Regular Meeting

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[389] SPEAKER_19: you

[541] Phuong Nguyen: Good evening and welcome to the June 16th Newark Unified School District Board of Education meeting. I call this meeting to order at 5.03 p.m. Welcome. We are holding in-person board meetings at our district boardroom and are following the state's and Alameda County's safety guidelines for public gathering. Please refrain from attending in-person meeting if you have COVID-related symptoms. If you are not able to attend the meetings in person, you may observe the meeting via the NUSD YouTube channel or live transmission on Comcast channel 26. There is Spanish translation available via Zoom. In regards to public comment, the public will have the opportunity to address the board regarding non-agendized matters and agendized items with a live audio only comment via Zoom. with advance notice requested by email at publiccommentatnewarkunified.org, a written comment by submitting a speaking card via email at publiccommentatnewarkunified.org, or with live in-person comments by submitting a speaker card with the executive assistant. Roll call, please, Ms. Gutierrez.

[619] SPEAKER_32: Board member Dunn. Here. Board member Marquez. Here. Board member Hill.

[625] SPEAKER_21: Here.

[625] SPEAKER_32: Vice President Grindle. Here. President Nguyen. Here.

[628] Phuong Nguyen: All present? All present. Thank you. On to item number two, approval of the agenda. I believe we wanted to shuffle some stuff around, some items around.

[639] Mark Triplett: Yes. Thank you, President Nguyen, and good evening to board members and public and staff. We did want to move one item to the beginning of the agenda, and that's the, let me see if I got the correct number. 14.2, thank you. Yeah, we'd like to move 14.2 to the beginning. That is the middle school design team presentation. We have some students that are coming and so we thought it'd be appropriate and respectful to do that early so that they can get home and get to bed at a reasonable hour.

[677] Phuong Nguyen: Okay, where would you like to have it started before?

[681] Mark Triplett: Go ahead, ma'am.

[685] Phuong Nguyen: After public comment? after the Pledge of Allegiance. Okay.

[691] Mark Triplett: Thank you.

[692] Phuong Nguyen: Thank you. Okay. So, with that, can I get a motion to, with the modifications to the agenda?

[703] Terrence Grindall: I'll move the approval of the agenda with the modification indicated by Dr. Triplett.

[709] SPEAKER_32: Can I get a second? Second.

[710] Phuong Nguyen: A motion made by Member Grindel, seconded by Member Marquez. How do you vote, Member Zhang?

[717] SPEAKER_21: Yes.

[718] Phuong Nguyen: Member Marquez? Yes. Member Hill?

[720] SPEAKER_16: Yes.

[721] Phuong Nguyen: Member Grindel?

[722] SPEAKER_16: Yes.

[723] Phuong Nguyen: I'm also yes. Five ayes. OK. Next on the agenda is our study session, item 3.1, surplus school properties. And let's go ahead and move down to the table down there. Thank you.

[833] Mark Triplett: All right, as Ms. Gutierrez puts up the deck. So again, good evening to the board, staff, and public. We are excited to be doing this study session to discuss options for disposal of surplus properties. So as you all know, the question around facility utilization and property utilization is one that has been a priority for the board. and in particular this year is aligned to some of our district goals. So we have asked Ms. Clarissa Kennedy to join us, and she's going to share some information about what are some of the options with regard to our surplus properties, particularly now that we're concluding the consolidation process with Musics, and as we know, the snow merger with RAM has created another facility that is vacant. And so this seemed like a very good time to be starting that conversation to start weighing our options. Ms. Del Cruz, did you wanna say anything else and introduce Ms.

[908] Marie dela Cruz: Kennedy? Yeah, so Ms. Kennedy comes to us from DWK. She has a lot of experience working with surplus properties. And she'll be going through some of the options that we have for disposal. And it's going to be a big picture. Try not to get too much into detail. Maybe that's, depending on where this goes, a follow-up if we need to. But other than that, I think this will be a good session for everybody.

[944] Terrence Grindall: I think we just what your role is in this year you're essentially working for the district in advising this you're not working for a subcontractor that would be involved in the purchase and sale or anything like that.

[958] Clarissa Kennedy: No, no. So I'm a shareholder with My area of practice is in business property and construction, but primarily in property. And we assist school districts across the state in property acquisition, disposition, etc. So our, as lawyers, we're only representing the district.

[983] Terrence Grindall: Great. Yeah, and so I just wanted to clarify that because there's sometimes debate about that.

[994] Clarissa Kennedy: So I just a little bit more about what I'm doing currently. I'm actually currently assisting, and I'm just thinking about regionally here in sort of our nine county, greater Bay Area, probably six to eight districts who are going through exactly this process. And so a lot of vacant or unused land, which is a very valuable asset on your books. And so how do you leverage that and bring, you know, potentially very helpful revenue into your general fund or your capital balancing reserve accounts? And so that's what we want to cover here tonight. I'm also working with probably eight districts right now on workforce housing projects at various stages. Some we have plans already into the city, others are just going to go and do surveys out to their workforce. So I certainly have a lot of knowledge that I can share. If you have questions in regards to workforce housing, because that would be one of the options we'll discuss as well. With that, so on the first slide, just a little bit of an agenda for you, what we hope to cover. We'll touch a little bit on your existing, what I'm calling unused and vacant sites, just sort of targeting those for now. The concepts that we're discussing may or may not be applicable to other properties that you own, but for purposes of this discussion, I was targeting those three particular properties. Then we'll go into a little bit, a few of the reasons for what we call property dispositions. We use the word disposition, I think that the disposal is like you're giving away or relieving yourself of, and for purposes of property, that's not truly what that means. It could be a sale or it could be a lease, right? And so you're essentially leasing to another tenant the ability to possess your property, right? So you still own the underlying property, it's just the tenant gets to use it. Then we'll do a little bit of an overview of the property disposition sort of options. And it's broken into two kind of segments. The first is what I might call a standard or traditional surplus property disposition process. And then there are alternatives to that process that give you more flexibility to maximize the value of the property. And then finally, we'll end with just a couple of suggested next steps and hopefully get some direction from you all to staff to proceed so that you can continue your work to do some feasibility and due diligence on where to go next. So then in terms of your unused and vacant sites, really, You've gone through the consolidation merger process with a couple of your schools, including Music and Snow. And I believe also on your list of unused slash vacant sites is the preschool site. And so those really were the targets in terms of what we're trying to figure out where we go with regard to these properties. you know, essentially the big question is like, how do we leverage these assets, right? How do we get the most out of it when we can? And so that leads really a nice segue into why do we even do, you know, what are the reasons behind property disposition? And really, you know, you've done a lot of that due diligence already in deciding on the consolidation piece. I think that's the next slide. On the consolidation piece, You made decisions around, you know, operating expenses for the various sites. Are the sites under enrolled? Does it make sense to keep properties open where, you know, you're only utilizing maybe a portion of the site? And the cost may be the same, right, to operate it as the local pool. And so you've made a lot of those critical decisions already. And then, you know, essentially, The downside when you consolidate and leave a space vacant, then you have empty land, which the state does not like for public properties. Because you're exempt from property taxes and you have a lot of other benefits as a public agency. So the longer you leave a site unused, there's the potential for what we call unused property penalties. And we don't want to get into that with the state, right? We want to make use of those properties. We also don't want your properties to fall into disrepair, which can happen if you leave them unused. And in certain communities, they can be vandalized, and other things, and spotters, and whatever. And that just becomes an entirely different can of worms that you really don't want to engage in.

[1329] Aiden Hill: Could you give us a couple or some, or maybe the primary examples of non-use penalties? And then the likelihood that those might apply to our properties that we currently have in our portfolio.

[1341] Clarissa Kennedy: So typically, I believe it's either five or seven years or a couple of different standards for unused properties, where you essentially leave it vacant every year. Ms. Dela Cruz probably gets a notice from the state that says, tell us about all of your properties. Do you have any properties that you are not using? Each year you report that you're not using a property. That's one more year you're adding on to that five to seven year period when you leave your property vacant. The penalties can be substantial. Part of it depends on the value of the land. Part of it depends on whether you've got funding from the state to pay for that property. There are a couple different criteria that go into how much the penalty is. But if you're ever involved and there's a vacant piece of property sitting around, we're telling you, put some use in there. Put storage in there, store your overflow. If you are consolidating and you don't need furniture at every single site, use that site for storage. And you say, this is a storage facility. So it's not an unused facility, right? It's how you designate it.

[1410] Aiden Hill: And what are the penalties?

[1413] Clarissa Kennedy: In one instance, I think there was a penalty of about $100,000.

[1421] Terrence Grindall: There's also some danger that the state at some point is going to require, is going to sort of claw back these properties or require them to be used for housing sites. Isn't that correct?

[1430] Clarissa Kennedy: Well, I mean, there definitely is under, when we get to the surplus, I mean, the workers' housing section, we can talk a little bit about that. But there is a lot of movement to make public properties available for housing right now. They haven't gone as far as to require it, but certainly any public lands that you're not using could be first on that list as a public interest. So better you use it for that purpose than the city to come in and say, hey, we want your property. And I can try to figure out if the state publishes penalties, so I can go back and I can send to the superintendent and CBO, like, here's what we found in terms of recent penalties, and we'll get it to you. So, and then, of course, the biggest reason to, you know, engage in property disposition exercise is to generate income for your general fund, for your capital outlay and reserve accounts, you know, the different ways in which you can leverage the monies that you receive depending on how you dispose of the property. So if you were to just sell the property outright, you're really limiting the use to which you can put those proceeds, because by statute, you have to use it for countervailing purposes. If you lease your property, and I should say, sale or lease with option of purchase, in those two instances, the proceeds from either of those transactions have to go to a special account, it's probably your fund, That's capital outlay reserve. You can only use it for, you know, to modernize facilities, maybe buy another site or whatever. It's very limited in terms of your use. If you lease, that ongoing lease revenue can go into your general fund via line item income every year for the term of that lease. The benefit of a lease over, a sale over a lease without your purchase is that you get to actually access those proceeds for operating expenses. There is currently, based on COVID, and they've done this in the past, like when there was a recession in 2008, I think they did it again in 2014, where you can use process from the sale for a one-time purpose, but it has to be a one-time purpose. You could have to give up some of your eligibility for state funding for facilities for about 10 years in the future, which I'm not sure you really want to give up the option to get funding for a new school. So are you for modernization? So there's some real strings with using that one-time money, and it can't be for operating expenses. It has to be for a one-time purpose. So let's say you have some sort of unfunded retirement liability, and you want to take off a chunk of that, and say you make $10 million off of the sale of a piece of land. You may put that $10 million toward that unfunded liability to take that down a bit. But you couldn't raise teacher salaries based on that one time. Because there's no bucket that that's gonna keep, you know, keeping filled to make those payments. All right, so going to our next, we'll probably go to the next slide after this one. Okay, this one, perfect. So the first sort of, approach to disposing of property. And again, you're a public entity, this is public property. Most every single public agency has some sort of surplus property disposition process that they have to follow. It's either at the government code, for us it's in the state code, because we're specifically schools, that have some sort of process. Just like when you buy property, there's a process, when you sell it, there's a process. And the idea is to really try to First and foremost, keep it in the public sector if possible. And if that's not possible, and it's made available to the public at large, private, et cetera, then to get the most value for your property, right? So that's what this whole structure is based upon. First thing we're gonna do is determine, do we wanna use this process, or do we wanna use one of the alternative processes that we'll talk about? The alternative processes do not require the 7-11 committee. And many of you may have heard about the infamous 7-11 committee. Some people call it the closure committee. It has gained a poor reputation over the years. But it's essentially a committee of between 7 to 11 community members that help the district assess the tolerance of the community around a particular site and how to utilize that site. what are acceptable uses of property is essentially what that committee is charged with making recommendations for to you all. So if you decide you want to go down this route, and we'll talk about what this route is versus the other. First, the next step you would do is actually form a 711 committee. I know they, I believe you all have an advisory committee to assist with the consolidation process. We, I just finished up two 7-11 committee processes for districts who also had consolidations and had consolidation committees. And what they did is they asked a few people from that committee to join the 7-11 committee because they met one of the seven criteria. And what that did is it allowed those members to bring the knowledge from the committee that was already met and done a lot of work to the 7-11 committee process, right? So there's a little bit of bridging that knowledge gap by having members who are on both committees. all of the committee members from the consolidation to be the 711 committee. Well, if they fit all the category, there's no preclusion to doing that. But you may want to open that up to your committee at large. And they actually did that. So that committee forms. That's a Brown Act committee. They meet separately from you all. They do that evaluation. We provide the district meetings, the global meetings here. We provide technical assistance to them, helping them do their agendas, posting, any information and data that the district may need to give them to make that assessment. You know, things like enrollment, or are there any other district uses that these properties could be put to, et cetera. Are they being asked for some of that information? You would provide that to them. They have their own stand-alone chair. They do those meetings. They prepare a final report. In these past couple of committees, I've been on every single committee meeting, call, or Zoom, and we help them to actually memorialize their report. But all the work was theirs, we were simply scriminators. We were just writing out for them what they wanted to recommend to the district board. So that report is done. The next step would be you all will consider that report and those recommendations. You can accept them or not. There's no, you're not bound by what the settlement committee determines is an acceptable use, right? You all may have your own thoughts about that. But they're essentially doing some groundwork from a community perspective, right? So you have a sense of what the community is interested in.

[1921] Aiden Hill: It sounds like for the 7.11 committee, the focus is really on either disposing of selling the property or potentially leasing it, but not repurposing for a different use.

[1935] Clarissa Kennedy: Well, so for example, in one of the I would say that they can't make that recommendation. So for example, in one of the cases that I just worked on, they have a district office that's being leased. So they leased the district office from another landlord. They're spending money on that lease. They have three schools that they have now consolidated that are vacant. So this committee said, hey, Why are you leasing and spending the money there? How about move the district office functions to even a portion of one of these sites? Lease the balance of it, right? Then you save not only the lease revenue, but you get to get lease revenue from the balance of that site. So they did make that recommendation.

[1981] Aiden Hill: In the 7-11? In the 7-11. Okay, great. Thank you.

[1985] Clarissa Kennedy: So after The 711 committee's work is done. The board will either decide to declare the property surplus or not. If you do, you have to do public offerings. Public offerings are basically offers to other public agencies in the community, in your jurisdiction. They may or may not be interested in negotiating with you. Certain types of property may be subject to, and certain types of transactions may be subject to negotiations for less than fair market value. That's the mail around. That's generally going to apply if you're selling land and if that land is suitable for recreational purposes. So like your fields that are associated with your campuses, etc. If you're leasing, it's a little bit of a different ballgame. So this whole process, and then after, if you don't make any negotiated deal with any public agency, then you go to public bidding, which is basically the public at large. the potential, or the tenant who gives you the highest per square foot value of rent offer.

[2056] Terrence Grindall: The downside with this- We'd be required to take the lowest bid, or the highest bid, even if there were community benefits to another fitter.

[2067] Clarissa Kennedy: So you're going right to my next slide, which is the state board waiver.

[2079] Aiden Hill: But that's assuming that we, I mean, I guess my question is could you do a trade-off analysis? And so could you say, all right, we've gone through this 7-11 process. It doesn't seem like we're potentially going to get, you know, fair market value. Here's fair market value. Here's what we're thinking we're potentially going to get. Here's the delta. And then you do a trade-off analysis to say is that delta, which is greater, paying the penalties and kind of waiting for a better time or, you know, accepting this less than fair market value option. Right.

[2115] Clarissa Kennedy: So I should be clear. If you decide to lease to someone, you would accept under this construct, you would accept the highest fair market rent or the highest rent offer. If it's not fair market rent or it's not the rent that you want, just like with any other bidding credit, you have the ability to reject all bids. You just reject all bids, right?

[2142] Clarissa Kennedy: Great. So, but if you don't want to get into a position where the surplus laws say you have to accept that highest fair market rent, Ultimately, you may want to negotiate other sorts of benefits. Maybe they offer a program to the school, right, to the district that might be beneficial. Maybe they'll do improvements to the site that we don't have to pay for, that would be beneficial. There's more than just the fair market rent that makes for a good deal. Unfortunately, the statutes, these statutes, as they're drafted, as much flexibility for you to dig into that. So that's where the state waiver comes in. They're not going to waive the 711 process. They're not going to waive the fact that you have to do a bid. But what they do is they help you convert that from what I'll call a hard bid, you have to take that amount if you take anything, to more of an RFP process, which is a competitive selection where you get to maybe score the proposal, you get to determine what the value is to you all in terms of what that property can yield above and beyond just the rent. Maybe it's the rent and improvements in a program, you know, et cetera, that you are looking for and you take that to it, right? And so getting a waiver helps you to do a more negotiated transaction that will yield you a higher value ultimately. than maybe just going through the straight process. So that's just an alternative. All right, so with all of that said, there's the 7-11 process, there's public offering, there's public bidding. As you can imagine, that can be a long time frame to get through that. So the next segment we're going to talk about are just, what are some alternatives to that process? Because there are some ways that you don't have to go through the 7-11 process, you don't have to do the public offerings. But there are, in each of these instances, there is some sort of process to come to an agreement with a potential tenant or user of your site. So those options that do not require 7-11 include Joint Occupancy, Joint Use, Property Exchange, and Workforce Housing. We call it Teacher Workforce Housing, but it's really just Workforce Housing because it's all of the restricted workforce. The Teacher Housing Act of 2016, again, is a misnomer because people think it's just teacher housing, and it's really not. It's all of the district's workforce.

[2315] Aiden Hill: Would there also be an opportunity to actually repurpose this and redevelop it for a different use?

[2323] Clarissa Kennedy: Correct. You definitely can use it. Any district use that you have means essentially it's not surplus to you, right? The idea of surplus is that it's not needed for district purposes. Okay. That's beyond classrooms. That's any purpose. That's courtyard, that's central kitchen, that's district office, that's any of your functions.

[2350] Aiden Hill: I'm asking is because that last category of the future workforce housing that seems to be sort of one component of where we technically mean you could argue that it's a district use right where we're potentially going to be providing housing subsidized housing to our teachers and that's a benefit to the

[2374] Clarissa Kennedy: All the things that I just mentioned, and teacher housing, I'm not, I mean, that gets a little bit more into what your particular district is, what initiatives your district is interested in. Some districts do, like there's a district we're working on now that's doing, wants to do a joint venture with the city for a civic center facility that's going to do mental health programming, and some childcare, and some parent training, you know, and a variety of different things, that sort of is in its own kind of category.

[2408] Aiden Hill: And that would be like a joint use agreement?

[2410] Clarissa Kennedy: So in that instance, it's actually probably not because of the way that they're building it. Joint use is more about using more existing space. This is like a vacant piece of land that they're going to build this facility on together. So that's actually under what we call a permissive code because it's not technically moving within any of the enumerated ways in which districts dispose of land. So districts have this kind of catch-all authority to carry on any activity that is to the benefit of the district, so long as it doesn't conflict with any other law, right? And so that's one that doesn't fall within a certain construct. but it also doesn't conflict with any law, and it's a great purpose, and so under the permissive code it will be.

[2464] Aiden Hill: It's called the permissive code? Yeah. Okay, thank you.

[2468] Clarissa Kennedy: Okay, so joint occupancy, and I'm going to breeze through these because I know I want to leave some time for you all to answer or ask me any questions. So the joint occupancy statutes allow essentially for a ground lease for a developer to build improvements on your site. A portion of those improvements will be occupied by that developer. And they will own the actual improvement itself. They will ground lease the land, but they'll own the site, let them facilities. They also build for the district a use. There's a lot of flexibility with what that use can be. There is an RFP process for this, but you can tailor that RFP to whatever potential use you're interested in on a site. We had an example where our property was zoned public, quasi-public. There's a set of uses that were permissible under that zoning designation, including memory care facilities. So we entered into a joint occupancy agreement with a memory care facility that was partially residential, but then they also had other medical and day programs. And the owner of that company that builds the memory care facilities is like an authority in this area. He's written books in one of the aspects of the success of memory care facilities and therapy is interactions with children. So the district believed, oh, this would be a great opportunity for there to maybe be some joint programming of some sort, and ultimately came up with the idea of doing a community garden, which would be accessible to the memory care residents and clients. will be accessible to the students, either with an ad program or just day trips to the garden to check on their tomatoes or whatever, and to the community as well. And so that was the district's use. The district owned and sort of occupied that, or owned and operated that portion of the site. And the memory care facility was on the balance of the site. And they paid for it all. And the district gets a substantial amount in, lease revenue, which gets to go into their general fund for 66 years. So it ended up being a great opportunity for the community and for the district. So that's one example that wouldn't be subject to Senate 11. It has a pretty straightforward process for trying to yield bids for joint occupancy. The next one is joint use. Joint use contemplates use of your your existing space in your operating site. So there does need to be some district use on a property in order to really trigger the ability to use the joint use statutes. We use them a lot for operating schools, for after school programs, other programs that wanna meet in the evening, boys and girls, I mean, boy scouts, girl scouts, all sorts of youth. use of fields, little league, and softball, and soccer, and you name it, right, all enter into various agreements with us under the joint use statutes. So it does contemplate some district use of a site. So in the instance, for example, if we were to put another district function on a piece, on one of these sites, and it occupies some portion of these sites, we could use the joint use statutes to lease out the balance of the classrooms on that site. The catch here is there's a five-year limit on those leases, which some districts like, but some districts want a little bit, you know, longer term to be able to really generate income on a longer range level. You're also not going to get tenants who are going to put a lot of money into the facilities if it's only a five-year lease, right? So that's another, you know, A little bit more of the responsibility for maintenance of Keith and Fain's falls on the district for joint use transactions, which is just the nature of a short term lease.

[2738] Marie dela Cruz: So can this debt not be renewed for another five years?

[2742] Clarissa Kennedy: It can be, yeah. And they just have to make findings that the use doesn't interfere with the community, it doesn't interfere with the district's functions at the side. There's a couple of findings they need to make every five years to ensure that that's still an appropriate use of the property. But you certainly can do it yearly.

[2760] Terrence Grindall: But you couldn't build it in as an option, where they had a right to do it?

[2763] Clarissa Kennedy: Well, what you can do is you can build it as an option, provided the district is able to make the statutory Right. So we've done that, too, where we say it's a 20-year lease. But they know every five years we're going to need to meet those five needs, which is basically an accountability, you know, standard.

[2781] Terrence Grindall: Although technically it gives the district veto power at any time. They can end the lease, which is going to limit how much they'll really invest.

[2789] Clarissa Kennedy: Yeah, for sure. So if they wanted to do some kind of major improvements, most lenders who are going to finance those improvements are going to look at those terms and say, oh, You're not going to recover that in five years. There's not enough commitment, right? But for your purposes, if they're not interested in putting a lot of money into improvements, et cetera, and you can have a child care center, for example, there on a long-term basis like that, some kind of after-school program or other kind of enrichment program, it may be exactly what you need on a particular site. All right. Get to the end here. Property exchange is just what it sounds like. It's exchanging two sites. You're changing your site for another site. This happens when your property is in a location where a developer, usually it's because a developer's super interested in your property because it's suitable for high density residential or some use that they want to put the property to that's valuable to them. But you don't want to give up your property interest for just money, right? Because again, you're going to be limited. You just sold it, you'll be limited in how you can spend that money. You want to keep your land, get income generating property, you can exchange it and exchange it for income generating property.

[2875] Aiden Hill: So for example- Does that property have to be in the district? It does.

[2881] Clarissa Kennedy: Well, so there is, There are opinions floating around that suggest that it doesn't. You definitely cannot buy property outside of the district to house your district office or to build a school, right? The schools that you operate in your district office need to be within the district. There's no law that precludes you from purchasing property outside of your boundaries. that is an income-generating property, right, that you're not going to use for those purposes. It just, if ever it stops generating the income, the options for your use become a little bit limited in terms of what you can do with that site. I mean, you almost have to sell it or lease it in order to, like, you wouldn't be able to build a school there.

[2934] SPEAKER_18: You wouldn't be able to put another district function there, right? I had a question in regards to the joint use agreement. So is there any benefit, if you will, if we were to come to a joint use agreement with, let's say, a not-for-profit, so Little League, or the soccer organization, or, for example, Sunset High School, right, in Hayward. They have the leagues that they're associated, even though the school is limited, with a league on the weekends. So is there an actual benefit or is there a break, if you will, for a school district in choosing not-for-profits? Or is it just by general use of who the committee recommends and then who is the actual organization that ends up with the agreement?

[2988] Clarissa Kennedy: If I'm understanding your question, in general, for joint use agreements, the rent that is required is fair market rent for the property. So even for, yeah, even for, now, if they wanted to use the field for an event at a reduced rate, for like a single event, they would come probably to your office or someone in your office and say, we want to do a civic center use permit for the field at such and such school because we're going to have a big bonanza one weekend, right? That's one thing, and it is just the district's direct costs and some slight amount for capital costs in terms of what they would pay. On an ongoing basis on joint use, it's fair market rent per statute.

[3036] SPEAKER_18: Regardless of the groups, okay, the organization status, okay, thank you for that.

[3042] Mark Triplett: I have another question. When you're talking about property exchange, what about a scenario where you would exchange for a property that could be utilized, say, for a science camp? Oh, yeah. But it would be outside of the district.

[3055] Clarissa Kennedy: So as long as the district is able to, so that's not, for example, a place where the kids have to go every day, right? So if you do your outdoor ed off-site, and you have a site, property outside of your jurisdiction, where your kiddos can go to do their outdoor ed, that's permissible. So, it just, you can't operate your schools outside of the district. You all can't meet outside of your district. Like, a few of you could meet, you know, and you have to post wherever you are, like a hotel or whatever, you have to open your door and So you're having a meeting, and you know, so generally your district office needs to be within the boundaries of the district. So like that wouldn't be required to be within the boundaries of the district. You couldn't go there and operate a full-time situation there without being a violation of that code.

[3115] Terrence Grindall: So joint use agreements are often the mechanism where the city will rent out, will essentially rent out part of the school for recreational purposes when the school's not using it. That's the vehicle that's used there.

[3128] Clarissa Kennedy: Absolutely. And there is a little bit of a caveat on the five-year term. The cities do do that, and the way they get around the five-year term is because they're a non-profit or a public agency. If they put money into the facility, that may be a way to reduce that rent, right? And you also get to exceed the five-year time frame. So the city says, we're going to build a new field, or we're going to put in turf on your field at such and such school. In exchange for that, you can enter into a joint use agreement with them for less than fair market rent and for longer than five years. All right. suffice it to say, for the property exchange, it's very, very flexible. It requires a vote of two-thirds of your members in order to approve something like that. If there is another use that your real property is not suitable for, that you're interested in, that's where you will invoke the property exchange type situation.

[3196] Terrence Grindall: Is there a limitation on know that have to be appraisals of the property to make sure they're they're or is it is it really up to the 2, 3rd vote.

[3207] Clarissa Kennedy: Well, it's 2, 3rd vote and by statute it says on any terms that are mutually agreeable. But there's also something called gift of public funds, right? So you can't just give away your property, right? There has to be what we call consideration when you're exchanging land. I did a transaction down in Glendale where it was a district professional development center next door to where this developer was building all this new housing. We were sort of the next swath of land that they could develop if they owned it. They asked to buy it, we said we can't just buy it, we can exchange it for something else. They didn't have any other property in their portfolio to exchange. So we did a short MOU. They went out, they found property, and we thought it was amenable. It was actually a 16-unit apartment complex that's now being used for teacher housing. I mean, they couldn't kick the tenants out at that point. But we purchased that, or they purchased that, and we did the simultaneous exchange. So we ended up with that property, they ended up with our property. The functions that were PDC, the district moved to other areas within the district, existing space within the district. The value of the property that, our property was more than the value of the apartment complex property. by like $3.5 million. So we got a check and the property, and they got our property. So that's how it works. So there's lots of options. I mean, really, it depends on what you're interested in doing. We can find a way to get you there. That falls within one of these various constructs. OK, last one, teacher housing. This could be its own study session times like 10. So we just wanted to put a couple of bullets down to kind of whet your appetite. It's a statewide system that many, like Santa Clara did many, many, many years ago, maybe 20, almost 25 years ago. We have a couple of community college districts who did it. And they have some differing powers and have had because they have faculty housing and student housing and, you know, it's a different type of entity. But in 2016, the state said we want their emphasis on teacher housing or workforce housing. And essentially what that statutory scheme allows is for there to be like a streamlined process for teachers to get through all of those. red tape, bureaucracy, and whatnot when building housing. As school districts, we don't build housing, we build schools, right? So it's not our typical wheelhouse to build residential developments. And cities often treat someone who's coming in with an application just like anybody else, right? And so this Teacher Housing Act allows for us to have some very different treatment than your typical residential housing developer. It also gives a lot of benefits to developers who partner with districts to build these houses or the housing, including various kinds of tax credits, access to certain kind of funding. If it's built on property that we own, that property is not subject to property taxes. That's a big deal. I mean, we're not used to paying that anyway on our sites. So for us, it's a continuation of that same benefit that we share or, you know, have on other sites. But that's a big deal, right? And so, and it also allows us, probably most importantly, to restrict the housing to our workforce. That is a huge kind of departure from the constitutional protections of non-discrimination against anyone in housing and employment. But again, it's similar to student housing, faculty housing that community colleges have been doing for years. and extending that to districts so that your workers can live and work in the communities that they serve, right? So this is so incredibly, such a powerful tool that you have in your toolbox. If you're interested, it's a lot of work. It requires a variety of different consultants to help you piece together funding feasibility, construction and development feasibility to help assess the need, demand, desire, and moisture workforce for this kind of housing. Can you keep this kind of housing full, right? And you don't ever want to touch your general fund to pay for it, right? So determining affordability levels, what's going to really get a good amount of folks in, but that's also going to be able to pay the debt service for the cost of construction to build. Right? So there are lots of factors to consider here, but it is such a great tool and it's very exciting to be sort of on the forefront of districts really getting these projects off the ground in a meaningful way. The state also has, as you mentioned, there's some movement toward really pushing for public property to be used for affordable housing. And one of the things beyond, you know, the location of the site, the state, at the state level, is really promoting a density bonus. If you have a certain amount of affordability within your project, you get to actually build more units, which actually may save better, right? Look under existing zoning, you may get to build 100 units in a particular project. If there's a certain level of affordability built into those 100 units, you may get to build an additional 50% more units, which would mean building 150 units, right? Which just right there on his face in a single project could, you know, give you a lot more units to make accessible to the workers.

[3594] Terrence Grindall: So say a property is worth $10 million. That's a nice round number. And that's how much we could get, sort of the equivalent in lease revenue. Are we going to be able to get the same dollar for dollar? Or by using it, by dedicating it to affordable housing, are we going to be taking the hit? For example, if an area, if land is designated for affordable housing, its value drops dramatically if it's got a deep restriction on it. So are we going to lose value in that regard, or are we still going to be able to get the value to use for other district purposes?

[3631] Clarissa Kennedy: So that is one of the major pieces of due diligence that will occur if you are evaluating whether you're doing a forced housing, is to determine the levels of affordability. There's no statute that requires 100% de-restricted affordability. So that's hopeful because say you do 20 or 25% de-restricted and you maintain flexibility with regard to the rents for all of the remaining 75% of the units. I have one district right now whose affordability plan includes just that. It's about 25% de-restricted for low and moderate. And then above that, I think they're doing 60% of market rate is what they want to charge, but they're in control of that. And so if that number isn't enough to pay the operating expenses of the development as well as the debt service on any construction costs or whatever, then they can go up in those rents, right? And they maintain that flexibility. And in some instances, they may do it of a graduated level, right, where there's 60, 65, 70, 75, 80, and anything over a certain amount is profit, right, or it certainly is money coming into the district's coffers to help offset any expenditures or any anything that the district has done to kind of get that property or project up and going, and then to put back into your students.

[3733] Terrence Grindall: So just one more question, and then I'll stop talking. A person leaves the district, we have to kick them out of their home?

