i m xo executive director of the united administrator of san francisco. i come before you tonight to speak on behalf of principals. one of their tasks is to facilitate school change, especially those with underachieving african-american and latino students. they bear a huge responsibility. they gladly accept that responsibility, but are often met with barriers within their school communities that hinder them from achieving that goal. often these barriers result in conflict within a school community. the most conflicts occur, it is imperative that a school community work together to resolve the issues. in the past couple of years, there has been increased theme judged and vilified in the court of public opinion with all the facts werenpresented. as a school board, we hope that there is an objective investigation. we respectfully request that principals be afforded that opportunity to tell their story. most would welcome the opportunity to have an open and honest conversation w
we d have to determine which students qualify, how many students and go from there. the accountability in the 2016-18 recommendations, it sounds like that one has been established and implemented? implemented is actually the professional development. the request was more professional development and that has been implemented, but the current recommendation is some sort of accountability mechanism. so while we know there is funding set aside for the professional development, who, how, when, where, and how often is what they re asking, what we are asking, right? so is there a way to set up a system? is there a way to ensure that there is specifically the professional development calendars at school sites, right? so ensuring that at every school site that these modules, training capacities, are set up and calendared during the summer. and then they re set throughout the year, so when teams or anybody else goes out, they re calendared and calendared for the year and they go out
i m xo executive director of the united administrator of san francisco. i come before you tonight to speak on behalf of principals. one of their tasks is to facilitate school change, especially those with underachieving african-american and latino students. they bear a huge responsibility. they gladly accept that responsibility, but are often met with barriers within their school communities that hinder them from achieving that goal. often these barriers result in conflict within a school community. the most conflicts occur, it is imperative that a school community work together to resolve the issues. in the past couple of years, there has been increased theme judged and vilified in the court of public opinion with all the facts werenpresented. as a school board, we hope that there is an objective investigation. we respectfully request that principals be afforded that opportunity to tell their story. most would welcome the opportunity to have an open and honest conversation w
schools take their models of inclusive practices. so that s very concerning to us as caa. cac. and professional development, we wanted to point out, we appreciate that everyone s time is very valuable. and, frankly, the conversations surrounding professional development days that were held around the instructional calendar concerned us quite a bit. one of the areas of need that we feel for staff, particularly general ed teachers, 76% of them sit in general ed, so we think that professional development surrounding inclusivity is critically important. in fact, we d like to see we understand the challenges of getting subs, scheduling time out of the classroom, so we would like to even propose that some of these trainings go directly to the school site, rather than having the employees take time off, get subs, develop the lesson plan. it s difficult to train one person from a school site and have them take it back to their school site and implement something school-wide effec
not thcourse,not the full-year . there s a lot more that we should be doing to fully implement. you can say that about every, single department within sfusd. but i really appreciate the concerted effort to do as much as we can with our resources. the piece that i would add, i ve been in some discussions this week with curriculum and instruction and what i have appreciated going through this process, and watching this from the start, we did not have a dyslexia pilot and we were considering adding this curriculum in and how we were going to train all of our teachers to bring people up to speed is that even though we have this where 1700 teachers have to be reached and 75 schools and all the numbers you start to look at, there have been course corrections along the way. we have seen our curriculum and instruction staff, our special education staff, out there in the field attending dyslexia training and seminars and trying to get information. just this last week, dr. stephens m