's like a, someplace where I have to make something fit for a particular teacher. And there's two other courses down here and over here. But if I change this over here, and I change that over there, and I switch these over here, then I can make that work. I absolutely love that. But you have to be able to see that on this board, because you can't see all that movement on the computer. It's impossible to see except on that board.

[1959] SPEAKER_09: Mr. Rodriguez, I'm going to move on. This is wonder wonderfully informative. We just want to make sure that the board has enough time for questions. Sorry.

[1968] SPEAKER_11: I told you scheduling nerd. Hey, I, I tend to drag on about this, but thank you. I, I had fun.

[1977] SPEAKER_09: Do you want to wrap it up with our partnerships? Uh, Mr. Ron, how do you want to mention the ones mentioned on the screen and then we'll move on to the conclusion.

[1987] Vicenta Ditto: Absolutely. We have, obviously, many of you are aware of the partnerships we have. We do have some dual enrollment courses. We have such things as Ohlone College Connections. So Ohlone College is definitely one of our partners. Equal Opportunity Schools, as I've exemplified today. EduPoint and Synergy, which help us with the master schedule. We have had some of our staff attend College and Career Academy Support Network in order to better understand our master scheduling process. And then finally, MVROP. So all of these partnerships really help us develop an effective master schedule for the students at Newark Memorial.

[2024] SPEAKER_09: And so at this point, we've reached the conclusion. I absolutely want to thank Mr. Angel and especially Mr. Rodriguez for the detailed explanation. We do want to leave enough time. But first, before we conclude with the discussion prompts, I'd just like to pause and see if the board has any clarifying questions with respect to the content that's been provided here tonight.

[2051] Aiden Hill: Member Hill. Yeah, thank you. Yeah. And thank you. Very informative presentation. Could you just go over one more time, maybe, Mr. Rodriguez, your, what are you calling it, your section allocation worksheet? And could you just explain one more time the columns and what's going on there? I just want to make sure I understand. So the so the so the student column so that's how many students are interested in this particular course.

[2084] SPEAKER_11: Well, and this is the, there are two, there's multiple sections of this report. This is a section that is specific to one department, the social science department. If you go one slide back Ariel, this is the summary. So this shows by department, the total number of, where it says student, that's the total number of requests for, all the courses in that department.

[2114] Aiden Hill: Right. So for example, like your first line English, so since English is a requirement all four years, so you're basically saying that all six, you know, 1684 students are going to have to be scheduled or, you know, uh, locked into or scheduled into a class, correct? Correct. And, and then the ratio, is that saying how many, is that class size or what is that?

[2138] SPEAKER_11: That's, that is the contractual ratio. Now that is our goal. Um, that is not, you know, because mathematically, you know, the number of students never fits exactly the number, the ratio. Sure. That's your target. Yeah. So, but if you look to the right, um, where it says size, That gives us a class average for that department, just based on how many sections we have chosen to allocate and the number of students who have made the request for the courses in that department.

[2175] Aiden Hill: OK. And then the requested column, what's that?

[2181] SPEAKER_11: That's required. Oh, required. I'm sorry, required. Basically, it just takes the number of requests and divides it by the ratio. And that gives you a number that represents the mathematically suggested number of sections you should have.

[2200] Aiden Hill: OK, so you're saying here you're going to probably need 54 sections of English.

[2204] SPEAKER_11: Right. But again, it never works out that way because of all the other factors that we talked about. But generally, yes, that is. it's generally the number that you're gonna end up with.

[2221] Aiden Hill: Okay, and then the last column, the over under, so is that number of classes that are over and under? So can you explain that one, sorry?

[2231] SPEAKER_11: That's basically the number over and under that I just use to keep in my head between what's mathematically required and what we actually allocated. in terms of the total number of sections.

[2247] Aiden Hill: Okay. So is it saying that we're needing to allocate two more than we planned?

[2253] SPEAKER_11: Um, no, it's, it's basically saying that we allocated two more than if that 54.32, we allocated 56. So it rounds down to 54 and telling us that we, we allocated two more than that. There are any number of reasons why that might have happened. Oftentimes what it is is staffing needs. We make decisions about teachers and offering them contracts for the following year. We have to make those decisions very, very early in the process. And oftentimes between that time and the time school starts, our numbers change. So sometimes we will end up having allocated too many courses in a particular area because maybe in a particular grade level, numbers changed between those two dates. And sometimes we have to add sections in August because we will have gotten more students between those times. And that date is like early March and then we don't start school until August. So you can have, quite a bit of fluctuation in enrollment between those two dates.

[2335] Aiden Hill: Right. And if I'm, and I just want to make sure I'm reading your chart correctly. And so like when you've got your ratio, right, which is your target class size, and then you've got what theoretically are the requested number of classes, but then what you're determining is based on all these constraints, you're actually going to have to add, you know, almost two more sections, two more classes. And so then that then adjusts the class size down from 31 to 30.07. Is that how I'm reading that?

[2366] SPEAKER_11: Correct. Well, and that's not what the class size has actually ended up. It's just based on the math, what the average class size for that department mathematically might be.

[2378] Aiden Hill: Right. So this is like the high level schedule. It isn't the final schedule. Correct. Correct. OK. All right, I don't want to take up too much of your time. I just want to make sure I understood. No problem. Okay, but thank you.

[2389] SPEAKER_11: Yeah.

[2392] SPEAKER_09: Are there additional questions just related to the content of the presentation?

[2400] Bowen Zhang: Any other board members? I guess I just have a quick question when it comes to the same on the same topic that I think when you have a lot of students requesting one class, it might be easier to determine how many sessions you're going to have. And you have more flexibility to think about how many students per session. What if, let's say, in one class, let's say, for example, 40 students request for that class. Under that scenario, how do you determine the class size and how many sessions? Let's say 40 students.

[2434] SPEAKER_11: Well, there's a little bit of flexibility in terms of what the what the goal ratio is and we can run those classes up to like 33. So let's say there was a course that where we had kids, 40 kids requested it. It wouldn't be fiscally responsible in that situation to have two sections of that course, because then you're going to be running two very small sections of 20. So what we will normally do in a situation like that is we will run it as big as we can, which is basically 33. And the other students who were in that class, seven of them would not be able to take that course. That's like, usually when you have singletons like that, it is, they're more elective courses, but we do have to figure out solutions sometimes that are more difficult. If we have a course where there's only one section and that might be a course that that student needs for graduation or to be college eligible, Then we have to have some conversations sometimes with our union. There is text in the union that we can, in certain situations with the agreement of the teacher, go over 33. But that takes more work and more conversation.

[2538] Jodi Croce: OK.

[2543] SPEAKER_09: All right.

[2547] Phuong Nguyen: I have one question, just to follow up to that. So when you have classes that, like you said, you maximize the class and then you're going to have to drop students. So how do you determine which student makes the cut and which students don't? What parameters are set in determining if a student gets the course or not?

[2570] SPEAKER_11: Oftentimes we start with grade level because, The way we think about it is if a senior needs a particular course, we want to give them priority because they don't have the opportunity to take that course again. And then we kind of go down the list because if a senior needs a course and a freshman needs a course, we will likely not give it to the freshman because the freshman is gonna have three more opportunities to take that course in the future. Whereas the senior has no additional opportunities to take that course.

[2605] Phuong Nguyen: Thank you.

[2606] Bowen Zhang: Sure. Any other questions? Member Guendel?

[2618] Terrence Grindall: Yes. Just wanted to know how our partners relate to this. If Ohlone College is offering a similar class, does that figure into your scheduling?

[2631] SPEAKER_11: It does. They don't offer any courses that are similar enough that a student would take that course. instead of taking because like they won't offer courses that our students need to graduate. They don't offer core academic courses. Ohlone is offering electives like we have a course this year that's Chicano history. That's a course we don't offer and it's a good opportunity for our students to to be able to take a course like that. Plus, we really like the opportunity of them being able to get dual credit. They get dual enrollment credit for that class, so they earn graduation and college entrance credit with us, while at the same time, they actually earn college credit that will stay on their college transcript the whole time. But there are no courses that have that much overlap that would have an impact on whether or not we're going to offer a certain course.

[2702] Terrence Grindall: Thank you. Sure.

[2708] Bowen Zhang: I guess seeing none, I think that's at least the clarifying part of the.

[2714] SPEAKER_09: Great, thank you. So in terms of concluding, and again, we wanna thank you for the opportunity to go into detail here for the special study session. We began and Dr. Triplett mentioned how we wanna support our students with course selection that promotes A through G completion. And really the second question is our critical question because when we look at our data, and we look at our college and career indicator, it's really at an unacceptable rate with respect to where our students are in terms of graduating college and career ready. And that, again, defined through those A through G requirements chart that we went over this evening. And so how do we as a district promote and increase student awareness and ownership over A through G requirements? And so to touch upon that, I'm going to turn it back over to Dr. Triplett. And some of those items were surfaced in this presentation this evening. And he's going to kind of conclude and bring it full circle from where we began.

[2778] Mark Triplett: Great. Thank you, Mr. Delawitch. And I want to make sure we give time for board members to dialogue. But essentially, you saw that we, in this process, it's really twofold. So we are first and foremost prioritizing student needs, and we really want to empower them and empower students and families with regard to not just how to graduate, because we're doing good graduating students, but how to graduate college and career ready, having fulfilled all the A through G requirements. And so on slide, I believe it was, Slide eight, you saw some of the ways that we are engaging with both families and students all the way into eighth grade around what it takes to graduate A through G compliant. And so these are some of the areas. So our counseling staff works really, really hard to engage students throughout their high school careers. But we're really looking for some ideas from you all around what are other ways, additional ways, that we can really build up student and family capacity around this. So with that, I'll turn it back over to you, President Zheng.

[2858] Bowen Zhang: OK. With that, I will open up discussions with the board. I see Member Hill.

[2867] Aiden Hill: Thank you. So great presentation, very informative. So thank you, Principal Rangel and Mr. Rodriguez, very informative. Before we maybe dive into the prompts that Dr. Triplett's identified, I know that one of the topics that kind of, I guess, spurred this study session that when we had our last meeting was that a couple of years ago, we had basically a big master schedule, oops, and there were a lot of, you know, negative repercussions that came about. And so, and I'm not clear about what the causes, exact causes were, but I suspect that maybe part of it was related to, so I mean, master scheduling for classes isn't, I don't think a lot different from master scheduling from anything. where you start out with a forecast, you know, and you got a high-level forecast, and then you start to get closer and closer, and your forecast gets more accurate, and then you start to freeze. And I suspect that maybe we weren't freezing, and all of a sudden, and this is my theory, that we didn't have some cutoff point for when we actually knew what our enrollment was and what how many people were signing up. And so then we ended up getting caught flat footed with too many sections and too many teachers and therefore too low of a class size and then a whole bunch of negative repercussions. And so I'm just curious what we've learned from that and how we're gonna prevent that from happening. Or maybe there were some other causes, but I think the thing that the board is really concerned about, or at least I would say that many of us are concerned about is part of our charter is fiscal responsibility. And so how do we make sure that a key thing that drives fiscal standing is kind of under control? So I'd just like to defer to the experts here on their thoughts on that.

[2988] Mark Triplett: Thank you, Member Hill. I'll have Ms. Ron Hill and Mr. Rodriguez answer in further detail, but I will say that I'm not sure about the details of what occurred a couple of years ago, but I do know that this year, the ratio in classes, I think it's one of the best that it's been in a long time. And to your point, member Hill, that's really about maximizing class size, because the smaller the class size, when we really are trying to get it to the maximum, then that's where we begin to lose resources. And we're not really maximizing our resources well. There are some classes that are intentionally small. And usually those are intervention classes or have a very specific reason why they're intentionally small. But for the most part, we're really trying to maximize class size in order to be fiscally responsible. Ms. Rangel, do you want to speak any more to this?

[3053] Vicenta Ditto: Yeah, I think it's important to understand too how much enrollment impacts this. So for example, as we were looking at the numbers earlier and we were looking at the English classes, it had the number of 1684 and we currently, we started the year with 1724. So just that major impact on our enrollment, we needed to add FTE. Unfortunately, the opposite can happen as well. We can have a huge decrease in enrollment. So our intention is always to work early on with our partners, HR, um business services to ensure that we are using the numbers we have to make good decisions. Unfortunately it just works out that sometimes the balance happens because of the enrollment that happens over the summer. So um again I hope that answers your question. I'm happy we've already had our meetings for enrollment. We're meeting next week for FTE so we're in the process of making good decisions for the following

[3107] Aiden Hill: And are there certain things that we can control? I mean, so like if you look at, you know, in other businesses where they're dealing with capacity, right, and planning capacity, if you can see that you're gonna have a capacity issue, you know, you can take proactive actions, right? And so, you know, and I know it's more difficult in the education environment, but you can furlough workers, right? You can, you know, basically, you know, mothball machines, you can do a variety of things. Are there certain things that we can do and is there some type of time frame where we can start to actually say, okay, now we got a pretty frozen forecast and we know it's pretty good and so now we can make some pretty good decisions and lock in and not have big surprises come the fall?

[3157] SPEAKER_09: If I could just... I was just going to add into your point, Mr. Hill, regarding fiscal solvency. I mean, the bottom line is there's a minimum threshold where we can't offer that course. And so, you know, I don't know what transpired in the years previous, but simply because we have student interest, that's, as we started with, that's one part of the equation. But just because nine students express interest doesn't mean we can fiscally and responsibly offer that course. And so, in terms of freezing it, there has to be a threshold where we say it's not fiscally solvent to offer it, and therefore, the students are going to get option B. because it's simply not sustainable.

[3202] Vicenta Ditto: I agree. And then and then also, you know, we have to make decisions by March 15th, which is which then impacts the following year. Right. So we still have those agreements that are contracts with our teachers that we have to honor. So sometimes it's not that easy to balance.

[3219] Bowen Zhang: OK, member Martinez. Member Martinez.

[3226] Elisa Martinez: Sorry, I was trying to get off mute here. So thank you. I actually wanted to go to the prompts, which is regarding the A through G question in terms of how do we maybe build support or how do we promote. And first and foremost, thank you for the presentation. Thank you. I think it was just very, very easy to understand. And I think many times Those of us who don't understand or unaware of the constraints that we're working with, it's easy to misunderstand as to kind of why we end up where we do end up sometimes. But thank you, that was very, very helpful. I really like the fact that you all started with the graduation rate and then the A through G completion. Because I think that's something that a few of us have been kind of pounding the table is, you know, yeah, let's tap ourselves on the back about that graduation rate, but let's not congratulate ourselves so much that we aren't talking about the fact that we are relative. Well, I'll use the word abysmal in the rate of true preparedness for, you know, as our kids leave the high school. And it shouldn't be that we are beating ourselves up about the fact that it's 42%, but we should be actively speaking about it. Right? It's because it's something that we put it out there, put out the ugliness of it, because then we know that we're going to all actively speak of that number. I think so that if we, as a board, as a district staff and school leadership are talking about that percentage, I think that will permeate the conversations that are happening with our students at every level and in every scenario. So anyway, so I congratulate Superintendent, you and your entire team for bringing that forward. And let's start engaged with that and really focus on that number because there's so many components to it, right? You know, how are we leveraging the dual enrollment programs with Ohlone? ROP, are we really maximizing the opportunities So, I mean, we can have a completely different conversation, but at least it forces us to begin those types of conversations. So thank you.

[3371] Bowen Zhang: Any other questions?

[3373] Phuong Nguyen: No, I just have a comment.

[3376] Bowen Zhang: Okay, go ahead.

[3378] Phuong Nguyen: So in regards to, thank you for the presentation. It was very informative and like member Martina said, easy to understand and digest. So coming back to the discussion prompts that we have here, how do we best support student and families with course selection that promotes A through G completion? I mean, I understand how important it is that we do have a variety of courses for students, but I also, I mean, I came from and graduated from Newark Memorial where, you know, we've had prerequisites to qualify, you know, for certain levels of courses. And I think that that component will help promote some of the A through G completion. And also, and how do we build student awareness and ownership of A through G requirements? I mean, I myself, I mean, as a college student, you know, I didn't reach out to my counselors until probably, you know, my junior year in college, making sure that I was going to graduate. But if I had, you know, had built that relationship with them and understood where I wanted to go and how I wanted to graduate, I would have been able to graduate in three years with a double major. And I didn't do that because I didn't know. And I was also afraid to have that relationship with my counselors. So I think that building that kind of awareness for students, making sure when they go into ninth grade, like right now, probably surveying the students in eighth grade, Where do they see themselves? Do they see themselves wanting to go to a four-year college, a state college, or a UC, or a private college? And what are their goals? Do they want to be a computer science major or any of those kinds of things? Ask them those questions and then help them pre-select or have a set course of classes that puts them on that path. with the Puente program or with MCA, you guys have those kinds of things. So I think that we can build those kinds of mechanisms with the A through G, and it would also help prepare students. So I think it's important if they want to be, if they know, and sometimes, you know, students won't know in ninth grade what they want to do, maybe it's junior year. But I think that having that relationship with the students and being able to engage with them and have those discussions of where they want to be after they graduate is really important out of high school and what are their goals and help them set those goals, you know, to move forward and achieve those. So I think that's what, those are my comments on that.

[3556] SPEAKER_09: I appreciate that. One thing I'd like to also add and build off what Ms. Martinez mentioned, was I think we have an inherent advantage with a smaller district like our size, the, the conversation that you just had a member when. if we began that at, and Ms. Martinez mentioned at every level. And so in terms of outreach and education for our parents and students and doing that K-12 elementary, junior high, high school can be, I think a lot more informative for our parents because they want the best for their students, but they may just not be aware of how critical A through G and graduating A through G truly is. So I think in terms of the outreach and the education, it should start with our elementary students, and then the goal setting can occur at that junior high and high school level, just like you're saying, in order to build a relationship with counselors.

[3611] Phuong Nguyen: Yes, I would be in agreement with that. I think that defining what A3G requirement is, is really important. And right now, we don't really have a clear definition of that for parents at any of the, I mean, at the lower grade levels, like you said, so making them aware that these are the requirements to get their student or their children to where they want to be after high school would be very helpful.

[3649] Vicenta Ditto: I just wanted to add that I think that we are making strides specifically with the district in regards to adopting a graduate profile where everyone has input and looking at what we want our graduates to attain. But then also one of the courses that you guys approved last week or last meeting was freshman studies. And that really has the same goals as Puente where we can embed this curriculum into the day of a freshman so they understand, okay, this is my goal. This is how I get to college. This is how I get to my career. And these are the steps I need to take and really have leveraging the counselors to use that time and even the teacher of that course to better understand. So thank you again.

[3694] Bowen Zhang: Okay, I am watching the clock. Hopefully we can wrap it up in the next couple of minutes. Member Grindel. Member Grindel, you are on mute.

[3708] Terrence Grindall: I just wanted to thank the educators for the very informative presentation. I really appreciate it. You clearly put a lot of work into it, into the presentation and a lot of work into the process. So I very much appreciate it. And I also just want to echo member Martinez's point about confronting the issue of the acceptance to college and not just patting ourselves on the back about the graduation rate, but really confronting it. Not that there's a silver bullet, but we should keep we should keep on that issue. So that's all I have to say at this point. Thank you.

[3744] Bowen Zhang: Okay, I guess my question is to the rest of the board. Does the board think that we got the information we're asking for two weeks ago? Or any member think that some additional follow-ups are needed? Member Hill? You're on mute.

[3769] Aiden Hill: Sorry, great presentation, very informative, so thank you. And the only thing that I would like to learn a little bit more about is, and I think that member Rodriguez had, I'm sorry, Martinez had mentioned this, and I think it was the last session or maybe before, is how can we have a little bit more transparency around the master scheduling process, so I understand like at. ROP that a lot of times they're able to see the boards able to see the master schedule at some point, and so, how can we do that and then also one other thing. obviously just to think about, but it sounds like Mr. Rodriguez is new and super knowledgeable and very, you know, and how can we codify, how can we take all this stuff that's in your brain and how can we like codify it into protocols so that we have a really robust process on an ongoing basis? So those are kind of my only requests.

[3833] SPEAKER_11: Can I just make a quick comment about that? I'm sorry, but I've already started having conversations about that with our union partners. They are also very interested in making sure that some of the new process and procedures that we put in place continue into the future because they've been very happy so far with the collaborative nature and the transparency and the data that they've been able to see. So part of what I am trying to do is, you know, I tend to be pretty collaborative, but I am having conversations with the counselors and the office staff that supports us so that these things I'm working will just become how Newark Memorial does scheduling as we go forward. So the more conversation we have and the more people we include, I really believe that that's where we're headed.

[3894] Vicenta Ditto: And I would just like to add that, you know, we do have people at the site who have been doing this for years and also have that knowledge, but it's always good to refresh and retrain And so we are doing that with our entire staff, our department chairs, all admin, all office staff. So it is really nice to have Mr. Rodriguez here to help us with that process.

[3918] Bowen Zhang: Okay, thank you for the staff for this great presentation, a lot of useful information. Thank you everyone for the hard work.

[3927] Elisa Martinez: President Zhang, if I may. Sorry, I know watching the clock too, but I just wanted to answer the question that you had asked as well. with regards, did we get the answer? And I think there was a two-part question, and I'm not saying it has to be the next meeting, but there was a question around the master schedule process, which I completely agree with Member Hill that I'm sure there's a lot of folks that know it, but just codifying it, making it so that it's written down somewhere, it's easy. I think it takes some of that mystery away from it, you know? And folks will just, anybody can see what it is. But that aside, I think the second part of the question two weeks ago was, was the, you all had come with a couple of the courses that you needed approved. And we had talked about, well, how do we get to that? How do we know which courses we should be adding? I think some of the conversation around prereqs and, you know, how are we making, maybe it kind of leads to the A through G conversation. It was kind of a big, broad question. We didn't really shape it. So maybe if we could, you know, offline or, you know, send a request to or next time, you know, maybe have a clear question Superintendent Triplett about what that follow up conversation might look like.

[4011] Mark Triplett: And yeah, we're happy to provide any additional information. I know member Hill mentioned maybe just being able to see once the master schedule is complete, to see it. And that's definitely something that we could provide. And the master scheduling process that you saw tonight, On the slides, I think Mr. Rodriguez and the team would be happy to, if they don't already, to put it down into a document that then codifies it in that way. Is that what you were saying, Member Martinez?

