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tv   Board of Education  SFGTV  May 30, 2021 12:15pm-6:06pm PDT

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>> i am here. >> mr. bogus? >> here. >> ms. [indiscernible]. >> here. >> ms. lam. >> here. >> mr. moliga? >> here. >> mr. sanchez? >> he will be arriving around 5. >> okay, thank you. ms. lopez? >> here. >> ms. heinz-foster? >> here. >> thank you, and ms. -- >> here. >> thank you. >> thank you. section a, general information. section b, opening items. item 1, approval of board minutes of the regular meeting of may 11, 2021. i need a motion and a second. >> so moved. >> i need a second.
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>> second. >> are there any corrections? seeing none, roll call vote please. >> thank you. mr. alexander? >> yes. >> mr. vargas? >> yes. >> ms. collins? >> yes. >> thank you. ms. lam? ms. lam? >> yes. >> thank you. mr. moliga? >> yes. >> thank you. mr. sanchez, and ms. lopez? >> yeah. >> ms. heinz-foster? >> yes. >> thank you, and ms. -- >> yes. >> thank you. that's six ayes. >> thank you. item two, superintendent's report. i call on superintendent matthews. >> thank you, president lopez.
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good afternoon, everyone. this year the san francisco unified school district has the honor of having two schools that have been announced as california distinguished schools, lowell high school and roosevelt middle school. congratulations to both of these schools. this is especially remarkable in the uncertainty and hardship of this last year. the california department of education identifies and awards eligible schools based on performance and progress on state indicators specified on the california school dashboard. the state's accountability and continuous improvement system. indicators include test scores, suspension rates and conditions and climate. congratulations to both of these schools. san francisco unified school districts is changing school start and end times for the 21-22 school year. every school will start at one of the three times, 7:50, 8:40
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or 9:30. we understand that this will be a change for some families. we consulted with several parent advisory groups and school staff to inform the new schedule. our district will standardize the length of the school day at elementary and middle schools. pre-pandemic, some schools had slightly longer school days than others. next year san francisco unified will standardize the length of the school days so it's consistent across schools. early release for common planning time will be available for all schools. before the pandemic, 69% of our elementary schools did not have an early release for common planning time. the benefits of these changes are: older students will start school later, which will bring san francisco unified into compliance with a new state law and help improve health and
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academic outcomes for students. research shows that later start times can improve teens' physical health, mental health and academic performance. all schools will offer an early release day once per week to support common planning time and professional development for teachers. this will give our school staff more time to plan rigorous lessons, prepare materials, collaborate with colleagues, participate in professional development that will support student achievement. our district will save millions of dollars each year on transportation costs which can instead be spent on directly supporting students. spacing school start times will allow the district to use buses more efficiently. if start times are spaced out by 50 minutes, 7:50, 8:40 and 9:30, each bus can be used to transport students to three different schools. we anticipate these changes will save about three million in annual transportation costs.
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and finally, moving to three start times and standardizing the length of the school day will provide predictability, consistency and clarity for families and school communities. it will also make it easier for community-based organizations to coherently align supports and resources in service of our students. we are planning to share the specific school start times in the next few weeks. in the meantime, additional information can be found at , all one word. as you know, thanks to a collaborative effort between the san francisco unified school district and the city of san francisco, our seniors will be able to participate in in-person graduation ceremonies. graduations for all will provide
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staggered ceremonies on june 1 through june 3 of 2021 for our 4,000 public high school graduates. for ceremony schedules and participation guidelines, please visit school-graduation-ceremony. once again, it's critically important that you visit this website to find out the ceremony schedules and participation guidelines, which of course still being in the pandemic we have guidelines, so make sure you go to that website. monday, may 31, is memorial day, and all san francisco unified school district schools and offices will be closed. finally, i'm excited to celebrate another recipient of this year's superintendent's
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21st century award winners. today's award winner is irenea smioa. she's in the health and behavioral science pathway. she won the superintendent's award for ready to lead and work with others. let's learn more about her in this video. i don't think the sound is up. >> the captions aren't on either. >> we're aware. we're working on it. thank you, dr. matthews.
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>> thank you. >> michael, you can pause the video. can we try again, please? >> when you stop screen share, when you're about to share, can you say share video audio as well. it's just a little check mark at the bottom. >> here, i can try. ♪
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[playing video].
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>> thank you, president lopez. >> thank you for sharing. item 3, student delegates report. i call on student delegate heinz-foster and -- >> thank you, president lopez. i apologize for my wi-fi today. it has not been on my side. but today, to start off our -- discussion we begin with the student delegate elections for 2021-2022. the students have voted and the s.a.c. has declared a district winner. we are so happy to announce that jelena lam will be the representative. our goal is to preserve democracy and advocate for student voice always, no matter what the world looks like, how far away from schools we are. our student voice and student advocacy is our priority. we announced this on may 17,
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2021. we thank everyone who participated in the civic engagement and casted a vote. >> our second item is senior leadership sashes. our s.a.c. team would like to honor our dedicated seniors for their dedicated commitment to student advocacy. graduating seniors will receive their sashes this thursday just in time for graduation. thank you to mr. saw and the cabinet team for honoring all our seniors. >> finally we have the earth nick studies requirement discussion -- ethnic. the s.a.c. hosted our student focus group feedback on ethnic studies implementation for all schools. the s.a.c. were grouped with the ethnic studies and discussed our thoughts on where we would like to see it go in the future. this discussion happened at our
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last s.a.c. meeting. thank you to mr. loud for valuing student voice and -- conversation with us. >> interim elections. during the summer, the s.a.c. will actively be engaged in working with our interim leadership in order to plan for the 2021-2022 school year. our goal is to elect our interim leadership team that will carry us through the summer, and then this friday the s.a.c. will elect their interim president and student delegate. >> okay, our next meeting will be on may 28 at 3 p.m. via zoom meeting. the s.a.c. is a public council, and anyone is welcome to attend our meetings. if you would like to attend, make a presentation, or would like a copy of our up-and-coming s.a.c. agenda, please contact our s.a.c. supervisor, mr. lopez. we would like to say congratulations to all the
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seniors who are graduating. [applause] you made it. and today is a very special day, and i thought everyone should know that the student delegate heinz-foster is turning 18. this is her birthday, so make sure you send her warm wishes. >> oh, happy birthday! >> happy birthday. >> oh, my gosh. >> happy birthday. >> yeah, i found out that i won the student delegate position on my birthday, and yeah, it's just [indiscernible] thanks, everyone. that concludes our update. >> thank you. item 4, recognitions and resolutions of commendation. we will now have announcement of scholarships awarded by our education support organizations. we will begin with united administrators of san francisco being shared by joan --
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>> good afternoon, co-executive director for the organization. we're delighted to give 1500 each to 10 recipients. we alternate the high schools each year. this year mya gib, burton high -- [reading names]. and that concludes our awardees. they will each receive $1500 to help them with tuition, books, anything they need to be successful for their first year of college.
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>> thank you. moving on to united educators of san francisco being presented by president susan fallman. >> thank you, president lopez. i'm delighted to be here to announce these scholarship recipients and awards. we have seven different awards named after seven different people. so amber unique me lendess from jordan high school is receiving the dennis kelly scholarship. mr. kelly is a former president of uesf. serena pang of burton high school is receiving a scholarship as well and it's an educational grant from uesf directly. another recipient from mission high school is caleb parker named after james e. ballard who was the first president of the san francisco federation of teachers, which preceded united educators of san francisco.
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the next recipient is -- from washington high school. this is a scholarship named for joan marie shelley who is a former president of uesf as well and was a teacher at my high school here in san francisco. next is the kent mitchell scholarship, also named for a former president of uesf, and this award goes to carolina of independence high school. anthony tam of lowell high school is receiving the norma mitchell hardy scholarship, and lastly grace mah who goes to the academy is receiving the richard darrington award. mr. darrington was a teacher for many years in sfusd and a long-time president of the san francisco bay area educators credit union. so congratulations to these students, and we wish them all the best in whatever it is that they choose to do in their
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lives. thank you. >> thank you. up next is the alliance of black school educators being presented by -- >> excuse me. this is the interpreter. if we could reduce the speed of the names to help us interpreters get through the interpreting, that would be great. thank you so much. >> okay, good afternoon, everyone. [indiscernible] board of education, superintendent dr. matthews president lopez vice-president commissioner collins other commissioners student delegates, colleagues, families, students and community members, i am vice-president of the san francisco alliance of black school educators [indiscernible] scholarship committee and math teacher. as the scholarship chairperson, i am pleased to announce that this year we are awarding
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$27,000 in scholarships to 23 deserving students. i am honored to present to you our 2021 scholarship recipients. let me say the scholarships would not be possible without our members and community supporters. a special thank you to our donors and members. now i will -- recipients and their endorsements. -- graduate of -- high school receiving [indiscernible] matthews memorial scholarship attending university of san francisco. markela -- graduate of -- receiving -- in honor and memory of -- attending new york university. [listing names and schools] on
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behalf of the scholarship committee, congratulations to our community supporters thank you immensely. >> thank you. this is really exciting. next is the association of chinese -- being presented by cynthia fen. >> good afternoon, everyone. thank you. we're delighted to be awarding
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27 scholarships of record this year. each scholarship will be $2,000, and i would like to name all of the high school, middle school and elementary schools as they all contributed to their education of these students. 2021 scholarship goes to anthony tam for the -- scholarship, graduate of lowell high school, hoover middle school and -- elementary. bosco -- [listing names of scholarship recipients along with their high school, middle school and elementary school attended].
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congratulations to all the graduates and the schools that have been part of their education. thank you very much. >> thank you so much, cynthia. next is latin american teachers association being presented by araceli leon. >> thank you. i'm so glad to be here with you. last year we were able to provide 23 full scholarships and in addition 14 honourable mention scholarships. i will -- totalling over 40,000. we will start with our first awardee. -- lincoln high school and everett middle school. alejandro -- june jordan high
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school for equity, james wick middle school, munroe e.s. alicia guerrero, school of the arts, hoover middle school, al have a rado. alison miranda, the academy high school. hoover middle school and munroe e.s. belinda lopez verks elasques. -- independent high school. tattia velasquez. alvin godoi. erica -- jacob junior mendes martinez, mission high school -- middle
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school, avl rado es. mission high school, denman middle school, eldorado elementary school. -- june jordan school for equity and sunny side e.s. -- leadership high school m.e.c. liz beth -- june jordan, denman and -- maria martinez, wallenburg high school, hoover middle school, moscone. mira espinosa, hill top high school, lincoln high school, james lick and leonard flyn. sandy agila, san francisco international high school marshall. sara grande, downtown high school, galileo, marina middle
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school, sanchez and leonard flyn. -- mission high school. stephanie -- lincoln high school, hoover middle school, guadeloupe. -- washington high school and. -- from downtown high school, everett middle school, paul revere and marshall. i will now mention our 14 honourable mentions. -- from mission -- from thur good marshall -- from school of the arts. -- from mission. zsh from lincoln. hector antonio -- from ballboa. ingrid jiménez, mission. -- o'connell.