[3745] Clarissa Kennedy: So that's another thing you do, is that the whole property management side, you spend a lot of time figure out how to get a property entitled, how to get construction going, open it up. But there's a huge back inside, which includes how do you manage the wait list? Is there a time frame, even if they don't leave the district, do you want to put limits on the amount of time that someone can stay in the home so you can keep that inventory? right, but available for teachers who are coming up, you know, or workforces coming up, right? So you all get to make a lot of those decisions. A lot of that is discretionary. And essentially, you don't, I mean, you're doing this for your workforce. So maybe you don't kick them out straight away, but maybe they get some window of time within which to find alternative housing. different districts are approaching that a little bit differently. Yeah, I mean, but you won't do that. You make the initial decisions on policy, and then that policy is set forth in various handbooks and operating manuals, etc.

[3826] Terrence Grindall: We as a board don't do it, but we as a district do. It is another ball that gets juggled.

[3832] Clarissa Kennedy: Right, but I guess my point is yes, ultimately the buck stops with the district as the homeowner of the property. However, the management of it would typically be outsourced to a property management company to handle that so that folks aren't coming to your meeting and saying, I don't like speaking anymore, whatever.

[3853] Terrence Grindall: No, you need to work for me.

[3856] Bowen Zhang: So how often do you see districts splitting the rent with the developer in exchange for, let's say, building the homes for free? Because I guess for this, whether it were for thousands or I think most districts and most ideal cases, district doesn't spend any money building them.

[3874] Clarissa Kennedy: So I have districts who are paying the entire amount. And I have another, I have a, on the one hand, and then I have a district on the other hand that, here's our land. We also went to the city. The city has an affordable housing bond that they passed. And so they got a tranche of like, a tranche of like $30 million from the city toward their housing. We have $30 million from the city and our land. That's all we have. And that's what they put out to me. And they have a developer who is developing that project right and they didn't spend any of their money. So it is possible. There are many different. The funding piece is an important, you know, that's an important piece of the due diligence to be sure that the project will come to fruition.

[3924] Bowen Zhang: So speaking of rent, is that generally capped at 30% of the occupants? monthly income or there's a more standardized way to price?

[3934] Clarissa Kennedy: There's, it is so incredibly complicated. It depends on if they're low, they're very low. They're, I mean, most of your employees probably aren't going to be very low, right? So you also have to, you have to figure out who you're trying to capture, right? Because if you really want it to be for your workforce, you want to have a range of affordability levels that can, can tap into classifieds, teachers across the board, right? And so you know what your salary levels are. You don't know what's happening at their homes, what their spouses or partners need. You know what I mean? There's a whole set of calculations that will come into play. It's not really standard. It is not standard.

[3989] Clarissa Kennedy: Jefferson Union opened their, they did their ribbon cutting maybe two months ago, I would say. It's open. They passed a bond, it was the Workers Housing Bond, like it was named that, like titled that. It was very clear. Some communities are amenable to that, some communities are not. And so really that's about your polling and taking into account what you're doing and what your community is willing to spend money on. If they're going to pay, you know, some sort of assessment or tax or, you know, from their perspective, they may want to see it go into the classroom. So even district offices sometimes are hard to get on the bond project list because, you know, we don't need that. We need the classroom too. So, yeah. But yes, definitely a lot of districts, even if they're just subsidizing the cost with some bond proceeds, having that pot of money available, I think they've found a way. I talked way too long, I'm so sorry.

[4057] Mark Triplett: No, we interrupted a lot. You have the last slide, and then it is right at six.

[4067] Clarissa Kennedy: So basically, and to ask for direction from you all. What I have found super helpful in the process that you're going through is to hire an asset management consultant, someone who's gonna look at your sites that are unused and vacant to help you figure out what's the zoning, what's the temperature of the city, what uses do we think the property might be suitable for? They can dig into land value. They have their finger on the pulse of what else is happening development-wise within your jurisdiction. And then they bring forward those options to you all. They'll make a presentation here, fancy aerials, etc. And let you all, give you that information so you guys can start to really get your arms around how each of these sites might be used. so that then you can make some determinations about which, if any, of these approaches you want to use for property disposal. So we can do like an RFP for those services so that, you know, you can understand the cost and what you would get for that. It would be like an RFP where we do like a scope of services, et cetera. We can put that together super quickly, get some proposals in front of you. I think it's a worthwhile expenditure to really help focus the conversation and get you to a place where you can start to generate.

[4163] Terrence Grindall: And the cost of that can eventually be reimbursed from the proceeds of the numbers that we spent, you know, dreaming numbers. But if we spent $10,000 on that, can we essentially pay that back out of ultimate proceeds?

[4179] Clarissa Kennedy: I think you can. I mean, it's really, you're spending that in order to really get that higher value for your land, right? So that's the goal. Right.

[4190] Terrence Grindall: So the only other thing I have is I like the idea. I don't know why we would limit ourselves just to those three sites. We have a play field next to the Bridgepoint School, which is used by the city for recreational purposes. And we also have, that used to be a junior, it used to be a high school, right? It was a big junior high, so they have a play field that they don't need that's used for the city. We have an agreement with the city, that property should be discussed as well. And also the operation yard or the maintenance facility ought to be included as well if we're gonna go through this effort.

[4228] Phuong Nguyen: I agree, because definitely the genotype that could be zoned in, potentially, there's other properties that we can definitely resolve.

[4238] Mark Triplett: Yeah, one thing we did in preliminary conversations, we did think about is there are tons of different scenarios that could be played out. And so I think the board just needs to ask themselves, like, the minute you start opening up more and more hands, you know, then it

[4262] Terrence Grindall: I mean, I think that'll come out in your RFP process. You want a consultant who can help guide us and keep us from, you know, have a structure where we go, you know, at a high level and then narrow down rather than just be all over the place. So they need to demonstrate that ability to herd these 5Ks.

[4286] Aiden Hill: And then just kind of building up, because you're talking about retaining an asset management consultant, you know, who would coordinate a lot of these efforts. And I'm imagining that at least in some cases, part of that is really actually getting community involvement and participation. And so ultimately, right, it's the communities and I think that we really need to consult them about potential uses and what they think are the best. And as kind of an example, a number of years ago, when we went through a facilities master planning exercise where we were looking at facilities, in that particular situation, we conducted 62 workshops, we had 174 stakeholders, came up with a very, very broad-based input, and I understand I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don't I don

[4360] Phuong Nguyen: So I think, in terms of providing direction to staff, I'm definitely in favor of retaining an active management consultant. I am, and I'm, I personally, you know, advocate for the alternatives to surplus property disposition because it gives us more flexibility to be able to do that. And yeah, but I mean, so that's why I think we should definitely go with that.

[4398] Terrence Grindall: I agree, I agree with that. I also agree with member Hill's indication that we would have community involvement in that, you know, whether that's open houses or activity, that's an important part of this process that is not just done in somebody's office in, you know, Los Angeles and present and dropped on us, that it's an engaged, that there's an engaged community. and really look at all options and let the experts, as your expertise has been extremely helpful, but let the experts help us to make more choices.

[4435] Clarissa Kennedy: We certainly frame the RFP to be sure to include that as something that we're looking for in their proposal about how to target those.

[4447] Phuong Nguyen: Member Zahn, Member Ortiz, any input?

[4451] SPEAKER_18: And then agreement as well. And I think it's crucial that not only having the community involved, but the families, when they're being able to write, that we make it accessible, which is going to be key, is having that meeting in the evening, during the non-weekend, so that we're able to get as many stakeholders input as possible, please. Right. You have an agreement?

[4472] Clarissa Kennedy: Yeah. Excellent.

[4475] Diego Torres: Thank you so much.

[4476] Terrence Grindall: Thank you. Thank you so much.

[4533] SPEAKER_19: If you're willing to use that, I'll buy it for you.

[4542] Phuong Nguyen: All right, on to the next item, 4.1. I'm sorry, item 4, closed session. In closed session, we will be In closed session, we will be discussing 4.2, public employee discipline dismissal release, 4.3, conference with labor negotiators NTA and CSCA, 4.4, conference with labor negotiators NEWMA, and 4.5, conference with legal counsel on anticipated litigation, and 4.6, student expulsion. We will now recess to closed session. Thank you. We're on item 5.1. There is nothing to report out from closed session. So we'll move on to the Pledge of Allegiance. Are there any students in the audience that would like to lead the Pledge of Allegiance for us?

[7643] SPEAKER_37: Yuna. Both of you guys. Please. 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.

[7672] Phuong Nguyen: Thank you. Great job. Okay, we did move the agenda. One agenda item up, 14.2. So we're going to start with that. Ms. Parks, we have a public comment. Ms. Parks, would you like to come up?

[7687] Aiden Hill: Do we have no comments on non-agenda items?

[7700] Phuong Nguyen: Oh, no. We moved this up before that. Before that. Yeah. Thank you and welcome.

[7707] Cindy Parks: Good evening. These are collaborative concerns from the junior high teachers. Being at middle school has been an idea in Newark for at least 10 years. It has always been embraced by the junior high school. It has never acted upon until now. The design team has met for almost a year with consultant Jeanette Hernandez. Please consider all of these issues with what is being presented tonight. We were told along with all of you there would be minimal movement among the current teachers and sixth grade would be kept separate from the seventh and eighth grade. The current staff explained how this would be possible or would be impossible as the junior high is not physically built for that. The entire K, L and M wing had to relocate to smaller or different classes except for one SDC. Rooms F4 and F5 are established science rooms with sinks, lab equipment, and non-movable science counter type desks, but will now house the art and Spanish classes. The offices at the end of the L and M wing are current storage closets. These rooms are missing the following, a window, heating and cooling, ventilation, a fire alarm system, an intercom, a phone. The office identified in F3 also needs to be built as it is non-existent. We were told these were summer construction projects. Has anyone on the school board seen any plans or a budget for these projects? If keeping the 6th grade separate in their own wing is so important, why would you put the STEM Robotics class in the middle of the 7th and 8th grade classroom wing? The campus will be adding 300 more students. but they made no accommodations for any extra bathrooms, and all students will have access to the same bathrooms at the same time. If you aren't aware, the bathrooms have already been an issue with vandalism, fights, vaping, and drugs, and now 300 more students have to use the same bathrooms during brunch and throughout the day. Each day, all students will commingle before school, during class passing times, brunch, and after school. How is this keeping the sixth grade separate? If you are not going to keep them separate, why not just have them intermingle from the beginning of school? The bell schedule in the presentation is inadequate at best. NTA has submitted a bell schedule that would work for all grades made by junior high teacher. It was ignored. The seventh and eighth grade brunch is scheduled less than an hour before their lunch. The 5th and 6th grade periods for 7th and 8th graders will be impacted with students and most likely go over cap for maximum amount of students causing the district to pay overages. This will happen because the larger classes such as electives and PE will not be able to service the 7th and 8th graders during those periods. With additional students, where is the allocation of additional campus monitors and office staff? Why wasn't this addressed? Why would the SEL lessons be on a Friday and not on a Monday? If we had SEL on Monday, we could refer to it throughout the week instead of students forgetting about it over the weekend. Thank you, Ms. Parks. I have one more set. OK. School-wide announcements should be daily. Even if it is just repeating the announcements for the week, this has always been the practice until the last year. Please consider these issues. Thank you so much.

[7905] Phuong Nguyen: OK. I will hand it over to you, Superintendent Joplin.

[7910] Mark Triplett: OK. Thank you, President Nguyen. Good evening again, board members, staff, and community. We are really excited to start this evening with the middle school sixth grade design team presentation. We have a whole bunch of fantastic middle school design team members in the audience who are going to be presenting together. And so in a minute, I'll turn it over to that group So, next slide, please, Ms. Gutierrez. Just to start, so our outcomes today, this group, they'll talk more about what they've done and the journey they've been on, but our purpose is to share the year-long work of the middle school design team with the Board of Education, including the design team, excuse me, design team plan. that was submitted to the board to be accepted. And so first off, I wanted to introduce a really important person who has been integral to this process, and that's Dr. Jeanette Hernandez. So she has been the facilitator of this group, and I'll turn it over to her.

[7987] SPEAKER_41: Good evening. It's a pleasure to be here. And I've had the honor to facilitate the design team. And so I just before we start, I just love everybody to stand up. I know everyone's going to come up here. But we had an incredible group of people, teachers, parents, students. You saw one of our students. Our students were really integral to the work. So design team members, can you stand up, please? So my role as a facilitator was really to create the conditions. And we did this on Zoom. We met biweekly. And we created a vision. And we brainstormed. We looked at best practices. We looked at the research. And people went to work. And we met. And they did amazing work. And that's what this presentation is going to be. They got into the details. And we're really excited about it. And I really feel proud of the group. and the work that we did. And a couple people I see that Marie and Catherine didn't stand up, but they were. So we had a good mix of folks. And so as you'll see, in terms of the, Lucia, can you go to the next? This is what our agenda is for the presentation, and this is all the work that we did. And so each member is going to come up and present an overview of really what the transition for sixth grade is going to be. So with that, we're going to start with Yuna and Nathan. They're both going to come up.

[8107] SPEAKER_38: Creating a collective vision.

[8115] SPEAKER_46: A profile of a graduate is critical thinker, creative problem solver, effective communicator with integrity, resilience, and empathy. These are all qualities that are in our vision statement.

[8144] SPEAKER_38: We are an inclusive community of learners who actively engage in opportunities to grow academically and socially on our way to self-discovery. We all take part in creating a positive, safe, and vibrant environment committed to respecting, valuing, and supporting each other's journey. So during the process in which we were creating the vision statement, it was really fun. We did a lot of teamwork. I got to meet a lot of fun and new people while creating the vision statement and it was just a really fun experience.

[8208] SPEAKER_50: While we were designing or getting ready to create this design, the team felt it was important to include some of the following factors in the sixth grade model. Regrouping students into smaller learning communities where they rotate throughout the day with each other similarly to the elementary setting where they would just kind of stay one cohort for the most part throughout the day. Having an elective wheel for students to rotate through each quarter. Grouping learning subjects into core subjects, such as language, arts, and social studies, and math and science. Providing daily advisory to ensure that in time for social-emotional development for check-ins for personal, social, and academics for the students. Designating sixth graders their own wing to give a safe, structured space with close proximity to core classes. And providing academic intervention and acceleration every other day through flex time.

[8269] Mark Triplett: And that was rock star teacher Tara White, who was at Music Elementary and has transitioned to be not just on the middle school design team, but also is going to be at the middle school next year. So next. Ms. Delacruz is going to speak a little bit about this next piece. And then, Dr. Hernandez, if you could just, as each person goes up, if you could just introduce who they are and that they'll be the next ones.

[8303] Marie dela Cruz: I saw Ms. Bloom coming. I thought you were going to take my slide. Yeah, so as Ms. White had mentioned, it was important for us to create a section or a space for our sixth graders be close together and have their core classes in the same area. So on the right side of this map, you will see the purple classes that are designated for our sixth grade core classes. So the sixth graders will be in the K and L wing where they will have their math, their science, their English and their history classes. They will also have PE, and PE is more on the north side of this map. You'll see the orange there on the top right, where there's a gymnasium, there's the boys and girls PE locker rooms, and there's also the fields and the basketball courts and the tennis courts. Plus, there's three portables over to the left, the east side of this map. that are designated also for PE activities. The sixth grade electives include STEM, Spanish music, and visual arts. And those classes are located in the F and J wing. The F wing is over on the west side of the map, and the music is over on the right, the east. So that's the facilities.

[8413] SPEAKER_41: You're up next. Thank you. Just testing you. I'd like to introduce Dr. Chipwood.

[8419] Mark Triplett: Great. So, as the team was building this out, one of the things that we were really thinking about was what is this, what is a transition that we're trying to support in our young people, developmentally and in preparation for high school, college and beyond. And so, this slide articulates how, As the students pass from grade to grade, how their structure of their day and the classes changes as they're growing in independence. And so in fifth grade, what they currently have is self-contained classes for all core content. So for the most part, all fifth graders have one teacher that teaches all the core content. And then what we've designed for this new sixth grade is that in sixth grade, they will have two teachers. So they'll go from one teacher to two teachers. And the same group of students will be together in every core class, meaning that the same group will have humanities together with one teacher, math, science together with a different teacher. Something that we would want to consider for the future is that in seventh grade, that level of independence just grows slightly. So same group of students continuing to be together in all of their classes, but then the teacher would change for every content area. So in other words, one teacher for science, different teacher for math, different teacher for history, different teacher for English. And so you can see it's like gradually growing some independence. And then in eighth grade, what currently exists, and which we would want to continue, is that in every class, the students are in a different group. So every class, they're not necessarily with the same peers throughout the day, and that they have single subject classes. So every teacher is different during the day.

[8550] SPEAKER_41: OK, we're going to have Toro come back up and talk about the day in the life I just want to say one thing, that one of the things we wanted to do before we planned this is, as we were planning, is we were going to do site visits. And we wanted to visit some promising middle schools in the Bay Area. But due to COVID, we couldn't. So we improvised, and we actually had a principal panel, and we invited them to come virtually. And they spoke about how they do their sixth grade and what are some of the best ways. So we really learned a lot, and we actually had Linda Darling-Hammond, who works on the State Board of Education. She does phenomenal work, and she gave us some really good advice on considering. So that really guided a lot of our work. So with that, I'm going to pass it to Tara.

[8597] SPEAKER_50: We're going to look at the day in the life of a sixth grade student. The day of the sixth grader begins and ends at the same time as the seventh and eighth graders, which is 8.15 to 3.02. At 8.15, the 6th graders will begin with advisory time for social emotional learning each day. They will go to their first, they'll stay in their first core block, which is two periods long for humanities, which would be reading and social studies, or for math and science, followed by brunch. Then after brunch, the 6th graders will go to their next core block for the next two periods, followed by the 6th grade lunch. 6th graders will end their day with PE and their elective, or academic flex class and then have opportunities for after school programs.

[8643] SPEAKER_41: I get to introduce Rachel Bloom, our science specialist elementary school who contributed lots to our master schedule.

[8654] Rachel Bloom: So the next step we talked about just now that the zoomed in what their day would look like but zoom out again. This is what we call the master schedule. And so when we thought about all the kids coming when you take all the kids coming from all the elementary schools you can fit them into about 10 groups of 30 approximately 10 groups of 30. And so when you look at everything it kind of looks like this where you can see you see 6A and 6B. So those kids share the same teachers. So again, students would have a language arts and social studies teacher and then a math and science teacher. So you can see there's like that T1 teacher one. And then they would teach group A in the morning. And then later on, they'd have the second group of students. So you can see there's kind of that team teaching model right there. You can see like A and B, those are the groups of 30 kids. And the next slide kind of continues that. And you can see the period where they would have their elective or their academic flex, and then a period where they would have to eat. So like Ms. White said earlier, we could take a look at the schedule. Next slide. We wanted to separate the sixth graders and give them their own lunchtime. and let the 7th and 8th graders have their lunchtime. The junior high now has six periods. We kept six periods. They have a brunch time. We kept brunch time. They have advisory. We still have an advisory time for SEL. So again, you have your first and second period, which you would have with either your language arts and social studies teacher, or you would have math and science with your math science teacher. You have your brunch, and then the group moves to their next teacher. It's like a flip-flop. So the kids that had math and science beginning, now they'll go have social studies and English. Or the kids that started the day with social studies and ELA, they'll go to their math science teacher. The last two periods of the day are for PE and what we're calling their elective and academic flex.

[8791] Mark Triplett: Thank you, Rachel. And I did want to just give an extra shout out to Miss Bloom. She definitely just took these ideas of the master schedule and just, she ran with it. And she was always thinking of new and even better iterations. And I think what we have, what you just saw is really an amazing, amazing iteration of this schedule that, Schools, middle schools in particular, are always trying to figure out how to create a schedule where students have an elective at the same time that they are also able to take some sort of intervention or support class. And it's really hard to figure that out. And I think this team cracked the code. And I'm really excited to be doing this next year and seeing how it plays out. I will say the previous two slides, You can go back for a minute, Ms. Gutierrez. So true to form, the team is always like noticing any sort of mistakes. And so on here, Rachel was very gracious to not point this out. But this was my fault that we put up an older iteration of this on this slide. But if you look at the actual plan, you'll see that on the actual plan, that third and fourth periods are before lunch, and fifth and sixth is after lunch.

[8891] SPEAKER_41: OK. With that, I'm going to introduce Ms. Jin Kim, the assistant principal at Newark Junior High School, who is also an integral part of our work.

[8904] SPEAKER_04: So I'm going to elaborate on the advisory structure that Ms. Bloom and Ms. White already mentioned. What you see is a proposed structure for our advisory. So advisory will take place every morning. It's currently at the junior high. It's called Homeroom. It takes place for the 15 minutes Monday through Thursday. On Friday, you'll notice the longer period. It's designated 30 minutes. where we do character strong lessons. What we're hoping with the four other days is that we integrate our social emotional learning curriculum, character strong, so that it is embedded throughout the week instead of just a standalone one day. Advisory is important for our students because it'll provide that space with their advisor and their peers where relationship building will happen, community building will happen, opportunities for calendar checks, academic checks, And just opportunities for students to be themselves and be able to express how they're feeling and to develop those relationships with their cohort peers.

[8973] Rachel Bloom: So there isn't actually too much flexibility in a sixth grader's schedule. They have to have math and science. They have to have language arts and social studies. And they have to have PE. which is already six out of the five classes. And so the kind of question was, well, what do we do with that extra class? So there are a lot of options. And like Ms. Hernandez said, we had a lot of people, a lot of principals come and tell us what they did at their school. And what we're doing is actually maybe not exactly like what is at any other school at all. It's pretty revolutionary. So in that fifth period or that sixth period, in that extra period a day, students are going to have either an elective wheel or what we call academic flex. So elective wheel, basically every other day, students will have an elective. The idea being is they'll get a taste of one of the electives they could pick in seventh and eighth grade. So right now, the electives will rotate quarterly. And we're looking at having some STEM robotics, Spanish, music, and then visual arts. That's what we're looking at right now.

[9057] SPEAKER_50: All right. On the days that every other day when students are not in their elective class, they'll have an academic flex period. So during this time, students will get their intervention and enrichment needs met with either their humanities or math and science teacher. The flex days will also serve as the time that students with IEPs will meet with the resource specialists and for students who need English language development to be able to meet with the ELD specialists without missing out on the opportunity to participate in the elective classes.

[9092] SPEAKER_37: Great.

[9093] SPEAKER_41: Thank you. And I get to introduce Ms. Catherine Ingham-Watters. And she was wearing multiple hats. She served, Catherine, as HR to be there to help us in terms of thinking about staffing. But she also, we tapped on her instructional expertise because she was a principal and did project-based learning. So she facilitated that group.

[9114] Catheerine Ingham-Watters: Yeah, so we did have a subcommittee that worked on the second half of the year. looking, thinking ahead to the possibilities of an instructional focus for grade six. And given what Nathan shared about the graduate profile and what kind of characteristics and traits we want our students to have when they leave our district, we really tapped into the possibility of an instructional focus being project-based learning. So really given the core model with one teacher teaching humanities and the partner teacher teaching science and math, project-based learning may be that perfect fit. So what is project-based learning? PBL is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. And it incorporates seven essential project design elements, which you can see in the visual. And project-based learning is a great way to integrate subjects, which we found would be super beneficial given our core model. And so our subcommittee in the middle school design team worked through a proposal to put forward to consider project-based learning in the years to come. And so our three-year proposal is this next year really learning about the logistics and all of the newness of the middle school model to really just do that and learn the logistics. but have teachers start to shift their thinking about some of these essential design elements. For example, student voice and choice. If teachers are used to giving some type of book report or summative project or assignment, and it's always the same thing for everyone, how could you shift your thinking and think about student voice and choice? in what you normally do. So just next year, getting to know middle school, but trying to incorporate and shift your thinking with some of these elements. The proposal says for year two that that is the real planning year. Professional development for a project-based learning and really diving deeper into what it's all about and trying out one project. The third year of the proposal is implementation. So two projects, working with your partner teacher to integrate subjects. Again, at the level and rigor of project-based learning considered at the gold standard. So that is our product, is the three-year proposal to consider project-based learning as the instructional focus for grade six.

[9295] SPEAKER_41: Thank you. Okay, now I get to introduce Ms. Jennifer Cirillo. She's a parent representing, and we had three parents that served on the design team. I think she had four. I realize, Katherine, you wore another hat as well as a parent of a middle school student. It's junior high. So with that, Jennifer was instrumental also in terms of really helping us consider some of the bigger issues and really ways to engage the community. So with that.

[9327] SPEAKER_33: Thank you. As we know, family engagement is key to the success of any school model. We kept this theme in mind as we went through this entire process, including holding two community meetings in March and April for children and families. During these meetings, we conducted polls and we encouraged families to reach out with their feedback. And we discussed this feedback and poll results at each meeting during this whole process. One of the goals of the middle school would be to promote more family engagement. We'll have the usual family engagement groups, such as the English Learner Advisory Committee, ELAC, and I apologize, I'm going to say the whole name for those that don't know, like me, and had to look them up. School Site Committee, SSC, the Local Control and Accountability Plan, LCAP, the Parent Teacher Association, PTA, and Coffee with School Leadership, which is done monthly or quarterly currently. Encourage, we're going to encourage more small and large engagement events. Small engagements might include band choir performances or departmental display of work. They may not apply to the whole student body, low cost, et cetera. One example of this is last year my child's teacher gave a social studies museum where, although it did cost her her very valuable time after school to host, she invited families to drop in for 15 minutes to view their children's artwork and feel more involved in their child's education. Because as you know, teens are historically not good at sharing. Large engagements might be a multicultural festival, math and science nights, dances, socials, school beautification days, et cetera. Another idea we have, oh, and this calendar is a sample of how the spacing could work. So for the small engagement events, maybe quarterly, and the larger ones in fall and spring. Another thing we talked about was the community learning exchange. This was shared on one of our homework assignments, and we really, really liked this idea. The community learning exchange focuses on these five areas statements. The first one, learning and leadership are a dynamic social process. Sorry, hold on. These are things that are constantly changing and progressing in a growing and developing landscape. Two, conversations are critical and central. I'm not even going to pronounce. Sorry, I'm not a public speaker. Conversations are not only vital for sharing information, but also connecting. Three, the people closest to the issues are best situated to discover answers to local concerns. Communication on issues with all shareholders is important, especially students, parents, and staff who are on ground zero. They can be critical to discovering answers to common problems. And then four, crossing boundaries enriches the development and educational process. Everyone is on the same team, team education and kids. We only benefit by involving everyone. And then five, hope and change are built on assets and dreams of locals and their communities. Moving forward requires these goals and aspirations from the community. Without these, we're unable to involve. Lastly, so on a bimonthly or monthly basis, we're proposing that the Newark Middle School will convene students, families, and staff to engage in the CLE. This convening will include, one, what is the current focus area that our community is concerned about? Is it school safety this month, maybe beautification next month, bullying, attendance, family outreach, et cetera? Two, what can we look for in order to help us identify the issue and possible solutions? Three, if possible, explore the areas of concern to help with visual clues by conducting a learning walk in the school. Four, reconvening as a group to share observations that were noticed on the learning walk or in other areas. Five, collectively discuss ways to leverage successes by Sharing as different shareholder groups the best, our ideas to help achieve the best resolution. And six, break bread and share ideas across stakeholders. As a united group, sharing the conversation, ideas, and results across our community. This may also mean bringing back feedback to further the conversation.

[9607] SPEAKER_04: All right, so we're really excited to launch our very first Cougar Summer Leap program this summer. It is scheduled right now to take place August 2nd, 3rd, and 4th, which is a Tuesday, Wednesday, Thursday, for three hours, 9 to 12. And this is our proposed kind of schedule for the three days. Students are not required to attend all three days, but it is recommended. With the help of Ms. Quinones, who is not here today, she is our seventh grade counselor at the junior high. She sent out a survey or an invitation to our incoming sixth graders. And I think the last time I checked, we had about 150 responses of students who wanted to attend the Cougar Summer League program. So we're excited that they're excited to spend some summer days with us before their middle school experience officially starts. In those three days, students would, it would be like an orientation transition program held before school that welcomes our students and makes them feel comfortable, built on the belief that student leaders can help students succeed. Our eighth grade students will be invited back. They've been kind of trained and prepared for what we're going to do for community building activities, to lead tours, to make some friends before school starts. And aside from the tours of the schools, tours of the schools, like there's multiple, I'm sorry, tour of the school, students will have opportunities to meet staff members before school starts and learn the expectations and procedures that will support our students being safe, respectful, and responsible We're really hoping that in those three days, we can have opportunities to eat in the cafeteria with the exciting new food menu that they'll be introduced to. And we'll have opportunities for Think Together, our after school program, to do some fun activities with them outdoors.

[9723] SPEAKER_41: OK. And last but not least, we wanted you to know who was on the middle school design team. So we had representatives from the elementary staff from the junior high in the community. And we had district office support. So it was a real good mix. And I'll just say that elevating the voice of students, we started with four students. And Una and Nathan stuck with us the whole time. And I was talking to Una's mother last week. And she said, oh, they had to go away somewhere. And Una's like, nope, I can't go. I can't go on Thursday nights. I got to go to this. They were really instrumental in really supporting us, and we just learned a lot together. We created space to learn, to collaborate, to bounce ideas off each other, and even to disagree. And what you saw tonight is the final product, and you also see the transition plan, which details a lot of the work that will be done. So with that, again, I just want to thank everybody for giving us this opportunity. And I'm really excited to see what happens next year for your incoming sixth graders.

[9790] Mark Triplett: So thank you. Thank you again to the entire design team. And I would be remiss if one last appreciation. There's a couple moms and grandmoms in the room. who were behind the scenes supporting both Yuna and Nathan. If you all could just raise your hands. It takes a whole family to support this process. So thank you all for your support. So board, did you have any questions?

[9828] Phuong Nguyen: Members on?

[9829] Bowen Zhang: So just one clarifying question about the project-based learning. Is that going to be deployed to all students in all three grades in the coming year or just incoming sixth graders?

[9839] Catheerine Ingham-Watters: The proposal from the subcommittee was specific to grade six implementation, but absolutely, I think the model could be a focus for any grade level at any school. So that will be the decision of leadership in the years to come.

[9857] Bowen Zhang: Thank you and thank for everyone that's being involved with this. This is a pretty difficult and comprehensive process.

[9864] Phuong Nguyen: Member Marquez.

[9865] SPEAKER_18: Yes, thank you for that. So I'm referring actually back to slide number 15 with regards to the elective wheel or the rotation on a quarterly basis. My question is, will the students, oh, thank you. I thought she was going to come up to answer my question. I saw her movement. She's going to answer, right? She said, I like it. Will the students have a voice when it comes to choosing the actual elective courses that they want to attend? Or is this something that will be pre-assigned by the school counselor?

[9894] SPEAKER_05: No, the kids will not have a choice.

[9896] Rachel Bloom: The idea is to give them kind of a, just like letting them dip their toe in a bunch of different subjects, so that when they have some in the eighth grade, they'll have more of an idea of, oh, I did art last year. I did not like that. Let me try this. Or, oh, I really liked when we did coding in STEM. I want to pick, ooh, like the year long coding class. So it's kind of like that. That release of responsibility will really helping them and giving them some structure, letting them pick. And there's a variety. But then the next year, they'll use what they learn to pick and have that student choice.

[9934] SPEAKER_18: OK, so then if I'm correct, or if I'm envisioning this correctly, so let's say that there's four quarters and they're moving quarterly. So it might be that T1 and T2, or Group 1 and 2, are going to have STEM the first quarter, while the next two are having Spanish and then music. Choir, right? I miss the junior high choir. And then, and that pattern, am I correct? Awesome.

[9960] Rachel Bloom: You know, it'll be like Spanish. You know, when I was in middle school, we called it B-Hack. It was like whatever little, and they'll have like a little name for the wheel, and okay, I'm in this quarter, and I know the next one. And so as we get through the years, everyone will kind of start knowing it, and they'll get used to, oh, I'm starting in music, and I know next quarter will be this.