[4054] Elisa Martinez: A little part of it, the first part, but I think even maybe to member Wynn's earlier comments about, hey, when I was going to Memorial, there's clarity as to what prerequisites were there. So it's understanding the process that we are following internally through our course offerings and how are we making sure we're guiding our kids or bringing the courses that you know, that truly meet, because we're, I'm gonna use this word, I don't mean to say it lightly, but we are throwing out the word, we're using the equity lens. We're using, we're bringing this course because it's an equity, like these additional AP courses to meet equity needs. What does that mean? Like, how do we arrive at that? That, hey, these two AP courses are going to close that equity gap. putting words in there because I don't know what it is. So how are we arriving at that? And what's that process that where we are ensuring that we truly are making, you know, adding those courses onto the catalog and making those offerings for our kids. And then through maybe the, whether it's the counseling process or just prerequisites that are built in, making sure that our students, you know, are kind of guided down just by the, by the structure of the system.

[4142] Mark Triplett: Okay. It would probably be good just so that we are completely clear on what's being asked. Maybe we could talk offline, and I'm happy to provide anything.

[4155] Bowen Zhang: Okay. With that, we'll wrap up our study session. Before we go into closed session, again, thank you, staff, for the great presentation and great work. Before we move into closed session, Ms. Gutierrez, any public comment on closed session items?

[4173] SPEAKER_43: No comment.

[4175] Bowen Zhang: Okay, so we'll be moving into closed session. In the closed session, we'll be discussing item 4.2, public employee discipline release. Item 4.3, conference with labor negotiator, employee organization, NTNCSEA. 4.4, conference with labor negotiator, NEWMA, unrepresentative supervisor, and contractor management. And we'll skip item 4.5 to Go directly to item 4.6, conference with legal counsel regarding anticipated litigation. Item 4.7, student discipline or other confidential student matters, termination or expulsion order, E1718-11. And then we'll be back to open session at around 7 o'clock. We'll see you in a bit.

[4219] Nicole Izant: Five ayes. Thank you all.

[7096] Bowen Zhang: Still waiting for a couple of folks to join. Hey, student members, good evening. Good evening. You are a junior, right? And you will be a rising senior. Yes. And I think you will be with us at least till summer 2022. Is that right?

[7138] SPEAKER_04: My term is one year. Oh, I see.

[7141] Bowen Zhang: Yeah. I thought general school members served with us for two years. OK.

[7148] SPEAKER_43: President Song, we may begin the meeting at any time. We are live currently.

[7152] Bowen Zhang: OK, I'm waiting for member Nguyen A couple more folks. Okay, welcome back to open session. And Member Nguyen has agreed to lead us in the Pledge of Allegiance this time. Ms. Gutierrez, please turn on the flag. Please stand.

[7192] Phuong Nguyen: 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.

[7207] Bowen Zhang: Thank you, everyone. Next item, report of closed session items. No reportable action has been taken in the closed session. Next, student report from Newark Junior High School, McGregor and Newark Memorial High School Superintendent.

[7229] Mark Triplett: Thank you, President Jhun. And again, welcome to board members and public and staff. We're going to start the student reports with our student rep leaders from the junior high school. And that is Ms. Rachel Ristow and Ristu, excuse me, and Elisa Torres.

[7255] SPEAKER_44: Hello, staff, board members, and parents. My name is Alyssa Torres, and I'm NJHS ASB president. I'll be letting you all know about what happened this January and what will be happening for this February. First off, in January, we continued our weekly quiz games and photo games, which has been helping us get more photos in for the yearbook. We also held an event called Friends Get Together. This event was put together for friends that may not have social media to meet up and hang out. It went really well because we also got to check in on those who went and see how they've been doing. Also, our yearbook and leadership members worked on spreads for the yearbook, which are looking pretty good so far. And that was what we did for January, so now we're moving on to February and what our plans. We will be continuing the weekly quiz games every Monday. Also, our event committee will be holding another movie noon, since we always have great turnout when we held those. Another event that is in the works is offering Valentine Day grams online. Now Rachel will talk more about a really big fundraising event that is currently happening at our school. Thank you.

[7328] SPEAKER_17: Hi everyone. During the upcoming month of February, Newark Junior High School is hosting a fundraiser, Hero Squad, to raise money for the Leukemia and Lymphoma Society for Kids Fighting Leukemia. Originally called Pennies for Patients, a fundraiser that Newark Junior High School has proudly hosted every February for years, this fundraiser has been a really competitive event at our school over the years. This year, all donations will be accepted online. Any student, parent, grandparent, friend, or coworker can donate money in order to support the Hero Squad. Last year, Newark Junior High School raised $4,911. And this year, we are hoping to raise $2,750. Everyone can help us reach our goal, even you. To donate, go to www.herosquad.org. Click search for Newark Junior High School and click to donate. Every penny counts. Thank you.

[7379] Bowen Zhang: Thank you, Ms. Restu and Ms. Torres for your wonderful report. Superintendent, next one will be leaders from a greater campus, right?

[7388] Mark Triplett: I believe we don't have the McGregor campus leaders this evening. She is at work, and she was hoping to come in during her break, but it looks like it's not going to be possible. So we'll miss her. Next would be our student leader and student board member from Newark Memorial, Mr. Wahab Salemi.

[7415] SPEAKER_04: Thank you, Dr. Triplett. Good evening, members of the board, executive cabinet, students, and community members. I'm happy to be here with you all and to share what's happening and to share with you all what's happening at Newark Memorial. On Tuesday, February 9th at 6.30 p.m., there will be a PTSA meeting. NMHS will hold an honor roll drive-through Thursday and Friday, February 11th and 12th from 2 p.m. to 4 p.m. In order to receive a principled honor roll, you must have a 4.0 or above In order to receive an honor roll, you must have a 3.5 and above. There will be a coffee with the principal on February 23rd. On March 4th, there will be a school site council meeting. Some college and career information. The college board will no longer administer the SAT subject test. ASB Athletics Committee is working on this month's social media campaign, which is self-love. ASB is working on class elections Today at lunch, we held an event where people who are interested in running for office attended in order to receive information. On the 16th, we will have a meet the candidates event where each candidate will get to ask the students for their vote and elections will be held on the 19th. There's still time for seniors to apply to a couple of CSUs, which are East Bay, the deadline is March 2nd, and for Humboldt, the deadline is February 28th. Tomorrow, February 5th, ASB will be hosting their mental health town hall from 2.15 to 3.15 with students and school administrators. We are encouraging students and students of parents from the class of 2021 to send in photos to class officers or Ms. Canales for the senior slideshow. We want to thank Ms. Francisco and Mr. Sanders. They were our teachers of the week for the month of December. And this is ASB's continuous effort to honor our teachers for their hard work. Beginning next Friday, the NMHS's Student Athlete Advisory Council will be going into elementary classrooms to reach to students. They'll be reading Coffee Bean for Kids by John Gordon, which is a book that highlights perseverance. And that is definitely a fitting book to read during these times. And afterwards, they'll have a short Q&A session. And other than that, that concludes my student report.

[7552] Bowen Zhang: Thank you for the report. Next, we'll have employee organizations. Ms. Guderius, any speakers?

[7561] SPEAKER_43: Yes, Mr. Sean from NTA, Aruzi.

[7568] SPEAKER_35: Thank you. So I'm here to give the board our NTA update. I'm also here to address some of the things that I brought up on the last board meeting and to get some clarifications on those to the board for that reason. This Wednesday, the district and the teachers union met to clarify what the role of consult right to consult means the role of curriculum council in the definition of communities. The Teachers Association has a right to consult on matters affecting the changes in members working conditions. The district does. The district does make a point to meet with NTA leadership regularly and has scheduled meetings, which include Ed Services, HR, and with the superintendent. The HR and Ed Services are weekly meetings, and the superintendent is a biweekly meeting. Last board meeting, I talked about that NTA wants to work with the district, but it seems the district doesn't want to work with NTA. In fact, I had met with the superintendent earlier in the week, who is willing to keep NTA informed on matters dealing with the Star Academy by having an NTA leadership representative in the Star Academy planning group, which is greatly appreciated. Regarding the SEL curriculum, NTA, Newark Junior, Newark Junior High School staff asked the principal in the fall to begin a site task force to review a selection of SEL curriculum for the junior high. These were also expressed by parents and guardians and principal community total staff members regarding the formation of the SEL task force on a number of occasions. A willing task force formed, including multiple department chairs, counselors, along with administrators of the task force, reviewed three presentations and unanimously selected Character Strong and SEL Curriculum to pilot. The district and associations have discussed that the future selection of any curriculum needs to go to Curriculum Council for the suggestion and input. The SEL Curriculum did not. started immediately when we returned from winter break because the teachers requested that they receive professional development and training on the curriculum in January prior to implementation. This was a teacher request that was honored by the school leadership and by the district which NTA Thanks. The wellness committee simultaneously recommended SEL curriculum in alignment with the district's instructional priorities. The district associations have discussed that in future selections of any curriculum needs to go to curriculum council for suggestion and input. SEL curriculums were discussed and consulted on with NTA leadership during multiple meetings, including with myself. I apologize to referring to the high school. the junior high principal by her first name in a prior report, which is unprofessional and is not a way to work with the district to move in a productive way. With respect to the equal opportunity schools, the site planning team at the high school was formed to ensure that an equal equitable practice in enrolling in AP courses at the school for all students. The equal opportunity is supported at the site goals through the school site council and planning team is carrying out the goals of the school site council and parents, guardians. Also, I'm apologizing to refer to the high school principal by her first name in my previous report, which is also unprofessional and does not need to be brought up again, because we should not be calling people out by their first name. Mr. Garber at the Elementary Curriculum Council. SEL stands as one of the three district's instructional priorities and this was established at the very start of the year. Many elementary teachers have asked for the SEL curriculum for the For the well-being of our students, a number of consultations occurred between NTA and the district leadership. Second set of representatives were presented in November at the elementary curriculum council. The district has offered to fund a site coach through a stipend at each site. Which elementary teachers would have liked more support than a person on a stipend? With the secondary curriculum council, The reason why the meeting with moved up earlier than plan was to honor the process which goes in this order, Council approves board approves course made public and course catalog in February. This meeting was moved up so the board could vote on these courses. The fact that service and myself didn't meet and consult prior to the planning of the curriculum council meeting department chairs did receive signature page in a time where I could get signatures on a document before the meeting. It is true that curriculum council took two hours to look over each courses in depth and receive the presentation regarding each one. It is hopefully in future practices that when courses are presented to curriculum councils that they can be presented in a before in a week so that the curriculum council can look over that. March 1st PD I've consulted with Ed Services regarding the schedule for this day. Many teachers are asking for the SEL curriculum. How it unfolds at a site level will be determined by the site principal and the site NTA representative. Since the junior high task force reviewed three curriculums, character strong, whereas to the top as a unanimous choice, Ed Services consulted with NTA and made sense for character strong to be presented to secondary curriculum council, which it was in January. I was under the assumption that Character Strong is being rolled out across all secondary sites. It is not. There's only a pilot at the junior high and the district plans to present it to the board before allowing site principals and site reps to work collectively to determine how to incorporate SEL at each respective sites. The LCAP report was given to NTA on January 13th through email, which we greatly appreciate. I do appreciate emails because if I misspeak, I can always look back at my email and find it in there. The Teachers Association would like to request that all forms like time cards, waivers, and et cetera be placed on the district website for easy access to these documents for NTA members. The Teachers Association would also like to request data on a number of total students with one F, two Fs, or three Fs, or more Fs from 2013 and 2014, if that is possible. NTA would also like to note that district and board are willing to provide the teachers with the resources they need to successfully roll out these new curriculums that the district is pointing out. And since this is Black History Month, I would like to share one of my favorite books, which is I Know Why the Caged Bird Sings by Maya Angelou. And if you haven't read it, I do recommend, it brought a tear to my eye. And I want to say thank you to everyone, board members, community members, and district, and have a good night. Thank you very much.

[8059] Bowen Zhang: Thank you for your report, Mr. Bruce. And next speaker, please.

[8066] SPEAKER_43: Yes, the next speaker will be from the CSCA, Ms. Sue Eustis.

[8075] Bowen Zhang: Welcome, Miss useless.

[8077] SPEAKER_21: I'm sorry, I didn't have my computer took a break there for a second I didn't hear the name. Good evening, board members and audience. Our executive board was installed at the beginning of January, so we had the opportunity on January 25th to attend executive board training where we can take and work together and become a team in doing the business of the Newark 208. a business. On January 26th and 27th and 28th, I had the opportunity with 400 other people to attend CSCA 2021 Healthcare Symposium. And this year's emphasis really, really emphasized on how COVID affected our different plans and whether you're in Blue Cross, whether you're in Kaiser, whether you're in any of those, how it affects the plan and how it possibly would be affecting us and our premiums down the road. It was extremely good. There were a lot of questions asked. It was three days from about eight o'clock in the morning till about six o'clock at night. But it's one of the best symposiums that I have attended over the years. And being here as long as I have, I've attended quite a few. This one was totally amazing. Very helpful, good information, and it will help us to make really great decisions down the road. On February 1st, we had our chapter meeting. And at our chapter meeting we had the opportunity to have Debbie Romero. Debbie Romero works in human resources and she talked to our members about how they could figure out with the information that we can get off of the district website of how they could figure out what their hourly wage is so that they could really look at their check, make sure they're getting the correct money. And Debbie is such a wonderful speaker and has such presence of warmth. They asked her a lot of questions. I'm excited that you allowed her to come and to speak. I think it benefits us all when we have the proper knowledge of knowing what people are getting in their paychecks as well as other items that come out of HR. So I want to personally thank Debbie Romero for doing that and for the district for allowing her to come. And I have asked her to come back. in March to talk about leaves and the different forms and how they can gain the information off of their paycheck of what still is their entitled to the amount of days. So I'm looking forward to that. um through the week through February 10th through the 18th there's going to be different workshops that are going to be offered to the different positions in CSCA such as president, vice president, secretary, treasurer, the communication person. So each day there's different training being presented and your newer team has all signed up for these classes and these classes are going to be four to four and a half hours long and it helps them educate them especially if they've never been in that position before of what is going to be required of them. So I'm really excited about that. On February eighth CSCA is going to be doing a stimulus basis, basics with HR blocks. So I didn't realize that in getting the stimulus checks and stuff of how to put that into our income tax. And so I'm excited that CSCA is doing that for its members. And so I plan on attending that and hopefully other members will as also. February 11th, I will be attending the California Valued Trust, which is based, it's where we get our insurance and it's based out of Fresno. As a member of their executive board, I am a trustee. I will be going to that meeting on February 11th and we will be getting kind of like the rough draft of what we're going to be expecting this next year on rates. And so it'll be an all day meeting up until about three o'clock or a little bit later. And we will not be making a final decision, but we will definitely be getting the information that we need to make that we need to make good decisions. So that's probably the end of my report. And I only have one other thing to say is I did read what's coming up on the agenda when it comes to The two schools know and Graham coming together. I would hope the board would give serious consideration of not spending as much money as it is suggested on that. It was very hard sitting on that committee. And I know it's a tough decision all the way around, but seeing three times the amount of money possibly being considered to be spent in closing that I would hope that you don't do that. When you close the school, classified are going to be losing jobs and to see three times the amount of money that we're going to spend to do that bothers me. So I appreciate your decision and your consideration. Thank you.

[8438] Bowen Zhang: Thank you, Ms. Eustace. Next speaker.

[8443] SPEAKER_43: Yes, the next speaker is from Yuma and it's Ms. Amanda Gallaher.

[8453] SPEAKER_50: Good evening, President Chong, members of the board, Dr. Triplett, and executive cabinets. It's a few days early, but Happy New Year, and I hope that the Year of the Ox brings forth authority and good health to all of you. So this month, As most of you know, February is Black History Month. As educators, NEWMA knows now more than ever it's important to learn about both the past and present. Ideally, we'll someday get to a place where we don't need a designated month to celebrate and learn about our collective histories, but we're not quite there yet. So as we progress forward in our journey towards not only accepting and valuing each other, NEWMA wants to encourage everybody to take time this month to learn about the enormous impact Black culture has had on everything American. So I know I'll definitely be looking at Sean's book that he recommended. February is also American Heart Month. We know educators have big hearts and NEWMA wants to encourage everyone to continue making heart-healthy decisions and get moving. Try to get in at least 20 minutes of physical activity, four to five days a week, and consider joining one of our awesome PE teachers for a virtual physical education class. So lots of fun there. Each month, NEWMA, We want to highlight some of the behind the scenes NEWMA members and tonight we're going to highlight Jessica Ricketts and Michelle Oliveira. Jessica Ricketts is an administrative assistant for special education. She's been part of the NUSD family for three years. She began as a superhero stepping into any district or site office role to fill in when a team member was absent. After two years as a substitute, she joined our special education department full time as the administrative assistant, where she tackles contracting, purchasing, invoicing, time cards, and maintaining financial files and records related to special education. So obviously, there's no end to her superpowers. Jessica would like you to know that the best part of her work is being able to help out our special education family. It's rewarding, and she's proud to be a member of NUSD. We also want to highlight Michelle Olavera. Michelle is our print shop supervisor. She's very passionate about NUSD and she's lived in the community all her life, completing all grade levels here and volunteering her dogs, providing the wagon sales program for elementary students. She's been working for the district since starting as a student in a work placement program in 1984. So for those of you doing the math, that's 33 years she's been with us. One of the greatest parts of her job is helping the teachers provide for the needs of their students. She loves to go into the community to let them know what a great service graphic arts provides and how this department benefits our students. Michelle wants you to know that what she loves about NUSD is that we always come together to face all challenges as a family. She wants you to know that Newark is a home for most of our team members, not just the job, and that you can see this manifest in all of our employees. Thank you very much for your time this evening.

[8636] Bowen Zhang: Thank you, Mrs. Gallagher, for your report. Glad to hear your throat's getting better. And I think that's it for our employee organizations. And moving on to staff spotlight, Superintendent Triplett.

[8653] Mark Triplett: OK, thank you, President Chen. One moment while I pull up my screen. We are excited to be celebrating some of our outstanding staff tonight, in addition to the ones that were already mentioned by some of our labor partners. So we have three different staff members to celebrate tonight. The first is, sorry, here we go. The first is Miss Ruth Dalton. She is office manager at BGP. And a little bit about Miss Dalton. She's Newark born and raised. She has two sons who attended Bunker, Newark Junior High, and are now attending Memorial. She is active in the high school PSTA. She's BGP's school site counsel and is dedicated to our entire school district. She has been instrumental in the evolution of the front office at BGP to be a warm, welcoming, and inviting place for everyone that BGP serves. And amidst the pandemic, our littlest NUSD students always know they have a safe, inspiring, innovative place to find support when Miss Ruth, as she's called, greets them online, on the phone, or in person with her warm smile and problem-solving skills. So thank you to Miss Dalton, who is doing so much to support our families at BGP. The next staff I wanted to highlight and celebrate is our teacher from music Miss Tara White, I had the pleasure of visiting her class I think about a week or two ago, and I was so impressed. with her skills and strategies in engaging students in critical thinking, in dialogue, and lifting up students' voice. She has students building off each other as ideas, making predictions and inferences, using text-based evidence. It was really outstanding. And so I just want to appreciate her for all her work, in particular about how she is really using the very best strategies to empower students in the class. So thank you to Ms. White. And lastly, but certainly not least, wanted to appreciate one of our principals, also former teacher, Ms. Lizaday Rancap-Perez, principal at Lincoln Elementary. Lizade is an outstanding leader, comes with such positivity. She is a, I understand she was a stellar teacher as well, incredible teacher at Lincoln. She supports instruction in the classroom through observations and feedback to her teachers. And she's leading her peers as well. She's helping to build a multi-tiered system of support across all the schools that we're building this spring to roll out in the fall. So please join me in appreciating Ms. Ronquette Perez. and that is our appreciation staff spotlights for this evening.

[8850] Bowen Zhang: Thank you superintendent. Any comments from the board? Seeing none, moving on to public comment on non-agenda item. Ms. Gutierrez, any public speakers?

[8863] SPEAKER_43: None on this time.

[8865] Bowen Zhang: Okay, moving on to student superintendent reports. Superintendent Triplett.

[8873] Mark Triplett: Okay. Thank you, President. Jen, let me bring this back up here. One moment, please. All right.

[8887] SPEAKER_35: Oops.

