Maybe theres good reasoning behind that and so i guess that i would like to know more extensively about, you know, why those are chosen and i also, i guess, on a larger you know, scale, why the second you said its facilities related but maybe that is not time to go into depth, but i dont know if theres a way to increase capacity for those sites. If theres something that we could do, i would want to do it. If its not feasible, okay, but i guess that, you know, in some ability to speak to that, that would be helpful. Id be happy to. I think that, commissioner, just to clarify, while the facilities did share information with the instructional team, just to make sure that we were avoiding any, you know, any sites that had real issues. The selection of the sites is driven by the guiding principle that it is best for students to be back in their normally assigned home classrooms to the extent possible. And so that is that is just the distribution issue which far problem seedprecedes my arrivalw those programs were developed over time the but once we landed on a guiding principle together as a team around how important it was to really try to accommodate students back at their home sites, that really pushed certain facilities to certain locations to the top of the list. And so i wanted to flag that its at this point not the facilities that is shaping the decisionmaking. I hear your point, it is a good one, and we just basically we went through a Due Diligence exercise to make sure that there wasnt an obstacle to operating certain sites. But it was not a driver for how they were selected, if that makes sense. Okay, thats helpful. So i guess that well, i guess that the other question that i have, you know, if we tal talked about this last time okay, so to be clear the total number that were looking to accommodate after phase two is or 2a, is 10,000 students, is that correct . Over 10,000. Okay. So we can accommodate potentially 15,000 per day. Thats not with the staggered schedule. Yes. So i guess that my question is, why arent we considering second grade . Because that was originally something that we were discussing. When i think about students, you know, second graders are still on the earlier side of, you know, learning. And if we can open up sites, im wondering why were not considering them . Commissioner, as you have brought this up before and youre right, that grade was considered initially. I think that donna said and we do have a capacity for 15,000 seats. We really were trying to kind of start small and feel and learn from it. And then phase in other grade levels. And its possible that we could consider second grade even in this first wave. And then to scale up quickly. And it led us to say to focus on the youngest of the younger learners and then move those other babies in at a later date. Okay, and then i guess that the other question is you know, ill be honest i appreciate all of this detail because it gives us something to respond to. But i felt like an audience member and not a participant. I think that its hard, and everybody is in different committees and the logistics and the buildings and theres constructional plans and they intersect and theres separate work flows and you are finding it as well, working with the staff, and its not linear. Right. And i dont, obviously, im not the only board member so these are opportunities for us to say where we want you to prioritize things. So i wonder as a body, you know, if you give out surveys, i am just saying for myself, but then i want to also hear from my colleagues that it makes sense that if youre going to send out surveys and we have the capacity to serve 10,000 students and youre including pk1, im assuming that not all of those kids are going to want to come back. So we already have capacity. Does anybody know if you included second grade, how many kids is that if they all wanted to come back . I dont have the second grade numbers with me, sorry. I dont know if they have them 3,800 to 3,900. 3,900. So if everybody wanted to and back wed still have space for them. So i guess that im just wondering, you know, why wouldnt we want to just kind of do all i mean, im also assuming like i said, not all families are going to want to come back. So why wouldnt we just survey all Elementary School families. Because this is a little hard for me. As somebody who has done a lot of project management. I have been a consultant for School Districts and i have done largescale projects and the first step is assessment. So were doing that, right . Were building and surveying is assessing and were sending out to educators and saying who might have trouble coming back. And now were assessing families and it feels that this is an incomplete assessment if were not assessing, like, all of the families to see what is the need and then well know, kind of you know, its like half of them want to come back and its not really a problem, it might not be a problem. But if all of them want to come back then we have to hustle and, you know, to Work Together and to figure out can we do Outdoor Learning and, you know, do we need to hire more staff and that will be more informative for us in terms of, you know, kind of, you know, what are the challenges that were going to have to include. And i feel like waiting is going to delay, you know, our ability to really plan fully. I kind of would like to have the big picture but im interested in hearing from other commissioners, especially the commissioners who wrote the resolution, you know, what are your thoughts on just assaying more