Transcripts For SFGTV Board Of Education 20240713

Right now. Good evening, everyone. San Francisco Unified School District provides free cantonese and spanish interpretation tonight for this meeting. So if you know anyone that needs a cantonese or spanish interpreter, please have them find us. We have signs up right here. We also have childcare provided over at the e. P. C. Center. So if you need childcare, please head over to the e. P. C. Center. And the interpreter will repeat this in cantonese and spanish. [speaking Foreign Language] [speaking spanish] thank you. Section b, opening item, approval of the board minutes of the regular meeting of february 11, 2020. We need a motion and a second. So moved. Second. Are there any corrections . Roll call. Thank you. [roll call] speaker cards for the regular agenda and closed session are necessary if you wish to address the board of education. Members of the public are reminded an individual can complete a speaker card prior to the item being called and present it to the assistant. Members of the public have two minutes to address the board or the time set by the president. The speaker cards will not be accepted for an item already before the board. Item 2, superintendents report. Thank you, president sanchez. This past i had the pleasure of attending the 26th annual africanamerican honor roll at st. Marys cathedral. It was attended by over 800 students from nearly every san Francisco Unified School District school. 15 High School Students were honored for having 4. 0s. Con garagelations to all congratulations to all the students who were honored and thank you to the staff who supported the event by volunteering their time. The superintendents 21st century awards are accepting applications through this friday. And i encourage all graduating san Francisco Unified School District seniors to apply. This award will be granted to six seniors who exemplify a particular strength in one or more of the characteristics of the graduate profile. Winners will receive a 2,000 scholarship and be honored at an event with myself and other district leaders this spring. The scholarship is available to all students regardless of citizenship status. The deadline to apply is this friday, february 28. Please go to sfusd. Edu to learn more and to apply or talk to your School Counselor or principal if you have questions. Our district is developing a new Student Assignment system for Elementary Schools, and we want to hear from you. Attend the Community Workshop to provide input that will help our district develop a new Student Assignment policy for Elementary Schools. The final workshop is february 27 at the l. A. Hutch community center. Please r. S. V. P. To www. Sfusd. Edu to attend the upcoming Community Workshop. Finally, i would like to announce that the School Planning summit is this saturday, march 7 from 8 15 to 1 00 at everett middle school. The summit provides the opportunity to Work Together as a team on your school plan for student achievement. Invited to attend are principals, teachers and other Staff Members of the school site counsels. English learner Advisory Committees, africanamerican aanyonety groups and other parent affinity groups and other parent family groups. Talk to your School Principal about how to attend and participate in School Planning. Attendees will hear about the strategic priority, programs and services for 2021. You can develop your School Priorities and plans for next year and learn about funding and other sources to serve your students. There will be interpretation, multilingual materials, breakfast and childcare provided. Again, the School Planning summit is saturday, march 7, at everett middle school, 450 Church Street between 16th and 17th street from 8 15 to 1 00 p. M. That ends my announcements. Thank you. Item 2 3 is student delegates report. Thank you. Good afternoon, everyone. Superintendents 21st century award, ai deadline for the scholarship is this friday the 28th. The scholarship is available to all seniors regardless of their citizenship status, who demonstrate the core values of sfusd. Our goal is to encourage students in the School District to apply for this opportunity and to get all the help they need to make their College Experience less helpful with this opportunity. We would like to thank dr. Matthews for continuing to make this opportunity available for all sfusd students and laura for bringing this award to our attention. Perspective experience program, last night at our meeting we received a presentation on the Student Experience Program Collaboration with the department. We learned more about teacher biases and the impact it can play on their students. Our goal as student leaders is to take this information back to our school sites and promote the importance of antibias work. We would like to thank chris lee for getting in contact with us and giving us this important presentation. Good evening, everyone. Just like dr. Matthews, we would like to announce the annual School Summit program is approaching. It hosts families, staff and Community Members planning the budget for next year. It is an important meeting where data such as attendance records, academic testing and School Climate surveys are viewed to conduct academic and curriculum planning. The s. A. C. s goal is to promote the event and share the opportunity for students to volunteer. It will be march 7 at everett middle school. And we would like to thank kia for sharing this opportunity. Our last item is the student delegate application. The application for next years student delegate is now open. The student delegate position is a great leadership opportunity and it enables the student to represent the sfusd voice on the board of education. It is a personally, i agree, it is a fun and awarding experience where you work to create change in your district. If you would like to apply, please see your school represent representative. I know you will miss me as much as i will miss all of you. Our next meeting will be monday march 9 at 5 00 p. M. In room 11 at the i lab. The Public Counsel and anyone is welcome to attend. If you would like to attend, make a presentation or would like a copy of our agenda, contact mr. Salvador lopez bar. Thank you, student delegates. I am for recognitions, there are none tonight. Five, recognizing all valuable employees, which is our r. A. V. E. Award. Our first r. A. V. E. Award winner is the secretary at mckinley Elementary School, ms. Jennifer hancock, and presenting this award is molly pope, principal. So please. Thank you. Right there. [applause] all right. What a night. Good evening. My name is molly pope and im the principal at mckinley Elementary School. It is an honor to be here and to be able to introduce jennifer hancock. The Mckinley Community is delighted that jennifer is getting public recognition for her contributions to our district. The job of Front Office Clerk is enormous and foundational to setting the tone of the school. It embeds the jobs including nurse, social worker, therapist, systems and budget analyst, receptionist and family liaison. She handles these roles with such expertise that it makes her annual Halloween Costume of wonder woman seem more like a daily uniform. [applause] our school wouldnt function without her cando attitude. She is driven to improve outcomes for all students and is as gifted with google docs as she is at deescalating a student, often doing them simultaneously. The coworkerrer who nominated her her work that words are inadequate to appreciate all she does each week, her positive attitude makes for joyful learning. There are no truer words. She makes a formidable job look easy, and i am forever grateful to her. [applause] thank you. Finding out i was nominated for this award by a colleague a year and a half ago was a huge honor because it meant some of the things ive tried to do over the years to make the teachers live a little easier have worked. It helps i am the kind of person who gets excited by google spreadsheets and finding the exact perfect size of pencil box to fit both an epy pen and inn hailer at the same time. It has been in honor to work with such an amazing community. Founding out i won this award a few weeks ago has left me a little bit conflict, and i feel i would be letting myself and all of you down if i didnt attempt to explain why. I want to start saying i am grateful for sfusds recognition of my efforts to make mckinley a great place to work for staff and a great place to work for students. I strive every day to have the office be a soft place to land. But after five years of doing this job, im really, really tired. The last few weeks have been full of newspaper articles about dysfunctional middle schools with challenges im sure most of us recognize from our school sites and emails laying out the prospect of severe budget cuts. Remember that i like spreadsheets . I actually clicked through on dr. Matthews Powerpoint Presentation and got deep in the weeds about rising costs and declining revenue streams. It is clear this is a simple math problem. There isnt enough money to pay for everything our schools need to be successful. I hear that, and i believe that. And i dont know how to help fix it. I have no bandaid or ice pack that will save the day though they do work for most every other problem in an Elementary School. But what i do know is that cutting funding for our school sites is not the right answer. [applause] ten more seconds. In fact, school sites desperately need more resources. Our schools are being tasked with not only teaching our most vulnerable students, but healing them as well. And for that, we need more people walking the halls and manning our Wellness Centers and offices. I am honored to accept this award on behalf of all of the really, really tired school staff site and our partners in Central Office, giving more than they get every single day and still showing up each morning with a smile on their face and a coffee in their hand. Thank you. [applause] thank you very much. [applause] chop from the top, chop from the top. [chanting] the next award is a teacher in our district. She is a teacher at Frank Mccoppin Elementary School. This award will be presented by bennett lee, her principal, and the award winner is tina huie. [applause] good evening, everyone. Im the principal at mccoppin. Tonight im giving the award, im honored to be giving an award to ms. Huie, one of the hardest working teachers. Just a story about how when she won this award, i told her congratulations, im going to come out to a Board Meeting and present the award, her first words were dont tell anyone, i dont want to be recognized. I go i already responded, im going to be here tonight. I want to proudly give her an award. But i broke my profess because i told staff, why are you going to a Board Meeting . And im like number one, to hear people cheering for needing less cuts and also giving an award to one of your own, and they were like who, and they said they were going to congratulate her quietly. One of the things that stood out is because of all the extra things she does. Shes a mother of three, always busy, always rushing off to pick up her kids or get babysitting services, yet she finds the time to run marathons, and she also started the girls on the run club, which was really, really a Great Community effort that neighbors and Community Came out, watched her as she did a relay. It was just an amazing moment where our teachers ran up to me, im going to nominate her for a r. A. V. E. Award. I thought this is a true exemplary example of a person that really gives so much to the school and people recognize it, and we need to recognize her. And i want to recognize her student. Congratulations, ms. Huie. [applause] i just want to briefly say thank you. Its hard for me to believe that this is my 27th year of teaching. Time flies by. And i want to say that i feel very honored and blessed to be in a career that i still love and feel passion for. I feel like its not a career, its my calling. I love my students and i love my community, and i hope to be serving them for many more years. [applause] section c, Public Comment on nonagenda items. Ill call your names in a minute. The protocol is please note that Public Comment is an opportunity for the board to hear from the community on matters within the boards jurisdiction. We ask you refrain from using employee and student names. If you have a complaint about a district employee, you may submit it to the employees supervisor in accordance with district policy. Board rules and alaska r California Law dont allow us to respond board rules and California Law dont allow us to respond to comments. We have a number of speakers. When i call your name, approach the podium. Youll have two minutes each. [calling speaker names] ill do the rest later. My name is grace, i work at a middle school. Im a second year classroom teacher. [applause] im a member of this community. I have i wanted to say these proposed budget cuts are not only going to have real life consequences for all schools but especially our school, which you may have heard of recently. Our school has three counselors for 1,000 students, and we get written about in the press as not answering emails fast enough. Our admin are i think generally feel unsupported by the district at times. And are trying their best in a hard situation and all being new to their jobs. Every teacher at my school is working three different jobs in one. Im a classroom teacher, u. B. C. Rep and a head of Technology Department in my second year. No one at my school every at my school cannot survive on these budget cuts. We had probationary counselors and teachers who are working harder than anyone ive ever seen in my life. And our students deserve more. And our families deserve more. And in this time of crisis, we cannot have we cannot go to our schools and say heres less. We cannot settle for less. Every year our schools have been funding our students with less money for every year, and our classroom teachers, counselors, clerks, Security Guard, nurses, administrators, cannot continue to settle for less. And we need to show our students and our families that we are going to Work Together to find solutions and not compromise. So i ask you on march 10 that you vote for no cuts and no lay offs. Thank you for your time. [applause] im megan, a behavioral analyst with the School District. And part of my job is going to schools, i go to a lot of schools. And im there to try to help them figure out how to support students who need more student, and that is an impossible task, because everybody that i work with at every school ive ever gone to is already giving 110 . If we plan to interrupt the predictability of inequitable outcomes for our stantons, laying the burden for our students, leiing the burden laying the burden of cuts on our students is not a solution. Schools without good connections like schools ive been at in the Southeast Side, dont have matching grants for their p. T. A. S. They are going to get left behind. So for those kids that are doing okay or at schools are lots of funding, they are likely to continue to do okay. For kids struggling at this moment who need more, struggling at reading, have social emotional needs, those are the kids that are going to suffer if we decide to put the burden of these budget problems on our school sites. Its going to be an uphill battle for every child who has more than just the basic need in our school. Budget cuts are hard on everybody. But they perpetuate the cycle of inequity we are here to stop. [applause] we cannot afford to put our children through that. I urge you, i demand, that you vote no on any budget cuts that affect our schools. Vote no on layoffs. We owe it to our kids to stop the cycle of inequity, and we cannot do anything less than that. Thank you. [applause] hi, michelle, lowell high school, im also a parent of a balboa, shes a junior. I couldnt remember. Im also teaching four sections of a. P. Computer science at lowell, former student. And i have some concerns that are budgetrelated and also personal. One is that i currently have a colleague in our shared office who has very serious cancer. And she is afraid to take off work, because she is out of sick days from being treated a few times. In our contract we have 100 days of extended leave she would have to pay for a sub, and she cant. And so i am asking you to consider for bargaining that we dont continue this policy of asking teachers to pay for subs out of their salary. [applause] this is not a cost sorry. Anyway. We currently have a sick bank that members contribute contribute to. I tried to go to the Labor Relations office and say can i give her five of my sick days, and she said no, she said have to have 100 of her own days used first. This is an old policy from the 70s. San diego has a contract that shows how to undo that, and its not a significant cost. It might be a fouad administratorrive hours. If you are it might be a few administrative hours. I want our students from our city to be able to do Computer Science as a profession so they can stay in the city. [applause] we currently have a company that is enabling a criminal president , a Company Called twitter. Im doing it anyway. We have a criminal president being enabled by a company that gets a tax break in our city. Im not saying thats anyones fault. But why do we allow that . Okay. Thank you. [applause] thirtyseven students in a section, 47. If we have anymore cuts, where do they go . [applause] just a reminder to step a little back from the microphone so it is not muffled. [speaking spanish] im a fourth grade teacher at b. B. H. M. Its a shame that im here. Its a shame we live in the richest city in the richest country in the world and we have poverty, homelessness, schools that are underfunded, and yet our schools still find a way to support our families. My school at one point had 60 families without housing. The district did nothing, the city did nothing. We had to pull in more people, we had to come up with the idea of bringing in a shelter to our school and giving them a house, a place to live, a place to sleep at for our children so they can learn at school. Thats a shock. That shouldnt be coming from us. That should be coming from you all, the people that dont have to answer to phone calls, emails, teach five lessons, talk to parents. That shouldnt be coming from us. We dont have the time for us that. And right now if you cut 26 million from our schools, you are saying that you dont support educators who are on the frontline of the things that our politicians should be on the frontline. We are on the frontlines of black lives matter, of poverty, of homelessness, of making sure the rich pay their fairtaxs. What are you doing . I demand and i urge you to vote no on cuts, no on layoffs and instead vote to make sure our students are learning. Its not school, its not fair, and its very simple. Sometimes i think politics and budgets and all this is very complicated but really we are just asking for a basic right, that our schools are funded and that our schools earn their education. Thank you. [applause] good evening. My name is susan, im the lead purchaser and Vice President of the local 21 sfusd chapter. As you know, local 21 represents 10,000 members in the bay area, 5,000 in the city and about 100 sfusd employees. Most of them work in the department of technology. In the district, we are the purchasers, occupational therapists, architects, building inspector, Business Analyst and i. T. Workers. We work with the teachers and staff, handle the purchase of goods and services, fix the computers and make sure that the networks are functioning. Our goal today is to support the teachers in solidarity. We want to let the board know that we need more, no less, and that the board must promise no layoffs, no cuts. We are not asking for any special favor, just a fair living wage in this beautiful city we call home. Thank you. [applause] good evening. My name is david, im the local 21 also. And im in the i. T. Department. Im not good at scripted stuff, but i did want to say that when viewing layoffs and budget cuts, the word that comes to my mind is sacrifice. But i was wondering, are we really taking a good look at all the sacrifice thats already been made . Sacrifices that are made on a daily basis, not only by educators, but your support staff, educators reaching in their pockets, their purses to supplement what they need on a daily basis. Some of the support staff who have risen with you and supported you through the early days when we were punching holes, establishing your first internet connection, crawling in your ceilings, where theres rat feces and other exposure, those types of sacrifices. Many of you will rise and move onto your next political appointment or career advance. [applause] and i just wanted to remind you that to coin a phrase like the africanamerican honor roll, whose shoulders you stand on. It is our shoulders you stand on. [applause] when you do budget cuts and layoffs, certainly thats not a way to say thank you. All right. [applause] hi. My name is michelle. Im a School District nurse at Visitacion Valley middle school. [applause] im also the parent of a child at burton and another child at denman. So we are all on the south side or southeast. Our students, our families and staff deserve a lot. We deserve fullyfunded Wellness Centers including fulltime nurses in these Wellness Centers. Social workers to be continued to be funded, therapists and counselors. But we are in a district that wants to make 26 million in cuts, taking away resources that are necessary from our students and from our families. Schools in the south and Southeast Side are going to be disproportionately affected by cuts and lay offs. As i said, im the School District nurse. Like most other middle school nurses, the district only funds my time 50 of the time at the school site. The burden of the rest of my time to help my school site falls directly on my school site. I work with students from many backgrounds from many different countries. 40 of the kids were born in a country not the united states. 27 of those students listed english as their home language. Most of my students have trouble with housing situations, with having actual access to food, they are exposed to violence and traumas on a daily basis. In our Wellness Center, we strive to help the students get the resources they absolutely deserve to have. They are in desperate need of healthcare and access to the care, and the place they look for support is our Wellness Center. I spend several hours a week working with families and local clinics helping to navigate the system, help work our kids through mediical and help them keep the points. We need to show our kids that we can step up together as a community, listen to each other and keep all of our jobs and the resources our kids need. Thank you. [applause] [speaking spanish] i come from san juan, puerto rico. I have been living in San Francisco for 11 years. And i am an educatorred person. An educated person. I have a degree from the university of san juan. He have generations of students who have been underserved. When i make the decision to join San Francisco School District, i thought i was stepping beyond the paradigm. I thought i was leaving the need behind. I think its very, very shameful that we are living in the richest city in the country, and we are begging for money and saying we are going to cut it from teachers, 26 million. That email, by the way, superintendent was received on a wednesday. That was a very hard day at work. It was not very effective communication, my friend. Let me tell you. You do not do that in the middle of our week. I stand with you on the message that we need to find a way to fund this. And i agree we are having a problem but i dont like the way you took sides and separated us in this common problem, and we are all trying to do the same thing. So i urge everybody to use all this energy to tax the fuck out of the rich so we can get the funds we need to fund our education. Thank you. [applause] hello. My name is amador. Im working with i. T. Ive been working with the School Districts for a while now. I started as a para in 1990. 