Transcripts For SFGTV Board Of Education 20200121

leadership change, but i won't read a quote in particular. i'll just say, i appreciate his legacy and what he's done in this city, and i hope to continue it in the years to come. let's see...section a, general information. number 1, accessibility information for the public. number 2 is teleconference information, and there is none tonight. section b, opening items. number 1, readopt the board of education rules and procedures as stipulated in series 9000, the board shall adopt its rules at the first regular board meeting of the year. thus, may i hear a motion to readopt the board of education rules and procedures series 9000. >> motion. >> second. >> president cook: there being no objection, miss casco, roll call, please. [roll call] >> clerk: seven ayes. >> president cook: number 2, election of officers of the board of education. as a reminder to the board and the public, this type of election is by voice vote. a second is not needed for nominations, and it is permissible for a member nominated to vote for him or herself in this election. board members, you will be voting by name if there's more than one nomination. if one nomination, you will be voting by saying aye or nay. i declare the nominations are now open for the office of president for the board of education for the year of 2020. are there any nominations? >> i have one. >> president cook: it's been my great honor to serve alongside vice president mark sanchez. he is now in his third term serving this great city, and i'd like to no, ma'minate him take over as board president in the coming year. [applause] >> president cook: any other nominations? seeing none -- no. any other nominations? okay. i declare nominations closed. i declare nominations closed. >> can i -- since there are no other nominations, can i move that we make this a unanimous vote and we don't need to do voice vote, that it's a unanimous adopt? >> president cook: i'll second that. congratulations. [applause] >> president cook: see...as a reminder, if any member calls for aclemation -- nominations are now open for the vice president of the board of education for the year 2020. are there any nominations? >> i'd like to nominate commissioner gabriella lopez. i'm really excited to serve with her in the city and county of san francisco. it's just been an honor to serve with you, and i'm thrilled to have you in a leadership position. so i nominate gabriela lopez. [applause] >> president cook: are there any other nominations? okay. if there are no other nominations, i declare nominations closed. commissioner norton? >> commissioner norton: i'd like to move that we close nominations and that we nomination vice president lopez by acclimation. >> president cook: it's done. congratulations, vice president lopez. you ready to take over? president sanchez, everyone. [applause] >> president lope >> commissioner lopez: first thing i'd like to say is give it up for former president stevon cook. i served as the board president in 2007 and 2008. i never had the chance to be vice president until this last year, and to work with a person like mr. cook, it was a privilege. and every -- i feel like i in some ways can't even fill your shoes. you're such a gravitas, and whatever you choose to do, you'll be successful, so thank you for your leadership. if anybody else wants to say anything else nice about him, here is your chance? >> i'd like to say something nice about you. i think you've done a tremendous job at president. i'm very pleased with everything that you got accomplished. you really have done a great job, and i'm very honored to be your colleague and your friend, so thank you for all your work. >> president cook: commissioner collins? >> commissioner collins: i just want to say i appreciate the way that you changed your meetings. it's just a simple act but i'm a black parent in this district. it has always made me feel welcome in a way that i'd never felt before, even being on the dais. and now, there's a new commissioner -- a younger commissioner i think in denver, that i'm following, and he said he was going to change the pledge of allegiance. and i said in s.f., we do quotes, and that i was proud to be a member of the board because of your choice, so thank you. [applause] >> i mean, this is a love fest now, i guess. i feel very fortunate to be on this board and to have begun last year with your leadership, along with mark. really paved the way with the kind of messages that we're sending out, so i do appreciate that. i do appreciate getting to work with all of you and with your leadership just setting that tone, kind of created that, so thank you. >> thank you. president cook, similarly, as my first year serving on the board, it really set the tone, and really onboarding many of us new board members. it's clear how much you care in your heart, s.f. alumni, born and raised here. it's important to have your story and your voice and leadership in the community. i've really enjoyed working with you as a colleague and i've enjoyed our really open conversations. either they're really tough conversations or conversations in getting to know one another. thank you. >> it's not common to get elected and serve on a school board with one of your best friends. we definitely didn't plan this, and so, you know, when i first got here, we just kind of looked at each other, well, here we go. so stevon, commissioner cook, knows how much i appreciate him. in terms of advocating for polynesian and pacific islanders. the fact that he's from thurgood marshall and wants to still support students in the district, it's just been incredible. you know how i appreciate you, and i appreciate how you were able to usher us all in, so thank you. >> all right. so item 3 is approval of board members. t the -- board minutes. the regular meeting of december 10, 2019. we need a motion and a second. >> so moved. >> second. >> any corrections? seeing none, roll call. >> clerk: thank you. [roll call] >> clerk: seven ayes. >> thank you. speaker cards for the regular agenda and for closed session are necessary if you wish to address the board of education. public are reminded that you can fill out a speaker card and present them to the cler clerk, esther casco, to my right. speaker cards will not be accepted for an item that is already before the board. >> superintendent matthews? >> thank you, president sanchez. i'm proud to say that the district's graduation rate raised to 89% in 2019. for african american students, it reached 89.9%, for filipino students, it reached 97.1 students, and for english second language students, it was 79%. we continue to work urgently to create a public school system where each and every student will graduate from high school ready for college and careers and equipped with the skills, positions and disciplines outlined in our graduation profile. congratulations to our teachers, staff, family, community groups, and most importantly, to the students themselves, congratulations to your hard work. let's give our students a big round of applause. [applause] >> and congratulations to the students and staff and families of the four school district unified schools that have been named 2020 california distinguished schools, john yee chin, gordon chow, robert lewis stevenson. the california distinguished schools award program recognizes schools with outstanding education programs and programs that chose the aachievement gap. all distinguished schools will be honored february 10 in a ceremony by the california department of education. congratulations to our distinguished schools. the san francisco unified school district is proposing a new format for elementary schools that better meets the needs of san francisco children and their families. food, child care, and interpretation will be provided. the first community workshop is this thursday, january 16, at 6:30 p.m. at willie brown middle school. you can go to sfusd.edu/groups for more information. applications for the next school year are due this friday, january 17. if you're the parent or guardian of a child entering kindergarten, sixth grade, or ninth grade next year, your applications should be submitted by this friday. submitting the application before january 17 means you have the best chance of getting your current schools. and finally, all san francisco schools and offenses will be closed on monday, january 20, in observance of martin luther king, jr. day. schools are also closed on january 24 in observance of lunar new year. district offices will be open on friday. president lopez, that concludes my report. >> thank you, superintendent matthews. student delegates report. >> good evening, everyone. last night, at our last student advisory committing, graduatenn upheld its last meeting. for more information, you can contact andrew sima. special thanks to andrew sima and the generation up representatives representing. >> okay. hello, everyone. our 17 annual youth summit. student leadership professional development day. this is our 17th annual summit. this year, our theme will be united beyond leadership, more than just a voice. we will soon be selecting or keynote speakers. our goal during the youth summit will be to inspire students to become student leaders. once again, there will be workshops, inspirational speakers, and community members. our annual student heart solicitor campaign is officially over. this year, we raised over $2500. toys, clothes and daily essentials were donated to students in need. we will continue to work with community partners in the district to support our students in transitional housing. we would like to give a special thanks to superintendent dr. matthews, deputy superintendent lee, mark quinn from the legal department, and all of our board commissioners. can we please give them a round of applause? [applause] >> our next meeting will be january 27 at 5:00 p.m. in the board of ed room. the s.a.c. is a public council and anyone is welcome to attend our meetings. and we would like to say welcome to the lincoln football team. [applause] >> thank you, student delegates. next item is item 6, student recognitions and commendations. superintendent matthews? >> first, we are recognizing the lincoln high school football team. this varsity team has won back to back state championships. on december 14, the mustangs, led by coach phil ferrigno, defeated garden grove in the c.i.f. 6-a championship game. they produced 396 rushing yards and five touchdowns. defensively, the mustangs showed up big time in the fourth quarter to shutdown a resurge resurge resurgent gardena offense. congratulations to coach ferrigno and the team, and we'd like to invite the coach up to say some words. [applause] >> oh, you've got to push -- thank you so much. we're really -- take this being a representation of our community and our city. we take that to a high degree, and we're very happy we're down here. another opportunity for us to be together, another opportunity to show others that good kids come from san francisco, just like everybody else. so it's a great administration. i have a great respect for all these people here, my staff and coaches and young men and women. we have coaches and trainers and managers who do a good job, too. congratulations, and hope to see you next year. you never know. >> thank you. [applause] >> our second recognition tonight is we are recognizing john muir elementary school for their achievement. [applause] >> and with that, i'd like to turn it over to former president cook. >> what's up, john muir? [applause] >> all right. congratulations. it has been, i think, a long overdue recognition by this board, the incredible work you've done with the brilliant young minds in the western addition and john muir. i'm going to read off a name of the few teams that has really been incredible double digit growth. oh, we've got the babies coming in, too? hey, you all. i first want to recognition the muir instructional leadership team. we also have sarah, the current principal of the school here, shawn messenger, the former principal, and also, christopher, if you could make your way down to the front -- or sit somewhere where we can all see you. [applause] >> so what happened at john muir is -- is really special, and i'm going to just give people some context for the reasons why. there are about 240 students at john muir. 84 are free and reduced lunch. it's a three tier school. it's a pitch school, which means it's historically underserved. when we look at what happens on the state tests, schools like john muir represent traditionally what we see as an achievement gap across the state and across the country. but that's not what's happening at john muir. at john muir, they have outperformed the district in english and in math. if you can give it up for that. [applause] >> over the last -- over the last -- last year, they had a 20% increase in both these scores. we can give it up for that. [applause] >> and the because of the leadership over the past several years, they have a lower rate of teacher turnover, they have a high average of teachers that are at the school over five years. they have a consistent focus on instruction and vision for the school, and because they are the trained educators, and they're doing all the great work, if one of you can speak on how you were able to accomplish the great gains at john muir, that would be great. >> can you hear me now? would you mind if the rest of the staff came down? why doesn't everybody come on down? [applause] >> they're just going to crowd in. [applause] >> so i think that i could say something, but it would take a really long time. but something that i wanted to say, former president cook, was that we had a lot of teacher retention than a lot of staff at other schools. i would like to recognize the team that we brought here tonight. it includes teachers, our librarian, our ymca beacon program that works diligently with our schools. our principal from five or six years ago. our principal from last year, who we miss tremendously, i think you should come up and say something. but to receive this wonderful recognition, thank you for you all. [applause] >> good evening, everyone. i'll just -- i'll just add on, that a big word that kept me going when i was with this group was collective efficacy. i felt over the last four years, i grew tremendously as a leader under the guidance of all them, so i'm just -- i'm glad to see that the team are continuing the work, and look forward to hearing all the great things that come out of john muir, so thank you for the recognition, and we appreciate it. [applause] >> so one -- we know that educators are working hard across the district, and that state test scores aren't the only indicator of progress. however, when we talk about the achievement gap, we're typically talking about the state test. in the city of san francisco, the average for african american students in terms of proficiency in math is at 14%. at john muir, the average is 59%. [applause] >> and in the city of san francisco, the average state score for african americans in english is 26%. at john muir, it's 78% [applaus. [applause] >> and it's not everybody that's standing up on the dais, but it's everybody in the community, too, and i truly appreciate you. [applause] >> we know you didn't do that for this recognition, you did it for the kids in front of you, but you're showing this city and our country that those outcomes don't have to be possible, and thank you for that. [applause] >> anybody else want to come and say something? how about miss carter? [applause] >> i'll put you on the spot. no? okay. why don't we take a picture with all of you all, too? we'll take a pic and close this out. >> okay. item 7 is recognizing all valuable employees or the rave awards. item 8 is public comment. please note that public comment is an opportunity for the board to hear from the community on items in the board's jurisdiction. if you have a complaint about a district employee, you may submit it to the employee's supervisor in accordance with district policy. as a reminder, board rules and chasm law do not allow us to respond to comments or questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers i'm going to read a number of names. if you hear your name, please approach the podium. you'll have two minutes to speak. mark mahurie and diane mahurie. betty meriwether. dan siegel, andlene a. -- and lina. >> hi. my name is marry, and i'm -- mary, and i'm a parent of a fourth grade student. some of us wanted to lend our support. the african american leadership are coming to present today, and we wanted to make sure we come to support their work. >> good evening. my name is olly. >> my name is malla. >> and my name is liah. >> and we are fourth graders at ulloa elementary. we would like to thank the b.s.u., staff, and board of education, our principal, and fellow peers back at ulloa. >> e.s.u. was started last year at our school when the parents at ulloa. at b.s.u., i like where we get to learn about other things. last year, we made fruit infused water. also in be well, we talked about sugar and how it could give you diabetes. [together: dun, dun, dun] >> i like how we could talk about opportunities and how we could do better. >> i like b.s.u. because it makes us feel special, like we belong. in b.s.u., we learn how to lift each other up. for example, we clap for each other when we do something heroic. [applause] >> now we are going to talk about a b.s.u. advisor at our school and her background. people treated her differently and made assumptions about her because she was darker than other people. i can relate to that because when i was younger, people would say my skin color was the color of poop. >> some parents made us these t-shirts, and they say black students are black excellence this year. we are in the learner row. [applause] >> b.s.u. has made a difference in our lives by telling us how important we are. thank you for listening to our presentation. we hope you enjoyed. [applause] >> congratulations for the work that you did. the work that you do is not work to be done in silence. we need to work together to support our black students because they are excellent. i want to congratulate and thank principal fong for being here. i want to appreciate all the hard work that we have done together, and the struggle that we had to experience together, that because of the work that we're able to do, we're here. and i want to give another big appreciation to dr. gibson, who supported the work, who started conversations. i know she's been a champion from start to finish, so i want to give her big kudos. thank you so much, dr. gibson. [applause] >> good evening. my name is mark. this is my wife, mary, my daughter, maya. i'm a parent from ulloa, and it's always funny when your wife, without saying a word, steals your speech. like many parents, our children's education is of the utmost importance to us. from social and emotional learning to the academic excellence to making sure that they have a safe place in order for them to be themselves and also learn more about their culture. so as a father, as a 6'3" black man, it's definitely something that's key for me to instill in my daughter, to make sure she understands her culture, knowing that it's more than talking about black culture and fighting slavery, but talking about academic excellence. we're glad we have a b.s.u., we're glad we got to launch it last year. you heard how it's boosted their confidence and how it's enabled them to take risks and get involved in their community. that even though they're small in numbers, that their voice it be heard. i want to thank the ali team for a template to provide to the parents. we've been able to connect as a ulloa community. for dr. gibson for herrin sight, partnership, always making guidance and pointing us to the right direction. for principal fong, for providing structure and maintenance and be able to continue to grow. in terms of our impact, we hope that other b.s.u.s can duplicate duplicate our blueprint to start other b.s.u.s, and for them to be able to leverage that to get things going and for the benefit of their students, as well, so thank you. [applause] >> good evening to the commissioners and our superintendent, the newly elected president and vice president, as well as central office members. i stand before you as a proud community member in 2019. you made some tough decisions that weren't really popular, but you about the work, and i appreciate it. oh, first of all, my name is diane gray. i am a member of the san francisco alliance of black he h had -- educators. i appreciate your work, i know that it's hard. this is difficult work, and so just keep doing what you're doing under our leadership. i want to commend president cook. i really appreciate your leadership. not only leadership on this board, but as a voice, as a voice for the community and empowering the community. you never waivered. you were your honounwaivering, appreciate that. [applause] >> my name is maya, and i am a student at ulloa. we thought it was very unfair how catalina was taken away from us, and we got students to sign this petition at horace mann. >> claudia means a lot to us, and we hope she can come back to our school. having a principal is very important, and to change it in the middle of the year is unfair to us. thank you. [applause] >> good evening. my name is jamie, and i'm a licensed clinical social worker. i specialize in child and trauma welfare. i was a child worker here in san francisco for almost a decade and i taught child abuse at san francisco state for many years. i am also here tonight in support of claudia. i am familiar with the case against claudia. as a child welfare professional, i support the decision she made in responding to the allegation that was brought to her. involving child protective services is not always the right thing to do to keep children safe. in fact the disruption and distress that child welfare involvement can bring can have lasting traumatic effects. of course, child welfare must be involved when there's a reasonable suspicion of harm, but reasonable is fundamental, and it's very clear in the mandated reporting requirements that only reasonable suspicion should be supported. if child welfare got involved every time there was any suspicion of harm regardless of how reasonable that suspicion was, the damage to children and families would be innumerable. it is my opinion that the steps that claudia took in determination was reasonable. we need people like claudia who take this charge seriously. i urge you to vote against claudia's termination. it's the right thing to do. for all of us in san francisco for care about keeping children safe and are committed to trauma-informed care for our children and families. thank you. [applause] >> good evening. my name is dan siegel, and i'm also here to urge you to reject the recommendation to terminate the employment of principal claudia delores moran. i want on the oakland school board for eight years. i was general counsel for that board for three years, and i was back on this board in the middle ages when superintendent cortina ran the school district. i say that not to indicate that i'm right, but to indicate that i at least have some relevant experience. like all of you, i was excited to hear about the achievements of the young students who were spoken about today, and about the experience at john muir where a leadership team was successful in raising the test scores, raising the achievement, raising the accomplishments of those students. and that's the kind of principal that you have had in claudia moran. it would be ironic in the extreme if you were to fire her today after honoring her yesterday with members of the community for her innovative programs to serve students and their families. what you know and what i know that one of the keys to improving schools is to have an innovative, creative principal who is dedicated to her children and her community, and that's what you have in claudia moran. and like the speaker before me, i want to urge you to look at the charges before you because the obligation to report is not simply based upon being told there's a complaint. mandated reporting occurs when the individual either knows or has reasonable belief to understand that there has been an abuse. when this matter -- and i'll finish very quickly. when this matter was first reported to miss moran, she reasonably, with her staff, investigated the matter, talked to people, found that there are serious problems in the child's rendition of what had occurred, and then, after learning of the event on a friday evening, made sure it was reported the following tuesday. no harm occurred. it would be to the -- [inaudible] [applause] >> please press the button. >> good evening. my name is bernice casey. i'm the parent of two children. this is my third time speaking to you about this issue. my kindergartener's here. it's a little bit easier for me to explain to my kindergartener than my middle school student why the board has acted in the way they have with the removal of claudia and the react of transparent information to parents about when we'll have a principal, about the process in which you