[9981] SPEAKER_18: Which is actually, I want to say, an excellent idea. Because why? It prepares them from when they're going to high school. And then it also, it helps ease some of the frustration or anxiety they might have when they decide to go to college. Because then there's nothing worse than going to college and like, I don't know what to do. I don't understand what this map is. I don't understand the lingo that my school counselors is presenting me with. So starting at a younger age, I applaud the design team for taking care of this.

[10008] Rachel Bloom: You didn't ask me a question, I'm going to respond to you. That was really important to me for them to have an actual elective, to want to give them a feeling or an idea of what they could pick in seventh and eighth grade. But also have it be like a real, it's like a real class, a real view, like they're big kids, they have many options. It's like a real middle school class. Some of the other schools that we talked to, work with the other groups and the other panelists. Some of those classes were like study skills or maybe like a STEM class or kind of things that, that's one way to go. Or you can have electives that are actually electives, that one would actually elect to take. And that's the route that we went, so I'm really happy about that. I think that's a huge win for us and for the kids. and for the community. Thank you for that.

[10071] Phuong Nguyen: Thank you, Madam President. Member Hill?

[10074] Aiden Hill: I just want to thank the entire design team. And so I can see that you've put a lot of effort and a lot of thought into this project. And it shows, and so I appreciate it. The comments I'm about to make, though, are not really directed at the design team, but rather at leadership. So I'm very concerned regarding the middle school integration effort. For months, I've been requesting that we put the necessary infrastructure in place to make this effort a success. And yet here we are, barely two months out from Go Live, and I don't see the key elements. So one of the key elements we've seen on the presentation towards the end, a list of the people who were involved in the design team. But I don't see a picture of the implementation team. And as a project manager with 26 years of experience in this area, I will tell you that this will be essential for success. And having been through many projects and many go lives, I can tell you that once you actually pull the trigger, It becomes very, things move fast. It's very complicated. You have to have a good team in place with clear, a clear structure and clear lines of communication and roles and responsibility. I don't see any of that. And particularly, I don't see that we have a project manager that's been identified. And I've been asking Dr. Triplett for months about this, and yet there's really been no, acknowledgment that this is something that we're going to need but I promise you in two months you're going to see the importance of this role and not only that you're going to see the importance of having a structure underneath that has clear roles and responsibilities so that issues come up that they can be properly segregated and addressed or they can be escalated. So we're missing that and then also The other thing that I don't see is I don't see a project plan. And this is another thing that I've been asking for in detail. So as I looked at the second attachment that was in the agenda item, you know, what I would say is that we have a very bare timeline. We have a few key tasks. We don't have many deliverables. There's no parties that have been identified for completing these tasks and deliverables. And there's no indication of whether any of these are on track, late, or at risk of completion. And we are only two months out from go live. So based on my experience, we're in trouble. And I will tell you that I had my own business doing this for roughly 17 years. And I specialized in coming in and working with companies who hadn't put these efforts into place and they were failing. and they needed somebody to come in and rescue them. And I will tell you right now that unless we put these elements in place, we're going to have a very chaotic next few months as we actually try to begin this integration effort. So I hope that we, the board, put pressure on the district to put these in place so that we can have a successful go live.

[10279] Mark Triplett: Thank you for your comments. Member Hill?

[10284] Phuong Nguyen: Member Grudel?

[10286] Terrence Grindall: Yes, I'm very impressed with the work that's been done. Particularly heartened to see the community involved, the parents involved, and all the different elements working together. I believe the wheel is a very creative, very exciting approach. I'm just, I'm really very impressed with this process and the way that it the way that it engaged with the entire community. So I really have no other complaints. I don't believe we're in trouble. I think we are in a great spot and I have confidence in the superintendent and all the staff in bringing this forward and making this an exciting year, the first year for Newark Middle School.

[10341] Phuong Nguyen: Thank you, Member Grindel. I'm also, I would like to echo the same sentiments as Member Grindel did and thank the team for doing the tremendous work and putting a lot of effort into putting this plan and the master schedule together. It has, you guys definitely thought through a lot of stuff and I just love the fact that Ms. Bloom made the comment about the elective wheel and the academic flex time as revolutionary. So I just wanted to, I mean, yes, a lot of times I think that we shouldn't stick with the status quo and that we should definitely think outside the box. And sometimes, you know, you got to try stuff before to see if it works. Sometimes it's not going to work. And then you adjust and recalibrate and move on. And so I think that that's awesome. And the second part of My other comment is, I'm really excited about the project-based learning and the plan that you guys have in place for the three years for the sixth graders. And then the last part of, which I really think is awesome, is our community learning exchange. There has been some elements of that throughout the school year for the high school, but I love the fact that it's going to be a part of the junior high or the middle school model. And we do we need to get our our community more involved, especially as parents more involved in the learning and education process for our own students and our own kids. And we have to buy into that process. And we do need to make sure that We're not just helping our own our own children, but we're also helping their friends and their families. And so and I think that that that has been for me, I find it pretty much challenging to see that we have. in a way in our society have lost that community feel. And I would love for us to be able to rebuild that in the junior high model. So I'm really excited about that. And then one question, in regards to the Cougar Summer LEAP program, is that going to also be available for the incoming seventh graders also? Because I think that that's really the three days for us to be able to help and get our students integrated into And getting them familiarized at the site is really important.

[10498] Mark Triplett: Yeah, I can answer that. And then feel free to chime in, Ms. Kim, if you'd like. Unfortunately, the funding used for the LEAP program is based on the ELOP dollars. And those dollars are TK6. But we do, I think we always have an orientation for the incoming 7th graders. And so I think the intention is to continue with that orientation. Is that right, Ms. Kim?

[10530] SPEAKER_05: Yes, that's right. So 8th grade orientation should be on the Tuesday, the 2nd. So the 3rd of August would be the 7th grade orientation. We do the same thing. They get to come into the gym, do the pictures, meet some of the staff on site, the PPE clothes. any other schedule getting a tour of the campus as well. So it's a modified version of our Cougar Summer Week program.

[10552] Phuong Nguyen: Great. Thank you. And I really so appreciate our student voices here tonight. And thank you for coming. We really appreciate you and value your input. And you are our future and our future leaders. So keep on doing the work that you're doing and keep participating in these kinds of community events. So thank you so much.

[10582] SPEAKER_18: for you to make a motion.

[10586] Bowen Zhang: So I do have a question. Any plan to have any rehearsal for first day of school? Could you say a little bit more about what you mean by rehearsal? Yeah, like I said, the first day coming back is like a rehearsal of all three grades, including the rising sixth grade, showing up to camp, like the one we did for the Coyote Hill Elementary before the start of the school.

[10608] Mark Triplett: You mean the students actually coming? Yeah, probably for 30 minutes. Yeah, and to some degree, that is what the LEAP program is. It is a rehearsal. So they'll be coming there, but it'll be three days where they'll be coming and practicing, learning the entrance, dismissal, all those things. Yeah, thank you.

[10630] Phuong Nguyen: Thank you. I think we're good. Any other comments or questions? OK, perfect. OK, on to item.

[10640] Mark Triplett: Sorry, there needs to be a, there was a motion on the table.

[10644] SPEAKER_18: I move the board accept the middle school design team sixth grade transition plan.

[10649] Phuong Nguyen: I second it. Motion made by Member Marquez, seconded by Member Zhang. How do you vote, Member Zhang? Yes. Member Marquez? Yes. Member Hill?

[10657] Aiden Hill: As I mentioned earlier, I don't see a plan for implementation, so I cannot vote yes.

[10663] Phuong Nguyen: Member Rendell?

[10664] SPEAKER_16: Yes.

[10665] Phuong Nguyen: I'm also yes, so four ayes and one no.

[10669] Mark Triplett: Thank you, design team.

[10678] Phuong Nguyen: OK, on to item 7.1, employee organizations. Do we have speakers tonight, Ms. Gutierrez? Yes, we have NTA. Hi, Ms. Villa, come on up.

[10707] Chery Villa: Good evening everybody. Mr. Triplett. School board members. First I've been meaning to do this. School board members been meaning to do this. I kept forgetting though. For during teacher appreciation week we had a breakfast at all of our school sites and surprise on the tables from you guys. Looking through the warrant reports and stuff. I mean, I know I'm not supposed to see how much things cost or anything, but looking at how you guys opening up your wallets like that, my goodness. Thank you.

[10739] Phuong Nguyen: So actually, the breakfast was from the district, and we provided the cookies for you guys. Oh. Well, thank you. So I just wanted to make sure that the district office got the credit for the food that the breakfast that you gave us. Well, my apologies.

[10756] Chery Villa: It's on the table with the breakfast. Yes. Thank you very much. OK.

[10763] Bowen Zhang: I'm going to ask a question about, did we vote on giving cookies away?

[10769] Phuong Nguyen: No. I purchased them myself, and I said that they were from all of us.

[10777] SPEAKER_21: Thank you.

[10781] Chery Villa: Well, thank you again. You're welcome. And the breakfast. Okay, for our NTA update, I'm going to start with, or I started with a thank you, but another big thank you, a message to some of our NTA members. I'll begin with a, on behalf of our entire NTA membership, I would like to recognize three groups of our NTA members. First, to our NTA members who are, with the closing of this past school year, retiring. Let's see, adding it all up, it's well over 100 years of service between all of them, and that they gave to NUSD through the good times and not good times at all. When it was hard, when it was fun, they showed up. Hundreds of students passed through their doors, and for that, NUSD is lucky. So again, to our teachers that are retiring, congratulations. Our second group and team members who are moving on to other school districts or choosing another profession, any school district, is lucky to have you. And if you're choosing another profession, going down a different path, good luck. And thank you for your time here. And lastly, for NTA members who are non-re-elect to rehire, hang in there. Once an NTA member, always an NTA member. So if there's anything that I myself can do, reach out anytime. So that's it for now. I'll be speaking three more times. So thanks.

[10872] Phuong Nguyen: Thank you, Ms. Villa. That's okay. Thank you. And then on to item 8.1 public comment on non-agenda items.

[10893] SPEAKER_19: Welcome.

[10894] SPEAKER_20: Welcome. It's nice to meet everybody.

[10896] Phuong Nguyen: Nice to see you in person.

[10898] SPEAKER_20: I'm saddened that what I'm about to talk about. So, I'm going to throw in my speech. President Nguyen, last year we talked about CPRA, and you made a comment. I think you said some people are not willing to wait. They're impatient for CPRA. I stand here today at 440 days. That's 440 days. OK? So I think I've held up my bargain. I've been patient. I've been trying to work with you guys, OK? November last year, I wrote to the board and I said, hey, I'm willing to try one more time. I'm going to put the two lawyers away, and I'm willing to work together. Right? A community leader talked to me and gave me honest feedback and said, hey, Eric, is it your fault that you have such a bad relationship with USD? So I took a reflect. Am I critical? Yes. Am I opinionated? Yes. Have I been data-oriented and tried to be objective and bipartisan and trying to work together and professional? Yes. So I'm just saddened. So Member Grindle, right? I believe it was President Nguyen, Member Grindle, and Mender Zeng during the study session that your explicit direction to this leadership was minimize litigation exposure. I think those were the exact words, right? So, today I got several emails from Ms. Gutierrez and Dr. Triplett saying that, hey, we haven't forgotten your CPRAs, you know, please give us a little bit more time and we're working on it. See, I would be okay with that if that was 90 days, 180 days, but at 440 days, Is that OK? So is it records that you have? It is, because they have not said that it doesn't exist. They're just working on it. So sorry, I'm just frustrated. And I'm venting. So I don't want to take that final step, but I will take that final step, just like Ramon at this exact same spot made that promise to you, OK? If you want to work together, let's work together. If you don't want to work together, then I'll see you in court. It's just that simple, right? President Nguyen, you work for the city of Milpitas. You lead that IT department. I'm pretty sure your team would not allow email records to go undelivered for 440 days, correct? So I need your help, the board, to help me because what am I supposed to do? I waited 440 days.

[11075] Phuong Nguyen: Thank you. Thank you, Mr. Towne. All right, onto item 9.1, public hearing Sunshine District proposal to Newark Teachers Association and TA. Public hearing is now open. Any comments? Public hearing is now closed. On to item 10.1, superintendent report. Dr. Triplett.

[11116] Mark Triplett: Thank you, President Nguyen. Ms. Gutierrez, if you could put the presentation on the screen. All right. a superintendent report. I'm hoping this is going to be the world's shortest superintendent's report in my tenure. Next slide, please. So last meeting, I believe, Member Jun asked for, if we could get an update on enrollment projections. And so I wanted to present both the final enrollment projections to actual enrollment for this year, as well as in a second show the current status for the upcoming year. So this is the projections to actually enrolled on the last day of school and for this current year. Oh, and I'm so sorry, there's a typo there. It's BGP and then it should say BGI. So as you can see, we are at the end of the school year, we were approximately 350 students below the projections from budgeting the prior year spring. And then you can see the different areas where we were either above or below projections from the spring. I will say, just pointing out something that you've seen in the past, which is Crossroads. Some of the reduction in or decline in enrollment at some of our schools really can be contributed or attributed to Crossroads virtual learning. And you can see we had projected 14 students at Crossroads last year. But at the end of the school year, there was 187 students enrolled in virtual learning. But nonetheless, We did end with approximately 350 students overall less than we had projected. And I think this is, it's indicative of a number of things, including COVID, including declining enrollment across the board. And then also what we've seen in Newark in the recent past declining enrollment. So the next slide. is a snapshot of where we are today. And so I wanted to just share our projections for next year and where enrollment is currently sitting. And so some good news here is that in elementary schools, as you can see, we're currently, and please keep in mind that we still continue to get a significant amount of enrollment and registration from now until the start of school. But we're currently one student over our projections in elementaries overall. We're 23 students over our projections in junior high. In the high school, Memorial High School, we're, I'm trying to do the math in my head here, 32 students over projections. Bridgepoint, we are below, which tends to be the case because students tend to to not start at Bridgepoint, but we do have a flow of students that enter Bridgepoint during the year. And then you can see we did project, because when we did projections, it was early on in this year, we were projecting 161 students at Crossroads for the upcoming school year, just based on the virtual studies. And we now currently have 56 students whose families have indicated that they intend to enroll in the virtual learning for the upcoming school year. So I'd say that I think these numbers are positive. We haven't yet hit our projections, but we're awfully close. And for this time of year, I think that's a pretty good sign. But we'll continue to process registration. And we do have many students who are what we call in the queue. And that's because they have indicated their intent, but they still have to submit some of the paperwork that's required. And we don't like to count them until all the paperwork is submitted, because you never know what may happen. I want to just highlight summer school is going on. This is week two for summer school. It's been going along well. And again, we have programs that Memorial, we have programs at Lincoln, which is the elementary location, and then we also have programs at Music for the extended school year. And wanting to wish everybody a wonderful, happy summer.

[11417] Phuong Nguyen: Thank you, Dr. Sherplett.

[11420] Mark Triplett: Okay, that was five minutes. I just got to say, I'm impressed with myself.

[11423] Phuong Nguyen: Any comments? Member Zhang? Member Marquez?

[11429] SPEAKER_18: And then at this time, thank you. Member Hill.

[11432] Aiden Hill: Thank you, Dr. Triplett. What would be great, I love seeing the enrollment numbers. In future presentations, it would be great if you could add an additional column that showed deltas for each school. I mean, obviously, we can try to sort of figure it out, but it just makes it easier to read to see are we plus or minus in each area. That would be great.

[11449] Mark Triplett: Thank you for that suggestion. Thank you.

[11452] Phuong Nguyen: Thank you, Member Hill. That was a great suggestion. Member Grindel.

[11458] Terrence Grindall: I don't have any comments.

[11460] Phuong Nguyen: Thank you, Dr. Shiplett, for the report. Yeah, no, he doesn't. On to our staff report, item 11.1, star initiative update. Handing it over to Dr. Shiplett.

[11476] Mark Triplett: Thank you very much. So I am super excited to be presenting tonight the culmination of a lot of work on the part of an incredible team. So, I have three folks here tonight that are going to take part in this presentation of the plans that have been made this year and last year in preparation for a launch of the Science, Technology, Aerospace, and Robotics Initiative. We really had a soft launch, I would say, this year. We've implemented a lot of things, and then we're going to continue to implement and build upon those successes in the upcoming school year. So, with me tonight is rock star teacher Jacob Goldsmith from the high school. As well as Leonor Rebosura, who is our science expert at the district office, as well as running the induction program, which is a really stellar program. And then you've already met, but you're going to meet her again, Miss Rachel Bloom, who has done Phenomenal work with the elementary component of this initiative. Next slide, please, Ms. Gutierrez. So I'm going to take us through a few of these and then turn it over to Mr. Goldsmith. So this is just a sort of broad picture of the TK12 STEAM initiative, and it really has two components or two branches, one being the environmental literacy component, and then two being the computational thinking. And the board heard a couple weeks ago the plans with regard to environmental literacy, and so tonight we're talking about the computational thinking aspect of this plan, which includes the STAR Academy at the high school, maker spaces at the elementary, and also the STEM classes that you saw presented from the middle school plan. Next slide, please. And we really think about these as a vertical, whoop, there we go, as a vertically aligned program. So that's what we're thinking about. And you can see the, it's building blocks and building blocks for students. And so you see the lower, the bottom block, elementary school, is where we're really thinking about this initiative as where Makerspace is really emphasizing that as a place of, where students are developing a deep sense of wonder, exploration, and discovery. within the STEM field. Middle school being where they start to take different integrated STEM classes, robotics, coding, et cetera. And then high school where there is a full academy that offers computer science classes, as well as other different STEM-related classes. And so this is really the thought. I think there are computer science academies in other high schools. But I don't know of a place, and maybe it does exist, where a district is thinking about this TK-12 as a comprehensive developmental plan to really support this type of learning and these type of careers and fields. Next slide. And so this is our vision. I'm not going to, I guess I'm not going to read it out loud because it might take too long, and then I'll ruin my reputation for quick presentations. But this is the vision that was designed by the STAR Academy team that started working last year and has been also working this year in developing this plan. Next slide, please. And so I'm going to turn it over to Mr. Goldsmith in a minute, but to talk more about the STAR Academy aspect, the high school. And I do just want to give a huge appreciation to Mr. Goldsmith. Not only is he visionary in his planning, but the interactions that he has with young people and the way he inspires young people is truly wonderful. It's been a pleasure to see him in action with his kids. He is one of these incredible teachers who is always moving to the sides. to let the students run. And they really do. It's amazing to see the things that the students in his classes have been doing. So I'll turn it over to you, Mr. Goldsmith.

[11752] SPEAKER_08: Thank you for that. And my role here is coordinating the high school-specific aspect of this work. And I'd like to start by giving thanks to the many people who have supported this. First, my colleagues in teaching, Mr. Scott Jorgens, who's teaching two of the new courses that you'll hear about today. with apologies to the junior high school that we stole him from, and teacher Mr. Daniel Johnson, who had been my counterpart in this work last year, and I'll miss working with him as he moves on to another school. Support from the district office and business department, Tina Cordova at the high school for a lot of last minute purchasing, the VAPA, that's Visual and Performing Arts, and MCA Media Communications Academy team at the high school, for putting the art in STEAM. And we've been working closely with them as we build all of this. To MOT for literally doing a lot of the work to make this happen and doing the building. And most importantly, to the students for bringing energy and enthusiasm and curiosity and joy to this work. Because without them, we'd be building an empty room. And I like that this slide, really highlights the three aspects of the work that we'll be talking about. The program that we're building, the skills that we'll be teaching, and the space where it will all be happening. And that's what we'll be talking about through the rest of this presentation.

[11841] Mark Triplett: Awesome. Thank you, Mr. Goldsmith. So I wanted to talk a little bit about some of the design. So in a lot of academies or pathways, there is one of the challenges that schools face is that you're either in or you're out. You either commit from the very beginning and see it all the way through or you can't participate. And so the design team here was really set on breaking that barrier and really thinking about how to design something where there's access points for everyone. And so this visual, which we have on our website, tries to articulate that a student who's interested in this field, they may want to just take one class. And that's totally fine. They may want to deepen their experience and actually get involved in some of the extracurricular activities, the clubs, field trips, competitions that are going to be a part of this program. And that's great. Or they may want to go all in and really strive to achieve the Master's of Code certificate. And Mr. Goldsmith will speak a little bit more about that later on in the presentation. So we're really focused on making something that's accessible to everyone and meets people where they're at. And in addition to that, really focusing on how do we change the status quo of the tech industry and really try to encourage students of color and girls of color and girls in general to engage in this and really find their love in this in this field because it's not something that we currently see in computer science. So, I'll turn it back. Oh, sorry. No, I'm still on these slides. Next slide, please. So, one of the things we did is, and one of the challenges of creating programs like this in the high school is that students' schedules are already packed. They have what we know is A through G requirements that they have to fulfill. And if a student misses one thing, then it throws it off for their whole four years. So what we tried to do, we worked with the counseling department to put together, these aren't exhaustive, but a number of samples, and you just go to the next one, Ms. Gutierrez, please. A number of samples, and again, this is on our website, for students who are wondering, like, okay, what does the path look like? How can I fit these classes into all the other requirements that exist in high school? And so we've provided a number of different options. Like I said, these aren't exhaustive, but just trying to support students and families to think through how they could become engaged in this program. And now I think, Mr. Goldsmith, you're going to talk a little bit about the Master of Code requirements.

[12005] SPEAKER_08: Absolutely. And no need to go back, but slide eight actually reflects an important change. The prerequisite for our advanced placement computer science courses has previously been advanced algebra, algebra 2. And next year, I'll be proposing a change at the high school to make that one course lower, to make the prerequisite geometry to open access to more students, to tear down the traditional elitism of computer science and programming, and turn it into something where we are not only seeking equity and diversity and opening our enrollment, but really marketing and outreach in our enrollment to encourage all students to take it. One of our driving principles is low floor, high ceiling. Computer science programs and courses that any student can walk into that are not only for A plus traditional math and science students, but any student with the drive, with the curiosity, with the desire. But at the same time, high ceiling, where students can take on the most difficult challenges they will face in all of their high school career. What we're going to see here really represents the digital space, the program space that's going to tie this together, that's going to stop this from feeling like a loose collection of courses, electives, clubs, one-shot activities such as hackathons, and turn it into a coherent program. Something where at graduation students will feel like this defined a portion of their high school identity. So in the spirit of low floor high ceiling we're giving students two levels of certification that they can seek. First is the master of code which will be awarded to if we could actually go back a slide which will be awarded to all students who take are two programming courses who participate in one of our STEM clubs, Robotics, Rocketry, and Learn to Code, who attend the relative events. And the last bullet here is perhaps the most important. Complete a STEAM leadership activity where they will have three options. Option one is an independent program of their own creation that they build and present. Option two is teaching a programming topic that's outside of our course curriculum to their coursemates. And option three is participating in building and running a youth outreach program in computer science education to our junior high or elementary students. And then for students who want a higher challenge, we have the next slide, Master of Code with Honors. which brings an added level of rigor to all of this, where they must be completing the courses with certain excellent grades, earning certain scores on AP tests, not just being a member of the STEM clubs, but either an officer or a project leader, and completing not one, but two of the leadership projects. And this is an update of where we already are. And I'd like to start this with a shout out to Ms. Dayla Cruz in the business office who worked with MVROP to secure approximately $60,000 of grant funding for audio visual improvements into the STAR space that we'll be looking at later. And Ms. Rangel at the high school, donors choose and funding from the Kapor Center that secured $20,000 of additional funding for a very specific audiovisual project in the STAR Lab that we'll be looking at in more detail. And I can't see the screen as well as I thought from here, so let me just turn to my large printed version of this slide that I've got. So our completed projects, we've added two additional courses. AP Computer Science A, a second course in programming for students seeking an additional challenge, new last year, and new next year, Aerospace Rocketry. We formalized all of this from a collection of electives into a coherent pathway. AP Computer Science Principles leading into Computer Science A, under the umbrella of the Master of Code Certificate, and in the spirit stepping up and making things happen. We hosted our first event last May 27, a student code showcase, thanks to those of you on the dais who were able to attend, where 19 individual and team programmers at Newark Memorial High School, many of them new to programming this year, got to present their work to district leaders and some special guests that we'll be talking about. later in this presentation. And on the next slide, a look at what's coming next year. We will be upgrading STAR Lab furniture and equipment. And all final requests for those items are in the last stages of being submitted for purchasing and approval. And we'll get to take a closer look at what those actual items are sooner, or soon in this presentation. But STARLAB Furniture and Equipment, as a space that empowers individual, group, and hands-on work with digital and physical projects, including laser cutting, 3D printing, partner group programming and building for robotics and rocketry, will be exploring the implementation of computer science for all, seeking answers to the question, how do we turn this from an elective into something all Newark Memorial High School graduates will touch to whatever degree that they choose. And I really view that as a continuation, a continuous thread from the wheel that begins in sixth grade. And partnering with METUS and other community organizations to increase equity and diversity in our STEM and programming education. And this is a look at the vision for the space. The STAR Lab at Newark Memorial High School is a warehouse or gymnasium-sized industrial space. It was previously host to our MAST, Marine Science and Technology program. And this is its new life. What you see on the left edge of the screen is a theater. There's a wall to wall screen. Well not wall to wall but there's a large screen on the left wall with the ceiling mounted projector and then flexible and versatile seating. So some stools some higher chairs and some movable tables that can be repurposed in many different ways. Then the upper right half is home base for the rocketry club. with visual storage for all of their equipment. We want students and tourists to be able to walk into the space and not see locked drawers and shelves and cabinets, but see material out, see a vision for what they could be doing. So the rockets will be there live in work on the tables and on display on the shelves. And then the bottom right is seating and workspaces for computer science courses and for our robotics club with appropriate storage, et cetera, everything else. Altogether, this allows for large group events seating up to 104 people. And I'd like to pass special thanks to Ms.dela Cruz for being flexible with some last minute revisions in the purchasing orders because we've been insistent that everything here is on wheels and height adjustable. And that allows it to be reconfigured for multiple student uses and to fit a wide range of student body types. Specifically, the theater will be offered out to all courses for their most important student presentations of the year. So when AP government is hosting debates or when our art classes are showing off their digital creations, they'll get to come into the space and use these resources. And the purchasing that's been done through DonorsChoose includes 18 screens just like what we're looking at here, where any class that wants to do digital group work will be able to come in, split into groups, and get to work in the space that we are building for them. And on the next slide. We have been working on a partnership with Ohlone College, where most importantly, we have a curated list of their courses that we are enabling and encouraging our students to consider enrolling in if they would like to take this to the next level. And on the next slide, I'm especially excited to announce that at the Student Code Showcase, among our special guests were guest judges from Lucid Motors, located corporate offices right here in Newark, where their engineers and designers juried student presentations, and students were radiant. with the opportunity to present to this illustrious team of professionals and we've already followed up with them and they're enthusiastic about continuing our work together both at Newark Memorial and district wide moving into the future. Thank you.

[12657] Mark Triplett: Thank you, Mr. Goldsmith. So Ms. Reversora is going to now transition us a little bit to some of the other planning, which is in relationship to supporting the professional development and growth of our teachers interested in pursuing more of this kind of teaching.

[12675] Leonor Rebosura: And good evening. In 2021, our Bayside partners referred us to the California Computer Science Project that was promoting a course that was called CS School Leaders Project. This opportunity was very timely as we were in the beginning stages of development of the STAR Initiative and the STAR Academy. The 10-module course designed specifically for school leaders, administrators, counselors, and teachers supports school transformation by expanding equitable CS education in elementary, middle, and high school. The course focused on developing systems, structures that promote computer science as a critical and important factor ensuring equity and equitable access to all students. It would also ensure that all our students would gain the skills that would prepare them for their future. The project also promoted the idea that deeper level thinking is a critical skill that leads to the field of computer science. We learned that our students need to develop computational thinking skills that involve problem solving, design thinking, innovation, logical thinking, and creativity. Next slide. In 2021, Jacob and I participated in a second course focused on elevating access. The objective of this eight-month course was to address the racial and gender bias disparities in K-12 CS education. This course promoted cultural, responsive, sustaining pedagogies that intend to sustain students' interest, inspire them to master tech skills. Jacob and I will describe our projects that had direct application to our practice in our current roles.

[12782] SPEAKER_08: Data shows that the number one way to increase equity and diversity in computer science courses, and specifically to increase enrollment numbers of demographic groups traditionally underrepresented in computer science, is group-alike role models. And in that spirit, last year we organized nine teams of students to visit 24 classes, presenting a slide deck where they introduced themselves and got to show off their own work. So if I could ask you to imagine you're a ninth grader, you don't have a programmer in your family. Your only experience with what it is is pop culture. And frankly, from pop culture, If you're not a white or Asian male, you're told that programming is not for you. And the number one way to tear down that wall is for another student to walk up to you and say, I was a little scared to take this class, but I did it. I did it. I liked it. And it might have been hard for me. It might have been easier for me. But I'm proud of what I made. And here's something that I made. And it's 500 lines of code. I had never programmed before this year, and I had fun. And we did that this year, and because of that, our enrollment is up 50%. And I'm excited to see this growth continue. So that's the Student Ambassador Program, and participation in that will also be part of the Master of Code Certificate that we've previously spoken about.

[12893] Leonor Rebosura: So as my role as an administrator in this initiative, it was important to understand classroom instruction and experiences. For my project on exploring concept four, I decided to work with Jacob on a plan to motivate his students to really include their interests and passions in their project. Brainstorming with a partner was added to the preparation of his students' APCS project. To find evidence on the impact of this step in the series of activities, I interviewed his students during the preparation brainstorming phase.

[12934] SPEAKER_08: This is a quick look at the event where it actually occurred. This is the Student Code Showcase. And throughout a three-hour event where we had 19 students presenting their work, over, let's see, two periods, over 180 students got to pass through the space, as well as district leaders, parents, and the professional team that we've already discussed. talk a little more about some of the student presenters.

[12966] Leonor Rebosura: We were most impressed with the students. So what you have here on the slide, the quotes are from the initial interview I took of them. I just had basically asking them about what their thoughts were around their project, what their ideas were. How is this connected to their passion and interest? And what would they want to accomplish? Also ask them about the support that they receive from Mr. Goldsmith and what else they'd want to be able to accomplish. I had the opportunity, because we got gathered such valuable and really strong evidence of how this course impacted their lives, we went back and actually recorded them. So the original one was just on a Google form. I took the responses. I put it in. After looking at it, we went back with a couple of the MCA students, and we recorded them. Later on, you're actually going to see it. But in this slide, linked to their names are the actual interviews we did after they finished their project. So now we see the whole process from the brainstorming Encouraging them to really think about their passion and interest, getting all the support, working together, working on the projects. And they had like 12 hours of class time to do this. And then some of them made it to the showcase. We highlight the fact that they were selected by their peers. So this slide has a lot of information. And it really is, it documents a big process from the beginning to the end. So the next slide, please. So this one, President Fung, President Nguyen, and Superintendent Triplett got to visit Sophia. I chose this because when I went over to her, she's like, remember the Sudoku Silver I was talking to you about in April? Well, she built it into a code, and she actually was able to present. So this is just what really struck me about this was, the pride and the confidence that they brought with them and they spoke with when they were sharing their projects with us. Next one, please. Again, if you see a star, then that student actually won, right? So we see here how the project connected his passion and interest and what he wants to accomplish. The dreams of the students and what they think about their future is pretty impressive. They know, for the most part, all of the students I interviewed were really clear. For the most part, they're clear about what they want to do or they have an idea of like how they might be able to apply this. Next slide, please.