1997 i did a transmission to i. T. Since computers are my background. Having that, i know what the teachers go through. I know they have to spend part of their money just to buy supplies. Working with i. T. I go to all the schools and i see all the challenges they face. I think that we are asking for your support on saying no. Im with local 21. Im asking you not to put put yourself in their shoes. I know theres a big risk between what they do and what you guys do. And we elected many of you so you can represent us. [applause] we are asking you to not only say no to cuts and funding, we also take the next step and go beyond that and see that we dont have to go through all this. Thank you. [applause] my name is michelle camp. Im a 30year employee with san Francisco Unified School District. [applause] i also attended school in San Francisco. Im a native. And i work at james denman middle school, and my whole family went there. And, you know, i come from a whole different era, but what i see is worse than when i was coming up. Its really worse. Dont nobody care, people forget where they come from, and when you forget, you repeat. You repeat it. And im a teacher and security person, but i do a lot of other things. I talk to the kids every day, i talk to the teachers, i talk to a lot of people. Superintendent matthews, i remember you shared about your mother being a parain the classroom, i asked somebody one day he ought to know we dont get unemployment. Why dont they stop sending they letter out. And some of the rules and things, these are antiquated rules. They are old, they shouldnt be on the books like michelle talked about the money. Thats ridiculous. You cant tell me this is the 21st century. Those rules need to go. And for you to care, you would work on things like that, you would support your schools, when you support your schools, you support the children, the students have a lot of problems. I mean serious problems. They are not getting what they need at home. Its generational, and if you do these cutbacks, its going to affect everybody, and especially the families and the students. And you cant tell me you care, because you dont. You really dont. I dont believe you guys care. You cant. So im asking you do not do any cutbacks. Its ridiculous. And thats basically what i got to say. Have a heart and dont forget where you came from. [applause] hi. My name is jan. Im the president of local 21. But im not here to speak about myself. Im here to speak for a colleague of mine who is supposed to be speaking here today, but he cant, as he is at his other job. But he was going to say my name is stanley wong and i work at the help desk to answer technical questions. I also have a parttime job at night. I live outside of San Francisco, and i stay overnight. Im only able to see my family on the weekends. Im here to speak to you because im not not sure how you could survive with less. The work i do is important support work, and the district cannot run without it. Nobody should be facing the fear of losing their jobs when so many of us are already barely scraping by. Please stand by us and promise us no more lay offs and no cuts. Thank you for your time. [applause] good evening. Thank you for having us. My name is kai king. Im a math teacher at wallenberg. Im losing my voice, because i care about this. And its hard as a teacher. Its sort of like its your magic wand, your voice in the classroom, but i take that from myself because i feel like i need to be here to fight for students. What i know is that there are students in my class who wont get what they need. I cant teach them math unless they have what some of the supports that were talking about cutting. So i have students who regularly visit the nurse. I have students that get psychiatric care. These students are the students that we say we are supposed to support. Im reading the Mission Statement here. This is the sfusd Mission Statement. Every day we provide each and every student the quality instruction and equitable support required to thrive in the 21st century. We are talking about cutting the equitable support. Now, i know we are on the same team. This is a progressive city, and i know that you feel what we have on our hearts. We dont have a choice when we find out we got to be there, we have to be on every single day. I have two kids that my wife is at everett middle school. 100 dedicated to these children. We know that theres money there. This is the richest, we talk about this is the richest city in the history of the world, billionaires everywhere. We have to fund education. These students are the next generation. They are the ones that prop us up when we are old and feeble, so we got to take care of them. Thank you very much. [applause] my name is ben goodnick. Im a second year teacher at carmichael Elementary School. Im not here tonight to talk for me. Im here because theres a little girl i know. She has nowhere to live. My partner steals her snacks from her job so that she has some extra food. She is not the only one. There are dozens of children just at my school with nowhere to live. There are 2,500 kids in our School District that have been homeless or at risk of being homeless. I see people in the streets that i know. It is immoral to take from these children. We like to use words like equity a lot in sfusd. But equity is not a word. It is actions. And if those actions are to take from the people with the lest, that is not equity. My student has refugees from a genocide. And you are going to tell me those kids dont have psychiatrists, that our School Counselor needs to see 500 children who need help. You cant say equity without making it something you are doing. If you are not going to do it, dont say it. [applause] we have 75 billionaires in San Francisco. Lets take their money. Its not just you, the City Government needs to do something about this. We can no longer be a playground for the rich when our children are literally starving. Thank you. [applause] my name is michelle. Okay. I was going to start off is that better . I dont use a mic in real life. I was going to talk about the experience of a student. Because for me the perspective of a student is really important. I think about walking through the school dog and knowing the support the school door and knowing the support you are going to get. If you know as a student that if you dont feel good, theres a school nurse that can help you. I have a handful of kids in my school that have type 1 diabetes. Our school nurse is imperative to them living. If im a struggling student that has an i. E. P. And the Teacher Needs extra support, the para being there all the way to eighth period is imperative to me being successful in math class. If im trying to to figure out the Best High School for myself, i should be able to talk to my School Counselor, and we have a real conversation where she tells me the choices and the schools and the pathways and the programs that are helpful for me, right . If im able to walk in and see the Security Guard and they are able to help me embrace me and calm me down when im having a bad day, that is important to me as a student. So i as a teacher, im all about us getting money and the support and services. But taking care of me indirectly takes care of my children. [applause] think about it. When your mama is happy, and your mama is taken care of, babies can get things done. A mama that is stressed cant take care of our children. We know this is true. When teachers are stressed out, and you are living in a fightorflight all the time, how are you able to come to work . How are you going to tell me in march im going to lose my job and ask me to come every day and be my best self . That is stressful. [applause] and my time is up. The music is going to play. We dont have money. I need you guys to walk in solidarity with us and pay their dues. The people who got money, help us out. Thank you. [applause] hi. My name is brandy bowen. Im an organizer at coalman advocates. [applause] im just here because at coleman we have had a long history with this district. We have watched you sign pretty resolutions about keeping our schools safe, keeping them supportive. And we have seen this district brag about being restorative and responsive. But whats funny is the people implementing the vision are all the people in this room right now. Its our students, families and teachers. And its time that you help them, because they cant do it alone, and they have been asking for support for so long. And the time when we should be escalating their supports we are saying we need to cut back and cut down on them. And so i think that we are at a moment right now where we know that the money is here. Its in this district, and its damn sure in this city. And we need to be pushing for that. And we need to make sure that our students are feeling safe and that they are feeling supportive, supported, because a lot of the kids in our organization come into our building after school buckling down in pain because they feel like they are not getting the support that they need. And thats not on School Communities totally, thats on yall, thats on this city. And thats the systemic problem that needs to be addressed here. [applause] hi. Im evan, im a student at guadeloupe Elementary School. [applause] and i want to say that it is very important for the Staff Members and everybody to stay, because there are a lot of students who do need it. If they dont, its going to be hard for them. They are going to struggle. So i think it is very important for the staff to stay. Thank you. [applause] before [applause] before our next speaker, im going to read off some more names. So just one moment. I cannot read the last name, sorry. [calling speaker names] my name is angel. Im a High School Senior at burton high school. One thing i really want to say is that just, like, its hard, honestly, looking at just this entire issue, its everywhere, news, articles, its everywhere. And its not something you could really ignore. I talked to staff, i hang out with teachers in my school, i talk to other students, and its like, its hard to see the fear that they have. Like its i dont know how to say it. But just our school relies on the budget, right . So its like what happens to our Wellness Centers when the budget is gone . I see teachers who use the Wellness Centers, i see students. I use the Wellness Centers at my school. Its like what happens when we dont have the funding for that support . I have and like i said, im a senior, so its like why do i need this . I really dont need this because im going to be gone, right . But its everyone else who needs it, everyone else needs the support. [applause] another thing, like i was talking to other teachers earlier, right . And they have to buy their own supplies. Its hard to see i mean, well, yeah, its hard to see and hear that teachers dont even have funding to renew supplies or they dont have money for their own supplies. And its like everything they buy comes out of their own pocket, and its just sad. And last thing i got to say, i feel bad for you guys because its just like, its hard to say that we i mean, its hard to see that we have to make the decision for you. We dont understand why there should be budget cuts or why thats an issue. Thats all i got to say. [applause] hello, members of the school board, and a huge shoutout to all my fellow Union Members for being here today. Before i begin, i want to acknowledge the many of the paraprofessionals i work with cant be here today. Every para i went to today works a second job that prevented them from attending tonight. They work closely with each and every one of my kids, and they deserve to have the time to stand here and get their voices heard, but unfortunately our systems work against them being able to do this. My name is rebecca and im a parttime special education resource teacher at an Elementary School. Before this i was a fulltime special education resource teacher at future Elementary School, but unfortunately in october, decisions were made that i was not consulted about that my site and those students do not deserve a fulltime special education teacher. I want to speak about the potential cuts to our School Budgets to our site budgets. These cuts are being framed as nonclassroom staff as nonessential personnel, but my job depends on these members, on these educators. They are essential to me. When we implement services, we speak of tiers of a pyramid. Our Sped Services being tier 3 and our our quote nonessential personnel are the second tier. If you make a choice to cut the services to make school sites decide between a literacy teacher and a coach, what a fun hunger game there. You will decimate special Education Services in this district. You will make our pyramid of Services Fall apart. You have a choice to make San Francisco an example of a progressive city that funds its students and that gives them what they deserve and what they need or you can vote to make this district an example of whatnot to do. I implore you to choose what is right, what is just and what is best for our students. Thank you. [applause] good afternoon, commissioners. My name is raphael, im a 37year employee. Also prior student of the School District. Ive been around a long time, lets say that. Im also the president of s. C. I. U. 1021 School District chapter. Over the years one thing my bosses have told me is we provide a service. And our clients are the Young Students that i see up here talking today, which makes me feel proud that they are up here and got the guts to actually speak up for themselves, and not just themselves but their teachers, which makes me feel proud to say you teachers are amazing, and you deserve the best. And i hope you guys do get the best. On the other hand, you also have custodians, clerks, student nutrition, warehouse workers who all provide a service to our students. And you know what . We cant provide that service if we dont have staff. Right now, all our custodians, there used to be 700 when i first started back in 83. We are down to 300. What are you going to cut . We used to have three, four clerks in an Elementary School. Now we got one. What are you going to cut . The one clerk . Warehouse workers, they safe us 150 sites, and theres only a handful of them. What do you cut . I work in the Environmental Health department. I deal with all the asbestos, led, hazardous materials. We started with 15 people in 1986. You know how many we got today . Me. Two of them are retiring in june. Where do you cut . How do i provide a service to protect the staff, the students of the School District with one man serving the School District. What do you cut . How do i provide a service . I cant. But please, think about all the parts that you can probably make, think hard, find the funding. Its there. I know its there. We have been told before there was no funding. Magically, funding showed up. I know theres funding or that it can be got, one way or the other. Please do not cut the schools. [applause] good evening. My name is linda. And im a 26year veteran, Kindergarten Teacher, and i cant believe im here talking about this same thing. We are repeating the mistakes of the past. Thats exactly what we are doing. I feel like im living in a bumper sticker, the one that says it will be a good day when schools get all the money they need and the pentagon has to hold a bake sale . We are holding the bake sales. We are writing the grants. Theres nothing new in my classroom that i havent written a grant for to get in my classroom. We are holding the bake sales. The District Needs to find the money. If the money is there, it needs to be in the schools, and its not there, get it. We need the money in our schools. We cannot educate our children in this bright, beautiful city. Our children are the inher tores of this i nnheretors of this city, and they will not get it with these cuts. Thank you. My name is margaret harris. And ive been a social worker in sfusd for 23 years. We live in San Francisco, and our sons from groan up in sfusd schools. In recent years i have seen dedicated colleagues leave the profession and had my own childrens teachers leave midyear because they cant make ends meet here. I currently spend a lot of my time working with staff to troubleshoot situations that feel impossible. Teachers, as you have been hearing, are crying out for help on how to support students and families who come to school stressed because of immigration pressures, community violence, homelessness and other accumulating pressures. They work hard to support their students through this stress while balancing their own pressure of not knowing if they will have a job next year. Or if they can even afford to stay in the profession. Yet they still spend their own money on supplies and work way past their scheduled hours because of their commitment to the kids. Our kids. Something that strikes me profoundly is how at times like these, a false narrative gets created that these type of layoffs are sad but inevitable. That while wanting to have Great Schools would be nice, as our vision says, we simply cant afford to pay for them. At the same time we are living in the most expensive city in the country, with the highest density of billionaires in the world. And yet we are being told that somehow we cant afford to provide a highquality education that our children deserve. This is a travesty and an outrage. Educating young people is a challenging, thrilling and essential investment in the future of our city and our society. I invite you to stand with us. This shouldnt be us versus them. We are all in this together, administrators, staff, support staff, janitors, everybody, so we can say no to the cuts and layoffs and find money from the richest people in the city so that the rest of us can survive. [applause] good evening, commissioners and superintendent. My name is michelle parker. Im a single parent of two sfusd students and one graduate. Im also here tonight as the v. P. Of legislation for the district p. T. A. Im here to stand with our teachers who are the t. In our p. T. A. And for our students. We have heard a lot of powerful stories from our educators and students. We cannot afford to not invest in our students. We do that by strengthening the relationship between them and their teachers and by making sure teachers the students who are most likely to have pink slips will suffer the most from those layoffs dont lose those relationships. We cant afford to lose hours of our paraeducators who already work hours without guaranteed pay that cause them to work multiple jobs to stay in the city. We cannot afford to remove supports that make it possible for kids to be their best selfs. Our resource specialists and many others, we cannot afford to make cuts in our classrooms and we need make cuts as far away from teachers as possible. I know we are in a bad budget situation. We also have to demand for funds from our citys 12 million budget to support our schools because the children we serve in our schools are all our children. We need to fight together to pass schools and communities first so corporations pay their fair share and our students receive the funds that they deserve. We need to demand our state legislature and governor add 1 billion as the l. A. O. Recommended yesterday to pay down pension costs so our district has more money to support our schools in the way we deem best. We need to work hard to let the president who will triple funds going to title one, those students who need more access to opportunity, and we need to make sure our Legislature Passes a bill that will change the targets for education spending and put california in the top ten states so San Francisco can pay our educators what they deserve to be paid and will benefit our students. This is a time to stand together as parents, educators and staff and School Board Members to educate our children. [applause] my name is charmagne. I work at Downtown High school, an alternative school which people dont really know about because people dont really see us. I havent seen any one of you in mimy School Building this year. I havent seen you. You havent come in my classroom. Thank you. But im a little confused why i even have to be up here when i should be planning and studying for the what im not going to be supporting even though you were desperately asking for teachers at one point. Im confused why we have to ask you to fight for us. Why are we asking you . Why . That means you all arent doing your job. You all are supposed to be fighting tooth and nail for us, and you are not. If you send out an email, you already gave up. I dont need this. If you sent out an email, you gave up on us, because you are not willing to push that. If you were willing to push it, we would have never gotten an email, would we . That means yall are not doing your job. You have not considered every alternative there is. But instead we are up here when we should be planning, getting sleep, eating, something we dont do all the time because we are trying to take care of our babies. The thing is, we are seeing the capability of yall. Im going to be real. Some of us need to be in those seats because we will fight harder than yall. [applause] i know we will. Because first of all, im from d. C. If you cant understand my accent. And in d. C. , we dont ask, we demand. We dont stop until we get it. I dont know if thats a policy that you all have, but i dont feel like it is. So maybe we need more people in leadership like us that are going to sit here and fight until the end. Because right now, yall not doing yall job for us. So we see, we not asking you, we telling you to do your job. If you cant, then its time to step down. [applause] good evening, darcy blackburne, first grade elementary teacher at sheridan. I just have to say, susan mentioned this evening, this is the sixth anniversary of safe and Supportive Schools, which is what you put forward for our students. We are sadlied with the task at our schools, not just the classroom teachers, but everyone at the site, paraprofessionals, nurses, when we have them, the days that we do, the social workers, everyone works to make sure every child comes to our School Feeling safe. The goal of it was to keep students from being suspended. If you are going to do that, you need to provide us with the training, so therefore we needed teachers on special assignment, teachers who would provide us with the trains so we could have alternatives for training so we could have alternatives for consequences for the students. They need boundaries but we need to know the ways to approach them and for the students to feel their needs are met. And so im just putting it out there, the teachers i know, we need to have a certain amount of teachers to keep our class sizes and our coverage. But its not just the teachers that do the work. Paraprofessionals are there to help the child who has a special need who cannot get it from within the classroom context. They need someone to help modify the curriculum, someone to restate something for them. The school nurse needs to be there to address the students who need medications. They are there, they are training us with our health services. Teachers on special assignment, like i mentioned, provide all of our educators with the supports we need, the training we need to make the schools safe and supportive. Its been six years. Have we all had training on how to cope with our students who are dealing with trauma . No. Have we all had training on Restorative Practices . No. And you are talking about cutbacks . When we actually need more. We need more p. D. , we need more support services. We cant just do it on our own with what we have. [applause] good evening. My name is elita fisher. Im the past chair of the Community Advisory committee for special education and the parent of four children who have been in sfusd. Im here to talk about my day job which is im a special education advocate, so i sit in a bunch of i. E. P. Meetings, and one hit me in the gut a couple months ago. We sat through a meeting at a school where a kid needs a whole lot of help, and this is his second school. He had a lot of trust and behavior issues at school and now at School Number two, we have a team that is trying hard to put support in place. I walked out of the meeting with the family after what i thought was a great amount of progress. And i left something in the room so i came back, and the teacher and her assistance principal were sitting there and the principal had her arm around the teacher because the teacher was in tears and she told me, i want to do everything they want us to do in this i. E. P. , i know we need to, i dont know how, we wont dont have the resources to make it happen so repromised in this legallybinding document, but how are we going to do it . We are already to the bones in our school. In other meetings we talk about the dyslexia guidelines and now we have to put in more specializeed academic programs, and we are doing the best we can. But we need more. Thats what everyone is screaming for. And the policy institute, linda darlings policy institute, i forget the name of it. Theres a study about Teacher Retention and teacher training. And they found that it costs in an urban district like San Francisco, 20,000 to train new teachers. Thats above and beyond the cost of all the benefits and the cost of the salary and everything. 