determine whether or not claudia is fit to be our principal. i think that the amount of e-mails and calls and speakers that you have heard from, the fact that three-quarters of middle school children signed a position in less than 48 hours speaks to you about what your actions have done to the school. right now, i should be writing grants, other parents should be at home, taking care of their kids, making sure they're doing their homework -- someone didn't. and instead, we're here, asking you to make sure that we have a leader that is reflective of a community that has already been harmed by other people in positions of power. so i hope that today, when you close the doors, that you think about everything that you've heard, so not just me but from the students and the members of the community who ask you to give claudia back to us. thank you. [applause] >> hi. i'm ana sanchez, and i'm a fourth grade teacher at bbhm, and i'm standing here with some of my colleagues, and i'm passing on a message from the community. our teachers, staff, and community have worked tirelessly to demonstrate why claudia could be the better leader we could have at bbhv. we have led numerous organizational efforts in support of claudia. as you are well aware, we organized a rally at the school board meeting on november 6, and we had speakers at the following two meetings. our speakers have included a variety of representatives, including parents, teachers, participants from our homeless stayover program, community allies and elected officials. parents have been contacting you, the school board, and district leaders. at our press conference yesterday, community leaders like hillary ronen celebrated bringing claudia back. the message from the bbhm community and the city and elected officials is clear. claudia is our leader, and she needs to be reinstated now. we will continue to attend these meetings until claudia is reinstated. [chanting in spanish] [applause] >> okay. there were a couple other speakers. >> good evening, commissioners, superintendent. i am just speaking on behalf of -- of betty robinson harris. she's on her way, but she's such a dedicated preschoolteacher, she is preparing for tomorrow, but she's on her way. she is going to send an article about early childhood preschools in the nation. i know we talked about distinguished schools in california, but i don't know if you know that san francisco pre-k program ranked 12th in the nation. [applause] so she wanted to make sure that you get that article, and not to forget about pre-k in our district. it's so important. we provide the foundation for children later learning, before they even get to pre-k, kindergarten, first grade. and that foundation, if that's successful, it goes throughout their life. and the research has shown us that, so we want to make sure that we don't forget about our pre-k programs, and she will be sending that article to each one of the board members. and the amazing thing is that a lot of people forget about preschool. [please stand by] >> good evening, president sanchez, commissioners, superintendent, staff, and committee members. my name is sharon. i have a daughter attending guadeloupe elementary school. >> my name is johnny, and my children attend alameda elementary school. this is a parent advisory council report to the board of education for january 14, 2020. at the december 12 meeting of the local control and accountability task force, participants reviewed the latest data available for unified school district students from the california department of education school dashboard. and they came away prepared to utilize the data to inform our respective work and future recommendations. the next meeting will be 4:00 p.m. thursday, february 6, 2020 on the third floor break room in this building. all meetings are open to the public and we encourage anyone interested to attend. information about the district's lcap can be found at www.er sfusd.edu/budget or www .. tiny url.com/sf -- lcap. at the committee meeting, parents, staff and teachers reviewed the committee's work to date. viewed a presentation by staff from the multilingual pathways department on stamp, the standard space measurement of proficiency, a test that assesses foreign language proficiency, currently being piloted by the san francisco unified school district. they brainstormed on areas of focus for the remainder of the year. the date and time has yet to be confirmed for the next meeting. >> they continue to support the continue engagement effort to the students assigned, coordinated by the district and parents for public schools. today there are at least 13 community workshops are scheduled to take place by the end of february. to be held at locations around the city. we highly encourage families to attend these workshops to learn more about the proposed changes to ask questions and to provide parent and family to help sfusd develop a new policy. for more information, you can visit the website for work shop times and locations. it is www .. sfusd.edu/student assignments. at the last december meeting, we invited guests including the director of sustainability for sfusd who joined us to discuss the climate change survey which is defined by a group of students from the school of the arts who gave the appointee to the tax advisory committee who gave us an update on the advisory committee's work and revenue. and to get parents feedback. parents and interested community members are invited to attend advisory committee meeting held from 5 to 8:00 p.m. on each third wednesday on each month at 25 van ness avenue, room 610. the next meeting will be musk tomorrow, january 15. also our next meeting will be held wednesday, february 12 from 5:45 to 8:00 p.m. in the main conference room in the first floor of here. join us. the guest will be the new executive director of sfusd's educational placement center. the meeting is open to the public and each of you are welcome to join us. if you want to have questions or like to join us, just contact our coordinator, michelle at pacsfusd.edu. thank you. >> any questions? i don't see any speaker cards on this item, so any questions or comments from the board? >> vice president and then commissioner. >> i was wondering about the stamp, the standard space measurement of proficiency and where it's being piloted. >> good evening. i'm michelle, the coordinate, and i was present at the committee meeting. i am not recalling off the top of my head the schools that it'sed at but if you contact the multilingual pathways department, i know that they can tell us that. >> so just to figure out the work around, what age range, what schools all of that, how it happened before, do you know that? >> i don't. i'm not recalling the specifics of how much of that was provided. i think the focus was really on at the committee meeting was really talking about how there currently isn't a standard assessment for determining the proficiency level for learning another language. so this is one method that seems to be a pretty consistent and pretty efficient method to be able to have students verify that they are meeting certain basic proficiency levels in order to get -- the reason they came up with stamp is they get a stamp on their diploma that certifies they are fluent in additional languages. >> i just wanted to thank the pac for supporting the community engagement efforts around the redesign. it's important to get the word out that this is an opportunity for families to weigh in on what could be a really important decision for them. so i just want to appreciate your efforts in helping us spread the word. >> and i want to piggy back on that but also extend it. i know you do a lot of basically free labor. you are volunteering all the of hours, you are representing community members, talking with other families in your schools and in the community and bringing that back to us as a district and i'm deeply grateful to the work you do. i also want to acknowledge we couldn't do the work we do without families like you representing parents who can't be here tonight. and that work is uncompensated. but i very much appreciate that you do it anyway. so thank you. >> thank you. >> thank you. >> i would like to add to those thoughts and praise for you and your work. commissioner mentioned the work we are doing around student assignment. with that coming up in june and we have two short months now with community engagement and we are asking all of our partners, and you have stepped up to help us do that work. so thank you so much again and thank you for all the other work you do for us. thank you. [applause] are there any appointments advisory committees by any of the board members? okay. thank you. i would like to announce that i have appointed katie, director of custodial services to be our district appointment to the city and county graffiti's advisory board, she will be appointed to the seat reserved for a member to be appointed by the sf board of education. congratulations. and thank you for your service. section e, consent calendar. a motion and second for the consent calendar. >> so moved. >> second. >> public comment on consent items. i don't see any. any items withdrawn or corrected by the superintendent. >> none >> any items removed for first reading by the board. >> hold on >> go back to the first part. >> there are two items. >> thank you. yes, withdrawn from the consent calendar are two resolutions. 201-14k7 and resolution 201-14k8. thank you. >> thank you. >> by the board. seeing none. any items in a vote for tonight. seeing none. roll call. >> thank you. [roll call] >> section f, vote on consent calendar resolution. none tonight. section g, proposals for action, resolution 1911-12a1, educator affordable housing development. introduced by commissioner moliga moved and seconded on november 12, 2019. they will be dealing with the amendment by subsequent motion as posted in the agenda. the resolution will be for our buildings grounds and ad hoc on personnel, labor and affordability. did you have a report from the ad hoc committee? do you recall this item? it was sent to the full board with a positive recommendation. thank you. and then can you read the resolution into the record? try it again. there you go. >> [off mic] >> okay. >> so before i read the resolution, we did -- we made last-minute edits tonight to amendments. and i'm going to ask for your guidance on how to implement them within a resolution. and so you can help me out in terms of the amendments. so how does that work if we want to make a few amendments tonight? so this is amend by substitute motion. so you can read it into the record, and then you can offer amendments after that. >> okay. all right. >> so let me go ahead and read this thing. [laughter] all right. so this is resolution number 1999, educator affordable housing development policies written by myself. resolution establishing policies and procedures to guide activities for the san francisco unified school district related to potential development of its properties where affordable teacher housing and clarifying the overall vision for the district's approach to help meet the mixed-income housing needs of the broad community of district educators and their families as well as build lasting relationships with residents and institutions around the campuses and establish long-term partnerships with nonprofit affordable housing developers to complement and integrate san francisco holistic community development model for affordable housing. whereas it is the mission of san francisco unified school district to provide each and every student a quality instruction and equitable support required to thrive in the 21st century and whereas district students and the community at large receive critical benefits in classroom teachers support staff and professionals in the district in a community within which they practice their profession which promotes stability, community involvement and stronger ties between students and families and whereas between 2011 and 2017 average market rents increased 50 percent and according to the low home prices increased 72 percent, exacerbating an inadequate housing supply for households earning lower than the median income. whereas according to to ed source, the bay area has the largest disparity between teacher salaries and housing costs in the state and whereas most district teachers don't earn 120 percent ami with some professionals making about $22 per hour or 44 percent of the a.m.i. threshold, and whereas as of august 2017, 64 percent of teachers surveyed spend more than 30 percent of their income toward rent including 14.7 percent of teachers in san francisco who spent more than 5e towards rent, meaning according to federal guidelines two-thirds of our teachers are overly burdened with housing cost and whereas high housing costs are significant contributing factors to sfusd's ability to remain in san francisco and remain employed by sfusd risking dire effects on the quality of education when educators can no longer afford to live here and whereas high housing costs are pushing sfusd employing further and further away from san francisco creating longer commutes, in some cases super commuters who must travel between two and five hours in the city, contributing carbon emissions that negatively affect the region's environmental goals and whereas educators have continued to sacrifice their time and comfort to remain with the district despite these overly burdensome housing costs, including super commuting, working one or more side jobs, living in overcrowded and undersized units, sleeping on couches and cars and whereas according to a recent report who will teach our housing, bay area educators prepared by the housing organization and bay area forward access to safe and affordable housing is key to retaining qualified educators for our bay area classrooms and give me one second. all right. here we go. whereas the district owns 430-acres of property across more than 150 school sites, some property which has limited potential for educator purposes and highest and best use of property is the benefit of sfusd students and students benefit from consistent educators and whereas sfusd requires 3,600 teachers annually but is challenged by teacher attrition rate of 10 percent annually due to retirement, resignation and other reasons including affordability and whereas 55 percent of the district population identifies as disadvantaged, students who are responsive to positive and sustained teacher relationships and whereas providing a majority of students the equitable support required to thrive in the 21st century requires sfusd to be proactive in its pursuit of housing. and whereas many other jurisdictions in california, including san mateo, santa clara and los angeles counties have already reached this conclusion to build educator housing on the surplus and underutilized properties with many other counties considering approving or building such properties and whereas sfusd seeks to alleviate teacher attrition, increase the quality of its education to students and increase affordable housing within san francisco through the creative use of its real properties and whereas the district must take action to ensure that the creative use of its real properties is conducted according to the policies and procedures that advance the mission and long-term success and stability of sfusd and whereas the district currently has one pilot educator housing project it has advanced the 100 percent affordable educator housing project serving the full range of educators from paraeducators to tenured teachers with all the units dedicated to educators and half of the units family-sized families being developed in partnership with the nonprofit development corporation on the school district's francis scott key with the city and county of san francisco providing a subsidy of $44 million to capitalize the development and whereas the district staff identified three additional sites for potential development of educator housing, seventh avenue, 1.89-acres east of seventh avenue and west of sixth avenue number 193-7001 and 200 middle point road, 1.31-acres south of evans avenue and north of the avenue number 470-0008 and 26th street, 1.19-acres east of the boulevard south of california street and north of geary boulevard number 106-7044. and whereas the district staff requested the board of education adopted in december 2018 resolution of intent in order to receive responses to a request for qualify from development entities from the potential construction and development of educator housing on the district property. and whereas prop e was placed on the november 2019 ballot and approved by voters to further expedite the review and approval of affordable educator housing on public lands and private sites, citywide creation of educator housing on sfusd and city college of san francisco properties and whereas sfusd endorsed the proposition e measure which all properties and public zone sites allow 100 percent affordable educator housing, bless you, to be developed for the full range of the district's educator community by income levels, affordable for households from 30 percent of the medium income up to 160 percent of the median income and to meet the needs for various household sizes and whereas prop e and a company approved trailing legislations allows for the streamlining option for sfusd educator housing which includes the following areas, more than 20 percent of the units are 160 percent a.m.i. and the units are designated for educators and whereas another measure for this november 2019 proposition will provide the city and county of san francisco to at least $20 million in dedicated funding for future affordable housing project. this is an opportunity to take advantage of these resources provided by the city and county of san francisco to realize the district's vision for affordable housing and whereas the city and county has not yet committed further funds in addition to the $20 million in the proposition a bond for the development of more educator housing projects and whereas as the district endeavors to move forward for housing development opportunities expanding on the pilot project, the board of education wants to have an overall community building vision to guide development of district properties and whereas by developing its property for affordable educator housing, the district can establish long-term partnerships with affordable housing developers to compliment and integrate with san francisco's long-standing community development model. here we go. therefore be it resolved our mission is to create housing that will emphasize the retention of stint and experienced educators with strong ties to the community that promises each sfusd student will benefit from quality instruction and equitable support required to thrive in the 21st century. sfusd will develop at least 550 educator housing units by 2030 which will house the educator community including the not limited to teachers and paraeducators. we request the superintendent of schools work with staff and housing workgroup -- working group and report back to the board by march 2020 on how to further develop a plan forward exploring a range of creative financing models for affordable teacher housing development in partnership with the city and county of san francisco and in particular with the mayor's office of housing and community development. and provide clear actions to the board of education members on how to proceed with the development of the three identified sites that take advantage of prop e's rezoning of all school district properties for development of educator housing and prop e's requirement for the city planning department to streamline the entitlement of educator housing projects with 90 to 100 days permit approvals based on the scale of the project while also providing options for housing programs that are more immediate to their impact such as rental subsidy programs. in addition the district shall analyze opportunities to utilize benefits provided by prop e and other potential funding sources for all future educator housing development proposals. almost done. develop a data-driven process to describe the housing needs of sfusd's noneducator employing as well as analyzing if and to what extent a next success exists between provision of housing to noneducator employees and improve educational outcomes for students. further it be resolved the board of education will approve parameters for any specific housing projects including and not limited to the number of units a.m.i. levels, location developers and ground leases after being presented a full breadth of options that will result in the maximizing the number of affordable educator housing units. further it be resolved, this is the last one, the board of education shall seek the betterment proposal that best meets the needs and vision of the district for successful affordable educator housing projects, including a, program concept, a development program that best achieved the project goals of maximizing affordable educator housing that meets the needs of educators for full range from paraprofessionals to teachers and for a range of household needs from single educators to family households and programs and spaces that enhance the lives of the educator household and the surrounding neighborhood and school communities. community engagement strategy, a community engagement strategy including the development partners process for establishing and building positive relationships with surrounding neighbors and the large community, both in the process of achieving entitlements for affordable educator housing, projects and in maintaining and building community relationships after entitlements have been achieved and the development is in long-term management operations. c, resident support strategy including the overall philosophy and model for providing support and as-kneed services to educator households in the surrounding neighborhood and school communities including a strategy for engaging residents and how connections will be coordinated with the existing network of institutions and programs in the neighborhood and community. and d, san francisco expanse. experience completing affordable educator housing projects in san francisco and establish relationships with the community and service providers. [indiscernible] >> have some water. >> would you like to take a breath? >> so we had two amendments on there that we just -- should we go to public comment before the amendments or amendments first? >> i think it's up to you. >> amendments first. all right. >> commissioners, just to summarize, within the context of that resolution, the main shift from the first draft that you saw at the first reading to the version that's presented to you tonight, just a number of simple grammatical adjustments to reference events that are now past events whereas in one draft they were either happening in that moment or prospective. two, a few changes of propositional clauses that are important for clarifying the meaning, for example that the 550 units are not limited to the three properties which are identified in the resolution. so that this is a 550-unit goal across the district but that we have identified three properties potentially for development. and then lastly, we've acknowledged the need to study in more depth the housing needs of non-educator sfusd employees. and so those are the three major changes that were from the first reading to the second reading. and then in addition two new changes just included before the meeting are, again, just simple, there was a correction of insertion of the word of housing in one of the clauses to make it it read appropriately and inclusion of language that said including but not limited to teachers and paraeducators and therefore be it resolved paragraph. and i think that's the summary of the changes that have been made. >> okay. >> clarification. so are there additional amendments as well? >> i think technically we have to do an amendment. so we have the amend with substitution which is the draft that was submitted tonight, and then there are these are two clauses that we all suggest made before the meeting that i'm unclear about whether or not you can do it all with one motion or whether you need subsequent motions. we should ask our referee. [laughter] >> i think eater way, as long as it's clear what -- either way, as long as it's clear what you're moving. >> just making technical amendments. were they read into the record right now? >> yes, he read the entirety of the document as it should be submitted to you for consideration. >> so then it's just amend by substitution. we don't have to do any additional -- >> if you read into the record is different than what was posted on mine. so. i don't really know. >> what say you? >> i think the amendment by substitution is acceptable. >> was read into the public record. so that's what we are going with. >> do we need a motion and second? >> i'll move it. >> second. >> so we have public comment. megan, susan and peter. you each have two minutes. >> hi. i'm a behavioral analyst with the district. you may have seen me here before. thank you all so much for passing an