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katherine munes. jonathan flores from burton. nancy garcia and tanya cruz from mission. thank you. >> thank you. and lastly we'll be hearing from jennifer -- reading native island and pacific hawaiian student scholarships. thank you, ms. lopez. good afternoon, everyone. thank you for this opportunity to speak and represent our san francisco unified school district community. on friday may 21, led by --
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castro and myself, our group physical education department in collaboration with our office of access and equity, our parent advisory council and over 10 community-based organizations, we were honored to acknowledge over 275 students and award four outstanding sfufc seniors $500 scholarships each at our day of hawaiian pacific islander -- and senior acknowledgement virtual ceremony. we also wanted to thank -- for helping us with the fundraising campaign, and to our communities for their generous donation. we had four recipients. the first one from burton high school is lello -- also -- from
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burton. moses -- from -- and our fourth recipient, maria -- from balboa high school. i was also asked to mention the filipinox awards. they were not able to attend right now, the speaker, so this year they had been fortunate to award 18 graduating seniors with $700 each. they will be celebrating them this friday along with -- students at their filipino graduation. thank you. >> thank you for sharing that and for everyone coming together to help celebrate our scholarship recipients and our graduating seniors. this is really an exciting time and i know many of us have been
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able to attend the virtual ceremonies celebrating our students, and it is providing us a lot of hope, so we appreciate your work. moving on to item five, recognizing all valuable employees our rave awards, superintendent matthews? >> thank you, president lopez. cynthia vaughan is a teacher at alternative roof top school, and our presenter this evening to cynthia vaughan will be the principal of roof top. >> good afternoon all. it's my honor to be here and brag about roof top's best. first grade teacher and super star cynthia vaughn. in my 14 years in this education i've never seen a teacher who is so perfectly suited for a job.
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i'm amazed on a daily basis how ms. vaughn conducts her class. she has the right tone, right temperament, right cadence, the right amount of learning, limits and -- every day i see children are learning and laughing and they are loved. i would like to share what ms. vaughn's colleagues and -- at rooftop raved about when i told them she was getting this award. these are all quotes. she shines nothing but love, community and most importantly rooftop spirit. ms. vaughn is the living embodiment of something we call rooftop spirit, a concept about altruism and universal love for humankind. she loves and cares for every student at rooftop as if they were her own children. she's a true gem. ms. vaughn brings passion, love and commitment to her students and her community. she makes a positive impact
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every day and has touched the lives of many families in san francisco. -- with anyone. no problem. she'll give you anything you need from her class, out of her cupboards, which contain a treasure trove of wonders, resources and ideas. she is a mary poppins of teachers. she loves the kids with all her heart and treats their classroom as if it's her home. did you know that ms. vaughn has 18 character voices for when she reads to her class? -- becomes a live action movie every single time. my favorite example of how she has children construct a government and then acts out the roles. in this lesson, she's teaching what it means to be a citizen by making it fun while infusing art, language, responsibility, math and empathy for the next
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generation. the qualities of ms. vaughn above all others is she is creative to the core. her ability to set limits, firm yet kind. and the way she cares deeply about children. she's a good person to go to for a happy smile, encouragement and support. there isn't a better teach for this award. you deserve an award like this every day of the school year. you are that phenomenal of a teacher and a person. thank you for your commitment to inclusion, social justice and equity at rooftop. finally, i love this quote from a colleague, i would count any child in sfuc so lucky if they got a teacher as good as one tenth of what cynthia vaughn pulls off every single day of the school year. once again, congratulations, cynthia vaughn. >> goodness. thank you, president lopez and
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dr. matthews. it's a little overwhelming to hear all of that, but i'll tell you, it feels good. thank you, nancy, for introducing me and for being so enthusiastic this year. thank you also to another nancy, nancy miada, who hired me 26 years ago at rooftop. to my husband mark and my son isaac -- i don't know if you can hear that. [sirens] a little busy outside. thank you for supporting me, and really for sharing me with my chosen profession. i know it isn't always easy, especially at the beginning of the year, at the end of the year when i'm doing report cards, when i'm getting ready for open house or back-to-school nights. this year as our dining room became my classroom, both of you are my world. you help me stay balanced.
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to my mom and my sisters, all of whom are teachers, thank you for always processing the demands of this job as well as the joy. mom is unbelievable that at 82 years old you are still substitute taechg. sorry she's not available in san francisco. you have to go to west sacramento if you want to be in her magic. teaching as a profession can be -- potentially be very isolating, and certainly for a beginning teacher, and this year has taught us that all of us are beginning teachers, and yet i haven't felt that isolation. if anything i have felt more connected to the teachers in this city, teachers across the country, teachers you are truly my heroes, my sheros, and my day-ros. to my roof toop community, and
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that includes you, costa, especially my grade-level colleagues, wes, julia and katy. thank you for always being there for me, for challenging me, for supporting me as i perpetually strive to find balance, and for reminding me to sometimes let go. to my rooftop community of families, thank you for trusting me with your queens and kings. thank you for holding me accountable and for advocating for your children. and this year specifically thank you for inviting me into your home to be a guest in your house. it's been a gift. and finally and certainly, i saved the best for last, thank you to all of my students. i counted them today. 568 first graders, it's a lot of them. you are the reason i show up
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every day. you challenge me, you inspire me, and more than ever you give me hope. this past year, oh, kids, you have taught me how to be resilient, how to be patient with myself as i'm learning all this new technology, and to be patient with you as we meet the demands of this new learning world. so thank you. i'm honored. >> thank you, superintendent matthews, i believe we have one more rave recipient, but i did want to squeeze in a few seconds for commissioner collins. i believe you wanted a follow-up. oh, you're on mute. >> okay. can you -- >> no, you're on mute again.
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>> okay, there we go. okay. appreciate that. just want to congratulate the rave award winners, also the scholarship recipients, and i wanted to request -- i know that for many of our students we heard all those names, but for a lot of those students that may be for them a moment of hope that they can have access to their college dreams, we heard a student say that at one of the celebrations, and i was -- i know that this is -- we can still donate. people can still donate to some of these great scholarships, and so i was hoping, superintendent matthews, if we could work with staff to make a site on our website available so that community members can see all the different scholarships that are offered through the lines of life educators, the association of chinese teachers, et cetera. i know that they are also always actively looking for donations because then it allows them to give more scholarships, and so i was just wanting to know if we could do that. >> yeah, i'll work with ms. blithe to make that happen.
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>> thank you. >> thank you. i will -- i was trying to take myself off mute. the final rave distinguished service award for this afternoon is actually being presented to a team. this is our student and family resource team, toshina turner pearce, christina wong, racquel wells, and this will be presented by melee -- please forgive me if i forgot any names. >> thank you, superintendent matthews. i'm happy to be here to present this award. i know there's a group of folks here who will speak on behalf of the whole team, which is a district-wide endeavour, and just also want to raise up all the other folks who are part of the resource link. as many of you may know, the
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student and family resource link was started near the beginning of the pandemic in april 2020, a little over a year ago. and it was created specifically to help families navigate the available district resources. we were super lucky to have a generous donation of technology supported from zen desk, and the team built a platform for the link to utilize and for families to easily access by phone, web phone or email, so it was an actual phone number that families could call. it has become in a very quick time a one-stop shop, a one place to go for families to find what they need, such as devices for distance learning or the latest schedule for grab-and-go meals and so much more. the team has responded to over 50,000 tickets. i want to say that again, 50,000 tickets in a little over a year, and many of them were also doing this while they were doing other
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jobs, so people were going above and beyond. as we transition back to in-person learning and working, it's an opportunity for our departments to self-evaluate, reflect and refine what the resource link line 2.0 will be, because it's not going away. it's just going to transition. and i'm very happy to present the folks who will be accepting the rave award. steven kessel from the department of technology -- turner pearson racquel wells from the student family community support division and christina wong from the superintendent's office. and i am passing it off to steve. thank you. >> hi. i'm steve and i work in the department of technology, and in the past if families needed information or support from the district, they'd have to reach out to a number of different departments or people, each with a different phone number and email address, and sometimes it was challenging even to know which departments to contact. but now the link has become a
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centralized hub for families to access information and support for a number of topics, and all through a single phone number, web address or email address. so as a rule, departments with their own contacts can now be reached through the link, including the department of technology, where i work, the educational placement center, and shout out to jeff kang who was instrumental in getting us launched, and now christina will tell you about the key to our success which is truly our staff, also known as our agents. >> thank you, steve. i am kashina and i work in the student and community family support division. the key to our success has been the amazing group of link staff agents who represent almost every district, department and division. we have had over 90 agents support the link over the last past year.
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every link staff agent closely holds the district mission to heart and consistently provide high-quality service to our students, families and communities. with the satisfaction rates of 94%. for link staff agents lead with empathy, compassion and advocacy to support our students and families. we can't do this without them, and we honor them today. and lastly, i want to shout out our schoolside staff who are also supporting -- in this project, and they have aligned our messaging and our supports to our students and families. and next i'll pass it to racquel who will go over what we've learned through the link. >> hi, i'm raquel and i also work in the student family communities support division. as mele mentioned earlier, the link was developed to address an immediate urgent need at the beginning of the pandemic. and it was to best support our
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students and families at that time. there have been so many lessons learned from this endeavour, but the greatest promising practice that i merged has been the power of real collaboration and breaking down of silos and being united in purpose across our departments and divisions. and all in service of our students and families. we want to take a moment to acknowledge our students and families and all they have navigated this year. it has been our deepest honor to support you and to hear from you, and we have lifted your voices up, your concerns, your questions, inside of our departments and our divisions to try to improve the way that we have done things, and to be more accessible to you. every day we strive to improve and center your voices and perspective. thank you and i'll turn it over to christina. >> hello, everyone.
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my name is christina wong, and i work in the superintendent's office. i would like to close with what surprised us and what continues to inspire us. we were surprised by how all of the parts of this project fell into place so quickly from the amazing zen desk nation and the technical support to the resilient link team across district departments who were trained and continue to serve on the link each day. [please stand by]
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>> my name is michelle, and i am the coordinator for the san
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francisco parent advisory council. first of all, the role of the parent advisory council is to -- before the p.a.c. report, i would just like to take a moment to extend the appreciation for the p.a.c.s rave award winners. we would like to congratulate all our graduating seniors and scholarship recipients.
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and now, i will turn it over to naomi, who will begin with acknowledgements and appreciation. >> thanks, michelle. good afternoon, everyone. my name is naomi laguana, and i am the parent advisory council chair, third year on the p.a.c. and first year as chair. it's been an interesting year, so i'm going to start with our acknowledgements and appreciation? the p.a.c. would like to honor that may is pacific asian american heritage month while also acknowledging there is a growing movement not to consolidate these groups of people with a wide range of
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heritage. the p.a.c. would like to acknowledge and appreciate the hard work, dedication, and commitment of all of our educators, staff, and volunteers who are helping to reopen our schools and get as many of our students back into the classrooms before the end of the school year. we want to specifically acknowledge the role that the central office staff has played in providing much needed help at the school site. danisha? >> we were having a little trouble getting danisha linked in. let's see if we can get her linked on. if not, i can read her portion of the report. >> so i don't see her on.
