Transcripts For SFGTV Government Access Programming 20240714

Clerk thank you. [roll call] clerk six ayes. President cook thank you. [applause] president cook number 4, resolution 19528a1, resolution to adopt declaration of the rights of all students to equity and access in Arts Learning. This was moved and seconded on may 28, 2019. Referred to the Curriculum Committee on june 19. Do we have a report from the Curriculum Committee . Should i do it now . President cook yeah. We met on june 19, and it was a good day. It was my birthday, so the items that were on the agenda were our healing and our hands [inaudible] oh. Oh, we moved it forward with a positive recommendation. President cook happy birthday. Lets see, were going to have commissioner lopez and collins read the resolution into the record. Oh, go ahead, commissioner lopez. Commissioner lopez before its read into the record, it is translated in spanish, and i want to make sure its on board docs . I think english only english is on tonight, but yeah, i would like to add it, as well. President cook okay. So lets lets move forward with reading the resolution into the record. Okay. Whereas subject is resolution number 19528 a 1. Resolution to adopt the declaration of rights of all students to equity and access in Arts Learning. Whereas San Francisco unified School Districts acknowledges Arts Learning which includes dance, instrument right lane music, creative writing, visual and media arts is the part of a comprehensive education for all students prek through 12 to prepare all students for college, career, and life. And whereas Arts Learning is aligned with sfusds vision 2025 graduate profile which articulates six key dispositions and behaviors required to thrive in the 21st century, content, knowledge, career and life skills, global locate and individual identity, global and local collaboration, sense of creativity, sense of purpose and sense of selfand the class of 2025 is now in their first year of middle school in sfusd. And whereas Arts Education has been shown to promote higher academic achievement, increased attendance, improved social School Climate and Emotional Wellbeing of students. And whereas San Francisco Unified School District has committed its selfto the following values, student cancered instruction, focusing resources to meet the needs of traditionally underserved populations, unified in the services of social justice and diversity. And whereas San Francisco Unified School District recognizes that specific groups of Students Experience significant barriers to access, participation, and success in Arts Learning, and that these barriers are directly linked to persistent and pervasive inequities in our education system. These groups have historically included but are not limited to black, latin x, english language learners, foster, homeless, and lowincome youth. And whereas administrators across the state are declaring their goal to ensure that all students reach their full potential by advancing a curriculum that promotes arts for the 21st century workforce. This is contained in the declaration of all students to equity and Arts Learning. Therefore be it resolved the San Francisco Unified School District recognizes that a powerful impact that a quality arts curriculum and instruction has in the cougnitive, social, and Emotional Development of students and its role of a comprehensive education and adopts the following declaration and commits to taking the actions to ensure equity arts access throughout the district. 1, the rights of equitiab equitiable that is part of the core curriculum and that provides both integrated and discreet visual and performing Arts Learning opportunities and the right to equitiable access. Every student in the San Francisco Unified School District has a right to participate and succeed in high quality courses in a variety of art disciplines regardless of their background, language, socioeconomic status or place of residence. 2, the rights of special protection of every students arts or practical arts development. All students have the same right to fully develop their Creative Potential at every grade level and to not be excluded for any reason. Three, the rights to art learning that is culturally and linguistically responsible and relevant with concentration to those populations that have been historically precluded. All students have the right to engage in Arts Education that reflects, respects, and builds on their culture, language, and background. 4, the rights to culture language, background at School Including qualified administrators, teaching artists and other staff, adequate materials and appropriate facilities to support powerful culturally and linguistically Arts Learning. All students have the right to receive the resources they need to be successful in their studies, including the right supplies and facilities and especially qualified teachers and curriculum that honors all cultures and languages. Five, the right to educators parents, and leaders communities the nation and groebl society. All students have the right to be supported by leaders in their community and school who understand the benefits of an Arts Education to prepare them for College Career and life. Six, the right to be brought up in school and Community Environments that value and protect the arts and equity as essential to the full development of every student and that demonstrate those values, believes in their Public Policies and practices. All students have the right to learn and practice the arts in a positive environment where everyone unders and