initial proposition. it passed. we have a lot more work to do. i'm excited about that work because we have one project in the works. and that's not enough. we have a lot of educators in this district. and all of us need housing, and none of us can afford it. i recently moved to oakland because i could no longer afford my situation in san francisco. life happens. i got a kid, i couldn't afford a studio, we had to move to a two-bedroom. rent increased. i couldn't afford that. so i'm in oakland. and i do have a commute that i do every day. i'm not destroying the earth. i take bart and ride my bike most of the time. so hopefully i'm not one of those carbon emissions, but there are people that have to commute from places like antioch. i have a friend in the audience who not only works multiple jobs but also has commuted from antioch every day to make it here to work as a paraeducator to work really hard for minimal wages just to survive because we care about our kids, and we want stable schools. but part of having stable schools is making sure that we can last in this district as educators. so i'm asking that we put our money where our mouth is, that we continue the work that needs to be done to ensure that educators can stay in san francisco. we need more housing that we can access long-term. it's not okay for us to double or triple up with other educators and roommate situations at 35. we need to be able to build families and have lives here so we can stay. our students deserve stable schools. wouldn't be making this if they didn't keep their staff. their staff can't stay if they don't have places to live. this all works together. if we are going to support our students achieving what we have seen is possible, we need to keep our educators here. so i strongly support this resolution and hope that it passes today. thank you. [applause] >> good evening, commissioners. my name is peter cohen with the council of community housing organizations. and this is a really exciting moment. i can't tell you how significant this is for the board of education to be really taking on a bold housing strategy for san francisco. so congratulations. this has gone through committees, and it's been a lot of hard work. it's been great getting to know some of you as commissioners. our organization is a coalition of affordable housing organizations, 24 members. we do the affordable housing development, property management, service delivery, organizing, policy work. so this is sort of our wheelhouse, but we typically are working across the city in city hall with the city agencies. so it's wonderful to be developing these relationships with you all as leaders and your staff, the you to see you taking on this issue. and it's fantastic you have actually land to work with. you have a workforce. you just heard this story. and there's so many like it. and i think we can bring a lot of the capacity with our local community-based developers who know how to do this work and can work with you in long-term partnership. so i celebrate the fact you are here with this policy resolution. i emphasize that you are in it for the long haul. it's not just about real estate development. it's not just about housing bricks and mortar. it's also about community development. we have what they call in san francisco the san francisco model we are known across the country for doing affordable housing in a way that's been building community. and i'm not just making this up. this is a particular model. you see it in new york and a couple other places where you build capacity from the community up, and that's how you deliver the housing and the services for the communities to be served. that's what you have the opportunity to be part of. and i really encourage you to think about those partnerships for the long haul. so congratulations. [applause] >> good evening, commissioners, student delegates and superintendent. susan salmon of the united educators of san francisco. and i want to start with some congratulations and thank you. so congratulations to president sanchez and vice president lopez. welcome to your new roles. and thank you to previous president cook. and then thank you very much to the commissioner moliga for bringing forth this resolution. those of us who have been around know this started at least 16 years ago, how do we address the issue of affordable housing for educators. and through real cooperation and collaboration, we see our dream within reach. this, of course, won't solve the affordability crisis of san francisco as a whole, but it will get us a lot closer for educators. and again, as previous speakers have said, what is good for educators is good for our students. we want to provide the best possible education for students, and stable housing is part of that. so i thank you for this resolution, and i hope to see a unanimous vote. thank you. [applause] >> thank you for the public comment. commissioners, any questions or comments regarding this resolution? student delegate herrera. >> hello. i just want to thank you -- sorry. i'm a little -- i would like to thank you for writing this resolution. i do have a lot of teachers that talk about their stories on commuting all the way from antioch or even further. they have to wake up at 4:00 in the morning to get to school. and i think that's upsetting because it's like you see in the resolution, how are we supposed to as students have a good education when even our own educators are not getting a good night's rest and are able to teach us at their fullest at school. so this makes me really happy. also i live on jennings street so this makes me happy because that's my hood. [laughter] and also, yeah, like the housing crisis in san francisco has gotten really bad. i'll share my personal story. last may, my rent got raised to $6,000 a month. which i've shared my story a lot, because it's really hard to live in san francisco, you know? and my parents both work jobs and they can't afford -- i'm sorry. i'm sorry. i'm a really emotional person. i'm sorry. i live in san francisco for 14 years. and because of the housing crisis, as soon as i graduate from high school, my family will be forced to move to antioch. and it breaks my heart. because i am only one story. right? and -- thank you. and there's other youth in my situation. there's other educators in my situation. and it just makes me so fortunate to be able -- to be part of a board that wants to help their educators, that wants to help their community. and it breaks my heart that my family has to go through this, and my parents can't afford to pay rent. i don't get to see my dad as often as i wish. i get to see him like every five days or less. sometimes we only have conversations through the phone, because he's always working. and so it just makes me really happy that this resolution was created. and that there are so many community-based organizations that are fighting against gentrification in our city. and i'm just so grateful for this. and i would really like to coauthor this resolution, because as you can tell, it means so much to me, even though i'm not going to be a part of sfusd after this year, but it makes me so proud to see all the work that is being done for our educators, and i just wish that we could do some work to help our families in sfusd, because every year i see the percentage of students that are being forced out of sfusd, because we can no longer afford to live here. and we are forced out. and we have to move to new cities and the education there isn't good enough. i've heard many stories of people saying they moved to antioch, and the education they receive there is horrible, and they've been called racist remarks from their teachers. and it breaks my heart, because students leave and when they come back they tell us these stories, and it's so hurtful to hear that it's happening in my own city that i'm not going to be able to come back to the city because of all of this. and it's so heart breaking. but seeing this resolution, it makes me see the positive work that's being done that reinforces my love for my city and the love that i have for this school district. and i'm just so grateful for this. and thank you. i have no words. >> vice president loo vice prest lopez. >> as an educator myself, the struggle of low pay and high rent and loving your work, combining all of that makes you almost feel like everything is set up against you, and part of succeeding is how you get this through that struggle, and that shouldn't be our everyday process and our everyday work, but it is. so we have a unique opportunity right now with this resolution. thank you for creating this and making it something that we can move forward. we just passed two housing props in november majority voters of san francisco that support this work, because we know how important -- we know how important it is. if you are looking and hearing these stories, you can realize, like, all of this work is around that very thing, these very individual stories that are affecting us every day. so we can't sit on this. we need to be looking at the money that came from prop a, the $20 million, seeing how we can use that to combine it with the mixed-income program that the state is now offering, because that makes us viable. and that gives us more funding to for housing so teachers don't have to have this situation and so students don't have to live like this. like i said, this is something really powerful. it's very meaningful. and we are in such a great place to move it forward. i'm so excited to see how we can ensure that we are building with the non-profit community affordable housing organizations who are committed to the people who are suffering and committed to the people who are in our communities that they communicate with every day. so i'm looking forward to seeing that happen and seeing how we can open this up, open up this process and hear from you so we can take advantage of the latest changes and include the recent work that this resolution is creating. so thank you. >> commissioner collins and then commissioner cook. >> i wanted to say also i really appreciate this resolution. my daughters had a favorite babysitter, we picked her because she wanted to be a teacher, so i thought that's going to be a good person. and she became like a family member to us. and when my girls grew up, she went on and become a teacher in sfusd and now she's become a beloved fourth grade teacher in our district. and a year ago she had her own family, and i've been following her on facebook and watching her baby grow up. and they are still living, her and her partner are living with their baby with another roommate in the apartment that she was in when she was in her 20s. and i worry every day that she's going to leave. leave us and our family because she's become a member of our family, leave her school and all the families and students that love her as well, because she's going to want to grow up and have her own place and support her own family. and she deserves to have her own family and support them in the way that she supported me and so many other families at her school. and so i'm wholeheartedly in support of this resolution. i don't want to lose any more teachers that are so dedicated. and i also wanted to comment on delegate mendoza, you said you are emotional, but you are also very courageous, and i appreciate you sharing your story. and i've been grateful to the contributions you've made in the meetings over the time and your service to our district. and you will always be a part of sfusd. so thank you. >> thank you for that emotional testimony. and to really celebrate commissioner moliga. i think all of us talked about getting this done, and you got it done. so thank you for spearheading this conversation with the multitude of partners that it required to put it forward, working with multiple interests on something that wasn't easy. and i really want to elevate your leadership for that. and i also appreciate the amendments to include people committed to our schools who aren't classroom teachers. so all of our folks that are our school nurse workers, custodians, you are now part of this vision as well, and we need you here. and i think commissioner moliga's decision to include them should also be commended. i look forward to voting yes on this. >> i also want to thank commissioner moliga for spearheading this. like commissioner cook mentioned, you had to work with a lot of different entities, a lot of different partners, a lot of moving parts and so-to-comprehensive and cohesive resolution. so thank you. i just have a question around -- and maybe for staff, the resolve that says the board of education requests the superintendent of schools work with staff and the housing working group and report back to the board by march 2020. is that feasible for a timeline? >> yes, i think it's feasible to report back to the board by march 2020 with an overall work plan for how we are going to move forward with these goals, not that we will be returning on march 2020 having figured it all out. >> okay >> but we are moving over the next few weeks in short order to start making progress towards those goals to engage with our partners as well as those who can provide us with technical assistance and thinking about how we can, in particular, move as quickly as possible to take advantage of the next round of state funding that will be available for our educators. >> thank you. and maybe a little discussion on how we landed on 550 educator housing units. i know i think originally it was kind of the ceiling, and this is at least 550 but some of the metrics that were used. >> of course. and i would be happy to have deputy superintendent chime in on this and who also worked on developing that rationale. >> just want to summarize by saying it was based on a combination of factors. largely, not entirely based on some survey data that we have collected over the years, especially from our certificated members. so the factors that we included, and none of this represents a complete set of information, but it was helpful to have some data sources. so we tried to estimate the potential demand for living in developments like this. so where groups of educators or school district employees would be housed together in brick and mortar units together in 100 percent affordable buildings. so we took information about how many of our teachers were renting now versus owning and of the ones that were renting, how many were in rent-controlled situations versus in market -- in rental units that were subject to market-based increases and then how many of our teachers expressed an interest in living in a dwelling situation like this. so that was kind of the main source of information that gave us a sense of this magnitude. and we have less information about our paraeducators than we have in terms of survey data, we have some, but we may need to refresh it. and we have more gathering of information for our other employee groups. so there are caveats with this data, but we took the available data and feel reasonably confident that there would be demand. we are not totally sure of this, but we are pretty confident that there would be demand for this scale. and based on discussion of the buildings and grounds committee on this question about what should the number be and feedback from commissioner, we suggested to the commissioner that this number be expressed as a floor rather than a hard target. >> thank you. commissioner moliga. >> so you can definitely do that any time any day. i want to end it by saying thank you to our partners who have been part of this. it hasn't been an easy process at times. right? and but what i really truly do believe, though, is that the folks we have at the table right now is probably like the best team that we could put together to be able to knock this out the park. so i just wanted to say thank you to -- i wrote it down so i don't forget. uesf, council of community housing organization, the mayor's office and then the housing educator fund. and lastly just to the district staff. i've told everybody. coming to the table for me is about equipping this district so that we could do this job. and i really kind of take my hat off to folks because everyone has been able to support our district staff with the things that they need. and so thank you. for me just to finish it up, the thing that kept me going on this is the last person i was building homes with was with my grandfather, and he passed away last year. so part of this was i was just having a good time. i thought i was just building homes with my grandfather. and everything we went through building homes, the same thing we went through with this process. you didn't know who was going to lay the foundation, but the houses got built at the end of the day. so i truly trust being on the team and folks are constantly working on this. so i'm excited. and hopefully we can build sooner than later. but thank you. >> all right. with that, roll call. >> we are voting on 1911-12a1 and it's amend by substitute. >> hold on one second. go ahead. [roll call] passed unanimous. >> good job. >> thank you. good job. [applause] >> we lost in the shuffle of the changing of the gavel, we were supposed to move up section 1 on section i, discussion of other educational issues. number 2 on that list is update on the african-american achievement and leadership institute. so we will do that at this moment. >> i would like to call up the aaali team. and dominique. >> good evening, commissioners, office staff, families, community partners, educators and community at large. my name is dominique. thank you for being here this evening to hear the fall update from the african-american achievement and leadership initiative in regards to the resolution in support of the success and achievement of all african-american students. as many of you know, in support of the success and achievement of african-american students was a resolution passed by the school board in 2015 that laid out the goals for sfusd in closing the achievement and discipline gap for african-american students. this presentation will provide an overview of where sfusd is and its trajectory to improve outcome for african-americans as well as updates on our work. our 2019 annual report which goes into greater detail on efforts to support african-american students is available online and in limited amounts of hard copies. a reminder this report is an update on the work that was completed in 2018/19 school year. my colleague jerrold will share more about who we serve. >> good evening. the slide in front of us represents the students that we serve as a district with the focus on our african-american students as they are reported to the california department of education. san francisco unified school district african-american student population continues to annually decrease at a gradual rate, both in the percentage and number of our sfusd student population. for african-american students, the percentage of special student populations has maintained over the years. for african-american students who qualify for free and reduced lunch we see that at three-fourths of the student population, about one-fourth of our african-american student population have been identified within special education pathways. about seven percent of our african-american students experience unstable housing in the 2018/19 school year, and about 4 percent of our african-american students were connected to foster youth services. >> good evening. program manager for the african-american parent advisory council. i would like to walk us through the theory of action. we believe that if we engage, affirm and cultivate the power within, i have a hard time with the word empower, african-american students and their families, support all students and educators in developing a growth mindset, coordinate comprehensive supporting for african-american students and ensure our students receive rigorous instruction, we will have built relational trust with our students and families. we will have prepared our children for postsecondary success. so that we can truly live out sfusd's mission of providing each and every student the quality instruction and equitable support required to thrive in the 21st century. our theory of action can be reflected in many of our programs and strategies. but for the sake of clarity, we have organized it as you see on the screen. we aim to affirm, engage and cultivate the power already within our families and students via our incredible african-american parent advisory council and through our dedicated support to our black student unions. you saw our babies today. in terms of growth mindset, we partner directly with many of our school sites to share and guide the use of implicit bias modules and provide professional development with both family and site staff through our black family partnership academy. our work along with the partnership of beyond 12 is how we create support and to ensure rigorous instruction, we have a few core strategies and programs which you will hear more about from my colleagues. i would like to turn it over to bobby. [please stand by] >> good evening, commissioners. super inten dent and guest and parents and students and everyone else in the building. i'm glad to be here. building on the gradual profile vision of 2025 is making an effort by graduating with students with a-g eligibility in stem related courses. unfortunately, they lax in gaging rigorous extended learning opportunities for african american students during the summer months. former ali director and i began analyzing student data and researching this phenomenon known as summer melt. and stem cohort based and to address two rising african american 9-12th grade students with the vital knowledge and skills to navigate school successfully of the demographic backgrounds and prior educational. encouraging careers in african american students through direct math instruction career exposure of african americans and students have a five-week summer program that was taught by african american and other minority educators with it ensures that african american students stay on track in high school, graduate a four years, maintain the a-g course eligibility for college acceptance and ma trick you late to a four-year college to be university. and 94112 as well as other zip codes from other parts of the city. we have a great partnership that we look forward to working with them in the future. as well as, mayor london breed's opportunities for all initiatives and the human rights commission of san francisco who provided internship, leadership, oversight for our summer students internship program. we are looking forward to serving double the amount of students in the summer of 2020. now, please welcome dr. aliva hughes gibson and cohort 5. >> good evening, commissioners. and it's part of the leadership and we have the marching orders that each and everyday we provide every student and equitable support so we got the menu but now we have the operationalize that the at ground level. as you know, it's not easy but we've come up with some signature strategies to help us so, in terms of cohort 5, those schools are located on the south-west side of san francisco and it's asian and white populations. so when we think about the african american population, it is significantly small. some of our schools may have zero african american students and maybe anywhere between three african american students up to 70 out of maybe 500 students. and so one of our key pieces was to ensure that when we talk about each and every, that we talk about each and every and make those children visible. so by doing that, african american students are our focus students and students with i. e.p.s. we've come up with the individualized learning plans that you work hand and hand with families and the schools to identify goals around a child and to build those goals based on the children's centers, their areas of need and their strength and you set together goals with the parents in order to coordinate support for the children. this is proven to be one of the signature strategies that makes the difference and needless to say, we've been using it this week and it has changed the experiences for children and families in our schools. another signature strategy is having those equity-center conversations. so once again, if you have a very small population of african american students, and then if you have some students who have different learning styles, different ways of communicating that may not be familiar to certain communities, they may see those children as of issue. so we've had to facilitate some courageous conversations with families about the each and every and because our dishes is about ha we've been able to communicate and have those courageous conversations and changing their mind set about embracing all children so you see pictures in the powerpoint that show some of those conversations and according to here, who has the robe and equity and integration and it's been instrumental to helping us facilitate those conversations. in partnership with ali, because we have the marching orders and the mission and we've got the memo, we've been working on the ground with the