families and then also including maybe one or at least one more grade level in the initial phase 2a or i get confused with the phases and the waves and the groups. But id like to hear from other commissioners on that. The clusters and the bubbles and the cohorts. So for just my thoughts on specifically with the resolution because we need this, it would be important for me to know where the entire School District falls as far as returning to inperson instruction. And the reason why i call this step 1b or step one as we have to do to make this happen again, i have heard repeatedly that theres a number of conversations that have happened and we come to find that the students that we are accommodating are very few and were having conversations that affect the entire district. So once we have this very clear number of who is wanting to return, we can ensure that our planning is around this number anand then accommodate as we go. Because the planning will be better once we launch. But i dont think that any of this work can get done until we have that information out. Im not thinking pk through one, im thinking the whole school system, including middle school and high school. Commissioner lam, do you have any thoughts . I just think that my question to the superintendent would be more about, you know, if we were to add this grade, you know, how does that play into what the planning process has been already. And for me its i think that you have all heard me say this, i dont want to slow down the planning process but i also want to be strategic and intentional. So i think that is what is helpful to understand. And then ultimately, the Elementary School return as well as what commissioner lopez raised about the pk12, overall i think that the board is looking for that overall direction with the resolution, even at high level and knowing that theres so many thousands and thousands within each of those plans with pk12. Im smiling miss lam, because i was intentional to say potential. And thats why were here, and so i would like to take it back to the team because i think that you mighta alluded to this and i appreciate you asking about how to do this without slowing down the train, as you will. So id like to take it back to the team that has the instruction and the facilities. And theres multiple criteria and get back to you with what is the impact, what, if anything, is lost or slowed down by adding our second grade babies. And to be clear that the request is just to bring the groups in in phases and so pain brin maybn the second, and maybe the third, fourth and fifth at the same time, and the need to do this in small cohorts and to do this gradually so we can maintain safety and really so we can indiscernible but, yes, i will circle back with the theme with the request. I knew that it was coming with a request for our second grade to be added to the application for that. So theres two questions. One, can we add second grade . So it would be great to hear about the implications of that. And commissioner lopez, can we at least survey Elementary Students just so that we know what the need is or where the desire is. And commissioner lopez is saying cant we just do the whole thing and we have been hearing from other commissioners on that. Superintendent, theres a survey for all families . I think that its just for indiscernible severe. No, im sorry, theres yes, there are there is a survey to families that are contemplated in the phase 2a plan. And those those students we can actually say to them a lot more detail about what it would look like. And the survey is actually more of a registration process really. Like, do you if all of these conditions are met, do you intend to return, or would you rather stay in Distance Learning . So it would be helpful for that first phase, 2a. And at the same time we have a broader survey that doesnt have timelines but it has a various set of scenarios where we can send out to everyone in the district and get their feedback on that as well. So thats not indiscernible prek through 12 but all of them . Exactly. Thats good. So that was a misconception and so im sorry and so youre hoping to do early december . Yes. Great. And the other question is, can we include because in those neighborhoods, we have heard from them multiple times and commissioner lam and commissioner lopez and commissioner moliga and we heard communities saying why werent we included . So it appreciate that it sounds like were centering students in terms of location selection, but im also interested in maybe having a little more dialogue around, you know, geographic locations for families that we know that are in need. Im hearing about families in the tenderloin that dont actually leave the house because they dont feel that it is safe. They dont have safe outdoor spaces. Similarly in excelsior im hearing that and in chinatown theres not a lot of outdoor space to just run and play. And they have Home Language concerns about families whose Home Language is not english. So thats another group, you know, i know that were balancing a lot of priorities. So im wondering if this is something that we could follow up on at the curriculum meeting and having a deeper dive and we could come back is that a good forum for us to continue the conversation . Yeah. Okay. It would be great. Any other commissioners . Last thoughts or comments or questions . All right, i want to double down commissioner cook . No. Okay. I wanted to double down on commending staff, superintendent, the team, again, for updating us and apprising us and involving