[13145] SPEAKER_08: And I get to talk about the winners. And this is also going to connect to why this calls for a space instead of just being a course. Especially to new youth programmers, nothing is more exciting than when programming jumps away from being just keyboard and screen to robotics, circuitry, something you can hold in your hand. Programming at its core is an act of making, just like art. And when I teach math classes, if 30 students are amazing, they all do the same thing. They all solve a problem correctly. And math needs to grow into the future, where students can become more independent and more self-expressive. And when I teach programming, when 30 students are amazing, each of them ends the day with something different, something unique, something that did not exist in the universe before they made it. And sometimes that's something that Hands on. What you're about to see here is Ariana, Samantha, and Hugo with a Raspberry Pi, a $35 microcomputer, with some lights on it. And they're going to be playing the video game Minecraft. What you're not going to see in the video is what's happening under the hood. A program the three of them wrote together that reads from the Minecraft space what block their character is standing on, And then on the LED that they're holding, lights it up certain colors to indicate that. The Minecraft LED blocks is a link, if that's clickable, please. Fantastic. And I had to strip out the audio because in the loud space, what she's saying wasn't recorded well. But this is just 30 seconds, and you'll be able to see the color on the device changing. And unfortunately, it doesn't show up nearly as impressively on video as in person as they move through spaces in the game world. And the enchantment on their faces as they're holding this and being able to say, I made this. I programmed this. I came up with the idea for this. And they were also the team chosen as best in show by the jury from Lucid Motors. And on the next slide. Oh, yeah, if we could play the LinkedIn interview from Samantha. Thank you.

[13313] SPEAKER_29: Can you please tell us your full name and where you're from? My name is Samantha Carter, and I'm 16. Tell us about your future. My computer science project is a group project with my friends where on a Raspberry Pi, which is a miniature computer, we used Minecraft to create a program that lights up the LED lights on the Raspberry Pi 2 following the H10 button. What inspired you? We just really like Minecraft, and we got tired of having to guess what the block you were standing under was, if you were in water or on top of snow, and we thought it would be easier if we could get a programmer to plan it out for us.

[13353] Diego Torres: How did this project connect you with all those interests?

[13359] SPEAKER_29: Video games, I guess. All of us really like playing them, and sometimes making things more convenient is really helpful.

[13367] Diego Torres: What did you accomplish by completing this project?

[13371] SPEAKER_29: I think I'm making it easier. Making video games easier.

[13376] Diego Torres: How might you use your computer science experience in the future?

[13379] SPEAKER_29: Since I'm going into psychology, maybe at some point creating a program that could make psychology or mental health easier to access for different people.

[13391] Diego Torres: Anything else you'd like to add about the experience?

[13397] SPEAKER_29: I never thought I would really enjoy computer science much, but after taking it, I realized how helpful it is and how many different kinds of careers can be helped from learning simple things like print statements and different kinds of code.

[13415] SPEAKER_08: And that was Samantha Carter. And here you'll see all of the winners from that event. And I'd also like to give a shout out to student Cody Ambrosio, who took first place in the open voting for a rhythm game that he coded and built completely from the ground up. I know how many hours and how much passion he put into that work.

[13449] Leonor Rebosura: Thank you. Now we go on to Elementary Start Initiative, and it all begins in the Makerspace. Just as Newark Memorial has the STAR Lab, the elementary makerspaces will be the venue for, click please, design thinking, click, innovation, click, problem solving, logical reasoning. These are the foundational skills to develop strong computational thinking skills required of computer science. A maker ed team that includes a tech DOSA, Pauline Kim, Esther Thies, Rachel Bloom, Dana Wright, Manju Goyal, a kinder teacher, Camille Salazar, a fifth, sixth grade teacher, Carol Rose, and principal, Ranka Perez, was organized in December to collaboratively assess the status of the maker spaces, decide on the steps to activate these, and design professional learning to ensure that teachers would feel confident when teaching in the space. Next slide, please. Just as Jacob and I participated in the Computer Science School Leaders Project, Pauline Kim, the tech docent, and Manju Goyal, a science resource teacher, attended Creating the Conditions for Equitable K-12 CS this year. This is a revamped version of the Computer Science School Leaders Project. In Pauline's and Manju's project, next slide, they identified important factors and components of a strong elementary CS program. Both these teachers applied what they learned to the plan we are developing for the elementary school. A big part of that plan was to redesign and reorganize elementary makerspaces. Rachel Bloom, who together with Katherine Ingham-Watters, our Executive Director of Human Resources, led the task force a few years ago to establish makerspaces in our schools. Rachel now will describe how the Maker Ed team collaborated on the redesign and reorganization of the elementary spaces.

[13601] Rachel Bloom: So like Leonore said, Katherine and I started this a few years ago with our goal getting kind of all the elementary sites on board and each site is kind of at their own spot in this in this journey. And so Leonore got a lot of us together, and we sat in a room and like, OK, how are we going to get all the maker spaces set up? How are we going to get teachers in there, feeling comfortable, giving students opportunities to think critically, to create, to communicate, all those things? And so we were in there, and we're like, OK, well, what are we going to get? What are we going to buy? Like, what program can we get? What can we do? And so Leonore connected with some people at Lakeshore to show us some stuff. And we looked at that. And we looked at different programs and all this stuff. And so some of the stuff we thought, like, it's OK. Like, it's all right. But maybe it's missing this. Or are people really going to use it? Or all these things. And so finally, it just kind of came out. Like, look, you can kind of get whatever program. You can buy whatever the supplies are. But if they're not useful, people aren't going to use them. Like, you can buy the teachers a bunch of paper to build bridges. But if you don't have anywhere to put the stuff, if you have no way to keep it organized, no one's going to use it. All right? You can have 20,000 Legos. But if you don't have them in bins where you can hand them out to the groups, they're not going to get used. I mean, period and a sentence. If you don't have a cart to carry all your robots, no one's going to go and take them and use them. Period and a sentence. So Leonore said, OK, well, then get bins. Get the carts that you need. And she's like, well, then get, if you need boxes labeled, then get the label makers so that people know where to find stuff. And so that's what we ended up actually doing. So Leonore, as the leader, let the teachers say, like, really what we needed. And we got what we needed to actually create these spaces. So I want to applaud Leonore. Like, as a district office employee, we basically are showing you that we bought carts and boxes and label maker tape. So it's not a very flashy thing to show the whole school board. I know it doesn't seem that, but she was like brave enough to trust us and actually listen and hear what we were saying. So I know it's not as flashy as we bought this $10,000 thing from Lakeshore and now it's great. But we have the actual bones now to really build something. So I think that's really super important for everyone to realize is now we have the bones. So no matter what sites bring to their makerspace, they'll have a place to put it. They'll have a way to organize it. And so I've been doing this STEAM and makerspace stuff for a while. And a lot of what we've been doing is like learning from my fail and the mistakes that I've made. And I'm realizing like, you know what, a lot of it is you need a place to put stuff. Or a lot of it is when other people are going in because we want all the classes to come, the teachers really need to know where to find stuff and where to put stuff away to make it easy for them, to make it accessible to them. And these items are like a huge step in the direction to solve these problems, to break down these barriers so that these spaces are becoming, can actually become useful to the teachers and will actually be used. So I just want to say thank you to Leonore for, I mean like, Like just an administrator listening to a teacher and actually like helping solve the problem and really listening. And literally we're presenting the school board that we have, we got like boxes and, but it's just like, I'm just like shocked as a teacher, like an admin like really listened. And so now what we have Instead of just stuff that will take up space and not be used because there's no organization or thought put behind it now we actually have the materials the bones To to put the materials on so whatever the site wants to specialize in if they want to focus on Legos if they want to focus on robotics or little bits or whatever their Their bit of interest is they're going to have like the skeleton the framework to build on that So you can see kind of in that first that first picture We we got those materials you can go back Yeah, keep going yeah, so you see we have a kind of the bones, what we call the skeleton. And we're like, OK, if people have these, if everyone has these at their site, they can get maybe what they want to specialize in or the things that they're interested in. And then if you can go back one more slide, if we take the bones that we got, like all those materials, to help organize and sort and make the space actually useful, and if we provide teachers, the spaces, the sites, more of the structure and the resources to help make it a useful space. So showing where the zones are, posters to help with thinking or sentence frames to help thinking and discourse or having the tables organized a certain way or sentence frames and sense making posters. So if there's the bones to make everything and to hold the materials, but also the area around it is there to help promote equity and their thinking skills. If we can make that space, each site can make it their own and keep their site personality. We know the elementary schools kind of each have their own personality. They like holding onto their individuality. But if we provide the bones, and like these posters so each student can access the language. We can provide like the bones and help with the equity. Each site will have what they need to build a useful maker space that people will actually use and will actually be a place where students can engage in critical thinking, think about their ideas, communicate, all those sorts of things. So now we'll show you what we got. So we have all those cards and different things. You can see we have a couple examples of what makerspaces might look like. And depending on the site, they might use the cards for different things. So at Coyote Hills, we have some building materials on our cards. At Birch Grove Primary, maybe they'll have some craft supplies. However they want to organize it and use it. But I mean, you can imagine, you can't just have all that stuff sitting around and nothing. It would make it completely unuseful. But people don't think to get the organization. They just don't. They don't think. So Kennedy has a mobile makerspace. Another important thing I think that happened with Leonore leading us is a bit of flexibility and understanding each site's needs. And each site's like what rooms they have open or not open and how that makerspace is going to work. Some sites might want a room for themselves to everyone go, and they have this, or if there isn't space, there's a bit of mobility, too, where a site might have their materials on a cart, and a teacher can kind of check out that unit, like those robots, and easily move them around the class. So it meets the needs of the teachers at the site, so it meets the needs of the site, so it will actually be used. It's not just one way, like cookie cutter thing. Let's see, do we have another one? The next one is Lena. Well then go back, I want to keep talking. I'm just, I'm super stoked. So another thing you'll see is there's, you see there's like signs like you have the Legos, paper, all those different zones. So when you all go and visit the Makerspaces, I'm sure you know sometime during the year you're gonna Go and visit the maker spaces. You'll see that things are organized. We'll define everything where it is There'll be similarities where there'll be zones and it's kind of like When you walk into a Safeway anywhere, you know that this is where I can go to the fruit This is like I can kind of I have a thing but you don't know exactly what might not be like might be there what you know, you're not but you know, like kind of where to go so there'll be a the zones and the bones, but like that specific, say if we write that specific maker space, it meets the needs of the site. So you'll see kind of like these special interests and what the students are interested in maybe like taking up the space of that maker space. So it'll be the general view, like you'll have your steps of the In a design process, you'll have posts about the four C's, all those certain things, and you'll be able to kind of orientate yourself. But it'll also be this site's specific maker space that is actually like useful to the site and designed for them that they'll actually use. All right, now I'll stop.

[14209] Marie dela Cruz: Thank you.

[14211] Rachel Bloom: And then again, thank you to Leonore for just, I mean, I don't think you understand like, Like, an admin actually listened to the teacher. Like, this never, this never, like, I mean, she came and she actually, no, I mean, no, I mean, but you know what, I mean, you know what I mean, like, a district office administrator let teachers, like, and actually listened, and I think, like, now this stuff will actually be useful and will be used, and so thank you, Leona, I appreciate it.

[14246] Leonor Rebosura: It was so sweet. I didn't pay her to do that, OK? So now that we have those maker spaces, what are we going to do in those spaces? So we gathered the team again. They came up, and they actually reached out to other teachers they know who are actually trying coding and programming in their classroom. They met as a teach, and then we got the whole maker ed team together, and we put together a proposal. This is our proposal for next year. We're going to start with an interest survey of teachers who are really interested in doing this and all the elementary teachers. Our tech also will support them by doing site or individual push-ins. Rachel's going to be part of that. The other Maker Ed teams, we're going to provide support. We will create Maker Ed challenges. We will introduce digital citizenship. We're going to introduce code.org, things that we also learn through the CS project. And we're going to promote the California Computer Science Project courses. I have had conversation with the organization. They're very aware of what we're doing since Jacob and I have been participating for two years, and they're very interested in partnering with us to figure out the way that our teachers, more of our teachers participate in that course, receive professional development from experts, have opportunities to collaborate with other experts throughout the country, and bring their knowledge, new skills, new ideas, to Newark. And then we're all, this is an opportunity for us to build on the expertise of our teachers, their interest, pull in partners from outside who have expertise in this to build a Maker Ed elementary program that will build the bridge to Jacob's Master of Code Certificate.

[14369] Phuong Nguyen: Member Zhang, any comments?

[14371] Bowen Zhang: I have a lot to say, so I will let other board members speak first.

[14375] Phuong Nguyen: Member Marquez?

[14377] SPEAKER_18: I'll make mine short, I promise. Here we go. So this goes back to slide 20. A novice showcase. So we have this showcase at the high school. why not implement a showcase, a novice showcase for the middle school, right? You've already proposed in slide 20 that the ability to have, I know, we have a science going on outside somewhere, right? Where we have the youth that are competing, not only in class and in showcasing and making presentations, but holding some sort of what we would call a STEM night or a rocketry night, something where the youth from the 6th and 7th and 8th grades, even the 5th graders, right, that are coming over in the second semester, where they're able to come into the high school setting, as well as the high school students serving the junior high. So with this collaboration, that we could actually start building those students, right, and preparing the students for when they reach high school. Because having that mentor, having that person to look up to, especially at the high school, and if it's someone who's working with you that's a second year or a third year computer science, right, or a Rockford Chase student, it does wonders. Because students learn best from each other, right? So if we could introduce something like that, I would love the opportunity to facilitate it and be there with you. Thank you.

[14474] Phuong Nguyen: Thank you, Member Marquez. Member Hill?

[14478] Aiden Hill: Yes, so thank you, Mr. Goldsmith, Ms. Bloom, Ms. Rebasura. So yeah, very innovative program. And there's lots of elements that I really love. So I love what you're doing around the lab space. And as a fellow teacher, I can appreciate and really support the concept of you having reconfigurable spaces and pods and wheels. And I agree with Miss Bloom that you don't need some fancy $10,000 piece of equipment, right? You just need the nuts and the bolts. You need this, as you say, the skeleton, right? And so I think that that's all excellent. I love the fact that you're focusing in on making stuff. So our country has forgotten about the fact that we need to make things. And so, and to translate, you know, concepts into now, as I think Mr. Goldsmith described, art where, you know, and it can be practical art, right? You know, it doesn't necessarily have to be, you know, a pure, you know, theoretical work of art. So, I love that concept. And then finally, I love the fact that you've, you're establishing an industry partnership and that you're getting Google involved and you're getting Lucid involved. And so, there's an exchange of ideas and then also, The fact that, you know, again, you're giving the kids role models to look up to, potential networking opportunities. So I love all of those things. So just congratulations to, you know, to everything that you've put together. The only two kind of comments or suggestions are, so as a board member or as board members, we all have a fiduciary responsibility to provide oversight. And so when I say this for every single program, that for every program we really need to see a plan, we need to see a budget, and then also we need to see certain, you know, outcomes or metrics that are measurable that we can say, okay, here's where we are and here's the progress that we're making. So, would really appreciate future updates on that. And then the last piece is I think that what you're doing is really interesting and innovative. But I want to suggest to not oversell. And what I mean by this is, if you go to the page that you have, it says star access points for everyone. So in the end, you say achieve a Master of Code certificate. And what it says there is it says, students who successfully achieve the Master of Code certification will receive a special designation on their transcript and at graduation the Master of Code Certificate will open doors to the most competitive college computer science programs. This designation represents the highest level of preparation and readiness in the field of computer science. And so what I want to caution you on is, so I teach at Cupertino High School. We have a very strong STEM program. I'm right next to our computer science teacher. And when Dr. Triplett had mentioned this Master of Codes certificate, I'm like, I don't know what that is. So I asked the computer science teacher, and he's like, I don't know what you're talking about. And then I went back, and I circled back with Dr. Triplett, and he says, well, no, we made this up. We've created this. And I think it's fine if we want to create a designation, but we shouldn't oversell, and we shouldn't say things like, this is going to open the doors to the most competitive colleges I mean, that's, we could say that that's a goal, right? But I don't think that we should say that this is a done deal and that this is sort of an established metric that the computer science discipline has yet because, you know, it doesn't. But, and so I think that that sort of takes away a little bit if you were to harken or hone back to the things that you were presenting and the rest of that, I think you make a super strong business case. So again, you know, thank you very much.

[14721] Phuong Nguyen: Thank you, Member Hill.

[14727] Terrence Grindall: The presentation was amazing. I'm really excited about what we're working on, what you're working on, and the energy that the team has brought to it. And I appreciated being a part of the showcase. I can't wait to do it again next year, I hope. And sort of in line with Member Marquez's point, I hope that we'll even have opportunities to bring the elementary school students there to bring and to do an evening program, bringing the city's leaders there to see what we're doing. And we're going to be talking a little later tonight about a marketing approach for our district. We've got amazing things going on, and we need the world to know it. We need to celebrate it. And frankly, the master and... I applaud the Master in Code idea. I think it's something we should celebrate. We should define it as a goal for our students. And I believe it's very much the right approach. So I really can't say anything critical about what we're doing here except that we need the world to know it.

[14809] Phuong Nguyen: Thank you so much, member Grindel. I am going to get a little bit emotional here because two years ago, well, actually, when I first started on the school board, I remember one of our student board members, Cesar Castillo, he was like very adamant asking us board members, what can we do to transform this area of the high school, which is now you guys are transforming it into a STAR Lab. And he's very much a part of the Rocketry Club and was very, very excited about it. And I just remember that constantly in my head. And the Rocketry Club always came to all the science nights at the elementary schools and showcased their work and really got the younger students in the school district really excited about science and rocketry. And I know that the Makerspaces have been in progress throughout my my two daughters' elementary school years. And then when Dr. Shiflett came on board, we had a one-on-one, our weekly meeting, and we were just talking about, you know, how we can, how we can, because I got excited after one, you know, beginning Python class, and I was telling him about it and how it can really transform our students to be better at math and things like that, and how can we incorporate all of this stuff and try to build something that is uniquely ours in the district and I'm just like so so impressed with From that conversation to what it has become today with the leadership of dr. Triplett and Miss Leonora Robes or and and mr. Goldsmith, so you guys have surpassed everything that I had initially thought about and have built it beyond I putting this program together within the last two years. And to see the showcase of the students' work this last part of the end of the year, I'm like right now, I have chills running through my body because it's that exciting to see our students really invested and for our students to be able to build and create things that they never thought and associate together that, oh, yeah, computer science, how is that related to art? How is that related to being creative? But it is definitely a creative outlet for you to be able to build something tangible. And this is in a digital format. Right. So congratulations to the tremendous work that your team has put together. And I'm so, so excited for what's to come. So with that, I will let members on wrap it up.

[14979] Bowen Zhang: So first, I want to commend Superintendent and your team for the wonderful work, particularly Ms. Rachel Guillaume for your passion to expand access. Yes. And Mr. Goldsmith for your work. Wonderful to expand access to computer science for more of our students and obviously for our leadership, for listening to our teachers. And I went to the computer science showcase, wonderful event, super talented students there. So thank you for inviting me to that event. So generally speaking, I don't really talk that much about my professional life in a board meeting. But today I'm going to make an exception because what we're talking about here is somewhat related to my work. So recently I mentored a college intern at my job. She did a wonderful job. So at the end of the internship, We, as a team, extended her a return offer to come back as a full-time employee after her graduation. Her total compensation, including salary and stock-based compensation, will be a little bit more than $200,000. And yes, you heard that right. A 21-year-old lady, rising college senior, about to graduate, will soon command a compensation comparable to our superintendent. This lady, obviously a 21-year-old, was born in the 21st century. And some of you may have guessed, she is a foreign immigrant, not necessarily a U.S.-born citizen. So as I look at this lady and the offer we gave to her, I couldn't help but think, this lady could have been a U.S. citizen. This lady certainly could have been an USD graduate. As an outsider looking to our K-12 system, why call myself outsider? Because I only spent a year and a half in the K-12 system in this country. I was amazed by the fact that our system seems to be simultaneously and paradoxically characterized by disproportionate accountability on minor transgression and no accountability on profound institutional failures. The fact that I am the only U.S. citizen on my team. And not a single person in my division of 50 plus people is U.S. born. In many ways, it's a stinging indictment and a reflection of the profound institutional failure, not just not in the NUSD, but in a broader K-12 system in the state and in the country. So for us, I thought that to focus anything other than to focus our energy and time on anything but student success. It's really just like that, trying to fix the air-conditional system on a sinking Titanic. That's why. And don't get me wrong, NUSD has quite a bit of challenges and unique problems, our communication issue and whatever misspelling of board agenda. But these problems, however, pale in comparison to the financial loss and the economic damage we inflict on younger generation by not preparing them for the job of the future. So I want to, again, want to commend the superintendent on your focus on the things that matter the most. Thank you.

[15186] Phuong Nguyen: Thank you. All right. And we did go over the 30 minutes for this one agenda item, but it was just so important. And again, thank you so, so much. Ms. Bloom, you are totally a rock star.

[15211] Mark Triplett: If I may, President Nguyen, I just want to say, Ms. Bloom, you named, I think, the quote of the year when you said, hold on a minute, I want to keep talking. I'm going to remember that forever.

[15221] Rachel Bloom: Dr. Triplett also, I think, listened to the teachers. This has been a very weird year for me. So I've been doing this for 14, 15 years. And we went to a committee where we're supposed to make a middle school. And as a teacher, I'm like, OK, great. I'm going to be on this committee. And the superintendent's there. He already has an idea of what he wants. We're just here to check whatever. We're just here because we have to be here. But I feel like Dr. Triplett actually, he didn't really come, I came in with more of an agenda on what I wanted at my middle school than Dr. Triplett did.

[15261] SPEAKER_29: I mean, it's still blown my mind.

[15263] Rachel Bloom: I feel like he really listened to us and figured out what we wanted, what the students wanted, what teachers, what the community wanted. He didn't already, I mean, of course he has an idea and he has experience and all that, but he didn't, just come in and say, here's what we're going to do, and really listen to us. And I think ideas that you have not even thought about yet, like the flex, or the electives, or what kind of electives are going to be, or this or that, I don't think you have a set thing. I think you really let people contribute and get into it. And so again, a very bizarre year on committees, I've got to say, to have actual administrators really listen and do what we think would be best for students. I've had principals say, what do you want to do? And they have the idea in their head. And then if you say what they wanted to do, then they're like, oh, yeah, that's what we're going to do. They already have that, and they want to make you feel like you thought of it. But to actually have district office administrators come in and really listen has been a very bizarre, thing in my, yeah.

[15340] Phuong Nguyen: I think it's because we're changing for the better, so.

[15345] SPEAKER_08: I've been with this district since I finished university 22 years ago, and the most important thing, Dr. Triplett, that you did for this project was convening the team and empowering us. And I have never felt as empowered as a teacher. And I'm not a programmer. I'm a programming teacher. It's a lot more fun. I don't work with code. I work with kids. And I've never felt as empowered to build better things for my students than I have in this project.

[15385] SPEAKER_36: Thank you so much.

[15385] Phuong Nguyen: Thank you. That was Dr. Triplett. OK. The next item. Oh, wait, we have to know that was just discussion information on to a second staff report. 11.2 California dashboard local indicators.

[15409] Mark Triplett: Thank you, President Wynn. And thank you again to the team. Star team, you rock. So this next session, Ms. Cairns is going to speak to this. This is the California dashboard local indicators. I believe last year the timetable for this changed and we began to have to present this at this time of year. Normally in the past we were presenting this I believe in the fall when we actually had significantly more data. But this is the current requirement and Ms. Cairns will explain a little bit more about how this is working.

[15443] Abbey Keirns: Good evening, everyone. I feel like this might be a little dull by comparison. I'll do my best to keep it lively. So I'm here to present NUSD's local indicators. It's a requirement that went into effect in January of 2020. The purpose of the presentation is to review any publicly reported data prior to the adoption of the LCAP. As part of the process, the state has provided self-assessment tools that we have used in the development of the presentation. Yes. Do we have a public comment? I do apologize.

[15475] SPEAKER_32: No. Oh, sorry. Later on.

[15477] Abbey Keirns: OK.

[15478] SPEAKER_32: I'm sorry.

[15478] Abbey Keirns: No worries. I was wondering. Thank you. All right. So here we go. So apologies for the small font. I just wanted to be transparent, given that this is a new requirement. So I think it's really important that we go over some of the aspects of this process as we become more familiar with it. What do we have to present? We have to present on the annual measures of progress and meeting requirements specified in the LCFF priorities. So this, in this case, the priorities are organized around the eight state priorities that we talked about earlier. However, not all eight state priorities show up in this, in what's required in the presentation. The report also, You need to also report on the results of a, in a non-consent item in the regular schedules of board meeting, which is what we're doing here today. And lastly, report on the results of, to the public through the dashboard utilizing the self-reflection tools available through the state. So we, the following slides are directly designed in response to those self-reflection tools. So here are the indicators. These are the approved standards and self-reflection tools. Priority one, appropriately assigned teachers, access to curriculum and aligned instructional materials, and safe, clean, functional school facilities. Priority two, implementation of state academic standards. Priority three, parent engagement. Priority six, school climate. And priority seven. So those are the selection of priorities out of the eight priorities that the state has. So priority one, so here is the results. So this is basic conditions. The data you're looking at here, just to be clear, is from 2020-21 school year. The data for 2021-22 school year, this school year, has not yet been released by the state. So I just want to be clear, this is the only sort of backward, really backward looking data set in this presentation. I want to speak to what is reported in the first line, which is total teacher misassignments with regard to English learners. We had a number of 14 on there and just wanted to kind of reach over to our Executive Director of Human Resources to maybe articulate a little bit more about why that number is what it is.

[15633] Catheerine Ingham-Watters: Yes, so we do have a misassignment report that is part of the Commission on Teacher Credentialing. And although we don't have any penalties for misassignments, we do have a summary of findings that is now delivered to the county office and then subsequently to our district. And so all of that to say, we do have a high number of misassignments noted for the 2020-2021 academic year. However, that is mostly due to not correcting different codes that come up. I mean, it's a lot of technical work, but in short, the district has a certain time period to clean up what's coded as exceptions. And so basically teacher by teacher, we have an opportunity to clean up their assignments and different things that they have. Historically, we have had very, very low misassignments. And so due to factors outside of our control for this year, 2020, 2021, we have abnormally high misassignments because we were not able to clean up and fix the exceptions within the time period allotted. So all of that to say, the misassignment reports do look very high. They are substantially lower in reality.

[15736] Abbey Keirns: Thank you. And then we have quality instructional materials and quality facilities, so zero deficiencies on those two areas. Priority two, academic standards. So I just want to, the following slides are super dense, so I want to make sure I take a moment to explain the layout here. So below the heading there is an area that I want, that kind of describes what is the purpose of the reflection. And then what's below is the ratings we've given for that reflection. So just wanted to go over the rating scale. A rating of 1 means we're in the exploration and research phase. Rating 2 is beginning development. Rating 3, initial development. Rating 4, full development. And rating 5, full implementation and sustainability. These ratings were given to us by the state for the self-reflection process. So when we rated ourselves on this one, which was 2021-22 implementation on professional learning specifically, we noted one area here in the beginning level, and this is around our history standards. And we gave ourselves that rating because we just did a new adoption of curriculum, and we need to do the professional learning related to that work. So that will be coming up in the years ahead. So that's why we rated that a little bit lower than other areas. We also gave ourselves a three regarding ELD standards. And that just has to do with what we're doing with expanding SEAL. We've done a lot of work around ELD in many of our schools. We just need to expand it further. All right. Priority area two, again, this is about instructional materials. We gave ourselves really high ratings here with a little bit lower in ELD. And as you know, I came to the board to correct some of the adoption for ELD. So we expect that to be higher for next year. So this is policies and programs that support staff. We gave ourselves a rating of full development here. Because the practices, sorry, let me see. These practices among our teachers really work regularly together to collaborate and plan. Practices include reflecting on standards through reviewing standards-aligned assessments and addressing instruction in response to data. Priority two still. This section is about implementation of standards, but focuses on additional courses often defined as broad course of study. You'll see here career technical education, health, physical education, VAPA, visual and performing arts, and world language. So we rated ourselves as initially developing in CTE and health. With regard to CTE, we have excellent CTE options, as we just heard. But when it comes to a full pathway sequence in which students are able to be completing a pathway, we still have some work to do. Health education is currently provided through flash program and through our SEL curriculum. We just want to acknowledge that there's a lot of standards within the health, within health standards. And so we're looking to be more expansive in the offerings we do provide regarding health standards. All right, last area for priority two is with regard to teacher development, teacher and school administrators growing in their profession. So here I just want to note that we gave ourselves a level of three, which is initial implementation. We have integrated supports for teachers that are not yet mastered teaching standards within our E3 review process. And we are monitoring the process to know how well this is now improving teacher practices via the standards of instruction. So just wanted to see if Ms. Ingham-Watters, you would like to add anything there?

[15983] Catheerine Ingham-Watters: Just to highlight providing support for teachers, we do have e-cubed, which is our evaluation system. And it's actually three levels. We have the basic every year or every other year evaluation process. And then we have the next level called advisory. And so a teacher who is in need of additional support will move to that level. And they have 80 days on a cycle of advisory to improve their practice. And they're assigned an advisor. And then the third and final step is called a structured improvement and review plan. And it's kind of like the next level and they have to work on their practice and report their performance to an educator support panel every six weeks. So we certainly do have structures in place to provide support for teachers.

[16043] Abbey Keirns: Thank you. And now this is moving on to priority three, parent and family engagement. The results here came about while looking at the data from the surveys we've provided to families. Those surveys include our English learner needs assessment survey and our LCAP survey to families. And as you know, the CHIC survey, the California Healthy Kids Survey results are still out. And priority three, again, this is regarding providing professional learning and resources to families. So, and communication specifically. The district has communicated important information in many ways throughout the school year, including having translators attend meetings, having documents translated. Our strengths definitely include annual parent notifications, procedural safeguards provided to families, students with special needs, handbooks, playbooks, announcements, teacher syllabi. Lastly, the district is constantly seeking input from families through multiple communication vehicles, including the superintendent's advisory, ELEC meetings, DELEC meetings. The district's also consistently seeking new ways to get input and share in the decision-making process, as evidenced through some of the innovations we did to our LCAP review this year. And then lastly, second to last, I believe, priority six, school climate. We would typically be providing more of a narrative summary here. We don't have the complete results, but I wanted to give a demonstration of where we are with our survey completion. So we have 36% of students completed our Healthy Kids survey, 81% of staff, and 21% of parents. a significant improvement from the past years, but I still think there's room to grow in terms of getting more results. And then I think this is the last set. These are a little more wordy. So this is about access to a broad course of study. I just wanted to share that we definitely monitor the levels of access that students have to this broad course of study through our attendance reports, as well as monitoring A to G course completion, AP course enrollment, CTE pathway completion. With regard to what we noticed in students' access is that we noticed that students, while they have extensive access to a broad range of academic and enrichment experiences, we noticed that secondary schools specifically have a lower under-representation of low-income English learner and students with disabilities in some of those courses. So we believe that our LCAP as well the A to G completion improvement grant and after school programs are going to help us support in changing that outcome. All right. So this is given the results of our Our measures, while students have access to courses, student success in these courses is unequal. We believe that students need additional support to meet grade level requirements, which include aligned equitable grading practices. In addition, we need to align our ROP and site-based CTE courses to allow for more pathway options, as mentioned previously. And lastly, in response to the results of the tool, we've made some revisions. So we look to continue to implement the work of the equity collaborative in conjunction with our new coordinator of access and equity to support grade audits, reflections within departments, and support students to continue to make a five-year plan and start starting in ninth grade for their successful post-secondary experiences. That is it. I would love to receive any questions.

[16280] Phuong Nguyen: Thank you, Ms. Kearns. Member Zhang, do you have any comments? Member Marquet?

[16287] SPEAKER_18: None at this time, thank you. Member Hill?

[16291] Aiden Hill: Thank you, Ms. Kearns. Yes, so just two quick, well, a clarification and then a question. Sure. So on the priority one on basic conditions, And so it first starts out with, you know, misassignments. But then at the third bullet point, it says number of identified instances where facilities do not meet the good repair standard, including deficiencies and extreme deficiencies. And we say zero, right? So this is what we've reported to the state, correct? Correct. Okay. And so because I think that as we've gone through this recent exercise talking about facilities, I think that there's been a lot of, you know, different perspectives, but I think that we have to be consistent when we're reporting out data. And what we've reported out to the state, as I read it here, is that in terms of our facilities, we're saying zero, that basically we don't have any facilities that do not meet the good repair standard. And that includes deficiencies and extreme deficiencies, correct? Correct. Okay. That was clarification one. And then the second question is, on priority six in terms of the survey. Since we've done the survey, what's to prevent us from sharing that survey out before November of 2022?