school leaders and with the families but we have the families engage to we turn to ali to help us establish the black student unions, the african american advisory council and to help us to further the work. so it's been a great partnership and they have definitely helped us in times where we have students who were willing to walk out of school and may have been there to help us bring those children back and be leaders in our communities. this is director michelle chang and this is mr. cory clark and we just want you to see that we are doing that work in cohort 5 in partnership with ali. >> i also wanted to add, i'm new to my position but i hit the ground running with dr. gibson and one of the things that really stands out to me in all of this work is the fact of the growth mind set in our cohort and the sense of belonging. if you look at the slide that's posted right now, according to last year before last, to last year, there was a huge jump in how students growth or african american students growth mind set. increase and their sense of belonging and we know we have to get the kids in the door. we've got to get them feeling like they belong before they learn so we have a foundation and we're excited to see what else can happen. >> students you saw today were from cohort 5 and we have one of our principals here from clarten elementary school who was featured in our presentation. >> where are we going next? it's a very popular question in this district. the image on the left on the screen is of the north star and the big dipper and for many slaves in the 1800s a map to freedom. time and space to learn in the quality by which instruction has been provided to african americans has not always been fair or equitable. yet so many of our families have encouraged us to seek formal schooling as a personal and generation at route to freedom. one of my grand port's used to tell me to get my books. her woods didn't mean to find books but to study hard. her dreams for me, like many in the audience today, were the education would allow me to be more free than she was. for that reason, it is my moral obligation and duty as an employee in this district and the lead of ali to ensure we provide that path to all african american students in this district. for many families the education we provide is the north star to freedom. not the only star but one which shines bright amongst the others. my nearly three months here sfusd i've learned the ways which we are and not serving african american students, families and educators. the district as well as the aaali team are committed to improvement science and continuous improvement and that's essentially what is working and what is not, testing new ideas and pivoting where necessary. an early idea that my team is commit today and excited working through is better partnering with existing departments within sfusd community partners and city agencies. we know that great work is being done across the district and city and we hope to leverage our experience to better partner and have oversight. we have a interest in developing a line to better serve students from p.k. through 12. and finally, we know that literacy is essential for our students and we are committed to thinking more strategically about how to bolster reading rates for our students. we understand there's a sense of urgency and that aaali's work alone will not solve the systemic issues our students face. some of our students are facing insurmountable odds to show up to school everyday and although we have not yet met the needs of every african american student, our goal as a district and aaali team is to ensure the needs of all african american students are met. this has been made clear in the superintendent's goals. the work of pitch and the goals set by deputy superintendent. i don't have time but i'd ask for your grace in allowing me to return to the spring to present our plan moving forward. we are grateful to land my predecessor and the person who led this work for nearly five years for his leadership and vision. and in addition to central office admin, matthews, those who are joining me today, our newest team member ashley brown and the other director and superintendent, principal and school site staff including teachers. we exist because of our families and students and we're grateful for they make our programs and work possible. for the timing resource they put fourth to sustain our work. thank you. we have several people who have signed up to speak on this issue. el. >> press the button. >> mr. chairman, members of the board, ladies and gentlemen, i'm aimous brown of the national association for the advancement of color and for us and however reality commonsense we must focus on the population of the city and county. that's the least of those. who are they? african americans. and the considered judgment we spend too much time talking about the problem. in fact i can witness to 44 years and many of the things that we're happening 44 years ago are happening right now. so i want to give to you tonight every member of the board a copy of aaacp's master plan for reparations for black people in san francisco. we've been denied and many fail to realize that we quote dr dr. martin luther king june, who was my teacher. i sat in his seat. and many have taken advantage of his or tory to suggest he was not in favor of reparation or affirmative action. but i never will forget what that leader said. one day, if america has organized to do bad things against the negro, we will call negroes there. we are to organize to do good things with and for the negro. so i give to you our plan for reparations because this is a societal issue. the school system cannot do it by itself. you have a marvelous vision but in terms of being social engineers, the city and county of san francisco must work with this board, with the black safe community, with the civil rights community, with the health community, and make sure that we're not coming to the end of this year without seeing marked that will show that we have the will to do the right thing. so i give to everyone and i hope that our secretary, our clerk, will pass it and you will read it. we're going to push it and not let go for when you look at it, you will say we're on the same page and we're going to do this thing together and be a dream team. make a difference. thank you, very much. >> good evening. my name is catherine and i'm the director of customers success at beyond 12. i'm here to just share a few highlights about the work we've accomplished through our partnership with the aaali teal and the district. beyond 12 is a technology based non-profit organization whose mission is to increase the number of first generation under represented students who graduate from our nation's colleges and universities. we've been a proud partner of the district through our work with aaali for the past five years. in this time, we have served over 465sfusd high school graduates across four cohorts and through our partnership, we're seeing that students are persisting at rates of surpassing national averages. so for example, 91% of the students that we've coached have enrolled in college directly after school graduation compared to 57% of black students who do so nation wide. we appreciate aaali for allowing us the opportunity to attend events like the hbcu fair, college signing day, and we're higthank you for the high school administrators to work with the sfusd seniors and we are looking for welcoming the new cohort of the class of 2020 graduates in the coming months and continuing this wonderful work. thank you. >> my name is nico and i'm the teen program manager at collective impact. one of the dedicated partners for aaali. i'm here in support, full support of aaali and i want to say some of the work we've done is really ground breaking. we started working with aaali in 2016. and also creating and like you just said the empower word is kind of a tricky but finding the brill yan see within the students we work with and bringing out that for this i've seen studentfor them.i've seen d they felt like it was a safe safe in a school groups that we've provided brill yan see brilliancy -- we're up lifting our community and african american students at sfusd so thank you for letting me speak. >> good evening. my name is nicole elmore and i'm here representing opportunities for all which is mayor breed's initiative for youth employment. so our inaugural seminar we gave 2500 paid internships to youth between the ages of 13 and 24-years-old. it was a lot of work! i myself personally worked with the whole aaali team to do an integrated summer for our black star rising group. so it was over 50 teenagers. and we made it. i see the teachers here. we made it. it was difficult. i want to tell you about the summer program we did. we integrated with the initiative. so the students did do a paid internship as well as a curriculum of school work. with ycd and the black to the future non-profit program, we were able to provide, i believe, six to seven academic support workers and those academic support workers are all college graduate students who are working within sfusd now and we did that to and they presented wonderful around six to seven minute presentation at our equity summit and they presented mayor breed and the chief of police, chief of fire as well as executive from all of our partners so it was a wonderful summer and we are we are looking on the students with ofa as well as black star rising. >> thank you, ms. president and members you all have to excuse me i'm suffering from shock. nicole was a member of a church when she was a baby and i'm having trouble adjusting to the fact that i find out she just graduated from college. so i'm feeling real old tonight. it's wonderful but doesn't help me. [laughter] let me say that i'm really pleased that there have been many of times i'm here and i'm pleased tonight to see what is going on. i have said for many years that when i look at the state of the education of black children in this city, there's only two possible reasons for the failures. one, is that there's something organically wrong with black children and they can't learn and we know that is not true. and the only other possible answer we're not doing the job and that has been true for so long and that's all of us. not just you all and i'm grateful to see the community is it being brought into the effort to fix it and to make it right. i'm working with the wild without walls community development and we stand ready to assist and work with you in this. it's time. it's time. i was here 44 years ago to the decent decree when we were dealing for 44 years ago with the same problems that we're dealing with now. and you can't treat everybody equally when the problem is not equally distributed. but the correction has to be in preportion to the problem. thank you so much. >> good evening. my name is mildred coffee. i'm from coleman advocates and i'm a member of parents making a change. i agree with each and every one of you who spoke tonight. what i want to say to the aaali team, i'm grateful to you and all the work you continue to do and i'm grateful that coleman advocates is part of your work. so we do still realize that as our supportive school resolutions, that we're still -- there's still a long way to go and there's still black students being suspended at an alarming rate and a lot of times they're not reported or documented and they are out in the streets doing things they have no business doing because they feel that no one cares. we want to make sure that all our african american students have a safe space. they have a place where they can go and when there's an issue that someone is there to hear them. not just pushing them out and talking to them about prison and there's no hope for them. so asking you all of us, to be on board to be more positive and to be more caring and to our african american students and understand the plight of what they're going through and it's not just them, it's their parents as well but we need to understand that plight and we really need to get on board and to make and ensure you're students are achieving high academically, socially and emotionally and lastly i would like to graduate the board on all your hard work. do beat me mark sanchez. we all make mistakes. [laughter] you were there right when my son needed you so i appreciate your work. i appreciate the fact that you did not back down. you took our issues and you took them upon yourself. you let us know that you care. and that's why i'm asking all of you in this room to continue and i know that we can make a change because i know all of you have been working hard and we've seen success and. >> good evening, dianne gray. of 100% college prep and both of those organizations have been dedicated partners to aaali from the very beginning to support and gage and motivate our african american students to achieve and also to support family involvement in that achievement. again, we've been here for the very beginning this is really hard work and to move that do needle in the direction we work and i'm very excited about we look at data and we say that didn't move too much from last year but again, we work with individual students and their families. it is personal work and those have to be built overtime and it doesn't happen in two years and it doesn't happen in five years. 100% has been around for 20 years and this is our 20th year and we are just now figuring out some things and how to make sure our young people are successful. so this work is not going to happen overnight and both the san francisco appliance and black school educators want the aaali team to know this and 100 college prep are here besides you as partners could the end. and so we'll be here to work on whatever those programs roll out and we'll be here as spot partners and again we look forward to the new leadership, new vision and we'll be there working alongside of you again. thank you. [applause] >> good evening, board commissioners and newly elected president sanchez. so tonight i wanted to just come to you guys and thank you for all of your support from the board over this past year. now i want to call you to action. because now the time to hold our educators accountability and i've said it so many times, what gets count gets changed period. we know the strategy and we waited for you for our educators to just buy i would see our african american students in the same state as 2025 as they have been for the last 45 years it's time now to make a change and demand our educators to believe that each and every one of our babies has excellence within them. all it has to do is be called out. we all know that it takes one educators to tell that baby who swirlesquirreled in, you are be, you are a leader. for them to believe it. and if you keep allowing them to score it on the floor and go in the hallway and be in the principal's office, that's what they're going to do. so the failure is not on the baby it was on a educators they me what the work is done and they're afraid because they don't want to get in trouble and get put out of their schools. it's time for a change and the change is now. thank you. [applause] >> my name is kirk grimes and i am the program manager for the office to san francisco. i came down here dressed in a hoodie. because i heard aaali was in trouble. and this sister right here i have to give it to her. thank you, i appreciate you. and members of the board, you got to give it to aaali. change is not something that comes about like that it doesn't come about like that either. it takes years. i've known kids, i've been doing this work for about seven years. and i have had to help kids get through college. and through some of them, i've had the help of your organization. thank you, linda. your organization helped my organization put one lady through college. these in there. she has a 3.5 and wants to be in business. if each one counts, this is the way we do it. it's going to take some time. we do a tour of school and offer jobs and city jobs and and city opportunities and we get kids to partake in some of these so they can replace you because no one is going to be in these seats too much longer? five years goes by, or that kid can be one of the kids that hit you in the head. take your pick. i pick the kid that will sit in a seat. we try and breed leaders. that's what we're trying to do at apri. now, aaali, if there's anything i can do to support and you anything the institute can do support you and members of the board if there's anything we can do to support you to support this young lady right here and her organization, i expect you to let me know. and i know that board members of this board you know where i sit. thank you for your time. it's been an emotional night. my name is a rita fisher and i'm here with my parent hat on only and that never happens. my entir entire experience of bn adopted mother is understanding my white privilege, my culture and learning how little i have known about and how unfair it is. i would like to credit the apec for their inclusiveness and particular leticia irving for your mentorship. i would like to echo the words of reanda batiste. all four of my children now have identified learning disabilities of some kind and three of them are because of my fight and my push and my forcing assessment and support and i know how to fight and i will always fight but i shouldn't have to fight. the support should be there. and so i do appreciate this support that i've gotten and the love and the acceptance as a parent of african american children that has made my journey i appreciate it. thank you. i want to thank so many people, aaali, apac, board of education, the alliance of educators, the work getting done on behalf of our african american students is critical and it's necessary and has to be fully resourced so we can make sure that they get what they need. i have lived most of my life in the fill more western edition area and they have to fight against and we need our students here. we need them to get the education that they deserve and what the doctor mentioned. uesf is part of the close gap coalition along with coleman advocates jobs of justice and legal resources for children and when you start making the list you have the problem of leaving someone out. there are other parents and community-based organizations working with us and we originally decided to call ourselves close the gap because we know the gaps that exist. we don't necessarily say achievement gap because we worry that puts the blame on the children. it's an opportunity gap and it's an economic gap and it's everybody's responsibility to close and eliminate those gaps so thank you again for the work that you are doing and we hope, as we go into contract negotiations, that we can work with the people i've just named to make sure that we get solid contract language that is there to support our students. thank you. >> good evening, my name is lilia nelson. here, actually, in my parent hat, i also work side by side with apac and i want to acknowledge how much gratitude i have to the team for up lifting me as a parent and coming into my school site and up lifting other african american parents. beer short numbered and i'm a parent and there's not many of people who look like me or my children. and it took a lot of an initiative from a handful of us to come together and buildup our students and our community and also i want to thank aaali. i have been with them as well and they have helped support me and not only me but other families to find their voice. i do want to say that i'm dis heardisheartened a little bit be teachers we have on staff. not just within my school but over all, who don't know how to necessarily speak to our students and up lift them and i feel that it's your duty as the board, to start training them with i am implicit bias and not deem them as they're not able to be educated when they are or see them from a different lens. i'm sorry, i know i'm all over the place in my head but without aaali and without people like leticia irving our kids wouldn't be seen. they wouldn't be seen with a clear lens. i just want to ask and again, i want it to be acknowledged that the teachers need to start looking at our children with a different lens. >> thank you. >> thank you. public comment is over. my comments or questions regarding the student delegate. >> hello. thank you for -- i want to thank everybody for all the hard work you've did not being for african american students and the school district. i do have two questions and comments so one is the manhood development program. i believe that mission had a african american male achievement class for a few years but i've been told recently by a few students that the class they can't continuing the class but i've been told different stories. one was said that there was no funding for the class and another was that they couldn't find a trained or licensed educator to teach the class and service wondering if there was someway we could continue this program at my school because a lot of students have come up to me and asked to bring this class back and i know that there are a lot of students who were not allowed to take this class because on their record their race was put as white even though they identify as african american or mixed and they were not allowed to take that class because of that. it was not offered to as many students and so i was just wondering what could be done in order to bring this back or if there's something to make a stable program or class for these students. >> first of all, we would love to return to mission that because a favorite place of ours and we love the students there at mission and i'm not surprised that they want us to return. and i'm sorry, what was the other question. >> i haven't gotten there yet. the second question was kind of -- so in my resources class, we talk a lot about education and this year we're working on a project to only 14.3% received as. eleventh grade, 17.7% students received fs and 20.7% received as. in science 28.1% received fs and only 12.5% received as. and this just seeing this upsets me a lot because i love my school, i love the teachers but this is unacceptable and i want to hold my school accountability and i want to see if there's a way that like we can do something to bring these numbers up only so so much my class can do to not be bias towards african american students and there is only so much we can do and i just want to see if there is a way we can partner or do something to make these numbers increase for a lower the percentage of us being given to our african american students. >> so, thank you delegate herera and i would love to follow-up on those numbers. as far as i know, the board has brought fourth concerns about implicit bias before after reviewing previous board meetings and i know this is something that my colleagues have explored particularly through the pep program which is now paused. at some point i will ask dr. chris lee as the evaluation and research manager. he has more familiar tar tee with the work around and but specifically i think a partnership would be interesting and i can't commit to that at this they are supporting not necessarily implicit bias and as far as an intervention model. ashley brown, our advance program manager, she has access to the system inner gee and she's pulling grade reports and working with councillors and their support of african american students specifically around failing grades and so i know it's not enough that when it's -- we need to get ahead of the issue but i'm just specifically addressing your concerns. i also know that lyndon jord on our manager and she pulls weekly reports and in the case that's she manages, she's working directly with families, teachers, councillors and students and again that's a late stage and we can talk to dr. lee in the audience. >> i'm happy to entertain any questions related to the program. >> so, this is a program and this is something that we're launching this year because we received a grant to start workshops with our teachers at mission. on anti bias teaching. we want them to reflect on their style of teaching and seeing if the way they are teaching is not working for all their students and i do know there are a lot of amazing teachers admission and i don't want to call out mr. bay in the audience. maybe it's not themselves it could just be the way they're teaching and students learn differently like i am a visual learner. other students stan that way and they're facting oring in the way that students are being able to learn and that this so if can you give me a in sight on that so i can present that back to my class and we can imbed that into our workshops. >> so the perspective experience program is a partnership with researchers from uc berkeley and we've implemented the program over the past two years and we're currently on hiatus from the program as research team is preparing reports from the 2017-2018-2019 school years. we're working with the research planning assessment office to explore other potential intersections are like that who interventions. >> is there a way i could get to you ex t come to my class and pt this. if that's