[8898] Mark Triplett: All right, here we go. So this is the superintendent's report for February 4th today. I'm going to talk and try to go pretty quickly, talk around about enrollment. And I know that's been something of interest to the board and ongoing interest. The updates on reopening plan, equity initiatives. I wanted to update the board on that. And then Merger update as well. I know we're going to talk more about the merger later on in the agenda, but wanted to just lift up a few few highlights and then our COVID-19 update. So first enrollment, I'm going to share these. These are our numbers as of the 1st of February this week. And as you can see, we've compared them to the numbers that we shared last time, which was on the 19th of January is the numbers that we shared last time. And so Just for the board to be aware, we are 10 students less than we were at that time in January. So this is the time of year that we do see a certain level of attrition and movement, but it's also something that we definitely are wanting to be conscious of and stay attentive to. And I know that also during coven this is this is an ongoing challenge families in transition, and, and sometimes moving to other locales. So in terms of enrollment for the upcoming school year. If you recall, at our study session, one of the things that the board asked of me is to, with the staff, to go back and really re-vision the enrollment process a little bit to make it clearer and also to enable us to have clear windows where then we were better able to predict enrollment for the upcoming year and in a good time frame. So I'm going to go through some of these different times, this timeline for this spring and our enrollment process, and I'll highlight some of the unique characteristics that we have developed this year that are different from years past. So pending approval, of course, from the board this evening or in a future board meeting, we have already created applications for the Dual Language Immersion Program. And those were created, those are ready to go out on February 8th. And that window would be open until February 26th. So we'd be accepting applications for the Dual Language Immersion Program, provided that the board approve the plan, of course. February 9th is when the regular registration window opens. And this will be what we're calling priority registration this year. So what that is, is a window from February 9th to March 9th, where families can register and they get priority. And what that means is they go into parent view, they register all news, if they have a new, if they're new to the system, they register. If they already have a child in the system, then, They still need to go in and add their, their new student to to what their pre existing count of their older child. And this is new TK and TK and kinder students who registered during this period, and they will get priority placement at their home school. As well, we are going to be accepting inter-district transfer forms during this time. So we will be accepting those. And then priority registration for all new and continuing seventh and ninth grade students. So those are the two other transition years in the secondary school or schools. So then what's going to happen is on March 9, we're going to close the priority window. This is what's different than in years past. And then we're actually going to process all of the registration and the inter-district transfers that have been submitted. so that we can place all of those families and students and therefore we'll have a much better idea of where students are, where they're requesting to be, where their homeschools are, etc. And then we'll reopen the registration window March 17th and so at that point parents of continuing students need to update their child's registration information and any new TK or K students who register during this time will have priority placement at their home school, but contingent upon available space. So if during the priority window, all of the seats at a given school have been filled, then that's a point when we will. we'll need to determine what options are available for those families who are applying in the later registration window. On April 15th through the 20th, we'll review all of the registrations, all the projections based on what we've received, and that will very much help us in terms of staffing early, and also making sure that we are filling classes in a way that really maximizes resources. And then May 1 through August, the inter-district transfers we continue to process, and then we also accept inter-district transfers from other families from other districts. I'm going to jump into the coven 19 and reopening plan information, and then at the end of anybody wants any questions about enrollment or any of these other topics, feel free to ask. So wanted to give the board and public just an update on the programs that we are currently operating in person. So, we school is not in person right now however our athletic programs are conducting workouts on a daily basis. Codango, which has been open since the early fall is still in operation at Graham and Schilling in person, and then think together, which is normally our after school program is has a day program at Schilling. In development moving forward is we're discussing and exploring the idea of learning hubs. This would be, this would be an opportunity for small cohorts of students to be able to return to in person, but it would, it would be in very particular situations. And so we're still exploring that model. We're working through adding additional Think Together Day programs at some of our other sites so that we have more opportunities for families and students who need it to be in person in those situations. And then once we are in the red tier for 10 days, our plan is to open our childcare programs. And so we've been in conversation with our CSCA partners, and we're ready to do that once it's safe to do so. In terms of equity initiatives, I spoke last time about where we are, and I want to just update you on what's happened since then. So you remember we have two pilots happening, Character Strong and Second Step. I wanted to give you a little news about the pilot at the junior high for Character Strong. So we do have a site-led design team coordinating the implementation of this pilot. January, there was comprehensive professional development for all staff at the junior high. regarding Character Strong. And then starting on February 1st this week, we started the program there utilizing the curriculum. So we're really excited for that to be rolling along. And then in addition, we are forming a site committee at the high schools. February 18th, we're going to come to the board to present the curriculum Character Strong to actually be adopted for all of secondary. So junior high pilot, but then actually be adopted in the high schools as well. And so please expect that. And we'll present and share a little bit about the curriculum itself. If the board approves that, then our plan is to begin March 1st with some professional development for our secondary staff in the Character Strong curriculum. And then in the elementary, we are continuing to pilot Second Step at Graham and Schilling. That's been happening for not just this year, but at Schilling, it was happening at last year as well. We are returning to the Curriculum Council with three curricular options, including Second Step, for them to make a recommendation to us. And then we will bring that recommendation to the board in March for approval of a curriculum for social-emotional learning in elementary school. And in terms of implicit bias, so I mentioned last time where we were in our sessions. I'm really excited that we had our session two, our first version of session two in February. Sorry, on February 1st. This was for the elementary schools and it's exploration of inner bias. I had an opportunity to attend, really powerful. We had 174 participants from the elementary school. we're going to have our secondary session February 22nd. And then real quick, the school consolidation process. I wanted to just share out what was accomplished in January, and then a little bit about what is being worked on in February. So we did have the selection and establishment of the design team for the merger. We had our first design team meeting, which included a community learning exchange. And we are sending out, I believe it's going to go out either this evening or tomorrow, a memo updating both the community and the board and staff on how that first meeting went and what was discussed. And then we have completed our enrollment projections. We did determine the appropriate CDS code for the new school. We've drafted a merger budget that you'll see tonight. We have identified staffing needs based on enrollment and we plan on engaging with school community in February around that. And then we've initiated intent to return forms for staff to get a sense of which staff are intending to continue with us in the Merge School. In February, we have a list of important activities, some of which we've already commenced, but we plan on having finished by the end of the month. The design team is going to begin focusing on instructional models and school culture plan. We're going to finalize the design budget. After school program planning will be developed. We're engaging, starting to engage the community in February in the school naming. beginning student recruitment, as I mentioned in the enrollment process. We're going to be updating the boundaries and the boundary maps for the areas. And then we are holding meetings with staff regarding the staffing process. We have already conducted this initial tech services walkthrough. I believe this occurred either this week or last. And then we have also already started determining the classroom utilization based on now the enrollment numbers. And finally, we have begun determining the childcare options for the school in the fall. Lastly, COVID testing. So January 29th and January 30th, we had, in partnership with BACH, we had COVID testing at the McGregor campus. 239 people were tested on the 29th, 149, excuse me, on the 30th. We have another upcoming testing on March 26th. These are free to the public. And again, that's in partnership with BACH. And then we expect to have more news for you in upcoming meetings regarding the vaccination and additional testing. And that is my report.

[9645] Bowen Zhang: Thank you for the report. Student member Salemi, do you have any questions or comments?

[9652] SPEAKER_04: Thank you, Dr. Triplett, for your report. It was thorough as always. I'm happy that we are prioritizing child care. I know that is a big problem amongst our community members. And I appreciate you including the SEL curriculum and where we are with that, because I know we've been talking about the importance of that. And I'd hope that we continue including equity in your reports just so we can get an idea of where we're at and the community knows that these are priorities for us. And I'd ask that you include the equity task force formation and where we are with that in your next report as well. Other than that, thank you so much.

[9693] Mark Triplett: Thank you, members. Let me, can I just, I apologize. I did forget to put an update about the equity task force. My apologies. Um, it, um, it is being formed this month. The wellness committee is responsible for, um, for developing that and really getting clear on the scope and, um, and all that. And it will be based. I know they're looking at the, um, black lives matter result in the classroom resolution as sort of the foundation for, for that task force. So yeah, more to come, um, in the upcoming, uh, upcoming month. Thank you.

[9724] Bowen Zhang: Okay, questions, comments from the rest of the board?

[9733] Elisa Martinez: Just a quick comment. Superintendent, thank you for your report. I'm very excited to see that you all are looking for options to provide, I forgot what you call them, the pods, the learning pods. I know that we've talked quite a bit about trying to create opportunities for safe zones or just areas where It's a bit provides an environment for more structured learning. And that's what I'm gleaning from those titles. So I'm, you know, I'm really hoping that we get an update soon here and see when we can start actually having those in place. So looking really looking forward to that. Thank you.

[9771] Bowen Zhang: Thank you.

[9775] Aiden Hill: Yeah, thanks. And thank you. Thank you, Dr. Triplett. And appreciate your yeah, appreciate the report and also appreciate the the updates around the merger and some of the details. That's very helpful. So thank you.

[9787] Bowen Zhang: Member Guendel.

[9791] Terrence Grindall: Yes, thank you very much for the report. I really appreciate all the information. The one quick question you indicated in the consolidation issue that there'd be one of the bullets was school boundary changes. Is there any school boundary changes beyond simply merging the two boundaries or are you thinking of changing school boundaries as a part of this process?

[9817] Mark Triplett: Thank you. Yeah. Thank you. Um, remember Grindel. Um, Miss Delacruz might want to chime in here as well. But no, I think this at this stage, it's really just about merging those two. Um, those two areas. Um, Miss Delacruz. Am I correct in that?

[9831] Marie dela Cruz: Yes, that is correct. It's the boundary related to the merger. So it's really, um,

[9847] Terrence Grindall: I assumed as much, but thank you for the clarification.

[9850] Joy Lee: Yes.

[9853] Bowen Zhang: Member Nguyen.

[9856] Phuong Nguyen: Yes, thank you. So I just have a quick comment. Thank you for the report, Superintendent Triplett. I really like that you guys are streamlining the enrollment and setting deadlines and making sure that the new process is in place. So I really, I really like that. Just want to thank you for the hard work.

[9883] Bowen Zhang: Thank you. Okay, my comment will be in regard to the COVID testing. January 30 is was a Saturday. So it was a bit surprised for me to see fewer people being tested on a Saturday than a Friday. So I I guess next time when we have the March 26 testing, maybe you want to do a, maybe you want to have more announcement to the public. So more people in our community will know there's a testing going off. Because for example, I wasn't aware of any COVID testing on the 29th or 30th.

[9921] Mark Triplett: Thank you. Yeah. Good idea.

[9923] Bowen Zhang: Okay. Any other comments and questions? Seeing none. Thank you superintendent for the report. Moving on to the item 12.1 staff report preliminary budget for snow and ground merger. Before we start a staff presentation Ms. Gutierrez any public speaker on this item?

[9945] SPEAKER_43: Yes we do have one public speaker and it's Ms. Cindy Parks.

[9954] Cindy Parks: Good evening. After so many years of deficit spending, it's nice to see this board be very conscientious about the district's spending practices and requesting budgets for new projects such as this merger. I do have a few concerns about the preliminary budget. Under the general fund expenses, I question the extra time and stipend for design team for both the certificated and the classified. The current CSCA agreement isn't posted, but the NTA collective bargaining agreement, it appears stipends are only to be paid for class overages, master or doctorate level educations, athletic coaching, department chair, and extra duty categories, which are positions such as the athletic director, the activities director, drama, yearbook, music, and cheer squad advisor. It's my understanding the proper way to pay for participation for after hours activities is a time card. I'd like to know what type of PR and marketing is necessary for this merger, since this is a product of right-sizing the district due to declining enrollment. If money is to be spent on PR and marketing, aren't all Newark schools deserving of a plan? Finally, optional budget items. The $1.5 million for three modular buildings is problematic. What old portables are you replacing? Shouldn't the portable issue be addressed district-wide at a different time? Government Code Section 65970 states adequate school facilities should be available for children residing in new residential developments. For that reason, school districts are allowed to collect money from developers to offset the conditions of crowding in existing school facilities. Government code section 65973 provides the definition of overcrowding. It states conditions of overcrowding means that the total enrollment of a school, including enrollment from proposed development, exceeds the capacity of the school as determined by the governing board of the district. Page two of your annual report of developers fees for 2019-2020 approved by the board on December 3rd, 2020, cites government code section 66001D1A. The purpose of the fees is to finance the construction or reconstruction of school facilities necessary to reduce overcrowding caused by the development on which the fees were levied. The consolidation committee and the board received reports which provided capacity numbers based on current building structures. Graham had the capacity to house the students from both sites. Remember, developer fee money is to mitigate overcrowding at the site affected by the new development. There isn't a nexus in the Graham and Snow boundary area. If there is any capacity issues, it's due to the merger decision made in November. Please ensure extra time and stipends are paid in compliance with your bargaining agreements, and developer fee money is used on projects in compliance with California state law. Thank you very much.

[10132] Bowen Zhang: Thank you, Mrs. Sparks, for your comment. There are no more public comments, I believe, right? Okay. Superintendent Triplett, I'll yield the floor to you.

[10145] Mark Triplett: Thank you, Member Chun. So I'm going to turn it over to Ms. Dela Cruz to explain a little bit about this preliminary budget. I will say that this is something that is preliminary, because we want to make sure that we're trying to anticipate all potential costs, and at the same time, just be conscious of the fact that there are possibly other things that could emerge as we go through the process. So with that, I'll turn it over to Ms. Dela Cruz.

[10176] Marie dela Cruz: Thank you, Dr. Triplett. So I want to reference the attachment to the board item. We attached a preliminary budget for the Snow-Graham merger. And as Dr. Triplett mentioned, this is preliminary. So these are anticipated expenses that we consider as of today, of what we know today. And that includes the extra time and stipends for the design team, starting off with the certificated salaries. We estimated an amount of $12,000, so that not only includes our teachers that are participating in the design team, but it could also include our administrators that are participating in the design team. We are anticipating expenses related to moving teachers packing and unpacking for the merger. And based on so many hours, we are thinking about $6,000 set aside for that. Also in classified salaries, we do have participants in the design team from our classified staff. So we've estimated hourly time cards at $2,000. And then the associated benefits for that, for both certificated and classified salaries. And then in the category of materials and supplies, at this time, we are not anticipating any costs there. services and other operating expenditures. We do have a cost for our design team consultant who's facilitating the meetings of 19,500. And the PR and marketing, this is mailing postcards to let the community know about the merger and updating the community with what's going on with the merger. And that's at a cost of $10,000. So estimated out of the general fund is about $54,500 at this time. And then we do have the Russian fund for a special reserve of capital outlay projects. We will need moving services. And we're estimating about $25,000 based on about $1,000 per classroom. There's about 25 classrooms at snow. And then facilities repairs and improvements. This is a set aside just in case there are repairs that are needed in some of the classrooms that are being moved into. And we set aside 10,000 in anticipation of that. And then, of course, the name change. We'll have to change the name panel on the marquee and update the logos and things of that nature for an estimated cost of 10,000. So out of our fund for 40, which is a restricted fund for capital outlay projects, there's a total of $45,000 budget there. So all in all, between the general fund and the Russian fund, we're looking at 99,500 in the total budget. So some of these optional budget items, just things that we're looking at, Graham right now is in need of security fencing. And again, this is not directly related to the merger, but because at this time might be a good time to really look at doing something in terms of security for the school, we're estimating that would cost about $50,000. And also we do have modulars at the, at Graham right now that do need to be replaced and upgraded. They're currently being used for the Think Together afterschool program and also flexible use of space for parent meetings and staff meetings, and also offices for our partners. So that's estimated at 500,000 per building, and it's a three-wide portable at 1.5 million.

[10467] Mark Triplett: You said modular at first. You meant the portables that are currently there and upgrading them to modulars. Is that correct?

[10476] Marie dela Cruz: Yes. So it's existing portables proposed to replace and upgrade to modular buildings. And a mural possibly in front of the school where the multipurpose building is facing the street, 5,000 set aside for that. So total optional, these are budget items that would come from mostly restricted funds, except for the mural of 1,000,555,000. And thank you, Mrs. Cruz and if I could just add.

[10513] Mark Triplett: So, um, Obviously, we all are aware that the merger is really has been the purpose to save significant funds moving forward every year. However, to do a merger and to do it right, it is really important that we do invest in the merger process itself. But these are one-time funds with the goal of then having this savings moving forward that's really significant. And I will say we intentionally put the optional things down below just so the board could think about that. Obviously, it's not like approval tonight or anything, but just wanted the board to be aware of some of the things that we're thinking about. I think that the community that is doing this merger You know, they really, this is really hard work and it's for the community. And we really wanna think about what we can provide for this new school that the community can be really excited about and can visibly see as something new, exciting, that we're really sending a message to these two communities coming together that we care and that we're really invested in this merger being successful. So that's kind of the rationalization, but we just wanted you all to be aware of some of our thinking.

[10607] Bowen Zhang: Okay, with that I'll open up questions and comments from the board. Student member Salameh, any questions?

[10615] SPEAKER_04: Just a comment. I think it's great that Dr. Tripka attached a timeline and that we have that written out now, and of course the budget is important as well. I know it'll be helpful not only to us, but some community members who have been curious and anxious to learn more about the process. And it is a good way to begin to keep track of where we are with this. I did communicate earlier to Dr. Triplett on the PR and marketing and what that was for as well. And knowing now that we'll be spreading the word and trying to do more community outreach in terms of enrollment makes me happy because I think that's great. And it's always been my sentiment with this specific merger going forward that we continue to do more outreach and things like that of that nature. So maybe this is a great way for us to see if this specific way of outreach, it makes sense for us. But other than that, nothing else.

[10669] Bowen Zhang: Okay. Open it up to the rest of the board.

[10674] Aiden Hill: Member Hill. Yeah, so thank you, Dr. Tripla, and thank you, Ms.dela Cruz, and it's very helpful to see this preliminary budget and understand also that, you know, it's a point in time, right, and you guys are evaluating. Just a couple of things that would help me understand. So you've got, let me look at my screen here, sorry, so I can see. So in the section under general fund, so total general fund is $54,000, and then it looks like you're pulling it from different department codes. And so I just want to kind of understand, we had probably an original budget for these codes, and now we've got these expenses. Are those expenses now going to cause us to have an overage in our overall budget, or Was there already some plan for this? Just, you know, kind of get a sense of, you know, are we going to have a Delta there or not?

[10736] Marie dela Cruz: Yes. So the codes that are in that column are the way that we categorize salaries and benefits. So these are the, um, object codes that we call and how we manage our budget. And yes, this is going to be coming from either the, we have the ending fund balance, sorry, from our reserves, so it will impact our ending fund balance, because that's where it would be coming from.

[10770] Aiden Hill: Okay, so, and kind of to Dr. Triplett's point, that we'll have to spend some one-time costs, you know, and these would be one-time costs to achieve the overall ongoing savings.

[10785] Penny DeLeon: Yes.

[10786] Aiden Hill: Okay. And then kind of the same for like the special funds, 40 special reserve. Was that, or is that like a different animal altogether?

[10797] Marie dela Cruz: Yeah, that's a totally different fund. And that particular fund can only be used for capital outlay projects over $10,000 is our threshold. So any facilities and equipment type projects over that threshold can be funded out of that special reserve.

[10822] Aiden Hill: Okay and so for both for that special reserve that the 99,000 well I guess all of these items that are falling including the optional budget would come out of this fund 40 correct?

[10836] Marie dela Cruz: Not, okay, so under the optional budget items, the security fencing would be from Fund 40, but the modulars would be coming from our capital facilities fund, which is another fund, Fund 25.

[10850] Aiden Hill: Okay. And so just out of curiosity, in the, for the, like the Fund 40 and then the Fund 25, like what's our current, like amount in the checking account? I mean, like how much do we have in those reserves?

[10865] Marie dela Cruz: In Fund 40, there's, I want to say about 10 million. And then in Fund 25, there's maybe about 17 million.

[10876] Aiden Hill: Okay, great. Those are my questions. Thank you very much.

[10881] Bowen Zhang: Member Guendel?

[10886] Terrence Grindall: Yes, thank you, President Jiang. Aidan just asked the question I was just going to ask about the rough balances in this fund, so thank you for answering the question. I am concerned about the PR marketing money. I'm as I'm a proponent of marketing the community, but marketing is not just buying ads and flyers. We really need a district wide strategy to market to market our to figure out our strengths and weaknesses and and market out there. So I'm I recognize the need to make the community aware of this, but I really don't want to see us kick down the road a comprehensive look at how we market our strengths and address our weaknesses on a comprehensive science-based way. So I guess I have a problem because I recognize that there's going to be some marketing, similar marketing for the for the dual language program if it goes forward. And it's just a little haphazard. It should be based on an overarching strategy. The other question just is, is the move from portable to modular, which I support, something that's gonna be happening across the district? Is there a plan for that? Or are we just gonna look at it sort of on a case-by-case basis?

[10985] Marie dela Cruz: I wanna say at this point, we really do wanna look at it district wide. And the reason that we are bringing this up, obviously because of the timing, we are talking about the merger, but there could possibly be more. For example, the junior high, when we're looking at moving the sixth graders over to the junior high, there's an opportunity there to replace those old portables as well to modular buildings. and other schools. So yes, we do want to consider this district wide.

[11024] Carina Plancarte: Thanks.

[11030] Bowen Zhang: Any other board members? Member Martinez?

[11033] Elisa Martinez: Hi, yes. Question regarding the security fencing as an optional budget. I know that we did that for many of our schools in the last year or two. So should that really be an optional? Is there an existing one? If not, I think it's a must just because to bring it up to code or standard that what we've done in all the other schools. So I would call it for what it is, which is something we should do. from a safety perspective. That's my thought. With regards to, you know, I actually agree with City Member Salemi about having intent from a PR and marketing perspective. I don't think it's at odds, Member Grindle, with, you know, you've been very much a champion of having an overarching strategy in terms of how do we communicate out to, you know, the outside world, if you will. but I think it's important to set aside some funds, right? And so I don't think that the intent is that we've got the answer. I don't think superintendent Triplett, but the thought is we're gonna need some sort of communication. I think tactically for this type of merger, I think it's a change to the city, right? To the community, to that neighborhood. So there's probably some very, Tactical pieces that are relevant to their plus obviously how it connects to the broader strategy. So I I'm glad to see We may use all of it. We may use only a portion of it. But to say hey, we're thinking that we need to do this again coming from Experience the other merger on the other side of town. I don't think that the district did a very good job at the time at communicating So there's something around setting aside some funds. I think that's, I'll be curious to, I think I too am curious to see what type now of communication will really be coming through. So those are my only two comments. Sorry, I did want to talk about the modulars. I think that I know in earlier meetings we did talk about trying to understand, Ms.dela Cruz, kind of the site-wide opportunities, right, as we really need to get away from some of those portables that really should be cleaned up off our sites, yeah.

[11182] Marie dela Cruz: Yeah, so Ms. Martinez, Member Martinez, regarding the fencing, yeah, we do agree. I mean, it really is not an optional, we only call it an optional budget item here because it's not directly associated with a merger, It's something that's needed and for safety reasons, obviously, and something that we should do and has been already discussed in terms of getting the fencing because they currently do not have security fencing.

[11218] Phuong Nguyen: Member Nguyen? I too would just like to echo question. Um, um, a member Martinez's sentiment on the security fencing. Um, yes, and I am. I. There there currently isn't, um. The security fencing in place. They still have the standard, you know, lift the gate and lock it up with that padlock. So, um. So to ask the same question as member Grinville. And I am also in agreement that yes, we do need to, I think it's great that we have the intent for the PR and marketing as a way of communicating with the community. So I'm in agreement with members Salemi and member Martinez on that and how we come about and formulate that. I think that's a good process for us to be able to start And as you say, Member Grindell, formulate a standard procedure on how we market the district and get information out on what the district is doing and how well the student and staff are doing. So I think that's really important. That's it. Thank you.

[11307] Bowen Zhang: OK. For me, I just want to have a side comment for our two newly elected board members, member Gundong and member Hill, because for the Fund 40 that member Hill just mentioned. So Fund 40 is the fund where we sold our Russian property and put the money into that fund. And that's Fund 40. And remember, two weeks ago in the meeting, I was talking about the original sin or crime committed by the board several years ago. That was transferring $4 million from that fund into the general budget. in roughly 2014. But under normal economic conditions, that was strictly prohibited. You just simply cannot sell your land and put your money into the general fund. So that's for the information purpose for our new board members. And other than that, any other comments and questions from the board? Seeing none, thank you for the staff report. presentation, Ms. Dela Cruz. Moving on to the next item, student expulsion, student discipline, or other confidential student matters. This is expulsion, so we don't have discussion on that. May I get a motion to approve the termination of the expulsion order?

[11389] SPEAKER_50: I move to approve.

[11391] Bowen Zhang: Moved by member Nguyen.

[11394] Elisa Martinez: I'll second.

[11395] Bowen Zhang: Seconded by member Martinez. This is a student matter, so student board member doesn't get a vote. Member Martinez, how do you vote?

[11405] Elisa Martinez: Yes.

[11407] Bowen Zhang: Member Grundahl? Yes. Member Hill? Yes. Member Nguyen?

[11419] Nancy Thomas: Yes.

[11421] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Okay, next item is Old Business, NUSC Spanish DLI Master Plan. May I get a motion to open up discussion?

[11436] Elisa Martinez: I move to open discussion on item 14.1. Second.

