Additional resources, and Additional Information to supplement what is in the learning continuity plan. The next slide is one other point that i wanted to make sure to address. There was a question about this at the public hearing and in the and in the previous draft of the learning continuity plan and we had highlighted that we were pending clarification from the c. D. E. About the actions and expenditures. So i just wanted to take a moment to clarify, to explain that clarification, and the response that we have received. So we wanted to confirm that the actions and the expenditures that are at the bottom of each major section of the plan, we wanted to make sure that we were approaching that process correctly. And so the clarification that we received is that we should be considering both learning loss mitigation funds and lcff funds in our plan. But we do not need to include all of both of those sources. It is up to our discretion, the extent to which we include those funds. But those are the eligible Funding Sources and the activities that we are undertaking with those funds are what we should be thinking about. And so the good news is that means that we have taken the appropriate approach, and so we did not need to make any significant changes to those sections of the document. Really the only update that was made was on this one action listed here in the Distance Learning section where we had a havrevised total to update. But issu other than that there e no significant changes to the expenditures in the learning continuity plan. I believe that the next slide is our final slide, which is just a reminder that, one, our reporting documentation has changed several times over the past couple of months. Each of these different colors indicates when we have we have received a change in our plan, but really here today we are, you know, at the end of the line for the learning continuity plan and then pending approval from our commissioners and we will shift gears and begin planning and discussion around a new threeyear local control and accountability plan that will begin next year. And i believe that is it. So i will i will hand it back over to commissioner sanchez. President sanchez thank you so much. Any Public Comment on this item . Clerk hello, julie . Hi, as we heard in earlier Public Comments, there are Additional Needs right now for english language learners and other students. And i just really appreciated the parent who called in and drew attention to the fact that there are english language learners right now who meet oneonone and small group support. And the state of california is actually giving our district more dollars than we would usually do to mitigate learning loss and we saw in the Budget Committee that there is, you know, 24 million being allocated to address the loss for english language learners and others. But the challenge is that i dont see where those dollars are moved to be able to add in resources for direct support. So it feels like a pretty important disconnect to me. You know, we have the existing staff and resources that we have that are to meet needs during inperson learning and we know that those needs are additional at this point. So i appreciate the clarification of how school sites may actually be able to increase the services to students who have Additional Needs at this time. And an addition to this is that at our school site we had a staff person who has been able to support english language families, and that support has been removed, but were understanding that were not able to replace or hire a staff person to do that because theres a hiring freeze currently. So im just really feeling like theres a disconnect between the district level plans which largely seem to be funding our existing strategy, the increased needs in the pandemic, and the pressure on school sites and educators to meet families needs. Thank you. President sanchez hello, john . I think that he was here for another item. President sanchez thank you. Hello, michelle . Yes, thank you, and good evening again, commissioners and delegates, superintendent district staff, community members. My name is michelle jacganagas, to the s. F. Board of ed. And im part of the liaisons who Work Together together to provide feedback to the district on the learning continuity and attendance plan. Wed like to appreciate the efforts of staff, especially emery gordon to respond to our feedback, much to help many questions that we had. However, we still feel that responses are vague and we have concerns as emery pointed out about implementation. And i do really appreciate that our concerns were very our broad concerns are accurately represented in the presentation. So, thank you. As julie just highlighted, we heard earlier in the meeting that not all of our families are aware of and accessing the supports that have been put in place. So i want to quickly read from our Opening Statement from our report of feedback to the district. Advocates for students and family and sfsud our biggest concern is accountability. How do we know that the strategies are recommended with fidelity, and if they were successful in meeting our students needs. How will you provide the cycle of improvement and inquiry . What are your checks and balances and what are your timelines for progress and monitoring . As one of our stakeholders noted, this cannot be the end of the conversation. Thank you. Thank you. Hello, megan . Caller hi, i am megan clusa, and im a behavioral analyst in the district. I work with the section 504 program. And im also the parent of a graduate of a student who had a section 504 plan. And i wanted to call out that in the learning and continuity and attendance plan in the section that that designates support for people with unique needs, which the description says includes peoples with exceptional needs served across a full continuum of placement, we failed to include how we were going to support students with section 504 plans. It includes students