acts on the knowledge that they are engaging in valuable and important work. Be it further resolved that San Francisco Unified School District will post the arts equity badge on the schools website and social network channels, and be it resolve that the district will ensure all strategic plans, including the arts and education master plan support our district in meeting the requirements of the declaration of the rights of all students to equity in Arts Learning. And be it further resolved the San Francisco Unified School District will direct appropriate resources to all prek through 12 sites to ensure that every prek through 12 school has a minimum of one vapa teacher to ensure that every student participates in vocal and visual arts as a part of their core content instruction that promotes critical thinking, love, and knowledge of selfempathy, and solidarity and selfdetermination. And be it further resolved the San Francisco Unified School District for 201920 will maintain its current Music Program at sites while directing its funding to strengthen our existing Music Program in schools. And be it further resolved that the San Francisco Unified School District beginning in the 2019 and 2020 school year will work to collaborate with current sfusd music teachers and all equity and cultural initiatives such as special education c. A. C. , etc. , to resource, evaluate and align our Music Programs and offerings to ensure a scope and sequence and a diversity of experiences for all experienced prek through 12. And be it resolved that the sfusd will decentralize and democratize resources among all sites and ensure that staff have appropriate resources and planning time to include the following. Including a through g compatible source work, establish and communicate the baseline and pathways for vapa programming for all k through 12 programming at all sites. Work with education and Community Partners to create culturally relevant Cultural Arts pipelines that are geographically located across the city across all levels and are accessible to all students, families, and communities. This will provide opportunities for all students to participate in a variety of musical and performing arts disciplines. Design recommendations for staffing and organization of district wide general music, visual and performing arts instructions at the prek through 5 level to ensure all students have received exposure to fund amountal concepts and skills so fundamental concepts and skills, ensure visual and performing arts pathways are available to students at all sites throughout elementary, middle, and high school. Be it further resolved this planning will occur over the 20192020 school year with the support and coordination of Central Office vapa staff in coordination with all equity and social initiatives such as the s. A. C. , a. L. I. , etc. Vapa will present updates on their work in at least one regular Board Meeting for adoption the following year. And further be it resolved the San Francisco Unified School District will revise the vapa teacher description to itinerant to site based and include family communication, school wide celebrations. And be it further resolved that the San Francisco Unified School District will analyze and present annual district data reports showing student participation for all students at all sites including traditionally underserved students by division, elementary and middle high school, to the peef c. A. C. And to the full board. These shall be done in advance of approval of any peef funding allocations. And further be it resolved that the San Francisco Unified School District will promote all arts and culture learnings to deliver arts and music instruction which reflects our citys rich Cultural Heritage and diversity. This instruction may include hiphop, chinese traditional music, filipino dance, japanese brush painting, latin jazz, spoken word, mariachi, etc. And be it further resolved that the San Francisco Unified School District will provide materials and appropriate instructional space to that all sites are appropriately resourced to provide arts instruction to students. No students should be expected to rent instruments or purchase arts material to fully participate in vapa materials. All San Francisco unified School Districts materials shall be tagged and assigned in a regularly maintained database that included records, schedules and estimated budget for repair or replacement. Evaluation will include student and family feedback and input about programming, quality, and econtent and suggestion for improvements, including art areas, programs that should be offeredtor discontinued. The district will regularly create opportunities at a district level for districts, family, and Community Members to collaborate in designing visual and visual performing arts. And i wanted to speak. So weve added some amendments for tonight based on conversations both in the Curriculum Committee and also conversations offline with staff around the budget, and so we wanted to state, be it further resolved that superintendent will direct staff to conduct a detailed fiscal impact analysis, including review of existing resources, especially the public Enrichment Fund that currently overlap with the resolution or could be repurposed to align with the resolution. The staff steph should indicate how the investments called for in this resolution fb phase will be faced in to the call of pier dollars peef dollars, which are traditionally phased in over time. And be it further resolved that any implementation of elements of this resolution will be