20,000 in appropriate training. If we are losing all our teachers, and we have to hire new teachers and pay an additional 20,000 beyond, we are just ending up increasing cost after cost after cost. We have to support the teachers we have here now. Thank you. [applause] hi. Im a paraeducator with over ten years in our district supporting students with complex needs in an inclusive Elementary School. San francisco unified is not meeting the needs of students are disabilities. Our students are understaffed. We dont have enough teacher, we dont have enough paraeducators. In many schools in our district, students are disabilities are not getting their contractmandated teacher instructional minutes. [applause] nor are they getting their para support minutes. We are out of compliance. And we are out of compliance of a legal contract. My site was offered access to a nonsfusd agency for the unmet Sped Services our students due to staffing shortages, our principal turned it down because it was wrong. Not all schools are being offered this. Admins at other sites are telling teachers dont worry about giving students their i. E. P. Minutes, well just we are trying to maintain. This is happening across the district. This is illegal. Our staff should not be put in these awkward situations. Our staff and sites need to be better funded to support our students all the way around. And with our students Supportive Schools and also in terms of our graduate profile. Thank you. [applause] before you go, i would like to read more names. Ill step back while you read more names. [calling speaker names] hello, commissioners. And student commissioners, thank you for being here. I am susan solomon, a Kindergarten Teacher working as the president of united educators of San Francisco. And i want to explain for a moment what is very special and important about my job. I always want to have members speak before i do, because they can speak in a very compelling way. They know, they feel, they experience whats going on in our schools. Its very special important about my job that i have the honor of having 6200 educators tell me what i need to do. And when i say thats an honor, i mean it. You have heard evidence tonight of what it is we need to do to make sure that our students get the supports they need by making sure that we support the educators who support them. We know that in our country and our state, in our city, Public Education is underfunded. We have to figure out a way to fix that in the wealthiest city, as many people mentioned, with a budget higher than 35 countries in the world, in a state that for a country we would be the fifth largest economy in the world. We can figure this out. We have to figure this out. We dont have a choice. In the meantime, we are going to be back on march 10, and we are urging and asking every board of education commissioner to stand with us and say no to layoffs so that we can do what we need to do for our children. And i will say that the educators and their allies, our allies who are here tonight, stay as long as you want but we know you all have work to do. Come back on march 10, and if its time for some of us to go, lets stand up and do it together. Thank you very much. [applause] ill let them finish walking out. We love you all but we got to plan for tomorrow. We got to get ready. Good evening, everyone. First and foremost, i would like to thank the board of education for your service to our community. Im the parent of a student at rosa parks as well as two students at havard. Im a member of the africanamerican parent advisory council. I think it takes educators, parents, administrators and staff. So i want to say thank you for your Service First and foremost. However theres also a level of accountability, and we should be able to call out family when family has misstepped or hasnt done what they said they were going to do. Im going to speak with regards to the article about the middle School Students where the principal and the parents spoke. Its painfully obvious implicit bias and racist comments by the principal and parent represented in the article are disturbing and nonprofessional to say the least. I think its time the district took immediate action to number one, resolve the issues plaguing all our children across the district, excuse me, and regards to the schools being understaffed and the Wellness Centers and provide the centers with the resources and tools they need to support our students physically and emotionally. You also need to remedy the damage caused by the statements in that article which made families feel like we are not welcome in certain parts of the city and because we were africanamerican and our families make less than 118,000 a year, which is the poverty line. And we need to stop criminalizing students who dont want to go to school because they have been made to feel unwelcome and giving them truancy stuff and prosecuting at their district attorneys office. I have an issue with the poor quality of food being served to our students by revolutionary foods. I understand the intent is to serve healthy food, but they are not doing a good job, and they are not asking for feedback, they are just asking us to taste the garbage, and they go home where we cant afford to feed them every day on our own by ourselves. Thats it. Thank you. [applause] my name is mary. Ive been here before. Im a parent of a fourthgrader and a fouryearold. I stand in solidarity with our educators. Im an educator, im a social worker, but im a parent first in this district. And again i stand in solidarity with everyone here. But i also cant ignore just like my colleague, my parent coleader of apac mentioned about what has been happening at our middle schools. And i want to talk about that. I know we are talking with budget cuts but we also have to talk about implicit bias that happens. And we can talk all we want about saving our budget, but if we continue to treat black and brown students the way we are in this district, our special education budgets only going to go up. We are going to see our students not feel connected to school. And we are going to see an increase of absenteeism. So im urging our district to work on implicit bias and how is it playing out in our district, because that is going to continue to be a problem if we dont adequately train folks and help address and call out some of the racist stuff that happens in our school sites. I want to also highlight and acknowledge the resiliency of our black students and families. Unfortunately how things went down with the article that came out in the chronicle was sad, but i want up and celebrate the black students and families that were at the africanamerican honor role. It was such a beautiful experience to be in that space. I want to thank the board. I want to thank everyone who has been contributing to this idea, not just this idea but the fact that we need to support black students and families, 365 days out of the year that we need to celebrate black excellence. I want to appreciate all of those who put the black history manual together so that we can celebrate black history correctly. Thank you. [applause] hello. Im maya, im a fourthgrader. I was at the honor role last week, and it was really fun. And this is my metal. [applause] the next day my school had a black History Month assembly, and i was one of the m. C. S. My class did a contribute to kobe bryant. Other classes talked about people like misty copeland. Others sang songs. Other b. S. U. Members and i got announced in front of school. It made me feel really proud to be black, and it also felt nice to be standing with other people who share my identity. Thank you. [applause] im a parent of five in the School District. And im also a family liaison at dr. George washington carver academic Elementary School. And i sit as a coleader on the africanamerican parent advisory council. And today my many hats, im here to remind those in the room and the board of the recommendations from apac in regards to how budget cuts may affect them. Our recommendations shortly captured or minimized, i wont read them all word for word, is that the requirement of im sorry, im really emotional, because its a tough night. And because i wear so many hats, everything is near and dear to me. Baa injustice anywhere is injustice everywhere. [applause] and i cannot sit by and see people fighting for money and salary to live and be comfortable in the city knowing these cuts will directly impact my babies, and when i say my babies, i mean my black babies in this district. Those cuts will for sure, for sure affect the services and needs that they have. It will eliminate some of the people like myself who work at carver who support them day in and day out and give extra hours to make sure they have everything that they need along with the excellent educators, along with their admin. It of course the as everything from top to bottom, even though we are trying to chop that top, its a lot going on at the top that is helping my babies survive in schools. So we need to keep that in mind. Back to recommendations. We need support in making sure our babies have their a through g requirements and basic graduation requirements and are set to lead in the 21st century and our c. S. U. Eligible. We need to work closer with the city and county of San Francisco to address conditions outside the background. We also backup implicit bias. Those recommendations were in our board presentation. Please look at them and think strategically about how the cuts will affect the recommendations brought to you from the Africanamerican Community within sfusd. Thank you. [applause] im christopher, im with the i. L. W. U. Local 34 and the local Northern California district council. Im here to support every union that these cuts and layoffs would affect. Many of my members that live in San Francisco, their children go to these public schools, and a lot of these members that are in this audience teach those members children. And i cant imagine how we are sitting here again in front of the school board, asking for no cuts and no layoffs. So the i. L. W. U. Will stand solidarity, hand in hand, shoulder to shoulder for no cuts and no layoffs and any other union that this affects. [applause] good evening, president sanchez, superintendent, commissioners and student delegates. My name is joan, and im coexecutive director of united administrators of San Francisco local 3. I walk the line in 79. Anybody here do that . Sixweeks on a picket line. My first job in the School District. I didnt go into the classroom for six weeks. Every paycheck was cut for the next 10, 12 months, whatever pay scale was going on at that time. I was employee of San Francisco for 32 years. I was a special education teacher. Resource teacher, special education administrator, principal elementary middle and high school, assistant superintendent of middle schools, director and executive director in human resources. 17 years as a principal. And these proposed budget cuts are painfully familiar to me, personally on the strike line and as a principal trying to hold up my school and my staff. U. A. S. Members are here tonight, and we are standing in solidarity with our fellow union colleagues. We are all extremely concerned about the proposed budget cuts and staff layoffs, we are asking that all schools and programs be appropriately funded in order to ensure the success of our diverse student population. We urge you to maintain the Current School site and program staffing. We acknowledge this is truly a challenge. We would like to know if all departments have made cuts in order to minimize those at the site. In addition, you are being presentd with our u. A. S. F. Contracts. We do respectfully request you renew the contracts for our second oneyear and threeyear administrators. During this time of uncertainty, it is critical our schools and programs have consistent administrative leadership to help guide the communities through this difficult time. Our members look to you to ensure the continuation of our members dedicated work to address the achievement gap. Thank you. [applause] good evening, delegate, student delegate, commissioners, president sanchez, superintendent matthews. My name is joly and im a coexecutive director of united administrators. After working for this district for 40 years, im proud to be part of the administrative union. United administrators is a collective Bargaining Union for about 300 site and Central Office administrators. We are prepared to begin initial meetings with the district in order to produce a mutually efficient working agreement. Concerning both financial benefits as well as improving the working conditions of our members. We believe in the districts core values and share a commitment to serving and supporting our communities to ensure that all students are learning to the best of their abilities. We strongly believe that identifying and building on students strengths is a key to equality and are committed towards this end. In support of these principles but not excluding the sections i will mention, which may arise during the negotiations, we propose changes in the following articles. Article 4, progressival rights, article 5, salary and fringe benefit, article 7, leaves, article 9, appointment transfer and reassignment, article 10, administrator evaluation and leadership professional growth, article 11, grievances, article 12, due process for complaints, article 16, the duration of the contract, and new, due process for disciplinary actions and new, a section on personnel files. We look forward to working with you together to bring the best for our schools, our students, our staff and our families. Thank you. [applause] good evening. My name is lope junior. Im Vice President of the George Washington High School Alumni association. Recently the National Park service approved our Historical American Building survey application known as habs. It recognizes the entire George Washington campus as a Historic Building site, hosting the finest collection of new deal art. I believe George Washington high school is the only public building in San Francisco with this national habs distinction. While you are delivering your 26 million shortfall, i urge you to be proactive bicepping the habs by accepting the designation, saving money bicepping the Alumni Associations sixpoint plan for the students that includes leaving the murals alone, mural signage, orientation for new and transfer students, education programs, new and accurate curriculum, endowments and scholarships. Please join us for the students. We also support the teachers. And please, no program cuts. Thank you. [applause] united Public Workers for action. This whole thing is amazing. Amazing. Here we are in the richest city in the world as other people have said, and they are talking about attacking teachers and staff here. Why . The same is going on at city college with 300 classes being cut. The same is going on in west Contra Costa County where they are attacking teachers with a deficit. The reason is that these people on the board are representing the same corporations and billionaires that run this country. Why is it San Francisco nancy pelosi supported 738 billion for a military budget that trump likes . 738 billion, when we are destroying Public Education right here in San Francisco. These are some of the questions we have to ask. And this unionbusting board here, rubber stamp board for Matthew Vincent just contract out busing to students for an uber operation. Send our students on a uber uber vehicle . Putting their safety and health . The other thing this board is going dont think is im opposed to Charter Schools at the malcolm x be sent to the island. They are demanding that the Charter School be put on the Treasure Island Elementary School where kids have been sickened and mark sanchez knows about this. They have been sickened because its a radioactive dump site. And that says what you are about. You are about putting children on a radioactive dump site, because you dont give a damn about these kids. Thats really what it says. So what is the solution . Workers in San Francisco have a solution. They have power. And as people are shutting the streets down, workers in San Francisco need to shut down the city and shut down the state. There needs to be a Public Education strike of all Public Education workers to demand the money. Theres a 30 billion surplus in the budget in california. Governor brown and gavin newsom have been cutting Public Education. Thats why we are behind. We have to might believize now and vote to get the money we have to mobilize now and vote to get the money by taking the power. Thank you. Hi. Im a parent of a 12th grader at sota and eighth grader. Im really struck by all the conversations, and its been a crazy week to be a parent. I personally thanked the educators that work with both of my kids. They have gotten a great education there. And the thought of cuts and what it would do to a school and to the communities that need so much more help than they are getting, particularly after the loss of the title one funding, its really devastating. So i hope you can join all of us in supporting all the families in San Francisco. But im here for a selfish reason. My kids are both graduating, and their promotion ceremonies are the same day and same time. I have invested thousands and thousands of volunteer hours, i have gotten to know not only by sons and daughters friends but their families, and im pretty gutted about the fact that i have to choose which kids graduation to miss. I found out about this the second day of school, and i started to advocate the third day, reaching out to principals, i missed back to school night to be here to talk to you. I have emailed everybody that i could think of. And nothing has changed. And this is the fourth year in a row that students of sota, hoover, aptos, their graduations have conflicted, and nobody can seem to find a solution. Presidio moved their graduation but hoover parents are being told its impossible. Im done. I think im out of options. I will cry instead of being really happy to participate in this district as a partner. But please dont do this to yet another set of families next year. Can you please just solve it . Can you just, like back to school night, set up a topdown policy so no other parents have to come here begging to see their kids graduate. Thank you. [applause] hi. Im a parent of an almost fouryearold. And i have worked in sfusd before. Last time was students with i. E. P. Es. And so i just want to say everything that everybody else has been saying that enolases. Lets not cut no layoffs. I saw the George Washington High School Alumni association. Im so glad you are here talking about no cuts and layoffs. A way you can save money is alumni could drop your lawsuits, and the School District can save 800,000 in defending what the students have wanted. [please stand by] who went to san Francisco Unified School District. I remember in 2003 when we had the iraq war, and we came here at that time asking the School District to not have military recruiters in the schools. Since then, weve been spending how much money in war . Instead of fighting each other, we need to start demanding that we name who our enemies are, and our enemies are bank of america and all the different people who support liberalism in this city. All the different people that support an economy that is based on providing corporations tax subsidies instead of providing an education for our children, instead of fighting against an Alumni Association that is trying to preserve a history of art and a new deal and a history of workers history in this country, workers who by the way came here today to fight for your children exam my child and for all the future children instead of fighting against the same that culture of workers that are represented also in those murals, in those murals. Instead of fighting along each other, we need to stand together, workers and communities together, and i understand that there might be children who might be affected by those murals. I understand that. But thats because we need to learn and we need to teach children the history, our history, workers history, black, brown, and white peoples history in this country who are workers together. Without the workers, we would not have a 40hour work week. Even now, we have people who are still doing 60 hours a week and working overtime, and theyre still not making ends meet. All right. Thank you very much. I attended Treasure Island Development Agency at the city hall about a week or two ago. I find out that sfusd is now trying to rebuild or refurbish the once closed public school, spend money to bring the school there. I thought you dont have the money. Why are you trying to build more Charter School, spend the money, and more teachers needed in that school and they try to cut the public schoolteachers and the budget. Thats totally dont understand it. Maybe you can have an answer. [ applause ] all right. That concludes Public Comment. Section d, Advisory Committee reports and comments. English learners Advisory Committee. Dlac representatives, i apologize for the wait. Good evening, superintendent, dr. Vincent matthews, commissioners. My name is danielle utley, and im the special education im sorry. I have so many things on my mind after that. My minds Education Integration specialist, which is quite the title. Right . But my biggest and most important job where i feel privileged is working with our district English Learners Advisory Committee. As you know, the district English Learners Advisory Committee, the role is to advise you all on services and programs that serve our English Learners in the district. I would like to take a moment to thank our translation and interpretation unit because without them, we would not be able to reach our communities and our families in their native language to be able to understand how to make the best informed decisions for their students. [ applause ] thank you. Also, the Multilingual Pathways Department for their work with us to ensure that our students have access to everything they need within the district. With that, ill pass it on. Good evening. My name is maggie yo. Im not chinese Families Community coordinator with multilingual pathway department. I also have the distinct privilege working with delac. The members will begin the summer of 2001 around the transition 2019 around the consent decree. Members of the el Plan Leadership Team working with west ed consultants and district stakeholders to help with the development of San Franciscos new master plan for English Learners. Earlier this month, delac members met with parent leaders from all the various districts, advisories for the third annual parent a advisory alignment summary at rosa parks Elementary School. Thank you rosa Parks Community especially the principal for making us feel welcome. So one of our recommendations this evening are reflective of all of your parent advisories coming together collectively. The work weve done and that friendship and bond and collaboration came through the work with the lcap. So as our members share the recommendations, please keep that in mind. I apologize. This evening, one of our parents that was supposed to present had an emergency, a medical emergency. We hope that shes okay. So at the very last minute, i just want to share her report on behalf. So mary ann who is the filipino language representative has a second grade and fifth Grade Student at Bessie Carmichael Elementary School. I will read on her behalf. The Pathways Department is conducting a study pk through 8 Filipino Education Center to assess the practicality of having a dual Language Emersion Program at the Elementary School. Fec was historically a filipino bilingual school and at present, the school does have a filipino Foreign Language pathway. According to 201819 School Accountability report card, the students comprised 30. 