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she was on earlier, and i did promote her to panelist, but i don't see her any longer. >> okay. thank you, judson. i will do this, and danisha, if you want to log on, i will read this for you. we support resource families who support youth and foster services, and we spoke of the need for more families in san francisco to step up and be a resource for foster youth so that we can keep all of our foster kids in san francisco. for more on how you can be a resource family, mentor a foster student or more supports for a foster student, e-mail
1:14 pm we had a good conversation with president lopez, who shared that her priorities going forward, ensuring that families feel heard, recognizing that sometimes board of education meetings are not the most productive conversation spaces. we want to work with the board to develop such a space for the p.a.c., for other advisories, and for families throughout the district. president lopez emphasized that she is hearing the families about the learning environment, the value of public schools and what they provide all of us, given families and communities, as well as the need to full in-person learning so that when we return in the fall, we can provide what our students provide, including coordinated care teams and ways to close
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the digital divide faced by many throughout the pandemic. throughout the summer, president lopez emphasized the information important to families to make them feel safe, including what testing is available, indicating if there were any sites to get vaccinated against covid. this hey help families who still may be uncertain about returning to in-person learning, and the district will work to accommodate students and families that may opt to not return to in-person instruction for whatever reason. naomi? >> thanks, michelle. so our priorities for this school year 2021-2022 were
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three top priorities, and we're just going to give a summary. number one. communication, and we're conducting an audit of sfusd's communications with families. we appreciate this opportunity to continue to inform the processes and strategies used by sfusd's communications team in order to provide families with the information that they need, that they want, and in formats that work for them so that they can make informed decisions about their children's education and be able to access the services and support they and their children need. second priority was learning during a pandemic. at our may p.a.c. meeting, we discussed what's going well so far in the return to in-person learning as well as what's not, and what we would like to see happen in the fall. successes include remote tutoring support, such as the
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program at [inaudible] middle school, while the lack of programming at school sites and has been the primary reason that families choose not to opt back into in-person instruction for the remainder of the spring semester and going forward, as well. going forward, the need for full-time counselors and school nurses at all schools is you feely recognized as a top -- is universally recognized as a top priority. i'm going to say it again. going forward, the need for full-time counselors, school psychologists, and nurses at all schools is universally seen as a top priority.
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and looking through the lens of equity is our -- looking through the lens of equity with everything we do, and that's our third priority. in the reality of a pandemic that has lasted for over a year, on going attacks on our asian community members and the continued death of people of color at the hands of our police, the p.a.c. feels very strongly that the number one priority is that we get our kids back to school and that they feel safe getting back to school, in school, and on their way home from school, and danisha and i were talking, and this is a really important day. i think today is the one-year anniversary of george floyd's death? it was either today or yesterday? danisha is nodding her head
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yes. we want to know how physical safety and well-being of students is being prioritized in the district's budgeting resources. we also want to know what specifically is being done in terms of processes across sites and grade levels to address the social emotional needs of students returning to in-person learning and the safety of all of our children. michelle? >> thank you. in addition to our monthly meetings, the p.a.c. collaborates with sfusd staff, families, and community partners to improve the educational experience of students, and the participation and inclusion of families' perspectives through the following: the p.a.c. is thrilled that the equities studies task force has resumed, and we had two members attend the may 4 meeting.
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they both reported feeling welcomed and included in the meeting and were impressed by the scope of participants, and the way that many district leaders were there as listeners, and we look forward to the work ahead. i attended the meeting this past monday, and again, just the sheer amount of collaboration is, i think, speaks very highly to the work that's already been done and what we can do moving forward. the p.a.c. continues to support the on going collaboration of the various family advisory grouped and the lcap task force. for more information on the lcap task force, you can go to
1:21 pm the student assessment committee brings together district staff, educators, and parent advocates to explore the ways we learn about the way that our students are engaged in. the final assessment committee for this school year was cancelled. the steering committee met on may 20 of this year to formulate recommendations based on that work and to begin our plan for the coming school year. we look forward to sharing our recommendations with you via various channels in the coming weeks, and the p.a.c. is pleased to announce that diana campagnaro has been appointed to the sugary drink tax
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committee. she replaced jenna cordero. thank you, jenna, for your service, and welcome, diana. naomi? >> thank you, and to add two late breaking items to our collaborations that we've been doing, both michelle and i have both interacts with the newly formed chai -- both interacted with the newly formed chinese parent advisory council, and we've been getting some wonderful feedback with them. i can't say we're not recruiting a few people from them, as well, and that's been really awesome, and we had an opportunity to meet with meredith from decreasing the distance, just trying to recruit interest and also just
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tap into what work they're doing and what we can each echo from each other, so that was great. community building and recruitment. the p.a.c. has spent a significant amount of time 134 spring reaching out to organizations that work with sfusd families? this is important with three ways. number one, it allows us to build relationships with staff and organizations who already have that trusted relationship with families who understand the needs of their particular community and who have had the resources and structures to connect with those families. number two, it provides the p.a.c. with access to preexisting meetings and structures that we can use to gather broad stakeholder input on the goals and priorities that shape the local control and accountability plan, the lcap, as well as other district initiatives. and number three, it expands our ability to recruit from a more diverse pool of parents who may be interested in serving on the p.a.c.
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we are looking for more parents to serve on the p.a.c. if you're interested. that said, we realize not all parents have the capability to serve in a group such as the p.a.c., so we want to be sure that we're able to represent these families' experiences by having conversations with them in spaces where they feel valued and safe. we also want to better understand what the barriers are to participation within and among different populations so that we can work together to dismantle those barriers. these partnerships help us do both those things, and we believe that this work is aligned with the district and the board's vision, goals, and antiracist efforts as well as being vital to the sustainability, integrity, and success of our p.a.c. we have received a great deal of interest in the p.a.c. this spring, but only a handful of applications. we think this reflects the limited capacity that many
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parents are feeling right now, and now, more than ever, as a cautionness amongst parents to put themselves forward based on some of the events that we've had in board meetings earlier this year. those that have applied, however, are strong candidates and committed parent leaders, and we look forward to bringing a solid slate -- drum roll, please -- to the june 7 rules, policy, and legislation meeting for discussion. for parents who may be interested in serving on the p.a.c. but are not ready to commit, we encourage you to reach out to us, talk with current p.a.c. members, attend a p.a.c. meeting to gain a better understanding of who we are and what we do. >> thank you, naomi. i understand that danisha's at least made it back on, but i'm going to go ahead and finish up the report. she's going to be presenting
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the june advisory report coming up next. so our next and final p.a.c. meeting for this school year is scheduled for thursday, june 3, from 6:00 to 8:00 p.m. via zoom. we had been meeting the first wednesday of every month, but because that wednesday was the last day of school and because there was a conflict with some p.a.c. members' schedules, we've moved it to thursday, june 3. if you're interested, you with go to, and there's information on our meetings there, or you can e-mail me at this concludes our report -- oh, just a final note. all of our p.a.c. meetings are open to the public. everybody's welcome to attend,
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and translation and interpretation can be provided with advance notice, so this concludes our report. we thank you for this opportunity, and we welcome your questions and comments. >> thank you. i appreciate your work, and i know many commissioners are making efforts to attend your monthly meetings, so we look forward to that. before we get into questions, i'd like to open it up to public comment on this item. >> thank you, president lopez. please raise your hand if you care to speak to the parent advisory council report. >> clerk: looks like there's two hands up, president lopez -- or make it through. >> we can do two minutes. >> clerk: thank you. hello, larry? >> yes, hi.
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can you hear me? >> clerk: yes. >> yes. i just want to take this time to say that we do have the parent advisory council. i think it's very important to have parent input, so i'm glad each school has it. but what is the conditions [inaudible] or as people have alternative views, are they not allowed to be on the parent advisory council? that's just my question. >> clerk: right now is only comment time. they may be able to answer in the question-and-answer period with the board, but they cannot answer right now. >> okay. can they put the views of the transit policy maybe on the school board website or the
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transit board website? i'm just curious what the policies regarding that is. thank you. >> clerk: thank you. hello, anna? >> hi. my name is ana avilas, and i [inaudible] as you heard in the presentation. we need more parents involved, and one of the ways that i was trying to do recruitment was trying to present a community-based organization, you know, ways that they can get connected, get involved? and one of the things that i was requesting the district to provide me was -- and i provided them a list of about 15 schools in our district. i wanted to get the family liaison information so i can give something to our families
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so they can see that i'm trying to do something with that. and i had to connect with maybe i would say three different people to get the same answer, and the same answer was no. and it's extremely disturbing and very -- it gives me a lot of anger, and i feel that i'm not doing enough, right, but i am. i'm doing the best that i can to provide information to the district on the things that our families are needing, but when, like, families ask for something, there's always a lot of push back, and it's really frustrating. how do we want more families to be involved in engaged when we're not providing to them? [inaudible] information which all schools should have, but then, i just want to appreciate commissioner collins and president lopez because they were able to provide me that information. but if they were not be able to provide that information, that would mean that i had to go on
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the website, look for every school, call the principal, can i get your information. maybe the principal would be open book and say yes, and maybe not, saying this is only for our families, etc. so if we want our families to be involved, let's get this open and provide what we need. i'm glad that the p.a.c. is sharing and i'm glad that we're working together for the better of our children. thank you very much. >> clerk: thank you. hello, christine? >> hello. can you hear me? >> clerk: yes. >> thanks. okay. so i would like to follow up on a comment that was broached a little bit earlier about the [inaudible] parents to be involved in this parent advisory council. i have asked the question sometime ago and didn't really
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received an answer yet on why it is necessary for a candidate to be publicly vetted in the first place, and secondly, why the -- the board actually has to have some sort of an approval for an advisory board? it seems to be a little bit of a conflict of interest, and i -- you know, it's disturbing. it was certainly disturbing to the people that i approached about joining this group. >> clerk: thank you. hello, miss marshall? >> oh, thank you, mr. [inaudible]. i just want to applaud the parent advisory council, and i want to expressly applaud the apaac.