aligned to provisions outlined in collective bargaining agreements between sfusd and our labor partners as appropriate. President cook thank you. So we do have speakers a number of speakers that signed up for this item. Julia robertsfung is one of them. Greg pennington, peter govorcin, todd berman, peter socra, francis phillips, lily robinson, troy van, reed villanova, brandy markman, alice mosley, and julia martin. If you heard your name called, just make your way to the podium. You have two minutes. Okay. Hi. Hello. My name is todd berman. Im the executive director of the Arts Education alliance of the bay area, which that organization sent in a letter about this resolution, but im going to talk also about my experience. I was a longterm substitute teacher in the School District, and im also a provider of Arts Education through the where it lives program. So i think weve also seen theres been such a meeting weve seen a lot of Student Voice here, so the arts prioritizes Student Voice and student expression, and we can see how powerful that can be. So ive been as an arts advocate, ive been connected with some state advocacy, and the california Collaborative Campaign because i want to see sfusd be an art leader and join the statewide movement, and also affirm that arts are a right and essential to education of the whole child. So i really support this declaration, but i also see this resolution does more, and it seeks to make that those rights and that access a reality. It puts teachers in charge of curriculum, which is great policy. The those are the experts, absolutely. It looks to put a fulltime arts teacher in every school. As an arts provider, i would love to see someone whos an advocate for arts and understands each part of it at every school to connect it. Im excite today see real action excited to see real action happening and moving this forward. The arts master plan has brought in a lot of fresh voice voic voices but its been going on for a long time, and its a delay for change. Thank you. Good evening, friends. In the tradition of cleveland elementary, i come as a peace mistaker. My name is peter ciroc, and ive been teaching at the same five schools for a decades. My schools have become like an extended family to me. I love this position, its my favorite job ever, but there are so many things that make the work special with vapa the way it is. [please stand by] the thought that i may have to give up four of my schools is devastating to me. The classrooms and schools that i work with will feel the same way, i believe. The board needs understand what is at stake for many of us. That is all. Thank you. Good evening, again. I have a little bit of Historical Perspective and the arts initiatives in the 30 years that i have been here. I have seen them come and go and things stay the same, but i have to tell you, listening out loud to the resolution being read, i have never heard anything so comprehensive and supportive of Arts Education in my entire career. I think it is absolutely fabulous that you would be that specific about the needs at each site at the needs for teachers to be involved, and the needs for mastery and measurement, and facilities and time, space, and money. I cant do anything without those things. I think the fears that i hear from my fellow faculty have to do around, you know, that we will be taken apart, and i really dont see that in this resolution. I see just more. I also see that it addresses a systemic inequity that has existed for decades, and students not being served is unconscionable. I think it is institutional racism, i really do. We have to do something about this. We have a chance, and i think theres a lot of dedicated, good people who will be involved with the process, and it is not going to be easy. Change is not easy, but it is coming. Thank you. I urge you guys to vote. [applause] thank you, good evening, commissioners. My name is francis. Im the Program Director for the alt for the arts fund. We have found a significant amount of our grantmaking supports Arts Education in San Francisco and Public Schools and we really try to focus on equity , so i really applaud the Mission Statement behind this resolution. I really believe in equity and access for students. Im excited about focusing on those who are not getting the services now and really trying to bring them into the fold, and i was also a bit relieved by the last two editions because the thing that had been worrying me is when i hear the resolution, i hear a lot more money being spent on Arts Education, and that delights me, but is the money there, and if it isnt there, wearable come from, what will the money be taken away from . That is my concern, and i express it with a lot of encouragement and excitement. Thank you. Good evening, everyone. My name is alice and i am actually retiring, but i feel very strongly about this and i would like to thank you and welcome the recognition of the importance of Arts Education and equity of access for all children in our schools. So much in this resolution to applaud, and nonetheless, we have two very different views of it, and i think its important to weigh up how to address the concerns that my colleague teachers and forward because i think that is also something that we can look at and consider , but for me, one of the most important things is that it recognizes not only how Arts Education can contribute to higher academic achievement, better attendance, improve the School Climate, but to the Emotional Wellbeing of students it has often been said that in elementary in high school, teachers