1 of the student population. Educational research is demonstrated that english language learners have better educational outcomes if they master the curriculum in their primary language rather than learning a new concept and material in a different language. Likewise, evidence supports that bilingual, multilingual classrooms benefit everyone. Summer learning programs can help students negotiate the complicated task of keeping up with grade level academic content while developing their english proficiency, thus reducing the gaps in academic achievement between english learner students and their native English Speaking peers. With that in mind, i would like to present our first recommendation. It is a recommendation that was made last year as well. Structured k through 5 Summer Learning programs for learners. A Summer Learning program that provides english Language Development in a supported interdiscipline air he other environment. It must be focused on the four domains of reading, writing, speaking and listening, fully funded by san Francisco Unified School District with programs in multiple locations , neighborhood, easily accessible to el families when a professional Development Component for staff and teachers. [speaking Foreign Language] im the second chair of delac. I have two children, my daughter is in tk and my son is in second grade. [ speaking through interpreter ] my school is part of the Digital Literacy Pilot Program supported by the department of technology, and my second grade son is currently learning more about Technology Integration and digital safety. I feel that Technology Access for students and families is crucial to prepare each and every student to thrive in the 21st century. [ speaking through interpreter ] and this past september, the department of Technology Staff came to our delac general meeting and shared their strategy, the work, resources that are being implemented at the pilot schools, but many families share that they do not have the same access to the program that my children have at their school. This parent hopes that the children have the same opportunities of technology learning. [ speaking through interpreter ] for your reference, we have submitted two detailed documents outline input from families with responses from the department of technology, from our december 18th general delac meeting. [ speaking through interpreter ] we must focus on equity of access and equity of opportunity with technology at all schools. [ speaking through interpreter ] so below please find our second recommendation. Expansion of programs supported by sfusd department of technology to all schools to increase access to technology and learning opportunities to students who are English Learners, such as typing practice to increase skills needed for computerized state assessments and second, personal life learning environments to meet the needs of english learner students. Third, family, schedule communication, online Family Portal, life family review, and fourth, components of accessible tools for families in all languages for home use support. Thank you. Good evening. My name is ann and i serve as a coach. Im the parent of a second Grade Student and hope to have my daughter attend kindergarten this fall. I have been involved with our district for over 24 years as a student, as an aunt, as a parent and now im a leader in my school and in my community. Over the years, i have seen the dedication and love that our teachers show for our students what you have seen here today. Unfortunately, i cant say the same about our School District as a whole. I feel and i know the district can do better job supporting our teachers, staff, and families. In my personal experience, i have seen teachers work long hours by arriving early and leaving late where they should be spending time with her family at the same time we do as well. Right now, many teachers are translating, making their own materials, or spending their own money on teachers pay teachers. This resource has not been vetted and many are low quality and not necessarily common core. Teachers spend so much time looking for research. They waste energy that could be used to focus on teaching and planning for the students. Im presenting our final recommendation which consists of the following expansion of programming and resource currently being piloted by multilingual pathways at five schools this year. The spanish literacy Program Provides consistent scope and sequence for teachers to follow, consistent academic language in spanish, curriculum aligned with common core students. With all that said, we ask san Francisco Unified School District to provide the entire curriculum in the five languagee paths ways we offer to our families and students. That is spanish, cantonese, japanese. This should not come from the lcap budget. With you know that by supporting our teachers, we support our students and that is in support of our families. The role of a teacher is the most important because they are teaching our children who will run this country in the future. Lets ensure we are preparing them for that. We want to thank you, superintendent, dr. Vincent matthews, and the board of education for the opportunity to share this recommendation. We look forward to our continued collaboration and support of our english language learners and we would like to know, whats the time line for a formal response to our recommendation and from whom should we expect communication from . This ensures accountability and respect to our advisory members that are here because they, like you care about students and san Francisco Unified School District. All right. Thank you very much. I dont see any Public Comment on this item. Before opening it up to commissioners, dr. Matthews, do you want to respond to the last part. I dont have a time line, but you can expect the response from me. Ill get back to you with a time frame. Okay. Thank you. Commissioners, any comments or questions . Commissioner collins. I really appreciate that question, and i was hoping that if we could get a list of the questions that youre going to respond to and if you could share that with all commissioners and if that would be a common practice for all the Advisory Committees that present, i would appreciate it. Thanks. Commissioner lam. Following the recommendation from the delac, thank you for your presentation tonight around the Summer Learning. Im curious to hear from staff if theres any discussion or planning thats happening right now around that Summer Learning for English Learners. We have not specifically spoken about Summer Learning specifically targeting English Learners. We have spoken about a partnership with the Organization Called springboard which does literacy intervention that definitely serves the africanamerican students and underserved and English Learners and students with special needs as well as black star rising and some of the work around Credit Recovery and avid. However, i would say the summer programming is still in discussion with c. In i. Theres no final answer on that. Similar to dr. Matthews followup, i would like to also understand when that timing ha thawhat that timing look loo. Were going to blink and it will be summer. The time it takes to implement or to plan , design, and implement a really thought out summer program. Maybe we can put that on a Curriculum Committee update. Yes. With reporting back on springboard, i know that last spring there were concerns about the relocation and closure at one site and that it would require transportation. I think it was star king or dont quote me on the site. But to understand what those updates are for this coming summer. Vice president lopez. Thank you for your patience and for your work. Im always happy to hear from families and i appreciate your advocacy. Just because we were talking about this Summer Learning program and this was brought up last year, is there anything you can share about the experiences your families had during the summer last year that you can report on, either through your narratives or through the staffs that was aligned with your former request . Unfortunately, me personally, i cant report on that because my daughter has not been fortunate to be part of that extra support that we all our students need. So im sorry. I really cant respond to that question. I can respond on behalf of what ive heard from my families. So that recommendation was put forth over actually collectively over a couple of years. Last year was the first time we made the recommendation. As they prioritize what they want to make recommendations on to serve the needs, i do want to thank the commissioners and the superintendent in the past for responding to the recommendations, which are actually active now on behalf of delac. We hadnt heard a response from this, but what the reason behind it is they realize that their students are underperforming in terms of growing on the lpac, which is the english Language Proficiency because we speak acronyms here. Its the assessment for english learner students. So what they were seeing is that over the summer, their students were actually not gaining any ground. In fact, when School Started up again, they were losing ground. So instead of growing gaining a proficiency level in the school year, they were actually remaining at the level they were at or even sometimes showing a deficit. And so that recommendation came through the collective work at the general meeting. Weve grown exponentially for 75 to 100 parents at any given time. We welcome you to join us. What that means is that at the school site, we are strengthening because they are sending a representative to the district advisory meeting and so thats where that came up as we invite presenters, especially aao of where their students should be and their assessments, that was their concern, and they were hoping that and making the recommendation so that their students would be successful in the school year and on par to close that achievement gap. I also want to thank you for your work, your volunteer work for our district and our families. I just have a couple questions. One is on the lpac actually, i dont know how much the delac knows about the lpac in terms of how to administer it and how positive you feel about it or negative. If you have any comments, i would like to hear those now. The reason i ask is because im actually administering it in my district, and im horrified by it. Its way more complex than the self, which is the prior state mandated assessment, and its got way too many moving parts. You have to have two laptops in front of you, one for the child and one for yourself, and you have to have a printed out administrative what do they call . The dfas. So maybe theres some positive things you can say, but i havent seen anything so far. I will share one thing. That recommendation around the technology piece was critical in knowing that the not only the lpac, but the state assessment that happens in third grade is all computer based. And so if were looking at closing the achievement gap where many of our families dont have access to technology, yes, they have phones. Maybe we give the assessment on the phones. The students will probably just pass it. Give them a phone. Test them on the phone. Everything is fine. We need keyboarding skills. Thats where that recommendation came up. We all learned how to type. Well, im spea speaking for mys, my age group. Without providing that support for our students, they might be able to navigate a cell phone or ipad but they dont have that keyboarding technology. That lpac, that was their biggest concern. So they understood that second grade maybe ill let anna or somebody else speak. I want our parents to be able to speak to it, but they understand that in second grade, well, kindergarten through second grade, it will be someone like you providing that assessment, and then the student will give you that feedback and then you, in turn, will have to enter that data for them. I think its k1. Right. Correct. Second on up, the students have to get used to the keyboard. I thought it was third grade, but i may be wrong. You might be right. Im just getting trained right now. Its pretty interesting. So did you want to respond . Yeah. To be honest with you, im going to be 100 real, this is a joke that is offending my child and our students in the district. Why . Because were telling our kids to learn another language, which i love as well. I love my native language of spanish, but i also like to learn and explore. Right . But then were not just can testing my childs ability to speak the language. Were testing my childs ability to type. Were testing my childs ability to know how to navigate a keyboard and mouse pad. Theres no information. When we had the district Technology Staff came to our general meeting and i raised those questions, there was no answers. I had a list of 20 questions that i shared with them, and i sent it to no an email. It took her three months to respond to my questions. When she responded to those questions where i need to translate them into spanish so you can share this information with families, you dont need to translate. Send those questions to me in english because i know how to speak and read english. I felt offended. With the lpac testing, to be honest, knowing that the score went from a it was a 3 and then to a 4 and then oh, parents we cant do anything because the feds are telling us how to run the show here. Why . Why are we letting them run the show . Its our kids. Its my child. Is it 7,000 students that are English Learners . 15,000 . Why are we letting those students down . Why are we letting our teachers down . When that day for the lpac testing, the teacher only gets one support person . Why . Why is that . Why dont we support our teachers . Their recommendation is providing the curriculum in the language that they are teaching, that you, the district offer. Why are we giving our teachers the curriculum in the language theyre not teaching it . Why are the teachers spending time and money that they shouldnt be . Its just unbelievable. Ive been through the system. I know how the system works. Its really sad to see that our students are still struggling. I was one of them. I got reclassified when i was in tenth grade. Thats because im having flashbacks. If you ask my mother, she didnt know. She probably would say [speaking spanish] student delegate. Hi. Thank you for staying here tonight. I know we had a very eventful night. Thank you for still being here. I also kind of want to paraphrase what our other concerns that the parents are having. I mentioned it a lot of times. When i first joined sfusd, i was also an english language student. I have no idea how i passed the test. All i know is that i passed it. But yeah. I also do have those concerns where students have to take the im sorry. Im bad with my words the computer test because students dont understand it or its frustrating for them. When i talk to a lot of students, they give me those concerns and think its really frustrating for them because they dont know how to do it and its frustrating when you have to take a test and you have no idea whats on the test. I did have this is kinds of off topic, but not really. Every year at back to school night, its frustrating to see that teachers do not have the support when it comes to talking to the newcomer parents. Last year well, last fall, i went with my family because my cousins are newcomer students. So we were in the classroom in the homerooms, and me and my sister personally had to help a lot of the parents in the classroom set up their student view and their parent view log in and password because the teacher had no support and the teacher had to personally translate the work. And a lot of information to the parents. Its difficult when its a one teacher and a lot of parents. Theres a language barrier that doesnt really help when she has so many parents and theres only one of her. So im wondering in a way where we can support these parents at these sites because that was one classroom. Our mission asks a newcomer pathway. We have a lot of classrooms like that. I want to see how we can support these families because i had no problem helping these families, but its also im only one person. Sadly im leaving so i cant be there next year. I want to see how we can support these families. What i want to clarify is, i know the lpac is state mandated. As a teacher, there are many criteria when i was reclassifying a student, i was looking aside from the lpac. So we just i mean, im already against state mandated tests in general, but if theres a way to go around that, is there work or that youre looking to or what that process is like . Are you talking about besides the four criterion for reclassification . Are you talking about circumventing that assessment altogether . Using the criteria. We know educators know students better than what theyre sharing in this test. Multilingual pathways offers an opportunity for a teacher recommendation. That teacher recommendation or the student if the student is eligible, the criteria, including reading at level, language arts, all of the other ones must be met and then once that teacher makes a recommendation, a conversation is had with the parent. And the teacher and staff and that potentially could be one case. So that is some of the work that we do. Maggie and i are theres two of us in the district doing the work to do the outreach to all of our families that are parents with english language learners. Thats part of the work we do to inform our families so they do understand that while it is something that is mandated, state mandated, there are other opportunities. But we do want to make sure that the student is ready and prepared because if we reclassify too soon, our students might be frustrated. I want to thank our student for speaking. I appreciate you speaking from your perspective, not only that but supporting the families at mission because they need you. So everybody takes some time to step up. If everybody speaks another language, if they have an opportunity to do that, thank you. Just to clarify, the teacher alone cannot reclassify. Absolutely not. I wish that we could. Yes. So my school, were working on recommendations as well for the school site counselor and one of the accommodations that i connected with one of our teachers is provide our students four months before lpac testing, november november, december, january, and february because testing is in march and april, i believe. Provide tutoring for those students that we know one level to get reclassified. Give them an extra push. A teacher told me im willing to give 30 minutes of my day or an hour to tutor those students. So theres dedication. I think if we really talk to our teachers, were going to get and reclassify more students because they are our partners. So just i dont know who on our staff could answer this question, but go ahead. I just have a question for you. Because youre going into administer this assessment, how invested are you . It because heres the thing. Right . They have to take this assessment. But if were not putting the emphasis or importance on it so if were not talking to our teachers and our staff and our administrators and letting them know, hey, lets have this lpac party, whatever it is, to ensure that the students at least have some buyin and even though, you know, i understand its one more assessment many i get that. Like we assess our children to death, our students to death. But if we at least have some buyin from the people that are assessing our students and it starts at the top all the way to the school sites so that Students Walk into that school and theyre like, yeah, i slept well. I ate well. Its going to be different for everyone. I would love to respond to that as a teacher and somebody who got a sixhour training just on the speaking part of this test, the sixhour training and the people who gave us training were not invested at all. They were saying that this was like building a plane in the air. Theres so many moving parts and so many missing parts already. Theres so many flaws in it, embedded in it. Its horrifying. Just to get on, just for me to get on, i spent three hours trying to get online. Its all computer based. Its crazy. Its bananas. Thats my new favorite word, bananas. To me, if we could get a waiver to get around it and have some other assessment thats more meaningful for us to show our kids learning, rels, i prefer to do that. Im afraid if we try to just bough out of trying to give this assessment, we would suffer some consequences at the state level. Were stuck right now. I hope that answers your question. My last question was around in general, are we keeping track of what schools have those and which ones dont and if the ones who dont, what kind of support were giving those sites to form them . So maggie and i are a team of two, and we are keeping track. One way is by ensuring that our sites are providing us with a roster. So all school sites should be providing us with a roster. I ask for ballots. Another way is through our audits. So we recently completed an audit through the California Department of education for eight of our school sites where the elac must be reviewed, the roster must be reviewed, and when they actually come here, they actually interview our parents on elacs. They selectively do that. But to answer your question, yes, i do keep track. How i support them, i provide workshops and trainings. I have a menu of required trainingings. Every elac should have a minimum of four meetings in a year. Schools with 21 or more English Learners, majority of our schools, thats a big task for maggie and i to go out and do. Thats why i had to thank the translation interpretation unit because we wouldnt be able to do that. What about all of our other languages . Rosa parks hosted us for that summit so we could reach other demographics in the district. So tius are there are our partner. So we get in there with the eiu. The menu that we