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they work for all the students, but they work for that particular ethnic group, and i've seen it work effectively in their presentations throughout the year, so i just want to applaud each member of the advisory council and the general body at large. thank you. >> clerk: thank you. president lopez, that concludes public comment. >> thank you, and now we'll hear from commissioners, student delegates, superintendent matthews, if there are any comments. commissioner collins? >> thank you. again, i just want to say thank you to all the parent leaders, and i know i want to specifically recognize naomi, your leadership and the report i think is really great, and i know that you guys are not getting paid, yet you're helping to make our district better. thank you for your service, and thank you to all the parents
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that you're kind of bringing their voice, and also, staff, michelle, i know you're working really hard to help facilitate, and it's a lot, and i just appreciate it 'cause i know how hard that work is. in addition, i want to say i really, really appreciate i think you brought some things up as a board that i brought up, and i appreciate it. it's something that the board needs, articulating what are the baseline items that a school need. i think we've all said we need counselors and nurses on-site, but that needs to happen with a budget process, so please stay in contact with us as we have conversations about what is the minimum that a school needs to be functional? and then, your idea of connecting with community-based organizations. also, there's been a lot about community schools. and when i say the schools
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doing really well with that, that means that they have a community school coordinator, and i think of buena vista horace mann, and both are staffed because it takes a lot to coordinate resources in a neighborhood, figure out what a community needs, and then source that, so you guys are trying to help us be responsive on a district wide level, but we have a school community, and i know that some communities are better than others in doing that needs assessment? so i would love to have conversations with you all about community schools, know what you know. we're also hearing this from supervisors, as well, and there's other commissioners who share this view of i think that's the solution? but i think if we're all on the same page, we're going to be better positioned for funding to access those resources? and today is the anniversary of
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the george floyd event. i worked with commissioner bogus before he was a commissioner and commissioner sanchez to write a black lives matter resolution in response to saying we want police out of our schools. we didn't have a lot of police in our schools, but we still didn't have the resources that we needed, and one of the things that we're advocating for is community school coordinators, to really getting resources from the city to redirect from policing into school community coordinator positions? you know, like support pacific islander and culture support groups, so i hope that now that we're moving back to coming to school, i also want to say i deeply appreciate you calling out that we need to come back
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to school safely, physically and emotion safely, and i appreciate safe learning environments. i appreciate your leadership and would gladly talk with any parents or anybody about those things. i think it's a question of finding the resources and finding a way to actually -- you know, the policies are there. we just have to figure out how to make it happen in a post pandemic, you know, budget constrained situation, but i think the commitment on this board is there, and we've got the policy, and now, we've got supervisors and other people kind of cueing in, so any way, i'm really excited about this report and would love to partner with you. >> thank you. i see a lot of thank yous in
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responses. so we will be moving onto item 2, which is the reported on the local control accountability plan, and the p.a.c. i know there was a slip-up last week, and there will be a discussion and public comment, as well. >> thank you, president lopez. i just wanted to say if there are any questions that come up, please reach out to me at, and i'd be happy to provide responses. i can't do that in this format. >> so report on local control accountability plan, recommendations from the p.a.c., the district english learners advisory committee, the african american parent advisory council, and community
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advisory committee for special education. >> thank you so much. i am honored to be joined by my colleagues as well as advocates, and the following family representatives: la toya pitcher of the african american parent advisory council, american indian education program, and native hawaiian pacific islander program.
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so this is just a quick overview of our report for the evening. we'll start with appreciations and acknowledgements, including the context within which we present this report. then we'll share some of our findings from previous reports and our stakeholder engagement
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this spring. then we will shake our recommendations both in -- share our recommendations both in terms of priorities and processes going forward, and we'll close with some questions and concerns. i will now pass it off to la toya pitcher. >> thank you, michelle. next slide, please, judson. excuse me. [inaudible] covid and racism however, as you know, racism has plagued this district, the city, and this nation since its formation. that is nothing new, but the level of awareness and polarization is. this year truly has been unlike any other. many people, including some of those responsible for this report work tirelessly and well beyond their job description to
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support students and connect them to resources and ensure they had whatever it was they needed despite navigating the pandemic impact in their own lives. we are clear, now more than ever, that partnership is essential. to all that we do and this year, the advisories have worked with multiple district departments, central office administrators, and site leaders and community based organization, including the latino task force, the mission economic development agency, mission graduating, mission neighborhoods, 100% college prep, the san francisco alliance of black school educators, the san francisco beacon initiative, the department of children, youth, and their families, the mayor's office of disability, san francisco recreation and parks, and so many more. we extend our appreciation to all of our partners in this
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work. we literally could not do it without you. we are truly stronger together and look forward to the ways our collaboration will support the each and every in sfusd. now we'll pass it back to michelle. >> thank you, la toya. next slide, please, judson. so we feel it important to acknowledge that our report is presented without the benefit of having been able to review a draft of the lcap or local control and accountability plan which will be in place for the next three school years. we address this concern with proposed changes later on in our report, but in absence of that draft, instead, we will be using the following in order to form our report: our joint advisories report from last year. our feedback on the learning continuity and attendance plan from fall 2020, the learning
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recovery plan presented at the may 4, 2021 committee of the whole board of education meeting, and stakeholder feedback from ten engagement opportunities we hosted this spring, and i'll now pass it over to helen and brenda. >> thank you, michelle. next slide, please. in the words of a participant at a recent native hawaiian pacific islander council meeting, we asked what's working, and they resounded with partnerships, c.b.o.s, and wellness checks.
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other successes included providing laptops and free wifi to students. so this year, we need to remain accessible to families and students by offering on-line options, and with the inclusion of a.s.l. interpretation and captioning -- >> helen, are you there? we've lost you for a second. brenda, if you're there, can you take over? >> yes. >> thank you. >> we strongly encourage the participation of students and
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families. for students who have certain medical conditions and otherwise struggled to get to school consistently prior to pandemic, distance learning has provided an opportunity for them to remain engaged in education in a way that was not previously possible, and i hope that the opportunities will continue to be made available for those students to engage in their education in the best way that supports the success. students have been able to stay in their schools no matter their location. the student and family resources was an effective way for students to have contact with humans when the school system shutdown.
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while it was proven to be tremendous resource for our families, it has also been a very heavy lift for our staff both emotionally and workload wise. i will now pass it off to danisha. >> hi. this is michelle, and i believe that danisha may still be having internet issues. alita, are you able to take over? >> yes. unfortunately, many grades and students last year remain unresolved. my english learning students have not had a chance to practice speaking english in
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the last year, and the need for the communication of clear, accurate, useful information with consistency across schools and from sfusd to school site leaders. kwhiel it has improved over this year, there's still room for improvement. now i turn it over to carla. >> thank you, leigh. next slide -- oh, judson's already done it. oh, you're fabulous, judson. thank you so much. we heard the following. families want the district to commit to a full return to in-person learning for the start of the 2021-2022 school year for all grades. overwhelmingly, families are most concerned about their children's mental health and want to know what social
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emotional supports will be in place. a parent from the parent advisory council stated learning is hard if other social emotional issues are not dealt with through counseling and support groups. a parent from the chinese support advisory group said if the kids aren't healthy, nothing else matters. other concerns that were highlights, physical safety as kids return to their school campuses within the context of the interracial violence that has occurred this past year. the academic impact that students have dealt with from a
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year of distance learning, increased protective action, cleaning, and ventilation. it is imperative that high school students in foster care be able to access distance learning in order to remain with their school of origin if distance learning isn't possible. next slide, please, judson. priorities that we saw reflected in the learning recovery funds proposal that we would like to elevate include, one, expanded summer learning programs for 2021 and 2022. number two, the implementation of proven, successful tutoring programs to help address
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learning gaps as well as training for educators, including front office and out-of-school time program staff on tier one and tier two supports and interventions and anti-racist practices. and now i will hand it over to carmen. [speaking spanish language]
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>> muchas gracias, carmen. next slide, please, judson. hi. i'm [inaudible] and member of the lcap task force. it's still the -- hold on. yes. i wanted to make sure i got the right slide. i'd like to begin by taking a moment to honor a perspective shared at a recent aapac meeting. student input is valuable and
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critical to form policies and programs. we took an initial look at how other large urban california districts are approaching their lcap process and public efforts to form these requests. this look included san diego, lausd, oakland, sacramento, and fresno. we recommend a shift in the timeline commitment for getting input on the lcap, including designating district staff to hold, drive, and support the work of the lcap task force rather than relying on parents, volunteers, nonsfusd staff to lead as we currently do. conduct a review of best practices in other districts
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and adopt those that will better serve our students. begin a year-round process in the fall to allow sufficient time for meaningful input into the lcap updates prior to submission to the board, and align these efforts with school site planning process and with the school plans for student achievement so that our school site staff and community members also have a clear way to inform the process. we also request the -- the joint advisories also request a coordinated system for aligned engagement across the district departments, lesson demands on family and advisory leaves and the ability to provide feedback to families. with that, i will pass this back on over to la toya.
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>> thank you, laney. the number one thing, access to high quality affordable out of school time program. a parent advisory council parent shared, and i quote, working families need free or affordable after school programs with income qualifications based on actual san francisco wages and expenses. number two, the availability of high quality remote learning options for those who may need it, and three, changes to the school start times and transportation services. the questions that remain are what is the plan to address the loss of special education services and support over the past year? two, what is being done to support the retention, matriculation, and sense of belonging of african american students in sfusd. between the pushout of black
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families in san francisco and the increasing number of families opting for private or charter, what is sfusd doing intentionally to educate, protect, and support the remaining 4,998 black students in this district? what is being done to support consistency in educator staffing going forward? what is the district's plan for if or when something requires us to return to a remotely or remote hybrid learning, such as covid surges, forest fires, air pollution, or something else? [inaudible] authentic partnership, and consistent structures for support? how we move from [inaudible] and policy to practice.