us. So we are now going to move to the last item. Thank you. Clerk so the last item is a coordinated care. The coordinated care team. Clerk so tonight presenting we have chief smith. Thank you, thank you, superintendent, and thank you, commissioners, for the opportunity to present. Sorry i was en route from presidio so i missed my first curtain call so now ill bring down the house. At least i hope so. And could we start the slides, please. Great. So this is thank you for the opportunity to present. You can go to the next slide. As you may recall the fall learning plan had included a care plan for wellness and partnership. Go to the next slide. The Guiding Principles of the coordinated care plan are grounded in antiracist healing practices that support the students and staff and around antiracism, partnership, and Building Communities to create safe and Supportive School culture and climate. As a district, we define antiracism as the act of conscious and nonneutral process of identifying and eliminating racism by changing the systems, organizational structures and policies, practices and attitudes. So that the power is redistributed and shared equitably. The heart of an antiracist system is personal, professional, and systemwide accountability. We have been working internally as a division to develop structures to stretch and deepen our antiracist practices. No one becomes a racist or an antiracist, we have to continue to strive to be an antiracist. Its not who we are, thats how and what we do. You can go to the next slide. As we came back to school we knew that we needed to do things differently, to work towards equity. As such the sitebased Structure Team was coordinated to have schoolbased solutions that are solution based and embedded in healing practices and that would drop the schoolwide in the schoolwide and in the classroom systems to support our families, students and staff. The creation to be completely transparent, the creation of the coordinated care team is a new structure. And we have embarked on work where we critically look at the programs and processes to adapt, abandon or adopt those who have worked in the service of antiracist practices and increasing Authentic Partnership in and abandon those who have not. We are building on what we have done before, the equity work and the intervention systems and Restorative Practices and traumainformed practice. Can you go to the next slide. Sorry. So the sitebased coordinated care team integrates the preexisting teams at a school site, with the student assistance family and the Family Partnership team and the Attendance Review Team and the Student Success team into one team. In the spring as a division we were able to conduct listening sessions with nearly 400 stakeholders to hear their experiences within the division. Through those listening sessions we learned as a division that our siloed work was causing confusion at school sites and that as a division we were asking the school sites to create multiple teams without coordinating the work amongst ourselves. So the team concept is designed to eliminate some of the redundancies that we were asking for at school sites. You can go to the next slide. So as we began to develop this new system, we knew that it was important to find the coordinated care. The coordinated care is a system of care that involves deliberately organizing the student and Family Support activities and sharing the information among all of the participants. Especially the students and their families who are concerned with the students success. This is in order to achieve a stakeholder and more equitable School Culture and climate. You can go to the next slide. The process that a coordinated care team would follow at a school site is that the site leader and a processed facilitator most commonly one of the assigned staff, the staff that we have that are assigned to school sites, social workers, wellness coordinators and nurses. And that those together they would meet with a team of members from the School Community that would include the families and partners whenever possible. This team would hold meetings to complete the different processes with the overall focus on coordination and clarity. And there would be a Core Team Members who attend all of the meetings so that we could ensure alignment and calibration and that would be incorporated throughout the process. The team would also use data to take action to improve the Student Outcomes at the site level, the classroom level, and also triage the student cases with the Central Office support that need more support. We thought that it was important to be transparent and clear on sort eve of the main outcomes tt we hope for with the coordinated care teams. That is to partner with the families at every step of the process by centering the students and Family Voices in the care for the students. To integrate the best practices and other studentcentered sitebased teams at the school, to honor the expertise and to adopt and adapt what has worked in the past and abandon what has not. To examine and to address and to take steps to change the systems and the structures that oppress the bipoc students. To have clear processes for students and Family Supports. To utilize the data to inform the systems and strategies and interventions and to coordinate and to create student spaces for healing and connection. You can go to the next slide. With the building of every new system, we adopt and adapt what has worked before, but we also made a commitment to abandon what has not. Some areas that