teach the subject in elementary school, they teach the child. This unfortunately has, for years, being carried over to teachers where they are looked upon as just teaching a subject, not regarded as developing relationships with children, and i think that this resolution truly addresses that deficiency, and indeed, it is difficult to teach more than 1,000 teach children of five different schools to develop a relationship. [indiscernible] is very important we have some kind of balance thank you. Do we have any other speakers . Thank you. I am a parent in the richmond district. I was talking about this solution was some of our other School Site Council members. They are really excited. At our school, we have mostly immigrant families. Just six blocks away, Peabody Elementary School is a very different population, and so we really see, you know, what you are doing is really being able to form relationships with students, and this has been a really great night for cultural appropriate art in our schools. I want to thank you both for lifting up this resolution. Also, it has been a night where we lifted up the needs for our students with disabilities. This is really exciting for them because if they they need to develop strong relationships with their teachers. The art teacher can sit in on a meeting and be a really important part of an art therapy plan for a student with a disability who needs help. I want to commend both commissioners for bringing this forward. It is not lost on anyone in the community that you, time and time again, show leadership on this initiative and in so many other initiatives in our School District. We see your potential and you are really out there as model school board leaders. I thank you for that very much. Thank you. Hello again. I just want to say thank you to commissioner collins and to commissioner lopez for pushing arts okay pushing arts for all. [indiscernible] sorry. We had such a huge conversation about arts, and look how empty the room is. Now we are talking about arts for all and how many of the other people are still here. I wanted to make sure they have access. Also, i want to add one more thing. Okay, i want to add one more thing. When you talk about arts for all , i would love to see programs where indigenous artists could come into the school, and i mean true indigenous. I know the Indian Education program does a really good job of having we had a clapper stick from an arts workshop where we work on how to do [indiscernible] i would love to see a performance, and assembly, so people can see that Indigenous People are alive through arts. It is a beautiful thing for everyone to share. I want to say thank you for taking a stand on this and ensuring that whatever school my child will go to, it will have an arts program in it. Thank you. [indiscernible] my name is greg. I am a parent of a senior. I am a member of the sfc, and a member of a pack. I am curious if the irony of all the speakers early on with what you brought up today is not lost on us at this late hour. This was an incredible thing you all accomplished early in the day, and the comments about the children lining up and walking by the mural, and not knowing what it was and the impact it had on them, into see people of color coming up on that one side of it and they had the nerve to come up and talk about how important the art was, to me, emphasizes the need and how important it is to have an Art Curriculum in this school. The idea that an Art Curriculum does not enhance, if not become part of an academic thing, is just a level of ignoring it ignorance that is stunning. I see it at our school, which we are blessed to have. The arts are so incorporated in it. I look at the teachers that come in, in one of the things they say all the time, all the time, is not only do they want to the art teacher there, but they want the art teacher to be part of the curriculum. The curriculum design, part of the Overall Academic education that the children receive. When they get that, it is a complete education. When you talk about inclusion and diversity, unless you go steve and accomplish what your goal is right now, you will not have it. It is not going to exist. Arts is academics. And it is part of curriculum design and part of a need to pass this. I think it is a brilliant idea. [applause] hello, my name is julia. I am also a parent at the school of the arts. My son is going to be a junior this year and his art is band. For him, art has been something that has kept him in school, it has kept him engaged, and in many ways, it was the only reason he went to school, but i will tell you that i was really excited about this resolution because when he was in elementary school, he was kicked out of music class time and time again. Music teachers would not work with him because of the way that his disability manifested itself he had trouble using his hands so working with instruments was very hard. He had trouble making facial expressions and doing some of the things that you will do when you are playing a instrument. He didnt have any supports in those classes because it is not an area that is necessarily covered. So arts teachers, along with the gym teachers, they dont always get that information. So although it is so crucial, in such a part of his life, it wasnt available to him. I really think that its important that we address the needs of students with disabilities, and i would also like to share some information with you just about so we are not alone. There are 87 students with disabilities at our school. There are over 10504 students. Out of 750 