have, theres workshops provided in all different languages that the translation and interpretation entrancetranslated for me, for administrators are access to that and then theyre able to provide that to their Staff Members. But there are some school sites that dont have fully functioning elacs. Thats the reality. When there is a thought or when theres something found within the audits for me, thats i dont want to say thats a plus, but that gives me opportunity to get in there and say, like, you know, what do you need . What is it that you need from us . What can we do and we can begin that conversation there. With youover all, i think in the last four years ive been doing this work, the evidence is in the attendance at the dlac. So when i first started this work, we started at james lick and we only had 15, 20 parents at any given time. And now that were at another place and ive done the work to get into the schools and have conversations with families, word of mouth to build that capacity for our school sites, weve increased, like i said, anywhere 75 to 110 parents at any given time. So thats but theres always room for growth and always room. Thank you. Deputy superintendent. I just wanted to add on to my response to commissioner lams inquiry around summer programs. Although springboard is the program we have for our k5 schools, our students, for summer, i do want to name that we have a number of programs for els during the summertime, including a Newcomer Program thats served over 400 students participating in Computer Science, salles, two middle School Classes for computer signs and one of those classes specifically for English Learners and taught in spanish as well as Summer Bridge classes for risingex ls and some rising els. Some cohorts for schools have els. The pac has recommending programming for k5 in this recommendation and i jump to speak to that, but i didnt want to discredit the work that is being done for summer programming for English Learners. Thank you. Vice president lopez. I was going back to the elacs at schools, is there any site that doesnt meet the minimum was there werent 21 students that require them but how are they receiving services if they dont have an elac set . What kind of Services Specifically . How are they involved in this work if they dont necessarily meet the needs meet the requirement that they have a need for elac . I just want to understand. So, for example, a school site that has ten, how are they serving the needs of those ten families . Correct. Those parents, those students. Thats a good question. Im going to be transparent there. I do my best to do outreach to all of our schools, but because it is only a requirement for the schools that have 21 or more, those are the schools that im in because even that is a task. But for the rest of our schools, we hope that our parents, by word of mouth i mean, theres really no mechanism to get in there, other than having conversations like we used to at the admin institute to be able to talk to administrators and inform them to ensure that they have accessible materials at least the majority language posted at the front by someone that they could talk to, family liaisons are key. We know that they are key in doing that work. A secretary that speaks the language, but thats really, you know, the only thing i can think of. Thank you. And i just wonder, on our end, how we can figure out that information, not to give you additional labor, but we certainly want to reach i welcome it. I appreciate that. Commissioner collins. Yeah. Thank you for bringing up the question about the parent view. I think its frustrating i mean, parents that speak english are having trouble getting on parent view, and i cant imagins dont necessarily use it the same way we do. So thats also frustration because the way that i look at it as a parent is very different than the way teachers might see it. So this is a question for the department of technology, and its been ongoing question for me is, what are our systems and structures . Its not my daughters algebra teachers job to get us on parent view. I would love for the department of technology to i mean, there should be some kind of better mechanism for making sure that families are on parent view but not just on it. They know how to use it to look for attendance. There are things youre looking for as a parent that are different than general staff say, okayment heres how you log in and they let you go. Ive learned theres a lot of stuff on there that i didnt know about. That takes its not intuitive. Its clunky and a lot of people are using the app on their phone, which is less functional than the website version. So finding out attendance, thats really important for middle and high school because you can see if your kids are getting late to class and knowing where to look for assignments and knowing where to look for grades, you know, and how to contact, you know, different Staff Members, how to find the counselor. Those are all things that are located in different places, and i would like the district to follow up on how they are getting that there should be some module at least or something that is in but additionally, even if if im that teacher at that school, i dont speak cantonese. So all i can do is just try to get them on, and thats probably going to be a challenge because i dont speak cantonese, but then on top of it, trying to show them why they need to get on. I think theres a lot of females not getting on parent families not getting on parent view because they dont know whats there. Ive been really im going to be honest. Ive been frustrated with how we roll out technology and leave it on site staff. I would like for site staff to have resources and clear protocols. We may not be able to offer staffing support but more centrally based resources to help make that process easier for folks who want to even parent volunteers could help out more, but we dont have those resources. Thats just my two cents. Additionally, i think specifically we should have very clear protocols for newcomer schools. I think we may not be able to do that at 100 schools, but the newcomer schools it seems like we should be figuring out how were supporting either site based staff or Central Staff coming out there to make sure that were getting families on because it is wills some thee really basic information that families have access to that they wont have access to if theyre not on those tools. If anybody wants to chime in. Go ahead. Im trying to get on parent view for the last three years. My daughter is now in second grade. Last two weeks ago, i messaged i went to the front office and i said, how can i get the code to get into parent view. The secretary said, i dont know. You should talk to your teacher. Okay. Here i go. I go and talk to my source, my teacher, and i say im trying to get into parent view. How do i do that . You want to go talk to the secretary. I just did that. Im not upset at the teacher or the secretary. Im upset at the system because the information is from up here is not going where its supposed to go. I know theres a lot of push of parent View Middle School and high school, but what about k to fifth . Why cant we start the parent view from kindergarten . Parents know when my child goes to sixth grade, this is where i have the information. Why do i have to wait to sixth grade . Why cant i get the information now . So thank you for bringing that up. Thank you for bringing that up because definitely i do want to have access to my daughters parent view. I want to support my school so then our parents have access to parent view. So when our kids go to sixth grade, which some are graduating this year, they can be informed. Theres a lot of information that you said that is there, and i know because im an insider and an outsider in a way due to the work that i do. But if i wasnt educated, if i didnt have the language, i would have been lost. Im still lost, you know, and i speak the language and went through the system. So its really frustrating. Its very unfortunate that i have to go knocking on everybodys door to get something that is so easy. Why is there a code . Why cant i just use my student id number . That could be my code. Just a suggestion. Thats a great idea. I see, did you want to respond to any of this . Youre welcome to. Please turn your microphone on. You have made a good point about that. Thats one of the recommendations here on the technology, have a component, easily accessible for families in all languages. Another one that i also mentioned, parent has mentioned that if the school site is able to provide some kind of workshop about parent real training or the computer trainings so all the parents are able to get access and learn how to do it instead of throw into them this is how you get onto it. You just play around with it at home. Thats something if we can work on that, that would be great. My name is melissa dodd. Thank you for the opportunity to come and answer some questions and thank you very much for your report and your recommendations and very forthright and honest feedback. So i really appreciate that as well as having the time from my team to come out and meet with you back in the fall as well. In terms of for our Family Portal for parent view, yes, we hear the frustrations and concerns and have been working throughout the year on ways that we can improve the platform, both the mobile app and westbound browser as well as how not to get the word out about it, but the resources and support around it as well. We dont have the capacity to get into every school and we would love to be able to do workshops and when schools do request them, if we can make the date work and the time work, were able to do that. But we have been working at providing those centralized resource thats are in multiple languages, handout documents as well as some video taught torials because we know that people access information in different ways. But getting that information out and making sure that everybody at a school site has access to it and knows where it look for it and how to reach us if they cant find that, so thats been all of the change management that weve been working on. And i know getting, you know, having your email set up with the code can be really challenging. We do that to ensure student confidentiality of information to make sure that the parent or guardian who is in our system is the parent or guardian who has access to that students information. So it does require added steps to it, but the intent of it is to ensure that the right person is connecting with the right childs information. I do want to say thank you to melissa dodd because theres been requested ive personally made about things like being able to find your counselor, and shes been working with Software Company and its actually now available. So please share any and all im obsessed with this, and weve been working together and were tracking some things right away, some things take time because some things, they actually have to talk to the company that makes the software and see if it can be done. You know, but it is happening this year. Theres new buttons that werent there before. Im like, what . I can find it now. So please share all those questions with me. Ive been weve been having these conversations, and i would love to hear from as many parents who also have thoughts to share. I also want to thank melissa dodd for being so receptive when i invited her to come speak to families. Sure. When . She was readily available and her team came out and so im grateful for that. Thank you. Thanks, melissa. Thank you, ms. Dodd. Hi again. Also another thing was that the kind of like what everybody has been saying, the app on the phone and the website, one is very different. When i was trying to help with the parents, we try to help her log in through her phone, but youre not it doesnt have the language preference. So she wasnt able to look at it in spanish. So we had to actually find a computer to help her in spanish. I think that is a problem because a lot of our families dont have access to that type of technology. So if they if there is a language barrier, it makes it difficult because they dont have access to that technology and they have to kind of go out of their way to make that extra effort. So i know thats something that is that were working on. I really appreciate you guys for working on that. Thank you. Another thing, we talked about how we can have the students excited to take the test even though we dont like taking tests. I personally dont like standardized testing. But some ways that my teachers have made it in a way for me to feel not really excited but in a way where its like, okay. Im going to take the test. Im going to have to take the test. My teachers personally, they like to bake goods for us or they provide us food in the morning because they know a lot of us dont have access to that type of resources at home because access to food is a privilege that not a lot of us are able to afford. So one of my teachers, when were taking our finals, she made us banana bread because she was really worried about the students and if they were going to be eating that day and so i think its when we tell our teachers that are taking these tests are in the room with these students, that it takes the extra step to feel to make the students feel encouraged to be if that room. So i really want to emphasize that with our teachers. Thank you. Thank you. Commissioner lam. Thank you. I just had a followup related to your family and school communication. As ive been doing school site visits throughout the district, particularly when i speak with english language learner families, including just a couple weeks ago, what i heard was also a real desire and need for how do we support our parents and families around our students and young people are diving deeper around the digital curriculum that parents need help in understanding what are some age appropriate norms and boundaries. So i dont know if thats been something that the delac has been discussing, but i would love to hear more if thats something we can be more proactive in. I know that right now, in middle school, for example, my middle school at roosevelt has really leaned into Common Sense Media as an organization, i think as a district, but from what im hearing at the elementary level, particularly from, again, parents and site administrators, is that they are trying to figure out how do we navigate this with our child . My childs not getting enough sleep. They use when i fall asleep, theyll use my fingerprint to unlock the phone. [ laughter ] really so i think thats something i would love to hear as we move forward about as we scale up the Family School communication, through applications like parent view, how are we supporting our families and ensuring that they, particularly, again, with english learner families, really feeling like, you know, what is that those cultural norms and how to support our students and families that are age appropriate. So thank you. All right. Thank you very much. With that, well move on and our student delegates, a little bird told me you have some exams to prep for. So youre excused. Thank you very much. Thank you. Thank you for waiting throughout the lengthy Public Comment. So commissioners, does anybody have any appointments to Advisory Committees . None . Okay. Im going to read something in the record because we have an opening on our Elections Commission. So in 2001, proposition e as passed established the Elections Commission of which an appointment is made by the board of education. The Elections Commission has Policymaking Authority and over sight of all public federal state district and municipal elections in the city and county of San Francisco and meets every third wednesday of the month at 6 00 p. M. At city hall. The commission consists of 7 members who serve fiveyear terms. Commission duties include but are not limited to written plans prior to each election submitted by the department of elections, detailing the policies and procedures and personnel as well as an assessment of how well the plan succeeded in carrying out a free, fair, and functional election. Our current appointee has resigned and we are seeking applications. The period is from wednesday, february 26th through friday, march 27th, with interviews at the rules policy and Legislation Committee at the board of education meeting being held on monday, april 6th, at 5 00 p. M. With an announcement of a new appointee at the regular meeting of april 14th. Send letters of interest to the board of education attention cosco executive assistant to the board. 555 franklin street, room 106, sfca, 94102. Thank you. Section e, consent calendar. We need a motion and second on the consent calendar. So moved. Second. Thank you. I dont see any Public Comment. Any items withdrawn or collected by the superintendent . No, president sanchez. Thank you. If i item removed for First Reading by the board . Any items severed for discussion and vote tonight . Seeing none, roll call. Thank you. [ roll call ] thank you. Section f, discussion and vote on consent calendar resolution support separate consideration. Theres none tonight. G, proposals for action. Board policy 6161. 11 supplementary instructional materials, the policy was moved and seconded at a prior Board Meeting reports from committee already reported. Superintendent doesnt need to read the recommendation into the record. Ill have danielle read it into the record. Our recommendation tonight is that the board adopt board policy 6161. I dont see any public speakers on this item. Comments from board or superintendent . Seeing none, roll call, please. Thank you. [ roll call ] section 8, special order of business, none tonight. Section i, discussion of other educational issues. Safe and Supportive Schools resolution update, superintendent matthews. Thank you, president sanchez. Tonight well have our chief of student Family Communities support Division Smith and her team that will be supporting her as she gives us an update on the safe and Supportive Schools resolution. Chief, lyle smith, welcome. Good evening, commissioners, thank you for this opportunity to present to you tonight. I almost said good morning. It is in some part of the world. Were a third of the way through this meeting. Sometimes i struggle with the title chief. I wanted to say, i appreciate the opportunity to be here. I think of myself more as a servant leader for the division of student Family Community support. I appreciate im here with my colleagues, raul chavez and our deputy superintendent. I think we also have nicole priestly. So were excited to have this opportunity to give you an update, and we wanted to sort of start with at the presentation last june, 2019, i know that may seem like a long time ago, but what we heard from you is that you wanted to hear more of what we were doing about the districts plan to reduce chronic absenteeism district wide but particular loor foe students most impacted by the opportunity gap, our africanamerican, Pacific Islander, latinx and others. Tonight we want to share with you the data on chronic absenteeism and suspensions, but mostly we wanted to spend time with you letting you know what weve been doing to the work weve been doing to reduce chronic absenteeism and the baseline data we have around our implementation at school sites. Interesting. Sorry. Its new. We have to press a few buttons. This is the data weve generally presented, both around the 18 weeks. Were in the fall semester. Were comparing fall semesters from the last three years, from 17, 18, and 2019 which we just finished. As you can see the overall as a district, we have increased our chronic absenteeism rate in the last three falls. And then if you look over at suspensions, that is staying pretty steady per 100 students. We do have a bit of an increase in middle schools. The next slide is going to dive into this data a little bit more. Sorry. Thank you. Got it. Thank you. Sorry. Just what those parents were talking about. We need tech updates. So if we look more closely at our grade level attendance, you can see that for all levels were increasing somewhat in our connick absentee i am ratement chronic absenteeism rate. Youll see at the elementary, middle, and high school, the data is similar to what its been previously. Could you justify all of the acronyms on the bottom . Es, aa, ai. Do you see it way down there . I do. Thank you. I didnt scroll. Thats okay. I can give you now that ive been taught, i can show you as well. Okay. So yeah. You have all those different because this is a very tiny piece in that. We apologize. We put more data in the appendix also that we arent able to share in the large deck. All right. Moving over to the more specific data on suspensions, if you look at the elementary level, its pretty flat. Again, we do see the students that experience the disproportionate rate as being africanamerican students, our foster youth students, particularly if you look at the middle school and the high school, thats the foster youth are experiencing more disproportionality than other students. But we have i mean, not good that we have these rates, but we do have overall low suspension rates. In the a appendix, it talks about the causes, the top ten reasons, and those are steady over the last three years. The one suspension that is causing harm is about 40 of our suspensions. So those are the types of suspensions that is happening. But as a district, we have committed to not suspending students on willful defiance solely and we have almost eliminated the suspensions altogether. I think we only had two last year. So we are eliminating those, but we have others to focus on to continue to reduce the disproportionality. Im going to turn it over to raul to talk about the Early Education data. Hi. Good evening. Thank you. Good evening president sanchez, commissioners. Thank you for giving us the time. As part of our district wide task in alignment of each and every student, we are taking on the effort to decrease chronic absenteeism. We can see it for latin x students remains about the district average. We have to note the California Department of education has allowed us to adjust data to exclude the 10 best interest of the child which families will call Vacation Days that they can take. However, we can see the chronic rates are steady for africanamerican students. We believe we can meet our goal, focus on improving attendance rates for africanamerican prek students by reducing absenteeism and the same can be said for supporting latino students in our prek classrooms. Thank you. And i think one of the things and im going to turn this over to the deputy superintendent soon, but were going to talk more about what were trying to do to reduce the chronic absenteeism. What were trying to do here is take a comprehensive approach to it across the district and really look if we can prevent chronic absent otherrism if we can build the muscle so that. Good evening, in the fall of 2019, as a system, we set targets around chronic absenteeism and attendance in general. We set out to increase our positive attendance for all students and Pay Attention to our understanding and interruption of our rising chronic absenteeism. There were efforts toward this in previous years, i would say, but those efforts were not comprehensive, not coordinated, oftentimes not always rooted in Research Based best practices. Those efforts did not inform each other, and oftentimes was absent of the voice of our stakeholders. This year, our first action and service was to align our efforts, increase our shared understanding, and set clear targets and progress monitor towards disrupting the absenteeism while putting on events and efforts and strategies to make sure our babies never even reach the mark to begin with. This is the first year we have had a coordinated approach thats across