ok. >> sure. >> we can talk about this after. >> thank you. we just wanted to note that my colleagucolleague asked that imt bias training for staff be implemented and we recognized that this is quite a large effort and so for us as an aaali team with our limited staff, although we're mighty and we have heart in the work and experience and it's going to take a lot more resources than we alone can provide and so, i, along with my colleague chris and others and hopefully you all can commit to this work as a district. >> commission cook. >> please let your friends don't know that you don't have to be african american to take the course. they're very welcome to take the course. it's about mastering culture identity whatever your culture identity is. >> thank you. i'll let them know. >> please do. >> thank you for the presentation and i appreciate everyone that came out to speak. everyone that waited to hear the presentation i apologize that it took so long for you to come up in the agenda and i appreciate your on going commitment to this district and our students. you were here before aaali was founded and you know, i commend you for that and a lot of you thank you for your lifelong commitment of service and thank you to reverend brown and. it's good to see you, brother. >> i will be on a mission. >> and when aaali was founded, i think a lot of us who were committed to this city saw it with a bit of skepticism. is this actually going to do anything real for the students who have been struggling in this district and over the course of its time, a lot of initiatives that have been started and introduced i think have brought value to the families that its touched and i think that's worth keeping around, worth improving the model and it's educating parents to be leaders in this district which improves the advocacy for the students that are deeply relying on all of us to do better by them and so, i thank you for that and i want to talk about the class as well. where is the class currently happening for african american males? what schools? >> we are at m.l.a. middle school, willie brown middle school, presidio middle school, visitation valley middle school, we're across the street at civic center high school where all students are taking the course and we're at june jordan. >> and, some of the high school or some of our schools with the highest amount of african american don't have the class like mission doesn't have it and add vis doesn't have it. >> those are all places we would like to get into so any assistance would be grateful. >> with you talk about how you start with a conversation with a school and what the curriculum looks like over the course of the year. just briefly how it gets started. >> well, it would be a conversation with the principal and creating a course, creating a scheduled opportunity for the course to be it's a conversation with the principal and not just the financial resources but also the human capital commitment to making sure that the program would be successful what is retention. >> in terms of students or educators? >> we are at six schools and we typically are replacing at least one educator a year but that has to do with some of the issues that we're talked about earlier and just the low pay and greater opportunities out here so it's hard to keep teachers working so it's part of the challenge. >> it's likely one out of the six that might shift and does it switch sites? >> this is my they had ner yacht city. >> we have had issues and recently we were no longer at mission. we would love to get back to mission. >> what would you say the board or the district should be -- what should our priorities be around stabilizing the class so it can be stronger in the year ahead? >> in my opinion, we would be recruiting more experienced african american teachers to teach the course and stop bringing in new teachers but find teachers in the district which would be interested in teaching this course and giving them an opportunity to be one of the teachers in this course. which i don't think they've been given the opportunity to work on so they're recruiting new teachers instead of recruiting experienced teachers. >> mr. bay is in the audience. good to see you. he is very committed. i just want to acknowledge him. >> i would love to have mr. bay as a part of my staff. the other question i want today ask was the black stars rising program. that's a middle school -- some are learning loss is a serious issue for all students in the district and i think having to focus on summer learning for african american students is important. it's just for raising it was for rising ninth graders coming out of ninth grade and with our partnership with curriculum and instruction and we've added additional course zoos we hav c. this past summer we've been able to have credit recovery math, science, and these are students who are rising tenth, 1 south and 12th grader and we have one senior and the rest were sophomores and juniors and we were able to incorporate a city college duel enrollment class. in addition to that class, we had a board certified teacher who was at aptos math teacher who also taught the support class for the city college class and this instructor went and met with the professor at city to figure out what the students were going to be learning in the city college class and then built the curriculum that would support that learning also. so, we're moving in a lot of directions as far as black star rising goes. we went from our first year of having i believe it was 23 students to our second year of having 33 students and this past summer we started with 91 and ended up with 84 and the only reason the numbers went down because kids wanted go to work at chipolte and not go to school and these were on track schools and we finish with 21 students in early college class. the makers class. and the 29 students in the credit recovery classes and we had 33, i believe, 34 rising ninth grade and we also were able to provide the health class. health class say one sim esther graduation requirement and students were able, who are rising ninth graders were able to take that class. so we're trying to continually build a stem program that actually provides a trajectory for students so that there's not just your regular everyday summer school. this is different with cultural relevance provided? that's included in it. we have guest speakers who are engineer and various aspects of the -- [applause] [please stand by] -it is a program that is just starting to blossom. we are in our third year. we have some great ideas that i'm not supposed to talk about for the future yet until we get into planning. but we are -- we had students from all around the the city, various high schools, various middle schools and then students in recovery, they didn't all come from mission. everybody thinks it's always mission. there were other schools involved also. did i answer your question? >> mostly, yes. >> okay. >> i think the last thing -- we've had this conversation a lot about achievement and a lot of focus on responsibility is on our superintendent and the leaders at our school site. i didn't expect aaali to close our opportunity gap nor did i expect them to change teaching practices districtwide. that responsibility is on our schools. ingle elevating the success at john muir is how we should be expecting this. i want to do more of that too, more of bringing in great education practice that works for students. that's not to minimize all the important things that aaali has brought to the table, but we know the real work happens in the classroom. so with that comes a serious conversation about what accountability should look like for african-american students. and that comes down to budget and personnel. are we spending the money in the right place, do we have the right people in the right place. should we stop funding things, should we no longer have people in these places that aren't doing the job they need to do on behalf of our children. that requires a lot of sacrifice, i think, from a lot of stakeholders that aren't used to sacrificing in the district that is especially strapped. but that needs to happen. and i think the communities rely on us to be courageous. right? not only in our conversations but in our actions. like we have to get serious about putting the right people in place. and lining our budget to ensure that when people are going through the classroom they are well-equipped to be there. so there should be urgency around that. i heard a lot of conversation tonight about it takes time. and with parents sending their kids to school, they don't want to hear that. they don't want to hear, you know, give me 20 years. they want a great outcome from their kid today. and so we should be talking like that, making action like that, and not making excuses for it not happening. so if you are not with that, then, i mean, i can't look a family in the face and say give me 20 years. i won't do that while i'm here. so you all have been here. i appreciate and respect you. but for all the people that want that urgency, i'm looking to ensure that we do that throughout my time with this board. so thank you all for the presentation. >> commissioner collins. >> thank you very much for your presentation. i have a lot of questions. i don't expect answers to all of them because i don't want to take up all of that time, but i would like to list them and have them recorded, and i would appreciate it if answers could be shared back with the board and maybe you all could come back with specific answers to a curriculum committee meeting or in a future board meeting. i guess the big picture is it's really hard for me to wrap my head around what aaali is. there's a lot they do, and that's great. and my sense is there's support to students, support to schools, support to families, but it's really hard to understand specifics. and i would appreciate more clarity on that. i would like to know how many programs. i'm real nuts and bolts, how many programs are there. how many serve high schools, middle schools, elementary schools. my sense is there's -- and people have said this is the perception and may not be true, but there's an emphasis on high school and there's not as much emphasis on elementary or early ed. that may not be true but i would like to see the work that's going on. i would also like to know how much work is happening with educators as far as professional development directly for teachers and then also for site leaders. and that also includes central office. and i also want to know what we are doing with families. so i would like to know that. i would like to see data as well. and when i say data, i'll be honest, i'm kind of sick of achievement data. it doesn't show me anything, it just keeps me showing that black students aren't doing as well as other students. i do appreciate grade-level data, and i appreciate student delegate herrera and i apologize for getting your name wrong. i want to state on the record. bringing upgrades, because i think a lot of educators see those as one of the primary determinants of whether students will be successful and determine whether kids can apply to college. if you get a d or an f, those grades don't count. i would like to see grade-level analysis, and i would like to know if we are doing that by content. i think that's an interesting concept, and i would like to know how we might be using grade-level data to have conversations with educators about how they are helping kids succeed in class, because i know sometimes even my kids are in high school. sometimes they don't succeed because they don't turn their work in. and some of it is cultural and changing pedagogy, that's important, but some of it is supporting ninth graders and reaching out to kids and telling them, hey, remember to turn in your work. so really working with educators in all ways to figure out what's going right and what's going wrong in helping kids get better grades. i would like to understand who is deciding what programs are at what sites. i would like to understand what would the rationale be for closing the african-american achievement class at mission. and overall as a district, i know we have a lot of competing programs and priorities with the latinex resolution, we have pacific islander resolution, a lot of initiatives, and they don't all fit in a schedule sometimes, and they can't all be bulletined for. so i want to name that, but i also have seen sometimes we have said we are going to have language programs and we get into dialogue about we can't find a school because the school doesn't want it. and i'm like who is deciding. who decides what programs we offer? if it's just at the site level, and we are relying on kids to sign up for a class or a principal to decide if they want it, we know the system is racist, and we need to be intentional about what our expectations are and have those conversations with site leaders and school communities. i also want to call out that the work is very important in terms of implicit bias. people mentioned mrs. i sit bias training. that has been brought up by the african-american parent advisory council. that's why i ran for the board of ed because i feel like i'll have to be on the board to write a resolution, and i did. and i did pass. so i want to say we wrote a resolution, commissioner lam and i and we put it in the resolution and mrs. i sit bias training is mandatory -- and mrs. i sit implicit bias training is mandatory. this should be all our work, and sometimes that's the problem. we see this as the work of aaali or black families. this should be all our work uplifting all our students. and we know specifically black students do not feel safe in many of our schools. and i heard a comment, got to get those students feeling like they belong to get them in the door. and i'm also thinking about the gaps people were talking about. there's achievement gap. i don't agree with that. there is an opportunity gap. there's also an empathy gap. we need to have emp think for our students and not -- emp think for our students and not all students are there. it's the whole school that creates safety and parents and other people's parents and other people's students are also a part of whether students feel welcome. and so i want to know from the district when central office educators or when staff in genesee discrimination or see barriers to -- in general see discrimination or see discriminatory practices or macro or microaggression, what happens? because i hear all these stories, and i'm like what's the mechanism for fixing it? is there a way for central office folks to report like this stuff is going down, and it's not okay. and then what happens. because i've seen things at schools that are -- i've had administrators tell me that the sort of practices was telling a black child to clean up trash in the yard at lunchtime. her mother said there's no way my daughter is doing that. she is not going to be treated that way, and it didn't happen, but that was a practice that i witnessed, and i reported it to the parent. and i know that there are educators going into schools and seeing these things and parents seeing things, and i'm wondering what is the system for us to hold ourselves accountable. there needs to be a mechanism other than expecting a parent or student who feels discriminated against, reporting it on a complaint form. that is very traumatizing and scary. it's a lot of pressure on somebody that is already being victimmized. we need to find a way for folks to report discrimination of all forms so we can address it internally and deal with it before it becomes a thing on the board. i have my book because i bring awe new book. this is called so you want to talk about race. and she says our children are fighting school systems that teach from racist and colonialist narratives. our children are fighting to be seen as human beings without any precondition and our children are fighting more than just -- for more than just themselves. they are fighting for a world more just and righteous than we have ever doppler radar to dream of. the debates we have about gay major, whether it's all lives matter or black lives matter have been largely settled in the social world of our youth, and they are looking at us dismayed and perplexed at why we just don't get it. so i really appreciate your work. and i'm looking forward to continuing to support the work but i'm also looking forward to seeing the work that we are doing centrally. and i guess my one question to the superintendent is last year at this time, i requested that all schools celebrate black history month, and i wanted to know if that is going to happen and i would be very excited to see it in all of our schools. so that's my open question to you. >> so i know we put up the lead. i'm just asking -- you talked about this earlier. so i'm punting. [laughter] >> so lee is in the back. we have forever focused on african-american students and we are cautious to not just think of one celebration or one event as a way to celebrate and uplift and help everybody to realize their excellence. so we are committed to ongoing celebration, both in pomp and circumstance and the way that i treat you and interact with you and talk to you. but, yes, schools at sfusd will be celebrating black history month, and lee will make sure that happens and we will do it in partnership with aaali. but it's our belief that a day and event and month is not enough to really do justice and pay homage to the amazing that our babies are. so yes. >> i want to say thank you to superintendent and deputy superintendent. this will be the first year in my being a parent in this district that we will be expecting all schools to celebrate black h.s.ry month, because not all -- black history month. so i want you to give it up to them and the team that's going to make it happen. thank you very much. [applause] >> commissioner lam. >> thank you to the aaali team. it is clear how much heart, soul and work that you all put into your work every day and to cohort 5, thank you for presenting tonight and sharing the amazing work that is happening in our schools. i had a couple of questions, comments and just overall reflections. for the black star rising, how are the students selected to participate? >> hello, commissioner lam. great question. there's an application that is given to the middle school counselors prior to this past summer. it was only rising ninth grade. they would recommend students at that time anthony and myself would present to students to get them interested in being a part of black star. this past year, we also incorporated working with other counselors, high school counselors who knew that some of their students needed to recover in algebra 1 or biology and wanted them to be a part of it. so it's an application process. and we work with curriculum and instruction in getting that application going. and this year right now, we are about to design for our upcoming summer. so that we make sure no students are turned away as long as we have enough teachers to teach. a budget issue. thought i would slip that in. [laughter] >> thank you. because i am very interested in looking at how the students are either selected to participate, how we are scaling this program and how we are deepening our investments as a district, because it is so important to ensure that our students, particularly african-american students, have that year-round support so we know what a huge difference it makes particularly when theorizing from middle school to high school, and particularly a continuum of our support for our students and starting earlier, actually. >> we actually have students that were part of our first year that have continued with us every year. and they are looking to come back this summer also. >> and i would love similar to commissioner collins raised, i would love to see that data, because that helps us tell our story out there. and you will hear me say this regularly that we don't have to do this as a district alone, just across the way, we have elected -- we have city agencies who are deeply invested in this work as well. and that is another aspect i like to learn from the aaali team as a follow-up around what specific city partnerships do we have now and where would you like them to grow. and how are we supporting in addition to that, what supports do we have for particular students living in public housing and really how we are supporting that wrap around. so that was one shifting into the coordinated and comprehensive support. right now what i've seen is a focus around the postsecondary. i would be curious, and i'm really looking forward to hearing about the plan in the spring. because what i would love to see, and i'm sure it's happening every day, but for the board to get briefed on it is what student supportive services are happening between aaali and services or recommendations that would come from aaali to the supportive services which then gets to the school site level. and what i'm getting at is how are we having realtime supports on a ongoing basis either the case management, not just clinical services, but, again, over the long-term for our students. and it's also very important to me that we are looking at it as dual generational supports over the long-term for our students. so, again, i'm really thrilled about the reflection with dominique joining the team, the planning of what it looks like for the future of aaali and really deepening the partnerships with lead, with student support services, and i think i love the talk about a north star, because with the vision of the superintendent matthews and deputy superintendent and all of our executive team here, i know there is a deep commitment, not just in words but in action and in dollars. so thank you. >> thank you for the presentation. i want to piggy back of commissioner lam's comments in terms of services. can we talk a little bit more about the socioemotional plan that we have around supporting african-american students? i know on the board last year i kept happening on what is our social emotional plan, what is our wellness plan? because i worked out there, and i understand. shout out to principal from carver. he knows. me and mr. stewart -- kids around and their parents to -- [laughter] so what i've been having -- what i've been talking about more so here on the school board is that some of our kids are coming from just take us out east for example, they are coming from environments that last night there was a shooting, et cetera. so a lot of this stuff for me is how are we providing the academic support within the schools that tie social emotional learning along with it. because both go hand in hand. to me, both go hand in hand. it's okay for us to educate our babies and get them going with straight as but are we educating and getting them going and helping them deal with the trauma so when they leave they are not dealing with ptsd, et cetera, down the line. so i'm going to keep pushing on the school board that early intervention is key. but can we just talk about where are we at today with our social services or social emotional services with the african-american kids? >> thank you for bringing attention to this important issue. i sat today in a room full of social workers and further interrogated the issue. so there's no formal plan at this moment as far as a specifih them to talk about wellness centers. i spoke with saida about her wellness policy and how to better integrate aaali's work into what they are doing. i would like to take this question in further work with departments within sfusd, specifically chief smith and others who have built out strategies and specifically at our school sites where things are working, we love to use that as a model. but at this moment i would like to take this question to further prepare. >> okay. so i appreciate that. and just so we are on the same page when i close it out, i'm a social worker. i'm going to read what the ratio is in terms of national school social worker requires. it should be provided at a ratio of one social worker for each school building serving up to 250 students. when a social worker is providing students to services with intensive needs, a lower ratio such as one to 50 is suggested. so we should be having at least four to five social workers at, say, schools that actually really need it. and we would be able to -- based on what they are saying here, we should be able to parse out and assess what they are talking about so we can define that and begin making the asks around this stuff. thank you. happy new year's. as always, i'm a fan. our pacific islander chief, reach out, partner. we are here as allies. >> thank you. i appreciate the presentation and all of your work. i appreciate the comments and questions from my colleagues on the board. and i actually think that we need to dive deeper into a lot of the questions that were raised and a lot of the information that was presented in this report. and i would suggest maybe superintendent and i and others can sit down and plan a study session in place of a committee as a whole and really dive deeper into this issue and not have to wait another half year for another report. and i'm really