plus students, you have 187 that have disabilities. That is 25 of our student population. One in four kids at that arts school has some type of learning or other needs. Art for students with disabilities is hugely important [applause] seeing no other speakers and comments from the board comments from the board . Vice president sanchez . Thank you. Thank you to the authors for this resolution. It is deep, detailed and it is bold. It is long coming. Thank you. Can you talk a little bit about the timeline for rolling this out and report back to the board of education during the rollout . Okay. , i appreciate that question and the conversation that we had a little bit in the curriculum Community Meeting and offline, which staff with staff around budget. First off, we have money coming in, and during our budget meeting, even though we werent discussing this resolution, were talking about the fact that we have money that is specifically dedicated, so it is we know that it will be spent in that area, but we have a new art director, which we are very happy about, but the issue is, you know, feeling like we didnt need to make an immediate decision without being able to really consider how that money would best be spent. So in the curriculum Community Meeting we had talked about, even if we had the perfect plan, which this part of the resolution is that we want to involve School Communities and we want to involve teachers and principals, as well as our new director, in creating a new model for like a portfolio, or how do we want to deliver programs. That will obviously take a ramp up time. We are thinking what we are hoping is by approving this, we will give time to the new director to work with staff and they can look at the revenue that we know we have. Theres also revenue that we are reallocating based on some conversations where they said okay, we will not spend money on the website, or here or there, that that was money that could potentially be directed to sights. We wanted to give them time to have that conversation, knowing we were not going to hire, you know, fully at the beginning of the fall, that they would have time to present a recommendation based on where they see maybe we could increase staffing immediately, and also considering that we want to staff teachers to be in conversation around how these plans roll out. It is very important to us, as a former classroom teacher to another classroom teacher, that we want to make sure that teachers that are doing the work , as well as School Communities, and Central Office staff, and Community Partners, are in thoughtful about, you know, how we can grow a program in a way that isnt just cut and paste. I know that this year we want to do planning, but we want to include this amendment so we can direct staff to do that and make a plan and then we can revisit it in terms of scaling up from scratch. In Curriculum Committee we discussed starting with, if we were going to fund starting this next school year, we would start with tier three Elementary Schools for the full time. Also, the commissioner was mentioning that is not just tier three schools because a lot of students who are learning english, and especially in chinatown, they are tiered two schools, and they have very little access. I think we wanted to direct staff to look at the data, which we have now around two is getting access and who isnt, and then maybe it is tier three schools, maybe we focus on schools that serve English Learners, but make their priorities based on who actually has access and who doesnt, and where can we start to remediate. One of the compelling speakers worked it is no understatement to call him a rock star. He is amazing. There are many rockstar folks, but he is one of them. I just want to make sure that, i thank you mentioned that the teachers themselves would be part of the discussion and part of how we roll this out so theres individual situations that might mean that we have different types of f. T. E. Components. We were in the conversation around some schools are smaller than others, and my daughters went to francisco. It is one of the schools that the highest that has the highest percentage of English Learners students. Even though it is not your three school, it is a small school, we do have great arts programming there. A lot of students still do not have access. That might be straight thinking strategically and thinking about what resources are there, we are not interesting in cutting and pasting. That specific school has an amazing Music Program, amazing art program, but thinking holistically, and with teacher voice and School Community voice the key to this is creating a framework so Community Members and experts at all Different Levels could inform, you know, what is the best way to move forward and expand programming. Not disrupt, but our healing in our hands, where we want to enhance whats going on and great more avenues for Community Members to inform the type of programming that they get. I just want to express appreciation to commissioner collins and commissioner lopez. I know it has been a tremendous lift in putting together such a visionary framework for Arts Education around addressing equity issues for our students, and again, over the many months that we have been hearing about public testimony, hearing from my colleagues and staff, just how important Arts Education is not just as a discipline of how we are introducing that at an early age for students, but really around fostering and nurturing creativity. That struck me from the public testimony because that is where, you know, from