with individualized Education Program plans. But students with section 504 plans are students with exceptional needs. And i know because i work with the section 504 program in the district, that we did a great deal of work to ensure that we had a plan to provide students support who have section 504 plans. And i think that it is important if this is a document going to the state of california that we show how we are supporting students who have identified exceptional needs in our district in this plan. Thank you. Clerk thank you. Hello, carmen . indiscernible . Clerk translator, are you there . voice of translator yes, im here. Clerk yes, can you let her know that its available. [speaking spanish] caller [speaking spanish] voice of translator hello, my name i carmen rodriguez. [speaking spanish] voice of translator hello, my question is my question is knowing that theres a lot of english learner students and some of them they actually do have an i. E. P. , so what are the resources they can apply for them to help them . [speaking spanish] voice of translator and so i know that at the curriculum change that happened this year, and so i dont know if theres going to be anything for them to help them or if theres or its going to be just empty money not going anywhere. [speaking spanish] voice of translator i want to clarify that i made a mistake. I missed what she said before and it was about the i. E. P. And so saying how we how you guys are going to be able to help if theyre cutting out minutes. How that will help them. [speaking spanish] voice of translator i just want to say thank you to all of you for what youre doing. I know that its been hard for a lot of us as myself, i have a son with an i. E. P. And so its been kind of like hard, but, thank you to all of you for what youre doing for us. Clerk okay, thank you. [speaking spanish] clerk hello, latoya . Caller yes, thank you. First and foremost, i want to say thank you to the board and to the district staff, educators, parents and the community as a whole. Thank you all for your service to our students and our families. But i wanted to ask that as you review the lcap presentation and the information in the presentation that you also consider how to provide opportunities for parents to offer continuous stakeholder feedback, some kind of poll or survey or something. And also consider around authentic family partnerships how they can provide feedback on the c. T. C. Teams and to have administrative or department leads. With regard to Distance Learning, p. D. , i would like to see a little bit more in terms of what diversity, inclusion and equity courses are switched from optional to mandatory. This gives the impression that as optional, and its not a priority for the district. With regards to pipe progress, also with a continuous way for parents to report feedback on School Administrators and achievements with Distance Learning and partner partnerships. I would like to have a rave award, but i have no way to do it. With regard to students with unique needs, i. E. P. And there needs to be living documents and not one and done and set in stone documents. They are evolving humans and their plans should reflect that. And if theres any supports that have historically been offered exclusively to students with 504s and i. E. P. , that they are offered to student students whod benefit from them that do not have a 504 or i. E. P. Also considering the Foster Care Services and to support the learning loss such as having o. S. T. Staff with the virtual tutoring for o. S. T. Students and their families. And then also a wellness check. Thank you. Clerk thank you. President sanchez, that concludes Public Comment. President sanchez lena, would you like to comment . Theres a few c. A. C. Members waiting to comment as well. President sanchez go ahead. Okay, thank you very much, its been an honor to be part of this process. We really i know that the district has so many people working so hard in so many ways to really address everything that is constantly changing in Distance Learning and so we appreciate the fact that parents are having an opportunity and various stakeholders to participate. But i think that speaking from my standpoint as a special education advocate, i think that one of the Biggest Challenges that were seeing, and we have referenced it earlier in the presentation is the progress monitoring. We cant take kids outside and into the hall and sit them down and do the same benchmark informative assessments that we could before. And so parents are so much more an integral part of the i. E. P. Process right now, now more than ever. You know, parents are the secondary service providers. And so its really important that when we develop these methods of progress monitoring that we are doing really robust Family Engagement and making sure that if we want to find out where our kids are, to figure out where they need to go, we need to make sure that the parents are part of the team. And everyone, families, the members all agree that compassion and grace, compassion and grace. You know, were hearing that from the deputy superintendent and we totally appreciate that and we appreciate working with the lcap team on the new lcap. So, thank you. President sanchez any other c. A. C. Members that wanted to comment . Hi, yes, hello, this is naheed the secretary for the c. A. C. My apologies for my technical difficulties earlier during Public Comment. But i wanted to just say that we are excited to see that the lcap calls out the universal design for learning and accessibility as differentiation strategies during Distance Learning. We do hope that this will be a springboard towards robust implementation as we return to inperson learning as well. Thank you. President sanchez all right. I dont know if theres anybody else . Okay. Looks good. All right, commissioners, any comments or questions . Commissioner collins. Commissioner collins hi. I appreciate the comments that were made and specifically i want