we were working towards improving are reducing the silos and com compartmentalization of teams and to reduce the confusion around the disifntses in tiered support, moving to more deeper supports through tier one and tier two and three. To move towards Authentic Partnership, to have daylightabased Decision Making and to meet families where theyre at with differentiated support without having to pull out students for individual or Group Sessions on a regular basis. And to create more adultcentered interventions. So the coordinated care team works as a team to build solutionbased action plans and to review the outcomes to revise plans as necessary. The wellness and the Partnership Team is also available to support to provide support and consultation as needed. You can go to the next slide. Ill go a little bit deeper in that graphic that i showed on the side. So if you look at it, at the school site level, the coordinated care team teams up together and develops and trains the staff, families, students, around antiracist practices and coordinate the Family Wellness checkins and followups from those checkins. Because this is a new initiative, so while were talking about where we want to transform towards, probably everything is a process but i think the teams are probably leaning in towards the districtwide family checkins that are happening four times a year. And the team is a role of a triage with other school staff, including providing teacher consultation and support with family connections. The work is continually informed by reviewing outcomes and revising action plans. You can go to the next slide. In addition, were developing central supports designed should the coordinated care team in review of its action plan recognize that more support is needed. Team members can reach out to the students, Family Community supports what were calling the wellness Partnership Team for consultation as well as partnering with the School Stakeholders and the partners and family representatives. You can go to the next slide. And this division provides centralized support and we have a group of team that meet monthly with leads to support in a more coordinated way to build our dual capacity together. Were working across the district and we have been working deeply and connectedly with the deputy marcel and the lead on how we can best, i guess, to institutionalize this new process. We have been developing and continue to develop and provide Capacity Building resources through training tools and coaching and we also provide direct supports to the staff who are assigned to the school site. So were meeting monthly and regularly with all of the staff in our division who are working as process facilitators in this process. You can go to the next slide. So the well businesness and the Partnership Team is comprised of members throughout our division, including School Health and Family Partnership, and i want to say that this is a first time that there has been crossdivision support systems developed. So weve had to do a lot of internal calibration and alignment amongst ourselves to support school sites without creating more confusion and lack of clarity. The wellness and the Partnership Team members, we began in earnest this month to meet with all of the different cohorts from the lead and the early Ed Department and the special Education Department on a monthly basis to continue to support our own dual capacity around tier one practices. And, of course, we have also set up the schoolbased coordinated care teams to request consultation and support from us. And we have connected this through the student Family Resource link so that we can track the supports that are being asked requested, and hold ourselves accountable to following through. So to wrap up my presentation, i just want to be 100 transparent and say this is a completely new schism were continually refining and changing it as we implement. As a division were creating this system with fewer staff than we had last year. At the same time were leading the work in developing the health and the safety protocols for returning to inperson learning as well as staffing and coordinating the Family Resource link. We have also really spent some time as much as we can carve out with everything else, to look at our own practices and systems and to identify areas where our Division Systems and practices may have been racist or perpetuated white supremacist practices or having bias. That is not grounded if awe aw c practice. And we want to work closely and aligned across the district and within our division. We also want to recognize that this is a big change for school sites. This is them having to pivot to Distance Learning and all of the things that we are doing amidst the pandemic. So i would have to say that while were working towards this coordinated care Team Structure and having supports within the division, its going to look different at school sites and some of them may still be calling may not have adopted the new names and it may have a mixture of the way they used to do things and the way that were using. And we are really leaning into that part of the idea of the antiracist practices being within organizational systems and all of these practices and attitudes so that powers redistribute. We have a long way to go to dismantle the systems that have been built over many, many years but were really committed to it and we continue to design the systems to work on auditing our own work to provide better support for school sites. That wraps up my presentation. Thank you for