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last spring, we did not receive a formal response to our report. tonight, we are requesting a formal response and follow up from the board of education and superintendent, and we would like to know when we can expect to receive it, and now, i'll pass it over to sharon to close this out. >> thank you, la toya. i echo la toya's statements on the importance of keeping african american students in sfusd. it's similar to how we need to keep foster children in care in san francisco. while distance learning has continued to support stability, one of the best ways to do so is if the students don't have to move all over the state because we do not have enough foster homes in san francisco. we lose a piece of san francisco every time one of our students has to move away. those who are interested in becoming a foster parent can visit for
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more information. before we close out, we're all wearing blue because may is national foster children month, month, -- foster student month. thank you to everyone who helped produce and present this report, everyone who took the time to attend an event and provide input, and everyone who has attended an lcap task force meeting this year. we hope that the feedback, recommendations, and questions in this report will be used as a vehicle for dialogue in the process of continuous improvement as we seek to serve the success of all sfusd students. this concludes our report. we welcome your questions and comments. >> thank you, and i believe there are two slides that we
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didn't get to see, so for the public, if you'd like access to that, it's available on boarddocs and perhaps we can screen share the last two. >> yeah, the last two are the appendix, so they list the documents that we referenced in drafting the report, which were last year's report, the learning continuity feedback from the fall, and the budget update regarding the learning funds from this past fall, and then, the last slide is a list of the stakeholder engagements that were conducted this past spring. >> great. thank you for your thorough work. so before we hear from commissioners, i'd like to open it up to public comment. we'll do two minutes each, and this will be on the lcap
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report. >> clerk: great. yes, raise your hand if you care to speak to the lcap report. hello, lorraine? lorraine? >> yes? >> clerk: go ahead. >> i -- i really wanted to speak to public comment, but i can also say a little bit about the foster care. i think that's a great thing that they're doing, and i hope more families will be involved because it sounds like they have a lot of good resources out there, but today, i wanted to just shoot a little bit about our student [inaudible]. i'm a student [inaudible] worker. can i speak to that or should i just continue on what's on the agenda right now? >> clerk: yes, only on the lcap report, and then, you'll have an opportunity during public comment, too. >> well, i'll wait till public
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comment, and i'll just say that i do think the resources are great, and i support them. thank you. >> clerk: thank you. hello, rebecca? >> hello, can you hear me? >> clerk: yes. >> thank you. hello. i just want to appreciate the different parent advisory committees today for this report, and i echo the concerns. my name is rebecca [inaudible] and i'm a special education teacher at [inaudible] school. i like the slide that alita read off about the special assessments that we use in the district. i'm really, really concerned that we're continuing to invest in assessments that aren't useful. we currently really -- we don't use an assessment that screens for dyslexia, which is one of the most common disdisabilities, so i think that most parents and educators need to focus in on this issue? we use a system that doesn't
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really help learners with dyslexia, so when parents go to meetings, and they heard something like their student is reading at a level e or level f, that doesn't tell them anything, all those things that are really important for us to know about our students and help us identify learners with dyslexia early? so i'm going to reach out to the different parent advisory committee via the sfusd special education committee because we'd come to talk to you all about this issue because we feel like this is a special issue. reading is the world. when you can read, you can imagine. reading is the reason i grew up in san francisco. i grew up in nebraska. i never imagined my life could be so incredible and so different, and reading gave me that imagination and that
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access. when our students don't have that, everything's closed to them. like, teaching a child to read is the most beautiful thing i can do as an educator, and i'd love to see our district focus on this wonderful incredible thing that we can give to our kids. thank you. >> clerk: thank you. hello, larry? >> yes, can you hear me? >> clerk: yes. >> oh, great. hello, everyone. this is larry [inaudible]. i just want to say, the budget affects low high school and all high schools and families. [inaudible] lcap and i2peef [inaudible] for next school year, so can you please open up your books per california law
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so the public will know where the money is allocated? and also, i would welcome staff outreach. okay. thank you. okay. that's my comment. >> clerk: thank you. hello, meredith? >> hi. first of all, i just want to thank all the parents that contributed to this and the task force. it was a really big effort with a lot of meetings, and i was able to go to one of them this month, so thank you very much. it's wonderful, and i support the task force's recommendations for proposed timeline, for commitment, and to include site level input, as well. and also, i wanted to note, i'm a bit confused, so i'm new to this. i'm learning about the lcap with a rising kindergartener,
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and i'm wondering about where the draft lcap is for the community to respond to because i know that the process this month was not that, and also that by law, public input is required to give that input into the draft lcap from the district, so i'm wondering where that was this month, and i'm wondering if we'll be able to do the public input process to get this to the state department by the end of june? i want to make sure that my family and all the families across sfusd have this chance to respond to that draft plan when the district is able to complete it? so i would just appreciate some insight from the board or some superintendent matthews, whoever can give it, to when we can have that draft plan to give feedback to that draft plan that's required by law. thank you.
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>> clerk: thank you. chris? >> hi. i'm a teacher at washington high school, and i'm going to keep my comments short, sweet, and to the point. i was not able to listen to the full presentation, but there were some things that stood out to me, especially rebecca's comments from earlier. please, please, please listen to what she said. we need to have better reading intervention and better reading curriculum at younger grade levels so when i have students reach me in high school, they are reading closer to their grade level and not below a fifth grade or even a second grade reading level even in some of the general education classes. those interventions, when they happen early, that's when they do their best work, and that's when they are most effective for their students. i also heard a lot about needing to find better ways to support our foster youth, and as someone who works with
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students with i.e.p.s and foster youth, please, please we need to do better for them because it breaks my heart to see what they go through, and as a case manager, what i have to do to make sure they get what they need, it's absolutely ridiculous. thank you. >> clerk: thank you. hello, miss marshall? >> thank you, mr. steele. i just want to commend the committee for this great report. i have some concerns. the reading is a big issue for african american students and latinx students and pacific islander students. i agree with the previous caller. if we can teach reading across the spectrum, and also teach the parents what to do at home, and miss la toya had a whole
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list of concerns that she'd gathered from the aapac meetings and it's imper ative that the board work with this group and the aapac and the community to resolve those concerns for this upcoming school year. thank you. >> clerk: thank you. hello, jovah? >> yes, i'd just like to echo what was just said, but to just say my hope and my dream is that [inaudible] is removed altogether and reevaluated. it's -- all the problems that others are talking about, i believe it's coming from there. having said that, until that happens, i'd like to point out that there is general education, there's r.t.i. and there's i.e.p. levels. that is different curriculum standards in all three levels, and it's not consistent.
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you should not -- a student should not have to wait until their i.e.p. level to access perhaps what they needed all along in general ed, which is why i'm making that recommendation. i sincerely hope that the district starts looking at that as something that they need to do. bring back phonics. i'm waiting for the answer, and when it comes, i really hope that the communication is presented to all parents across the board at all sites because we need these answers. we need to know what's going to happen starting with covid recovery, etc., all the way into next year, but i need an answer. so i just wanted to highlight
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that, and i want to thank everybody for this report. it was outstanding, and i am so incredibly grateful for your work. everybody, including the district and teachers and parents all working together to make magic, so thank you. >> clerk: thank you. hello, beth? >> hi, this is beth kelly. i just wanted to make a couple of quick comments on this. i think just from a more holistic view of a direction of where the parents would like to see the budget go, i think this feedback is really helpful, but in terms of the lcap itself, i think that's where you start running into issues, right? the lcap is only for lcff funds, and so a lot of these things are going to be addressed by other funding sources. and actually, when you think about the lcff, which is, like,
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one of the few if not only really flexible areas of spending, that's where all the really messy stuff goes, and that's where all the difficult problems are, you know -- difficult choices are going to need to be made, and so these parent groups haven't had the benefit of even seeing the lcap, right? nobody's seen it, and it's the three-year plan, and so -- i don't know. i just want to acknowledge that this was a bit of a missed opportunity to address some of the challenges that are coming particularly in the next three years. thank you. >> clerk: thank you. hello, tara or tara? >> hi. it's tara. hi. my name's tara, i'm a parent
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and a teacher, an elementary school special education teacher. i'm just really excited about all those people speaking about literacy development in younger grades and tier one, tier two, tier three, and i'm excited about the parent groups also talking about it because it's -- a change needs to come from parents and educators. that's what we're seeing in oakland and other districts around the country, so thank you very much, and i also just love -- want to echo the [inaudible] i've been at sfpl today, and the title of a book doesn't tell a parent or guardian what that means, so he with need to explain to them -- so we need to explain to them
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what that means. i hope that the lpac really drives the district to make the changes that they need, so thank you so much. >> clerk: hello, supriya. >> hi, this is supriya ray. thank you for taking my comment tonight. i'm calling because of what i heard about the lack of meaningful opportunity for public, and particularly parent participation on this. i've been listening to board meetings since last july or so, and this is an issue that comes up in so many different ways, whether it's in the renaming process or the reopening process or now on this lcap process, and i find it really troubling that the district seems to have -- i don't even understand what the difficulty is -- but seems to fail to get proper parent input or get public and parent input on so many different issues.
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on an issue like this, which i understand is a three-year plan, parents working on this didn't even have the opportunity to see this, to see a draft plan. how are they supposed to provide any meaningful public input or feedback? it seems to me that these parent groups have worked super hard. they're putting in time and every day on their own to try to help the districts and help the students, and the district is not properly partnering with them in order to give them an appropriate opportunity to comment and to provide valuable feedback. please, please do better. thank you. >> clerk: thank you. hello, lawrence? >> i want to echo a lot of the comments from prior speakers. this is a very important topic. as far as i understand, last year's lcap-lcff funds was over
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$535 million, and if the draft this year is not available to parents, you can imagine that there's a lot of unknowns about resources for i.e.p.s, for reading, for everything. if the board of commissioners was so excited about discussing backpacks and $1 million or so last time there was a meeting, please have these parents listened to. there's an action list, there's a laundry list of items that they have given to you very nicely, so please address this quickly because i'm looking at the 2020 quote that said parents are struggling to comprehend how they can provide input, and if the board of commissioners is seeking people to join advisory committees, maybe there's, like, a correlation to listening and acting on the parents that are already there. thank you.
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>> clerk: thank you. hello, brandy? >> hi. i am an sfusd parent, and i just wanted to comment on public comment that was given a couple of people before me. our school renaming process, there were public meetings held last august -- sorry, last summer, i think starting in august or june, maybe, and i know i as a public parent had the ability to e-mail the school names advisory committee. i gave public comment as those advisory meetings, and so i just want to say that it's really important not to put out false narratives that parents were not involved in this process. and i know this because my school was one of the ones selected and went through successfully the renaming process, so lots of false narratives around here about lots of things in our district, and i just ask other families calling in not to promote those
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false narratives. thank you. >> clerk: thank you. and president lopez, i believe that concludes public comment on this item. >> thank you, mr. steele. >> clerk: it looks like one of the parent advisory members have their hands up. latisha, would you like to go first? >> hi. this is latisha from the african american parent advisory council. my camera is off because it works better this way. while we would liked to have seen a draft report, i don't want that to overshadow all of the other points that are lifted -- that were lifted up in our report tonight, so i'm just hoping that the public and the commissioners and the
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district leadership will really listen to the voices of our families, what was shared tonight, because that's what they want tonight. but a lot of the comments had to know with the draft lcap, and i need us to know that our families are speaking, and i need us to listen, and listen intently. >> thank you, latisha, and i'm going to lift a couple things up. one is that we have had good partnership with emory gordon in the budget office and also jill hogandike and we've had conversations about how to shift this timeline as a framework in this report. we're in a pandemic, and the focus is put on reopening schools, which was everyone's priorities for this spring, so that messed up some timelines, and the state delayed that.
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i want to reiterate what latisha said. we went out and heard from families, and that's why we did this report, was to lift that effort up. i also just want to touch in, latisha had to turn her camera off because her internet isn't that good, and danisha had problems during two portions of her report. we need to recognize that our parent leaders who, again, are volunteers, need to be provided with appropriate and reliable technology that they can engage in this work that they're offering to do. and just also to highlight, for example, if i have a p.a.c. member who is a native spanish speaker, and so they want to
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log on and participate in a p.a.c. meeting, and they need to be able to get interpretation services, they need two devices. most families don't have two devices. in very rare situations, some of them might have access to another device, but it's not common, so this is a gap that we need to address in this school year. i also want to say that we left someone out of the appreciations. michelle parker was instrumental in getting community feedback and has been supporting the lcap process for years, and i just realized we left that out, and i wanted to highlight that. thank you. >> and this -- this is -- this is laney, and i also am having internet problems so will keep my camera off. thank you so much, michelle, thank you so much, latisha, for the comments you just made.