[16370] Abbey Keirns: The state doesn't make it publicly available until that time, and that's what was reported on their website. Now there is, if we give the survey earlier in the year, so for example, other districts, nearby districts may have this data available, but that is a result of them administering the assessment or the survey earlier. So I just wanted to say that there.

[16390] Aiden Hill: Okay, so it's a constraint at the state level. Yes. Okay, great. Thank you.

[16394] Mark Triplett: You're welcome. Sorry, but could I jump in? Just to clarify, Ms. Kearns, with regard to the facilities pieces, I believe that is the Williams complaints, is that correct? Yes. Okay. And it's from 2021, is that right?

[16408] Abbey Keirns: It's 2020. 2020, yeah, 2020.

[16408] Mark Triplett: Oh, yeah, sorry. Yeah. Thank you. So it's a specific reporting around Williams compliance within facilities.

[16419] Aiden Hill: Yes. Thank you. I believe that also in the SPSA, when we've been reporting this, we've identified the same thing, right? So that literally on a school by school basis, we haven't identified any serious facilities issues. And that's what we looked at earlier in the year.

[16440] Terrence Grindall: Member Grindel. Just thank you for the detailed report. Appreciate it.

[16448] Phuong Nguyen: Thank you.

[16451] Abbey Keirns: No pictures of kids, unfortunately.

[16455] Phuong Nguyen: Thank you so much. Member Zhang, did you have a comment? I think we're good. Thank you.

[16462] Mark Triplett: Thank you, Ms. Kearns.

[16472] Phuong Nguyen: OK. On to student expulsion 12.1, make it a motion to approve case number E2122-19. I move. Member Zhang made the motion. May I get a second?

[16487] SPEAKER_16: I'll second.

[16488] Phuong Nguyen: Member Grindel, seconded. How do you vote, Member Zhang? Yes. Member Marquez? Yes. Member Hill? Yes. Member Grindel?

[16495] SPEAKER_16: Yes.

[16496] Phuong Nguyen: I'm also yes. Five ayes. May I get a motion to approve student expulsion case number E2122-20? So moved. Motion made by Member Zhang. I'll second. Seconded by Member Grindel. Member Zhang, how do you vote? Yes. Member Marquez? Yes. Member Hill? Yes. Member Grindel?

[16520] SPEAKER_16: Yes.

[16520] Phuong Nguyen: I'm also yes. Five ayes on item 12.2. Thank you. Okay, on to item 13.1. We have a public comment. Ms. Sharivilla, for approval of the 2022-23 Local Control and Accountability Plan.

[16552] Chery Villa: Welcome back. Thank you. Thank you for having me back. Okay, so in regards to last year compared to this year, big difference in the way the meetings were run. So thank you, Abby, and thank you for the information that we did receive. My question is though in, or my comments are in regards to whether or not our committee saw the final draft, the final product. There was a 520 on May 21st, We had a meeting. We received a 105-page document. And we were told it was a draft. Or not a draft. It was not complete. So we will see the final product at the next meeting, which was on 531. The product that we got at the 521 meeting was 105 pages. At the next meeting on 531, the document we received or we looked at was 110 pages. And then the one that was brought forth at the 6th, June 7th meeting was 112 pages. So again, final product, I don't know. That's my question. So there's some information that's not accurate in the final product. So my question is what final product did our committee actually see? So thanks.

[16645] Phuong Nguyen: Okay. With that, is there any comments or questions from the board? Member Zhang?

[16649] Bowen Zhang: Yeah, so last I remember I mentioned about the ratio for AP exams, like rather than ratio of passing versus overall takers, maybe we should establish additional number about the people that are passing with three versus the total enrolled people, because right now we don't have to, I guess, We no longer have the financial burden for low-income students to take the exam. So I guess this is not being added. Does the board feel comfortable that we should add, we should look at an additional indicator like versus the number of students passing the AP exam versus the total enrolled in that class? Because we already removed the financial burden about registering for the AP exam.

[16698] Phuong Nguyen: Dr. Shufflett, can you address Member Zhang's question?

[16703] Bowen Zhang: I think your question, Member Zhang, was does the board... No, yeah, this is a board discussion because this is... I don't think this is reflected on the LCAP.

[16715] Mark Triplett: And if I understand correctly, the idea is to change the the way that the AP ratio is indicated.

[16722] Bowen Zhang: Well, we can have two indicators, right? One, we keep the existing one, which is the number of people passing with a 3 or score higher, divided by the number of people taking the exam. Another indicator is number of people passing with a grade 3 or higher, divided by the total enrolled students.

[16740] Mark Triplett: And you're suggesting that not only do we measure that, but we include it as a metric in LCAP.

[16748] Phuong Nguyen: Correct. For future LCAPs.

[16751] Bowen Zhang: Well, when you say we measure it but also include that in the metrics, is there a way you can measure that but not include it in the metrics?

[16762] Mark Triplett: I think we can measure that as an indicator of growth or success. It sounds like you're suggesting that not only should we be looking at that as a system, but that you are suggesting we put it in the LCAP as an LCAP measure.

[16780] Bowen Zhang: Well, does the board feel comfortable putting that into that? Because the difference between this year and last year, last year we said there are students that are financially burdened that could have taken the exam but couldn't take it. And this year, we actually put money in there saying if you are a financial burden, we'll pay for your AP exam. So we sort of removed that barrier for taking the exam.

[16800] Terrence Grindall: I don't have a, I don't have any issue with it going forward as a measure. In fact, perhaps we include both measures going forward, but I don't, I'm comfortable moving forward with the LCAP at this point with, and with direction to the superintendent to in the future include that measure.

[16818] Phuong Nguyen: Okay. I'm in agreement with Member Grinnell. So, Member Hill.

[16825] Aiden Hill: Yes, so first off, I just want to congratulate Ms. Cairns for all of her hard work. And I think that the process this year for the LCAP was much improved over what we went through last year. But as Ms. Villa has indicated, I think that there's still work to do. And I know that there's a lot of stuff that needs to get discussed and compiled. to the degree that we can get working documents out and give ample time for review and final input, I think that that would be really good. And I think oftentimes it's just a matter of project planning. So again, if we can continue to work to improve that, that would be great. And then just as a follow-up to Member Zhang's recommendation, I'm actually fine with including that, your new metric this year. I love metrics, so.

[16883] Phuong Nguyen: Thank you, Member Hill. Member Grindel, any other additional comments?

[16888] Terrence Grindall: No, I'm ready to make a motion.

[16889] Bowen Zhang: Okay. So did the board agree to add that for the next year, not this year, right? So I guess we reached a consensus that for 2023 to 2024, APAC will be having two metrics, one additional, two metrics for the AP placement, advanced placement. Okay.

[16905] Phuong Nguyen: Thank you. Okay, with that, I think the motion was made by Member Grindel. I second it. Seconded by Member Zhang. Member Zhang, how do you vote?

[16915] SPEAKER_21: Yes.

[16916] Phuong Nguyen: Member Marquez? Yes. Yes. Member Hill? Yes. Member Grindel? Yes. I'm also yes. Five ayes. Thank you so much to the LCAP team.

[16929] Marie dela Cruz: You heard the fireworks, right? Yes. All for you. All for you.

[16937] Phuong Nguyen: Okay. On to item 13.2. Thank you, Ms.

[16943] Mark Triplett: Eisen.

[16944] Phuong Nguyen: Thank you.

[16945] Mark Triplett: All right. Thank you, President Nguyen. So this is the budget adoption that was first presented last meeting, and I'll turn it over to Ms. Stelicruz.

[16955] Marie dela Cruz: Thank you, Dr. Triplett. The budget that's presented to you this evening is the same that was presented at the last meeting. There were no changes suggested by the board and it's been presented and tonight you're just asking for approval to adopt this budget.

[16972] Phuong Nguyen: Great. Thank you so much. With that, I move to approve the 2022-23 budget adoption resolution 2021-22-43. May I get a second, please?

[16982] SPEAKER_21: I second it.

[16983] Phuong Nguyen: Seconded by Member Zhang. Member Zhang, how do you vote?

[16985] SPEAKER_21: Yes.

[16986] Phuong Nguyen: Member Marquez? Yes. Member Hill?

[16989] SPEAKER_16: Yes.

[16989] Phuong Nguyen: Member Grindell? Yes. I'm also yes. Five ayes on item 13.2. Next up is item 13.3, amend resolution 2020.21-025 to delegate authority to procure necessary materials, equipment, and services to provide distance and or in-person learning for staff, teachers, and students to mitigate the effects of COVID-19. Dr. Strickland.

[17017] Mark Triplett: Thank you, President Nguyen. So the board had asked with this emergency with the emergency, sorry I'm blanking on that, the governor's executive order, thank you, that rather than having this resolution be approved indefinitely until the executive order had been rescinded, that the board review it every year. So we're just bringing it back at the end of this year. Unfortunately COVID is still around and since we don't We're unable to see with absolute clarity the future, and the governor has not rescinded the executive order yet. We are bringing this forth to the board to ask for it to continue for another year.

[17062] Phuong Nguyen: Thank you. Any comments? Member John? Member Marquez? None at this time. Member Hill?

[17070] Aiden Hill: Yes, so I think I mentioned in the last session that I've now received my clear credential in social studies and it's official from the state. And as a student of history, in my experience, the only governments that enact permanent emergency conditions basically are usually dictatorships. And I think that it is apparent to anybody that we are no longer in the emergency situation that we faced when COVID first broke out. And again, my experience usually is that emergency measures are used to override democratic institutions and democratic oversight and civil liberties. And I think that there is no situation that we're facing that would not prevent us from being able to provide proper oversight and input and still expedite whatever needs to be done. And so I would suggest that we do not support this extension of this emergency measure.

[17139] Phuong Nguyen: Thank you, Member Hill.

[17140] Terrence Grindall: Member Grindel. Just wanted to clarify with the superintendent that the same approach that we had towards you reporting to the board within, I believe it was quarterly, about any time you've used this tool, is that still a part of this process?

[17159] Marie dela Cruz: Monthly.

[17160] Terrence Grindall: Oh, monthly. Thank you, Ms.

[17161] Mark Triplett: Delacruz. Yeah, so everything the same, no changes there, and as Ms. Delacruz just said, it's a monthly report.

[17169] Terrence Grindall: Thank you. And so yes, so long as the governor has his declaration in effect, and we really don't know what's going to happen, here we sit, Here we sit with masks on and some weeks ago we were celebrating not having to wear them. We don't know what the next turn is going to be. I'm hopeful that we've turned the corner, but I believe we We allow the authorities, if they've established an emergency declaration, that we provide the flexibility to respond to any emergency that comes our way and look forward to next year not having to do this.

[17211] Phuong Nguyen: Thank you. Member Grindel, I don't have to say much because I also echo the same sentiments as you. So with that, I'm going to make a motion to approve item 13.3. May I get a second, please?

[17223] Bowen Zhang: So I do have a question. When the first time we voted on that, Did we vote for the whole year or just six months?

[17233] Marie dela Cruz: It was for the whole year. Initially, it didn't have an end date and the board suggested that we have an end date so that we could review it every year.

[17240] Phuong Nguyen: I see. So with that, I made a motion. May I get a second?

[17246] SPEAKER_21: I second it.

[17246] Phuong Nguyen: Thank you. How do you vote, Member Zhang? Yes. Member Marquez? Yes. Member Hill?

[17252] SPEAKER_16: No.

[17252] Phuong Nguyen: Member Grindel?

[17254] SPEAKER_16: Yes.

[17254] Phuong Nguyen: Also yes, four ayes and one no. Onto the item 13.4, Newark Junior High paving project update, Dr. Triplett.

[17266] Mark Triplett: Thank you, President Nguyen. So as you recall, board members, we brought this forth at the last meeting regarding a sort of update and a need to proposal to do some immediate striping and I wanted to say varnishing, but I knew that wasn't right. Sealing of the parking lot at the junior high, the board did have proposed an additional idea. I believe member Hill was suggesting that we should explore the opportunity to fill the potholes and a term I've learned from Ms. Delacruz, the alligators, which are different than potholes, but have a similar negative consequence.

[17314] Marie dela Cruz: So we have done that and Mr. Cruz you want to just speak real quickly about what we've turned up in terms of cost estimates Yes, so we've presented a new proposal which includes the repair of the potholes originally to seal and restripe It was an estimate of about 40,000. So with the pothole repairs, it would be an additional 19,000 for a total cost of 59,000 and we did attach the quote plus some photos of the major potholes that we're proposing to repair.

[17350] Phuong Nguyen: Okay, any additional comments or questions? Member Shaw? No. Member Marquez? No, thank you. Member Hill?

[17364] Aiden Hill: Yeah, I'd like to advocate that because we talked about this in the last session to explore options, And as we discussed before, the restriping and the sealing, it's really a throwaway effort if we're going to go and tear up the parking lot and totally redo it in a year from now. And so we'd be wasting enough, you know, $40,000 for just a temporary fix. And given that this is the junior high school, and given the fact that it's not like we have a whole bunch of student drivers or people that can't figure out how to park, I think that people can figure out right now, you know, even though the striping is a little faded, where they need to park. I don't think it's an emergency situation. The potholes, however, and the alligators are a more serious issue. And so I'd like to support a modification of this and that we approve the $19,000 for the potholes and the alligators, but we defer the other thing for when we're going to be doing the larger project.

[17430] Terrence Grindall: Yeah, I believe we should do both the re-striping and sealing and the potholes. Pavements, and Ms. Villegas, you can correct me if I am out of turn, but a pavement system is not just what you see on the surface. It's underlayment and other gravel. The sealing will prevent water intrusion into those areas and further damage. It's not purely a throwaway effort. It will maintain and preserve our facility and in addition to being clarifying the locations to park and because it is confusing. It is confusing there. I had the good fortune to be able to be a part of the promotion. Thank you. Trying to come up with the right word. The promotion at the location and there were a lot of people who don't normally park there and there was a lot of confusion with the striping that's been blacked over because of some of the some places it's really quite confusing out there. So I believe that preserving our facility for until we can get get get the work done on a full rebuild which which I understand from reviewing the The information may require the state architect's office to approve, which you never know. That might be two years. So I'm speaking from experience, but hopefully not. But given that, I think it's prudent to maintain our investment, preserve our investment, fix those potholes and have, when the middle school opens, have a functional and safe facility.

[17548] Phuong Nguyen: Member Marquez.

[17550] SPEAKER_18: I just wanted to add one thing as well, is that Newark Junior High, as I can remember, has hosted some of our community partners. With the joint unification of Newark National Little League along with the Newark American Little League, we now have Newark Little League, and that is their home base, the Ernie Silva Complex, what was previously at, it was located at BCI, but before BCI, it was Milani, right? See, I remember. And the key is this. So when we had these organizations, like right now we have the Tournament of Champions, we're hosting All-Stars, we have all of the, Many community members within Newark as well as from other districts within nonprofit who visit our sites. So we as Newark and as a school board need to invest because the amount of investment that the parents in the community that put into these fields, that put into making sure that they abide by the rules, the parking, it is very confusing, right? And we want to be able to shine with pride. We want people to say, hey, we want to have our events hosted at Newark Unified. This is where because of this. And the conditions are a parking lot. No, it's not acceptable. I go there in the evenings. And if you were to see the amount of families that actually go in the evenings to walk the junior high football, soccer, whatever we name the field in the stadium, there's no access to the stadium or the seating and even the attention that the stadium itself needs. But there are still so many people in the community that continue to use it because of why this is their base, this is their community. So we need to make this investment and show that we care what the community is doing and how they utilize our facilities. For some, it may be considered a band-aid or a throwaway. I don't see it that way. I see it as an investment in letting the people in our community know that we see it and we care. And we need to make it a safe situation and approachable and then they can approach us and bring it to our attention at the same time that the efforts that are put into the group such as the Newark Little League and what they do at the junior high alone to maintain the fields and the community work that they put in needs to be recognized. So I'd ask that everyone please vote. Let's move forward.

[17694] Bowen Zhang: So I have a question regarding the pothole repair. So if we just going to do repairing of the Pothole is that really going to be 19,000 or you're gonna have additional over at cost if the only thing we do is fixing the pothole Because right now we're saying we combine these two together repair the pothole is 19,000 I Can't tell you that for sure because what we asked for was all three I see So just doing the pothole might have additional overhead cost rather than just 19,000 Okay, um

[17734] Aiden Hill: or it might be less.

[17736] Phuong Nguyen: Thank you. I don't have any comments or questions.

[17739] Terrence Grindall: I'm ready to make a motion.

[17740] Phuong Nguyen: Great. Thank you. Member Grindel for the motion. May I get a second, please?

[17745] SPEAKER_21: I'll second that.

[17747] Phuong Nguyen: Great. Motion made by Member Grindel, seconded by Member Zhang. Member Zhang, how do you vote?

[17752] SPEAKER_21: Yes.

[17752] Phuong Nguyen: Member Marquez? Yes. Member Hill?

[17755] SPEAKER_16: No.

[17755] Phuong Nguyen: Member Grindel? Yes. Also, yes. Thank you.

[17760] Terrence Grindall: And just for clarity, my motion was to do both things, resurfacing, re-striping, and the bottles. I think it was clear to the board. Yes, it was clear. I just wanted to put it for the record.

[17774] Marie dela Cruz: Thank you. OK, thank you.

[17776] Aiden Hill: President Nguyen, given that we're 10 minutes out, I'd like to make a motion that we extend our time till midnight since we ran over the last time. So this hopefully should be ample time

[17790] Phuong Nguyen: We didn't run over last time. We ended right on time.

[17793] Aiden Hill: At 11. We didn't have a chance to discuss everything.

[17797] Phuong Nguyen: All right. Motion to extend till midnight made by Member Hill. May I get a second, please?

[17804] SPEAKER_21: I'll second that.

[17805] Phuong Nguyen: Seconded by Member Zhang. Member Zhang, how do you vote? Yes. Member Marquez? Yes. Member Hill? Yes. Member Grindell?

[17813] SPEAKER_16: Yes.

[17813] Phuong Nguyen: I'm also yes. Thank you, Member Hill, for being proactive and looking at the time. Appreciate it. Okay, on to item 13.5, board member request, board policy 7310, naming of facility. Member Zhang, you had brought this up last time and we asked it to be brought back because member Condell was absent at last meeting and we wanted to get his input as well. So with that, I'm going to hand it over to you. Member Zhang.

[17847] Bowen Zhang: Yes, so the reason I made the added is that Given Newark is such a small town, so I think it's extremely important for Newark to keep its own historic heritage, because in many ways we don't have the luxury of bigger cities like San Francisco, Oakland, or even Fremont. So that's why I proposed to state our order of preferences, which traditionally our elementary schools are all named after significant persons in Newark history. And obviously, the third thing is, the third one at location within Newark is, again, is to understand that Newark as a small town doesn't have the loss rate of losing your heritage. But I do want to say that I don't want the board to spend a lot of time on this. This is definitely not the top priority of the board. That's just my personal suggestion.

[17902] Phuong Nguyen: Member Marquez, do you have any other additional comments? I stand the same as last. Thank you.

[17908] Aiden Hill: Member Hill? The only additional thing I just want to add is just to remind the board of Ed Code 35161, which is the governing board of any school district may execute any powers delegated by law to it or to the district of which it is the governing board. And I'm not going to read the whole thing. But ultimately, we have the ultimate power. we can delegate those powers, but the last sentence says, the governing board, however, retains the ultimate responsibility over the performance of those powers or duties so delegated. So we can decide how we want to handle the naming of the facility, and we can take it under our own consideration if we decide to. It is our decision as a board.

[17954] Phuong Nguyen: Thank you. Member Grindel?

[17956] Terrence Grindall: Yes. I agree with Member Zhang that we don't need to spend a lot of time on this. I do want to make sure that we maintain, despite what Member Hill just indicated, we have a policy that seeks input from the community and I'm happy to see that your proposed changes don't really touch that. that effect, so we still have a policy, or maybe we don't call this a policy. Yes, it's a board policy. We still have a policy that seeks community involvement. Yes, the board is ultimately responsible, but I want the policy to continue forward where there is community involvement in the renaming process. I do have just sort of one wordsmith. On point three, you've crossed out the geographic area. and replaced it with a location of historic significance. I'd like the geographic area added back in in some way, so locations of significance or geographic features. And although I don't think the geographic features have to be within Newark, for example, San Francisco Bay is, most people think of Newark as being in adjacent to San Francisco Bay, but Fremont went and annexed the bay lands surrounding us. So Newark, strangely, doesn't have any bay front at all. And I think that was a spite move by Fremont. But anyway, so I'd like to have geographic features for the area also be a board policy, but not an issue I'm going to die on, particularly if, as we're maintaining the stress on community involvement.

[18073] Bowen Zhang: Yeah, so let me explain a little bit more why I put in within New World. Exactly the reason, yeah, we can name our school like San Francisco Bay Area or whatever, Ohlone, because we're in the Ohlone land, right? So the reason I put that in is I think Fremont City, like Fremont, San Francisco, Oakland, has a lot more lottery to naming their school on the greater geographic area. Because New World, in a certain way, 20 years or 50 years later, you still want people to remember what's so unique about Newark as a small town. So that's the reason. But if you want to cross out that within Newark, I guess ultimately the board, hopefully this time have several naming candidates there that we can have an open discussion on where to choose from.

[18115] Terrence Grindall: What if we simply left the geographic area in input or So the geographic area or location of historic significance in Newark.

[18124] Bowen Zhang: Yeah, that's fine.

[18125] Terrence Grindall: And then we're done.

[18126] Bowen Zhang: And another thing is, we have this number 1, 2, 3, 4. What does that really mean by we list this 1, 2, 3, 4? Is that no preferences at all, or we have somewhat an order of preference?

[18136] Terrence Grindall: I think the change you made that indicates that there's an order of preference is worth doing. But again, this is just guidelines that we're putting forward to the committee process. And as Member Hill indicated, the board, this board or future board can decide as they will for how they want to name schools.

[18159] Bowen Zhang: Yeah, I agree with that. I just hope when we involve the community, the community is aware that the board has a policy rather than just go free will, like go anywhere. I understand.

[18171] Phuong Nguyen: Okay. Great, but I do have to disagree on the stance of the following order of presence. I don't, I think that that puts inflexibility in terms of, you know, additional community input, because you're limiting them to first, you know, name the school after an individual. I mean, you know, I mean, I'm okay with having Newark individuals in there, but I would prefer us not have a preference of order. I think that the four items that are listed without the preference of order gives the community a larger impact in giving us input. So that's where I stand on that. And then I'm okay with the fact that, you know, the geographical area or location, I'm good with that at it. But I'm not okay with the following order of presence.

[18227] Bowen Zhang: So I guess even though without my adding the following order of preference, it really feels like historically the board and the district operates in that order of preference. Otherwise, we wouldn't have elementary school before Coyote Hill naming every single elementary after individuals, whether it's Snow, Grant, Malani, Bunker, and Russian, Schilling. These are all individuals that have significant contribution in New World history. And there we have Kennedy and Lincoln, which is obviously a U.S. president that had lots of historic things. So it does feel like even without my words, the precedence and the protocol and the protocol and the tradition in Newark is sort of following this order of preference. Otherwise, I don't think it's a coincidence that every single of our elementary school is named after a person.

[18272] Phuong Nguyen: Well, it has changed since the last couple of times that we did rename schools, as you've noticed. With the BGs, it was Birch Grove and, you know, and then with Coyote Hills, it was a geographical area. So, you know, you can replace the numbers with bullet points, but to me, I mean, it's just in recognition of these items and it just happened to be listed in, you know, alphanumeric order. But as a whole, I don't necessarily think that, you know, there should be a preference of order because it does, I feel like it does limit community input.

[18317] Bowen Zhang: So I guess, where do we go from here?

[18320] Terrence Grindall: I'll make a motion to approve the changes indicated by Member Zhang, except adding the words, the following order of preference, given the fact that They remain numbered 1, 2, 3, 4. That's sort of implied anyway. And then also removing the deletion of geographic area and inserting the word or, location of historic significance. That's my motion.

[18350] Bowen Zhang: Okay. So I'm glad you said this is sort of implied order over us. Okay. I'll second that.

[18356] SPEAKER_32: Just a point of order. At this point, this is a discussion information item. You you guys at this point have provided direction so we can take these notes back To add to the even better even better even the policy and then I stumbled over the words. Thanks Okay, so then I'll come back for a first reading with with an action and then at that point you still have a second reading Yeah, we did have a we might as well have a motion.

[18380] Terrence Grindall: We had a motion for him We might as well vote on it to provide direction to staff.

[18385] Phuong Nguyen: Perfect. I

[18389] SPEAKER_32: At this point, I would recommend still just providing, the board has provided direction?

[18393] Phuong Nguyen: Yes, the board has provided direction. Thank you. Thank you, Member Zhang, for bringing that up. Thank you, Member Grindell, for being bipartisan and getting us to agree. On to new business, item 14.1. We do have two public comments. Ms. Parks, for resolution number 2021-20, dot 22 dot 49. Commit to budget balance reserves for 2022 23. It's Miss Parks.

[18428] SPEAKER_32: At this point, Miss Parks is not present. Okay, so we go on to the next week. Yes, Miss Villa.

[18440] Chery Villa: So in the document that was in the attachment, one of the line, one of the pieces of information in there was the LCAP carryover in the amount of roughly $500,000. So my comment to my end, I'm ending with a question, is in our, the LCAP meetings, like I said, we had three different versions of what the final plan was going to look like. At one point, that dollar amount was roughly an amount of $2 million. And then by the end, it's down to 500,000. So question on that, you know, in the matter of how many days was it? It was from May 21st to June 7th. Is there an itemized list of how that happened? How did that go from roughly $2 million to 500,000? That's the first part. Next part, if there is an LCAP carryover, Why is that not used for teacher retention bonuses or stipends? The last time we had one was in 2018. It was included in the LCAP. It was a 2% of salary. And the total was a retention incentive in 2% of salaries in the amount of $627,003. So if we're having money like that left over, I mean, Give it to the teachers. I mean, we're talking about retaining high quality teachers. We've had, in the last two years, almost 50 teachers leave the district, whether it's retiring, moving to another district, or whatever the case is. And I have the information to give to you, you know, if we're talking about doing a study on attrition or teacher turnover. Being competitive with our surrounding districts, trying to get people to stay, that would be a step in the right direction. But money left over in the LCAP in that much, teachers deserve it. So I'm going to think about it.

[18578] Phuong Nguyen: Thank you. Thank you, Ms. Miller. Thad, do you have any comments? Member Zhang?

[18589] Bowen Zhang: Yeah, I still have a follow-up on the question I sent before the board meeting. I'm still a little bit confused with this reserve cap. So, is this the state requires that your reserve cannot exceed 10%? Or like, what is this? Because it looks like this reserve is different from the definition we use as a reserve. Because generally when we say reserve, it's the balance on the general fund plus that fund 17 for economic uncertainty. We add them together, The board voted on a resolution to have more than 13% of that, and we achieved that last year. And this resolution is saying the reserve should be capped under 10%. So what's the difference between these two reserves?

[18633] Marie dela Cruz: So the Ed Code that got triggered regarding the reserve cap of 10% has to do with the unassigned and unassigned fund balance. Before that cap, our reserve for economic uncertainty was part of our assigned and unassigned fund balance. And with the trigger, that cannot exceed 10%. So if you have a reserve for economic uncertainty at 13%, you're going to exceed the reserve cap. And that's what we're trying to avoid. Because if we go over the 10% Reserve cap the reserve for economic uncertainty, then the county will probably not approve our budget what this does this resolution it commits our fund balance to specific purposes, so it doesn't become part of the assigned or unassigned reserve for economic uncertainty So remember in our study session, I went over the different categories that we could put our fund balance into. I said there were the assigned, the non-spendable, the unassigned, and the commitments. So what this is doing is putting our fund balance into commitments for specific purposes, and that amount doesn't count towards the cap.

[18737] Terrence Grindall: However, my understanding is this does not represent an increase in spending. We're essentially renaming the reserve that we had. We're not increasing the actual spending in the budget. Is that correct?

[18752] Marie dela Cruz: That is correct. So think about it. This is the fund balance, which is similar to like your savings account. So now we're committing our savings, our reserves, for these specific purposes.

[18766] Terrence Grindall: But the board can, sorry, the board can in the future reallocate these to other locations by resolution just as we're doing here.

[18778] Marie dela Cruz: Correct.

[18782] Aiden Hill: So, yeah, I feel really uncomfortable with the speed at which this is happening. Because it's my understanding, correct me if I'm wrong, right, so we have guidance from the state that essentially says we can have only a certain percentage of reserves. So we got extra money, and we have to now reallocate that extra money. Am I doing okay so far?

[18807] Marie dela Cruz: Not so much reallocate, but to categorize our fund balance into.

[18813] Aiden Hill: Right, so we can't have it in the reserve bucket.

[18816] Marie dela Cruz: the reserve for economic uncertainties or in the assigned or unassigned.

[18822] Aiden Hill: So we got we got 5.8 million that we can't keep in the existing bucket. And so now we're going in and we're peanut butter spreading it across these items which which we the board have not discussed. Right. But technically these are categories. And if we put that money in there that is effectively increasing the potential budget and we could spend and that could be drawn down. It's not like a true savings account, right? So this money is being allocated for specific line items. And I don't think that we've had a discussion as a board as to whether these are the priorities. So I don't know whether, I don't know what the timeline is for us needing to make this decision. So so what so you know what ultimately you know by what date is the state saying that you have to solve this reserve problem?

[18878] Marie dela Cruz: This is Okay, I want to call it a problem, but this is Part of our adopted budget we have to submit it with our adopted budget if we do not submit this with our adopted budget then the county will probably not approve our budget or give us a conditional approval because we will be over the 10% reserve cap.

[18902] Terrence Grindall: So again, just to clarify once more, we're not increasing the spending in the budget. So to use these funds for these purposes would require a change in the budget, which would be before the board.

[18916] Marie dela Cruz: Yeah, we have not moved this into the expenditure category. It's reserved for these specific purposes.

[18923] Terrence Grindall: It's just a renamed reserve, or it's a different type of reserve But to spend any of these dollars would require a budget change that the board would have to approve.

[18937] Marie dela Cruz: Yes. I don't think that's correct. Yeah. You would have to approve any changes to this budget. And if we are moving any of this into the budget section, then we would be asking approval from the board.

[18957] Aiden Hill: So again, just to make it crystal clear for people who, you know, maybe are not familiar with the nuances of this, but so we're saying when we look at these categories, we're saying, for example, technology refresh and upgrades. And so what I think that Member Grandel is sort of alluding to, I don't want to put words in your mouth, is that there is a technology refresh and upgrades checking, and then there's a technology refresh and upgrades saving. And that basically we cannot go and pull money out of the savings account And use it in checking that that would require an authorization from the board. Is that a correct statement?

[18997] Marie dela Cruz: Okay, so in order to Spend this money. Yes, we would have to move it into the budget so the way that gets approved by the board could be in the form that we do now in terms of you know, contracts that go into consent or POs that go into PO reports or warrant reports that go into consent. So there will be a way that the board will see it in order to be approved. And just going back to, you know, the board didn't approve this, I remember during our study session, we did present these different categories. And we, I thought we received, agreement or some sort of a consensus that.

[19044] Terrence Grindall: We did. I would hope that we would not, you know, again, look, we have a, we have a, the budget is balanced. Yes. However, the year out, we know unless we get increasing enrollment and with STAR Academy, knocking, going crazy and everybody paying attention to that and people doing that. Enrollment's going to increase, right? But if we don't, we know we've got a problem three years out. We're going to have other cuts. So we could have to use all of this in that third, in that out year. And so I would hope that we're not going to be seeing any sort of any changes in a small way that the board would be aware that if we're going to be using any of these funds that it be brought to our attention in those in those actions and why we would why we'd be looking at doing this and I like your your. You're checking and saving that we're essentially moving this from savings into Out the door. I would hope we would be alerted to that and we're gonna we'll all be paying attention carefully But just you know, that's just a side note that this these these savings accounts need to be need to be need to remain until we have that third year figured out and That's just one board member speaking. But I just want to be clear about that.