to thank there were two comments. One is consistently and i read the feedback that the district provided from families, the questions, which is how are we going to know what are the checks and balances and what are the timelines for monitoring. This gets back to my previous question, right, is that we consistently say that were doing stuff and we dont do it. And nobody is perfect either. Like, i say that im going to exercise and i dont, right isnt but this isnt about, you know, me and my personal commitments. We are making a commitment as a district to families and other peoples children. And were all in this together and we need to be accountable. And we need to at least to be transparent about what we can and cant do. And so i think that gets into one of the reasons why i unless theres going to be a change or a superintendent matthews can guarantee this, that this is going to change, im going to vote no on this. Because in the in this statement, it basically says that we are providing access to families to assignments. And we are currently not doing that. We are we are giving parents access to parent view, and parent view allows the parents to see the name of the assignment, the title of the assignment, but it does not actually give parents access to the curriculum, which is guaranteed by the California Department of education, that parents have a right to view curriculum and a right to know how their children are assessed. That is in a daytoday way. And teachers assess by doing essays and group work. If i cant see that as a parent i have no idea whats going on in a classroom. I cant tell just by looking at the title of an assignment. And i have explicitly been asking for access for my kids and for other peoples kids, and what i have been told is that its in parent view. But it is only in parent view if the teachers link their google classroom and their parent view account. And, thankfully, commissioner lopez helped me to hack into my kids accounts using their access violation which is a violation of ferpa. And ferpa says that parent shouldnt have access to other kids information but thats how were functioning currently and thats not acceptable. This is over a year, and not just this year, but over a year i have asked how parents get access to student assignments and to see the textbooks that their kids are reading and specifically at the high school and the middle school level, parents are being denied access because of technology. And or operations. We need to tell teachers, look, if you dont link your account, then you need to upload every single assignment that you assign so that parents can see it. And, additionally, we are denying access to money on lingual parent monolingual parents who dont speak english. And parent view does translate into six languages. So if a teacher is assigning things, parents could maybe understand what is being assigned, you know, even into a general form of translation. So i would like the superintendent to this is accountability. This is a mechanism of accountability. Us as a board approving this document, the c. B. C. Or the c. D. E. , the California Department of education, says that we are supposed to approve this. And we are not acting in good conscience if we are saying that parents have access to regular communication from their district if we are not allowing them access. Thats not true. So i would like the superintendent to respond or, you know, anybody on the staff to respond to this concern. Yes, so i will first of all let me say in my opening comments i said that you could see assignments in parent view. That was incorrect. However, this says that parents they have access. Parents absolutely have access to have communication with teachers through all sorts of means. But not just the one mean. I know that you have asked for this one means or for it to be accessible through parent view. But there is ongoing communication between teachers and parents commissioner collins sorry, superintendent matthews, im a parent. Im not getting it. So theres a consistent mechanism that is in parent view and that is what is referenced commissioner collins, you have to give the courtesy of allowing him to answer the question. I mean, interrupting people commissioner collins when he says that something is happening and im a parent and its not happening, you are hearing this from other families when the parents who are speaking as advisory members and they come up and they say we want to know that its true thats what theyre saying. Theyre saying what im saying. Right. Im not disagreeing with you. I just want you to allow him to finish his comments before you respond. Thats just courtesy. Thank you, president sanchez. Im finished. President sanchez so i thin commissioner collins i want to specifically cite this because its important. It says that it says that access to the devices and connectivity, it says sfsud will assist all students in need of technology and will work diligently to ensure that all students remain engaged as we begin Distance Learning in august. And it talks about device distribution and sfsud takes place online through a learning Management System that. Is google classroom or seesaw and it explains that. It says that virtual interactions with students require a strong understanding of Digital Agency and thoughtful consideration of how to best meet Students Learning needs. The guide to Virtual Meetings with students contains information with a Digital Agency, norms for Online Learning resources as well as information on selecting the best tools. This also talks about families and this idea that families are partners in their childrens learning. At the very end of this section it says sfsud google accounts and badges are accessible through the Family Portal for sfsud, and parent view and parent portal and student view that. Is not true. We do not as parents have access to google classroom through parent view if the act counts are not linked. If the accounts are not linked then the tea