lead, Early Education, sfcsd, and instructional departments where we have strategies to address this issue together. The visual in the orange shows this is end of the year for the 20182019 school year across grade span and subgroups. Its a reminder of the would of the work we have to do and how we meet in our group every month. On the right, the blue bar represents where we are as of december of 2019. So before winter break. Its our goal to decrease from our last years end point at the end of this school year and so we hope this visual as a reminder of where we were but also our means of progress to monitor where we are and if were getting closer to that last years chronic absenteeism, which is not what we want to do. Our target is to reduce by 7 by june of 2020. As we know, chronic absenteeism is fixed, and i say that because once youre chronically absent even with improvements in your attendance that same year, you are labeled as chronically absent much as such, addressing it is really about prevention and intervention before the student even hits the 10 or 18day mark. Our approach is threefold. Our approach includes awareness, analysis, and action. So awareness, our first role was to heighten the level of awareness around our chronic absenteeism data and attendance data in general to make sure that everyone, all stakeholders, our leaders, our lead team, our rps, and other folks working with sites really understood the data and what chronic absenteeism is and what are those Early Warning indicators as they tick towards that mark. We wanted to make sure we have the accurate and appropriate data to make sure our system and leaders have the proper tools and reports to see their attendance in it different ways, in real time and on a regular basis. No longer is it a lagging indicator, but its a leading indicator. Leaders are not waiting until the month has passed or 12 weeks has passed to see where they are doing attendancewise. They can access that information daily and in several different ways. Our other strategy was analysis. Now that we have, you know, more recent and real live data, weve started to engage each other in our site leaders and teams and discussions around what are the patterns . Who is absent, when, and whats the analysis . At the school level and the student level. Again, we do this work even as the lead team level. We do it at the school level, it the grade level and student level. We are working to highlight the aggregate. We know there are a lot of bright spots across all the grade spans within individual cohorts that were studying and learning from with the goal around analysis towards action to scale those efforts across the district. The lead team as well as the other members that i mentioned have worked on a number of strategies at support sites. Were going to highlight the new and targeted actions towards our goal. Thank you. So one of the things that were starting this semester is we are sending what were calling two rounds of the nudge letters. These are letters that were working with in class today and today, you just approved the second round of letters. So ire part of youre part of this intervention as well. Well be sending two rounds out. They go out to pk through twelfth Grade Students. Its a very were working with in class today and their research showed if we hit the sweet spots of sending these letters on a regular basis, we can prevent students from becoming chronically absent. We are sending two rounds in the spring some of the somewhere looking for the funding to we can continue into the next school year. Another thing were wrapping around in this is this is the collaboration between Early Education, the instructional leadership, and such is that every student that receives a letter, were taking this as an opportunity also to build Family Partnership from a positive way. So every student that is going to receive a letter will also get either a personal phone call or some type of connection from their childs teacher or in middle and high school, from an adult in the school that works closely with that family. So were also taking this as an opportunity to build Family Partnerships as well and increase that sense of belonging for students and families. So that is one intervention that were starting the first letter goes out next the 6th. I want to say thats friday, but it could be thursday. The second letter will go out on the 17th. The great thing about this is with the help of rpa, weve been building some really great tracking tools so we will know sort of what is the ebb and flow of the students who did receive the nudge letters. And were not under any illusion that we can send one letter to a student and thin bingo, theyll never miss another day of school. Thats the reason we want to be sending them out in waves and also to be tracking the students to see as they move. So its a really nice complement to the work thats been already happening and the tools that deputy and superintendent was discussing that lead is doing in their data dives and their tools of seeing what is happening with our students in the schools. So that is that intervention. Im going to turn it over to you. Thank you. So it was pointed out our department is learning and aligning to the work that the student family and Community Support department is doing with support from our pa and guidance from lead. So were working to continue to increase attendance and building stronger relationships with families by developing preventive strategy systems and practices. You can see implementing equitable attendance policies, providing access and training of attendance principles and Family Support specialists to use an assistant program, assisting coaching and Leadership Team meetings. And part of the training has been done with attendance work in everyday labs. We also are providing family updates through the use of the nudge letters as pointed out and were working to also send our first letter, perhaps, after the first round of parent conferences. Were also piloting the home School Visits and this applies to all families and im eager to say the trainings took place which was the second training for some of our schools and some of those schools are stand alone. Turning our attention to the second thing we were asked, what is the baseline, what is happening in the implementation of Restorative Practices . So in the interim, what we did is we created a system to he we expanded the tiered fidelity inventory. We expanded it to include Restorative Practices in it and were reporting back to you what the baseline data that we have been able to collect. The second thing we talked about in june is that we were goin goo develop a climate plc that will look at Restorative Practices, Family Partnerships, and well give you data of where we are and whos been attending those climate team plc meetings. Third, i had it in my brain. Im sorry. Im tired. The third thing that we did was im going to go back. Oh, we changed the Restorative Practices training. It used to be a training a twoday training where it would be a teacher would come or a school staff member, but we didnt have any system that it wasnt such maybe they went back to their School Classroom and did it in the absence of the rest of the school doing it. We moved to a trainer model where the folks coming, the expectation is theyre working with their school Site Administration to go back and do at least three different trainings to teachers and all school staff, building in the professional Development Calendar already. So the data that we are showing you today is the Restorative Practices inventory was administered in december and january. So it was only after we had been able to have two trainings. So this data is going to talk about a limited number of folks who have been trained and what is happening post the trainings and we anticipate, as we go through this year and we finish more of the trainings and collect data that some of the practices will increase. If you look on this first slide, one of the questions that we were looking at is, of the climate team, one of the requirements was that the members need to be trained in Restorative Practices to they can go out and train their school site staff. So what we found that 74 at the schools that we we basically did this nearly all of the schools, and then we found that 74 of the climate teams had a members trained in rp. We would so thats a good inning this. Then we looked in whether they had actually attended the training in october and december. So these would be people who attended a training in previous years. So weve got 24 who have attended the rp training and have delivered at least one hour of rp training to their staff. Then we have a smaller percentage who have attended the training and offered the rp training to all staff. We think those numbers will grow as we have more trainings. Then the two other things, theres more things we looked at, but we really were focusing on, i think, Restorative Practices. We really want to think of it as Community Building. You have to have a Community Building component. You have to build systems and strunt youres in a safe and Supportive School so that if theres a need for restoration, theres a community to restore. So we looked at two things we know support that type of building of a community. One is proactively are we having classroom Community Building circles where were Building Community so that its not something happens and then you dont have a community to build back. Second, things that are very important in Building Community is are school staff trained in impromptu restorative conversations . If something happens in a classroom, are you able to address it in the moment and build the community that way . So what we found that weve got 80 of teachers have been trained in the classroom circles. However only 22 are using them regularly. We know thats a growth area. Again, as we think these numbers will increase as we do more trainings and then secondly, on the trainings, we have 51 that have less strained. So we know thats another growth area. But we do have 16 that have their school staff trained. So as we dive deeper into the training and gaining more data, well be able to do more analysis. I think what the deputy superintendent calls the bright spots and looking at the schools having an impact on their restorative practice and see how we can scale that up and share that across all school sites. Finally, i did want to say that the data on the Restorative Practices and the training is really going to inform the work that well be doing together with dr. Priestly and the deputy superintendent in implementing the equity studies because restorative practice is a big part of this resolution. With that, thats the end of our presentation. We want to turn over to you if you had any questions. Thank you. We have one member of the public, aleta fisher, for Public Comment. Two minutes. Good evening again, commissioners, superintendent, and sfcsd Staff Members. I want to start with one of my favorite quotes. Every system is perfectly designed to get the results it gets. Every system is perfectly designed to get the results it gets. I was fortunate enough to be on the district wide attendance working group that was convened last spring. We met for five months, and we did a whole lot of digging into attendance root cause. It was a really robust group of stakeholders, members from across the district. It was lovely. We asked stakeholders we did a whole lot of community feedback, very, very robust. The three questions we asked were what is your worst fear around attendance, what are your hopes, and how would you like to see us get to the hopes . By far, almost every Single Person we asked, their biggest fear was that we participate in this robust system, this robust process and nothing would change. Here we are almost a year later, and we came up with some great results, some great suggestions. Im going to read my favorite here any second, but it went nowhere. One of my favorites that came from our final representations was sfusd will move beyond compliance with Education Code as an attendance strategy and adopt an sfusd attendance policy that cowls for the development of districtwide protocols and good lines that are Research Based, positive, supportive, family centered, and quoteunquote asset based that assists students and families by providing Early Intervention and addressing barriers to school attendance. As a special education advocate, i can tell you babies start out wanting to come to school. Then so many barriers get put in the way. Letters like were proposing dont address those barriers. So what can we really do to get to the root cause . Our babies who need the most love ask for it in the least loving ways. How can we get beyond that and get them to school . Thank you. Commissioners. Commissioner norton. Thank you for the report. I am concerned that it just doesnt seem like were making progress and in some ways going backwards maybe. I wonder i mean, if felt like a few years ago we were starting to make progress on chronic absenteeism. At least in the data you presented tonight, it seems like weve given that progress back. Im wondering if you have any response to that. Am i wrong in that impression . Like what do we think the root cause is for not making progress on this issue . Can i just suggest looking at slide 6. Locam i reading it correct its gone down when youre comparing the 18, 19 to the fall of 2019 . This is slide 6 . Yeah. Sorry. Yes. So what this is showing you is the yellow bar is what the 18, 19 school year chronic absenteeism rate and the blue bar is showing what it is in the fall. Right . So our goal is to keep steady at the blue bar which would mean that at the end of this year, our chronic absenteeism rate would go down. Okay. But if we have the jump that weve been seeing over the past three years, it will go up. Okay. Thank you. Does that make sense . We need to it shows how its gone up every year, that slide. This is last year versus midyear and they are trying to maintain yeah. Its a little bit of apples and oranges. Were doing a fall to a year. But this is what were saying is that this is were seeing here is an opportunity we have to hopefully turn back that chronic absenteeism and then for your question, commissioner norton, the last three years of data, and i would have to dive back deeper to see if we were if it went down and then its gone back up again. Im not really sure over the last three years that hasnt been the trend. Its been increasing each year. Deputy superintendent talked about the difference in the last couple years and the difference in this year in the approach to how were looking at it. I dont know if you want to describe that again. So a couple things that are different. One, the chair focus now and that the efforts i think there were i know there were a number of efforts including the attendance working group, things happening in service of addressing our attendance concerns, but they were happening in their silos and we werent coming together and using information to learn and scale and improve our system. I would say le with, we werent doing it in a way that was coordinated and aligned. I would say the other thing, as we were working on the awareness piece, understanding the data and information we need and do site leaders and teachers need in order to act on their attendance data. What was the past was the data was lagging. It would give me 12 weeks. I saw my report and i saw that there were 8 days missed. Now were getting it every day. We can see it every day or in sixweek spans. We know that 18 days is the day, the number for chronic absenteeism. That means in september, if i see that shes at two days or three days, i can have a conversation versus getting that data late and then trying to react to it. So i think that theres another huge difference. Another difference is that its a number of folks who all touch schools and touch babies working together and progress monitoring and trying to figure out lets try this. This didnt work. The nudge letters would be another approach and the home visits, the Early Education would be Something Different as well. Were all in the room trying to figure it out and learning from it. This is aggregate, but learning from the schools where we have seen some changes and cohorts weve seen reductions and thinking about whats happening there and how do we scale it as well as figuring out the pattern. We know that one pattern is kindergarten is just we take a hit every year. So theres some schools who engaged their kindergarten families early and said attendance matters and heres why. And that was a strategy in response to that data in finding out that pattern. We know we have some babies who are doing a lot of transportation across the city to get to their school as well as some babies who dont have anyone to take them to school. For example, as well as babies who are who have medical needs that the school needs to work with the family to dress to make sure theyre able to get to school and be at school every day. I think a big part of the difference is that we, one, have this Real Time Data but also that were all looking at this data and using it and trying to learn from best practices and scale that across the system. What are we doing year to year . Because the other issue theres some strategies youre talking about seeing the data in real time almost so that a kid hasnt missed 12 days before the teacher and the school is aware that theres some issues to work on with the family. But what about in the like the new year, if we have a kid that was chronically absent the year before, what are we doing to make sure that classroom teacher in their new classroom, that theres supports in place from day one if we know this kid is at risk for being coul chrony absent. This is where the efforts came together, but what is happening with a number of lead teams and their school sites, again, we now have a number of reports. Lead is with the sites and finding out what data do you need and how do you need it and rpa and data are creating ways that the sites can have that data quickly and various ways. One thing that the lead team has been doing with a number of sites is actually not just school wise data but student by student and looking at those babies and the attendance patterns not just for this year but previous years. We can name and know what families might need extra supports and interventions and addressing those needs. For next year, the hope and plan is that we, without stereotyping the babies and without stereotyping families but thinking where do we see patterns and how could we get ahead and offer support where we see thats been needed across a couple years but also prepare school sites with strategies and interventions to poor families. Do you still do the perfect attendance assemblies at baby Elementary Schools . Yes. That will be one of those efforts to continue to promote positive attendance as a different strategy for those babies. Thats still happening. Okay. Thanks. Okay. Vice president lopez. Hi. Thank you for your presentation and, you know, ive just been looking back at the work that has been requested from this resolution for years now and just given the stories that teachers today were sharing with us and what we keep hearing about, i feel like i want to know more about the work that were doing outside of absenteeism and suspension. I know thats extremely important, but once our students are in school, how are they being supported other than the Restorative Practices that a handful of our teachers are getting. Like what other efforts are there and if you can share those. I just want to be clear i understand your question. What other efforts around teacher training or teacher support, teacher coaching . Yes. So for the student Family Community support division, the work directly with teachers would be either alongside if there are social workers or such at the work site and the work theyre doing there. To not sure if i can answer your question. Im not 100 sure what youre looking for because the climate team, plc weve created is a system where were working with the climate team lead who brings the information back to the teachers, and were not were starting to collect that data on what type of trainings are happening as a result of that, but we dont really have that information. Im not sure if im really answering your question. But i can if you could be specific, are you looking for what new teachers are getting . Theres teacher trainings. The different type of trainings for teachers, thats not always happening. Thats what were trying to work with as were working more collaboratively across the divisions of what would be offered. But there are not a lot of teacher specific trainings happening. So you you shared this earlier. You all have the message and understanding that there are a number of people who support our students and we all need to be on the same page. I want to know what those people know and understand outside of Restorative Practices. Do they know pbis or understand the discipline matrix . Anyone who comes in contact with our students. Thank you for clarifying. So theres a host of trainings that we do with social workers, with counselors, with nurses, and also with assistant principals and principals that wraps around positive behavior, different policies that we have around antibullying. It also offers Restorative Practices. We do culture humility and Family Partnership trainings. We wrap all of that around, at least in the support professionals that are within the division with counselors, were meeting with them regularly and doing trainingmen. Were wrapping it around that way. Were looking at who we have the easiest access to because we have systems built. With counselors, we have monthly training so we can push into those and social workers have regular trainings and we can push into those and then we set a number of trainings, all day trainings in the beginning of the year with we worked with lead, legal, and the division to also then offer trainings to principals specifically, to aps. We provide after school staff, those type of trainings, around Restorative Practices. Were wrapping it around wherever we have the opportunity and a system in place to provide the trainings. Is that being tracked somewhere so you can share it with us . Yeah. So in after school, the way we track it is do program walkthroughs twice a year so we can look at the schools, are the practices happening in that . So we can share that data with you. We have that for all of the after school programs. And then through this rp inventory, weve gone in to see whats happening around rp. For pbis, that is also with the tiered fidelity inventory. We have those three tools sort of around Family Partnerships. We dont have anything looking at that. We can identify which schools have decided to implement the Family Partnership implementation process, which is sort of a pretty deep process that a school goes to and creates a Family Partnership team and they Work Together to assess and identify at that school what are the Family Partnership actions that we want to do to build our Family Partnership stronger in six best practice areas, which is equitable community, navigating sfusd, linking Family Partnerships to learning. So we know which schools are engaging with us in that process. We have that data. So we have different ways of measuring it and we can share that information with you. I want to add the one that was created by our professional growth and Development Team and collaboration with lead is a tool that allows us to know and track whats going on in the district. Were honest that were Getting Better at that of collecting data and both knowing what trainings are being offered by also when are they being offered and who is taking them. The tool, as it is currently, does all that. It tells