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i really appreciate them. i also want to highlight -- and i'm speaking as an individual to address lcap. this is for us to look at. we went out -- well, michelle and others went out and got the feedback from parents that were so important, but having a draft lcap for the last three years, especially the concerns we heard voiced over the last year, it was challenging, and it was challenging as a task force member to feel like we were being -- the integrity was with the process and, you know, the honesty that we were carrying -- the weight of the task force with honesty and integrity, which it was very much designed around parents and community and site feedback into these plans. i don't know what's in the draft lcap.
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i can't even comment on what may or may not be in there, but it's due very soon, and we still have not gotten a clear answer on when a draft will be available, so it would be a delight to finally get that answer and to know when the community will be able to provide feedback, and hopefully, it is before first reading, so that is all i want to say, but i am proud of the work -- i'm so proud of the work that this task force was able to pull together in the absence of that insight from the district and district leadership. >> thank you for your comments. any questions or comments from commissioners? i see student delegate [inaudible]. >> yes, thank you. i'm afraid to turn on my camera because my power went out, but
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i still wanted to take this time to appreciate the parents who created this presentation today. i think that it's definitely a pillar of our district, and the fact that you have decided to take time out of your busy week, being a parent is a full time job [inaudible] we should reference that because it highlights not only what our district is lacking, what our
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district should prioritize, but how much potential our district has, so i really appreciate the work you all do, and it does not go unnoticed. >> thank you. commissioner boggus and then commissioner collins? >> okay. thank you. i guess i just wanted to see if we could get a district response in regards to the recommendations from last year and the progress, and if we could go line by line and address all the specific recommendations and kind of find out how we are as a district addressing them? i think we're at a place where the lcap task force does a lot of great work, but the lcap process isn't one that's really geared towards getting the input of students and families and community members in a real authentic way, and i that i that is something that is -- and i think that is something that is set up by the state, and i think we as a district
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want to have more ways of being authentic and engaged and transparent, so yeah, i would definitely love to get a response to the recommendations, starting with the ones the previous year just to get an idea of how we're doing as a district and listen to the community and all the things that are coming from our advisory councils. >> so commissioner boggus, first, let me say that what the typical process is, and then i will have jill hogandike address what she can address from the previous year. but the typical process is we have the presentation here. we give a response at the june 15 c.a.l., and then, the lcap comes at the last board
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meeting. and then, miss hogandike, if you want to address some of the previous recommendations? >> yeah. well, i'll just add that, yes, the draft lcap is in process and appreciate commissioner boggus' comments because he has also participated in the lcap task force in the past, and there is a bit of a disconnect between the lcap that we have with the state and the one that we've been trying to reset ourselves on. traditionally, we've shared the lcap report at the first meeting in june, and we're on track for that. regarding the recommendations that we heard tonight, we are required by the state to respond to those recommendations, and the report will be submitted at the last board meeting in june alongside the budget.
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we had heard over the course of the last year, two years, that this timeline has been really frustrating for folks and definitely want to acknowledge that it has been frustrating for us, too, particularly in the current context, but we are really hoping with the board's commitment on budget stabilization and the work that we are going to be entering into on zero base budgeting will put us on a different timeline. we're anticipating that that process will take place in the second half of this current calendar year so that we can start drafting and updating that lcap earlier in the process to be able to share information out in the february and march range, be able to get that draft done, and be ahead of time as we enter into the next lcap cycle. so while this is a three-year lcap, it requires annual updates. we can shift and adjust those updates as we get that feedback
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and response back along the way. >> if i could just -- >> go ahead. >> just -- just specifically, like, if we could just address what have we done since last year to address the lack of supports and assessments for english language learner identified students as kind of brought up by the advisory committees and how are we kind of tracking that and how will that be reflected in what comes out in the lcap? >> so we will -- so the lcap will have to address the needs of our english learners and foster youth, so those actions will be there. i know that there has been work to address the needs that have been brought up both here and as articulated by the delac, and we've got folks in our c.n.i. department that have been working on those additional supports, so i can't
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speak to those specific areas, but there has been work done to address that specific item. >> i appreciate that. so my understanding is, then, that our lcap doesn't include funds that would fully support all the support and assessments needed for english language learners, and that that's something that we're still working to address as an institution, but that -- we haven't solved that issue of the lack of adequate support and assessment ability? >> i'm going to have to get back to you on the specifics on that. i know that there's been work done. i think that the term that you're using is the adequate support and how we're distributing the funds to provide to ensure that full implementation has always been a challenge in that context, but we can get a specific response back as we're required to do for each of these
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recommendations. >> could we share, then, what was the response from last year when these were brought up from the advisory committee and kind of if anything has changed since those responses? >> yes. i -- so the last time there was a -- a -- i'm trying to remember. so remember, last spring, the state shifted gears. there was not an lcap that was submitted last year at this time because of covid. the state shifted to the learning continuity and attendance plan that was then submitted in the fall, and while we were waiting for that template in the spring, we did not get it until after the district and this board had adopted our distance learning plan and had gone through a
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robust stakeholder engagement session, so the last time there was the formal lcap recommendation would have been a year out from that, but yes, we have that documentation, and we can bring that back with an update. >> okay. yeah, no, i really appreciate that, and to be able to have that for all the five that are listed there, specifically, i think will be really clear. for me, as something who's kind of engaged in the lcff and lcap process in the district since it started, i think one of the biggest struggles is it's not actually set up to help us solve a lot of long-standing issues in our district, and it doesn't necessarily give us the funds to meet kind of the needs that all of our students have to be successful and creates a lot of gaps. so i just think for us as a district to figure how we're communicating that with families and being really
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transparent about the efforts that we're making but also the limits of our efforts to be able to provide everything for every student, and what does it mean for us to figure out ways just to fill the gap that the state has kind of left for us. thank you so much. >> thank you, and to staff for your responses. commissioner lam? >> thank you. i just wanted to note for colleagues and for the public, we are going to be agendizing, for the next budget and services meeting, to get an overview of just the overall timeline process, where we are in the last year and where we want to go, as jill had mentioned with our budgeted, so stay tuned. the next budget services committee is on june 2, and we'll be able to dive in a bit more and encourage the public
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to also engage and attend that, and that will give us a chance to really, you know -- commissioner boggus, thank you for raising how will we be able to tackle long-standing things that we have as a district not only through lcap but as we go through the zero-based budgeting process. it will be key, so just wanted to note that that that will be [inaudible] but also overall, thank you so much to the p.a.c. and the efforts that have been put forward, especially during the pandemic, and certainly want to be able to ensure that we don't shelve this, that this is an active document and that we have accountability and that oversight. >> thank you for the reminder. i know the public is looking for more spaces to respond to the lcap.
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commissioner collins and then commissioner alexander? >> thank you. first off, i just want to say a big thanks to all the families and parents that have been involved in this process. both the advisory committees that have helped to coordinate meetings and then just the volunteers that have showed up and provided input. i know how hard it is to coordinate these meetings and make them accessible to families and do the outreach. i just really appreciate it and appreciate the comments of michelle. we're consistently getting better and better. we have more committees than we had when i started as a parent. we're representing more communities, and we're doing a better job of it, but we still can do better, especially for families that speak english as a second language, with other language as first. we can do better, right, and then also with the technology issues. i also want to appreciate commissioner boggus' commentary?
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and in noting the state gaps, i think it's hard to make this budget transparent because we have different funding sources, and that's something i struggled with making more transparent as a budget chair. we have peef, we have different ways that we can use money, and we even have donations, right? so i think i would love to just continue to get input from the public, and i appreciate the work of emory gordon and the budget office to do more about continuing to create timelines and make this process more transparent. i have seen changes in the last two years that i have been on the board, and i appreciate your work. the big question that continues to come up for me is how do we track recommendations. this goes for the -- the p.a.c. said it just a few minutes ago, and the delac. and these are embedded in the questions that commissioner boggus asked, which is how do
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we track recommendations? i'm seeing change. when i was a parent leader, i was saying why don't we have one number that we can call to get information? now i'm seeing a parent link line, but sometimes, improvements aren't made. i know that leaders are listening, and there is a response, but sometimes we don't know when something happens, and sometimes like knowing when that's going to come and what the status is is really helpful? so i guess i just wanted to ask dr. matthews is is there a way -- even year to year, i'm relying on my memory. i remember last year, we didn't have recommendations because we didn't have this process. i remember hearing about dyslexia. that keeps coming up. when are we going to make that a priority on the board to have discussions? that's a follow up, but i think we're all relying on memory, and i just -- i'm a visual learner. i would love to have just some
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kind of a chart where we can see some of the common recommendations that keep come through year to year. where are we making progress, which ones can't we deal with, let's be honest, or we don't have the resources or they don't make sense, that would be really helpful. i just want to know if you have an idea of the basic recommendations, if you see this falling into the some kind of p.a.c. recommendations, if we do have some kind of a document where we can track progress and status? >> the answer to your question is yes. the bigger answer is this is a question that's come up especially in the last few board meetings, not only the tracking of those recommendations, but support for the p.a.c., all the parent groups, and so we expect -- we've already started working on a job description that would come forward at the next board
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meeting that would track all of these as well as the brown act support for these groups so they'll get the needed support that they actually need. >> i am so excited to hear that. thank you very much. i appreciate it, and let me know how i can support in any way. >> i am, too. i know we all are, and last, in follow up, i see commissioner alexander. >> yeah, just real quick, i wanted to get a check on our process around the lcap, and also just really appreciate staff and everyone that's been working on this. i'm looking at ed code, and i want to make sure -- the way that ed code is written, to me, it seems like the parent advisory committee actually needs to receive the drafts and then provide their written --
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their comment and then the superintendent needs to respond in writing? i just want to make sure that what we're doing this year, if that's what's required in law, that that's what we do so we don't get to the end of june and not be in compliance. >> yeah, commissioner, i can't speak to what the plan ultimately is. i think chief hogandike is probably better able to do that. it is true that we do need to present the plan and receive feedback from the parent advisory committee or a similar advisory body. >> great. just so staff -- just to make sure that we have that flagged, and so that we -- we're not just responding in writing to these recommendations, but we actually -- there's actually a chance for the parent advisory committees and the public to review the plan and give the written feedback and to make sure that that's publicized widely before -- before we would vote on the adoption. >> we're working on completing
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a draft to put the lcap task force right in advance of the first board meeting in june, which will also be made public, so the public will have a chance to weigh-in there in addition to the committee of the whole meeting, which will then make us on track for submitting a plan the last board meeting in june. >> and i also have one quick clarification and one resource that i want to make sure that i point people to is that we do have a response to stakeholder recommendations in the learning and continuity plan from last fall. so if you go to the sfusd website about budget and lcap and scroll through those links, you can see the fall
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recommendations and attendance plans. i think that was incorporated and we were tracking. one new component of the three-year lcap also is a reflection on our previous lcap and the learning continuity and attendance plan. as we transition to a different document, we want to share where we see things and where we see things continuing evolving and making sure we're taking feedback in that continuous improvement lens. but i just wanted to name that resource with that respond to stakeholders recommendations is -- stakeholder recommendations is available from last fall. >> it's available if i search for that learning continuity and attendance plant? >> yeah.