what we have heard around how we are supporting a broader base of students so arts is that one subject area that motivates them to come to school. And if we are looking at the chronic absentee districtwide, we have to look at different mechanisms of doing things differently, and arts, i think is going to be a wonderful approach to engaging our young people. Thank you so much to the staff, as well as the commissioners who put in a lot of time and thoughts thought around the resolution for us. Commissioner lopez . One thing we were emphasizing in the planning of all of this is how much we were communicating with teachers and as teachers, one being that we would know is we are not part of the conversation as much as we need to be. We are experts in this, and i am a testament of that. I do this work every single day. I have years of experience of incorporating arts into the curriculum, and i have spoken about that a lot, but we are ensuring that teachers are a part of this and know what is happening because we need to be hearing from them. I really wanted to emphasize that it is really going to be important to have them be part of this planning and this work, and giving them the skills to do it for our students is going to be key to their success. No other comments by commissioners, roll call vote. We added the amendments that you had placed at the bottom. Thank you. [roll call] six aye. [applause] since we moved up section h. Points one and two, we are now at age three. Excuse me. G5. Annual update of the local control and accountability plan and the federal mendham for the San Francisco county office of education in the San Francisco Unified School District. This was moved and seconded on june 11th, 2019. The resolution was heard at the special meeting on june 18th, 2019. Dr. Matthews, you are designated to read the recommendation into the record. Yes. The deputy superintendent will work with staff. Thank you. For the next item, which is the second reading of the recommended budget, our executive director of Budget Services is going to read both requested actions into the record and comment briefly, especially on the budget. Thank you. This is regarding the el cap. The requested action is that the board of education approve the annual update to the local accountability plan for the San Francisco county of office of education the San Francisco Unified School District covering fiscal year 1718 and 1920. Okay. We dont have any comments. I dont have any speakers for Public Comment. Any comment from the board superintendent . Okay. Roll call vote. Thank you. [roll call] five aye. Number 6, superintendent proposal for fiscal year 2019 2020, recommended budget. This was moved and seconded on june 11th. This was heard at the special meeting on june 18th, 2019. Superintendent matthews . This will be read into the record. Thank you. The requested action that the superintendent recognize the budget with us for the San Francisco Unified School District office of education be submitted for adoption as the budget for fiscal year 1920 and be placed in the official file of the secretary of the board of education and the superintendent is authorized to make any transfers necessary to correct erroneous account classifications or to effect any changes in the accounts may necessary by changes in the method of expenditures within the purpose of the appropriation that in accordance with the california education code, the superintendent is authorized to convert the budget, approved on School District forms to be official state forms prescribed by the state superintendent of public instruction for legal adoptions and processing, and to transmit the fiscal year 1920 budget for the San Francisco Unified School District in San Francisco county office of education to the office of the state state superintendent within five days of adoption of the budget by the board of education or budget by july 1 st 2019, whichever occurs earlier and this is in reference to section 42127. The transfers between major budget classification shall be made in accordance with transfers between subsidiary accounts and Major Classifications may be made by the superintendent where the board of up with the board has authorized a program or project, transfers to subsidiary appropriation that is and governmental accounting standards board statement numbe. Accounting and Financial Reporting for risk financing. The superintendent has authorized to establish a second ledger for insurance activities including workers compensation, general liability, property insurance, and dental insurance. Just as the deputy superintendent mentioned, just a couple of notes, we appreciate the opportunity to present the recommended budget for second reading. We have come to the end of our planning and budget process. It has been a collaboration between commissioners, Advisory Committee his and others. This sent of the liberals deliverables is long and heavy and includes the staff responses to the stakeholder recommendations, the district budget book, accompanying state books and the tableau budget visualization dashboard available online. Also the questions and answers to the board of education questions. We have physical Copies Available at the table outside and also available on the budget section of the district public website available at any time. We are trying to answer questions to the best of our ability and appreciate opportunities and further discussions in the coming year. We have come to the end of this years process. We have a lot of the work a lot of work in the coming year to implement