the opportunity and im happy to answer any questions. Thank you. So ill open it up to Public Comment at this time. Clerk please raise your hand to speak to the coordinated care team item that was just presented. Seeing two hands right now, president sanchez. All right. Two minutes. Clerk thanks. Hello, julie . Hi, this is julie robertson. I appreciate this presentation. And the way that were a alignig the sort of various systems with a stakeholder process. And im wondering maybe im confused but it feels that it connects very much to the Needs Assessment process that weve been doing so im wondering if we can have a better understanding of how these two processes align. And we have assessments in the fall. And im hoping that well get some of the data back and that i think that it will be helpful at this point to see how families are changing from last year, what patterns were seeing at sites, and across the city. And ideally it sounds like wed align that data and the data attendance and the meaningful engagement to use that information in the hybrid learning planning process and other work that were doing. And to dedicate the resources to meet the families needs. So im wondering when well get that information and how it might align with the care process. And then lastly on the prior topic, i remain confused when the tenderloin and the excelsior students would go to a school in the first two waves and how that fits in with the homeschool strategy. I hope that as we survey families we would make it clear where those families in those neighborhoods would be expected to go to school. And i appreciate the commissioners emphasizing that its been deeply frustrating to consistently get maps about where food will be and where computers will be distributed and where hubs will be. And to constantly see our own neighborhoods left out. I hope that well be able to shift to centering those neighborhoods and that in the future that our maps will come out and show our most historically underresourced neighborhoods being centered and other processes. Thank you. Thank you. Hello, marie . Caller hi, good evening, this is maria robinson, and im from george wash carver. I would like to say thank you to the presentation and for the systems many of the bayview schools have already had in place where all of our different teams were coming together and meeting about our students. I also want to say that i look forward to there actually being resources and training and staffing for classified staff that mostly support those systems such as the family liaison and the elementary advisors. It really helps to include as part of the whole School Community when we at the district level when we have those supports and resources funneled down to us. And is made aware and known to everyone in the district. So i appreciate that. Thank you. Clerk thank you. Hello, jenny . Caller hi, im a teacher. Clerk im sorry, go ahead. Caller hi, im a teacher at sfsud and i appreciate all of the efforts made to reopen our schools safely. I am wondering where teachers can find information about how schools will be reopening safely . What p. P. E. Is going to be offered . Whether teachers will have opportunities to be tested . Whether we will be implementing a hybrid model or just what the school will look like as we prepare our curriculum and as we prepare ourselves for inperson learning. Clerk okay, thank you. That concludes Public Comment. Any questions or comments for the staff . Commissioner moliga . Thank you, president sanchez. Thank you, chief smith. I appreciate the work on this. A couple questions. Have we rolled this out already or is this something that that is in the works . No, we have begun moving towards this process since the beginning of the school year and i think that where we are probably working on it best is with the Family Wellness checkins. So a group of folks whether they call themselves the coordinated care team or maybe they called themselves Something Else previously are the ones that are working and coordinating those wellness checkins. And many are social workers and counsellors that are leading it so we work closely with them on the followup. Thats part of the answer to the other comment from this about how this is all connected to the Family Wellness checkins. So that data goes back to the coordinated care teams so they can do followups with families and reach out if they need to. So we certainly have begun it. We have still our muscle to keep building on it. And to think about as we return to the school its for the schools returning to inperson learning what is the role of the care team in supporting the families in both through checkins and then in person so were thinking through those ideas. All right, thank you. How long do you think it would take to fully implement . I think that anytime that theres change management, its being able to work closely. And that what we have begun to do with the lead, you know, to go to each of the individuals to work with the school sites and the district the Division Staff that are at our school sites. And to sort of train and teach them all of the new processes. So i couldnt say its a little bit hard to imagine. I mean, if we were inperson completely and we werent in the middle of a pandemic, i could say by the end of the year we probably would have been able to get each school to understand the process and to know whats happening. I mean, by the end of the school year we want to to be able to identify each school having a care team and identifying the members of it. And then to be able