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if you go to lcap, basically, we have that available as a list of publicly available documents. we have the document, the recommendations, and our response. >> thank you. i found it. i appreciate that. >> perfect. you're welcome. >> okay. thank you so much, everyone. thank you to our families tonight and always for all the work that you carry. as mentioned, we look forward to providing an update at our june 15 meeting of the whole to your responses, and with that, we'll be moving onto the next item. i also wanted to remind us all, we're at about 2.5 hours in this meeting. if you haven't stood and had a stretch break, please do so. item three, appointment of members to the child care planning and advisory council, the cpac. i need a motion and a second to
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the cpac appointments. >> so moved. >> second. >> thank you. >> superintendent matthews, can you introduce a designee to read the recommendation into the record? >> yes, president lopez. reading this recommendation into the record will be our chief of early education [inaudible]. >> thank you, dr. matthews, and good evening, commissioners. before i read the recommendation, i'm going to give a quick overview of what the child care planning and advisory council is? it's a mandate under education code 8499.3 to assess all aspects of local early care and education, including supply and demand, and to set priorities for determining state and local spending to meet existing needs. cpac analyzes all child care options, including subsidized and unsubsidized, state
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contracted and private, large centers, small family homes, license exempt area, infant, toddler, and after school care, to determine the needs of children and families in san francisco. cpac operates as the ski collaborative liaison between early care and education stakeholders by providing a forum where consumers, child care workers, community groups, and public agencies can come together to explore ways of supporting all aspects of early childhood education in san francisco. the recommendations include child care consumers, providers, members, public agency representatives, and discretionary early education experts. we are recommending the appointment of maria duran, meena kim, and brooks guyson. >> all right. great. thank you. before we continue, i'd like to
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open it up to public comment. i will -- speakers will have one minute each. >> clerk: thank you, president lopez. please raise your hand if you care to speak. -- speak regarding the cpac appointments. hello. hello, lorraine? >> yes? >> clerk: hello. >> i want to say hello to the school board, superintendent. my name is lorraine bowser, and i'm an employee in the student nutrition department, and today, i just wanted to speak a little bit about, you know, during this new world change that we're in. as far as our working system, everything has changed. this last year, we did families and communities -- >> clerk: sorry to interrupt. this public comment is only to
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the cpac appointments that we've committed, so if you want to speak in public comment, that'll be coming up. >> miss bowser, that'll be after the presentation on in-person learning. >> okay. great. i'll be here. >> okay. thank you. >> clerk: hello, lawrence? >> hello. i'll be quick. i'm really excited to see the applications of each of these feedback candidates. i think they're qualified. i'm encouraged to see that the board is considering these people, and that they would hopefully follow their board policy 1220, which is to have commissioners individually nominate individuals because this -- this kind of policy might have [inaudible] a few times in the past, and we need
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to have that taken into consideration. thank you. >> clerk: thank you. that concludes public comment. unless la toya or the panelist has her hand up, so if you'd like to go ahead. >> thank you, judson. i'm wearing my parent of sfusd hat. i just want to say thank you for taking the child care parent advisory council seriously and understanding its value and need, and a congratulations to the appointees. thank you. >> clerk: thank you. that concludes public comment. >> great. thank you for that. commissioners, i see commissioner lam and student delegates, if you'd like to comment, as well. go ahead. >> president lopez, do you want for me to go ahead? >> yes. >> okay. thank you. i just want to say thank you. thank you to our candidates
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tonight for wanting to serve on the cpac. also want just to acknowledge the time for early education, given what has been presented by governor newsom, transitional kindergarten and the countries there, along with the city and county in san francisco, with the california supreme court upholding little c, proposition c, and what that will mean for our road map for high quality education but really looking at the opportunities to also address things, long-standing equity and inequities for our zero through five children, so thank you, again, to our candidates who are stepping into these roles. >> commissioner boggus? >> i just had a question. are any of the candidates san francisco residents, and is
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that what we kind of look for in our candidates? >> yes. >> great. so all are san francisco residents? awesome. >> yes. >> okay. if there are no other questions or comments, we'll do a role call vote. [roll call] . >> clerk: that's seven ayes. >> thank you, miss casco.
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so we are on section c, item four, last item for this section, appointment of members to the independenciten's bond oversight committee. can i get a motion and a second? >> so moved. >> second. >> thank you. and i know that we've had lots of discussions on this, so if we can give a brief summary before we have public comment, superintendent matthews? >> thank you, president lopez. this evening, presenting will be our chief of facilities, don [inaudible]. >> good evening, commissioners. our recommended action this evening is that the board of education approve the
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appointment of [inaudible] to the citizen's bond oversight committee as required by section 12898-a of the education code. i'm going to keep it short tonight. no additional presentation, and happy to answer any questions. >> thank you. and i also understand there's more information on boarddocs if you would like to look. let's open this up for public comment. >> operator: thank you, president lopez. please raise your hand if you'd like to make public comment? >> thank you. once again, the person who gets nominated to this committee is the person spending the money, which makes this a huge
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conflict of interest. the person being nominated to this committee should not be doing the bond spending. thank you. >> operator: hello, lawrence? >> thank you. one minute is a little short, but i'll try to talk fast to get in what i want to do. i echo the previous comment. you i'm not sure how this rothman can fit as either a disabled community advocate or a senior citizens organization because i can not find this seiu seniors with disability committee. there are some good people here, thank goodness, but i'm not sure richard rothman is a good person, but this looks
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like a square peg in a round hole, so if that's three at-large people, i'll tell you again, that doesn't fit some sort of bylaws, but you guys will make your own choices, i'm sure. thank you. >> operator: thank you. hello, larry? >> yes, can you hear me? >> operator: yes. >> okay. great. i just want to echo what the last two people just said. it's a big conflict of interest, and i strenuously object to richard rothman being on the cboc committee, so that's three objections, unless you have someone speaking for him. thank you for allowing me to comment. bye. >> operator: thank you. looks like that concludes public comment. >> thank you, judson, for that. can we hear from commissioners
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or our student delegates before we vote? commissioner collins? >> thank you. i just want to say that i do appreciate the superintendent in getting us staff. i do appreciate the work that's going on now to make just appointments to advisory committees just have more clarity and more transparency? and we have not had that clarity before, i'll just -- and i'm glad that we're moving in that direction, and i'm hoping that -- i don't want to hold up any appointments, but i just feel like there are some good questions that i think are being raised, and i think it would be great if -- i'm going to be working with the superintendent and make a commitment to work with the commissioners and staff to make sure that we're all doing the best we can to make our processes, especially for
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advisories to committees a public process, especially understanding how nominations are made, and like i said, i do appreciate the public questions and comments and engagement. >> thank you. i, too, agree, and as mentioned, i look forward to hiring the person that can pull this work and helping us be as transparent as possible. let's do a roll call vote on the cboc appointments. >> clerk: thank you. [roll call] >> clerk: thank you. that's six ayes.
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>> okay. thank you. we're moving onto section d, discussion of other educational issues, and this is our return to in-person learning update. superintendent matthews? >> thank you, president lopez. good evening, everyone. i am pleased to be able to present to you a return to in-person learning update. next slide. as we start with each and every action in our district, what's most important to us is our on-the-ground marching orders, and that's our mission. and each and every day, we want to provide every student quality instruction so that they can thrive in the 21 century, and that's been key, and it's been our marching orders since before the pandemic, during the pandemic, and now hopefully that we're exiting the pandemic through the course of this year, this
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will remain our marching orders. next slide. so tonight, we just want to present to you -- so tonight, what we want to present to you is the status for the spring returning to in-person learning, where we are, what we have done, and then, most importantly and most excitingly, we want to talk to you about our plans for fall 2021. so with that, i am going to introduce maite lau-smith, and she can present further. >> thank you, superintendent matthews, and commissioners. so-so far, we're at the lowest number of cases that we've had so far. we're at 16 cases and 1.8 per 100,000.