[11444] Bowen Zhang: Moved by member Martinez, seconded by member Grendel. Ms. Gutierrez, any public comments on this item?

[11452] SPEAKER_43: Yes, President Zhang, we do have a few comments. So I will be going down the list. And I did want to let you know that some of these comments were requested in Spanish. So I have placed the order. So our English comments should be going first. Then we will allow our interpreter to come to this section. So she will be interpreting the comments in Spanish.

[11476] Bowen Zhang: Thank you.

[11477] SPEAKER_43: Okay. And the first one is Elba Herrera. Hi, Ms. Herrera, you may begin.

[11488] SPEAKER_40: Yes, hello, good evening board members, Superintendent Dr. Triplett, staff and community. My name is Elba Herrera and I have been teaching at Schilling Elementary School for 19 years. I am here to advocate for the dual language immersion program that we hope to implement at Schilling Elementary for the next academic school year. I have been part of the DLA planning team since last year. DLI is a program. I'm sorry, excuse me. DLI is a program that I strongly believe in. When implementing a DLI program, we are creating a space where students of all cultural linguistic backgrounds can be cultural and language models for each other. This includes both English native speakers and English language learners. Research shows that dual language immersion programs are effective because they encourage students to master two languages. It is a huge boost to self-esteem and helps students remain connected to their own culture, even while they experience a new one. Dual language education empowers students becoming bilingual, allows students to strengthen their language skills while boosting their confidence. Having this program at Schilling School will be a huge benefit for our students, our families, and community. Immersing and instructing students in a second language provides an effective tool for students to learn to speak, read, and write fluently in both languages by fifth grade. Students develop cultural literacy as well as enhanced cognitive skills. Studies have found that compared with students in English only classrooms or in one-way immersion, dual language students have higher test scores and also seem to be happier in school. Attendance is better, behavior problems are fewer, and parent involvement is higher. I hope the school board and community consider supporting dual language immersion for our students of Newark Unified School District. Thank you for your time.

[11598] Bowen Zhang: Thank you, Mrs. Herrera. Next speaker.

[11603] SPEAKER_43: Yes, the next speaker is Elisa Munoz.

[11613] Bowen Zhang: Elisa, you are on mute. Welcome.

[11615] SPEAKER_49: Yes, good evening. Buenas tardes. My name is Elisa Lozada Munoz, and I'm a third grade teacher at Schilling Elementary. I've been working at Schilling for almost six years now. And as a daughter of immigrant parents, my second language is English. From the time I was born to the time I started kindergarten, I had only been spoken to in Spanish, and I had begun kindergarten in Mexico. A few months later, my father was offered a job opportunity in California, so we packed what we could in our little gray Chevy Citation and set off on the 12-hour drive to Ann Arbor, California. I remember sitting at the edge of my bed, crying as my mother tied my shoes every morning before school. I don't want to go to school, I'd whimper. I don't understand what the teacher is saying. I don't know what the other kids are saying. And I would go the whole day without talking to anyone because my siblings were too young to go to school. And there were no other kids who spoke Spanish other than me. The teachers I had had good intentions, but they did not know how to help me since they had not had many EL students at that school. I was fortunate enough that the district hired a native language tutor to help me learn English. Within a year or two, I was proficient enough to not need a tutor anymore. Mrs. Mena taught both me and my brother our second language, and we are forever grateful. Had it not been for my parents enforcing the rule of speaking Spanish at home, my siblings and I would have lost our first language. They said, en la escuela hablan ingles, pero aqui en la casa van a hablar espanol. At school you will speak English, but at home you will speak Spanish. I am also grateful that they encouraged me to not lose my Spanish because it has opened doors for me in all areas of my life. Many of our students have gone through the same experience I went through, but not all have had the same outcome. Many of our students become long-term or lifelong English learners and never fully acquire the English language. At the same time, many of our students forget or lose their first language and never fully develop the language skills in their native tongue. Through a dual immersion program, our students would not only be able to learn a second language, but also continue growing in their first language. This is both for English learners and English only students. We would be opening doors for our students to be able to communicate effectively with others and compete in the current job market. As a teacher, my hope is that no child in Newark will ever feel the way I felt as I started school in California, and that all of our students have an opportunity to be successful in their academic careers. Thank you.

[11789] Bowen Zhang: Thank you, Mrs. Muniz.

[11796] SPEAKER_43: Thank you, Ms. Munoz. And the next speaker is Leona Gomez.

[11806] Bowen Zhang: Welcome.

[11807] SPEAKER_24: Thank you. Good evening, members of the board, superintendent and the community. My name is Leona Gomez, and I am both a parent and one of the parent partners of this district. I am strongly in favor of the Dual Language Immersion program starting at Schilling Elementary this upcoming school year, 2021-2022. My daughter, who is currently a kindergartner at Schilling, was actually ready to start the DLI program this school year, 2021. In fact, I enrolled her at Schilling instead of Snow, where my sixth grader currently attends, specifically so she could participate in the DLI program. I was disheartened, yet understood with pandemic and shelter in place, why the program was pushed back. However, I'm very much excited and hoping that the DLI program will start this upcoming year for a few reasons. One, having a DLI program makes Newark Unified more favorable, which leads to more diversity and a sense of community, especially because surrounding districts already have dual language immersion. Two, with the workforce becoming more and more competitive, especially in the Bay Area, it's advantageous to know more than one language other than English, especially with Spanish, and the fact that they'll also be culturally competent in their culture as well. And three, having a DLI program, which will add a new grade each year, may give other parents and families incentive to enroll with our district. As a parent, I'm excited and encouraged for my daughter and many other students to graduate high school with a bilingual degree. From the reasons I mentioned, I strongly encourage the board and superintendent and anyone involved to start the dual language immersion program at Schilling Elementary for this upcoming school year, 2021-2022. Thank you very much.

[11934] Bowen Zhang: Thank you, Mrs. Gomez.

[11938] SPEAKER_43: Our next speaker is Cindy Parks.

[11945] Cindy Parks: Good evening. It's nice to see the dual immersion program master plan. It's a start. I'm sure those involved put a lot of time and effort into this draft. However, I feel there are still gaps in the plan. Why isn't there a pre assessment for the students entering the program this year and any new students to the district every year following All the reading I've done indicates you need to have a certain caliber of student in order for the student to be successful. What is the exit plan for struggling students or those that decide to drop out? To use terms vocalized by some of the board members previously, where is the matrix for benchmarks and assessments? Those pages lack true definition. The adopted curriculum chart on pages eight and nine is very confusing. I'm not sure if there are mistakes there. There's a typo on page 19 under accountability. The first sentence should not be the Department of Special Projects, but rather the Director of Special Projects. I didn't see any information addressing students with special needs. Page 13 indicates the need for a bilingual paraprofessional who possesses additional qualifications. Is that job description in existence? What items still need to be negotiated with NTA? I would imagine a stipend and or class size level loading. What will happen if you don't have teachers with one of the three listed credentials? Will the program proceed by using a declaration of need, pushing forward without the teachers with the listed credentials? What steps are in place if the grade level enrollment numbers are skewed? What is the plan for program attrition? Some of the items might be considered the weeds, but at some point they need to be addressed. Those types of costs and considerations are often overlooked and have been detrimental to previous programs, to staff and to the students. I know there has been a dual language immersion committee formed and that they had their first meeting Tuesday night with a plan almost complete. What is the charge for this committee? I didn't see anything as far as their purpose. I hope you will take the time to review the plan. You have sought the answers to your questions and seek the answers to the questions I have posed this evening prior to approving it. So this plan can be successful. Thank you very much.

[12089] Bowen Zhang: Thank you, Mrs. Parks. Next speaker.

[12102] SPEAKER_43: Yes, our next speaker is Jacinta Artiega. Hello, Jacinta, you may begin. It looks like your microphone is muted.

[12121] SPEAKER_26: Can you hear me now?

[12122] SPEAKER_43: We hear you now.

[12123] SPEAKER_26: Thank you. Hello, good evening, board members and Superintendent Dr. Triplett. My name is Jacinta Arteaga, and today I am speaking as the president of Avanzando, a grassroots organization that is focused on supporting Newark students to achieve their dreams of higher education. We do that by providing school advocacy, recognizing teachers for their contribution to our students, and by awarding scholarships to students that have demonstrated a willingness to pursue their educational dreams. Avanzando members are either immigrants or first generation Mexican-Americans. We represent a dual language success stories that benefited from Spanish immersion programs. You, the board, is a perfect example of diversity. And I bet that most of you have benefited from speaking multiple languages. Speaking of benefits, here are a couple of worth noting on behalf of an immersion program. A global economy, our nation will need its future leaders to be both biliterate and have an understanding of multiple cultures. This program can benefit both Spanish and English speaking students. Numerous studies have shown that academic skills and knowledge will transfer between languages. Students who learn to read in one language tend to learn to read well in English. Speaking multiple languages gives children a variety of economic, cultural, cognitive, and psychosocial advantages. This program has the potential to also increase student enrollment. Avanzando board member Vivian Larson, who has experience in developing successful dual language immersion programs, has emailed this board with her recommendations that emphasize the following recommendations. We educators that are knowledgeable in this field should examine and evaluate successful models with high possibilities of success in our schools. Such a program is Adelante Selby. It is located in Selby Lane School in the Redwood City School District, which is where I graduated from elementary school. Students are expected to show high levels of proficiency in two languages by the time they exit fifth grade. If students choose, they may go on to continue their Spanish studies in middle school with a social studies class taught in Spanish. Adelante Selby has a long waiting list for their successful model. Newark should use this program or a similar successful program as a model to attract students from the surrounding areas and even as an alternative to private schools. This program has the potential to increase student enrollment and benefit students in Newark. ask the board the following to make their decision based on knowledge and data. We ask that you examine and evaluate all programs in the district to measure their success in improving student performance. We ask that programs that are ineffective should be re-evaluated as potential money savings to the district. We ask that you re-evaluate the old education methodologies that no longer work with today's students. We ask that you identify new and promising methodologies and practices that best serve this generation and student. We ask that you serve the students in an environment that promotes innovative learning styles and enhance their chances of success in college and career. We request that teachers be completely bilingual in both languages and that they speak good Spanish so our students are well taught. I want to thank you for the minutes that you gave me to speak on behalf of this program. Avanzando hopes that you will consider our recommendations and find a place in the Newark School District for this valuable and much-needed program. Thank you and good night.

[12345] Bowen Zhang: Thank you, Ms. Arteaga. Next speaker.

[12353] SPEAKER_43: The next speaker is Councilwoman Susie Collazo.

[12361] SPEAKER_46: Good evening, Superintendent and board members. I am Susie Collazo, City Council member and a member of Avanzando. I am here advocating for the dual language program because I think what an advantage of speaking two languages, the total immersion of language and cultures. This program will achieve more than... exceptions of our diverse community. It will also promote understanding. I wish this program had been available for my sons. When they were born, I asked my husband to speak to them only in Spanish, and I spoke to them in English. I remember that when I started school, I had a very hard time because that I did not speak a single word of English. I will soon be taking my grandson to school to a couple more years, and I'm hoping that to enroll him in the Schilling program, as that's the area that they live in. So I totally support this program as I see the value that our students and their families will receive. I thank you very much for the time and good night.

[12447] Bowen Zhang: Thank you, Council Member Coasel. Next speaker.

[12455] SPEAKER_43: The next speaker is Adriana Lopez.

[12461] Bowen Zhang: Welcome.

[12462] SPEAKER_47: Hello, hello. Can you hear me? Yep. Okay, so good evening board members and superintendent Dr. Triplett and executives from Newark Unified School District. I am Adriana Lopez and I'm representing more than 40 promoters, Latinx parents from NUSD and parent leaders from Newark. And I'm also representing most of the bilingual students from our future generations 2033 and 2034, which are the kids are about to start in first grade in kindergarten for the next immersion program, Spanish immersion program. I will also like to mention that I'm a former parent at NUSD and I had to cross the freeway two years ago in order for my kids to get into this program And this has been a great and amazing experience for my kids. They love it. I'm here today to support this dual language immersion program, to be implemented and to have it ready to start within the next school year, 2021, 2022. As many of you know, the planning of this program started at least four years ago, if I'm not mistaken, and at least three years of hard work, time and effort behind the scenes. I trust the work that has been done and the experts and the professionals are going to be the core group to make this program a great and successful program, just like other districts. I'm sure there were adjustments and some other modifications on the way to make it as successful as it is now for the kids, but this is working a great. great for my kids, for my family, and many other families that I have met in Fremont Unified School District from Newark, families that have moved there from Newark for the school, for this immersion program. I assure you, as well as all the parents I'm representing, that this will be a real proof for our future generations that we think, really, that we need to make them know that we really think about them, that we really worry about them, and that we really care about them. bringing this kind of high quality first world class programs that will make them thrive. And I'm not talking about just the Latino kids. But also I'm talking about including Asian, Caucasian students and other cultures just like there are in my daughter's immersion program class in Spanish. So board member Martinez, board member Nguyen, board member Feng, you know how much effort, time and work has been done. So I and all the parents I'm representing invite our new board members, board member Hill and board member Grindel to please join this great opportunity for our future generations to grow our community and to make it thrive. Thank you very much.

[12631] Bowen Zhang: Thank you, Mrs. Lopez. Next speaker.

[12637] SPEAKER_43: Thank you. The next speakers are in Spanish, so I will ask our translator, Ms. Julia Martinez, Mr. Paul, to please remove her from the Spanish audio channel. And our next speakers will have six minutes based on the rules, three to speak and three to translate. Ms. Julia, Julia Martinez, are you, Julia Martinez, sorry, are you ready? Yes, I'm here. Okay, so the next speaker is Silvia Morales. Silvia? ¿Está lista?

[12679] SPEAKER_42: Silvia está apagado su micrófono, ¿lo puede prender? Sí, estoy lista. [Translated] Silvia's off his microphone, can you turn it on? Yeah, I'm ready. [End] [Translated] Silvia's off his microphone, can you turn it on? Yeah, I'm ready. [Translated] Silvia's off his microphone, can you turn it on? Yeah, I'm ready. [End] [End]

[12684] SPEAKER_43: Okay, ya puede empezar. [Translated] Okay, you can start. [End] [Translated] Okay, you can start. [Translated] Okay, you can start. [End] [End]

[12689] SPEAKER_14: Buenas noches board members y superintendente. Mi nombre es Silvia Morales. Tengo como promotora de salud y padre líder de la comunidad de Newark. Yo soy padre con dos estudiantes que han estado en Shilling Elementary y yo sé la importancia que para ellos tiene la inmersión dual. Okay. [Translated] Good night board members and superintendent. My name is Silvia Morales. I have as a health promoter and leading father of the Newark community. I am a father with two students who have been at Shilling Elementary and I know the importance for them of dual immersion. Okay. [End] [Translated] Good night board members and superintendent. My name is Silvia Morales. I have as a health promoter and leading father of the Newark community. I am a father with two students who have been at Shilling Elementary and I know the importance for them of dual immersion. Okay. [Translated] Good night board members and superintendent. My name is Silvia Morales. I have as a health promoter and leading father of the Newark community. I am a father with two students who have been at Shilling Elementary and I know the importance for them of dual immersion. Okay. [End] [End]

[12743] SPEAKER_42: Good evening, board members and Superintendent Triplett. My name is Silvia Morales. I'm a health promoter and a parent leader. I have two students that have graduated from Schilling, and I know the importance of having this program at Schilling. I would like to thank you for the opportunity to give them, give all of our students in our community, the potential to have a successful education in implementing this program.

[12773] Bowen Zhang: Okay, next speaker.

[12780] SPEAKER_43: Thank you. Okay, our next speaker is Miriam Mendez.

[12787] SPEAKER_08: Miriam? Si, buenas noches. Okay. Ya puedes comenzar. Buenas noches a todos. Mi nombre es Miriam Mendez. Soy promotora de educación y salud, padre líder, Soy madre de tres niños pequeños, dos de ellos estudiantes de Schilling, de segundo grado y otro de kindergarten. Quiero agradecer la oportunidad de dirigirme a ustedes. Primeramente, para agradecerles por tener en consideración el esfuerzo y el trabajo de años de padres de familia y directivos para poner en marcha el programa de doble inmersión. Tal vez habrá gente con opiniones en contra o comentarios negativos acerca de este programa, pero en mi opinión, considero que al implementar otro idioma a nuestros niños, a nuestros hijos, es una gran decisión. Los beneficios son muchos. Son psicológicos, sociales, emocionales y económicos. Está comprobado científicamente que quien estudia varios idiomas tiene más oportunidades laborales y eso también beneficia a nuestra comunidad. Además, me gustaría que mis hijos hablaran a la perfección su idioma de origen sin olvidar sus raíces. Así como también sus padres estudian su idioma nacional. Por lo que considero que es un gran acierto que estén invirtiendo en la educación, en el futuro de los niños, de nuestra comunidad. Asimismo, quiero pedirles, por favor, que no lo posterguen por más tiempo y que sea implementado en este próximo año escolar, pues estaríamos dejando a más niños sin esa oportunidad. Gracias por su atención y su tiempo. Deseo que se encuentren todos a salvo. Buenas noches. [Translated] Miriam? Yeah, good night. Okay. You can start now. Good night, everyone. My name is Miriam Mendez. I am a promoter of education and health, a leading father, I am the mother of three young children, two of them students of Schilling, second grade and other kindergarten. I want to thank you for the opportunity to address you. First of all, to thank them for taking into consideration the efforts and work of years of parents and managers to launch the double-demersion program. Maybe there will be people with opinions against or negative comments about this program, but in my opinion, I consider that by implementing another language to our children, to our children, it is a great decision. The benefits are many. They are psychological, social, emotional and economic. It is scientifically proven that those who study several languages have more job opportunities and that also benefits our community. In addition, I would like my children to speak their language of origin perfectly without forgetting their roots. Their parents also study their national language. So I consider it a great success that they are investing in education, in the future of children, of our community. I would also like to ask you, please, not to postpone it for longer and to be implemented in this next school year, as we would be leaving more children without that opportunity. Thank you for your attention and your time. I want everyone to be safe. Good night. [End] [Translated] Miriam? Yeah, good night. Okay. You can start now. Good night, everyone. My name is Miriam Mendez. I am a promoter of education and health, a leading father, I am the mother of three young children, two of them students of Schilling, second grade and other kindergarten. I want to thank you for the opportunity to address you. First of all, to thank them for taking into consideration the efforts and work of years of parents and managers to launch the double-demersion program. Maybe there will be people with opinions against or negative comments about this program, but in my opinion, I consider that by implementing another language to our children, to our children, it is a great decision. The benefits are many. They are psychological, social, emotional and economic. It is scientifically proven that those who study several languages have more job opportunities and that also benefits our community. In addition, I would like my children to speak their language of origin perfectly without forgetting their roots. Their parents also study their national language. So I consider it a great success that they are investing in education, in the future of children, of our community. I would also like to ask you, please, not to postpone it for longer and to be implemented in this next school year, as we would be leaving more children without that opportunity. Thank you for your attention and your time. I want everyone to be safe. Good night. [Translated] Miriam? Yeah, good night. Okay. You can start now. Good night, everyone. My name is Miriam Mendez. I am a promoter of education and health, a leading father, I am the mother of three young children, two of them students of Schilling, second grade and other kindergarten. I want to thank you for the opportunity to address you. First of all, to thank them for taking into consideration the efforts and work of years of parents and managers to launch the double-demersion program. Maybe there will be people with opinions against or negative comments about this program, but in my opinion, I consider that by implementing another language to our children, to our children, it is a great decision. The benefits are many. They are psychological, social, emotional and economic. It is scientifically proven that those who study several languages have more job opportunities and that also benefits our community. In addition, I would like my children to speak their language of origin perfectly without forgetting their roots. Their parents also study their national language. So I consider it a great success that they are investing in education, in the future of children, of our community. I would also like to ask you, please, not to postpone it for longer and to be implemented in this next school year, as we would be leaving more children without that opportunity. Thank you for your attention and your time. I want everyone to be safe. Good night. [End] [End]

[12925] Bowen Zhang: Gracias, Señora Mendez. [Translated] Thank you, Mrs. Mendez. [End] [Translated] Thank you, Mrs. Mendez. [Translated] Thank you, Mrs. Mendez. [End] [End]

[12929] SPEAKER_42: I will do my best to translate everything as I don't have her written information. But good evening. My name is Miriam Mendez. I am also a parent leader and promoter of education and health. I have three children, two of them are in Schilling, one in second grade, another one in kindergarten. I want to thank you for the opportunity and for you that you are considering to implement this dual language program. It's been hard work, and I know that some people may not be in favor of it and are against it, but this is a great decision for our students. This is not only going to help them emotionally, but socially and economically. This is a program that will help and benefit our community. I want my kids to learn their native language, but also to learn from their inherent language. I consider, I want to invite you to please consider this for our kids. and to better their futures. Please implement this. Don't linger anymore and implement this in the upcoming year.

[13010] Bowen Zhang: Thank you. Next speaker.

[13015] SPEAKER_43: Thank you. The next speaker is Patricia Saliba.

[13031] Bowen Zhang: I don't see the speaker.

[13032] SPEAKER_43: Okay, she's right there.

[13049] SPEAKER_33: Hola, buenas noches. Mi nombre es Patricia Saldiva. Vivo en Newark. Soy madre de tres hijos. El grande tiene 16 años. Él fue a una escuela bilingüe en la Colima de Fremont. Él le ayudó muchísimo ir a la escuela porque agarró los dos idiomas muy fácil. Él puedo decir que es 100% bilingüe. Y en cambio a la niña tengo, ella va a la junior y ella no habla, si habla el español pero no lo sabe escribir ni leer. Entonces yo veo la diferencia muy grande que entre un niño que va a una escuela bilingüe a la que no va. Es muy importante para nosotros, las familias latinas, que nos apoyen y que esta lengua de español ellos puedan aprender y puedan leer y escribir nuestro idioma natal, nuestro idioma que trajimos de nuestros países y es muy importante también que ellos regresen cuando vayan de vacaciones y que no se note la diferencia entre between a child who doesn't know Spanish and those who do because I've been to Mexico and I see my nieces and nephews who don't know how to speak Spanish or read or write and it's very sad to see all that. Good evening. My name is Patricia Saldiva. I live here in Newark. I have three kids. [Translated] Hello, good night. My name is Patricia Saldiva. I live in Newark. I'm a mother of three children. The big one is 16. He went to a bilingual school in Fremont's Colima. He helped him so much to go to school because he grabbed both languages very easy. He can say it's 100% bilingual. And instead I have the girl, she goes to the junior and she doesn't talk, if she speaks Spanish but doesn't know how to write or read. Then I see the very big difference between a boy who goes to a bilingual school he doesn't go to. It is very important for us, the Latin families, who support us and that this Spanish language they can learn and read and write our native language, our language that we bring from our countries and it is very important also that they return when they go on vacation and that they do not notice the difference between a child who doesn't know Spanish and those who do because I've been to Mexico and I see my nieces and read nephews who don't know how Good evening. My name is Patricia Saldiva. I live here in Newark. I have three kids. [End]

[13171] SPEAKER_42: One is a 16 year old who attended a dual language program in Fremont. I see how much it has helped him as he is fluent in both languages. I see the difference in my daughter who is in junior high. She knows how to speak it. However, she does not know how to write or read it. I see the difference in the two of them. This program will be very important for them as when they go on vacation, you can see the difference in how they conduct themselves. I see my nieces and nephews who go to Mexico and they don't know the language. I have a four-year-old child who will be starting kindergarten at Schilling, and I would like to have this program implemented at Schilling.