[19137] Bowen Zhang: So one last question. When the board voted for the resolution to keep 13% reserve, why at that time? Because looking back, this 13% resolution is no longer valid. So by the time when the board voted for the 13% reserve goal, why wasn't that being triggered at that time? Because if that were triggered, then board resolution Will no longer be valid by that time.

[19162] Mark Triplett: Yeah. Thank you members. I understand what you're what you're asking what that what happened was maybe we didn't make this completely clear just now, but is the state budget went into a surplus and So because of the state surplus and correct me if I'm wrong. Mr. Cruz, that's what tripped that triggered this. So it's not something that the district did, but it's rather the larger state budget triggers this rule that suddenly then all districts have to, I don't want to say allocate, but have to comply with this reserve cap. Does that make sense?

[19213] Marie dela Cruz: Yes, so several years ago, Governor Brown, I believe, was the one who implemented this new Ed Code. And when the state reaches a certain level, then all districts statewide have to comply with this cap.

[19228] Mark Triplett: And I think this is the first time it's ever happened.

[19231] Bowen Zhang: Yes, first time since it was... So if next year, by the Ed Code, if next year the state budget doesn't have a surplus at all, do we go back or do we keep it at 10%?

[19241] Marie dela Cruz: No, we could. So for now, it's for 22, 23. It's only for one year.

[19245] Bowen Zhang: So there is a way. If things change. Yeah, so if there is a budget condition on the state level changes, we can go back to our 15, 16, 17% reserve for it. Yes, correct. So yeah, when the board. Because I'm pretty confident that next year, California's state budget will have some serious problems.

[19263] Marie dela Cruz: Yeah, no, when the board approved the 13% or 17% goal, this trigger had not been Had that been triggered.

[19272] Bowen Zhang: The way I have that confidence, just looking at the stock market, you know what's going to happen next year for state budget.

[19278] Phuong Nguyen: Thanks.

[19279] Terrence Grindall: Thanks, members. And just on an editorial note, it's very good that we did have that that goal of that of that high reserve. It puts us in good stead to weather the storms that are ahead.

[19292] Phuong Nguyen: Yes, thank you member Grindel. With that, I'm ready to make a motion to approve resolution number 2021.22.49. May I get a second please? I'll second that. Seconded by member Marquez. Member Zhang, how would you vote? Yes. Member Marquez? Yes. Member Hill? Yes. Member Grindel? Yes. I'm also yes. Five ayes on item 14.1. We did 14.2 already. Yeah, middle school design team. That was the first one.

[19323] Mark Triplett: Oh, it's been moved around. So 14.2 is now NUSD marketing because the middle school was moved up.

[19330] Julienne Sumodobila: OK. Yes.

[19331] Phuong Nguyen: Not on my screen. 14.3, request for proposal draft NUSD marketing strategy. Yes.

[19339] Mark Triplett: Thank you. So is everyone clear about that, that we're on 14? That's the new 14.2? OK. So I know I was thrown off too when I was refreshing my computer. So this, if the board will recall, one of our goals for this year was around marketing. And part of the direction from the board was to bring forth a request for proposals for the upcoming school year for a marketing firm to support with a marketing strategy. And so part of that request was that the board wanted um, the district to bring forth a draft of that RFP before being put out to, um, to, for proposals. And so the purpose of this is really to get input from the board, um, that we, we can use to, uh, modify this draft if, uh, if the board, um, if the board sees fit. Um, and then our goal is to get this out within the next month and hopefully have, um, have some proposals and be ready to move forward with a firm that really is meeting the needs based on our RFP. So I think just opening it up to the board and hearing suggestions would be great. There's no specific action on this item, just, oh, there is an action. Let's see. To prove the commitments, oh, sorry, I'm looking at the wrong, sorry. Thank you. Yeah, I seem to have a Wi-Fi lag here tonight. Yeah, so no specific action, just input from the board.

[19441] Phuong Nguyen: All right. Thank you, Dr. Triplett. Member Zhang, do you have any comments?

[19447] Bowen Zhang: Just a minor comment. Our proposal, in many ways, New Orleans is no longer a 5,500 student enrollment district. We're approximately 5,000. And our city has 49,000 population instead of 55,000.

[19469] Phuong Nguyen: Member Marcus.

[19470] SPEAKER_18: I just had one add with regards to the project goals and the fact that with the housing right that we have in Newark and the new families is we have increased enrollment and we have retention of current students but how can we add a goal where I'm in this project where we are somehow obtaining commitment from the families that have the younger the younger children right that aren't in our school they live or they reside within Newark right but their students or they haven't right, committed to let's say to our preschools or to prepare themselves towards TK versus going to one of the private schools in the area. So if you look at something like Statistic Atlas, right, and you look at the information, it actually breaks it down and it tells us, you know, in this area how many families actually are in private schools compared to our public school sector. So somehow we could integrate adding a goal that refers to that with gaining. So when the families are already here, it's just a matter of getting that commitment somehow for the enrollment.

[19535] Mark Triplett: Sorry, I just want to make sure I understand, Member Marquez. So what would you suggest in terms of adjusting the goals? Because we have increased enrollment, but it sounds like you wanted to add to that in some way.

[19548] SPEAKER_18: I do. And maybe if I can put more thought to it and come back to me. Sure. The key is somehow grasping the families that exist who aren't enrolling their kids in our school districts. Okay.

[19560] Mark Triplett: Maybe increase enrollment including families who have not chosen NUSD?

[19574] Terrence Grindall: It may be in the deliverables rather than in the goal, because the goal is to increase enrollment. It may be in there.

[19584] SPEAKER_18: Thank you for the feedback, sir.

[19588] Phuong Nguyen: Member Hill?

[19589] Aiden Hill: Yeah, thank you. And so I shared this with the board earlier, but just wanted to expand on it a little bit. So everybody knows I've been in business, I teach business at Cupertino High School. Marketing is one of the areas that we teach. So in our textbook that we use when I introduce students to the concept of marketing, we use the American Marketing Association's definition. And there's different definitions, but this is not a bad one. It says the activity set of institutions and processes for creating, communicating, delivering, and exchanging offerings that have value for customers. So that's the definition of marketing. If you talk to the average person on the street, oftentimes they think marketing is advertising. running ads in the newspaper, it's TikTok videos, it's whatever. But in reality, it's much broader than that. And I think that this is what we need to think about if we're going to be successful in this area. And so what basically marketing experts say, and this builds on what Member Karp-Marquez was indicating, is that you have to identify your target market. And it could be more than one target market. But you have to identify who are the customers because different customers have different needs and they will have different marketing messages. And so that's a part of your marketing strategy is you're figuring out who your target markets are and you're starting to collect data on what their needs and wants are. Based on that, then sort of the best practice in marketing is you put together what's called the marketing mix, which is how do you then pull different resources together to essentially send a marketing message to those people. And the four categories, and there's people that have slight variations on that, but the traditional four are they're called the four Ps. Product, price, place, and promotion. So product is what is it that you're actually selling and what are the What are the goods and services? And what are the benefits, essentially, that you would be getting from that? Price is fairly straightforward, although there are some complications. Place is, how do you make it convenient for your customer to access your services? And then finally, promotion, which is, once you've got all these elements together, how do you communicate? How do you get your message out? So, what I've actually did is I did a little research on this and I'm forwarding this off and if you could forward a copy to Dr. Triplett as well. So, interestingly, there have actually been some professors in, who are coming from University of Indianapolis in Indiana and then also in Pittsburgh, or I'm sorry, in Shippensburg, Pennsylvania. And they wrote, I think, a really great article. It says, Applying Marketing in the Public School Setting. And I don't, and it's about eight pages. It's a quick read. But what I would like to say that we should think about, because I want to read this last section because I think it's really important, is they conclude by saying, adopting a marketing orientation. As a result of increased competition, most school administrators realize that they respond to the challenges of the operating environment in which they now operate. Many have expressed the desire to do more marketing. In most cases, doing marketing translates into putting out press releases or running ads in a local paper. While such communication efforts are often visible, the visible end result of a carefully planned marketing strategy, they do not alone represent an organization's marketing orientation. As we have advocated, marketing is an operational philosophy. The full marketing mix of product, price, place, and finally promotion work together to create the value proposition that meets the customer's needs. Many non-marketers look for a quick fix, such as a checklist or a playbook to follow in order to show marketing activity. Sadly, there's no checklist that covers all the marketing objectives and the simple reason is that consumers have different needs. There cannot be a single checklist because products, prices, places, and promotions all vary. The same holds true for schools. An organization that has truly adopted a marketing orientation focuses on customers and produces what they want. And I want to emphasize that. A successful, an organization that has truly adopted a marketing orientation focuses on customers and produces what they want. The truth is that while the coordination and communication activities may reside within a marketing or communications function, marketing is an enterprise-wide undertaking that transits apps, websites, and public relations. And I won't read the rest of it. I would encourage everybody to look at this. But I would really appreciate it if staff took a look at this and then came back with maybe a revised and I think much broader RFP that reflects this sort of orientation. Because if we just think it's about kind of pre-canned ads of things that we're going to go out and sell, we're not going to be successful. And I can tell you that there are so many failed Silicon Valley companies here that where some engineer dreamed up what he thought was the most amazing product in the world But he never talked to a customer and wakes up three months, six months, a year out and finds out that nobody's interested in it.

[19910] Bowen Zhang: So we have to solve it. Solving a problem that doesn't exist.

[19913] Terrence Grindall: Right, right, exactly.

[19915] Aiden Hill: And so I would say, let's look at this at a very broad perspective. from a broad perspective. If we all board can maybe look at this, also maybe bring additional information to the table, and then we could have a discussion and make a decision, I think we could put together a really successful marketing effort and find a good consultant who can help us achieve those goals. Thank you.

[19938] Mark Triplett: Thank you for sharing the article. I look forward to reading it, Member Hill.

[19941] Phuong Nguyen: Thank you, Member Hill.

[19942] Terrence Grindall: Member Grindel? I'm largely in alignment with Member Hill on this. What's key is, first of all, Superintendent and your team, thank you for bringing this forward. I keep hammering on the fact that we need to tell our story better. And it's not just about YouTube videos. It's not just about flashy videos. Those are products. That's the end part of the process. We need an overarching strategy that looks at our customers, looks at the four Ps, and and says what our message is, what we're trying to convey, and how we want to do it. That's what a strategy is. And you indicate that in the first line of your scope of work is to develop a strategy. But there's nothing in the deliverables that address that. So the deliverables need to indicate that they assess our communication needs. that we look at what our brand is, what our brand is, how we're perceived, and how we want to be perceived. Now the good news is sometimes you can do a relatively short RFP like this and the proposers will show you that they know what they're doing by addressing these things. Sometimes walking them through it isn't to our advantage because If they know what Member Hill's talking about, it'll be reflected in their response. If it's not, then we're not going to hire them because they don't get it. If they read the RFP and think, oh, good, we're going to do YouTube videos, they're going to be rejected. The firm needs to have expertise in soup to nuts marketing and not just about marketing pieces and marketing campaigns. I think if you included something like what Member Marquez indicated about how we, what our target is, and some of the issues that are alluded to by Member Hill, I think you can get this moving and out in the world. What I don't want, the part where I do disagree with Member Hill is I don't want to wait until August to get this process started. Because that's what it would mean to bring it back to us. So I'd like you to take our comments and get the RFP out there. And the proposers will tell us that they understand what needs to be done. If they give us something else, then we can reject all bids.

[20113] Phuong Nguyen: Thank you, Member Grudel.

[20116] Aiden Hill: Member Hill. Just to add on to Member Grudel's comments, I just think that one of the things that we want to make sure of, and we were alluding to this in the goals for this year, you know, we called it like sort of the root cause analysis, you know, but we have to start with the customer. And so I don't think that we want to have any preconceived ideas and a part of the effort that the marketing firm will do is will actually help us identify different segments, help us identify what their needs and wants are, and then start to figure out, What's the marketing mix that we can use or different marketing mixes? But we want to keep it open. We don't want to start pigeonholing them. Otherwise, we may be missing a big part of the equation.

[20166] Phuong Nguyen: Thank you. So my biggest thing is that I really believe in storytelling and how we can convey what all the positive things that the district has been doing. Tonight and the last couple of months of board meetings, we have brought up so many wonderful initiatives that we're working on and that we have been progressing at. And all of that, if we're able to somehow wrap that up in part of this RFP, to be able to tell the district story and where we're headed and include marketing materials that really do have family stories, successful stories in the district, I think that, and students, their achievements, and teachers, and interweave all of those ideas, being able to capture what we're able to do in the classroom, how the students are interacting with the teachers and how they're learning and the capacity that we have for improvement in the district. I think that all those things matter. And I know that there's been in years past and even in current years, there's been this negative narrative around our district and in terms of academics, in terms of safety, in terms of a lot of things. But I think that if we get the positives out, and stories from families who have amazing students that are doing wonderful jobs, overcoming adversity, building all of that and how our teachers have helped them through and inspired them, empowered them. I think that's a powerful message that we need to get across. Because I feel strongly that in the last two years, our district has been doing that. And with your leadership, Dr. Triplett and our executive district office team and the changes that we've been making, I just want to build on that positivity. Thank you.

[20304] Mark Triplett: Thank you for those, that input. I've been frantically taking notes and I'll also review the tape, so I appreciate it.

[20311] Bowen Zhang: So I guess, are we bringing this back in August? Or this can be part of our goal setting for next year?

[20318] Mark Triplett: It's my understanding that the current directive from the board is to bring forth the draft, which I did tonight, get board input, and then revise the RFP draft and then put it out so that people, so that firms could submit proposals. If the board wants to change that direction, because the goal was by July 1st, If the board wants to change that direction, please, by all means, let me know. But I feel the urgency of getting this out and getting this going. I think if we wait and drag it out and continue talking about it in August, I think we're already dead in the water. So that's just my suggestion.

[20361] Terrence Grindall: I have neighbors that are struggling with whether to send their children to Newark schools as we speak. And I think the end And I tell them the story, you know, being a one-man marketing band, but it's not the same as a coherent strategy that would really address their concerns by a firm that knows how to understand what they need and to deliver it. Sorry for beating a dead horse, but I believe it is urgent. I don't want to see it roll back.

[20400] Bowen Zhang: So we did say there are two key components to this campaign. One is obviously the publicity, the marketing. The other is the survey, the engagement with the community member. That's what we said. In particular, we said the engagement and the survey to the community members is really important.

[20416] Terrence Grindall: It may not need to be a survey. We really should leave that up to the professionals. They may want focus groups. They may want to talk to us. I think, again, to some extent, if you lead the horse to water, you know, you're hurting yourself. You should tell them what you want, and if they know what they're doing, they'll come up with a good proposal. Otherwise, they'll separate themselves.

[20441] Phuong Nguyen: Thank you. Member Crenshaw?

[20442] Bowen Zhang: So I guess there will be multiple vendors coming in the next board meeting. OK, I see.

[20445] Phuong Nguyen: Thank you.

[20448] Mark Triplett: It's not my understanding that there'll be multiple vendors coming to the next board meeting. So if that's the intention of the board, please, please let me know. It's my understanding that we're putting this RFP out after revising it and we're collecting proposals and making a decision and bringing that to the board for approval.

[20468] Aiden Hill: I think that we the but this is such a critical issue for us that this is I think that we want to interview the vendor the potential vendors and we want to we want to make this election. I mean this is this is the core of what we're doing as a district. It's a strategic decision.

[20487] Phuong Nguyen: Sorry, I mean, but that is getting into the weeds and that's why we hired superintendents. It's not how other boards would pursue this. Well, no, it still has to come to us. We still have the ability to reject the last findings.

[20500] Aiden Hill: No, we want to see the offerings.

[20503] Phuong Nguyen: They will make they will see the offerings and they will review the offerings and they will bring the offerings.

[20507] Aiden Hill: Well, I have a different opinion. That's what I'm asking for.

[20510] Terrence Grindall: OK, thank you. We had prior direction, as indicated by the superintendent, to to do as proposed, presented to us, gather input and then do the process. And and I'm not I'm not inclined to change that if if there's a unless unless others want to make.

[20528] Aiden Hill: We've wasted over a year on this item. because of miscommunication and misunderstanding. And we've given the superintendent a couple of ideas and each time or direction and each time it hasn't hit the mark and we are redoing this process. And so I don't at this point have confidence and I am fine with giving the superintendent based on our input this evening the opportunity to put together an RFP. But I believe that we as a board, since this is a strategic issue, they send out the RFP, we have different firms come in to present, and we can pick the top three, whatever, but we need to make this decision because our future is dependent on this. Our future enrollment is dependent on this. Our finances is dependent on this. It is of absolute importance and this is not an issue that we should delegate.

[20585] Phuong Nguyen: Thank you for your comment. With that.

[20588] Mark Triplett: I just want to make sure I have a majority of the board to give me a direction here. So do I understand that I should continue as directed or is there a new direction?

[20600] Phuong Nguyen: Continue as directed. Thank you.

[20604] SPEAKER_16: I agree.

[20608] Bowen Zhang: I'm actually OK with both options, whether it's multiple vendor next meeting or or just the finalists, well, the only suggestion I have is if the superintendent is going to provide finalists, let us see the other competing offer and articulate your reason why you are selecting the finalists, if that's possible.

[20627] Phuong Nguyen: No, I think we already have a majority. Thank you.

[20631] Mark Triplett: Sorry, I just want to make sure. Member Marquez, do you want to weigh in?

[20634] SPEAKER_18: Continue with direction. Thank you. I do have, I just have one question. Are we allowed to see the proposals via email or would it be considered a special at that time of week because this is an action item that we would need to go ahead and call for a special meeting if we wanted to just observe what you received?

[20656] Mark Triplett: So you're saying to not proceed as directed but to actually come forth with multiple proposals and have the board review them and make a decision?

[20667] SPEAKER_18: No, continue with direction. My question is the information or what you have chosen from, would we be able to see that via email or would that require a special meeting? Would we have to come together as a board in person to review what it was that you made your determination from? So let's say five agencies and then you got together as a board or as an executive cabinet and this is what you decided. and then we move forward. But if we wanted to see that information, does it require that we go into meeting or that we call a special meeting? Or does it become public information?

[20709] Mark Triplett: That's my question. OK. I think, I guess I would suggest that if the board is interested in seeing a whole bunch of proposals, I would much rather you see them in advance and then make a decision for me versus because I wouldn't want to like make a decision and then show you all of the different proposals that I looked at to make that decision and then it's sort of like then I'm being second-guessed after the fact. I think if the board wants to micromanage this then please by all means but I just I I think I just need direction.

[20758] SPEAKER_18: My request is, or my opinion doesn't change. I want to go ahead with direction. I was just simply asking a question.

[20763] Phuong Nguyen: Okay, great. Thank you. Member Grindel, did you have any? No. Okay. So, the direction is... Do you want to state it?

[20774] Terrence Grindall: No, the superintendent received direction. This item is just to have discussion and information. Is that not correct? So, we can move on to the next item.

[20781] SPEAKER_32: Thank you. President Nguyen. Just before moving to the next item, just wanted to state for the record that there was a written public comment from Christine Clinton that was given to the board members prior to this meeting.

[20792] Phuong Nguyen: Thank you. Thank you. And you'll include that with the minutes. Thank you.

[20801] SPEAKER_32: It was sent to the entire board prior to this meeting.

[20804] Bowen Zhang: I think this morning, right?

[20806] Phuong Nguyen: Can we read it? It's in the email. It's in your email.

[20810] SPEAKER_32: It's sent to the board. When was it sent? It was sent to the board. today prior to the meeting. So the public comments can be sent to the board for... It was a written public comment and written public comments are sent to the board prior to the meetings. Yes.

[20829] Mark Triplett: And then they're included... In the minutes.

[20834] Phuong Nguyen: Thank you. Okay, on to... Consent agenda item, personnel items. We do have a public speaker on item 15.2, Ms. Villa.

[20870] Julienne Sumodobila: Oh, thank you.

[20898] Chery Villa: Okay, so at the last board meeting, I made comments regarding exit meetings and our teachers. So just, and thank you, Ms. Waters. I do believe that some have happened. But not knowing that until recently, I did our own NTA exit meetings. And I just wanted to share with you guys just some of the information that I've been getting from, I haven't talked to all of them. I've got most everybody, but not all of them that are leaving the district. And if there's any question, the top front runner reason is absolutely compensation. Now it's mixed in with the amount of work that teachers are asked to do. in compared to compensation, but still number one front runner there. There's other reasons, but compensation is definitely coming into play now. So with negotiations coming up, we're always throwing around the terms attrition and teacher turnover and things like that. So with negotiations coming up, My concern is that we're losing teachers. Last year there were 20 from the junior high. This year, 14 from the high school. It worries me to think about the following years. At one point, you know, and this was years ago, a teacher that was roughly, you know, somewhere in the middle of the pay scale, you know, it seemed like they had to stay because if they went to another district, They would be taking a big pay cut, but that's not the case anymore. We have teachers who are going to neighboring districts with 10, you know, they've been in the district 10 to 20 years, but they're going to a neighboring district. They're getting to take 10 years with them, and they're still making $3,000 more on their salary. So retired teachers, they're going out a year early, and the $1,000 difference that they would make, you know, per month, not worth it anymore. So I gave you the information on the entry level, the salaries for our neighboring districts, because this is, this eventually, this is thinking about what we, what was talked about at the meeting, the Williams Act teacher misassignments. I mean, we have classrooms all year long with long-term subs in them because no one's picking up those jobs. No one's applying for them. So that, so the ask for retention bonuses, that's coming from a place where, trying to get people to stay. That's where that was coming from, so thank you.

[21063] Phuong Nguyen: Thank you, Ms. Villejo. Okay, with that, may I get a motion to approve the personnel report?

[21072] Bowen Zhang: I move that we ratify the personnel report.

[21076] Phuong Nguyen: Motion made by Member Zhang. Second. Seconded by Member Marquez. Member Zhang, how do you vote?

[21082] SPEAKER_21: Yes.

[21083] Phuong Nguyen: Member Marquez? Yes. Member Hill? Yes. Member Grindel?

[21087] SPEAKER_16: Yes.

[21088] Phuong Nguyen: I'm also yes. Five ayes on item 15.2. And then on to item 15.3, MOU between CSCA and NUSD concerning summer work opportunities. May I get a motion to approve?

[21102] Bowen Zhang: I move to approve the MOU between CSCA and NTA concerning summer work. Thank you.

[21107] Phuong Nguyen: I'll second. Motion made by Member Zhang, seconded by Member Grindel. How do you vote, Member Zhang? Yes. Member Marquette? Yes. Member Hill? Yes. Member Grindel? Yes. I'm also a yes. Five ayes on item 15.3. And on to consent calendar. Yes, member Hill?

[21126] Aiden Hill: So I'd like to pull 16.12, 16.13, and 16.17, please. I'm sorry, 16.12? 16.12, 16.13, and 16.17, please. Great. Thank you. I'm making a motion to approve.

[21146] Phuong Nguyen: 16.2, 16.11, and 16.14, 16.16, and 16.18, please. So moved. So moved. Thank you. I'll second. Motion made by Member Grindel, seconded by myself. Member Zhang, how do you vote? Yes. Member Marquez?

[21173] SPEAKER_16: Yes.

[21173] Phuong Nguyen: Member Hill?

[21175] SPEAKER_16: Yes.

[21175] Phuong Nguyen: Member Grindel?

[21177] SPEAKER_16: Yes.

[21177] Phuong Nguyen: I'm also yes. Five ayes on items. All the items except for 16.12, 16.13, and 16.17. Thank you. Okay. Hold on one second. I'd like to read the donation report first, and then we'll go ahead with the pulled items. Dr. Triplett? Would you mind reading our donation summary?

[21210] Mark Triplett: I would love to. Thank you. Thank you, Ms. Gutierrez. So for donations, we have some amazing donations that just, it just, I'm humbled by the amount of support for our programs that the community is expressing. First, three bookshelves for Newark Junior High School from Sakura of America, specified purpose for the book room. $10,000 for Coyote Hills Elementary from O'Sullivan Sport Bar for the science camp buses. $3,360 for Lincoln Elementary from the Newark Education Foundation for science camp. $3,360 for Schilling Elementary from Newark Educational Foundation for Science Camp, $7,840 for Birch Grove Intermediate from Newark Educational Foundation Science Camp, $4,480 for Kennedy Elementary from Newark Educational Foundation for Science Camp, and $6,720 for Coyote Hills Elementary from Newark Educational Foundation for Science Camp. And I'll just say, I know this has been a longstanding tradition of the Newark Educational Foundation to support this program. We just continue to be so grateful. And I think that just to be clear with the public and the board that you see the differences in donations by school. They really have a formula that's based on the number of cohorts of students. So they really want to make sure that they have a fair way of allocating these funds. So again, huge appreciation to all of our donors. There's a second page. The gratitude does not stop from Yamaha Digital Drum Set, electric guitar and amplifier with stand and case for Newark Junior High. Oh, sorry, that's the brand, Yamaha Digital Drum Set. From Diane Hohen to the music program. $10,000 for Newark Junior High from UC Berkeley for the Puente program. and $64.41 for Newark Memorial High School, an anonymous individual from PG&E Employee Donation to the Principal's Donation Fund.

[21364] Phuong Nguyen: Thank you so much.

[21365] Bowen Zhang: Thank you. Madam, so Member Grundahl, are you the president of Newark School Foundation?

[21371] Terrence Grindall: I am not. I am the past president for almost a decade. If it's okay, President Nguyen, I just want to indicate the major sponsor of the foundation process is Cargill Salt Corporation, which has been a long standing community member. And they've traditionally provided most of these funds going forward. So even though it's not on the list, I wanted to really call out that organization for continuing to support our community.

[21406] Mark Triplett: Thank you, Member Grindel.

[21408] Phuong Nguyen: Thank you, Member Grindel. Okay, with that, I will hand it over to Member Hill for item 16.12, resolution 2021.22.41, budget transfer for 2021-22 year end. Yes, so 16.12 and 16.13 are connected.

[21434] Aiden Hill: I mean, I'm just going to speak to both of them unless people feel that I have to speak to each of them individually. But they're effectively the same thing. It's just that 16.12 is for the current year end and 16.13 is for the new fiscal year. And so it's a resolution. Both are resolutions related to budget transfers. And what it says here is the resolution allows the superintendent and chief business officer, official, or designee thereof to authorize and make necessary budget transfers to allow for the payment of obligations incurred by the district during the end of the 21-22 school year. And then the other one is for the upcoming year. So I do not support this. I think that this encourages sloppy accounting and sloppy budgeting. and and also makes for complicated oversight. We need to have fiscal discipline and we need to really be focused on creating proper forecasts and putting together proper budgets and then measuring our adherence and not creating a safety valve where if we are all of a sudden not in compliance being able to move money from one bucket to the other. And so and this gives basically basically superintendent and chief business official, the opportunity to do this without board oversight. It gives blanket authority. And so I would like to advocate to the board that we do not pass these resolutions and that if there are requirements that we need to move funds from one budget code to another, that these are presented and we have a discussion and we agree to this.

[21526] Phuong Nguyen: Thank you, Member Hill. Any other comments, Member Zhang?

[21530] Bowen Zhang: Could Superintendent explain the reasoning behind the transfer? Ms.

[21536] Mark Triplett: de la Cruz, would you just explain how this is just a standard protocol?

[21542] Marie dela Cruz: Yeah. These two resolutions are annual resolutions that we present to the board. It's part of our closing process. And sometimes it's just a minor technicality where we have to transfer budget from one account quote to another. The same impact, it could be that a school codes a purchase to object code, for example, 4310, when it should have been 4311. Things like that. It's really not any authority for us to spend irresponsibly or anything like that. But it's just part of our, one is for closing of the books. And then the other, again, you know, to start the new school year in order for us to process orders. Sometimes, you know, we get requisitions that aren't in the right code or the budget. It's just technicalities that just allows us to keep operating and not have to.

[21611] Bowen Zhang: So the interesting thing I want to ask, because this is my fourth time voting on this, because every year we have this formality. voting on a transfer, well, at the end of the year, you need to transfer back. You cannot, you need to pay back what you borrowed. So the interesting thing this year is, normally before, I remember we only had one resolution to do this. Why is this year we suddenly have two resolutions to do this?

[21633] Marie dela Cruz: No, I believe we've always had two. And then, remember, we have our unaudited actuals, so you'll see the impact at the end of the year.

[21642] Bowen Zhang: Yeah, because I definitely remember every June. This is my fourth time voting on this. Every June we have this formality vote, but I always remember that's just one item rather than two items.

[21653] SPEAKER_38: You have a bad memory?

[21655] Phuong Nguyen: No. No, I'm just teasing.

[21661] Marie dela Cruz: I can check, but I thought it was always the two years. I know for sure the year end we do. OK.

[21668] Bowen Zhang: I mean, last year, we have two resolvers, but the other one has to do with every two or three years, they have this L cap rating where Ms. Pierce, David's actually explained very clearly last time. That's why we have two resolvers, but they're not really related.

[21682] SPEAKER_41: Okay. Ms. Pierce?

[21686] SPEAKER_18: My question was, if it was common practice, and I immediately pulled up last year, and it was 15.5 for the, for June 17, 2021 meeting. That was the budget transfers for 2021 for year-end and then 15.6 was for the new fiscal year For June 17th of 2021.

[21706] Phuong Nguyen: So it is a thank you very much market.

[21708] Aiden Hill: Thank you founder I can tell you from a corporate perspective.

[21710] Phuong Nguyen: It isn't done this way Again again, this is a yeah, we're a public entity And the school district has different operating procedures as in private industry. So I just want to make that clarification. With that, I would like to make a motion, unless Member Grindell has a comment.

[21732] Terrence Grindall: I was going to just make a comment that this is whatever changes are going to be reflected in the audited financials, correct?

[21740] Phuong Nguyen: Yes. Thank you. OK. With that, I'd like to make a motion to approve 16.12, resolution 2021.22.41, and 16.3. Oh, sorry. I have to do it one at a time. Separately. OK. I'd like to make a motion to approve 16.12 resolution, to approve resolution 2021.22.41. May I get a second? Ma'am. President. So per our governance handbook,

[21773] Aiden Hill: when it talks about the roles, the role of the president, it's my understanding that normally the president allows the body to actually make these motions. And so it doesn't preclude you from doing it, but it's usually sort of a standard protocol, and I think it would be best if we followed that protocol.

[21795] Phuong Nguyen: I generally do, and I don't always, I always ask for a first and second, but I would like to end this meeting as soon as possible. So it is getting late, and therefore I made the motion, but I generally ask you. And I second that motion. Thank you. So how do you vote, Member Zhang? Yes. Member Marquez? Yes. Member Hill? No. Member Grindell?

[21815] SPEAKER_16: Yes.

[21816] Phuong Nguyen: I'm a yes, four ayes and one no. May I get a motion to approve 16.3?

[21825] Terrence Grindall: I'll move to approve 16.3.

[21826] Phuong Nguyen: Thank you. Member Grindel.

[21832] Terrence Grindall: 16.13. 16.13. I'm sorry.

[21834] Phuong Nguyen: Make it a second. I second. Thank you, Member Marquez. Motion made by Member Grindel, seconded by Member Marquez. How do you vote, Member Zhang?

[21843] SPEAKER_21: Yes.

[21843] Phuong Nguyen: Member Marquez? Yes. Member Hill? No. Member Grindel? Yes. I'm also yes. Four ayes on item 16.13. And then

[21856] Aiden Hill: 16.17, the warrant report.

[21859] Phuong Nguyen: Yes. You have the floor, Member Hill.