to sort of keep rolling out the training processes. But were shifting our division, at the same time as were shifting to this process. So were making advances, but i think that the change management at over a hundred schools maybe well get somewhere in a year and it might take us another year to embed the practices. Were also starting to weve done a lot of audits within our division to look at some of our practices and the way that we did Restorative Practices or the way that our content and the Emotional Learning and the sort of the audit to push it up against, is it perpetuating white supremacist practices or truly an antiracist practice. And were starting to makeshifts to some of the practices that have been paternalistics for many, many years. So thats our first round. And then we need to go out to our families and our students to also look at those practices and say that these are the practices that we were going to be moving coordinated teams towards implementing. But we do not. To start implementing them until we have gone to our students and familiefamilies who also audit d say, yes, these are essential partnership practices. So were trying to resist the sense of urgency to make change quickly without taking our time to be deliberate and thoughtful and engaging our partners in an authentic way. So when we say to a coordinated care team this is how you have a student and a staff meeting, that really is authentically grounded in Family Partnership, that it really is. Because its been developed with students and families. So were sort of trying to go fast an to go slow, and slow too fast. Okay. And for me the question is, like, because i have been i worked in schools before and i have been on coordinated care teams, probably not like the one that youre rolling out right now, but, you know, im curious to know, like, who is actually holding all of the information and the process and how its rolling out, right . Like, how is it being maintained . Right, who is keeping track of how the coordinated team care efforts is moving along . I heard you say the lead, right is this and i know that the lead is alls doing a whole lot of other stuff. Yeah, were all holding a lot and i think that speaks to the lack of our data systems and the systems for accountability. So one of the ways that were at least able to be able to find out, like, what are the teams that are reaching out and how do we coordinate that and organize that, we do that through a system that is built in to collect data and we can make sure that we get this many calls about these types of things and we were able to fulfill those requests. So its one small way to think about how do we how are we able to keep ourselves accountable to this. And we started last year but it ended because of the pandemic with d. O. T. And we did a lot of Stakeholder Input about how do we take our multiple systems where we keep data and have a kind of were calling it that umbrella system where we would have a better reporting mechanism. We got pretty far on that but then we stopped because of the pandemic and the person leading it is on sabbatical. So in january when that person comes back well bring that full conversation back to what are the data systems that we can create so that we can actually do that. Because theres only so much that we can do, and thats kind of where we are right now. We track with lead and meet with them regularly to see which schools have the teams and who is on it. But just like you said, theyre super busy with a lot of other things. So we Work Together towards that accountability measure. Yeah. And thats kind of my thing, you know, like this is an amazing effort, right. And if it rolls out, flying colors and everything, its going to be really be impactful. And then the opposite is actually true, right . It could go and just, you know, fizzle away because people lose interest. Yeah. Our goal, of course, is always institutionalization in a good way, right . And antioppressive institutionalization. But ill be completely transparent with you, its not a system that you can build in a year. Its a system that you might get wedged in in three years, you know, and it could take five to really well, other work that i did around, you know, tobacco prevention and control, it takes a while to change the way that people do things. And were trying to move towards practices that have been traditionally pretty paternalistic and that means that we have to do all of that personal work of what are my antiracist practices and how do i do that. And thats the work that we do together as well. The good thing is that you get stronger and you iterate quicker and quicker and if you go slow theres a point that you can make the change faster because you have done all of the small work to begin with. Yeah, i dont want to go on about it, but i think what i see that could be helpful is having somebody to hold that work for you, you know, to monitor that. Because i can just see, you know, again if lead folks get overwhelmed and, you know, theyre not really, you know, prioritizing, you know, the work and it could get lost. So i think that it would be beneficial to have somebody, you know, that could actually champion that work for you and to move it along and keep tabs on how things are doing and do checkins and have a macro understanding of how things are working. Because, again, if it works and its working the way that its presented right now, i could see it being successful and saving us money down the line, right . But, again, i dont want it to go to waste. People have