[13214] Bowen Zhang: Thank you. Next speaker.

[13223] SPEAKER_43: Okay, the next speaker is Lorena Talavera.

[13240] Bowen Zhang: Bienvenidas.

[13242] SPEAKER_27: Hello, good evening all. My name is Lorena Talavera and I am a Newark Promotora de Salud and a community leader. I'm here representing not only myself, but other 15 other families and promotoras willing to enroll their kids in the dual immersion program. I'm here to support this program for various reasons. As a two language speaker, I know the benefits this will bring to our children, not only the Hispanic community, but other cultures as well. This program will embrace cultural awareness and diversity. It will enhance communication skills for our children. Knowing a new language has improved my communication skills as I am doing right now here in my second language. Knowing a second language will also help our children in their future career goals and it will provide them with a job security. Paying for classes for a second language, I know it's expensive and at a higher price. Us parents, we shall be very lucky and thankful that this will be offered in our community. And engaging at early as kindergarten will help them to learn faster because kids learn faster when they're little. So losing this opportunity will really hurt me as a parent and I know other parents. So I'm here to ask you to please implement this program for our kids and their futures. Thank you.

[13337] Bowen Zhang: Thank you. Next speaker.

[13343] SPEAKER_43: Thank you. And the next speaker I have is Veronica Torres. and she will also be in English.

[13351] Bowen Zhang: Veronica, you may begin.

[13353] SPEAKER_29: Yes, and good evening board members and superintendent. Buenas noches, miembros de la junta directiva y superintendente. My name is Veronica Torres. I'm a promotora de salud and also I'm here representing a unidad de padres hispanos, a Latin community parent group with more than 60 parents I would like to give you a few notes in favor of dual language immersion programs. Some of the positive impacts of the dual language programs are. Increased cognitive and problem-solving skills. Embracing cultural awareness and diversity. Enhance communication skills and self-perceptions and identity. También ayudar con las habilidades de comunicación, auto-percepción e identidad. Dual language programs helping students learn in new and effective ways. El programa dual de inmersión ayuda a nuestros estudiantes aprender en diferentes y efectivas formas. Please keep moving forward in the process to implement this program as it was approved for the next school years 2021-2022. Por favor, continuen adelante con el proceso de implementar este programa como había sido aprobado para el siguiente año escolar 2021-2022. This will be an excellent enrichment opportunity and help us to bring unity and celebrate diversity in our district. Esta será una muy buena oportunidad para traer un programa de enriquecimiento para nuestras escuelas, trayendo unidad y celebrando nuestra diversidad. Thank you. Muchas gracias. [Translated] Yes, and good evening board members and superintendent. Good night, board members and superintendent. My name is Veronica Torres. I'm a health promoter and also I'm here representing a unit of Hispanic parents, a Latin community parent group with more than 60 parents I would like to give you a few notes in favor of dual language immersion programs. Some of the positive impacts of the dual language programs are. Increased cognitive and problem-solving skills. Embracing cultural awareness and diversity. Enhance communication skills and self-perceptions and identity. Also help with communication, self-perception and identity skills. Dual language programs helping students learn in new and effective ways. The dual immersion program helps our students learn in different and effective ways. Please keep moving forward in the process to implement this program as it was approved for the next school years 2021-2022. Please continue with the process of implementing this program as approved for the next school year 2021-2022. This will be an excellent enrichment opportunity and help us to bring unity and celebrate diversity in our district. This will be a very good opportunity to bring a program of enrichment for our schools, bringing unity and celebrating our diversity. Thank you. Thank you very much. [End]

[13477] Bowen Zhang: Thank you. I guess we don't really need translation for this. Next speaker.

[13487] SPEAKER_43: Those are all the speakers.

[13489] Bowen Zhang: OK. With that, I will yield the floor to Superintendent Triplett.

[13496] Mark Triplett: OK, thank you, President Jun. And thank you to the community for using your voice in that way and really advocating. We are very excited to present this plan of dual language immersion. This is a product of literally years of work and an amazing team of individuals, including our school, staff and leaders district leaders and then also some partners that we have that have brought tremendous amount of expertise and experience from other schools and other districts. And so I'm going to turn it over to the team I believe. Dr. Wendy, principal of Schilling, and Ms. Cervantes-Falk, who is the director of the Department of Special Projects, are here to present a brief presentation before then we take questions and describe more aspects of the plan.

[13566] SPEAKER_37: Thank you for the introduction, Superintendent Dr. Triplett, and good evening members of the board and community. members. So we have a short presentation that Isabel and I will be presenting today on the Dual Language Immersion Program Master Plan, just to give you some clarification or some insight to some of the work that has been behind the scenes. So we want to make sure that we present the DLI Master Plan and inform you guys on the resources and tools that have shaped the dual language immersion plan and update you on the progress of our developments and also our next steps. Dual language has three pillars when it's a successful program. Those are bilingual and by literacy, grade level, academic achievement, and cross-cultural competence. We are looking at a preferred ratio, which means of students in each grade level and in each classroom, which means that 50% were targeting to be ELs of the target language, meaning ELs who speak Spanish at home. 50%, English only or English and a language other than Spanish. If that preferred is not available, we're looking at 33% of EL learners 33% of English only learners and 33% of bilingual students. So meaning bilingual or Spanish.

[13674] SPEAKER_48: Thank you, Dr. Wendy. And good evening board members and executive cabinet members. As Dr. Wendy mentioned, we're here to kind of provide you some information of the background and the work behind the master plan. Since the beginning, Newark Unified School District has been looking at models as well as following the guidelines and the principles that are outlined in this document, the Guiding Principles for Dual Language Education. It is in its third edition, And it was published by a collaboration of the Center of Applied Linguistics, a dual language education of New Mexico, and also Santiana, USA. And as I am listing here in the slide is really, I want to give, we want to give information on the document because it really is a tool that is being recommended that anyone who's implementing a dual language program really consider. using this guide and this tool to ensure success. Next slide, please. So one of the components that I wanted to, we wanted to show and display here is that what you see here in this slide is you'll see that the guiding principles for dual language education are broken down into different strands. And then I also outline here the table of contents from our DLI master plan. So as you can see, they are aligned, very closely so that we are making sure that we are addressing all of the components that are being recommended that we pay attention to. Next slide, please. In addition, one of the things that we really love about this guiding principle document is that not only does it provide us with models and examples and, of course, research-based practices, but it also provide us with the tools for us to be able to use in assessing, evaluating, reflecting, assessing, and also creating action plans for how can we improve the program. It starts by using a rubric on one of the principles as the master plan outlines and also indicates that each chapter has guiding principles. So we start with the rubric going to an assessment tool, and then it also has an action plan. And this is something that we will be using with our DLI committee as we move forward with the stages of the implementation. Next slide, please. And lastly, with respect to the shaping of the master plan, I wanted to share with you a couple of quotes that were also taken from the book. But this is an example of how Ally Unified is, because they have several language programs. And so they indicate how they've used this document and how they found it to be the foundation for program implementation, reflection, and refinement. And then also the Portland Public Schools in Oregon really describing how this guideline really offers a comprehensive plan you know, helping us to build a critical culture of continuous improvement. And that's what we're looking at here. We're looking at our master plan as a guide, as a framework that allows us to come back and remind us of what is it that successful DLI programs have. And then we are able to monitor our implementation plan and refine it as we go on. Our master plan is really a framework It is intended to be a living document and therefore is constantly evolving, is revisited, if not annually, at least annually, and it's updated as needed. Next slide. And back to you, Dr. Wendy.

[13932] SPEAKER_37: Thank you. So we've done a lot of things in order to get to this point. I know if you've heard the council member and some members of the community, say that it's been four or five years of actions that Newark Unified has done. And I know when I was hired, that was the intention to start the first dual language program three years ago. And so with our collaboration with SEAL, we've done a tremendous amount of work, not only with learning their strategies, instructional strategies, and all the components that they offer, but also in collaboration with their dual language programs that they support and all their resources. We've also sent out surveys two years ago to community and family members to seek their interest, specific language they would be interested in and site location. We also have approved the bilingual teacher job description and through the collaboration with SEAL, we also have, I believe, or NUSD employees that are seeking B-CLAD certification. So far, what we've done or in the process of doing or continuing doing, continuously doing, is outreaching to our parents in different means. We know that distance learning has created some barriers, but, you know, whether it's in the lunch line, reaching out to the parents or stopping at the local grocery store That's what we're doing to make sure that all of our parents are informed of this wonderful program that hopefully you guys will approve tonight. We're also outreaching parents doing virtual we've done so far for virtual presentations for our parents, both in Spanish and English that are available to stream on YouTube, and are also linked on our NUSD web page. soon that we can post the bilingual teacher positions. And again, we, in collaboration with SEAL, we have four NUSD employees that are under the BTPDP program for bilingual authorization. And we hope to send them to conferences like we've done in previous years, in order to learn about bilingual education and get support and collaboration, but also network with other teachers who are in the same position as them in nearby districts. Our next plan is, of course, enrollment, which is supposed to start next week. Our teacher selection, class schedules, core subjects, and DLI advisory committee to continue the process that we started this week. and, you know, look at our master plan and, you know, really evaluate it based on the guiding principles. Again, we're basing our program on the three pillars of dual language, and that's how we'll assess our program to make sure that all our students are, you know, biliterate. They are at grade level academic achievement, and they have cross-cultural competence. And all of these standards are also explained in our dual language master plan. Thank you all. And I don't know if anybody else wants to add anything.

[14156] Bowen Zhang: Thank you for the presentation. With that, I will open up questions and comments to the board. Student member Salemi, any questions or comments?

[14168] SPEAKER_04: Um, yes, I have a comment. I just like to say I love that we built in progress checks and reflection into the plan. And of course, I'd like to emphasize what Mr. Want to spoke was saying that this is a living document and refinement to the plan is continuous. And I think it's important for some people to be aware of that. But besides that, I think the plan looked great. And Every student deserves to learn in the language they know. It should not hold them back from succeeding in their educational careers. This is a step in the right direction, and I think we finally are recognizing a huge part of our school community. And I can't wait to see what this does for my peers. I think this is exciting, and this is so, so important. Being an alumni of Schilling Elementary, I feel proud at this moment. Students need to feel welcomed and feel at home. This is a program fitting for our district, and it hurts me to see Seeing my friends going through this challenge of balancing two different languages, I know personally how difficult it can be to balance two different languages. I hope this is the beginning of us doing more in this area.

[14240] Bowen Zhang: Student member, you're being cut off a little bit. Yes, we can get back to you. Any board members questions? Member Grundahl?

[14263] Terrence Grindall: Thank you, President Jiang. I really couldn't be more excited about this program. This is exactly what our district needs, is to embrace these kinds of innovations and bring this forward. What's often overlooked in these discussions is the benefits that accrue to the English speakers who come into this program. gain of bilingualism and the demonstrated improvements in their cognitive activities. So it is, it is, I just, I'm very much in support of it and look forward to seeing this move forward. I agree with member Salemi, student member Salemi, that I applaud that there's, that there's a process to check as we go along and to make improvements, but I think I think it's time for us to get to work on this. So thanks.

[14323] Aiden Hill: Member Hill. Yeah, thank you. And yeah, I just want to thank Dr. Wendy and Isabel and all the people that worked on this program. I can see that there's been an enormous amount of work that's gone into it. And I hear from the community, I hear the passion, right? And I can see the potential benefits that can accrue. My only concern is I don't think that I'm prepared at this point tonight to vote on this. And the reason why is I think that there's still a couple of things missing. And in my opinion, I don't think that it necessarily needs to involve a long delay, but I think that these are really critical things that need to get put in place. And as I think everybody knows, Newark has a long history of implementing programs, a variety of programs, and there really haven't been clear goals, there haven't been clear metrics and measurements, there hasn't been a clear budget, and then kind of they come and go and then There really hasn't been, you know, we're not really sure what we got out of it. And as as member Martinez had spoke about earlier, and we've talked about this in prior meetings. So if we look at the big picture in Newark, okay, so we see that we have a relatively good graduation rate. But our challenge, though, is that in terms of career of college readiness, career readiness, we have real issues. And so that's where the, you know, the robustness of a program comes into place. And I think that any program that we consider going forward, so I'm not picking on DOI specifically. I think for any program, we need to really, really have clear measurements. And the concern that I have when I look at the master plan, and I'm just going to pull it up here. So in chapter 8, when we talk about evaluation and accountability, the section that says program evaluation, It says the DLI program will be evaluated annually using multiple measurements that address the current stage of implementation. Multiple measures may include and are not limited to, and then there's a variety of things. But my challenge in this is that it's very, very vague. And so I don't see how we're going to actually be going to be able to evaluate the success of this program and measure its effectiveness along the way, and then decide whether annually or at some other interval, okay, you know, do we need to make changes here? If so, what? And, you know, essentially, you know, at what point do we say, yeah, we're making progress or we're not, or maybe, maybe we need, maybe this shouldn't even be continued. And that could be true of any program. And so what I would really like to encourage us to maybe start talking about tonight. And again, I think it starts maybe with this program, but with all programs is when we set up a goal, in my opinion, it should be a smart goal. And so for those of you that are not familiar with this, you can go Google it out on the Internet. But people talk about goals being effective and they call it a smart goal. So smart means specific. It means measurable. It means attainable, it means realistic, and it means time bound or time constraint. And I'll give you a classic example. Right now in, you know, it's common for in the new year for us to make New Year's resolutions. It's also very common for New Year's resolutions to fail. One of the classic ones is people talk about, well, you know, they want to get healthy. The problem with getting healthy, it's very, very vague. So that's not a specific goal. A more specific goal would be, I need to lose weight. Okay? Then if we go to the measurable piece, we say, okay, so if I'm going to lose weight, how much is it? Right? So it's not, well, I'm going to lose some weight. A lot of people say, I'm going to lose weight. They never define an actual metric and they don't go after it. So we should set a specific target to say, here's our, here's our metric. This is what we're going to go after. Attainable. OK, is it a realistic goal? If I say that I'm going to lose 30 pounds in a week, probably not a realistic goal. If I say 30 pounds over a year, more realistic. And then finally, time bound, we got to measure progress along the way. And we got to say, are we hitting stuff? And so I think that we've got to have a lot of good work that's been done. And I think we can actually build this in and tie this into our California school dashboard And we could look at things like, for example, um, you know, you look at Schilling specifically and you look at, um, what's the metric here that we've got on California school dashboard. So, you know, just for example, we've got English learner progress indicator, um, and some of the stuff that comes out of the LPAC exams. Why can't we use that as, you know, one of the metrics and why don't we identify, okay, here's where we are right now. Here's where we think DOI is going to improve. Here's going to be our target for the next year. And then let's measure it. And then we can come back and see, are we making progress or not? But when we have really, really vague measurements, I don't think that it's going to get us to the level of success that we need to get. So that's my input. And I'm very curious in how other board members feel about that.

[14662] Bowen Zhang: Member Martinez?

[14667] Elisa Martinez: Thank you. Thank you, President Zhang. So first, thank you to staff, superintendent. We've been asking for a plan. So I wanted to speak to not only those of you that are on the screens where I can see you, but other folks that I've weighed in that said, hey, we've been working on this for three or whatever, four years. And we hear it. And we've been asking, well, where's the plan? So this is the first time we've actually seen a codified plan, and I really wanna thank you for that because it really answered a lot of questions for me. I actually did take a look at some of our neighboring, and I know in the last meeting I had said, hey, have we looked at other districts? What are they doing? Who's have successful? And I did, I actually, once you all had the plan, I wanted to see how it compared. I looked at Fremont, I looked at a couple in the peninsula, I looked at an LA Unified, And I have to say what you all have brought forward is just as good as any of the better ones that I've seen. So I want to congratulate you for that. I think that, and I hear you, Member Hill, with regards to the measurements and the objectives and what should we expect to see, that was one of my big questions. And as I was reading the plan with the clear objectives, not only of course of facilitating learning, and the, you know, the cultural sensitivity. And I mean, all of this as the speakers were speaking, or as I was looking at the plan, I was really thinking about my personal journey in acquiring language, right? Spanish is my mother tongue, right? So, you know, just as I thought about the components of the plan, I thought, man, if I could have lived that, or if my kids could live that, So I could really see that we are addressing the different components of the whole student and the family. And so as a whole student, I'm thinking about the family, the teacher requirements. But coming back to metrics, as I know this has been a big hang up of mine and yours, member Hill, is at the end of the day, we're going to measure, we already have those metrics. It's how we measure all of our students, right? This is a different model. It's about facilitating You know, this language acquisition or different models of teaching. But at the end of the day, why would we measure these kids different than anybody else, right? There's already the standards that we should all, that all of our kids should meet at this age and this grade. And there is the additional metrics that you all pose in with regards to language acquisition. So, you know, I'm really excited about it because I've always wanted to see that. I was very much pushing back to say, wait a minute, what's the plan? Right. And this is the first time I'm seeing it. And again, as I compare to other districts, I really I'm very, very pleased. I'm very comfortable. I know that you can't tell us all the weeds. Right. You know, if if there is a student that's struggling, you're going to I'm sure you Ms. Castaneda-Leal and staff are gonna handle it like you would handle any other teacher, any other student that's struggling, whether they're in dual immersion or any class. You're gonna work with them, with the parents and whatnot. So at the end of the day, right, we're not gonna have a whole new set of rules, right? But there are some modifications that we need to make with regards to language acquisition. So I'm very excited about it. I'm very happy with what you're bringing forward. very excited about the continuous improvement cycle. I think that is something, Superintendent, that as I think about all the components of the plan and that today you're asking not only for approval of the plan but also implementation in the fall, I'm very comfortable doing that. However, I will I'd like to hear from you if, or a commitment from the team that you will be updating, like, you know, hey, here, you know, we've got 16 things to do. We've done 11, we have these five critical, these are key milestones, these are key deal breakers, those type of things. I would like to see if I can get, if we all, you know, can get comfort that, that you would be presenting those, that progress against the implementation. That would be my only ask.

[14942] Mark Triplett: Thank you, Member Martinez, and we'd be happy to do that throughout the throughout the spring, summer and in the next year.

[14952] Bowen Zhang: Member Nguyen.

[14953] Phuong Nguyen: Hi, everyone. Thank you, Dr. Wendy and Mr. Vontes for presenting the plan, the master plan. I, too, am in agreement with Member Martinez in in that I love the fact that you mentioned that the DLI master plan is a living document. That means that we are going to be making adjustments to it moving forward and adding those changes that are gonna be needed to make the progress and improvements in the program so that all students are gonna be successful and our teachers are gonna be successful implementing it. And you guys as administrators are gonna be successful implementing it. And I also want to stress that I know that there will be at the elementary school level three times in the year that you guys are evaluating them each trimester. So during those times, I'm sure the teachers are going to get together with you guys and reflect on how well the students are adjusting to the program and make those adjustments accordingly. And then you'll have the progress moving forward. and then your annual review of the program as a whole. That's what I'm assuming when you mentioned in the master plan. And like anything else, yes, I too was very adamant about seeing the plan before we move ahead because knowing our long history in the district about implementation of programs and not having it be successful, this is the one big program that I would love to see everyone shine. And so I am so happy with the plan that you guys have worked so hard on and have brought forward tonight. So congratulations on all your hard work.

[15074] Bowen Zhang: OK, so Superintendent Tripala, is this the final vote on the board for the dual immersion program?

[15083] Mark Triplett: Yes, that's correct, President Chen.

[15089] Bowen Zhang: OK. So I do have some, I will say since this is the final, I will have some holdout issues that I want to ask, mainly two issues. And what is our timeline or plan to hire the three B-class teachers that are supposed to be teaching this? And the second thing is that the caliber of the students is also I'm really interested in that because we don't really want to send our kids who are terribly unprepared in other part of the academic subjects and then got into this program and then just struggling from the beginning to the end. That will not be the very good use of this program. So that's my remaining holdouts on the plan.

[15135] Mark Triplett: Thank you. Would you like us to respond to those questions? Yes, yes.

[15141] Bowen Zhang: That's my question.

[15142] Mark Triplett: Okay, yeah, thank you. And team, feel free to chime in. But there's actually two teachers that will be bilingual, certified, or BCLAD, or other sorts of certification, because we have four positions. They're not new positions. The FTE already exists. And two of them will be now bilingual teachers. And so the plan for hiring is what we, I believe we have not officially posted for them but we, as you know you did approve the, the job description. Depending your your approval of the plan we post for those positions, but simultaneously we have been actively supporting some of our teachers to go through bilingual programs. And so we actually have already two teachers. who are in programs and will be receiving their certification before the end of the year. So we're very confident that even though we could recruit from outside of the district, we're actually very confident that the teachers exist inside the district. Team, did you wanna add anything to that?

[15223] SPEAKER_48: A couple, just one thing I wanted to say is that the opportunity for the bilingual authorization was offered to all of our staff, anyone who was bilingual. And I take this opportunity to introduce Corina Sapien, who has joined us. I've known Corina through our partnership with the SEAL program. So for the last year or so, we've worked together. The benefit has been that SEAL also is very big on dual language. And not only that, but Karina has experience as implementing and rolling out dual language programs when she was a principal at a school site. So like I said, through the partnership with SEAL, we were able to then offer this opportunity for teachers that were already bilingual, but did not have the bilingual authorization to apply for this program, this grant, the bilingual Bilingual Teacher Professional Development Program, BTPDP. And that's how that came about. And yeah, so that's what I wanted to add. So welcome, Karina. I just wanted to say thank you very much for all the support and the fact that knowing that we have you as our technical support as we move forward, it's calming.