us the pd, who took it, are there teachers or admin and a way to give sites information about pds coming. Everyone is not using that tool yet. Its in pilot phase. I think the next time were in front of you both for trainings around trainings in the district, well have them put in so we can track and answer those questions. Thank you. And i have a two part question and then ill pause. But if we know do we know why students arent coming to school . Is there any information that explains that . And does that offer teachers or support or any adults working with students how to sort of combat that specific issue or need . The answer is sort of yes and no. I think that is what we were talking about. How do we set up a comprehensive system where there are many reasons why a student doesnt come to school. It could be on a basic level if the younger grades, oh, i didnt think it was that important that they missed 12 days of school. Right . So thats one reason. If thats the reason, maybe the nudge letters can address that. Its a fairly simple one. Its more there is something happening in the home and i need more support for transportation or things like that. So were trying to build a system from a Public Health model that were looking at, what do we do on a prevention level or secondary level and what do we do app a tertiary level because we want to build that system. And i think those were things that the deputy superintendent was also talking about in this better tracking. So if were seeing that and were able to say we sent a nudge letter and were able to engage with that family, we may be able to find them that place. You are not going to be well served by primary prevention. We need to move you down to secondary and have a stop and have an sst. We need to understand and i think the piloting that eed is doing with the home visits, thats another way where its a way we get in and find like whats your rooted cause we can talk about root cause but then every student may have their own root cause. I want to make a plug with that. I did my research in home visits and so i do that with all of my students every year. We know how important it is to build that connection and that relationship before even getting started. Im so happy to hear this is happening at the Early Education sites. Is it all the sites . Piloting. Im happy its happening early on so students and families can see that theres an interest and carrying. Right . Because it really does open up an honest conversation about their needs that they wouldnt have because were not making this effort. Right . And when were in schools, the way the system is set up, it does not open up potential for honest relationships. So i feel like we should put all of our efforts in that. I want to hear how thats going throughout because this can offer an opportunity for us to connect with organization thats can offer support for transportation or can offer support for housing or whatever it is that the need is causing our students not to come to school. Right . So ill end with that. But i just i have to learn more. Im so excited about that. Commissioner lam. Thank you for the update. Im curious around following on commissioner lopezs question around the tracking piece because i am also very intrigued and want to know and hungry as i think many of us are, for understanding what are some of the causes and how do we support our students and families more holistically because i think there are also opportunities not only in addition to our community organizations. There are city agencies that we need to also bring into this work on a regular basis, daily basis. If thats related to students in public housing, we can involve our City Partners there. If it is going to be not to also focus in again on generational support of our families, siblings. Right . So is there a way to trigger supports that education and first five can provide through our Family Resource centers . Thats another opportunity that i want to learn more about because this work i know at the district weve struggled and im glad to see that the teams have come together. A lot of work has come in. Were also feeling years behind. So i appreciate the leadership, but i think at the same time, when can we get more information and data . Sure. And also, there are other things going on. We have a shared used database of programs that i think began piloting about a year ago, and it took a long time to figure out because of all of the ferpa and student confidentiality. Its amongst all our City Partners so were able as partners with the different City Partners, hhs, dph, where a family may interact with the system and weve marked chronic absenteeism as one of the years where it flags. We get this list of students that then at the school site level they know they are interfacing with other city agencies, and theres we have monthly meeting about that. We have weekly meetings with City Partners. Were really trying to build our muscle to meet because at the end of the day, it takes a lot of time for us sitting together as we use technology to sort of help us create the list but then we have to have the systems within each of our agencies. So that is starting to happen, and i think thats part of i know what everyone is hungry for. We want to see the numbers change. Its not acceptable they havent changed over this time. We decided that collectively we all have to just start working as hard as we can towards this. So we heard that message loud and clear. Thank you. President sanchez has one followup. Related to the Restorative Practices, how with reengaging with site leaders at the school sites to understand, you know, what the School Climate team, how is the implementation, the feedback loop to that. So with the climate team plcs, weve been really fortunate this year. We were able to we have multiple plcs. We designed it so that we tried to make it as easy for people to attend as possible. So we have west side teams and west side teams and people are coming together. At every meeting, were looking for feedback on how is this helping you at your site. We do the iterative after every meeting and starting to collect the data to look at it and look at the experience and what happened. We also want to do data crunching of the schools that maybe went to all of the plcs. Did we see any differences in the absenteeism rates or in the suspensions or other things . There are ways were trying to bring data in to bring data out of that plan. So thats one way that were doing it. As well, we have sort of a were building our muscle again to communicate with each other. I think theres been some really great systems that have been build that ive been excited to find. The deputy superintendent has a lot of great systems on how i can easily communicate to lead to be able to say, these things are happening. Can you give me feedback on it . So i think just theres a lot of systems that weve been building to have that continual feedback loop so we can keep iterating and hear school site voices even if were at the Central Office and cant get to every school every day. I think just to name, not only is it looking to the lens looking at referrals or suspensions, but what, you know, as a district were facing on a daily basis is really that School Climate culture. Right . And the Community Building that is clear that needs to happen and very intentionally on a daily basis not only with students but adults and students as well on a daily basis. So just wanted to name that. So i think there was earlier it was said that we will be in compliance, Research Based, positive supportive family based and strength based, you know, leadership rules that we can make throughout our schools. We brought up help San Francisco. Some of the things the schools are learning to do is reach out to hope sf and also work with road map to peace in support of latino families but also black to the future in support of families. One of the things they do is look at whatever is coming out during meetings and saying, is the issue housing . Is it transportation is too much . Does the family have three children and they are going to three Different Schools because theyre at three different grade levels . So one of the things that ive seen based on those conversations is site leaders coming together and working together to support families in making sure they move from one school to the other or ho how to provide support for children at different sites. One of the things i think has been great about that is we are also Getting Better in Early Education, you know, school sites as to how do we talk about focal students which commissioner lam asked about. One of the things is talking about what does it mean when a student is absent a certain time . One of the things were asking site leaders to talk with after two absences, make sure that the teacher is calling family because this is about building that strong relationship. Right . Then after that, after the second absence, site leaders or the Family Support specialist are to reach out to the families to say whats happening . I think i have two stories to share and i love them because it tells the story of our families in the situations that they find themselves in. One of them happened many years ago, but its about doing home visits. We noticed that a child was absent so many times and was healthy. She was around asthma. It wasnt until the team built a strong relationship that the family allowed them to visit them that we saw they were living in an apartment, not even an apartment, in a basement room where it was moldy and the team advocate for the family to make changes with the landlord. The second part is about finding families where a family was taking three different students to three different sites, and so she had to take, for example, one child to an Elementary School, wait for transportation to take them to a Different School because they were receiving different services. Then mom would take her visually impaired child to the school. So she was late to everything. So i think that building that relational trust with families is important. We have to take that step, and i think were seeing some of those changes. Thats part thanks to the work that our deputy chief of instruction and the team is doing and how were learning in shifting mental models to make sure that were not just judging families who are absent but finding out and taking action and supporting them. Commissioner cook. Good evening, and thank you. I appreciate, you know, all of the new collaborative conversations around how to wrap arms around moving us in the right direction. I also appreciate the bringing on an outside intervention to see if that can help do what is this Research Based working other places. I appreciate district leadership being responsive to that. One of the things that one of the things that im having a hard time understanding when it comes to i learned a lot about this issue over the last few years and a lot of you helped me understand better the different interventions at sites and how that was connected to what the principal was charged with, you know, on an annual basis and it sounds like over the last year or two, more principals hear this is a concern for the district, but what we grapple with is a lack of understanding and how its how absenteeism is affecting people sort of like in a percentage way. How much of it is transportation versus these other things . Theres a lot of things that exist. They often come up in this conversation like these things exist. Theyve existed for a long time. Stories exist and these numbers are going in the wrong direction. So the reason why im having a hard time understanding why we dont know is because the student groups that are most affected arent actually large student populations. Africanamerican student population is getting smaller and smaller. We dont know why theyre not coming to school. So, i mean, im assuming maybe this is a false assumptios smaller and it should be easy to line it out. So you can tell me im wrong if thats the case. Also, for our foster student population, how big do we know the Student Count on foster students in the district . I dont know off the top of my head, but youre right. Its fairly small. Yeah. Our asian student population is over 30 of the entire district, and theyre under 5 , under 3 chronic absenteeism year by year. So we saw our last report, africanamerican student population continues to dwindle. We dont know why theyre not coming. But thats concerning that he can with not find that out. I know this team wants to find that out, but im confused on why we cant if the number is so small. The next presentation, it will be helpful to get a breakdown of the percentages of students that fit these different categories because i dont believe that transportation is a real issue. So if thats actually the case, then, you know, you should prove it to me because when we look at student attendance data on where africanamerican students are going, many of them are going to schools in the neighborhood they live at. So you know, help me debunk that. So for foster i can see with our foster student population a variety of issues coming up because theres so many issues affecting our students that live in foster care. But because i dont know how big the count is, i dont know how hard that is to better understand. So, you know, i also appreciated hearing the target reduction and the level that we want to see chronic absenteeism drop, and that is something that sort of we can all get behind in the coming year. Im assuming we know the sites most affected by the drop or that have the highest rate. We know that already. Correct . You mean the highest rate of drop so far. The highest rate of absenteeism. We do know that. We knowitall b know it all by. Yeah. Are principals or school staff at those sites im assuming theyve been notified. They already know at some level. Are they getting what are they getting . How is that working with them, those sites . Thats the awareness piece we were talking about. You dont just have chronic absenteeism statement period. Lets look at your data. Again, that on going data review. The lead sits with principles to start with. We have that focus as part of the goals or part of some of their school targets. So its named in a way that is different than in previous years, but lead makes sure when theyre having their checkins with site leaders, which happens every four to six weeks, that they are not just talking about academic data or cultural and climate but they are taking time to look at the absenteeism data. I think you referenced it, focal students. So lee is leading our principals looking at those students. The conversation is ongoing in the way it wasnt before. They are sharing strategies during the cohort meetings and in high school in particular, some focus plans around attendance that they are sharing across colleagues. When you gave that example of leads sitting with sites and going student by student to figure out what are the root causes, thats part of it. I will say that one of our learnings is that we havent gotten down to the teacher level and hearing the concerns today, we want to be careful to imply we want to add anything to our teachers plate. What we know is the relationship that a teacher has with families and students is something that is hard to replace by any cbo or any partner or any of us. So weve been doing a lot of work to engage our site leaders and build strategies with the Cultural Climate team, with the ilts. Et cetera. We know the important next step is to think about how i think commissioner lopez brought it up, but how do we get to that relational piece, being home visits or johnny missed school for the last three days. Whats going on . We havent gotten there. Were trying to build the capacity of lead and site leaders. We have to figure out to to build the capacity of our teachers. Its just that relationship piece, that caring to ask and building that trust with the family the guardian will tell you whats really going on. Yeah. That is another break down within the percentage of absenteeism that i would be interested in. Its one of those strands of studentteacher relationships, kids being on campus but not going to the class to the teacher they dont like or i dont like that teacher, you know, that sort of i know that exists. I dont know how much of a factor it is. I know its real. Ive seen it if high schools and middle schools especially. So im eager to learn more about that. Commissioner collins. Hi. Thank you so much for the comments already. I guess number one, i really want to appreciate that theres some specific like attempts to answer some questions that have been asked in the past, and i want to acknowledge this is kind of a new team. At the same time, im also this is six years of this resolution that it said it would be implemented. So its frustrating to think my kids were 8 when we implemented this resolution and now theyre in high school. So theres a lot of frustration, i think, with staff, students, and families, and the folks the board that implemented this is not the same board and the folks charged with implementing it are not the same folks. But as far as families go and students go, this is like the same district. So i also want us to be real, that were just not implementing this resolution. Were just not. Im just going to say it. Its frustrating. So im glad that, you know, last year i asked, you know, how many people are being trained . I wanted numbers. Then the response i got was we actually dont know because we havent been tracking that. Thats five years in. Right . Thats unacceptable. So im glad that were finally tracking it. And so in a sense, what we have now is baseline data, which is good that were tracking it and im glad that were developing those systems. But i also want to acknowledge for the public that as a district, we havent been doing i want us to be real. We have not been doing what we say were doing especially in regards to this really important resolution and in some cases when we have schools that blowup, whats frustrating is theyre like Restorative Practices dont work. My answer is, we havent been implementing it. Theres no way we know it doesnt work or not. [ please it would be great to also have numbers just so that we can get the scale, because in my mind, i know, e. L. Is a larger group, Pacific Islander is a smaller number, but we see, obviously, certain groups are disproportionate, so thats an important view but also to have to answer commissioner cooks question, actually how many kids is that would be helpful. Im interested in getting information on how we are tracking kids that cut class, because i appreciate what commissioner cook said, in middle and high school you have kids that dont just go to one teachers class, ive seen schools where kids cut class in the Counseling Office or the main office, like what . So how do we get data on that and i want to know what schools are doing with that data. When they see, like in first period is one thing, because sometimes kids come late, but if theres a consistent, with a lot of high schools, you have rolling blocks, and classes happen at different times. And if you are seeing patterns where theres one teacher where, like, kids are not going to class, i would like to know from deputy superintendent what are what types of conversations are our principals having at the schoolwide level or how are we addressing those questions. Im interested in knowing, when im looking at suspensions, im seeing a huge like the biggest one is foster youth in middle school. And im thinking at the high school level, if we have kids, we have a lot of alternative programs to support students that are not functioning, they are not being successful in traditional high schools. Im not aware of any alternative programs that are, like, i dont know. And im wondering, it seems like foster youth, a lot of those students are maybe, i dont know if im making a connection but this is huge, right, right that im seeing. I mean, they stand out. Im just wondering, middle school is where kids need even more support and wondering the kids that arent getting suspended are they then absent in high school . But that would be a good point of focus. So i would love to get information on that. And then as far as Restorative Practices, so it sounds to me like in the resolution, it says we are going a fullyimplemented Restorative Practices, Restorative Practices is like 80 Community Building. That involves community circles. So im glad that you are now tracking that. But im wondering, you know, we still dont know what all teachers arent trained i mean are all principals trained in Restorative Practices . Are they . All administrators. If you are expecting teachers and counselors to do stuff, you should have those skills. Are all principals and administrators trained in Restorative Practices . I would say most likely not, and it would be probably some of the newer principals who havent received the training yet. So it feels to me like if we dont have all administrators trained, we dont have an implemented system. And then second is counselors. So im assuming social workers are trained. Counselors and social workers are trained. Are all of them train . They probably havent gone through the twoday training but they do get Restorative Practices on a annual basis through counselor institute, social worker institutes and monthly meetings. But we havent set up a system where they are having a twoday training. So my question is is it optional . Thats what the former directioner director used to do. He would say they were optional. You are new, and im glad you are tightening things up, and im just wondering. It seems like all counselors should be trained in everything, right . Because they can be that lever for making sure that its happening at the site. So the trainings for counselors and social workers are not optional. We have monthly we have an institute every year that Everybody Needs to go to for counselors we break them up for middle and high school, we have three or four days in the beginning of the year. We have monthly meetings. So we have a professional Development Series throughout the year that are not mandatory. And theres a lot, like you said, theres a lot to try to fit in the time we have to because we also dont want to pull them away from sites for a long time, so we are fitting in as much as we can with the time we have, but everything for social workers and nurses and counselors is mandatory. Okay. And is there any anyway feedback we are getting on the of can a of that training . Because the efficacy of that training . Thats what we are trying to build out now. That was very clear that we have done some job, a better job of tracking who is training and making them more mandatory, but we have not done a good job about is the changing to a practice in the school site. Now we have expanded it, so we are beginning that. Okay. Are we getting feedback from people in the training about how they feel about that . Yes. Is that something we can see as far as people think its worthwhile or not worthwhile, its helping them in their practice . Yes. Can you come back to us with reports on that . So we can see some kind of data on how people feel about the efficacy of the training . Yes. And i think it would help, because its a lot of data so to understand how expansive you want it to be, how much time. I dont need details, i just we are spending, we are investing in training, if we are investing in training all the counselors, we should know if we are doing a good job of otherwise we should change the training, right . And, okay. So when we are asking folks to attend training, do we have climate teams at all the schools . I think we have climate at any points that are coming to the p. L. C. Regularly at 80 of the schools but that doesnt mean there isnt a climate team. Schools may call it a