to do extra work and, you know, and not being followed through. And the last thing they wanted to say was around resources. You know, what is the resources that were putting into this effort . Well, across the division, were putting a lot i mean, so the division was sort of designed or built relatively siloed so were moving more into a divisionwide systems. And i was able we do have a director of coordination and a Strategic Alignment and a director of operations. And now we have a bit more divisionwide positions that work on coordinating that. So i do have staff that is dedicated to sort of pulling all of the pieces and keeping this aligned. But ill be honest with you, that were stretched. We also have a lot of cuts last year and were trying to realign and to be smarter and, again, doing that adopt and adapt, abandon, so that the work that we do is more focused on the coordinated care coming out of our division and coordinating that Work Together. So were trying to be smarter with the way that we align our resources as well and thats part of the work this year as well. All right, thank you. Commissioner lam . Thank you for the presentation and the update. That was my followup question, its always around as one of the learnings and the things to abandon or to improve, whether on the data set, so that is helpful to hear about the plans that are in place. Because we know that in order for us to be really strategic and like you said smarter, that the data systems are going to feed to be in place. So i encourage as you go through this process that, you know, bringing that forward to the board. And ultimately the budget and to services to understand what that impact will look like, similar to what we have done, our whole h. R. System and with melissas team, and really how that is a gamechanger, right, and structurally for us as a district. So i encourage that for you. Second, as these teams are advancing and, you know, like you said getting operationalized, i would love to be able to understand from i call it a student journey, right, what does that journey look like . And it was talking as an institution and as, you know, how the how and what but for me to also move towards understanding, so with these systems in place, like, so what is that journey look like for the student . What will be different because of this . It would be really be helpful to share that narrative. Yeah, as we move and do the outward looking and asking students and families to start auditing the work and informing it and then you have to have a continual feedback of how it is implemented or what are the shifts that we have to make. So our goal, absolutely, is to tell that story. Mrmiss collins. I appreciate the work that you have been doing and i want to speak to that but i have one question and a comment. Im realizing related to the previous item, which is as a last meeting that i had a whole list of questions so this isnt for you, chief smith, but for the superintendent and i had a whole list of questions that were really specific. I sent them, and my understanding is that i would get answers to those questions and i didnt. So im just wondering, theyre really nuts and bolts and really too much time for this meeting but i wonder when ill get answer to the specific questions that i emailed last week on just reopening and, you know, those kind of questions. Well get them to you as soon as possible. Okay. All right. So i want to name that i am asking questions i dont always get answers and i want to know when well do it. But i want to shift now to chief smith and i want to say thank you very much for this presentation. And i am you know, you talked about coordinated care before i knew what it was and i saw it in our and so i want and for the board, because i wasnt clear on this this is actually kind of chief smith is doing something that i think is transformational for our district and so i appreciate that. At the same time its listed as an accountability measure in 8077 that says when we have Distance Learning we need to make sure that kids that are not showing up, whether its clicking or, you know, their google classroom, showing up in class on zoom, or when we cant reach them, right, we need to have an accountability measure. please stand by at 62942 working with together we can support your children. Its been my dream to start is a Valley School since i was a little girl. Im having a lot of fun with it clapping the biggest thing we really want the kids to have fun. A lot of times parents say that Valley Schools have a lot of problems but we want them to follow directions but we want them to have a wonderful time and be an affordable time so the kids will go to school here. We hold the classes to no longer 12 and theres 23 teachers. I go around and i watch each class and theres certain children i watched from babies and its exciting to see them after today. The children learn how to follow directions and it ends up helping them in their regular schooling. They get selfconfidents and today, we had a residual and a lot of time go on stage and i hope they get the bug and want to dance for the rest of their Public Comment will be available for each item on the agenda. For members of the public who wish to make Public Comment the phone number to use is 415 6550001. The access code is 146 099 1107. Then press pound and pound again. When your item of interest is called, dial star 3 to be added to the queue to speak. Please wait until the system indicates you have been unmuted and you may begin your comments. You may address the board once