[15320] SPEAKER_38: Thank you, Isabel. I'm so excited for your district and just so impressed with your community and all the people that spoke on behalf of dual language. You're just so incredibly well informed and well spoken. And it was just a real pleasure to listen to them. I also wanted to just add that because your district is part of SEAL, your teachers, your bilingual teachers will have ongoing support from SEAL. And so we offer bilingual convenings. We offer convenings for administrators to get support in leading dual immersion schools, in teachers and teaching dual immersion classrooms. We offer unit development and we have several trainers on our staff who work with your coaches so that your teachers will get a lot of support in the classroom. as they develop the curriculum for their classrooms.

[15382] Bowen Zhang: And what about the caliber of the students?

[15387] Mark Triplett: Could you be more about that, President Jeon? I'm not sure what you mean by the caliber of the students.

[15393] Bowen Zhang: What I'm saying is that do we have less? So I see the preferred ratio was 50-50 percent. Later on, we have one third, one third, one third. So My question is, let's say you open up this program and it's been oversubscribed by any selection criteria for a student who got enrolled in this program. In addition to that, whatever the native speaker, the ratio that we're talking about.

[15424] Mark Triplett: Team, do you want to respond to that? I think that we are trying to shoot for the ratio 50-50 is optimal, but then if not possible, that's why we have the second ratio. But we're not excluding any, these are TK and kindergarten young people, and we're not excluding anybody based on any sort of pre-assessment or anything like that.

[15449] Bowen Zhang: So like I said, if the program is oversubscribed, how do you determine who gets in?

[15454] Mark Triplett: Oh, OK. Sorry, I wasn't understanding. Yes, team, you want to speak to that?

[15460] SPEAKER_37: So board policy is that it's a first-come, first-served basis. So the first application that fits that criteria that we're looking for, for the composition of the classroom, that's how we'll go down the list. for K and one, because there is no academic pre-assessment from them because they're so young. Now, as we grow the program, then we're talking differently, but we want to make sure we have those ratios. And again, it's first come first serve. So that's why we made sure that we promoted the program to the parents. We made the application available to the parents and there's different means of submitting the application to the district office.

[15506] Bowen Zhang: So given that this program might very well turn Schilling into a destination school. So you're going to have students that's right now living in other attendance area and students living in the Schilling attendance area. Even on that basis, first conferencer.

[15525] SPEAKER_37: Are you talking about?

[15527] Bowen Zhang: Yeah, I'm talking about if If let's say a student in another attendance area submits the application earlier than a student that's in a shielding attendance area, how do we decide that in that case?

[15539] SPEAKER_37: Yeah, it's still first come first serve, if that's my understanding. Dr. Triplett, do you want to add anything to that?

[15546] Mark Triplett: Yeah, just add that it actually is going to follow the same priority placement process that I outlined in my report. So we will have a window. And we really want to encourage all families, whether dual language immersion or applying to the other programs, to apply within that window. And so then people within that window will get priority, both in dual language or in a different school that they're attempting to register.

[15576] Bowen Zhang: Okay, so I want to circle back to my previous question when it comes to the two BCLAC teachers. You're saying we have two bilingual teachers within NUSC that's trying to get the credentials, right? And do they need to pass any test or something to get the BCLAC credentials?

[15597] SPEAKER_38: I think I can speak to that, Dr. Chucklett. There are different pathways that teachers can get their bilingual authorization. And through the BT PDP grant, they can choose their pathway. So there are teachers who choose straight test taking. There are three tests they have to take and pass. And they get their authorization that way. There are other teachers who choose coursework, where they get their authorization through coursework. And then there's, there's like a hybrid of both. Some will take one test and coursework for two other parts, but basically there's three basic competencies that they have to pass. And then, um, and then they have different pathways for them to get, to get there. So we are, are pushing and, you know, um, helping these teachers that are in your district complete this by June.

[15649] Bowen Zhang: Okay. So superintendent, do you want to chime in on that?

[15657] Mark Triplett: So yeah, I think Ms. Sapien is correct. And just bear in mind, just like any teaching position, we will post these positions, and anybody can apply, both externally and internally. And we might have additional people apply externally. And if that's the case, then we'd love to hire, I mean, But we don't have to stop at just two, but two is our target number. But we could also hire more than that if there's positions available.

[15697] Bowen Zhang: OK. Member Hill.

[15701] Aiden Hill: Yeah, thank you. So since the Super Bowl is coming up this Sunday, a Super Bowl analogy might be appropriate. I would venture to say that no team gets to the Super Bowl unless they set getting to the Super Bowl as a target. And a champion like Tom Brady, right, the great champions, they are constantly establishing metrics and targets so that they can then achieve them. So as I mentioned before, I'm very uncomfortable because we don't have any clear targets for what we're trying to achieve, any measurable outcomes. So if we can't have measurable outcomes, in good conscience, I cannot vote for it. However, it seems to me that one of the major metrics that we could potentially connect this program to is English learner proficiency, right? And it's on the California School Dashboard. And if we look at, let me just pull it up here. It literally says here for Schilling, it says that 32.4% of Schilling students are making progress towards English language proficiency. And that's a very low target. If we can say tonight, we're willing to sign up and say, we believe that DLI, based on all of the evidence and all of the research and what we've seen from other schools and other programs, that we know it's going to have a measurable impact. And if we can say, okay, we're going to say, based on all the evidence and what we've learned from other schools, there's going to be a 2% increase over the next year or whatever it is, if we can sign up for a target, then I'm comfortable for voting for that this evening. But if we can't sign up for a target, I can't vote for it.

[15813] Bowen Zhang: So I want to chime in on this, Member Hill. So before you got on the board, I will say, that I was the one that's really, I wouldn't say obsessed. I do look at the dashboard very, very closely and look at every school. So I think on that part, I'm with you. I will be looking very closely on the dashboard and we will have ongoing accountability plan that, because we have school spotlight after the dashboard test that I questioned staff and the district leadership when it comes to that. So on that part, I think I can assure you that the board will not, like lose touch, the board will not turn a blind eye or something just to skip over a dashboard. So that's my opinion. I mean, that's my position. I mean, as a board, I mean, many other board members also pay huge attention to these dashboards more. So on that part, I think we're fine on that.

[15866] Aiden Hill: Oh yeah. And, and, you know, President Zhang, I don't have any doubt that the board is concerned about this. What I want to hear from staff and from the program is this is what we're going to commit to. So this is our target. And we're going to, you know, we're going to try to hit it and you can set, you know, I'm not even establishing what the parameters are. I just want to say what's the target and then what are we, you know, what's our goal and then what's the timeframe.

[15893] Mark Triplett: Yeah, and sounds like Dr. Wendy or you want to chime in as well I just say like we have taught academic targets for every single one of our schools, and that process is built out in the spring, through the SPSA process very thorough and engages not just the school staff and the leaders the community weighs in on that as well. But then we also have targets that are established by the state. That's the same for every single school, and Schilling is also part of that. And Schilling does have targets currently, and they will have targets for the upcoming school year. And those are determined through the SPSA process, which will begin this spring and will be completed and brought to the board in the late spring, around June.

[15940] Aiden Hill: And I'm not talking about the targets for the school. We're approving a program. And so I want to be able to say, based on all of the evidence and all the study and all the benchmarking, we know that this is a particular metric that we're going to move. And we're going to commit, if we sign up to this, to that metric and to making an impact on that. And we're going to measure it.

[15962] Elisa Martinez: Members Wong, if I may?

[15964] Bowen Zhang: Yeah, go ahead, Member Martinez.

[15968] Elisa Martinez: Yes, I would like to call for the vote.

[15971] Bowen Zhang: I think we've had significant discussion and I move that we... Actually, on a program as important as this one, I do think that board member gets to finish their thoughts. So I will call for a vote, but member Hill, I still want members that have some concern or questions to finish their questioning on comedy. I also see a hand from student member Salameh. Student member, do you want to chime in?

[16002] SPEAKER_04: Yes, just very quickly. I think I see with this program that there is accountability and forms of accountability built into the plan. And in terms of goals, I think it was very clear in the presentation that, for me at least, it was the three pillars. And I think that those goals are very attainable. And I think that they're something that we can achieve and I'm comfortable with this program highlighting those as their goals.

[16034] Phuong Nguyen: I'm also in agreement with student member Salemi as far as the goal is for this program to be implemented and for us to be able to achieve those three pillars on the first year. I would be happy with that and then throughout the first year we do have three periods where the teachers are going to be evaluating the students in terms of the first trimester, second trimester and third trimester report card grading. And so in there, the teachers will be able to use those, the data and the metrics that are put forth during, based on the standards that the status has set up for them to evaluate their students and to be able to make, to see if the program is being, successful or not, or if there's progress that needs to be, changes that needs to be made. And then also my only other question is that as we, as they move forward into the program, are you expecting the students to be proficient at any certain point, like proficient by second grade or third grade to move forward into the program? That would be my only, my only other question. But I'm not I'm not concerned with the progress that you guys are going to be making in the first year, especially if those are the three pillars that are that you're trying to achieve as your goals for the first year. Thank you.

[16127] Mark Triplett: Thank you, everyone. Do you want to do you want to chime in about that?

[16132] SPEAKER_37: Yes, I can. This is Dr. Wendy. So thank you, board members for all those questions. So the you will start to see proficiency in both languages after three years of implementation. So what that also means is that on the California dashboard, you won't see really much change until three years of, at least three years of implementation. And that's based on the research from programs that have been doing this for years. So in December, when we presented one of those graphs that showed the difference in growth of students and how they perform on academic standards. As far as annual assessments, you're right, three times a year we're assessing students and making SMART goals for the grade level based on the data and the tiered where they fall on RTI and tiered support.

[16196] Mark Triplett: I think Ms. Sapien also had some thoughts about language proficiency and at what grade level.

[16207] SPEAKER_38: Yeah, I mean, similar to what Wendy was saying, the research is really clear on dual language programs, that as students start in kindergarten, they kind of are at, you know, all different programs are sort of on a level playing field. And students who are in dual language programs begin to climb up kind of at the same rate as other students, maybe even slightly below. But when they hit third, fourth, fifth grade, especially fourth, fifth grade, the DLI students begin to outperform all other groups. And on through high school, that gap continues to grow, where your DLI students continue to outperform all other programs of students. And so especially for English learners, dual language programs are the only well-researched programs that actually show that is the best for EL students. And all students really benefit from dual language. But on your dashboard, because you don't have scores for your K1-2, you're not going to see that on your dashboard until they actually start taking those assessments, which is in third grade and then on beyond that.

[16288] Bowen Zhang: Okay, so I am watching the clock. I think we're going over the 30 minutes limit allocated for each agenda item. And so, Member Hill, did the team address your question?

[16303] Aiden Hill: Yeah, and thank you, Dr. Wendy for clarifying and Ms. Sapien, just one question though is, so you're saying that it takes three years. So, and then what, you know, what performance, I mean, what do we see after that? I mean, I think that that's really what, you know, what I'm curious about is, okay, so what type of concrete performance outcome are we seeing?

[16327] Bowen Zhang: Okay, member Grundell, do you have any additional comments?

[16331] Terrence Grindall: I just wanted to say, I understand the frustration over the past where the flavor of the week was pursued and there was a lack of accountability or monitoring of that program, but I don't believe that's what we're dealing with here. I think it's a tried and true program. The research backs it up and I would encourage us to go to a vote quickly.

[16355] Bowen Zhang: Okay, so with that- We lost you. Okay, and I guess right now you got me. So, Miss Gutierrez, can you repeat the motion?

[16375] Penny DeLeon: Yes.

[16382] SPEAKER_43: Sorry. Okay. The motion is that staff recommends that the board approve the Newark Unified School District Spanish Dual Language Immersion Master Plan. It was motioned by Member Martinez and seconded by Member Grindel.

[16395] Bowen Zhang: Okay. Student Member Salami, how do you vote?

[16400] SPEAKER_08: Yes.

[16403] Bowen Zhang: Member Martinez?

[16404] SPEAKER_48: Yes.

[16406] Bowen Zhang: Member Grindel? Yes. Member Hill?

[16415] Aiden Hill: No. Member Nguyen?

[16418] Jodi Croce: Yes.

[16419] Bowen Zhang: My vote is yes as well. Motion carries with four ayes, and member Hill was the sole dissenting vote. Thank you for the staff and this presentation. Ms. Gutierrez, do we have any other public comments for the rest of the meeting?

[16436] SPEAKER_43: Second, let me just... No, no, we do not.

[16440] Bowen Zhang: Okay, watching the clock, I think we will need to vote to extend the meeting. Given the remaining items are just board policy and resolution, do we think 30 minutes is enough? So I will move to extend the meeting until 10.30 p.m. Can I get a second?

[16462] Leonor Rebosura: I second that.

[16464] Bowen Zhang: Student member Salami, how do you vote? Yes. Member Martinez?

[16470] Carina Plancarte: Yes.

[16471] Bowen Zhang: Member Grindal?

[16472] Terrence Grindall: Yes.

[16473] Bowen Zhang: Member Hill? Yes. Member Nguyen?

[16477] Phuong Nguyen: Yes.

[16478] Bowen Zhang: My vote is yes as well. Motion carries unanimously, meeting extended to 1030. Okay, next item, new business resolution 2020.21-017, notice of completion for a paving project. Can we get a motion to open up discussion?

[16500] SPEAKER_21: I move. I move to approve.

[16501] Phuong Nguyen: Go ahead. It's okay.

[16504] Elisa Martinez: I move to approve 15.1. Sorry. I'll second.

[16510] Bowen Zhang: Motion made by Member Martinez, seconded by Member Nguyen, Superintendent Triplett.

[16518] Mark Triplett: Thank you, President Martín. Sorry, President Schoen. It's getting late. Yeah, so this item is something that I'm gonna give over to Ms. Dela Cruz. I must be really getting tired here. Ms. Dela Cruz, can you speak to this, please?

[16538] Marie dela Cruz: Yes, thank you, Dr. Triplett. Ms. Gutierrez, is Mr. Caputo and Mr. Beza still in the,

[16548] SPEAKER_43: Mr. Kudo has been moved over and Mr. Beza, I don't think I'm logged on.

[16555] Marie dela Cruz: Okay, thank you. So this item is I'm happy to share with the board is our formal notice of completion for our paving project. We're required to file these notices with the county recorder of Alameda County. And we did come under budget We have completed projects at Kennedy, Lincoln, McGregor, Newark Junior High, Newark Memorial High School, Schilling, and Snow, and also the district office. So the scope of work had included several of our school sites. The total project amount came out to $536,817. That's including the change orders. The amount that the board approved was actually a budget of $660,493. So overall, we did end up under budget about $52,000. And if you have any questions, Mr. Caputo and I are here to address any questions or any concerns you might have.

[16639] Bowen Zhang: Any questions from the board? Student member Salemi?

[16645] SPEAKER_04: No questions. Glad to see that we were under budget.

[16648] Bowen Zhang: Okay. With that, seeing no questions and comments, Ms. Guderios, can you repeat the motion?

[16660] SPEAKER_43: Yes, President Zhang, the motion is that staff recommends that the board approve resolution number 2020.21-017 and authorize the filling of notices of completion NOC with the county records of Alameda County for paving work completed by the Tri-Valley Excavating Company, Inc. Motion made by Member Martinez and seconded by Member Nguyen.

[16683] Bowen Zhang: Student Member Salami, how do you vote? Yes. Member Martinez?

[16689] Elisa Martinez: Yes.

[16690] Bowen Zhang: Member Grundahl? Yes. Member Hill? Yes. Member Nguyen?

[16696] Jodi Croce: Yes.

[16698] Bowen Zhang: My vote is as well. Motion carries unanimously. Thank you. Next item, Board Policy 1312.3 and the Administrative Regulation Uniform Complaint Procedures First Reading. Can I get a motion to open up discussion?

[16717] SPEAKER_50: I move to approve 15.2.

[16720] Bowen Zhang: Can I get a second?

[16721] Julienne Sumodobila: I'll second.

[16722] Bowen Zhang: Moved by Member Nguyen, seconded by Member Grindel. Okay, I'll yield the floor to you, Superintendent Triplett.

[16734] Mark Triplett: Thank you, President Chun. So a number of these next items are all revisions to different policies that we get guidance on from the state and from CSBA. And so I'll have Mr. Martinez speak more to this one to start us off.

[16763] Bowen Zhang: You're on mute.

[16768] SPEAKER_32: Can you hear me? Yeah. Thank you, Dr. Triplett. The first policy that we're bringing forward this evening is the uniform complaint policy. And basically that is a policy which governs approximately 25 programs within the school district, including sexual harassment, discrimination, and bullying. So this policy was reviewed over the summer months, as I understand it, by a monitoring service sponsored by the California Department of Education. What they discovered in the policy is that it was outdated and there were new federal laws tied to it. So the board policy itself had to be revised. So it was revised in October. You may recall a vote on this policy back some time prior to the California School Board language. When the policy was voted back in August, I believe, new language came out from CSBA. So this language is now incorporated into the former policy, and that's why we're bringing this policy back to you for approval. Again, it governs about 25 programs, and it's simply a roadmap as to how the board and how the district proceed when it comes to complaints filed by either the community, employees, et cetera.

[16858] Bowen Zhang: Okay, with that, I will open up to board discussion. Any questions from the board regarding these policies? Member Hill?

[16874] Aiden Hill: So we don't really have a choice, right? I'm sorry? We don't really have a choice, right?

[16881] SPEAKER_32: No. Okay, no comments. They're pro forma, they're routine, they're standard.

[16889] Bowen Zhang: So I do have a question actually regarding all of these policies, because on the policy for the new order, it does say assistant superintendent of human resources. I don't think the board actually changed our, whether did we change the job title? Because before we have executive director of human resources, did the board really change the job title from the executive director to assistant superintendent? So I think that's my question because As of now, I don't think we really have the job title, assistant superintendent of HR.

[16928] SPEAKER_32: We can adjust that. At one point in time, the assistant superintendent was the Title IX officer, and it just remained. It was an oversight. We can make that modification. Back to executive director.

[16948] Bowen Zhang: which is what it is now. So will that require a second reading or we can approve the first reading with just a title change to Executive Director of Human Resources?

[16958] SPEAKER_32: I believe you can take the vote now and we'll just make a modification or an addendum to the title.

[16966] Bowen Zhang: Another thing I want to ask for discretion from the rest of the board, given 15.2 and 15.6 are similar items, can we group them together for a single vote? or anybody has special questions that want to pull one of the item to have separate discussion? Or are we allowed to do that? Is there any protocol that prevents us from grouping new business item together for a single vote?

[16994] SPEAKER_43: Our individual items, they're not really in a consent, so they're not organized to be consent for the agenda. So we could just, if there is, like you said, right now, if there is no discussion, then we can just take a quick individual vote on each one of them.

[17008] Bowen Zhang: Okay, then I guess my, I want to, I would like to amend the motion just to change the title back to executive director of human resources before the board officially votes to change the title to assistant superintendent of human resources.

[17024] SPEAKER_43: President Zhang, the motion does not include the title. So the motion, may remain but you're are just a clarification you are asking um instructions you're giving instructions to staff regard for yeah what are the i think the member when whether you want to modify your motion to incorporate my request because i got i guess the motion what i'm saying what i'm saying is you don't have to amend the motion if if it's if it's wording within the policy you can tell you can give instructions to the board I mean, yes, to the staff, you can give instructions to the staff to make these changes. However, you are approving the policy.

[17065] Bowen Zhang: OK, OK, that's fine. Now, I guess instruction to the staff is to change the title back to our current title until the board approved the title change. OK, student member Salami, how do you vote? Yes. Member Martinez?

[17081] SPEAKER_27: Yes.

[17083] Bowen Zhang: Member Grindel? Member Grindell? Yes. Member Hill? Yes. Member Nguyen?

[17098] Jodi Croce: Yes.

[17099] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Moving on to the next item, 15.3. May I get a motion to approve board policy 4111.3. 419.11, the AR, on sexual harassment.

[17120] Elisa Martinez: I move to approve.

[17122] Bowen Zhang: Motion by Member Martinez.

[17125] SPEAKER_44: I second.

[17127] Bowen Zhang: Motion seconded by Member Nguyen.

[17130] Aiden Hill: Can we get an explanation of this one? Sorry.

[17134] Bowen Zhang: Okay, I guess this one is for student only, I believe. Superintendent Triplett, that's discussion.

[17142] Mark Triplett: Yes, I believe that's correct. Can you confirm that, Mr. Martinez?

[17149] SPEAKER_32: 419.11 is for personnel. The next two policies are student-related policies. Anything in the 4,000s is personnel, 5,000 just students. So this is a policy related to personnel. And again, it's a roadmap. of how the district will proceed when it comes to issues of sexual harassment, intimidation, bullying. Just a set of rules, set of procedures. It's pro forma, it's very standard, and it's now up to date with California School Board Association language. This was triggered, by the way, from the UCP, the board policy, which addresses the uniform complaint policy.

[17201] Bowen Zhang: Yeah, I guess the 15.3 is AR and the 15.4 is inspired by Title IX, right? So that's the difference, I believe.

[17213] SPEAKER_32: I'm sorry.

[17214] Bowen Zhang: I said, I said, the point three is, is, is the administrative regulation point four is from Title IX, right? That's the difference, I guess, for the personnel.

[17227] SPEAKER_32: I'm sorry, I'm not following the question.

[17230] Bowen Zhang: Because member, he'll ask for a different explanation on differences between these different policy 15.3 and 15.4. I'm saying 3 and 4 are for personnel, 5 and 6 are for students. Yes. 3 and 4 is our board policy and administrative regulation. 15.4 is actually the Title IX section for us. Yes. I believe Title IX is from the federal government. Yes. Yeah, so. Yes. That's why the 3, 4, 5, 6 is just this. That's the difference between 3, 4, 5, 6. I'm trying to explain. Okay, Student Member Salami, how do you vote? Student Member Salami, how do you vote? I guess, okay.

[17273] SPEAKER_43: He recorded his vote as a yes.

[17275] Bowen Zhang: Okay, Member Martinez?

[17276] SPEAKER_43: Yes.

[17277] Bowen Zhang: Member Rundell? Yes. Member Hill? Yes. Member Nguyen?

[17284] SPEAKER_44: Yes.

[17285] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Next item, 15.4. That's the Title IX sexual harassment complaint procedure. May I get a motion to approve the Title IX sexual harassment complaint procedure for personnel?

[17301] SPEAKER_50: I move to approve.

[17304] Bowen Zhang: Moved by Member Nguyen.

[17306] Julienne Sumodobila: Second.

[17307] Bowen Zhang: Seconded by Member Grundahl. Student Salami, how do you vote? Yes. Member Martinez?

[17316] Julienne Sumodobila: Yes.

[17318] Bowen Zhang: Member Grindell? Yes. Member Hill? Yes. Member Nguyen?

[17324] Jodi Croce: Yes.

[17325] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Moving on to next item will be 15.5. Board policy and AR 5145.7 sexual harassment for complaint for student. May I get a motion to approve the AR for student on sexual harassment complaint.