interested, actually, reverend brown, in looking at the conversation around reparations and what that might look like for the school district in partnership with the city and county of san francisco. so we have a lot more to talk about, obviously, we have a lot more work to do, and we are clearly a long way from getting where we want to be. but thank you for the presentation and welcome, dominique, to the district. so thank you. >> and now our student delegates, you may leave. >> we actually want to stay for one last item. >> okay. did you get permission? [laughter] >> from my mom or -- >> yeah. whoever you get permission. we try to make sure you guys are out by 9:00. next item of business, accept the audit for the year. i need a motion and a second. >> so moved. second. >> all right. a designee the read the record. this is a special order of business around the district's audit report. >> yes. we call megan wallace to come forward now to read this item into a record. all right. welcome. >> good evening. i'm megan wallace, chief financial officer for the school district. and i'm joined here this evening by nathan, cpa and partner with bailey llp, our auditors. and this evening nathan will be presenting on our financial report for fiscal year 2018/19. >> okay. >> thank you. i'll be brief. this is the really exciting part of the board meeting. what you have in front of you is the audit, the june 2019 audited financial statement. so it's the scope of the purpose of the audit is a few things. number one, first and foremost to ensure that the accounting records are complete and accurate representations of the financial position of the district. and secondly we look at internal controls and finally we look at compliance with very specific compliance requirements from state and federal granting agencies. there are on page 82 of the report, there is one audit adjustment. it's involving pension reporting and the way that cash is reported in the financial statements. aside from that, which is actually not something that has any impact on the general fund or any impact on the results of operation, the opinion on the financial statements are clean and unmodified report on the financial statement which is that everything is basically good to go would be the way that you say it. the other opinions we have is regarding internal controls and regarding state compliance. we have three other findings that are presented in the back of the report. and in brief, one is regarding internal controls about how pensions are reported and then the two other findings are regarding state compliance. one on pupil counts and the other about the comprehensive school safety plans. and they are itemized out and explained in much more details in the report. aside from that, the rest of the audit is many, many pages of numbers. i would be happy to go into the details if anybody does have questions. otherwise i would just say -- i would like to thank megan and the rest of the folks from her office for all the support to get the audits finished. because honestly, we ask a lot of questions, and folks from the district to v to answer the questions and give us stuff to move forward. so they get most of the credit for the work. with that said, i'll turn it over to the group, and i'm happy to answer any questions as best i can. >> thank you. i think we have 20 public members who want to speak on this. just kidding. [laughter] >> all right. i've been waiting on that for a very long time. i'm happy to go. [laughter] >> [indiscernible] >> april fool's. did this item go to budget? was there discussion? if there are any questions i would send it to budget for questions. >> the one thing to add is that i did bring the unaudited to provide an overview of how we closed out the fiscal year in the pre-audited form. so but we did not present on those formal findings of our auditor. >> all right. so unless there's some dire questions or comments that we need to elaborate on that. no? okay. so roll call. >> [roll call] that's four ayes. >> thank you. section h, special order of business. thank you. >> initial proposal from san francisco unified school district to united educators of san francisco, certificate and classified units. initial proproposal for san francisco unified school district to service employees international union local 1021. initial proposal from san francisco unified school district to international federation of professional and technical engineers, local 21, initial proposal from san francisco unified school district to international union operating engineers, local 39, initial proposal from san francisco unified school district to united administrators of san francisco uasf and initial proposal from san francisco unified school district to common craft and international brotherhood of electrical engineers local 6. superintendent matthews. would you introduce the speaker for these items? >> chief. >> welcome. >> thank you. good evening, board. i'm sure the students wanted to hear this. this is what you were waiting for. [laughter] so these are all informational items only. this special order of business number one is initial proposal from san francisco unified school district to united educators of san francisco, certify kateing kate -- certifig classified units. i'm going to read from them all. second special order of business initial proposal from the san francisco unified school district to service employees international union local 1021. third initial proposal from san francisco unified school district to international federation of professional and technical engineers local 21, special order of business, initial proposal from san francisco unified school district to international union of operating engineers iuoe local 39, the initial proposal from san francisco unified school district to united administrators of san francisco uasf and finally the initial proposal from san francisco unified school district to common crafts and international brotherhood of electrical engineers local 6. >> okay. thank you now everybody knows these by heart. okay. [laughter] is there anything else we need to do on this item? okay. thank you so much. we are back to section i, discussion of other educational issues. and we are going to be instituting services contract with revolution foods. >> chief is coming forward. >> good evening, commissioners and dr. matthews and congratulations to our new president and vice president, and thank you to commissioner cook for all his support and as president. i appreciate the opportunity to give you an update tonight. on january 28, we're planning to ask the board to ratify a five-year contract for prepared meal it is and delivery services. tonight what we would like to do is provide the board with an update on the request for qualifications and proposal process that we used to select the best value for prepared meals and delivery services. before describing the selection process, we will provide you with a quick update on the work we are doing to engage and inform our students. we will also share what we are doing to improve the quality of school meals we serve students and increase the number of meals prepared by sfusd staff. we really appreciate the board's commitment to improving the quality of school meals. we know all too well that hungry students cannot learn. and the mission is to nourish our students with food that enables them to live healthy lives and thrive inside and outside of the classroom. we have four ambitious goals that are designed to help us achieve our vision of providing dignified meal experiences and engaging all students in eating fresh, healthy school food. those goals are to nourish our students are good food, create fig dig if id environments, create a thriving workforce and provide a good food culture. there are a lot of strategies we are using to achieve. we are going to describe some of them tonight. students are at the sent her of everything we do -- center of everything we do. we exist to meet their needs. i would like to invite samone as the student engagement coordinator to provide you with an update on the work we are doing to ensure students are driving the future of school meals. i also, following that, alex will give an update on the work we are doing to improve the quality of food that we serve our students and the process we used to go out to bid to select a prepared meal and delivery service contract. we look forward to answering any questions you might have afterwards. so i'll pass it over. >> good evening. i have the honor of corenading the school food advisory or s.f.a. which is one of the key strategies that student nutrition services employs to engage with students. we are a group of 20 high school students from 12 schools across the district. the premise of the program is we know that successful solutions and improvements to meal program come from designing with not just for students. so the first goal is to introduce student voice to ensure a student-centered school food experience. we recognize that students are providing their valuable perspective and time so we want to make sure that through the s.f.a. program we support students in growing their leadership programs in line with the profile such as using creative problem solving and empathy and i'm pleased to see that one of our former s.f.a. fellows is your student delegate, sandoval, it is good to see you. using the problem-solving approach of human-centered design, student nutrition services supports students to identify school challenges experienced by them and their peers and develop projects to address those challenges. some projects over the past three years that have been integrated have been new menu items to provide more culturally relevant, filling and via began options -- vegan options and the inclusion of white rice as a more cultural churl churl -- culturally relevant ingredient. we encourage participation in the meal program. we are broadening our engagement efforts to solicit feedback on the meal programs from a larger audience via surveys on our refresh meals which are in-house prepared meals. the s.f.a. students will conduct research, develop ideas and test solutions. at the showcase in may that we hope you can attend, they will present the solutions so they can be integrated into our solutions. now to talk about our meal programs is alex, our culinary manager. >> thank you. good evening commissioners and superintendent. we serve about 7.4 million meals every year. we have three different meal models those fall under. the first are scratch-cooked meals. this is 12 percent of our total meals. these are meals prepared out of the culinary center. i'll tell you more about that facility. these are meals for all the stand alone early education sites. and then the two high schools on the campus. this is really a robust scratch-cooking program. it includes some scratch baking. we make pizza dough, scones, muffins, all the sauces are from scratch. we do our own turkey sausage. for the! !^ d. program, this is a bulk delivery program. so students receive the meals family style and it's a same-day hot delivery. we have what we call our refresh program. so these are meals freshly prepared at 20 middle and high schools across the district. this represents about 13 percent of the meals that we serve. i call this a speed scratch program. we make sandwiches, vlad, et cetera from scratch but buy in certain items. last spring i talked about the need to do, for example, pre-cooked protein at these sites because we are not able to have the right kind of hoods to cook protein raw. and 75 percent of our meals are procured from an outside vendor. so this is what we call a heat and serve meals. they are freshly prepared but they are packaged, shipped cold and heated at our schools. and those are all of our elementary schools. in the last two years, we've worked to shift meals out of the third model and into the first two models. so to increase the amount of scratch cooking and also increase the amount of freshly-prepared meals. i'll tell you more about that. and so how have we done this? we have expanded crash-cooked meals by investing in the culinary center that i just mentioned. the center opened in october of this year, october 2019. the huge facility investment and immediate increase in capacity. we are now -- before we had the facility we were not serving the high school. we are now serving both high schools on the campus and the 12 sites. we are working on maximizing the capacity of the culinary center, beginning with sanchez elementary in 2020. we will be preparing meals for delivery to elementary schools. so we are piloting a new elementary school menu out of that kitchen. we are also looking at long-term solutions to the facility issues here in partnership with the foundation we are working on a design to begin the planning process for a central kitchen and also to include some financial modeling for that. marina kitchen is one of the next remodels that's coming online. and once completed, it will serve all refresh meals for breakfast and lunch. so we will eliminate the heat and serve model there. this will be a catering hub. the program can create revenue and serve as a pathway for students and staff. in terms of expanding freshly-prepared meals, this has been a big focus of my work over the last two years. we have really, really developed the refresh program in the last few years. we have had a huge growth in the number of menu options. more than three times the variety on our menu. we have more and better vegetable sides, everything from explain and spring green salad to plantains and organic butternut squash. we have invested in professional development over the last two years. we have had over 50 hours of professional development which is a 400 percent increase for our staff. these are the folks on the front lines. we are leveraging some of the sugar-sweetened money to increase this program. we have two schools right now, brown and everett, that are providing all of their own lunches. they have been doing this since september of 2019. we are bringing two schools into this model beginning march 2020. they will start serving all prefresh meals for lunch. we are launching our first in-house breakfast program in 2020. presidio and everett will do their in-house prepared breakfast programs. how are we improving heat and serve meals? we are working with our vendor to implement a bulk meal service. so we all acknowledge that individually plastic-wrapped meals are not ideal. even when they are freshly prepared, that mysterious school lunch factor. we have lafayette elementary which had a kitchen remodel and will be able to start doing bulk service from a vendor in february of 2020. this is made possible because of the facility's upgrade. so we have a table where we can put the food on the on the same table. we are improving the line experience at schools where we have to serve the prepackaged meal. really looking at improving the aesthetic experience, food presentation, signs, et cetera and partnering with the s.f.a. on this. and then of course one of the main strategies is the new rfqp which i will tell you about next. so in response to the school board in 2019, we issued an rfqp in 2019. this is an r.f.p., not a bid, so the award is based on a variety of factors. new this year? we had never done before, is we separated the r.f.p. into three separate pieces. intentionally trying to open up the contract to increase increae competition by parsing off some of the work so smaller firms can compete fairly. this has big implications. there's the possibility of a price increase when you are splitting up a contract and the possibility of increased labor to manage multiple vendor contracts. vendors could bid on any of the scopes of work or all of them. you can see the scopes of work listed here. and we'll go into detail. in terms of evaluation and selection, there were really two key phases. first was the community taste test panel. and my colleague can tell you more about those. and then i can go into detail about the r.f.p. scorecard and the full evaluation. >> good evening. sorry. good evening, everyone. my name is naomi, i'm the manager for food nutrition here to touch lightly on the community tasting panel and the evaluation process. the taste testing took place over two days. i want to take this opportunity to give many thanks to our students, parents, teachers and district staff that participated in the taste test. we had 30 schools that were represented and a wide range of our families and nationalities. thanks to our school community partnership who helped spread the invitation. we had over 107rsvps and 80 participants. they were rated on appearance, taste, texture, aroma, overall accessibility. many were eager to know whose food they were tasting and who would be awarded. many of our school community members expressed gratitude for coordinating the taste test across the city. the different times that we set up and how well and extensive the process was organized and thought out. the evaluation panel for transparency and accountability, a representative from legal and purchaseing department observed as the evaluation panel reviewed the bid and scored them. and now back to you, alex. >> okay. thank you. so overall we had six vendors who showed interest in submitting a proposal and three proposals were received. and then we went through an evaluation process for each scope of work. the first was essential qualifications. two of the three vendors moved through the step and one was disqualified. i'm happy to tell you more about that if you are interested later. the second part was the evaluation scorecard which had four value categories. the panel members evaluated three of the sections, and then the evaluation for the community taste testing panel was ticken directly from the community. different this year was the good food purchasing policy evaluation. this was a robust questionnaire this year with specific commitments and plans required in each value category. the good food purchasing policy really makes sure we are aligning our public procurement dollars with our values and that we are spending this money in an ethical way. there's five values, local economies, environmental sustainability, valued workforce, animal welfare and nutrition. and so because we had this robust questionnaire, we have more accountability built into our contract here, which i'm excited about. once finished with that evaluation and scoring, we looked at the prices. we did all the scoring blind without knowing the priceses. we took the qualifications points multiplied by the proposal cost and came up with the best value score. so you can see the points calculations here, revolution foods won all four evaluation sections for scope of work one and two including the community taste test panel. and so the contracts which is for $11.5 million includes all food costs and also the delivery cost for meals produced at the culinary center. sfusd doesn't have its own fleet of delivery trucks and that type of thing. that's all i have. thank you very much. >> a clarifying question on the total daily price $14,623, can you explain that? what that refers to? >> sure. >> okay. so essentially it's looking at the different types of meals that are in the scopes of work. so you are looking at the breakfast cost per unit cost, lunch per unit cost and different prices for, say, an elementary lunch, middle school lunch, high school lunch, multiplying those by the estimated numbers of servings of each of those meals and are coming up with a total daily amount and including delivery fees. >> so it would cost $14,623 a day for all the meals? >> yes. it was built into a hypothetical model as part of the rfpq process. so that is not to say that that's the district's total daily cost. it's basically when we went down to bid, we had to say these are the types of meals we want, this is the approximate number. it's a way to kind of evaluate apples to apples when you are comparing bids. >> so thank you. that concludes our staff presentation. and we are planning to -- our hopes for tonight are that we can share a little bit more with the board about the work that we are doing, taking your feedback into account that you shared last year, taking our commitment to making sure that the quality of schools that we continue to improve the quality of meals that we are providing our students to make sure the meals we are providing are designed to support the needs and desires of our students, building an infrastructure that makes it possible for us to prepare more foods ourselves within sfusd, so kind of shedding light on the work and accomplishments that we are doing for that, and most importantly, to have complete transparency about the process. we presented enough data on the process that we were going to use at the budget and services committee meeting in october. and this whole process is guided by the board of education guidelines, the district guidelines, cde guidelines, federal guidelines around procurement for contracts that are this large. as alex pointed out, we didn't go with the lowest possible bidder. we wanted to improve the process to make sure the quality of the meals was also a factor in the evaluation process. so we followed all the board and federal and state guidelines around it, had a process that was observed by legal and procurement to make sure we were adhering to those and wanted to make sure that we had an opportunity to share this with the board before we put on the consent calendar at the next board meeting a request for the board to ratify the contract based on this process that we've gone through and to answer any additional questions you might have. >> thank you. why don't you show that last slide, because it's so cute. [laughter] we do have public comment on this item. christian richmond and albin crawford. you each have two minutes. >> hi. to the board and superintendent, the cabinet, the folks in school nutrition, student delegates as well as parents and students here, my name is crawford, i'm the senior vice president of revolution foods. i am here to, one, say that we listen a lot to feedback from not just board members and cabinet but most importantly, students and parents and spend a lot of time both asking about the food as well as what their needs are and making sure that we are able to meet that. chef cliff, our executive chef, who works with me along with the customer success team, spent a lot of time asking students what they like to eat, creating meals based on what they like to eat and making sure that students have voice and making sure that there are culturally-relevant meals for students. so i want to say that we care passionately about that. and i think just as an indication of that, i'll read quickly a letter that was written by principal stewart who is here. he is the principal of george washington carver academic elementary school. i can't thank revolution foods enough for everything that you've done for dr. george washington carver academic elementary school and what you'll continue to do for carver elementary school. your staff has been amazing. i want to thank you for the great school year thus far including carver's back to school night, student taste test and beacon's after school program team and your revolution food chefs. carver's literacy night committee dinner on december 12 and listening to carver students on recent feedback forums on the quality of your food. students have enjoyed the changes of your menu, and i would definitely recommend your food services to organizations including san francisco unified. sincerely, principal of the elementary school. >> thank you. >> good evening. hi, commissioners. , superintendent and student delegates. it's an honor to be here. i am our cofounder and ceo at revolution funds, kristin richmond. just to echo what alvin shared, i was excited to stand up and share a little bit of data. we have been listening and working around the clock to improve our meals, to listen to student feedback and most importantly, design and deliver meals that are culturally relevant and really appealing. and we've made a lot of progress. we still have a long way to go. this is a work in progress, and we will keep working hard. but i wanted to share this. these are the latest results of our surveys. revolution foods codesigned digital surveys with our amazing teammates at s.n.f. to gauge student satisfaction. two sets of surveys, one k through five and one six through 12. we used survey monkey. we collected 1,749 surveys in this beginning of school from 44 school sites including many of the schools, malcolm x, carver, the list goes on. a few highlights, again, a work in progress but we are so proud of this. 70 percent of our k-5 students rated they loved their meals, giving their meals an average score of 2.62 out of 3. the vast majority of 6-12 grades categorized their meals as liked, loved or okay. 28 of 30 meal items we surveyed, we are really looking at the specific meals two or better out of three. we've launched several student favorites based on survey insights including our strawberry parfait, garden chicken salad, breakfast waffles and chicken, and we are going to keep working on this. alex mentioned