new strategies. We want to acknowledge that during the past several weeks, commissioners have introduced several motions, including several that we return for second reading tonight. We appreciate everyones efforts to manage those things in parallel. I would like to thank all the councilors, the department managers, and everyone helping us with process, i like to think many people for helping. [applause] she really hates the attention. [laughter] we should take a moment to appreciate her. [applause] thank you. Thank you. I dont see any comments from the board of superintendent. Roll call vote, please. Thank you. [roll call] six aye. Great. Now moving forward to number 3, section h. Public hearing to approve the substantiation for the need to maintain Budget Reserves for fy 20192020, 20202021 and 2021 2022. I call the public hearing to approve the substantiation for the need to maintain Budget Reserves for fiscal year 1920, 2021, 2122. Can i have a motion and a second dr. Matthews . Our chief financial officer. Thank you. Good evening, commissioners. You knew i wasnt going to leave without my final reading of some resolutions. Here it is. There are two resolutions that we need to approve, so i will just read them back to back. One is the resolution to approve the results that we are holding, and a substantiation of the need of those results for economic uncertainty. The requested action for that is a board of education of the Unified School District in the county office of education approve the attached substantiation for the need to maintain Budget Reserve for the fiscal year 20192020 budget year, and the subsequent two years that is greater then the state required minimum reserve for economic uncertainty. There is also a worksheet attached to this resolution that demonstrates how much of a reserve we have in excess of the minimum requirement, and the need to maintain that excess reserve. Okay. Any Public Comment . I dont think we have any on this item. Comments from the board of superintendents . Roll call vote, please. Thank you. [roll call] six aye. Number 4. Expenditure plan for fiscal year 1920, the education protection account. I have a motion and a second on this item . So moved. Second. Dr. Matthews, you designate . Also reading this into the record is rita. Thank you. This requested action is that the board of education and the county of education approve the proposed expenditure of state revenue anticipated to be received in fiscal year 1920 from the education protection account in accordance with the spending Plan Incorporated into the hearing. Okay. Any comments from the board of superintendent . Seeing none, roll call vote. Thank you. [roll call] six aye. Number 5. Can i have a motion and second on this item . So moved. Second. Dr. Matthews . And now reading her last item into the record, our chief financial officer. You will be missed. Thank you, superintendent. This is the recommended action here to adopt the fiscal year 19 20 budget for the San Francisco Unified School District, as well as the San Francisco office of education in the standardized account Board Structure format, which is the official state forms described by the state in accordance to the california code section. Okay. We dont have any Public Comment on this item. Any comments from the board of superintendent . Roll call vote. Thank you. [roll call] six aye. Thank you, everyone. It has been a privilege to have worked here for 17 years, and i will be following the fortunes of sfusd as i retire. Thank you. [applause] standing ovation. We will see you in august. [laughter] she didnt laugh. [laughter] number 6. Board of education meeting calendar for the sclera 2019 2020. Can i have a motion and second . So moved. Second. Dr. Matthews . Our general counsel. This item we are asking in accordance with section code 35140, the board of education has established a regular meeting schedule which is the second and fourth tuesday of each month, exceptions to the regular meeting schedule for the 1920 school year are noted on the attached calendar. We are asking that they approve it tonight. We have no Public Comment on this item. Any comments from the board . [roll call] six aye. Section i. Discussion of other educational issues. There are none tonight. Sexson jake section jay, calendar items removed from the previous meeting, there are none tonight. Section k. , introduction of proposals and assignment to committee. Number 1, public and board comment on proposals. We do have one item for Public Comment. Ryan chapman. You will have two minutes. Good evening, superintendent, commissioners. You have had a long and important agenda tonight so i will keep it really brief. I am joined tonight by some incredible parents and educators , tonight marks the beginning of our Charter Renewal process. We hope it also marks the beginning of our new relationship with the district. While if you were here during our initial authorization process, we had the privilege of meeting and hosting a number of you over the years. We look forward to introducing ourselves to those we dont yet know and invite each of you to visit the school, meet our community and take a close look. While the community of educators and families are deeply proud of what we have accomplished, we are equally, if not more committed to the work ahead. Is our work and commitment to have this process challenged and improve our planning and practice, and opening a conversation about not only our strengths and areas for growth, but strength and growth. We are working alongside you. Inc. You again for all you do