[17350] Aiden Hill: Can we ask about this before we vote on it?

[17354] Bowen Zhang: Yes, we can. May I get a motion to open up discussion on this?

[17359] SPEAKER_44: I move.

[17360] Bowen Zhang: Moved by Member Nguyen.

[17362] Elisa Martinez: I'll second.

[17363] Bowen Zhang: Seconded by Member Martinez. Questions and comments?

[17368] Aiden Hill: So a question I have is I know in the past, and this has primarily been happening at the college level. But there, there has been, you know, kind of a trend happening in colleges around sexual harassment, where Basically, there's been a presumption of guilt versus a presumption of innocence. And it's basically anti-constitutional. And so I want to make sure, and there's been a lot of discussion around that, but I think that we need to uphold in our society the concept of presumption of innocence. And so I want to make sure that these administrative regulations that we're talking about are not mirroring those controversial policies that have been in the news over the past couple of years.

[17425] Bowen Zhang: Member Martinez?

[17427] Elisa Martinez: Yeah, I have a couple of things. One, I'm going to circle back to what Member Hill just mentioned, but this is the AR AR 51.45.7, there's a section that has blanks in it, and it's supposed to have the contact information. Let's see. And so the only reason, I mean, we can give instruction or direction to fill that in. I'm sorry, I can't select it because the vote thing is up, But there's Mr. Martinez on 51 on the AR, there's a section that references and here's the contact. So it would be the executive HR, whomever, and here's the address. I think that the reason that that's important is because 15.6, the next one references that previous AR. So if we can, I'm okay approving that, that section just needs to get filled out with the contact information with the designated title nine representative.

[17500] SPEAKER_32: Okay, I'll make sure that happens.

[17503] Elisa Martinez: Um, and and then so to member hills point when I first heard about the title nine and I forget it was one of the workshops that I think that I attended. Um, that was something that was really interesting to me. Member Hill that title nine. That's how I understood it, which was many times you hear, you know, when something happens in the high school, somebody gets accused of something with sexual harassment and they immediately are suspended pending investigation. With this policy, I mean, unless there's some significant risk to somebody's health and safety, and Mr. Martinez, correct me, the assumption is that, you know, it is, the student is presumed innocent until proven guilty. So they would be allowed to stay in school during the investigation. That's how I understood it. Is that correct? Unless again, there's some, some reason to, to, to fear for something.

[17562] SPEAKER_32: Unless there's a clear and present danger to a student or an adult, the student has rights. What, what triggers what happens is the investigation. and we're required by law to investigate any allegation related to sexual harassment.

[17584] Bowen Zhang: Okay. Student member Sonomi, how do you vote?

[17590] Terrence Grindall: Yes.

[17592] Bowen Zhang: Member Martinez?

[17595] SPEAKER_29: Yes.

[17596] Bowen Zhang: Member Grindel? Yes. Member Hill? Yes. Member Nguyen?

[17601] Leonor Rebosura: Yes.

[17602] Bowen Zhang: My vote is yes as well. Motion carries unanimously. 15.6. May I get a motion to approve the Title IX sexual harassment complaint procedure for students? I'll move. Moved by Member Grindel.

[17617] Phuong Nguyen: I'll second.

[17619] Bowen Zhang: Seconded by Member Nguyen. Student Member Salami, how do you vote?

[17625] Nancy Thomas: Yes.

[17627] Bowen Zhang: Member Martinez? Yes. Member Grindel? Yes. Member Hill? Yes. Member Nguyen?

[17635] Jodi Croce: Yes.

[17637] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Thank you. Thank you, Mr. Martinez, for your explanation. Moving on to consent calendar. May I get a motion to approve item 6.2 and item 16.3, unless there's somebody, any board member wants to pull one of the items?

[17657] Phuong Nguyen: I'd like to pull 16.3.

[17659] Bowen Zhang: OK. Now we'll first vote on 16.2. May I get a motion to approve 16.2 personnel report?

[17667] Phuong Nguyen: I move to approve.

[17669] Julienne Sumodobila: I'll second.

[17671] Bowen Zhang: Motion made by Member Nguyen, seconded by Member Grindell. Member Martinez, how do you vote?

[17679] Julienne Sumodobila: Yes.

[17680] Bowen Zhang: Member Grindell?

[17682] Julienne Sumodobila: Yes.

[17683] Bowen Zhang: Member Hill? Member Hill? Yes, yes. Member Nguyen?

[17691] Jodi Croce: Yes.

[17692] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Item 16.3, certificate of seniority list. May I get a motion to open up discussion? I move. Motion made by member Nguyen. I will second this one. OK, any questions from the board?

[17716] Phuong Nguyen: I just have one question. I noticed that last year also, but on the column headers, why is the EL clad and B clad all grouped together? And then, so basically everyone looks like they have all those certification or authorization, but it is distinguished to the left, I mean, to the right of it in the credential authorization columns. So for me, when I read this, it's kind of misleading. I see that everyone has that certification or authorization. And I would just like to see if we can, when we move forward, to have the format of this report changed so that when we look down and look at the report, it indicates exactly, you know, which staff member has the BCLAD or the CLAD or the EL instead of all of it all being in one line item.

[17794] SPEAKER_32: I'll bring that forward, yes.

[17796] Phuong Nguyen: Thank you.

[17797] Bowen Zhang: Okay. I'll call for the vote. Member Martinez, how do you vote?

[17804] Carina Plancarte: Yes.

[17806] Bowen Zhang: Member Guendel? Yes. Member Hill? Yes. Member Nguyen?

[17813] SPEAKER_49: Yes.

[17814] Bowen Zhang: My vote is as well. Motion carries unanimously. Moving on to consent agenda, non-personnel items. Any board member wants to pull any of the item? Seeing none, may I get a motion to approve item 17.1 till 17.8? I'll move. motion by member Grundahl.

[17842] Elisa Martinez: And I'll second.

[17843] Bowen Zhang: Seconded by member Martinez. Student member Salemi, how do you vote? Yes. Member Martinez?

[17853] Carina Plancarte: Yes.

[17854] Bowen Zhang: Member Grundahl? Yes. Member Hill?

[17859] Aiden Hill: Yes.

[17860] Bowen Zhang: Member Nguyen?

[17861] Jodi Croce: Yes.

[17863] Bowen Zhang: My vote is yes as well. Motion carries unanimously. Next item is Board of Education Committee Reports, 18.1. I will start with student member Salemi. Yes. Oh, no. Actually, I'm sorry. So this is the board committee report. I guess the first one is member Martinez. Anything update from Mission Valley ROP?

[17891] Elisa Martinez: I have no updates.

[17894] Bowen Zhang: No update from Selma. Any update from the liaison committee?

[17900] Terrence Grindall: We held a meeting and it was a positive information was exchanged.

[17908] Phuong Nguyen: Any other updates from the liaison meeting from member Nguyen? I'm chairing it for this next year. So yeah, and then we had discussions about how the meeting's gonna be ran during the next year. And if it's in our current environment through Zoom, then they will follow our procedures. And then once we are back into in-person meetings, it will be reevaluated on how to take public comments. So just wanted to, so if it goes back into next year and we're still in this setting, then it will be under the city's terms on how to take public comment, but it was a great meeting. It was mostly informative. They just wanted basically updates on what the district is up to, and vice versa. Thank you.

[17969] Bowen Zhang: Member Martinez, any update from EBIT?

[17976] Elisa Martinez: Sorry, no.

[17978] Bowen Zhang: And I guess Noah, any update from the audit committee?

[17984] Aiden Hill: Yeah, we're going to meet again next week, but there's nothing, no updates. Right, Ms. Dela Cruz?

[17993] Marie dela Cruz: Correct, Member Hill. We have a meeting next week.

[17997] Bowen Zhang: Okay, I guess not that much update from the bond parcel tax committee, right? Correct. Board of Education request. I guess I will start with you, Student Member Salami.

[18012] SPEAKER_04: No request at this time.

[18014] Bowen Zhang: Member Martinez?

[18018] Elisa Martinez: I don't have any requests tonight.

[18020] Bowen Zhang: Member Grindel?

[18022] Terrence Grindall: No requests tonight.

[18025] Bowen Zhang: Member Hill?

[18027] Aiden Hill: No requests.

[18029] Bowen Zhang: Member Nguyen?

[18032] Phuong Nguyen: No requests from me.

[18035] Bowen Zhang: You know, this is a little bit unusual that seeing no requests from any board member. So I guess I want to follow up on today's today's study session on the master schedule process processing. So first I want to thank the staff for giving us a very informative study session and the presentation is very helpful, a lot of knowledges. I am actually more interested in seeing do we have any preliminary data when it comes to how many I mean, do students get kicked out of a class because let's say we have 41 students, there are only 33 can enroll. How often does that really happen? So it doesn't need to be another study session. It might just be an email sending to the board or sending to me. So that's my request. Not sure if any other board member would also be interested in seeing the data when it comes to the student who couldn't, the percentage of student, frequency of student that couldn't take that class.

[18106] Phuong Nguyen: I'm sorry, I missed your question, President Zhang.

[18110] Bowen Zhang: Yeah, so I am not really asking this to be an agenda item. I just want to get additional information when it comes to how frequent do we see students not being able to take the class they desire because of the scenario I discussed that just not enough, like during the master scheduling process. Because let's say you got 40 students interested in one class and obviously you can only hold 33. So the other seven couldn't take the class.

[18139] Phuong Nguyen: But I think it was addressed. They are doing it based on prioritizing based on grade level. So the seniors have first preference and then it goes down.

[18151] Bowen Zhang: I'm still interested to see that. How often does that really happen? Because I hope that doesn't happen that very often. Okay, I think maybe this can just be sending me an email from superintendent or staff. It doesn't, like I said, I'm not asking for a board agenda item.

[18173] Mark Triplett: That's my request. President, we can look into that and see if we can pull that data and provide it for the board members. Yeah, okay, thank you.

[18192] Bowen Zhang: And another request is that we just went through our board training last Saturday, I mean, two Saturdays ago. So do we have any next step when it comes to, I believe we have a study session coming up when it comes to these board protocols and procedures and precedents?

[18214] Mark Triplett: Yes, I believe the plan based on your request is to have the study session on the 18th. Correct, yeah. We were thinking to review the governance handbook, take time to go through the protocols and board members together can make decisions about any changes or revisions. Is that correct, Ms. Gutierrez? Is that the plan?

[18242] SPEAKER_43: Currently on schedule, yes.

[18245] Bowen Zhang: Okay, I see a raised hand from Amber Hill.

[18251] Aiden Hill: Yeah, given the scope of the discussion and the potential depth and also the importance, I don't think that an hour is sufficient to have that discussion. I think we need to do another kind of weekend meeting like we had before. That's my opinion.

[18278] Bowen Zhang: what about the opinions of other board members? Because I think the issue that day, when we talk about, we actually didn't spend a lot of time on the protocol and precedent. I think the main issue that we sort of went over during that meeting is, do you do motion first and discussion, presentation second, or you do discussion, public comment, I mean, presentation, public comments, and the discussion and motion last. That's one thing. The other thing is probably has something to do with whether the seating chart, I think the main contention, I think coming out of that meeting is the way we, the order we do motion. And another thing is, do we do staff presentation first, public comment second, or we switch around? The public comment goes first and staff presentation second. Member Grindel?

[18324] Terrence Grindall: Yeah, I would just recommend we go ahead and do it at a work session at the one hour. And if we need to schedule another one, if member Hill is correct, then we schedule another meeting in the future. But I think we take a crack at getting it done in one hour. OK.

[18344] Bowen Zhang: Other board members' opinion. Member Nguyen, you come forward with a study session on the 18th on the Board Governance Handbook. Member Wynn?

[18357] Phuong Nguyen: I'm looking at my calendar. It's a board meeting night. So yes, if that's what you guys want. I'm like, I want to go skiing. Just kidding. That's what I'm thinking of right now.

[18368] Bowen Zhang: Member Martinez?

[18370] Elisa Martinez: Yeah, so just the objective, I suppose, of the meeting is the objective that, so obviously, out of the trainings or the working session we had, And this is maybe a question to Ms. Gutierrez and Superintendent. What's going to be brought to us? Is it the revised handbook? And we're just going to basically you know, would we bring red lines to it? I'm trying to get a sense of, like, what's the main objective of that meeting? Is it purely to make a decision on motions? You know, that kind of falls under the purview of the president. You can certainly, you know, kind of bring something forward. So just trying to get a sense of what's the objective of that meeting.

[18415] Mark Triplett: Yeah, really, it's up to you all as the board. But I think the idea was to bring forth, and what I've heard from board members, is an interest in going through the different items in the handbook and the protocols and coming to an agreement. And then, I believe, voting to approve the handbook.

[18437] Bowen Zhang: Well, I thought in study session, we don't really take action. If we're ever going to be voting on approving a handbook, that will be in the following board meeting, I guess.

[18445] Aiden Hill: How many pages are in the handbook?

[18449] Bowen Zhang: Around 15 to 20 pages. I don't think it's not that much. And most of them are actually pretty set in stone.

[18457] Elisa Martinez: So if we were to get it when agenda is posted and we bring all our red lines to, I think one hour should be good because it's now should be more of Okay, you know what, what do we all bring in if someone wants to change the way the motion is made, someone would redline it may bring it and have some discussion that's probably going to be the one everything else is pretty much straightforward, I think. Okay.

[18483] Bowen Zhang: Yeah, yeah. And another thing, obviously, I think I mentioned this several times before, I think, is I want to propose actually the protocol and the way we change these things because like I said this is in many ways the Constitution of the board, I mean, changing a constitution shouldn't be something that we do it once a month or very easily so we might meet, we might talk about how we might reach a general agreement or a verbal agreement or even written into our protocol, like how many votes, whether it's a simple majority or super majority required to change things in the government's handbook. So that will be an item, if we got time, I would also want to discuss with the rest of the board.

[18524] Aiden Hill: So when we wrote the constitution in the United States, it took the entire summer. So I'm not sure we can do that in one hour.

[18533] Bowen Zhang: Well, I guess for us, this is amendments of the Constitution rather than rewriting the entire Constitution.

[18538] Aiden Hill: Well, but I think, right, it's at our discretion. And so and I mean, I think that this is a serious enough issue. Right. And I think that we ought to be open to the fact that if we're going to limit discussion on this, then it should be on we should be revisiting this on a regular basis. And it doesn't I would agree with you that it doesn't have to be every month. But I would say that it's probably at a minimum once a year, and maybe a little bit more frequently.

[18567] Bowen Zhang: Yeah, I think I think once a year is a fair point. And I guess remember, the general agreement I propose is that I hope that we do it, we require a super majority of the vote to change things like this, which in many ways mimic how we change the Constitution, three quarter of the votes from all the states, right. So it's not that you change player after one elections, the other person comes in and then just, let's do a simple majority change things around, right? So.

[18595] Aiden Hill: Well, what does the existing handbook say?

[18597] Bowen Zhang: Well, the existing handbook doesn't really say that much. And, and then I believe there are something in the handbook that was not being voted in at all.

[18605] Elisa Martinez: So. So this session, this session is purely, we're going to get the, the, the codified, I keep being using that word a lot today, the summarized changes, proposed changes. And at that point, we'll give maybe some additional direction because to member john's point, we're not going to take a vote. Right. So at that point, after one hour, we'll evaluate did we get through 80% of it and we get do we need to do another one. But I think, you know, given that we're going to get the materials, three days prior to I think we should all come prepared. And I think we should be able to hit it through in one hit.

[18641] Bowen Zhang: Not only that, we actually have the current governance handbook ready, right? So it's not that we have it three days in advance. Okay. Right.

[18649] Mark Triplett: You're right. Ms. Gutierrez, did you want to chime in just about how, because I know you've been doing a lot of work in terms of reviewing the handbook and getting it prepared, about what would be the best way to proceed?

[18666] SPEAKER_43: Definitely. This is the board's handbook. These were rules, process, procedures, protocols agreed upon by previous boards, but also it's going to include agreements, protocols approved by this board. So this handbook already exists. It's reviewing it to make sure whether it needs any updates. If you guys don't feel that it needs any updates, then it could just remain as is. But yes, you guys do have the handbook, and if there are any amendments, changes that you would like to propose, then like Member Martinez said, you could bring a red line with instructions. You guys would discuss these changes, agree to them, and then those changes would then be included in the handbook at a later meeting. kind of like you guys do with the policies, if it looks good within the first reading, then you approve. If not, it comes back with additional changes. If the discussion that you guys are having seems like it merits another meeting, then that also can be decided then.

[18742] Bowen Zhang: Okay. Moving on to the next item, Board of Education Recognition and Announcements, Student Member Salemi.

[18752] SPEAKER_04: I would just like to thank all the hardworking teachers, staff and students and everyone here for all their hard work. And I apologize for my camera. I'm having a little bit of a shaky connection tonight.

[18764] Bowen Zhang: Okay, nevermind. Thank you. Member Martinez.

[18772] Elisa Martinez: I want to appreciate all of staff, I mean, and that's all the different players on your team, Superintendent Triplett, but just especially our our food service folks, you know, every, you know, when I drive by all the schools, and the other day when it was pouring and cold, or when it's super hot, and, you know, they're there. And, and for so many of our folks in our community that really need it. I mean, what a comfort that must be. So anyways, so please, special thanks to that part of your team. Of course, everybody else that did a ton of the good work that was shared today as well. So thank you.

[18822] Terrence Grindall: Yes, I wanna thank superintendent and your team, as well as all the employees and teachers that are doing such a great job in these challenging times. I did wanna pass along that I have heard that teachers are gonna be eligible to get the vaccine probably in very short order, like next week. So they're moving that to tier 1A, which includes educators. So that's something for us- Statewide? Yes, but well, actually Alameda County is a rule, but that's what I read today. So that's encouraging for teachers who want to get vaccinations. They're going to be prioritized.

[18866] Bowen Zhang: Okay. Member Hill?

[18872] Aiden Hill: Yeah, I mentioned it before, but yeah, I just want to you know, thank everybody for the good study session today. And I really appreciated learning about the master scheduling process in more detail. And I feel much more confident as I listen to Mr. Rodriguez, who seems like he's a new hire, but has a significant amount of experience. And I think he's a really good addition. And so I think it seems like that process is going to be getting back on track. So thank you for that.

[18905] Bowen Zhang: Number one. Thank you. Member win.

[18910] Phuong Nguyen: I'm sorry. I'm having a little trouble with my mute button. I just want to say thank you and appreciate staff for all their hard work. Um. I know that it's a new year, and there's been a lot of stuff going on and, um and everybody's been really diligent about, um, you know, Just wanted to give a shout out to O'Sullivan's and the Robin Hood Project. They have been feeding students in our district pretty on a weekly basis on Wednesday nights from five to seven. And they started the Robin Hood Project because, as you know, during the pandemic O'Sullivan's had to you know, close their outdoor dining a couple of times. And this is a way for them to be able to solicit funds and find people to fund the meals that they've been passing out to our families, our students and our seniors in the district. So I just wanted to appreciate them for their generosity and helping you know, feed our families here in our community. And also Happy Chinese Lunar New Year. And we also, this is definitely, you know, Black History Month. And I know that our students in the elementary school, they're getting ready for their Black History projects and picking out, especially in the sixth grade classes. I know that they are researching Black leaders, and we'll be presenting them in their classes. And so I'm excited for my daughter to be working on that project. And that's it. Have a great rest of the evening. Thank you.

[19038] Bowen Zhang: Thank you. So I also want to thank Superintendent and your staff, particularly those that are doing the food drive at Sheldon Elementary, because I've seen that very often, feeding and supporting our needy students and their families. really challenging time so thank you for the for the hard work and obviously I wish those roughly 20 percent of our residents that celebrate the lunar new year happy the year of ox. I would like to call it a year of bull and wishing everything is bullish for you in the new year. Okay.

[19072] Phuong Nguyen: Oh actually I have one more because I forgot to practice my Vietnamese so to my Vietnamese community

[19080] Bowen Zhang: Actually, yours is a bit worse than my Vietnamese. I can't say that better than you.

[19086] Phuong Nguyen: Yes, you can say it better than me, probably.

[19088] Bowen Zhang: OK, Superintendent Tripley, it's your conclusion remark.

[19093] Mark Triplett: Thank you, board. Thank you, President Chun. Just want to appreciate the board for all of your hard work, because really thoroughly investigating all of these documents, really taking the time to do the homework is a lot. We pile a lot of stuff on you all to read. So I just want to appreciate how meticulous you are, how you really push us. And you really want to make sure that we are providing the very best for our kids. And that means a lot. And I really appreciate the partnership. And to member Martinez's point, just want to remind all our families that we have free lunch every day at all our schools, and please come out and take advantage of it.

[19146] Bowen Zhang: Thank you, superintendent. May I get a motion to adjourn the meeting?

[19150] SPEAKER_04: I move to adjourn the meeting.

[19152] Bowen Zhang: Moved by student member Salemi. I will second it. I will call a voice vote. All in favor, say aye. Aye. Aye. Opposed, say no. Motion carries unanimously, meeting adjourned at 10.22 PM. Thank you, everyone. Have a great rest of the day.

[19174] SPEAKER_37: Thank you. Five ayes.

1. Live Comments: Join with an Internet connected device (tablet, computer, phone, etc.)

Virtual Meeting Practices & Connection Information

Type Information, Procedural In accordance with the Governor's Executive Order N-29-20, Board meetings will be held "virtually" until further notice. These meetings will be accessible to the public by internet or telephone. No physical meeting place will be provided.

Meetings will live-streamed on the NUSD YouTube on the internet. Public comment opportunities will be available through the virtual meeting. Please see the public comment instructions provided here.

As always, we encourage you to contact the entire Board by email at "board@newarkunified.org." This address goes directly to the Board members, who check their emails frequently.

Roll Call

Type Procedural Board Members:

President Bowen Zhang Member Phuong Nguyen Member Elisa Martinez Member Terrence Grindall Member Aiden Hill

Student Board Member: Member Wahhab Salemi

2. APPROVAL OF AGENDA

2. Live Comments: Join with an Internet connected device (tablet, computer, phone, etc.)

Approval of Agenda

Type Action

Recommended Recommendation is that the Board of Education approve the agenda for this meeting. Action Purpose:

Members of the Board may request that the agenda be approved as presented or amended.

Motion & Voting Recommendation is that the Board of Education approve the agenda for this meeting.

Motion by Terrence Grindall, second by Elisa Martinez.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill
Not Present at Vote: Wahhab Salemi

3. STUDY SESSION

Public Comment on Board Study Session Items

Type Procedural Purpose:

To provide a space for the community to make a comment on the Board Study Session.