we are launching a bulk service. we want to do more of that. we want to keep designing and innovating to serve our students well and nourish our students and set them up for success inside and outside of the classroom. so i was happy to share data. and thank you. >> thank you. commissioners, any comments or questions? you can both go. >> yeah, so i do have a few questions. the first one is so i was just curious on what is being done, like the process of creating kitchens at our school sites. the student that was mentioned, i remember a presentation was given when we talked about this. so i was just wondering if you would just elaborate more on that. >> i can start and feel free to chime in. so we were fortunate to have some of the funds allocated towards s.n.f. so we have about $20 million of bond funds which we are using to construct new kitchens in a few schools. of course, that's not going to solve the full picture. it's just a small piece of what's really needed to address the problem and where we can, we are leveraging partner funds, like i mentioned, we have money through the beverage tax. we are working on using that towards upgrading facilities. but it's a big issue in this district for sure. facilities are just one of the key barriers. so it's something we are working on and we need partnership onto raise money to solve the problem long term. you want to add to that? >> i think that was an excellent answer. i think that we've got some of the initial funds that are going to help us with some of the spaces but not get us to where we need to be. we are looking at 2028 will be another major milestone. we are hoping the s.n.f. can be part of the next bond to get additional money to increase the number of facilities that we can improve. and we are looking with, thankfully we got support from the subsidy grant that we are going to be able to work with facilities to explore what it might look like for us to do a central kitchen. we've done that work ahead of the request for the next bond. >> can we chime in one one clarification on that date which chief just mentioned. the next bond that we will propose to the board to place on a ballot is in 2022. so that's the next time we will be likely to have of a question before the voters. there will probably -- there will be lead time after that to implement everything. but we are not waiting until 2028 for the next bond. >> thank you for clarifying that. we are imagining opening the central kitchen in 2028 because we will have received the bond in 2022, and we will have had that many years to kind of get to a point by 2028 that will be -- but every year we are making progress. so we are not going to waitly until then. >> my next question was i was just curious if the meat was halal, which is for a muslim, i know that it's important that their meat, the head has to be chopped off first. and you have to -- correct me if i'm wrong, i don't quite remember, but you have to -- praying or ceremony, something like that. i know it's important to some muslims, and they can't eat meat unless it's had a lar. so i was curious because mission has a big population of muslim students. so i was just curious on that. >> the answer is no. we do offer vegetarian options every day, though. so there's always a vegetarian option. >> all right. and my last question was about i heard that for some of the food ends up going to waste because a lot of people don't eat it. and that food can be distributed even though there's a bunch of food left over. and i was just curious on why we couldn't distribute the food at school. like why can't we give it out to students during other periods of time? why can we only give it during breakfast or lunch? and why does it have to be thrown away? >> so there are a number of changes that have happened at the state level recently that are making it easier for us to distribute food that's not eaten during the meal period. and so we are exploring lots of different ways to address this issue of food waste. but to answer the question about that kind of why kind of historically and there's not as much flexibility as we would like to see, it has to do with food safety and sanitation and very strict guidelines from the california department of education. so we have to adhere to those. but there have been some recent laws that are making it possible that once the meal program is over, that there are opportunities, for example, to give food to nonprofits and do different things to distribute it, which we are exploring. and the team member who is involved in leading that work isn't here tonight. so we can give a surface update tonight, then we can follow up and provide more detail. >> i'll add food waste is on our radar, and we have a team member who is working on this. we have recently done a share table audits and going out to individual schools to try and figure out and get a handle of where the waste is happening and where we can address it. i think sometimes it's this is work we need to do to educate our staff and educate other people in schools around what you have to take and don't have to take as part of the meal program. so for example a lot of times i see students taking milk thinking that they have to take it. it happens more at elementary schools. but that's not true. so we have work to do to make sure that do students know what they have to take and don't have to take. >> hi. thank you for your work. first question is how different is bulk delivery from what we are doing right now since we are going to move into bulk delivery. >> it's really, really different from the heat and serve meals. so right now we have bulk delivery at a few sites. so all the early ed sites, our littlest eaters in the district are eating bulk food. but it looks very different. the only places that we have bulk food on the line right now is at the mac campus, so certainly you are having food that's in a steam table being held hot and then it's served directly on a plate rather than in a container and overwrapped. a huge difference in terms of the aesthetic of the dishes being served but also opens the door for a lot of menu items that are hard to do unitized. so with the unitized item, i struggle with this on the refresh line because i'm sure you have seen in schools where even the meals that were freshly preparing in house, we don't have the equipment needed to serve those to order essentially. so we have to prepackage them. that's a lot of plastic waste and labor and limits what we can offer, because i couldn't do anything that has a hot component and a cold component. so for example a taco is hard to do in a unitized container whereas on a line i could do the taco filling and you could put the cold salida on top. sold salsa on top. >> okay. thank you. >> commissioner collins. >> i had, number one, i really appreciate the work that's going on with the kitchen. i'm hearing really positive things about it. and thin i know it costs money to build out the kitchens. the sooner we can move to that, i think i really appreciate you doing that work and want us to sport it in any way that we can. what i'm noticing, so we will have marina, but we have schools that are in food deserts and i think of the southeast side of the city. and i'm just wondering if there's -- if for the next project if there's a way to prioritize -- i mean, i love that it's at the campus, but there's academy which is a small school but it would be great if we could be putting kitchen in the zone of the city where our students are most underserved in terms of food. so i'm wondering if there are facilities or what your thinking is around that. >> yes, absolutely, that is part of the thinking if we are going to a spirale kitchen where might we place it -- a central kitchen where might we place it. and we are dedicateed and we prioritize schools. all the grant money we get to redesign and dining experiences we started and didn't move on until every school in the southeast and all the kids schools were addressed. we are addressing some of the bond money at target marshal at the moment as well. we are also looking at denman middle school and doing some work with them. so absolutely yes, our commitment is to thinking about the southeast. and when it comes to the central kitchen, thinking about the location, and i think you suggested the southeast and mentioned the potential location for it. so we are going to be working closely with facilityies and the help to think about what it might look like to have a central kitchen. and we need to think about ease of access. because you are thinking about delivery so the impact on neighborhood and creating local opportunities. so it is part of our philosophy. >> my other question was around data. i appreciate that we are doing surveys, but i'm wondering, why i'm not looking at any student data. i really appreciate looking at student data. and if you are collecting it, i think it would be really great not just to hear about it but to be able to look at it. and i also was wondering if you could get that to us about how students feel about the meals. >> sure. we actually sent a board update on december 6 with a lot of graphs and information about the feedback that we received from the different surveys. and i can resend that. >> i guess one of the questions i had was i recall getting it. and you were surveying kids that were already eating meals, is that correct? >> that's right. >> so there's a lot of kids who don't eat the meals and sometimes they don't eat it because they don't know that it's good. i think even some of the revolution food meals, the corn bread was really good, i thought. but my -- you hear from kids they may eat it one time and make a decision that it's all bad. maybe they just don't like hot dog. so i'm just wondering how you are gathering data from students who are not eating the meals. >> yes. that is definitely a challenge. i know there's conversations around the infrastructure of surveys and seeing how we might add some questions to that. we've also got a bunch of survey work that we are doing with uc berkeley. we got a grant to partner with them to evaluate school meals and survey students. so that survey is for all students. so we should look and see how many years of data we have that already. because we have been doing that for a few years. we got a grant to continue for a few more. so we have feedback on that that i'll add to the packet. >> i remember a while back parents were talking about the quality of food. this was a long time ago. the principal at that time, he arranged a taste test for students, faculty and staff. and they were able to provide feedback to revolution foods, and it was -- and i think it's helpful also for adults, because if we are communicating to students like food is good, you should eat it, i know especially elementary staff is trying to help students have healthy lunches when they want to run out to the yard. and i just -- i don't understand why it would be difficult to just do taste tests and do surveys. it doesn't have to be entire district but to do kind of samples. but i do think it's important to get people tasting things so they can change their perceptions about food. if the food is improving, i don't understand what the mechanism is for us to help them change their perception if they don't have to eat the food and they have a negative perception. >> i really appreciate that question. i noah lex shares more about the taste test, because that is ongoing and we can provide an update on that. i want to appreciate you calling out the stigma about school meals that we are trying to overcome. there's a whole team that is working, and some team members that are in the audience, that are working on a whole series of engagement strategies. because we know that it's important that all the adults in the system, all of us, all the teachers, all the administrators, embrace school meals. and we move some of the barriers that currently exist to improving participation in school meals. for example, time to eat. supervisor during the meal period time. some schools are amazing, but there's great variance across the schools. there's all sorts of this on a national level, there's a negative stereotype about school meals and their purpose and who they are there to serve and we are committed to and believe school meals are for everyone. we live in a city where if you work for, like, some of the major corporations, you get fed. we recognize you can't function without food. and we know that there are a lot of private schools in the city where school meals are part of it, and they fully embrace it. and that's the kind of approach that we are seeking to achieve here within sfusd. so we have multiple strategies that are targeted like working with the health nurses at the school district, working to engage and inform teachers so they can help overcome the stigma, parent engagement, and i'm sure she could describe it more because she is involved in leading some of that work. and if you want to share a little bit about the taste test as well. >> sure. thank you for your comments. i echo everything she said. i think there are a lot of barriers to students participating in the school meal. and it's not always just about the food. time to eat is a huge one. image also here in san francisco, we are in an economic reality where a lot of families, we have seen an increase in eligibility for the school meal program and those standards are set at the federal level. there's no indexing for those standards. so the cost of living being what it is in san francisco, we are really seeing an effect. so i think it's important to look holistically at what's happening across the district and within the meal program. in terms of taste testing, yes, definitely, we actually have done quite a lot of taste testing, both in partnership with revolution foods, their team has been great at going out and doing taste tests. a lot of times they are working with an after school provider to do a focus group thing. we have done taste tests right in the cafeteria. in terms. in-house program, we have done robust taste testing over the past couple of years. a lot of that is really on the line doing samples. and i think an area where we have a lot more room for growth is what you are talking about with the adults and parents to reach out to those groups and try and think about how we can engage in more taste testing. so thank you for your comments. >> one final plug, i know a lot of young people are moving towards vegetarianism and things like that, but people are going gluten free, it makes things even more complicated for you. but just wanted to put in a plug for just how do we find out what our students and also religious, how do we find out what our students needs are and just putting in a plug for that. so thank you. >> definitely. i think it's really important to have diversity on the menu in all sorts of ways. oftentimes it's student favorites that are the most popular, so like the pizza, the hot dogs, that kind of thing, but i totally agree with you, we need to have the menu -- it's important to have diversity so we can capture the students who maybe aren't participating in the meal program. >> vice president lopez. >> i had a recommendation. when i was little, i remember i used to eat these waffle sticks, and they were so good. [laughter] they still have them? i haven't seen them in so long or the chicken nuggets. they were my favorite. i used to steal them from other people. like, they were good. those were really good. i'm sorry. >> on the refreshmen you in march, we have a chicken and waffles coming up. the waffle is made with organic wheat and the chicken is no antibiotic. it's not a chicken nugget though. >> right on. >> thank you for presenting and for your work. i know this was pretty contentious. and for valid reasons. we want to ensure that our students are getting everything they deserve, starting with their meals. i follow you on social media, so i haven't actually gotten a chance to taste anything, but all the plugs that you've had show there's a positive vibe around the work that you've been doing. so that's cool. i think ultimately this is about students having a healthy relationship with food and i would even argue that we stop using the free and reduced lunch data point in our arguments as far as who we are serving if we are talking about the stigma around meals in school, because ultimately it's been expressed students need to feel comfortable in their spaces enough to eat so that they can survive. so i actually was wondering if there's any work around the presentation of it just because that initial reaction to the food that students are served is going to determine if they are eating it or not. and if there's been work around the organization of cafeterias, because they resemble a lot of -- i've mentioned this before, but prison-style settings. that doesn't really allow for vibrancy and communication and connecting with their peers. so what's been done around that, if anything? >> thank you for asking that. we have done a ton around that. for the last three years or. more. there's a foundation in san francisco that's given us over $4 million, and we've been able to transform over 28 dining spaces in schools throughout the city. they are all student-centered. we used a human-centered design approach. so each cafeteria, the redesign is student-developed and reflects the needs and desires of the school community. we have a plan to complete up to 60 schools in total in the next couple of years. and, like, the changes include things like graphics and paint but also thinking about the kind of furniture that's available, so having couches and a chillout area, having roundtables, at all tables, chairs on wheels, having different-colored chairs, so if you go into some of these redesigned spaces, and i will send you some pictures, before and after pictures of a lot of the spaces we have done, and we really did start there. the changes on all the work that we are trying to do around food, there are multiple pieces that come together, but students feel about walking into the cafeteria and having all of their senses stimulated, feeling they are being respected, that we care about them, that they are student-centered spaces are all the values that are driving the redesigns of these spaces. so i couldn't agree more. we are saying a lot to families and to students by the spaces where we are serving the food. >> that's good to hear. where in the city are these 28 sites? >> so they are all over. the first school that we did was thurgood marshall high school. and we've done all the elementary schools in the bayview. we've done also m.l. king. i'm going to not get all of them, but we've done -- >> all the -- >> we've pretty much done all the pitch schools. there might be one or two exceptions but they are online if they are not done. we have done lincoln high school. so there's a bunch of schools in the mission that we've done. i'll send you a list of all the schools we have done. i'll send you the list of all the schools that are on deck and i'll send you some before and after pictures so you can see what they look like. >> marina. >> marina, brown, they all reflect the design principles of student-centered dining spaces. >> a video. >> yep. >> roosevelt >> roosevelt was one of the first ones we did. that was the prototype. so what happened was there was bond work happening at roosevelt, so we used that, we leveraged that opportunity to create the kind of student-centered dining space we were trying to do. and we had a grand opening for it and the funder came to it, and she was like if you didn't have to rely on bond, because when you look at the bond schedule, it's different than some of our pitch schools or high-need schools, what do you need, and she basically funded directly out of their foundation all the furniture, all the graphics, all the redesign for all the schools in the bayview. that was all grant funded. >> that's great. it's great to hear that. i would love to see the deck when you get a moment. my last question, and it's out of curiosity, what is the professional development that you give and to who? what does that look like? >> i can take that. sure. also i've worked for san francisco unified now for two years but part of working for the district was hearing about all the incredible work and san francisco is really a national leader on some of this cafeteria redesign. so i don't think there are a lot of other districts in the country who are as forward-thinking on that issue. so it's really something to be proud of in this district for sure. in terms of professional development for our staff, we've done a wide variety. it's everything from bringing staff together and leading it, myself, we have partnered with a couple of different organizations so this past august for back to school training we partnered with an organization called wellness in the schools and brought them in to do hands-on culinary training with our staff. so this is everything from knife skills, how to sharpen knives, we bought them new kitchen small aware, how to use the small aware, new training on recipes and how to properly cook recipes, how to use equipment, that type of thing. we also did a training last the year, we've done quite a few but to name a couple we partnered with the humane society to do a training on actually vegetarian and vegan cooking and trying new recipes and some inspiration to staff. those types of things. >> okay. thank you. >> hi. thank you for the presentation. i just have a couple comments. first of all, to the chairs on wheels are interesting and scary at the same time. [laughter] i would love to see that in action in a cafeteria. the -- and also i would like the board -- if you could cater one of our meals, that would be great. because -- >> yes. >> and i know in the past, for admin, there have been catered per admin days, catered meals, and they were hit or miss. that was four or five years ago. then i know probably more than a lot of folks here what these meals are like, because i have served thousands of them when i was a principal. i literally served our k-1 students every day because the cafeteria worker couldn't handle one worker with all those meals because the kids had to serve their own vegetables and fruit. so i was serving that. and i could see over the course of time when revolution foods came on board how kids were excited about the food and how they were really excited about the food and there was more students partaking in the meals and eating them. and there was way less waste. and then over time, i kind of -- went away and students, the share table was just stacked high with meals. at the end of my tenure at cleveland three years ago, it was kind of a wash compared to the previous vendor. although i personally, it's good to me. but the kids, they weren't having it, especially at the fourth and fifth, they were not having it. so that's part of the whole issue around stigma, of course. so i'm really gratified with the presentation, i'm gratified with the movement we are making. i want to hear more about the bulk meals and waste audits. we talked a lot about waste audits. we didn't have a lot of information at the last meeting, and i wasn't able to pull up the information you sent on decembes included in there but i would like to know what we have done around auditing the waste in our cafeterias. >> i have to confess i know about it at 30,000 feet but i don't have the details so i'm going to turn to my colleagues and see if someone can provide in more detail about it. >> i can do my best. i think in all fairness i would like to get back to you if that's okay because i would like to consult. >> yeah. a ballpark if you know that. >> sure. i can tell you waste is hard to capture. it's very labor-intensive. the two main avenues we have been working on are in partnership with the uc berkeley, the usda grant work, we have done robust waste auditing so plate waste studies where you go in and weigh all of the food at select sites we do pre- and post, we have that data we can share with you. and more recently, we have done trying to hit more schools, doing a share table audit so looking to see how many entrees and what entrees, how many fruits and vegetables, how much milk are leftover on the share table. so we send out a team of 20 some staff members and hit i want to say somewhere around 30 schools, 40 schools. i'll get back to you with the specifics. you saw wide variance in terms of some schools, absolutely no waste, some schools ad waste, and that gives us a follow-up point, as i was mentioning with milk, you'll see a school with all this milk on the share table. so a point for us to go back and investigate why. >> okay. and then the bulk meal food service, i was wondering, because that's a meal that is being served from -- not in a prepackaged -- prepackaging is something students are really, that seems to be part of the stigma issue. so i was wondering if -- are we actually serving them and at which schools? >> the only schools we are doing bulk are macateer and the 12 stand alone early education sites and lafayette in february 2020. so next month we are launching lafayette. >> over time it would be interesting to see if you did a waste