Different Team and be coming to the p. L. C. S or doing the work through another way. So i would say that, yes, all schools have climate teams, its part of the contract, its required to have. But they may call it their instructional Leadership Team. They may have it by different names. Weve dot 80 schools come got 8230 schools coming on a regular basis 80 schools coming on a regular basis. It sounds like you dont know for sure if they have climate teams at every school. What are the expectations . Are there specific expectations and then we are going out and making sure thats happening or how do we make sure that we have, like, your definition of what a climate team is at every Single School in the district . That is something that this is the first year we implemented the p. L. C. So thats something that we are working on. I mean, we are trying to work and get that data. There is an expectation in the contract that every school has a climate team. They may call it something else. We have offered this p. L. C. We were able to find money for extended hours for people to attend. So we are doing it in both fashions of tracking that information and finding out. We know that every school has, and i think they call them by different names, instructional Leadership Teams or different, i know working with the different lead cohorts. So i would say every school has a team that is addressing Student Climate and culture. Maybe not exclusively, but as part of just working with as an instructional Leadership Team. So i want to be clear. An instructional Leadership Team is not a School Climate team, because an instructional Leadership Team doesnt include parents and doesnt include students and it doesnt include necessarily social workers. And so this says develop a schoolbased team to plan and guide implementation efforts and it also says that families should be involved in coming up with behavior plans and things like that. If the i. L. C. Is coming up with a behavior plan and parents are not on the it then we are not following the resolution. What is our expectation at the end of the year . When are we going to implement this and when are we going to tell schools this is a basic for any school. If im a principal im going to set up a climate team whether i have this resolution or not. So if we dont have a plan at every school, it shouldnt take a resolution for me to have Something Like that, like in place, and after six years of having a resolution, i think its unacceptable for every school not to have it. And i would hope that by the end of the year, i know we have been waiting for im just going to say waiting for a change in leadership at sfcsd because ive asked as a parent, at the podium, in Public Comment, weve had coleman advocates say we are not implementing the resolution, we have had the apac and a lot of family groups, now im on the board, last year i asked staff these same questions, and i think at the end of the year, we have schools that are concerned about safety. As a parent, i showed up at the board, at the podium, and i said i want to be on my schools basically the climate team, and i was blocked as a parent. And i know at some schools they have really robust programs and at some schools they are just starting. And its unacceptable. And so i guess im hoping that i can hear commitment from its not just your job, its your job to kind of figure out the plan, but its also our job of the superintendent to say just do it and figure it out. And we are kind of doing it in the back end when we have a school that kind of blows up, and we have issues, we are going in and kind of doing triage because we are not doing the work on the front end. So what are your thoughts on expectations around is that an expectation, i guess, superintendent, is that an expectation that every school has a climate team . That includes parents and includes students and includes Community Members. When we work on our agreement with our labor partners, instructional partners, we clearly state what those agreements are, so yes he that is an expectation yes, that is an expectation. Is there a reason that is not happening at every school. You asked the question around are all administrators received training in professional Development Im saying if every school is expected to have a climate team and not every school has one, as dedefined by defined by what a climate team is, and it includes people who are working on School Climate, which is not just teachers. So the School Climate team, can you explain, who is expected to be on the climate team . We have basic people who are required by the contract, and theres also our definition of who we think should be on there. Sure. The best practices for a climate team are the people that you were mentioning. Can you be specific . Because i want students, families. Yeah. Okay. So what im hearing from her is that some folks are calling their climate team the i. L. T. , and the i. L. T. Is not a climate team. Because it does not include parents, and it does not include students and Community Members, and thats whats in the resolution is that parents and Community Members are going to be involved in coming up with behavior plans and implementing School Climate measures. So i want to know from you, is that an expectation for all schools that they have a fullyfunctioning climate team in place by the end of this year . That is an expectation of this district that schools have a fullyfunctioning climate team, whether they are going to be able to put that in place by the end of this year, i do not know. Is it an expectation that every school has a behavior plan . Yes. Okay. So then i guess my question is what happens, im hearing from some schools they are just coming up with it or maybe they have it, but then teachers say we are not implementing it. So thats kind of a management question and its also how do we define what a functioning behavior plan is, right . Because people can say they have one and they dont. But i guess how are we assessing what a functional or like a really robust and behavior plan is . Thats not just like okay we came up with some bullets and turned it into the district. I dont want compliance, but how are we assessing whether schools have meaningful, robust behavior plans. I think by behavior plan you mean the expectations. If then like we know all Staff Members know if a kid cusses, this is how we respond and these are things we send to the Counseling Office and these are things we call home. So that information is measured through the tiered fidelity inventory. Though the districtwide matrix, the safe and Supportive Schoolmate risk does lay that out. So schools are building their plan off the districts safe and Supportive Schools matrix which has a structure of if this then that, and schools may also come up with maybe what their structure would be of if, then, there, what. You would go to the counselor, go to the Wellness Center or something. But the basic behavior plan that the resolution requires schools to build their plan off of is the matrix. So then i guess its great that we have this great document ask and i guess its really concerning that teachers or parents feel their school doesnt have a plan. So then that gets into is it actually being shared with teachers and families and students so that they though this is the way we do things here they know this is the way we do things here. So is there a way for you to measure that. Or deputy superintendent, how are we measuring . Because if i go to a school and say do you know what the behavior is . And maybe thats not the specific language but people are like i dont know. Thats kind of a problem. Sure. And again, i think and well get you more of this data, and sort of explain what the tiered fidelity inventory is asking. Those are a lot of the questions its asking, do you have a plan, how is it communicated to families. Theres a part of it where you ask students do you know what the behavior expectations of your school are . I think now that ive been diving more deeply into the t. F. I. , i think we have been doing parts of it but not all of it. And we were discussing today that we need to sit down and look at what are important standardized things that we all are going to say these are the things we want to look at and make sure if we are putting all this effort into getting people onsite to do a tiered fidelity inventory, are we standardized and saying these things, well measure these things in this implementation. So thats one of the things im realizing as im diving deeper into looking at the data and asking questions like what is this telling us that is actually happening at a school. That information should be coming out of the inventory which we administered at all the schools, so we can dive more deeply into that data with you to see. Is there a way you can report to the board . Like i said, its very detailed. Yes so i would love to see is there a way, once you decide on those things that you can report out to schools and you could also report to us. Yes. And i have to say one of the things i appreciate im hearing is we dont have to use the same presentation we have been using and we can think differently about the data we present to you. So a lot of the questions you are asking us, we are either going to assess do we have that data already, maybe we can collect it. I think collecting all this information, things that commissioner cook has said and all the different questions, its making me realize that we are going to have to pause and think what are we presenting to you to have the conversations that you want to have, and what do we have that we can present to you, and what is there that we dont have yet. I would like to recognize ms. Solomon. If we are going to talk about the contract, lets please be accurate. What i am able to find about what is supposed to happen at schools is 21. 2. 4 in the teachers contract, a School Behavior team shall be established at each school site. Such team shall include one or more teachers, a support member and paraprofessional, for example, a family liaison or elementary advise herb. The site administrator shall be responsible for the implementation and monitoring of the schoolwide plan that is based on procedures and norms as developed by the School Behavior team and site administrator. So that is something in the contract. So in contract language, a lecture here, it says what it says. So if its supposed to be a climate team, which isnt in the contract, but a school might call it an i. L. T. , then its not the same thing. It would say i. L. T. Its not in the contract. Its not in the contract. We wanted some of that in the contract. We wanted professional development, Restorative Practices guaranteed for every teacher, and we didnt get it in the last contract. And maybe well get it in this contract. But when we hear things like we have to build the capacity of our teachers and we all have to be working on attendance, these are true, but what are you going to take off teachers plates . You heard tonight what it is that teachers have to do and what they want to do. How are we going to build the capacity of teachers who are already working beyond their hours . How are we going to take things off their plate that arent as important as this . It cant just be when counselors and social workers can be the levers. No, they cant. They have work to do with students. Theres not time in the day unless we make this a priority. Its not going to happen. Six years to the day since this was, as weve heard many times. Today happens to be the exact date, february 25. Do we mean this or we dont . And its great to have the tate. We need to be data driven. As people have said like former superintendent of california schools, you dont fatten the pig by measuring it more often. You do the work. And we dont have the tools to do this work. So i appreciate ms. Solomons comments. And i guess thats the piece that i consistently dont see is how we are going to implement the plan, and whatever that model is, it feels a lot like we are saying people can take the trainings and people can train other people, and ive just, like, i dont understand that how thats an actual implementation plan, because, you know, if you go to the training, is it understood that you are going to train other people . Are you getting paid to do those trainings . Thats not a plan. And so i think we need it says we are supposed to have a plan thats going to be implemented, and i still dont have a plan for how all teachers are going to be trained, how we are going to have the climate teams. And then how are we going to involve families, and how are we sharing information back with families so they can be partners, because they want to help. Theres all these systems we are coming up with, we have to have reporting thats allows families to see how we are doing with attendance, with our climate teams, and i dont know if theres any reporting we have oe accountable to the School Communities where we say we have these measures. And finally with the p. D. I. S. , just a personal thing, in middle school, i think it was fun for kids in Elementary School, theres a lot of fun activities and kids get tickets and things like that, but i think in middle school and high school, its just i think we spend a lot of time, theres things like little tokens and stuff that my daughters were saying they would get a thing of slime that they were excited about at the little store for the tokens, but we need that isnt building relationships. Thats sometimes get a ball or slime or something. I want us to be focusing on building relationships among students, and it says in here we are supposed to be talking about Building Community and implicit bias is happening with students. So i dont know. Im hoping at the Curriculum Committee meeting, we are going to be talking about some of the administrative regulations on bullying and those specifically say we are doing some curriculum, which i dont think is happening, but im interested in seeing what we do, what we dont do, what our plans are. We need to involve students and parents in building positive school culture. And i dont know what those systems are, and that would full into pbis as well, but i dont know specifically what those things are in our district or if its just left up to schools to do it on their own. So im looking forward to seeing that report. Thank you, president sanchez. Any last comments . Okay. I think my colleagues said enough and asked enough. Thank you so much for the presentation. And thank you, president solomon, for clarifying the contract language. Moving on. Section j, discussion and vote on consent calendar items removed at a previous meet. There are none tonight. K, introduction of proposals and assignment to committee. Public and board comment on proposals. I see theres no Public Comment on the proposals. They are superintendents proposal 20225sp1, approval of the Public Education enrichment fund, expenditure plan for school year 20202021. And then board policy 5116. 1, intradistrict safety transfer process. A motion and a second for the First Reading resolution 20225sp1 and board policy 5116. 1, we need. So moved. Second. Thank you. Is there any Public Comment . No. Okay. Any board comments on these First Readings . Question. Yeah. Commissioner lopez. Just a quick clarification and maybe im just not understanding the numbers right. But why dont they match what the numbers that were given here here . Im looking at the first page trying to get a grasp of the numbers. But in the projected revenue for 2021, why wouldnt it match the budget overview below it . Vice president lopez, are you referring to the peef item . Thats what we are talking about. I opened it up for questions or comments. I. I can also ask this offline. Okay, why dont you do that. Unless i hear otherwise from legal counsel, im referring the policy to the rules committee and the resolution will be heard at the committee of the whole meeting on tuesday, march 3. So we will be having a whole meeting on that. Section l, proposals for immediate action and suspension of rules. There are none tonight. M, board member reports. So report from recent committee meetings. Mr. Moliga is not here, so we will hold off, unless somebody else from that committee wants to report. I was there do you want to report . Im on the committee. We were going to wait until commissioner moliga is back. Okay board delegates to membership organizations. Any . No . All other reports by Board Members . Okay. Calendar of committee meetings. So standing ad hoc and joint committees of the board. Business Services Wednesday march 4, 6 00 p. M. , buildings grounds and Services Monday march 23 at 6 00 p. M. , Curriculum Program monday march 9, 6 00 p. M. , wait, did we move it to 5 00 . Curriculum from now on online it says 6 00. Its true. Updated on the calendar thats external but maybe we didnt its available on board docs. It says new time 5 00. And then rules policy march 2 at 5 00. Ad Hoc Committee on personal matters and affordability wednesday march 11 at 6 00 p. M. Ad Hoc Committee on Student Assignment, monday march 16 at 6 00 p. M. Joint city School District and city college select committee, friday, march 12, 10 a. M. That meeting is held in the city hall legislative chamber. Section n, other informational items. Posted in the agenda this item is the initial proposal from united administrators of San Francisco to sfusd. Section o, memorial adjournment, there is none tonight. Okay. Section p, closed session, the board will now go into closed session. Thus i call a recess of the regular meeting. [please stand by] from the district for the remainder of the Spring Semester of 2020. Can i have a second . Yes. Second. Roll call. Thank you. [roll call vote] five ayes. I move approval of the expulsion of one High School Student from the district for the remainder. Can i have a second . Second. Roll call. [roll call vote] five ayes. Vote on Employment Contracts for unrepresented chief executive employees. None tonight. Three, report from closed session, in the matter of l. M. G. V. Sfusd case number 2020 2020010917, the board by a vote of 6 ayes gives the authority of the district to pay up to the stipulated am. In the matter of m. D. V. Sfusd case 202001642 the board by a vote of six ayes, one absent, gives authority of the district to pay up to the stipulated amount. The board by a vote of six ayes, one absent approved issues notice that four principals contracts may not be removed. The board by a vote of six ayes approved issuing notice that four assistant principals contracts may not be removed. The board by a vote of six ayes approved issues notice that six Program Administrators contracts may not be renewed. The board by a vote of six ayes one absent proved issuing notice that two supervisors contracts may not be renewed. The board by a vote of six ayes one absent proved the contract for two directors contracts may not be renewed. The board by a vote of six ayes one absent, moliga, approved issues notice that three principals contracts will not be renewed. The board by a vote of five ayes one absent, moliga, one abstain, cook, approved issuing notice that one assistant principals contract may not be renewed. The approved issues notice that four assistant principals contracts may not be removed. Its one of the longest readouts i have ever seen. The board by a vote of six ayes one absent, moliga, approved issuing notice that one Program Administrator contract may not be removed. The board by a vote of five ayes approved the contracts for one principal. The board by a vote of six ayes one absent approved the contracts for 50 principals. The board by a vote of six ayes one absent approved the contract for 21 Program Administrators. The board by a vote of five ayes, one absent and one abstained cook approved contracts for two supervisors. The board by a vote of six ayes one an sent proved the contracts for 22 supervisors. Approaches 1 a. M. This Board Meeting is adjourned. [please stand by] this is a huge catalyst for change. It will be over 530,000 gross square feet plus two levels of basement. Now the departments are across so many locations it is hard for them to Work Together and collaborate and hard for the customers to figure out the different locations and hours of operation. One of the main drivers is a one stopper mitt center for permit center. Special events. We are a one stop shop for those three things. This has many different uses throughout if years. In 1940s it was cocacola and the flagship as part of the construction project we are retaining the clock tower. The permit center is little working closely with the Digital Services team on how can we modernize and move away from the paper we use right now to move to a more digital world. The Digital Services team was created in 2017. It is 2. 5 years. Our job is to make it possible to get things done with the city online. One of the reasons permitting is so difficult in this city and county is really about the scale. We have 58 Different Department in the city and 18 of them involve permitting. We are expecting the residents to understand how the departments are structured to navigate through the permitting processes. It is difficult and we have heard that from many people we interviewed. Our goal is you dont have to know the department. You are dealing with the city. Now if you are trying to get construction or special events permit you might go to 13 locations to get the permit. Here we are taking 13 locations into one floor of one location which is a huge improvement for the customer and staff trying to Work Together to make it easy to comply with the rules. There are more than 300 permitting processes in the city. There is a huge to do list that we are possessing digital. The first project is allowing people to apply online for the a. D. U. It is an accessory dwelling unit, away for people to add extra living space to their home, to convert a garage or add something to the back of the house. It is a very complicated permit. You have to speak to Different Departments to get it approved. We are trying to consolidate to one easy to due process. Some of the next ones are windows and roofing. Those are high volume permits. They are simple to issue. Another one is restaurant permitting. While the overall volume is lower it is long and complicated business process. People struggle to open restaurants because the permitting process is hard to navigate. The city is going to roll out a digital curing system one that is being tested. When people arrive they canshay what they are here to. It helps them workout which cue they neat to be in. If they rant to run anker rapid she can do that. We say you are next in line make sure you are back ready for your appointment. We want it allinone location across the many departments involved. It is clear where customers go to play. On june 5, 2019 the ceremony was held to celebrate the placement of the last beam on top of the structures. Six months later construction is complete. We will be moving next summer. The flu building the new building will be building. It was designed with light in mind. Employees will appreciate these amenities. Solar panels on the roof, electric vehicle chargers in the basement levels, benefiting from gray watery use and secured bicycle parking for 300 bicycles. When you are on the higher floors of thing yo of the buildt catch the tip of the Golden Gate Bridge on a clear day and good view of soma. It is so exciting for the team. It is a fiscal manifestation what we are trying to do. It is allowing the Different Departments to come together to issue permits to the residents. We hope people can digitally come to one website for permits. We are trying to make it digital so when they come into the center they have a highquality interaction with experts to guide then rather than filling iin forms. They will have good conversations with our staff