Background:

Please see the link below for Public Comment information.

http://go.boarddocs.com/ca/nusd/Board.nsf/goto?open&id=BN8PNC6402C1

High School Master Schedule Process

Type Information Purpose:

The purpose of the study session is to provide an update to the Board of Education regarding how Newark Memorial High School administration, with district-level guidance, creates a student-centered master schedule with an equity lens.

Background:

The Board of Education has expressed interest in learning about the master schedule process and how it unfolds at the high school level. This presentation will include the background and context of Newark Memorial's master schedule process based on student-need and section allocation. There will be an opportunity for questions and discussion about how we continue to support students to graduate ready for college and career.

File Attachments Master Schedule Study Session (2).pdf (2,322 KB)

4. CLOSED SESSION

Public Comment on Closed Session Item

Type Procedural Purpose:

To provide a space for the community to make a comment on Closed Session Items.

Background:

Please see the link below for Public Comment information.

http://go.boarddocs.com/ca/nusd/Board.nsf/goto?open&id=BN8PNC6402C1

Public Employee Discipline/Dismissal/ Release (GC54957)

Type Procedural Information will be provided by the Superintendent and Executive Director of Human Resources.

Conference with Labor Negotiator Employee Organizations: NTA & CSEA (GC54957.6)

Type Procedural Information will be provided by the agency negotiator, Interim Assistant Superintendent of Human Resources. Assistance from legal firm Dannis, Woliver, Kelley, Attorneys at Law may be provided.

The employee organizations include NTA & CSEA.

Conference with Labor Negotiator (GC 54957.6) NEWMA, Unrepresented Supervisors & Contracted Management

Type Procedural Information will be provided by the agency negotiator, Interim Assistant Superintendent of Human Resources, and the Superintendent. Assistance from legal firm Dannis, Woliver, Kelley, Attorneys at Law may be provided.

The employee organizations include NEWMA, Unrepresented Supervisors, and Contracted Management

Conference with Legal Counsel regarding Existing Litigation (GC 54956.9(d) (1))

Type Procedural Cases to be discussed:

OAH Case No. 2020110510

Conference with Legal Counsel Regarding Anticipated Litigation (GC 54956.9(d)(2))

Type Procedural

Information will be provided regarding:

Significant exposure to litigation pursuant to paragraph (2) of subdivision (d) of Section 54956.9: One case

Student Discipline or Other Confidential Student Matters - Termination of Expulsion Order e1718-11

Type Procedural

Goals 1. To provide academic excellence via equity and opportunities for all students. MISSION: The Newark Unified School District will inspire and educate all students to achieve their full potential and be responsible, respectful, and productive citizens.

Purpose:

The following student's expulsion is recommended for termination. The student has met the conditions of their expulsion.

Background:

California Education Code Section 48916 requires that "an expulsion order shall remain in effect until the governing board orders a readmission of the pupil."

Recess to Closed Session

Type Procedural Purpose:

The Board will recess to Closed Session, and reconvene to Open Session on or about 7pm.

5. RECONVENE TO OPEN SESSION

Pledge of Allegiance

Type Procedural

6. REPORT OF CLOSED SESSION ACTIONS

Report of Closed Session Actions

Type Procedural Purpose:

If available, a report of closed session will be provided by the Board President.

7. STUDENT REPORT

Student Report from Newark Junior High School, MacGregor and Newark Memorial High School

Type Information Purpose:

At regular Board meetings, a spokesperson of each secondary school may make a brief presentation.

Background:

Discussion items may include updates, celebrations, and upcoming events.

1. Newark Junior High School

2. Bridgepoint/Crossroads

3. Newark Memorial High School

8. EMPLOYEE ORGANIZATIONS

Employee Organizations

Type Information Purpose:

At regular Board meetings, a single spokesperson of each recognized employee organization (NTA, CSEA, NEWMA) may make a brief presentation.

Background:

Discussion items are limited to updates, celebrations, and upcoming events.

1. NTA: Sean Abruzzi

2. CSEA: Sue Eustice

3. NEWMA: Cathreene Ingham-Watters

9. RECOGNITIONS AND CELEBRATIONS

Staff Spotlight

Type Information Purpose:

To recognize the wonderful accomplishments from our NUSD Team.

Background:

The presentation will be provided by the Superintendent.

10. PUBLIC COMMENT ON NON-AGENDA ITEMS

Public Comment on Non-Agenda Items

Type Procedural Purpose:

To provide a space for the community to make a comment on non-agenda items.

Background:

Please see click the link below for Public Comment information on Non-Agenda Items and Agenda items.

http://go.boarddocs.com/ca/nusd/Board.nsf/goto?open&id=BN8PNC6402C1

11. SUPERINTENDENT REPORT

Superintendent Report

Type Information Purpose:

The superintendent will provide the Board with district information, updates, news, or anything in the jurisdiction of the board or the superintendent.

Background:

Information provided by the Superintendent

File Attachments Supt Report 2.4.21.pdf (1,830 KB)

12. STAFF REPORT

Preliminary Budget for Snow/Graham Merger

Type Information Purpose:

To share a preliminary budget related to the Snow/Graham merger with the Board.

Background: On November 19, 2020, the board voted to merge Snow Elementary School and Graham Elementary School onto the Graham campus. The District anticipates there will be one-time expenses necessary to successfully execute and complete the merger. A preliminary budget has been established to cover anticipated expenses.

File Attachments Snow_Graham Merger Gantt - Sheet1.pdf (74 KB) Budget_Snow-Graham Merger-2-1-21a.pdf (16 KB)

13. STUDENT EXPLUSION

Student Discipline or Other Confidential Student Matters - Termination of Expulsion Order e1718-11

Type Action

Recommended Staff recommends that the Board approve the termination of Expulsion Order e1718-11. Action

Goals 1. To provide academic excellence via equity and opportunities for all students. MISSION: The Newark Unified School District will inspire and educate all students to achieve their full potential and be responsible, respectful, and productive citizens.

Purpose:

The following student's expulsion is recommended for termination. The student has met the conditions of their expulsion.

Background:

California Education Code Section 48916 requires that "an expulsion order shall remain in effect until the governing board orders a readmission of the pupil."

Motion & Voting Staff recommends that the Board approve the termination of Expulsion Order e1718-11.

Motion by Phuong Nguyen, second by Elisa Martinez.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill
Abstain: Wahhab Salemi

14. OLD BUSINESS

NUSD Spanish DLI Master Plan

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Budget Source LCFF, Supplemental and Concentration Grant, Title I, Title III, Lottery

Recommended Staff recommends that the Board approve the NUSD Spanish Dual Language Immersion Action Master Plan.

Goals MISSION: The Newark Unified School District will inspire and educate all students to achieve their full potential and be responsible, respectful, and productive citizens. 1. To provide academic excellence via equity and opportunities for all students.

Purpose:

This item is being presented to the Board of Education for approval of the Dual Language Immersion (DLI) program to be implemented in the Fall of 2021 at Schilling Elementary.

Background:

NUSD began exploring the idea of a Spanish Dual Language Immersion program as early as 2017 � 2018. District Leadership, at that time, expressed interest in the idea of such a program as a means of addressing the needs of our Spanish- speaking families, students, and community as a whole. In addition, with the passing of propositions and establishment of state policies such as Proposition 58 (2016), CA English Learner Roadmap (2017), and Global California (2018), NUSD found it appropriate, and necessary, to explore and move forward with a plan to start its own Dual Language Immersion program.

Below is a timeline of the steps taken by NUSD with respect to a Dual Language Program at NUSD:

2017-18: Dual Language Immersion Program Discussions

2018-19: NUSD Board presentations and Actions: Updated BP/AR 6174 (Education for English Language Learners - Instruction) Board presentation on EL Roadmap (CDE) Discussions/planning for specialized programs to increase enrollment Updated BP/AR 5126 Awards for Achievement (Seal of Biliteracy) NUSD English Learner Roadmap

2019-20: NUSD Dual Language Immersion Program Planning

    Teachers and administrators attended the California Association of Bilingual Education (CABE Conference)
    NUSD staff visited schools with DLI programs
    Research Curriculum - aligned with NUSD's current curriculum

2020-21: NUSD resumed consideration and planning DLI Leadership Team conducted DLI Program presentation to its local Board

At present time, the staff is seeking the support of the Board to approve this plan to open the first-ever Spanish Dual Immersion Program in the Fall of 2021. The program will begin with two Kindergarten and two First Grade classes, adding grade levels as the students progress each year.

File Attachments Budget_DLI at Schilling_2-1-21.pdf (15 KB) NUSD DLI Plan_Draft_1.29.21 (4).pdf (304 KB) DLI Master Plan Board Presentation 2.4.21.pdf (1,444 KB)

Motion & Voting Staff recommends that the Board approve the NUSD Spanish Dual Language Immersion Master Plan.

Motion by Elisa Martinez, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Wahhab Salemi
Nay: Aiden Hill

15. NEW BUSINESS

Resolution 2020.21-017 Notice of Completion for 2020-21 Paving Project

Type Action

Absolute Date Feb 04, 2021

Fiscal Impact No

Recommended Staff recommends that the Board approve Resolution No. 2020.21-017 and authorize the Action filing of Notices of Completion (NOC) with the County Recorder of Alameda County for paving work completed by Tri Valley Excavating Co. Inc. Purpose: To authorize the filing of Notices Of Completion (NOC) with the County Recorder of Alameda County in order to start the 35 day deadline for filing liens. At the end of 35 days, the retention will be released.

Background: At the Board meeting on September 17, 2020, the Governing Board awarded a contract to Tri Valley Excavating Co. Inc. in the amount of $507,793 for paving work at Kennedy, Lincoln, MacGregor, Musick, Newark Jr High, Newark Memorial High School, Schilling, Snow and the District Office. Tri Valley Excavating has completed the scope of work, including a change order approved November 19, 2020 for work located at Newark Memorial High School, MacGregor, Schilling, Lincoln, and Kennedy to address ADA and safety issues. The net increase of the change order was $29,024.25, making the total of the project $536,817.25. The work was successfully completed on January 21, 2021 and all punch list items have been completed. A Notice of Completion is required for each site.

File Attachments Resolution 2020.21-017_NOC_2020-21 Paving Project.pdf (51 KB) August Schilling Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) District Office Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) John F Kennedy Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) Lincoln Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) MacGregor Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) Musick Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) Newark JHS Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) NMHS Notice of Completion-2020 Paving Tri Valley.pdf (14 KB) Snow Notice of Completion-2020 Paving Tri Valley.pdf (14 KB)

Motion & Voting Staff recommends that the Board approve Resolution No. 2020.21-017 and authorize the filing of Notices of Completion (NOC) with the County Recorder of Alameda County for paving work completed by Tri Valley Excavating Co. Inc.

Motion by Elisa Martinez, second by Phuong Nguyen.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Board Policy 1312.3 and Administrative Regulation 1312.3 Uniform Complaint Procedures (First Reading)

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Fiscal Impact No

Recommended Staff recommends the Board of Education approve the revised board policy and Action administrative regulation as presented with the recommended revisions. Purpose:

For the Board to review the recommended changes and approve the updated policy.

Background:

The Uniform Complaint Procedures (UCP) Board Policy and Administrative Regulation was updated in October based on recommended language from the Federal Monitoring Program administrator. Since that time, the California School Board Association has come out with another update reflecting the relationship between the state uniform complaint procedures and new federal regulations regarding Title IX complaints of sexual harassment. This is the first reading for the attached Board Policy and Administrative Regulation. The language is sanctioned by the California School Board Association. The administration has reviewed these documents for accuracy and made revisions to reflect district practice.

If any revisions are recommended, the policy will be brought back to the Board of Education for a second reading.

File Attachments BP 1312.3 Uniform Complaint Procedures Board with track changes 2021.pdf (430 KB)

AR 1312.3 Uniform Complaint Procedures Board with track changes 2021.pdf (268 KB)

Motion & Voting Staff recommends the Board of Education approve the revised board policy and administrative regulation as presented with the recommended revisions.

Motion by Phuong Nguyen, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Board Policy 4119.11 and Administrative Regulation 4119.11 Sexual Harassment (First Reading)

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Fiscal Impact No

Recommended Staff recommends the Board of Education approve the revised board policy and Action administrative regulation as presented with the recommended revisions. Purpose:

For the board to review the recommended changes and approve the updated policy.

Background:

The attached Board Policy and Administrative Regulation have been updated to reflect new federal regulations which require that complaints of behavior that meet the federal definition of sexual harassment be addressed through new Title IX complaint procedures. This is the first reading for the attached Board Policy and Administrative Regulation. The language is sanctioned by the California School Board Association. The administration has reviewed these documents for accuracy and made revisions to reflect district practice.

If any revisions are recommended, the documents will be brought back to the Board of Education for a second reading.

File Attachments BP4119.11 Sexual Harassment with tracking.pdf (318 KB) AR4119.11 Sexual Harassment with Tracking.pdf (318 KB)

Motion & Voting Staff recommends the Board of Education approve the revised board policy and administrative regulation as presented with the recommended revisions.

Motion by Elisa Martinez, second by Phuong Nguyen.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Administrative Regulation 4119.12 Title IX Sexual Harassment Complaint Procedures (First Reading)

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Fiscal Impact No

Recommended Staff recommends the Board of Education approve the revised administrative regulation as Action presented with the recommended revisions. Purpose:

For the board to review the recommended changes and approve the updated policy.

Background:

This is a new Administrative Regulation from the California School Board Association. It reflects new federal regulations which establish a Title IX complaint procedure for addressing complaints of behavior that meet the federal definition of sexual harassment. This is the first reading for the attached Administrative Regulation. The language is sanctioned by the California School Board Association. The administration has reviewed this document for accuracy and made revisions to reflect district practice.

If any revisions are recommended, the documents will be brought back to the Board of Education for a second reading.

File Attachments AR 4119.12 Title IX Sexual Harassment with tracking.pdf (246 KB)

Motion & Voting Staff recommends the Board of Education approve the revised administrative regulation as presented with the recommended revisions.

Motion by Phuong Nguyen, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Board Policy & Administrative Regulation 5145.7 Sexual Harassment (First Reading)

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Fiscal Impact No

Recommended Staff recommends the Board of Education approve the revised board policy and Action administrative regulation as presented with the recommended revisions.

Purpose:

For the board to review the recommended changes and approve the updated policy.

Background:

This is a new Administrative Regulation from the California School Board Association. It reflects new federal regulations that establish a recommended procedure. This is the first reading for the attached Administrative Regulation. The language is sanctioned by the California School Board Association. The administration has reviewed this document for accuracy and made revisions to reflect district practice.

If any revisions are recommended, the documents will be brought back to the Board of Education for a second reading.

File Attachments BP 5145.7 Sexual Harassment First Reading.pdf (207 KB) AR 5145.7 Sexual Harassment First Reading.pdf (214 KB)

Motion & Voting Staff recommends the Board of Education approve the revised board policy and administrative regulation as presented with the recommended revisions.

Motion by Phuong Nguyen, second by Elisa Martinez.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Administrative Regulation 5145.71 Title IX Sexual Harassment Complaint Procedures (First Reading)

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Fiscal Impact No

Recommended Staff recommends the Board of Education approve the revised board policy and Action administrative regulation as presented with the recommended revisions. Purpose:

For the board to review the recommended changes and approve the updated policy.

Background:

This is a new Administrative Regulation from the California School Board Association. It reflects new federal regulations which establish a Title IX complaint procedure for addressing complaints of behavior that meets the federal definition of sexual harassment. This is the first reading for the attached Administrative Regulation. The language is sanctioned by the California

School Board Association. The administration has reviewed this document for accuracy and made revisions to reflect district practice.

File Attachments AR 5145.71 Title IX Sexual Harassment Complaint Procedures .pdf (183 KB)

Motion & Voting Staff recommends the Board of Education approve the revised board policy and administrative regulation as presented with the recommended revisions.

Motion by Terrence Grindall, second by Phuong Nguyen.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

16. CONSENT AGENDA - PERSONNEL ITEMS

PLACEHOLDER - One Consented Vote

Type Action (Consent) Purpose:

This is specifically a placeholder, and will only be used if multiple agenda items are approved under a consented vote.

Personnel Report

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Recommended Staff recommends the Board approve the personnel report as presented. Action Purpose:

This report includes employment, retirements, reassignments, and terminations for both certificated and classified employees. Specific actions can be made known at the conclusion of the meeting.

File Attachments HR PAL 02-04-21.pdf (354 KB)

Motion & Voting Staff recommends the Board approve the personnel report as presented.

Motion by Phuong Nguyen, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Certificated Seniority List

Type Action

Preferred Date Feb 04, 2021

Absolute Date Feb 04, 2021

Recommended Staff recommends the Board of Education receive the 2020-2021 Certificated Order of Action Employment List. Purpose:

Each year, the Certificated Order of Employment list is posted for review by certificated employees to determine whether the District has the correct hire date for each such employee. This year, the Certificated Order of Employment was posted and an opportunity for employees to review was provided from 1/11/2021 to 1/25/2021. This Order of Employment list does not imply an order of employment for certificated employees who were hired on the same date.

File Attachments 2020-2021 NTA Seniority List Board.pdf (93 KB)

Motion & Voting Staff recommends the Board of Education receive the 2020-2021 Certificated Order of Employment List.

Motion by Phuong Nguyen, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill
Abstain: Wahhab Salemi

17. CONSENT AGENDA - NON-PERSONNEL ITEMS

Monthly Financial Reports - December 2020

Type Action

Preferred Date Feb 04, 2021

Recommended Staff recommends the Board approve the monthly financial report as presented. Action Purpose:

The purpose is for the Board to review and approve the district's budget information as of December 2020.

Background:

These reports show, by Fund, the year-to-date status of the district's budget including Revenues, Expenditures and Fund Balance.

For some months, these Monthly Financial Reports will be presented to the Board as a stand-alone agenda item. For other months, the budget information will be incorporated in the standard reports such as the First and Second Interim Financial Reports.

File Attachments Monthly financial report_December 2020.pdf (89 KB)

Motion & Voting Staff recommends the Board approve the monthly financial report as presented. ***VOte on all items

Motion by Terrence Grindall, second by Elisa Martinez. Final Resolution: Motion Carries Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Minutes of the October 15, 2020 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the October 15, 2020 Regular Meeting Action of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the October 15, 2020, Regular Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

Minutes of the November 5, 2020 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the November 5, 2020 Regular Action Meeting of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the November 5, 2020, Regular Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

Minutes of the November 19, 2020 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the November 19, 2020 Regular Action Meeting of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the November 19, 2020, Regular Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

Minutes of the December 3, 2020 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the December 3, 2020 Regular Action Meeting of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the December 3, 2020 Regular Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

Minutes of the December 17, 2020 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the December 17, 2020 Regular Action Meeting of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the December 17, 2020, Regular Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

Minutes of the January 21, 2021 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the January 21, 2021 Regular Meeting Action of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the January 21, 2021, Regular Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

Minutes of the January 23, 2021 Special Meeting of the Board of Education

Type Action, Minutes

Recommended Staff recommends the Board approve the minutes of the January 23, 2021 Regular Meeting Action of the Board of Education Purpose:

For the board to review and approve the minutes

Background:

The attached minutes are reflective of the January 23, 2021, Special Meeting of the Board of Education. The exact language is available for viewing on the NUSD YouTube Channel.

18. BOARD OF EDUCATION - COMMITTEE REPORTS, ANNOUNCEMENTS, REQUESTS, DEBRIEF AND DISCUSSION

Board of Education Committee Reports

                       DEBRIEF AND DISCUSSION

Type Information

Purpose:

The board committee members will give any updates, if available, of the committees they are members of.

Background:

Mission Valley ROP - Elisa Martinez SELPA - Bowen Zhang Newark - NUSD Liaison Committee - Phuong Nguyen & Terrence Grindall Newark Teacher Induction Advisory Council (Formally EBBIC) - Elisa Martinez Audit Committee - Phuong Nguyen & Aiden Hill Bond/Parcel Tax - Elisa Martinez & Terrence Grindall

Board of Education Requests

                       DEBRIEF AND DISCUSSION

Type Information Purpose:

This is an opportunity for Board members to suggest items for placement on future agendas, and to review requests.

Background:

Governance Team Handbook

Authority is collective, not individual: The only authority to direct action rests with the Board when seated at a regular or special Board meeting. Outside this meeting, there is no authority. A majority vote of the Board provides direction to the Superintendent. Board members will not undermine the ability of staff to carry out Board direction.

Bring up new ideas/decide to move new ideas forward:

The Board will be open to having "brainstorming" discussions about any idea that a Board member may feel merits exploratory consideration. "New Ideas" are defined as any proposal brought forward by a Board member, at his or her own initiative or at the request of a constituent, which has not previously been discussed during a Board meeting. Board members will first notify the Board President and/or the Superintendent of their interest in bringing forward a new idea. The preliminary discussion of a new idea will not require staff research time. Initially, staff will be expected to respond to new ideas based on current knowledge. Only a majority of the Board may direct the Superintendent to conduct research regarding the exploration of a new idea. The Superintendent will decide on the delegation of assignments to other District staff. The new idea will be agendized for discussion only. The Board will decide if the new idea should be further developed and studied by staff. A Board majority will decide if staff time should be invested in the "fleshing out" of new ideas. Individual Board members, in the course of interactions with constituents, will be careful not to make or imply a commitment of the full Board to explore or proceed with implementing new ideas.

Board of Education Recognitions and Announcements

                       DEBRIEF AND DISCUSSION

Type Information Purpose:

This is an opportunity for Board members to acknowledge or recognize specific programs, activities, or personnel.

19. SUPERINTENDENT'S CONCLUDING COMMENTS, UPDATES FOR THE BOARD AND FUTURE AGENDA REQUESTS

Superintendent's Concluding Comments, Updates for the Board, and Future Agenda Requests

                       FUTURE AGENDA REQUESTS

Type Information Purpose:

This is an opportunity for the Superintendent to make any concluding comments, updates, agenda requests, or provide information of future meetings.

20. ADJOURNMENT

PLACEHOLDER - Extend Meeting

Type Action

Recommended The recommendation is that the Board extend the meeting to ____PM Action Purpose:

This is a placeholder, only to be used if the Board adds a motion to extend the meeting.

Motion & Voting The recommendation is that the Board extend the meeting to 10:30 pm

Motion by Bowen Zhang, second by Phuong Nguyen.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

Adjournment

Type Action, Procedural

Recommended The recommendation is that this meeting be adjourned. Action Purpose:

To conclude this meeting and all conversation related.

Motion & Voting The recommendation is that this meeting be adjourned.

Motion by Wahhab Salemi, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Elisa Martinez, Bowen Zhang, Phuong Nguyen, Terrence Grindall, Aiden Hill, Wahhab Salemi

No minutes available.