audit comparison compared to prepackaged. >> yes, we are right there with you. our partners at u.c. berkeley have already done the pre-data for lafayette and we are going to be doing the same thing for sanchez when we implement our in-house bulk service. >> all right. thank you very much. >> thank you, commissioners. i'll follow up and send the information via the weekly bulletins to the board. >> thank you. and thank you for staying up so late with us. section j, discussion and vote on consent calendar items removed at previous meeting. there are none tonight. >> can i please be excused for this? >> you have permission. [laughter] thank you so much. [indiscernible] thank you again. section k, introduction of proposals and assignment to committee. public and board comment on proposal. i don't have it. i do have one. let me read into the record what the resolutions are resolution 201-14a1 reclaiming the native american and indigenous peoples narrative, being introduced by myself and commissioner collins. board policy 5145.6, parental notifications, board policy 5144.1, suspension and expulsion due process, board policy 5131.8, mobile communication twice, i can't wait for that. board policy 6154 homework makeup work. can i get a motion? >> moved. >> second >> public comment. alita fisher. >> thank you very much. and i didn't congratulate you, president sanchez or vice president sanchez lopez. but i'm wearing my other hat now as member of the community advisory committee for special education, first of all, i would like to appreciate the i.e.p.s that are referenced in board policy 5131.8, mobile communication devices, however board policy 5145. of, parental notifications includes zero mentions of the safeguards afforded to family of students receiving special education services. b.p.5144.1, suspensions and expulsions also include zero mention of federal and state protections offered to students with i.e.p.s, the fact that the manifestation determination process is not included in this policy saddens me as the past chair of the special education advocate. homework and makeup work also includes no reference to accommodations such as extra time or retuesdayed quantity of homework that could -- reduced quantity of homework that could be in a student's best interest and therefore written into an i.e.p. and on a separate note i would like to thank you all for resolution 201.14a1, reclaiming the native american and indigenous peoples narrative. so thank you. i'm supportive and grateful. >> thank you. so any board comments on the first reading before we send to committee? seeing none. >> i just am glad we are looking at the mobile communication devices policy. and i'm interested in finding ways to make it very clear and consistent across the district, because what i'm hearing from families and what i've experienced is it's very site-based. and even what we do have that's kind of district policy, it seems like it's being implemented in very different ways, and it's often not clear to staff or clear to parents or clear to students, so it creates a contentious environment, so i'm glad we are talking about this. i look forward to hearing from families as well and informing how we can improve it. >> yeah, you might want to join us at rules for this one. the most exciting committee, by far. [laughter] >> that's why it starts at 5:00. instead of 6:00. so unless i hear otherwise from legal counsel, i'm referring the policies to the rules committee and the resolution to budget committee. section l, proposals for immediate action and suspension of the rules. there are none tonight. m, report from recent committees committees. the meetings held were the following. i would like the committee chair to report from the ad hoc committee on personnel matters, labor relations and affordability which was held december 18, 2019. commissioner lam. >> trying not to cough. we took a review at looking at the substitute overall personnel pool and learned a bit more about how we are staffing through subs at all levels and grades and overall some highlights or challenges and solutions that got lifted up and it was clear that there's an opportunity for the division right now that's overseeing substitutes how to partner more closely with principals on school sites with some of the -- an example of a challenge and some feedback we are looking at. some of the things that we are looking ahead for this year is continuing to refine that recruitment and selection process for our subs with our substitutes. and again, investing in structuring for our school sites so that they can help substitutes be more successful when they are on-site. and then making, having stronger substitute bulletin and communications, be able to know and anticipate where there are a higher number of absences and how to access the resources and for the team to coordinate site visits to see firsthand the experiences of all stakeholders when it comes to working with substitutes. >> thank you, commissioner lam. the joint city school district and city college select committee friday, february 13, 2019 at city hall. commissioner cook leads that one but he had to leave because he is feeling ill. commissioner collins. >> commissioner moliga >> [indiscernible] >> i don't know what the proper term is, we had to continue it, because not all members were present and specifically city college trustees were not available. so walton moved to continue it for the next time. >> thank you. there were two meetings that were needed to be reported on. so that was the one on the 13th. there was also one on january 10. >> there's a budget and curriculum. >> the joint city. is that the one, the january 10 one? >> that was the most recent one that we continued. the december one was on so commissioner moliga could speak to that, because that regarded his resolution. >> yes, it did. >> the resolution we passed tonight, that we voted on tonight. >> so we had a discussion with the board of supervisors and also city college of san francisco trustees about the affordable housing resolution that was passed tonight. and we just talked with the continued need to be supported from all levels from the mayor's office to b.o.s. and the school district. >> thank you. budget and business services committee was january 8. commissioner collins. >> that was a really big meeting. i appreciate many other commissioners joined me. i think it's really important that we all wrap our heads around this, because we discussed more in detail the budget outlook and there's a significant budget shortfall this year and next year so i also encourage community members who are interested in this, and i think we all should be, that they can go online to the meeting minutes on board docs on january 8, and they can look at the slide deck. i think i want to commend staff, they did a very good job of putting together information in a way that folks can also look at offline. and the result is we are going to meet the immediate shortfall needs, but we are going to have to be looking seriously at our budget and that will result in redirecting funds and cutting programs. so that's at the central office level but it will also have impacted sites so i'm encouraging all community members to pay attention because january and february is a decision-making window. and we will be talking about it in the budget committee meating as well as committee of the full and the full board as decision-making process moves forward and then additionally we also spoke about the weighted student formula, which is all howe we fund schools on a per-student calculation and multi-tiered system of support, which is also another way that we fund schools, and we are looking at how we can revise that so we can better direct resources directly to students. and that is also an ongoing conversation. so we just started it. we were talking about the process and the priorities, and i also encourage community members at all levels to get involved in this conversation as well and we will be continuing that conversation at a committee of the whole meeting next tuesday, both that specific conversation, and i also believe maybe you guys can tell me, but the budget conversation, as they are all linked. so i encourage labor and site staff and central office staff and parents and community members who care about our schools to be involved in helping us inform these important decisions about how we support students. >> commissioner collins. >> if i may. i believe the committee of the whole that you are referencing will take place on tuesday, february 4. >> okay >> not next week. >> thank you. i appreciate that. and i want folks to be able to know in advance so that folks can be involved in those conversations. so thank you. >> thank you. curriculum program committee, which met yesterday, january 13. vice president sanchez. >> we had a thoughtful discussion. i was excited to sit down with dr. priestley to hash out ideas and themes of what we really want to talk about this year. we went over the gateway charter renewal and passed it with a positive recommendation. one of the information items was regarding newcomer student pathway and update on that, just sharing how there's been a major shift in who is arriving and the numbers, the high numbers that that is and how students are coming with major trauma-related behaviors and what schools are doing in order to support them through this process. there's also been an implementation of assembly bill 2121 which supports plan 3 graduation plan for incoming high school students to be able to graduate and attend college in a way that supports their process and when they arrived. we also got a pre-k update, and they were just sharing all the work that has already been done in regards to a lot of the resolutions that we've been moving and pushing forward and sharing the work that they've already implemented and what's come of that. so it's great to hear what we are doing around pre-k in our school district, because i know for a lot of us and sometimes it just goes under the radar. and then lastly, we heard about connecting implementation to impact, and just the deep work around gathering data in support of teachers and the coaching that they're getting at various sites. >> thank you. i'll also under item m is board delegates to membership organizations. any reports on that? seeing none, all other reports by board members? okay. go ahead. commissioner norton. >> i just -- rereferenced it earlier in the evening but just another plug for the 13 community engagement meetings for student assignment that are going to be going on starting this thursday through february. there's a list on the district website and we are urging anybody who is interested in in this process and offering their thoughts and think that they would like to see to come out to one of those meetings and let us know what they think. >> okay. committee meetings. so the budget and business services amend as needed, commissioners, will be wednesday, february 5 at 6:00 p.m., buildings grounds and services monday, january 27 at 6:00 p.m. curriculum february 10 at 6:00 p.m. rules and policy february 3 at 5:00 p.m., ad hoc committee on personnel matters labor and affordability, that has not been scheduled. so i don't know. >> january 22. >> january 22 at 6:00 p.m. ad hoc committee on student assignment, we will not have a meeting until march 2020 and then joint city school district and city college select committee friday, february 14 at 10 a.m. and that's held at city hall, the legislative chamber. >> may a make a request that upcoming committee meetings are posted ongoing forward when we have our, you know, on our website, under the board committee slot? because i went looking for them like i used to on the archive site and on the new site it leads to board docs, which only lists things as we put them up like a few day days in advance, and i really, really want our community partners, which is labor, teachers, parents and community members to be able to look ahead so they can attend some of these important meetings that we are referencing. and it's not visible on board docs, and i would also like to request that we don't link to board docs unless we are linking to a specific meeting, because it's not parent friendly or community friendly at all. and i know that this new website is on a different platform which is very complicated. so it's not something that staff can just easily like oh, i'll just upload it. and we are seeing that in other areas as well where i'm finding missing information or things like that as we are trying to make that shift. so i don't know who to make the request to that we work on making our future meetings kind of more transparent. and also can we also find a way to put resolutions up there too? because there's resolutions that i'll look around and then i'll say ask someone and that's not something community members can do and these are resolutions from like 2016. so i'll open that request. >> yeah, they are all matters we should be looking into. there's no reason we shouldn't be able to post all our committee meetings throughout the year so the public knows what's coming up. the harder question is around the resolutions because i know i've been exploring them myself on board docs, and there's not a logical way of trying to find them. and it doesn't seem like they're there either. so that's a longer discussion. i don't have the total answer right now. >> i want to provide a brief update, if i may. there are several ways to find the general board meeting dates but off the home page under the calendar, there's the board dates that are listed there as well. and we do have a meeting set up with the board office that if they maintain a lot of the board-related content so we can continue to support them in terms of the building out that content and taking into consideration that feedback. >> okay. excellent. section n, other informational items that are none tonight. section o, memorial adjournment. so at this time we will take public comment for those who submitted speaker cards. there will be a total of five minutes for public comment but i may amend that. we have joan and i don't know if she lasted this long. >> happy new year, commissioners, deputy superintendents and others. i'm carolyn, proud president of the united administers of san francisco, representing centralized administrators in our unit. congratulations on passing the resolution aimed at improving latinex student success. you are taking a courageous stance for social justice in prioritizing latinex student success and taking actions towards eliminating the disparity of their achievement and other student groups. we believe the resolution calls for the school system to improve support systems for latinex students as the president stated, we remain committed to learning centers that help all students achieve their potential and vice president sanchez noted we must consider the structural and systemic barriers along with linguistic and cultural barriers that have impeded greater partnership between the district and latinex students. what better way to build stronger relationships between our schools and families and to address the achievement gap than to have conscientious bilingual latinex administrators. we need more educators who live and work in our neighborhoods and are raising children who attend schools in our district. in light of this momentous resolution, we strongly urge you to consider all possible options when making the important employment decision concerning our union member tonight. we need to cultivate our leaders of color who have to make critical decisions every day all day. while we are not privy to the full scope of allegations of evidence you will be reviewing, we encourage you to do what the school community thinks is best for them since they have made their preferences very clear. thank you. >> good evening. joan expected to speak during public comment and her name card was not called. >> yeah, it said closed session. >> she made an error. this is the second time it's happened. >> if that happens in the future, text me. i look sometimes. all right. so we are -- this is the time where we are -- i should read the script. so i don't mess it up. okay. so section p, closed session. the board will now go into closed session. thus i call a recess of the regular meeting. thank >> the board voted to approve the request to expunge student conduct record for one middle school student. public employee discipline, the board voted by a vote of five ayes two absent, approved a resignation agreement between the district and one classified employee and authorized payment up to the existing amount. existing litigation by a vote of five ayes two absent approved a settlement agreement and authorized payment up to the stipulated amount. in the matter of k.j., the board voted by a vote of five ayes approved a settlement agreement and authorized payment. anticipated litigation in one matter of anticipated litigation g.g.e. the board by a vote of five ayes provided direction to general counsel. this meeting is ajune -- this meeting is adjourned. [please stand by] >> it did take a village. i was really lucky when i was 14 years old to get an internship. the difference that it made for me is i had a job, but there were other people who didn't have a job, who, unfortunately, needed money. and they were shown to commit illegal acts to get money. that is what i want to prevent. [♪] today we are here to officially kick off the first class of opportunities for all. [applause]. >> opportunities for all is a program that mayor breed launched in october of 2018. it really was a vision of mayor breed to get to all of the young people in san francisco, but with an intention to focus on young people that have typically not being able to access opportunities such as internships or work-based learning opportunities. >> money should never be a barrier to your ability to succeed in life and that is what this program is about. >> there's always these conversations about young people not being prepared and not having experience for work and if they don't get an opportunity to work, then they cannot gain the experience that they need. this is really about investing in the future talent pool and getting them the experience that they need. >> it is good for everyone because down the road we will need future mechanics, future pilots, future bankers, future whatever they may be in any industry. this is the pipe on we need to work with. we need to start developing talent, getting people excited about careers, opening up those pathways and frankly giving opportunities out there that would normally not be presented. [♪] >> the way that it is organized is there are different points of entry and different ways of engagement for the young person and potential employers. young people can work in cohorts or in groups and that's really for people that have maybe never had job experience or who are still trying to figure out what they want to do and they can explore. and in the same way, it is open for employers to say, you know what, i don't think we are ready to host an intern year-round are all summer, but that they can open up their doors and do site visits or tours or panels or conversations. and then it runs all the way up to the opportunity for young people to have long-term employment, and work on a project and be part of the employee base. >> something new, to get new experience and meet people and then you are getting paid for it you are getting paid for doing that. it is really cool. >> i starting next week, i will be a freshman. [cheers and applause] two of the things i appreciate about this program was the amazing mentorship in the job experience that i had. i am grateful for this opportunity. thank you. >> something i learned at airbnb is how to network and how important it is to network because it is not only what you know, but also who you know to get far in life. >> during this program, i learned basic coding languages, had a had to identify the main components and how to network on a corporate level. it is also helping me accumulate my skills all be going towards my college tuition where i will pursue a major in computer science. >> for myself, being that i am an actual residential realtor, it was great. if anybody wants to buy a house, let me know. whenever. [applause] it is good. i got you. it was really cool to see the commercial side and think about the process of developing property and different things that i can explore. opportunities for all was a great opportunity for all. >> we were aiming to have 1,000 young people register and we had over 2,000 people register and we were able to place about between 50 and did. we are still getting the final numbers of that. >> over several weeks, we were able to have students participate in investment banking they were able to work with our team, or technology team, our engineering 20 we also gave them lessons around the industry, around financial literacy. >> there are 32,000 young people ages 16 and 24 living in san francisco. and imagine if we can create an opera skin it just opportunity for all program for every young person that lives in public housing, affordable housing, low income communities. it is all up to you to make that happen. >> we have had really great response from employers and they have been talking about it with other employers, so we have had a lot of interest for next year to have people sign on. we are starting to figure out how to stay connected to those young people and to get prepared to make sure we can get all 2400 or so that registered. we want to give them placement and what it looks like if they get more. >> let's be honest, there is always a shortage of good talent in any industry, and so this is a real great career path. >> for potential sponsors who might be interested in supporting opportunities for all , there is an opportunity to make a difference in our city. this is a really thriving, booming economy, but not for everyone. this is a way to make sure that everyone gets to benefit from the great place that san francisco is and that we are building pathways for folks to be able to stay here and that they feel like they will belong. >> just do it. sign up for it. [♪] [♪] [♪] >> i just wanted to say a few words. one is to the parents and to all of the kids. thank you for supporting this program and for trusting us to create a soccer program in the bayview. >> soccer is the world's game, and everybody plays, but in the united states, this is a sport that struggles with access for certain communities. >> i coached basketball in a coached football for years, it is the same thing. it is about motivating kids and keeping them together, and giving them new opportunities. >> when the kids came out, they had no idea really what the game was. only one or two of them had played soccer before. we gave the kids very simple lessons every day and made sure that they had fun while they were doing it, and you really could see them evolve into a team over the course of the season. >> i think this is a great opportunity to be part of the community and be part of programs like this. >> i get to run around with my other teammates and pass the ball. >> this is new to me. i've always played basketball or football. i am adjusting to be a soccer mom. >> the bayview is like my favorite team. even though we lose it is still fine. >> right on. >> i have lots of favorite memories, but i think one of them is just watching the kids enjoy themselves. >> my favorite memory was just having fun and playing. >> bayview united will be in soccer camp all summer long. they are going to be at civic centre for two different weeklong sessions with america scores, then they will will have their own soccer camp later in the summer right here, and then they will be back on the pitch next fall. >> now we know a little bit more about soccer, we are learning more, and the kids are really enjoying the program. >> we want to be united in the bayview. that is why this was appropriate >> this guy is the limit. the kids are already athletic, you know, they just need to learn the game. we have some potential college-bound kids, definitely. >> today was the last practice of the season, and the sweetest moment was coming out here while , you know, we were setting up the barbecue and folding their uniforms, and looking out onto the field, and seven or eight of the kids were playing. >> this year we have first and second grade. we are going to expand to third, forth, and fifth grade next year bring them out and if you have middle school kids, we are starting a team for middle school. >> you know why? >> why? because we are? >> bayview united. >> that's right. >> thank you so much for joining us here today at 888 post, the site of a new transitional age use navigation center, right in the heart of your district, supervisor peskin, congratulations. i know you've had to endure a lot of challenging community meetings along with the teams from our group and others but thank you so much for your leadership and your work to make this possible. many of you know that in october of 2018, i set an ambitious goal to build 1,000 new shelter beds

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