[21862] Aiden Hill: Okay, great. So, yeah, I asked to pull this item because on page three, I saw a warrant for Jeffrey Vu for video and photo production in the amount of $4,600. And as you may recall from our last meeting, I had identified and I had shared information with the board that we have serious issues around how we're conducting independent contracting. And Mr. Vu was an example of this. And I just want to read briefly from that statement so that, again, to remind everybody. So in the example of Mr. Jeffrey or Jeff Vu, whom Superintendent Triplett personally contracted for video production and website services, instead of being a legitimate independent contractor, Mr. Vu appears to be a longtime Oakland Unified School District employee. Per Transparent California, he is currently a publications manager there with a regular pay of $110,000 in 2020. But he's also served in various other OUSD roles, middle school principal, TOSA teacher, et cetera, since 2012. Based on internet searches, Mr. Vu does not have a business license either in Oakland where he resides or here in Newark in violation of our agreement. And because of that, he most likely doesn't have the $1 million in district-mandated general liability insurance, because it's basically impossible to get general liability insurance unless you can prove you're a business. And you usually have to provide a business license to do this. And there also seems to be no record of him ever being, and this is where literally the ed code that we're citing and contract code that we're citing in our document states, He is not customarily engaged in an independently established trade occupation or business of the same nature as that involved in the work performed. And although we have a $20,000 contract for Mr. Vu dated July 1st, 2021, even though this contract was not disclosed to the board until six months after the fact in violation of Education Code 17604, as well as our board bylaws, We also have no such contract for an additional $9,900 warrant we paid to Mr. Vu on July 9th, 2021. And this is a serious breakdown of internal controls designed to prevent fraud. You do not issue warrants, you do not issue payments, unless you actually have a contract in place that has been approved by the board. There is no such contract that is connected to that warrant. One wonders why this NUSD bid, or why NUSD did not bid this work out to a legitimate video production business, of which Yelp confirms there are over 24 in the South Bay, and send the resulting business contract, not independent contractor agreement, to the board for review approval. Might it have to do with the fact that Superintendent Triplett is Facebook friends with Mr. Vu, and there may be an undisclosed relationship between them? So there appears to be not only violations of our independent contractor agreement, but also potential conflicts of interest. And for that reason, I think that an investigation into this matter needs to be conducted, and we cannot approve the warrant for this gentleman until we assure that he is a legitimate vendor. So that's my request, that we actually, we can go ahead and approve the entire warrant report with the exception of payment for Mr. Boo.

[22082] Phuong Nguyen: Thank you, Member Hill. Any other comments, Member Zhang?

[22088] Bowen Zhang: No. Particularly incident on that, I want to make two points. Number one, Facebook friend, as you know, is not real friends. Number two, I have roughly close to between 500 to 1,000 Facebook friends. Some of them even attack me online for what I do as a school board member. I don't consider them as my friends. Number two, maybe there's an undisclosed relationship I don't offer it on uncertainty. I don't offer it on maybe.

[22119] Phuong Nguyen: Thank you for that. Member Marquez?

[22124] SPEAKER_18: I'm ready to approve the entire Warren report.

[22126] Phuong Nguyen: Thank you so much. Motion made by Member Marquez. May I get a second, please?

[22130] SPEAKER_21: I second it.

[22131] Phuong Nguyen: Thank you, Member Zhang. Seconded by Member Zhang. Member Zhang, how do you vote? Yes. Member Marquez? Yes. Member Hill? No. Member Grindell? Yes. I'm also yes. Four ayes for item 16.17. Thank you. Okay, on to Board of Education, item 17.1, Board of Education Recognitions and Announcements. Member Zhang.

[22156] Bowen Zhang: Just want to wish everyone a great summer break, and I know for our Executive Cabinet, you still have several days, maybe several weeks to work, but thank you for your great work. Thank you for finishing a year very strong, and enjoy some of the downtime.

[22173] Phuong Nguyen: Thank you, Member Zhang. Member Marquez.

[22176] SPEAKER_18: Yes, thank you. I wanted to share something, because I know we won't be here. But in honor of Juneteenth, first and foremost, I just wanted to share the fact that it's one of the events that I miss from working with the juvenile hall and at Camp Sweeney, especially when it comes to J.O. Good and J.O. Wadu for the amount of work they put into teaching their students and to expanding their knowledge when it comes to various cultures, traditions, celebrations, so I want to go ahead and read this in their honor. In 1863, during the American Civil War, President Abraham Lincoln issued the Emancipation Proclamation, which declared more than three million slaves living in the Confederate States to be free. More than two years would pass, however, before the news reached African Americans living in the state of Texas. It was not until Union soldiers arrived in Galveston, Texas on June 19, 1865, that the state's residents finally learned that slavery had been abolished. The former slaves immediately began to celebrate with prayer, feasting, song and dance. The following year, on June 19th, the first official Juneteenth celebration took place in Texas. The original observances included prayer meetings and the singing of spiritual And celebrants wore new clothes as a way of representing their newfound freedom. Within a few years, American Africans and other states were celebrating the day as well, making it an annual tradition. Celebrations have continued across the United States into the 21st century and typically include prayer and religious services, speeches, educational events, family gatherings and picnics, and festivals with music, food, and dancing. So at this time, I want to recognize that it was in 2021 that Juneteenth was made a federal holiday. So I'd like to acknowledge it's our federal holiday and that everyone enjoy June 19th, and thank you.

[22291] Phuong Nguyen: Thank you. Member Marquez, Member Hill.

[22295] Aiden Hill: Yes, I just want to recognize everybody in the district. So all of the district staff, as well as all of the teachers and CSCA and everybody, as well as all of the students and parents for all of their hard work in making this year a success. And so I wish them a happy summer break.

[22319] Phuong Nguyen: Thank you, Member Hill. Member Grindel?

[22320] Terrence Grindall: I want to echo the comments of other board members to really all the teachers, the other staff, the administrators, It was really a fantastic year, and particularly to the graduating seniors. It was an honor to be able to be at their graduation, even though I wasn't supposed to shake their hands or give them a fist bump. I broke protocol and did so anyway. And it was a great experience. And the world is in good hands with those children moving forward. We're excited to be a part of their education. This year, the things that we did were just rolling off my tongue. The STAR Academy, the Masters in Code, the Dual Language Immersion Program, Makerspaces in elementary schools, the Wheel of Electives, fiscal responsibility, school consolidation, facility improvements, the middle school implementation, and weathering the COVID storm. It's really impressive. The students, the teachers, the administrators, all of our staff, and my fellow board members, really, a congratulation is in order. Thanks.

[22404] Phuong Nguyen: Thank you, Member Grindel. I made a long speech last week, so I'm going to keep it short this week. But I just wanted to also echo the sentiments of Juneteenth and that it is a federal holiday and I'm excited for us to be celebrating that. And then also this is Pride Month and we are sending love to those who are scared to come out, lost close ones by coming out, can't come out due to safety concerns, are unsure of their sexuality, gender, don't have a support system, and those who are out and proud. So I just wanted to make that, noted that. And then also want to really make a point that it's not how we start the year, but it's definitely how we end the year. And we ended the year, I think, with flying colors. There was such a tremendous amount of work that went through throughout the district, from the district office, team members, to our teachers, to our staff members, NTA, CSCA, and our students and our families. So everybody did a wonderful job. Quite honestly, I just really do want to recommend you, Dr. Triplett, with the comments that were made by staff today that tonight telling us and letting us know how much you have empowered them and worked collaboratively on these key initiatives for the district. And that just sums it up. So congratulations on the hard work that you guys and your team have been doing. Thank you. Okay, on to Board of Education Committee reports. I know that we are committed to these committees and we should definitely, if we aren't able to attend some of the meetings, we should let our Executive Assistant Ms. Gutierrez know so that the alternatives can take our place, but with that said, is there any report back from ROP? Mission ROP?

[22543] Terrence Grindall: There's nothing to report.

[22546] Phuong Nguyen: Okay, thank you. Is there anything from SELPA?

[22551] SPEAKER_18: I was able to attend SELPA. Oh, awesome. I missed the meeting. No worries. I was able to attend SELPA. I appreciate the learning experience as well as the vast amount of information that was delivered in such a short period of time. I looked at the agenda and I was like, wow. And we were able to get through it and very productive. It was exciting to see that Newark Unified School District will be hosting one of the events next year with special Olympics. Thank you. And so that in itself says something. So when it comes back to the statement I made earlier tonight about the importance of making sure that our facilities are up to date or presentable, is key in this particular situation. So I thank everyone for the opportunity of being able to represent for the SELPA this time. And I look forward to meetings to come.

[22603] Phuong Nguyen: Thank you. OK, on to EVIC. None at this time. Thank you. And the Audit Committee.

[22610] Aiden Hill: So the audit, the external auditor is gearing up their audit process at this point. And obviously, it takes time. It's probably going to take a couple of months. But we are going to be meeting as an audit committee this Tuesday at, I'm not sure the exact time. It's sometime between 5 and 6. It's going to be posted on our website tomorrow. So I would encourage anybody in the community that's interested in attending to please join. Thank you.

[22641] Phuong Nguyen: Thank you, Member Hill. On to the Bond and Parcel Tax Committee. We don't have anything to report out. We had the bond results, survey results that was presented to us in the last board meeting. So nothing else to report out. In terms of the City of Newark Liaison Committee.

[22664] Terrence Grindall: We have a meeting on this Monday?

[22668] Mark Triplett: Although, as I may say, we are We are in communication with the city. There may need to be an adjustment there.

[22674] Phuong Nguyen: Just a heads up. Thank you. All right. On to item 17.3, Board of Education request. Member Zhang?

[22686] Bowen Zhang: No request.

[22687] Phuong Nguyen: Member Marquez? No request. Member Hill?

[22690] Aiden Hill: I just have one request. In a prior meeting, I can't remember if it was the last meeting or the meeting before, there was discussion basically encouraging that the board participate in continuing education as it relates to board matters. and one of the areas that was cited was CSBA and some of their various programs including the Masters in Governance program. I've actually gone out to their website and one of the challenges that CSBA has is that they're not always holding all of these these trainings on a regular basis. And Masters of Government has a few different categories. And it doesn't seem like you want to go into the middle of one. I mean, maybe you could. But what I did notice is that there is an alternative. They have online trainings. that we as a board could sign up for. And I did check to see whether we were already signed up, and it wouldn't give me access. And I don't have the pricing in front of me, but my recollection is that for a board of five, I think on an annual basis, maybe it's $10,000 or something. I think it's less than that. And then you can do trainings at will. And I did notice that they had They have a number of different trainings, but one that caught my eye, because it was right in the beginning, was ethics in public service. And that's not something that everybody gets trained in, but I think it's a very important concept. And so I'd like to request that we, the board, approve a subscription to the CSBA online learning platform so that we can conduct training on an ad hoc and as-needed basis.

[22803] Phuong Nguyen: Member Crenshaw?

[22806] Terrence Grindall: Just just a point of clarification Can the superintendent tell us whether we are already? members of that organization and and whether and how perhaps perhaps Member Hill would modify his request to a report on how we can access that information Logged into CSBA through the password that they gave me and

[22834] Aiden Hill: and I tried to access these online trainings, and it indicated that I didn't have access. And so maybe that's just because maybe we're subscribing, but somehow the dots weren't connected. But I was logging in through my CSB-allocated email and password.

1. CALL TO ORDER

Meeting Practices and Information

Type Information, Procedural IN-PERSON MEETING INFORMATION

NUSD has opened its boardroom for in-person meetings and will follow the State's and Alameda County's safety guidelines for public gatherings. Please refrain from attending in-person meetings if you have any of the following symptoms: Loss of taste/smell Difficulty breathing Vomiting Diarrhea Fever Cough Headache Sore Throat Runny Nose

For additional COVID-19 information please go to https://www.newarkunified.org/covid-19 or https://www.acoe.org/guidance

OBSERVE THE BOARD OF EDUCATION MEETING

Members of the public may observe the meeting via the NUSD YouTube Channel, live transmission on Comcast Channel 26, or in- person at the NUSD Boardroom. Spanish translation will be available via Zoom.

PUBLIC COMMENT

The public will have the opportunity to address the Board of Education regarding non-agendized matters and agendized items with a live audio-only comment via Zoom with advance notice requested by email at PUBLICCOMMENT@newarkunified.org, a written comment by submitting a speaking card via email at PUBLICCOMMENT@newarkunified.org, or with live in-person comments by submitting a speaker-card with the Executive Assistant.

Roll Call

Type Procedural TRUSTEES:

President Phuong Nguyen Vice President/Clerk Terrence Grindall Member Aiden Hill Member Alicia Marquez Member Bowen Zhang

STUDENT BOARD MEMBER:

Member Estaina Resendiz Ortiz

2. APPROVAL OF AGENDA

Approval of the Agenda

Type Action

Recommended The recommendation is that the Board of Education approve the agenda for this meeting. Action PURPOSE:

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

Motion & Voting The recommendation is that the Board of Education approve the agenda for this meeting, with the amendment to move agenda item 14.2 to .

Motion by Terrence Grindall, second by Alicia Marquez.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

3. STUDY SESSION

Surplus School Properties

Type Discussion, Information PURPOSE:

To review the process and options for disposal of surplus school properties.

BACKGROUND:

A representative from DWK will present to the Board the process and options for disposing of surplus school properties.

File Attachments Board Overview of Options for Surplus Property.pdf (253 KB)

4. CLOSED SESSION

Public Comment on Closed Session Items

Type Procedural PURPOSE:

The Board of Education encourages the community's participation in its deliberations and has tried to make it convenient to express their views to the Board. If a constituent wishes to address the Board on any agenda item, please fill out a virtual speaker card via email at PUBLICCOMMENT@newarkunified.org.

PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASE (Gov. Code, � 54957, subd. (b)(1))

Type Action, Information, Procedural PURPOSE:

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

CONFERENCE WITH LABOR NEGOTIATORS (Gov. Code, � 54957.6, subd. (a): Employee Organizations - NTA and CSEA

Type Action, Information, Procedural PURPOSE:

Information may be provided by the agency negotiator, Executive Director of Human Resources. Assistance from the legal firm Dannis, Woliver, Kelley, Attorneys at Law may be provided.

The employee organizations include NTA & CSEA.

CONFERENCE WITH LABOR NEGOTIATORS (Gov. Code, � 54957.6, subd. (a)): Employee Group - NEWMA, Unrepresented Supervisors, and Contracted Management

Type Action, Information, Procedural PURPOSE:

Information may be provided by the agency negotiator, the Executive Director of Human Resources, and the Superintendent. Assistance from the 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 � ANTICIPATED LITIGATION Significant exposure to litigation pursuant to Gov. Code, � 54956.9, subd. (d)[(2) or (3)]

Type Action, Information, Procedural PURPOSE:

Information may be provided regarding significant exposure to litigation pursuant to paragraph (2) of subdivision (d) of Section 54956.9: One case

STUDENT EXPULSION (Ed. Code, � 48918)

Type Discussion, Information, Procedural PURPOSE:

For the Board to review the Stipulation Expulsion Agreement and Expulsion.

BACKGROUND:

A Stipulation Expulsion Agreement meeting was held on June 10, 2022. A Stipulation Expulsion Meeting was conducted in accordance with Board Policy and Administrative Regulation 5144.1 and, if applicable, 5144.2 for students with disabilities. The administration asks for approval of the recommendation for Case# e2122-19 (Ed Code. � 48918).

An Expulsion Panel Hearing was held on June 13, 2022. An Expulsion Panel Hearing was conducted in accordance with Board Policy and Administrative Regulation 5144.1 and, if applicable, 5144.2 for students with disabilities. The administration asks for approval of the recommendation for Case# e2122-20. (Ed Code. � 48918)

Recess to Closed Session

Type Procedural PURPOSE:

The Board will recess to Closed Session, and reconvene to Open Session on or about 7:00 p.m.

5. REPORT OF CLOSED SESSION ACTIONS

Report of Closed Session Actions

Type Action, Procedural PURPOSE:

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

6. RECONVENE TO OPEN SESSION

Pledge of Allegiance

Type Procedural PURPOSE:

The Governance Team will recite the Pledge of Allegiance

Middle School Design Team Presentation

Type Action

Recommended The recommendation is that the Board of Education accept the Middle School Design Team's Action 6th Grade Transition Plan. PURPOSE:

For the Board to accept the Middle School Design Team's 6th Grade Transition Plan.

BACKGROUND:

On November 17, 2020, the Newark Unified School Board of Education, acting on the recommendation of the School Consolidation Advisory Committee, voted to transition all 6th graders from respective elementary schools to the junior high school campus to create a new 6th-8th grade middle school for the 2022-23 school year and beyond.

Newark Unified community members were invited to join a design team. The process was an important opportunity for staff, students, family, and community stakeholders to re-imagine the middle school experience. The role of the design team was to: Design and develop a middle school mission, vision, and portrait of a graduate Clarify the student population needs the redesigned middle school seeks to serve Assess current school structures, respective cultures, site programs, and systems in place that can be applied and/or adapted to the middle school community Identify our NUSD priorities for ensuring all students that we seek to serve at the middle school have the programs and supports they need to thrive as learners and leaders Building consensus on a plan for our community to take collective responsibility for a successful revisioning of the middle school experience

The 6th-grade transition plan was created by a design team of diverse community members dedicated to supporting the transition of students from elementary to middle school. The design team utilized research, best practices, and expertise from other educators in order to support the developmental needs of adolescents. The plan was purposely crafted to take into account the academic and social-emotional development of the young people of the Newark Unified School District. This plan is a living document with critical information that will continue to evolve and be refined during the implementation, beginning in the 2022- 23 school year.

File Attachments Transition Plan for 6th Grade.pdf (26,086 KB) Middle School Design Team Board Presentation 6.12.22.pdf (3,336 KB)

Motion & Voting The recommendation is that the Board of Education accept the Middle School Design Team's 6th Grade Transition Plan.

Motion by Alicia Marquez, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Alicia Marquez, Bowen Zhang
Nay: Aiden Hill

7. 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: Vicenta Ditto

8. PUBLIC COMMENT ON NON-AGENDA ITEMS

Public Comment on Non-Agenda Items

Type Procedural PURPOSE:

The Board of Education encourages the community's participation in its deliberations and has tried to make it convenient to express their views to the Board.

BACKGROUND:

Please see the instructions on 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=C4Q2D4019F40

9. PUBLIC HEARINGS

Sunshine District Proposal to Newark Teachers Association (NTA)

Type Procedural PURPOSE:

The purpose is to publicly disclose or "sunshine" the proposals for reopeners at which time the public has an opportunity to provide input on the proposals prior to the commencement of negotiations between the Newark Unified School District (NUSD) and the Newark Teachers Association (NTA).

BACKGROUND:

Effective June 30, 2022, the current Collective Bargaining Agreement between the Newark Unified School District (NUSD) and the Newark Teachers Association (NTA) is set to expire. The California Education Code requires parties to publicly disclose or "sunshine" their proposals for reopeners at which time the public has an opportunity to provide input on the proposals prior to the commencement of negotiations. NTA sunshined their proposal at the May 19 and June 7 Board meetings. NUSD is sunshining their proposal to NTA at the June 16 and August 4 Board meetings. Copies of the proposal are made available to the public. This is the public's first opportunity to express itself regarding the proposal.

File Attachments District Proposal to NTA 06.17.22.docx.pdf (36 KB) Public Hearing Cover.pdf (78 KB)

10. SUPERINTENDENT REPORT

Superintendent Report

Type Information PURPOSE:

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

BACKGROUND:

The presentation and information will be provided by the Superintendent

11. STAFF REPORT

STAR Initiative Update

Type Discussion, Information PURPOSE:

To provide an update on the plan to launch the STAR Initiative in 2022-23.

BACKGROUND:

The Newark Unified STAR Initiative (Science, Technology, Aerospace, and Robotics) is a K-12 computer science pathway to prepare students with 21st-century skills and competencies to excel in a career in the computer science and technology industry. The goal of the STAR Initiative is to vertically align across grade levels in order for students to develop as computer scientists in ways that are appropriate at each grade level. The STAR Initiative seeks to address the traditional underrepresentation of females and people of color in the computer science and tech industry through targeted support and intervention.

In 2021-22, the District Science Leadership, the STAR Academy Design Team, and the Elementary MakerEd Team met regularly to plan, organize, and implement activities with specific goals and objectives.

The District Science Leadership Team (DSLT) seminars, facilitated by BaySci, met four times in 2021-22. At each session, the team of district administrators, principals, and teachers allocated time to the two components of the STEM Initiative (Environmental Literacy and Computer Science). It was at these sessions that the alignment of the K-12 pathways of the STAR Initiative was carefully assessed and monitored by the participating secondary and elementary teachers and administrators.

The MakerEd Team, a sub-group of the Science Leadership Team, is composed of the Program Administrator for Science, an elementary principal, and five classroom teachers. This group met regularly from December to May. Its main objective was to redesign MakerSpaces in every elementary school and collaboratively explore, design, and promote activities to promote design thinking and computational skills.

The purpose of the STAR Academy Design Team is to collaboratively develop a K-12 vertically aligned computer science pathway which prepares students with 21st-century skills and competencies to excel in a career in the computer science and technology industry. This team was composed of the Superintendent, Assistant Superintendent, NMHS Principal, Executive Director of Human Resources, NMHS Assistant Principal, Director of Teaching & Learning, Program Administrator for Science, Math Department Chair, Computer Science Teacher, Science Department Chair, an HS Counselor, and select HS students. For 21-22 the STAR Academy Design Team was focused on the following goals: 1. Establish two leadership roles for the STAR Academy: Materials and Partnerships (MAP) and Curriculum and Programming (CAP) 2. Redesign of the STAR Lab space. 3. Initiate outreach to industry partners and other educational institutions. 4. Regularly monitor the alignment of the secondary and elementary components of the STAR Initiative. 5. Prepare for the launch of the STAR Academy in the 2022-23 school year.

File Attachments NUSD STAR Initiative BOE 061622.pdf (13,646 KB)

2022-23 California Dashboard Local Indicators

Type Discussion, Information PURPOSE:

The administration presents California Dashboard Local Indicators for Newark Unified School District.

BACKGROUND:

Each year the California Department of Education prepares and releases the California Accountability Dashboard, consisting of state and local indicators of status and growth for California schools and districts. The State Board of Education (SBE) has approved standards for the local indicators that support school districts in measuring and reporting their progress within the appropriate priority area. For each local indicator, the performance standards are as follows: Annually measure its progress in meeting the requirements of the specific LCFF priority Report the results as part of a non-consent item at a regularly scheduled public meeting of the local governing board/body in conjunction with the adoption of the LCAP Report results to the public through the Dashboard utilizing the SBE-adopted self-reflection tools for each local indicator

Five indicators based on information collected by school districts, county offices of education, and charter schools regarding LCFF priorities: Priority 1: Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean, and Functional School Facilities Priority 2: Implementation of State Academic Standards Priority 3: Parent Engagement Priority 6: School Climate Priority 7: Access to a Broad Course of Study

The collection and reflection on locally available information relevant to progress regarding local priority areas will support districts in completing the self-reflection tools, reporting in the Dashboard, and in local planning and improvement efforts.

File Attachments 2022 California Dashboard and Local Indicator Results.pdf (474 KB)

12. STUDENT EXPULSION

Student Expulsion (Ed Code. � 48918) Case# e2122-19

Type Action

Absolute Date Jun 16, 2022

Recommended The recommendation is that the Board of Education approve the stipulation agreement Action regarding the expulsion case number e2122-19. PURPOSE:

For the Board to take action on expulsion case e2122-19.

BACKGROUND:

A Stipulation Expulsion Agreement meeting was held on June 9 & 10, 2022. A Stipulation Expulsion Meeting was conducted in accordance with Board Policy and Administrative Regulation 5144.1 and, if applicable, 5144.2 for students with disabilities. The administration asks for approval of this agreement for Case# e2122-19. (Ed Code. � 48918).

Motion & Voting The recommendation is that the Board of Education approve the stipulation agreement regarding the expulsion case number e2122-19.

Motion by Bowen Zhang, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

Student Expulsion (Ed Code. � 48918) Case# e2122-20

Type Action

Absolute Date Jun 16, 2022

Recommended The recommendation is that the Board of Education approve the panel hearing's Action recommendation regarding the expulsion case number e2122-20. PURPOSE:

For the Board to take action on expulsion case e2122-20

BACKGROUND:

An Expulsion Panel Hearing was held on June 13, 2022. An Expulsion Panel Hearing was conducted in accordance with Board Policy and Administrative Regulation 5144.1 and, if applicable, 5144.2 for students with disabilities. The administration asks for approval of the recommendation for Case# e2122-20. (Ed Code. � 48918).

Motion & Voting The recommendation is that the Board of Education approve the panel hearing's recommendation regarding the expulsion case number e2122-20.

Motion by Bowen Zhang, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

13. OLD BUSINESS

Approval of the 2022-23 Local Control and Accountability Plan (LCAP)

Type Action

Recommended The recommendation is that the Board of Education approve the 2022-23 Local Control and Action Accountability Plan as presented. PURPOSE:

The administration presents the 2022-23 Local Control and Accountability Plan (LCAP) for approval.

BACKGROUND:

Education Code � 52062(b)(2) A governing board of a school district shall adopt an LCAP or annual update to the LCAP in a public meeting. This meeting shall be held after, but not on the same day as, the public hearing held pursuant to paragraph (1). This meeting shall be the same meeting as that during which the governing board of the school district adopts a budget pursuant to Education Code � 42127 (a)(2).

File Attachments 2022_Local_Control_and_Accountability_Plan_Newark_Unified_School_District_20220609 (2).pdf (1,264 KB)

2022_Local_Control_and_Accountability_Plan_(Spanish)_Newark_Unified_School_District_20220609.pdf (1,397 KB)

Motion & Voting The recommendation is that the Board of Education approve the 2022-23 Local Control and Accountability Plan as presented.

Motion by Terrence Grindall, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

2022-23 Budget Adoption - Resolution 2021.22.43

Type Action

Recommended The recommendation is that the Board of Education adopt the 2022-23 Budget, Resolution Action 2021.22.43, and the Public Hearing Reserve Disclosure Certificate, and certify that the budget was developed using the State-adopted Criteria and Standards. PURPOSE:

The purpose of this item is for the Board of Education to adopt the 2022-23 Proposed Budget prior to July 1, 2022.

BACKGROUND:

Following a mandated public hearing, held June 7, 2022, on the 2022-23 Proposed Budget, the Board will consider adopting the District budget. The most significant items that will impact this budget are the final enacted State budget, the actual closing of the books for the 2021-22 fiscal year, and the actual 2022-23 enrollment and attendance in the Newark Unified School District.

Education Code 42127 requires the governing board of each school district to adopt a budget on or before July 1 of each year for the upcoming fiscal year. Staff recommends the Board adopt the 2022-23 budgets for the following funds: General Fund; Adult Education Fund; Child Development Fund; Cafeteria Fund; Special Reserve for Other Than Capital Outlay Fund; Building Fund; Capital Facilities Fund; Special Reserve Fund for Capital Outlay Projects; Bond Interest and Redemption Fund; and Self-Insurance Fund.

Once the Legislature reaches a compromise on the 2022�23 State Budget Act, each house will need to approve the budget bill by June 15. The Governor will then have 12 days to sign the budget bill as presented, approve the budget bill with line-item reductions, or veto the budget bill and send it back to the Legislature. The District will have 45 days from the date the Governor signs the budget to make public any significant revisions it decides to make to the Adopted Budget based upon the State's enacted budget.

File Attachments Resolution 2021.22.43_Budget Adoption for 2022-23.pdf (146 KB) 22-23 A7 Public Hearing Reserve Disclosure Certificate.pdf (67 KB) Full Book 22-23 Adopted Budget-a.pdf (3,004 KB)

Motion & Voting The recommendation is that the Board of Education adopt the 2022-23 Budget, Resolution 2021.22.43, and the Public Hearing Reserve Disclosure Certificate, and certify that the budget was developed using the State-adopted Criteria and Standards.

Motion by Phuong Nguyen, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

Amend Resolution 2020.21-025 To Delegate Authority to Procure Necessary Materials, Equipment and Services to Provide Distance and/or In-Person Learning

                       for Staff, Teachers, and Students to Mitigate the Effects of COVID-19

Type Action

Recommended The recommendation is that the Board adopt Amended Resolution 2020.21-025 To Delegate Action Authority to Procure Necessary Materials, Equipment and Services to Provide Distance and/or In-Person Learning for Staff, Teachers, and Students to Mitigate the Effects of COVID-19. PURPOSE:

To review Resolution 2020.21-025 To Delegate Authority to Procure Necessary Materials, Equipment, and Services to Provide Distance and/or In-Person Learning for Staff, Teachers, and Students to Mitigate the Effects of COVID-19 and approve Amended Resolution 2020.21-025 extending it through June 30, 2023.

BACKGROUND:

Resolution 2020.21-025 was approved by the Board on April 1, 2021. Section 5 of the resolution reads, "The Board of Education will review this resolution on or around September 16, 2021, to determine if it shall be terminated or extended." On September 16, 2021, the Board approved the amendment to extend the resolution to be reviewed on or around June 30, 2022.

On March 4, 2020, the Governor of California declared a state of emergency due to the outbreak and spread of COVID- 19. The state of emergency continues to this date. The safety of students, staff, and the community against the continued COVID-19 pandemic and emerging variants remain a top priority. According to the Center for Disease Control and Prevention (CDC) website, "The Delta variant causes more infections and spreads faster than early forms of SARS-CoV-2, the virus that causes COVID-19". Amended Resolution 2020.21-025 allows the district to continue to plan for anticipated needs, adapt to ever- changing needs, and provide equipment, goods, materials, and products needed to continue to combat the spread of COVID-19, the Delta and Omicron variants, and any future variants.

File Attachments Amended Resolution 2020.21-025 Emergency Resolution Re COVID 19_ Resolution Signed 4-1-2021_rev 6-2022.pdf (230 KB)

Motion & Voting The recommendation is that the Board adopt Amended Resolution 2020.21-025 To Delegate Authority to Procure Necessary Materials, Equipment and Services to Provide Distance and/or In-Person Learning for Staff, Teachers, and Students to Mitigate the Effects of COVID-19.

Motion by Phuong Nguyen, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Alicia Marquez, Bowen Zhang
Nay: Aiden Hill

Newark Jr High School Paving Project Update

Type Action

Fiscal Impact Yes

Dollar Amount $59,704.00

Budget Source Fund 40 Special Reserve for Capital Outlay Projects

Recommended The recommendation is that the Board of Education approve the parking lot and main drive Action loop seal coat, restriping and pothole repairs at Newark Junior High School as presented. PURPOSE:

To provide an update on the paving and striping project at Newark Junior High School (NJHS).

BACKGROUND:

The Board approved the NJHS Paving and Striping Project and preliminary budget at their May 19, 2022 meeting. The scope of work included asphalt overlay, patching repairs, seal coat, and restriping of the parking lot and main drive loop. The Board highly recommended that staff consider replacing the entire asphalt paving in the parking lot rather than doing the patch repairs. After further review and consultation with a civil engineer and our Project Manager, it was determined that the asphalt replacement would need DSA (Division of the State Architect) approval. This is a new requirement that recently became effective in February 2022. The timeline for DSA approval is normally 6-8 weeks. The goal was to have this project completed before the beginning of the new school year in August 2022. With the added requirement we would not be able to make this timeline. In the meantime, the parking lot is in desperate need of striping. Therefore, staff recommended that we seal-coat and restripe the parking lot now while we go through the process of DSA approval and develop the plans and specifications to replace the asphalt. The estimated cost to seal and restripe would be about $40,000. We anticipate the asphalt replacement project could be completed next summer or possibly in the Spring (2023) during the Spring Break.

At their June 7, 2022 meeting, the Board requested staff to consider repairing the potholes along the main drive loop and in the parking lot at NJHS. To repair the potholes, the cost would be an additional $19K.

File Attachments Proposal - NJHS paving seal restripe and pothole repairs.pdf (114 KB) NJHS Drive Loop Photos.pdf (4,699 KB)

Motion & Voting The recommendation is that the Board of Education approve the parking lot and main drive loop seal coat, restriping and pothole repairs at Newark Junior High School as presented.

Motion by Terrence Grindall, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Alicia Marquez, Bowen Zhang
Nay: Aiden Hill

Board Member Request: Board Policy 7310 - Naming of Facility

Type Discussion, Information PURPOSE:

For the Board to review Board Policy 7310 and the suggested edits requested by Member Zhang.

BACKGROUND:

Board Member Zhang made a request. that received approval from the majority of the Board members, to review Board Policy 7310. Board reviewed and discussed this agenda item at the June 7th board meeting and asked to bring this item back at the June 16th board meeting for more discussion.

The following derives directly from the Board approved "Governance Team Handbook"

Authority is Collective, Not Individual: The only authority to direct action rests with the Board as a whole when seated at a regular or special board meeting. Outside of this meeting, there is no authority.

     A majority Board vote provides direction to the Superintendent. Board members will not undermine the ability of staff to carry out
     Board direction.

Bringing New Ideas Forward The Board will be open to having "brainstorming" discussions, or study sessions, around any idea that a Trustee may feel merits exploratory consideration. "New Ideas" are defined as any proposal brought forward by a Trustee, at their initiative or at the request of a constituent, which was previously discussed during a board meeting. Trustees will first notify the Board President and Superintendent of their interest in bringing forward a new idea at a board meeting. When initially agendized, 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 District staff. The new idea may be agendized for discussion only. The Board majority will decide if the new idea should be further developed and studied by staff. The Board majority will decide if staff time should be invested in the "fleshing out" of new ideas. Individual Trustees, in the course of interactions with constituents, will be careful not to make or imply the commitment of the full Board to explore or proceed with implementing new ideas.

File Attachments DRAFT - Policy 7310_ Naming Of Facility - 20220307.pdf (43 KB) Policy 7310_ Naming Of Facility.pdf (41 KB)

14. NEW BUSINESS

Resolution 2021.22.49 Commit to Budget Balance Reserves for 2022-2023

Type Action

Recommended The recommendation is that the Board of Education adopt Resolution 2021.22.49 to Commit Action to Budget Balance Reserves for 2022-2023. PURPOSE:

To approve the commitments to fund balance as presented in the resolution.

BACKGROUND:

As a result of the balance in the Public School System Stabilization Account, the statutory limitation on school district reserves has been triggered for the 2022-23 budget period, pursuant to Education Code (EC) section 42127.01(e).

Beginning with the 2022-23 fiscal year, the district reserve cap requires that a school district's adopted or revised budget shall not contain a combined assigned or unassigned ending general fund balance of more than 10 percent of those funds. Assigned and unassigned balances within the Special Reserve Fund for Other than Capital Outlay (Fund 17) are included within the 10 percent reserve cap. Committed funds are not included in the 10 percent reserve cap.

File Attachments Resolution 2021.22.49 Commit to Budget Balance Reserves for 2022-23 Fiscal Year.pdf (15 KB)

Motion & Voting The recommendation is that the Board of Education adopt Resolution 2021.22.49 to Commit to Budget Balance Reserves for 2022-2023.

Motion by Phuong Nguyen, second by Alicia Marquez.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

Request for Proposals Draft: NUSD Marketing Strategy

Type Discussion, Information PURPOSE:

To share with the Board a draft Request for Proposals (RFP) regarding the marketing goals for the District.

BACKGROUND:

As part of the District's goals to increase enrollment, staff has prepared an RFP for marketing our district as a destination. This item will allow the Board to review the draft RFP and provide their input, feedback, and recommendations.

File Attachments NUSD Marketing Request for Proposals (RFP).pdf (88 KB)

15. CONSENT AGENDA: PERSONNEL ITEMS

PLACEHOLDER - One Consented Vote

Type Action

Recommended It is recommended that the Board of Education approve, under one consented vote, the Action agenda items under Consent-Personnel, except for agenda items: PURPOSE:

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

BACKGROUND:

Items within the Consent Agenda are considered routine and will be approved, adopted, or ratified by a single motion and action. There will not be a separate discussion of these items; however, any item may be pulled from the Consent Agenda upon the request of any member of the Board and acted upon separately.

Personnel Report

Type Action

Absolute Date Jun 16, 2022

Recommended The recommendation is that the Board of Education ratify the personnel report as presented. Action

PURPOSE:

The purpose is for the Board of Education to ratify the Personnel Report as presented.

BACKGROUND:

All personnel activities including new hires, changes in status, resignation, leaves, and retirements are routinely submitted to the Board for ratification.

File Attachments HR PAL 06-16-2022.pdf (363 KB)

Motion & Voting The recommendation is that the Board of Education ratify the personnel report as presented.

Motion by Bowen Zhang, second by Alicia Marquez.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

MOU between CSEA and NUSD Concerning Summer Work Opportunities

Type Action

Fiscal Impact Yes

Budgeted Yes

Recommended The recommendation is that the Board of Education approve the MOU between CSEA and NTA Action concerning summer work opportunities. PURPOSE:

The purpose is for the Board of Education to approve the MOU between CSEA and NUSD concerning summer work opportunities in ELA/Math Enrichment Grades TK-6, High School Credit Recovery, and Special Education Extended School Year (ESY).

BACKGROUND:

The Memorandum of Understanding is to provide a $500 stipend to classified employees for 2022 summer programs. It is a shared goal of CSEA and NUSD that our current classified staff is placed in these vital positions, such as paraprofessionals, office managers, campus monitors, etc. as this best supports the growth of our students.

File Attachments MOU CSEA summer stipend FINAL 6.13.22.pdf (245 KB)

Motion & Voting The recommendation is that the Board of Education approve the MOU between CSEA and NTA concerning summer work opportunities.

Motion by Bowen Zhang, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

16. CONSENT AGENDA: NON-PERSONNEL ITEMS

PLACEHOLDER - One Consented Vote

Type Action

Recommended It is recommended that the Board of Education approve, under one consented vote, the Action agenda items under Consent Non-Personnel, except for agenda items: PURPOSE:

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

BACKGROUND:

Items within the Consent Agenda are considered routine and will be approved, adopted, or ratified by a single motion and action. There will not be a separate discussion of these items; however, any item may be pulled from the Consent Agenda upon the request of any member of the Board and acted upon separately.

Motion & Voting It is recommended that the Board of Education approve, under one consented vote, the agenda items under Consent Non- Personnel, except for agenda items: 16.12, 16.13, 16.17

Motion by Terrence Grindall, second by Phuong Nguyen.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

Coyote Hills Elementary 2022-2023 School Plan for Student Achievement (SPSA)

Type Action

Fiscal Impact Yes

Budgeted Yes

Recommended The recommendation is that the Board of Education approve the Coyote Hills Elementary Action 2022-2023 School Plan for Student Achievement PURPOSE:

This 2022-23 School Plan for Student Achievement (SPSA) is coming forward for Board approval. The SPSA serves as the organizer for an individual school's improvement process. The plan is developed with a deep understanding of the root causes of student academic challenges and identifies and implements research-based instructional strategies to raise the achievement of students who are not yet proficient by state standards.

The plan: Builds on a premise that students are capable of learning with effective instruction. Includes school goals aligned with activities and goals included in the LCAP to maximize school reform efforts. Is based on verifiable data analysis. Focuses on student achievement and academic interventions. Implements high leverage school improvement actions. Directs resources where they will most directly improve student academic achievement. Ensures all resources are aligned to serve identified students' needs. Uses research-based strategies. Implements strategic coordination of resources.

BACKGROUND:

The School Plan for Student Achievement (SPSA) is a plan of action to improve student academic performance by coordinating all educational services and resources. Pursuant to California Education Code Section 64001, schools that receive state and federal funds are required to consolidate all school plans into an SPSA.

It is the goal of the Newark Unified School District (NUSD) to provide equitable opportunities to each of our students and school sites. Each site-specific SPSA and the district-wide Local Control and Accountability Plan (LCAP) is a roadmap created in partnership with all district stakeholders to achieve our vision and mission:

NUSD Vision: The Newark Unified School District, in partnership with the community, will be a model of world-class education that develops the unique abilities of every student.

NUSD Mission: The Newark Unified School District will inspire and educate all students to achieve their full potential and be responsible, respectful, and productive citizens.

Each school site aligns its SPSA action items to our 3 LCAP goals:

     Goal 1: Promote a culture of instructional excellence and continuous improvement that results in students achieving their full
     potential and graduating college and career-ready.
     Goal 2: Promote a culture of community and partnership among the parents, students, staff, and NUSD community as a whole that
     results in an increase in parent involvement, student participation, and a positive school climate.
     Goal 3: Establish exceptional learning conditions and an environment that promotes trust, respect, and acceptance, and results in
     students and families feeling safe, welcomed, and valued members of NUSD.

Data Analysis: School-level goals are informed by data. Each goal area includes data analysis on current measures across student subgroups, and on outcome measures to determine progress. Local and State data are used to develop each goal.

Evaluating Progress: The SSC agendized a meeting to review Dashboard data and measure the impact of actions on student achievement. The principal and staff evaluate academic progress a minimum of three times a year through an academic Professional Learning Community (PLC) model with benchmark data.

Role of School Advisory Committees: California Education Code Section 64001 requires that the School Site Council (SSC) develop the SPSA. The SSC's responsibilities include approving the plan, recommending it to the local governing board for approval, monitoring its implementation, and evaluating the effectiveness of the plan at least annually. The SSC must seek the review, advice, and certification of applicable advisory committees, including the English Learner Advisory Committee (ELAC).

File Attachments 2022_School_Plan_for_Student_Achievement_Coyote_Hills_Elementary_School_20220601 (1).pdf (756 KB)

Schilling Elementary 2022-2023 School Plan for Student Achievement (SPSA)

Type Action

Fiscal Impact Yes

Budgeted Yes

Recommended The recommendation is that the Board of Education approve the Schilling Elementary 2022- Action 2023 School Plan for Student Achievement PURPOSE:

This 2022-23 School Plan for Student Achievement (SPSA) is coming forward for Board approval. The SPSA serves as the organizer for an individual school's improvement process. The plan is developed with a deep understanding of the root causes of student academic challenges and identifies and implements research-based instructional strategies to raise the achievement of students who are not yet proficient by state standards.

The plan: Builds on a premise that students are capable of learning with effective instruction. Includes school goals aligned with activities and goals included in the LCAP to maximize school reform efforts. Is based on verifiable data analysis.

     Focuses on student achievement and academic interventions.
     Implements high leverage school improvement actions.
     Directs resources where they will most directly improve student academic achievement.
     Ensures all resources are aligned to serve identified students' needs.
     Uses research-based strategies.
     Implements strategic coordination of resources.

BACKGROUND:

The School Plan for Student Achievement (SPSA) is a plan of action to improve student academic performance by coordinating all educational services and resources. Pursuant to California Education Code Section 64001, schools that receive state and federal funds are required to consolidate all school plans into an SPSA.

It is the goal of the Newark Unified School District (NUSD) to provide equitable opportunities to each of our students and school sites. Each site-specific SPSA and the district-wide Local Control and Accountability Plan (LCAP) is a roadmap created in partnership with all district stakeholders to achieve our vision and mission:

NUSD Vision: The Newark Unified School District, in partnership with the community, will be a model of world-class education that develops the unique abilities of every student.

NUSD Mission: The Newark Unified School District will inspire and educate all students to achieve their full potential and be responsible, respectful, and productive citizens.

Each school site aligns its SPSA action items to our 3 LCAP goals:

     Goal 1: Promote a culture of instructional excellence and continuous improvement that results in students achieving their full
     potential and graduating college and career-ready.
     Goal 2: Promote a culture of community and partnership among the parents, students, staff, and NUSD community as a whole that
     results in an increase in parent involvement, student participation, and a positive school climate.
     Goal 3: Establish exceptional learning conditions and an environment that promotes trust, respect, and acceptance, and results in
     students and families feeling safe, welcomed, and valued members of NUSD.

Data Analysis: School-level goals are informed by data. Each goal area includes data analysis on current measures across student subgroups, and on outcome measures to determine progress. Local and State data are used to develop each goal.

Evaluating Progress: The SSC agendized a meeting to review Dashboard data and measure the impact of actions on student achievement. The principal and staff evaluate academic progress a minimum of three times a year through an academic Professional Learning Community (PLC) model with benchmark data.

Role of School Advisory Committees: California Education Code Section 64001 requires that the School Site Council (SSC) develop the SPSA. The SSC's responsibilities include approving the plan, recommending it to the local governing board for approval, monitoring its implementation, and evaluating the effectiveness of the plan at least annually. The SSC must seek the review, advice, and certification of applicable advisory committees, including the English Learner Advisory Committee (ELAC).

File Attachments 2022_School_Plan_for_Student_Achievement_August_Schilling_Elementary_School_20220609.pdf (621 KB)

2022-23 Lease Agreements between Kidango, Inc. and NUSD

Type Action

Recommended The recommendation is that the Board of Education approve the 2022-23 Lease Agreements Action for Kidango locations at Coyote Hills Elementary and Schilling Elementary Schools. PURPOSE:

To enter into lease agreements for two Kidango locations at Coyote Hills Elementary and Schilling Elementary for the 2022-23 fiscal year.

BACKGROUND:

Kidango is a non-profit early childhood, preschool, and childcare program for low-income families.

Kidango's current lease agreements, at both Coyote Hills and Schilling, expire on June 30, 2022. Kidango agrees to a 2% rent increase that is imposed every July 1. Kidango has been a partner with NUSD since 1993. They had a location at Ruschin Elementary for many years before Ruschin closed. The location at Coyote Hills opened in 2014 and the location at Schilling opened in 2015.

Kidango will lease two portables at both Coyote Hills and Schilling at $1,348 per month per school.

File Attachments Kidango at Coyote Hills_2022-23.pdf (139 KB) Kidango at Schilling_2022-23.pdf (152 KB)

Contract with Ed Sped Solutions Inc. for Special Education Services

Type Action

Absolute Date Jun 16, 2022

Fiscal Impact Yes

Dollar Amount $64,000.00

Budgeted Yes

Budget Source Resource 6500 - Special Education

Recommended The recommendation is that the Board of Education ratify the Master Contract with Ed Sped Action Solutions Inc. PURPOSE:

For the Board of Education to approve the Master Contract for Ed Sped Solutions Inc. in the amount of $64,000 for the Extended School Year (ESY) Program.

BACKGROUND:

Special Education related services are legally mandated per Individual Disability Education Act (IDEA). Without Ed Sped Solutions Inc. services, Newark Unified School District would be out of compliance. Ed Sped Solutions Inc. will provide a variety of related services to ensure compliant practices in supporting students' Individual Education Program (IEP). The services provided to Newark Unified School District are as follows:

Mental Health Therapist Ed Sped Solutions Inc. will provide therapeutic support to students per their IEP. Ed Sped Solutions Inc. will provide a fully credentialed mental health therapist with a PPS Counseling license. The mental health therapist will have acquired the expertise to provide individual, group, and family therapy. These services are for the Extended School Year (ESY) Program. The total cost of these services will be in the amount of $8,000.

Instructional Assistants Ed Sped Solutions Inc. will provide Instructional Assistants (IA) to support students with disabilities. Instructional Assistants provide both program support within the classroom setting and one-to-one support for high-needs students per students' IEPs. These services are for the Extended School Year (ESY) Program. The total cost of these services will be in the amount of $56,000.

File Attachments

Ed Sped Master Contract 22-23.pdf (260 KB)

Contract Sobrato Early Academic Language Program

Type Action

Fiscal Impact Yes

Dollar Amount $75,000.00

Budgeted Yes

Budget Source LCFF

Recommended The recommendation is that the Board of Education approve the contract for Sobrato Early Action Academic Language (SEAL). PURPOSE:

We are seeking the approval of the SEAL contracts in order to expand the program to 4-5th grades at Schilling and Coyote Hills and 6th grade at Newark Junior High School.

BACKGROUND:

The Model provides intensive professional development to 4-6th grade teachers through workshop sessions, coaching, and collaborative reflection and planning. It also provides hands-on science workshops and field trips to build background knowledge related to the standards-based thematic units, sponsors artist residencies in the classrooms, and purchases high-quality bilingual books and materials for the classrooms. The model focuses on training teachers, administrators, and staff over three years to ensure sustainability. Staff, teachers, and administrators appreciate this model as it builds on previous work with GLAD.

Funds to support the SEAL model will be from the district's LCFF/LCAP and Title III funds; these Title III funds are required to be used to support English Learners. The amount in the MOU is for 2 years.

File Attachments NUSD 4th_6th Agmt_UNSIGNED_2022-24.docx.pdf (136 KB)

Agreement with Jackie Melcher, Behavioral Health Consultant

Type Action

Fiscal Impact Yes

Dollar Amount $103,448.00

Budgeted Yes

Budget Source Title I

Recommended The recommendation is that the Board approve the Agreement with Jackie Melcher, Behavioral Action Health Consultant, for services at Schilling Elementary and Coyote Hills Elementary Schools. PURPOSE:

To provide Schilling and Coyote Hills Elementary students with an onsite behavioral health consultant who will support Tier I and Tier II needs. The clinician, Ms. Jackie Melcher, will also support the implementation of Positive Behavioral Interventions and Support (PBIS) and work at the school five (5) days a week.

BACKGROUND:

This support role meets the ongoing needs of students and the implementation of PBIS and their Coordination of Services Team (COST).

File Attachments Jackie Melcher_contract for Schilling & CHE 22-23.docx.pdf (92 KB)

Edgenuity Independent Study Software

Type Action

Preferred Date Jun 16, 2022

Absolute Date Aug 04, 2022

Fiscal Impact Yes

Dollar Amount $131,000.00

Budgeted Yes

Budget Source ESSER III

Recommended The recommendation is that the Board of Education approve the agreement with Edgenuity Action for Crossroads Independent Study. PURPOSE:

To continue the use of Edgenuity for Independent Study for grades 6 - 12.

BACKGROUND:

Governor Gavin Newsom signed Assembly Bill (AB) 130 into law on July 9, 2021, which guided districts on how to implement independent study. Independent study options for all students TK-12 continue to be mandated for all LEAs. In conjunction with NTA, Edgenuity was selected as a platfom to support NUSD's independent study program. Educational services seeks to renew this contract for the 2022-2023 academic school year.

File Attachments Newark USD - 22-23 Renewal Quote #238922 (Instructional Services) (Updated 6.10.22).pdf (19 KB)

GoTo Technologies Contract Award for Voice Over IP System with Dedicated Phone Data Circuit

Type Action

Fiscal Impact Yes

Dollar Amount $76,994.66

Budgeted Yes

Budget Source General Fund

Recommended The recommendation is that the Board of Education approve the contract for GoTo Action Technologies for a Voice Over IP System with Dedicated Phone Data Circuit as presented. PURPOSE:

To approve the GoTo Technologies contract for a Voice Over IP (VoIP) system with a dedicated phone data circuit to replace the district's current phone system.

BACKGROUND:

As part of the CITE (California IT in Education) Jet (Joint Ed Tech) Review, it was pointed out that many sites reported issues with the current phone system that operates on an "open-source" solution with limited support. Many users also reported the "poor" quality of the current handsets. A reliable and supported communication system is essential to district operations as well as safety. Staff worked with a VoIP consulting firm, Stellar Connect, which came recommended by CITE, to evaluate multiple vendors who could provide a replacement solution. After collecting and comparing quotes, and evaluating the costs as well as functions and features, the staff is recommending GoTo Technologies as the replacement phone system for NUSD.

Staff found that GoTo Technologies has a more robust call tree/ring group interface, phones are owned by the district vs renting/leasing, and comes recommended by neighboring school districts.

The GoTo Technologies contracts for year one, including equipment, installation, one-time setup fees, and annual monthly fees (with discounts), is $76,994.66 (tax estimates included in pricing, but actual taxes may vary from the quote). Beginning in year two (2), the annual cost will be $71,670.96 which includes maintenance service and network access.

Cost comparison estimates* are as follows:

                                                                                                              8x8
                                                    GoTo              net2phone           Fortis         Global Cloud
                                                 by LogMeIn                                           Communications

Total Costs Year 1 Includes set up costs and monthly charges $82,358.68 $60,081.08 $149,274.55 $177,223.00 (including any first year discounts)

Total Costs Year 2 $61,824.00 $53,581.08 $95,689.80 $96,543.00

*Estimates do not include taxes and fees

File Attachments GoTo Technologies_VoIP Quote Q-594177.pdf (121 KB) GoTo Technologies_Internet Quote Q-594351.pdf (105 KB)

LMI Government-Education Addendum to TOS 2019.v1 pre-signed.pdf (336 KB)

Atkinson, Andelson, Loya, Ruud & Romo Attorneys at Law Agreement for Legal Services 2022-2023

Type Action

Fiscal Impact Yes

Budgeted Yes

Budget Source General Fund

Recommended The recommendation is that the Board of Education approve the Agreement for Legal Services Action with Atkinson, Andelson, Loya, Ruud & Romo Attorneys at Law for 2022-2023. PURPOSE:

To renew the legal service agreement with Atkinson, Andelson, Loya, Ruud & Romo Attorneys at Law for legal services in the 2022-2023 fiscal year.

BACKGROUND:

Atkinson, Andelson, Loya, Ruud & Romo have provided legal and, upon request, non-legal consultant services on the District's behalf. With the exception of their non-legal consultant rate which has been increased to $250/hour firm-wide, there is no increase to the hourly rates.

File Attachments 2022-2023 AALRR Legal Services Agreement - Newark USD.PDF (42 KB)

Fagen Friedman & Fulfrost, LLP Agreement for Legal Services 2022-2023

Type Action

Fiscal Impact Yes

Budgeted Yes

Budget Source General Fund

Recommended The recommendation is that the Board of Education approve the Agreement for Legal Services Action with Fagen Friedman & Fulfrost, LLP for 2022 - 2023. PURPOSE:

To renew the legal service agreement with Fagen Friedman & Fulfrost, LLP for legal services in the 2022-2023 fiscal year.

BACKGROUND:

The District started using Fagen Friedman & Fulfrost, LLP in 2020-2021. They have provided NUSD with legal counsel in a wide variety of areas, including general legal services, business and contract services, construction advice, developer fees, litigation, procurement, and governance. The standard hourly rates have increased by $15.00 per hour in all categories.

File Attachments 2022-2023 Fagen Freidman & Fulfrost Legal Services Agreement - Newark USD.pdf (129 KB)

Resolution 2021.22.41 Budget Transfers for 2021-22 (Year End)

Type Action

Recommended The recommendation if that the Board of Education adopt Resolution 2021.22.41 Budget Action Transfers for 2021-22 (Year End). PURPOSE:

The resolution allows the Superintendent and the Chief Business Official, or designee thereof, to authorize and make necessary budget transfers to allow for the payment of obligations incurred by the District during the end of the 2021-22 school year.

BACKGROUND:

Education Code Section 42600-42602 and 42610 provide the Board the authority to request from the County Office of Education through their designee any needed transfers as may be necessary to permit the payment of obligations incurred during the school year.

File Attachments Resolution 2021.22.41_Budget Transfers, Year End 21-22.pdf (155 KB)

Motion & Voting The recommendation if that the Board of Education adopt Resolution 2021.22.41 Budget Transfers for 2021-22 (Year End).

Motion by Phuong Nguyen, second by Terrence Grindall.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Alicia Marquez, Bowen Zhang
Nay: Aiden Hill

Resolution 2021.22.42 Budget Transfers for 2022-23 (New Fiscal Year)

Type Action

Recommended The recommendation is that the Board of Education adopt Resolution 2021.22.42 Budget Action Transfers for the Fiscal Year 2022-23 (New Fiscal Year). PURPOSE:

The resolution allows the Superintendent and the Chief Business Official, or designee thereof, to authorize and make necessary budget transfers to allow for the payment of obligations incurred by the District during the upcoming 2022-23 school year.

BACKGROUND:

Education Code Section 42600-42602 and 42610 provide the Board the authority to request from the County Office of Education through their designee any needed transfers as may be necessary to permit the payment of obligations incurred during the school year.

File Attachments Resolution 2021.22.42_Budget Transfers, New Year 22-23.pdf (112 KB)

Motion & Voting The recommendation is that the Board of Education adopt Resolution 2021.22.42 Budget Transfers for the Fiscal Year 2022- 23 (New Fiscal Year).

Motion by Terrence Grindall, second by Alicia Marquez.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Alicia Marquez, Bowen Zhang
Nay: Aiden Hill

Resolution 2021.22.44 Signature Card - Board Members

Type Action

Recommended The recommendation is that the Board of Education adopt Resolution 2021.22.44 Signature Action Card Board Members. PURPOSE:

Resolution 2021.22.44 is to provide signatures of each member presently serving on the Governing Board. It is the 2022-23 "Signature Card" to be kept on file at the Alameda County Office of Education.

BACKGROUND:

This resolution reflects those designated as Board Members to the Alameda County Superintendent of Schools, and it is a county requirement. The Alameda County Office of Education recommends that the governing board take necessary action for the completion of the attached resolution no later than the first board meeting of the fiscal year.

File Attachments Resolution 2021.22.44_Signature Card_Board Members.pdf (77 KB)

Resolution 2021.22.48 Regarding the Education Protection Account (EPA ) Use of Funds 2022-23

Type Action

Recommended The recommendation is that the Board of Education approve Resolution 2021.22.48 Regarding Action the Education Protection Account. PURPOSE:

The purpose of this item is for the Board to approve Resolution 2021.22.48 Regarding the Education Protection Account to fulfill the requirements of Propositions 30 and 55, which created and extended the Education Protection Account.

BACKGROUND:

Pursuant to Article XIII Section 36 of the California Constitution, School Districts, County Offices of Education, and Community College Districts are required to determine how the money received from the Education Protection Account (EPA) will be spent in the schools within its jurisdiction, provided that the governing board makes the spending determinations in an open session of a public meeting. The language in the constitutional amendment requires that funds shall not be used for the salaries and benefits of administrators or any other administrative costs.

Resolution 2021.22.48 Regarding the Education Protection Account fulfills the spending determination requirement. All districts must also post on their website annually an accounting of how much money was received from the EPA and how it was spent.

File Attachments Resolution 2021.22.48 Regarding the Education Protection Account.pdf (158 KB) EPA_2022-23_Spending Plan.pdf (10 KB)

Donations Report

Type Action

Fiscal Impact Yes

Budgeted Yes

Budget Source General Fund (Fund 010) Donations

Recommended The recommendation is that the Board of Education accept the Donations Report as Action presented. PURPOSE:

The purpose is to acknowledge receipt of donations to the District.

BACKGROUND:

Throughout the year community members, groups, parents and other individuals make monetary and in-kind (supplies and equipment) donations to NUSD. The exact nature of the source of the donation is submitted to the Business Office on a standard form. It is critical that any restrictions on the funding be indicated and the budget developed based on the donor restrictions. If there is no indication of the school or use of the funding, any proceeds or cash donations received are placed in the NUSD local revenue in the unrestricted general fund. It is recommended that the donations be processed through the Business Office and ultimately approved by the Board so that the funding can be publicly acknowledged and budgeted properly according to donor restrictions. There is acknowledged and budgeted properly according to donor restrictions. There is acknowledgment at the public Board meeting and a letter of thanks is sent to the donor by the Business Office for NUSD.

File Attachments Donations Summary Report 6-16-2022.pdf (22 KB)

Warrant Report for May 2022

Type Action

Fiscal Impact No

Recommended The recommendation is that the Board of Education approve the Warrant Report as presented. Action PURPOSE:

The purpose of this item is to present warrants, for the total amount of $3,450,595.83, made from District funds for May 2022.

BACKGROUND:

The warrant registers represent a complete listing of all payments made from District funds for a month. Because Newark Unified School District is a fiscally dependent District, each warrant must pass through two separate audits; first by the District's Fiscal Services department, and second by the County Office of Education. No warrant can be paid until such time as it is examined and approved by the County Office of Education.

File Attachments Warrant Report May 2022.pdf (414 KB)

Motion & Voting The recommendation is that the Board of Education approve the Warrant Report as presented.

Motion by Alicia Marquez, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Alicia Marquez, Bowen Zhang
Nay: Aiden Hill

Minutes of the May 19, 2022 Regular Meeting of the Board of Education

Type Action, Minutes

Recommended The recommendation is that the Board of Education approve the minutes of the May 19, 2022 Action Regular Meeting of the Board of Education.

PURPOSE:

For the board to review and approve the minutes

BACKGROUND:

The attached minutes are reflective of the May 19, 2022, Regular Meeting of the Board of Education. The meeting may be viewed on the NUSD YouTube Channel HERE

17. BOARD OF EDUCATION: COMMITTEE REPORTS, REQUESTS, AND ANNOUNCEMENTS

Board of Education Recognitions and Announcements

Type Information PURPOSE:

The Trustees may acknowledge or recognize specific programs, activities, or personnel at this time.

Board of Education Committee Reports

Type Information PURPOSE:

The Trustees will provide an update, if available, on the committees of which they are members.

BACKGROUND:

Each year the Board of Education members liaise with schools and committees in order to build relationships, hear from staff, students, and families, and act as a conduit for information to and from the schools.

Board Committees 2020-21

Board Adopted on 12/16/21 Representative Alternate

Mission Valley Regional Occupational Center/Program (ROC/P) 1. Terrence Grindall 1. Bowen Zhang Executive Board

Regional Policy Board of Special Education Local Plan Area (SELPA) 1. Bowen Zhang 1. Alicia Marquez

Newark Teacher Induction Advisory Council (Formally EBIC) 1. Alicia Marquez 1. Aiden Hill

Audit Committee 1. Alicia Marquez2. Aiden Hill1. Terrence Grindall

Bond/Parcel Tax Committee 1.2.Terrence GrindallPhuong Nguyen1.BowenZhang

                                                                         1. Phuong Nguyen

City of Newark � NUSD Liaison Committee 2. Terrence Grindall 1. Bowen Zhang

Board of Education Requests

Type Action, Discussion, Information PURPOSE:

This is an opportunity for the Board of Education to suggest items for placement on future agendas and to review Board requests.

Approval from the majority of the Board will be required for direction to be provided to the Superintendent.

BACKGROUND:

The following derives directly from the Board approved "Governance Team Handbook"

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

Bringing New Ideas Forward The Board will be open to having "brainstorming" discussions, or study sessions, around any idea that a Trustee may feel merits exploratory consideration. "New Ideas" are defined as any proposal brought forward by a Trustee, at their initiative or at the request of a constituent, which was previously discussed during a board meeting. Trustees will first notify the Board President and Superintendent of their interest in bringing forward a new idea at a board meeting. When initially agendized, 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 District staff. The new idea may be agendized for discussion only. The Board majority will decide if the new idea should be further developed and studied by staff. The Board majority will decide if staff time should be invested in the "fleshing out" of new ideas. Individual Trustees, in the course of interactions with constituents, will be careful not to make or imply the commitment of the full Board to explore or proceed with implementing new ideas.

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

Superintendent's Concluding Comments, Updates, and Future Agenda Items

                       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.

19. ADJOURNMENT

PLACEHOLDER - Extend Meeting

Type Action

                       The recommendation is that the Board of Education extends the meeting to ____P.M.

Recommended Action PURPOSE:

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

Motion & Voting The recommendation is that the Board of Education extends the meeting to 12:00 A.M.

Motion by Aiden Hill, second by Bowen Zhang.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

Adjournment

Type Action, Procedural

Recommended The recommendation is that the Board of Education adjourns this meeting. Action PURPOSE:

No items will be considered after 10:00 p.m. unless it is determined by a majority of the Board to extend to a specific time.

This action will conclude the meeting.

Motion & Voting The recommendation is that the Board of Education adjourns this meeting at 11:24 pm.

Motion by Bowen Zhang, second by Alicia Marquez.
Final Resolution: Motion Carries
Yea: Phuong Nguyen, Terrence Grindall, Aiden Hill, Alicia Marquez, Bowen Zhang

No minutes available.