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we're in the yellow tier, and we have been in that tier for almost three weeks now, and we continue to hold steady with both of number of cases per day and cases per 100,000 and continue the decline. next slide. we -- with the decline in the cases and the cases per 100,000, the california department of health as well as the san francisco department of public health continues to update their guidance. we are now in what's called the bright yellow, and some of the changes are highlighted here, but the guidance does change quite often, so we continue to monitor that and pivot as needed. go to the next slide. we update our -- the covid-19 dashboard daily, and as you can see, we've only had three color positive reports from the color testing that we are doing? most of our positive cases come
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from self-reports from students and families? of the cases, we've had 27 in-person, and that is over 19,000 students and staff in our schools, we've only had 27 cases, and we have not had any confirmed cases that those cases originated at a school site. next slide. we continue to share information and partner on vaccine information because the reason we're having these declines is really a testament to the health and safety protocols we've been implementing as well as the rollout of the vaccine. we are partnering with the department of public health that will be offering vaccine sites three days a week, starting june 9 through july 15 at [inaudible] and burton high
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school. the sites will be in the afternoon to support working families? they'll be open to students 12 and up and family members. i'll be working in pushing out this information to our families. we had a vaccine clinic at willie brown middle school over this past weekend? we were able to reach 135 students and families? it was a really great turnout because we didn't even -- weren't even able to advertise it until wednesday afternoon, so only two days before the event, and of the 135 families that came, nearly all of the adults were already vaccinated. it was only the children in the families, and we had a wide range of sfusd families and everybody who came went to one of our schools. it was a really great day. next slide, and i am going to turn this over to the deputy
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superintendent. >> [inaudible]. >> okay. >> next slide. so we know that the guidance from state and local agencies have collectively outlined key factors to take into consideration when we're planning over the course of the pandemic. the centers for disease control, the california department of public health, and the san francisco department of public health guidance have focused on public health and safety practices put in place to combat covid-19. guidelines have these agencies has changed over time as our understanding of transmission has changed over time. the release of guidelines and guideline updates have not always been in timing with our planning and planning process. as we anticipate more things to
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open up beginning in june, we need our state officials to expedite the release of any guidelines that will have an impact on our planning for fall return. what we know right now is that the governor's proposed funding for public schools assumes the adult will be a return to full time public instruction for all students. the california department of public health has not yet released guidelines for school reopening, and with that given, where we are right now, we know that we need to move forward, planning for different possibilities, while we await these directions. next slide. we recognize that during the pandemic we've had to live with a lot of uncertainty. our community is eager for more certainty and for more information about what to expect this fall. as an organization and a team committed to continuous
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improvement it's important to learn and grow from these experiences. as a team committed to be being student center -- committed to being student centered, it's important to note that even if public health guidance pointed to a return to the way that school looked in february, we must create school environments and learning situations where students are now and what they need as we move forward. as an organization and a team committed to equity and access, we recognize that there are disparities in how our classes learn during the pandemic. we strive to develop solutions aligned with our values as we move forward. everyone, families, staff, and students, should plan for a full return to in-person learning this fall. given what we know now,
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everyone -- families, staff, and students -- should plan for a full return to in-person learning in the fall. imagine that the number of hours school buildings are open and filled with people will be like prepandemic conditions but will likely come with additional safeguards. we're eagerly monitoring state and local public health updates. as we prepare for the full return, we will continue to focus on key components that include health and safety measures, learning facilities, in-person construction, and focusing on additional health and wellness resources for our students, and aligning our resources to support all of these efforts. next slide. key approaches will continue to guide our work. antiracism practices, wellness and authentic partnerships, deeper learning towards a
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graduate profile, and consistent structures for support, these areas were identified through the town halls and stakeholders engagement sessions and have been guiding our work as we work to reopen our schools from distance learning in the spring and in in-person learning in the fall. our school board and staff leaders are committed to a five-day-a-week return for all students. i've been asked many times, what does that mean? when you hear that, you should think prepandemic conditions, what school was like in january 2020. the governor's office assumes it will be a full return to full school instruction. the state provided some funding for p.p.e., enhanced
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protection, and improved ventilation. next slide. given what we know now, everyone, families, staff, and students, should plan for a full return to in-person learning in the fall. imagine -- i already said that. based on being in yellow and likely moving out of tiers statewide sometime in june and in the absence of more specific public health guidance, we are planning for everyone to continue to mask until other more specific guidance is providing. in physical screenings at the time of entry, no surveillance testing, stable classroom groups at the elementary level but not at middle and high schools, classroom configurations similar to prepandemic levels, class size similar to prepandemic levels. next slide. as i shared in my opening remarks, we're making changes to the school start time because they have some very important benefits which will
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help create a stronger educational experience for your child. beginning next fall, every school in the district will start at one of three times: 7:50, 8:40, or 9:30, and we will stagger the length of school time so it's consistent across each school. as required by new state laws, older students will start school later, 8:40 or 9:30. research shows that this can improve their mental health, academic health, and overall performance. [please stand by]
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>> we'll continue to equip our facilities to ensure air flow. considering what it could take to offer a very small remote
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option as we await guidance from the state what will be accessible. coordinating with d.p.h., department of public health. at this time, it appears everyone would have easy access to vaccine. and developing a plan with ucsf to get more information about covid and vaccine, how we'll make sure that we are staying safe and healthy. what can you do? you see two bullet points here. one of the things i talked about back in june when we were doing our planning this year, i said one of the most important things
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we to do we were getting help from the federal government. the state was lagging. we had to take care of each other. i still have that same message. some of have heard it and agreed with it. clearly others haven't. i still have the same message. if we are going to do what we need to do if getting our babies back in classrooms is most important, we know that we deliver instruction better in-person. if that is critical, then we are going to have to work together. one of the best ways we can work together, one of the best ways we can take each other is to get vaccinated. if you have not been vaccinated, please get vaccinated. what can you do? support efforts to increase vaccination rates in san francisco. get vaccinated. encourage others to get
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vaccinated. i know at our site on saturday, willie brown, vaccination site. families came to get their 12 to 15-year-olds vaccinated and many were asked the question, are you vaccinated. with some encouragement, we a number of families who didn't think they would get vaccinated that day. many times we are understanding that it's simple as just trying to get it in your schedule. over the summer, we're going to be working with the department of public health, walgreens, everybody we can team up with to get vaccinated. more people we have vaccinated, the better we are going to be at taking care of
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we need to work together. the second is contact state legislators to develop a release guideline now. we are moving forward. we know that the way the winds are blowing now, rates are coming down now. everything in the decks -- direction we will turn and come back. we need those guidelines. they will. help us. right now we continue to move forward, full return in the fall, august 16th, a full day five days a week. >> president lopez: thank you so much for the information. we're going to open it up to
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public comment. i'll do a minute each and no more than 20 minutes. then we will discuss this as a board. >> caller: hi. i'm a parent. thank you for that slide presentation dr. vincent matthew. it was very helpful and encouraging and hopeful. my concern why we were promised a plan scheduled an may 11th? from the facility chief. we needed this before school let out. it's showing looking minute -- last minute. some air quality experiments and assessment has begun. our community is not receiving info from facility and leadership about the plan for our school building.
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whether the schedule work and d.p.h. approval and the academy campus? my son -- not knowing the school building is okay and cannot take another year of distance learning. i urge you not let him lose his sophomore year. personally i had lost faith in san francisco. thank you for being of service for our kids. >> i'm also a parent. my child is a junior. i'm going to echo lots of what
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chanel said. i like to in the case of our school, the change in start time is going to affect the art block because our children are art blocking in the afternoon. which is predicated on the start time of the morning. we need more clarity. we need more communication with our principal so that she know what is he needs to get ready for. she has heard from no one. she has promised one meeting that got canceled at the last minute. please communicate with the principal. let her know what's going on and get started and reopen. thank you.
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>> caller: i have a child at jefferson at sixth grade, child at a.p.g. i want to inform that jefferson was fortunate to receive innovation award to have popup classrooms. we'll be able to put in a popup classroom at jefferson and will be planning partnering with another school within sfusd with different demographics to have a pop-up classroom there as well and use the outdoors. i want to encourage the district and parents and teachers, staff throughout sfusd to consider doing what they can to bring outdoor learning to their school. it provides tremendous opportunities and benefits for students and staff and teachers alike including huge mental health benefits for being outdoors. we have a lot to do to recover from the pandemic. bringing people outdoors and having an option to have different style of learning from inside the classroom can only be
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a great benefit to our system. the other thing i wanted to comment on is the need for after care and morning care for families. this is such a critical equity and practical issue for so many families. please ensure that normal morning and aftercare is available so that parents can work and get their children into school. thank you. >> caller: thank you, i'm here to ask you that rescind this decision to have middle school begin at 9:30 and end at 4:30. i understand the thought process pushing forward sb328. you say there's a saving of $3 million in transportation. our contracted transportation
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system ever stop running our school days? sb328 states that middle school start no earlier than 8:00 and high schools no more than 8:30. your current decision maybe okay for elementary school. you gave them three start times. you maybe okay for high schools. you seem to understand that high schools need a variety of schedule. our mill schools are unique as well. we have educators, families and communities that have worked together to make schedules that work for our site. dr. matthews saying that the sites and communities had discussed this decision. middle school division meeting, there was no acknowledgement. you have not reached out to families. we are concerned about the loss of learning for our student athletes that this decision will cause. you have not talked to our c.b.o.s.
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>> caller: hi, good evening. thank you. this is -- i female like -- i feel like i'm going to have a beer after this. we families have been waiting to hear from you with this announcement for a long time. i want to thank the administrators and staff for making this commitment. it is very important. thank you. we know there's going to be a lot of picking up the pieces and we hope to hear the commitments continue. please keep it going. we know there has been so much harm to our students over this past year and we also want to work together and do the best we can for them.
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thanks so much. >> caller: is sfusd is changing middle and high school to later start time starting this fall. starting later can be beneficial for students and put us in line with the state law that mandates that change starting in fall of 2022. i have so many questions and concerns with us starting a year earlier right after the pandemic. will it be safe for students who need to commute home after dark? students who have to work to support their families? what happens to the after school support provided by educators who would need to leave right after school? this rushed call is giving schools no time to engage their communities and decisions about bell schedules and will impact
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students at washington where i work who already indicated their preference for our early or late start schedule based on school times before the pandemic. please reconsider this decision. give us this next year to engage our community and setting new bell schedule in meet the needs of our community and new state laws instead of forcing us into a schedule that will harm our students, family and staff. thank you. >> caller: hi. i do fully support the later start time. i like to urge the board to allow school sites to given the autonomy to set their own bell schedule. this decision is rushed for us. june 3rd finalization date for the master schedule feels very
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rushed. i'm asking the board if we can get an extension on that june 3rd date. i like to make sure the board is considering how this change is schedule effect what kind of impact it will have on students in this special education department and also echo the person who said before to really stress the need for before and after school care for our families and also for my co-workers who has children in other sfusd schools. thank you. >> caller: hello. i wanted to speak about the start time. just echoing what people said to see the benefit but definitely
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need for input about decisions like this. i like to note -- i see this -- is this going to affect our family, my child start time. but also as a teacher, i teach access that's transition age 18 to 22-year-olds. we're not on that list at all. once again, our group is just for gotten -- forgotten about. i would love it if we're included in things. we represent about 200 students in the district. we're at different sites. i see the site on the list. i know when that start time is.
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>> caller: good evening. my name is leslie. i'm here to talk a little bit about the start time. i want to say that with the rationale, i really agree with the rationale especially around the developmental appropriateness of later start time for pre-teen and teenagers. i think that's wonderful. i think that the lack of planning and collaboration with the people on the ground particularly our students and family and educators and partners, how will people know that the issues and problems that might not have been thought through who are not on the ground doing work everyday. if we don't have people who can raise up potential problems, we can't help problem solve them either. even in the mlk contract, we have questions about athletic. it really impacts how we can be creative in terms of how we can
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address differentiate a need of our young people. it would impact our collaboration time as well as our afterschool program and their budget. >> thank you, that's your time. hello, allison? >> caller: hi. i'm a middle school parent. i'm really glad to hear that kids are going to go back this fall. i'm wondering how all middle school and high schoolers are going to get there when muni is still running at such reduced service? muni director announced some of the suspended lines, like 21 and
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31 may not even return in 2022. it's been disturbing that muni service has been so lacking from the school reopening discussion. i'm hoping that's been going on more behind the scenes. even if it hasn't been present in the public meeting. we have to make sure our middle and high schoolers, there's about 50% of them, taking muni to school. they are not left stranded come august. thank you. >> caller: i think the start time is a rush. i hope you give more thought to it.
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i like to thank dr. vincent matthew for staying for one more year. i met him and personally talked to him. he has open to all viewpoints. pfizer was harder. the school will be completely open now. keep up the good work mr. matthews. i hope you stay longer than one year. thank you. >> caller: my name is eric. i'm a parent at sunnyside
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elementary. prior to the pandemic, our school start time was 8:40 a.m. this is one of the three approved start times. many of us had to assume we'll continue with that start time. however, we were surprised to learn today that our start time is changed to 9:30. many parents chose their schools in part due to the start times. they are relatively students eligible to use the school buses. my request if the school already had start time that fit in one of the three approved start times that you leave it there rather than changing it. i know that the team worked with academic researchers to develop the schedule. perhaps, the objective of minimizing disruption to existing schedules should be weighed higher as a priority.
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>> caller: if you got to change the start time by nearly an hour, you should consult with the community at that school. that would be authentic engagement. instead you present this with zero community input. this is continued disregard to families after a year of disregard to families. seriously, why were families completely and entirely left out of this conversation? why is that the first time we're hearing about this? this is a complete surprise to everyone at our school. we got 600 students. where was the outreach? where was our input? where were our voices? they weren't at the table that's for sure. that's it. >> caller: hi, my name is ingrid. i agree what everybody said. our school used to tart at 7:50
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it worked well for our community. we work in admission. most of our parents work at 8:0. they need to drop off their kids before they go to work. now we're going to start at 8:40, i want you to guys to consider if a school was within those three hours to let them be. as of right now, we feel very disappointed that we weren't engaged in the conversation. thank you. >> caller: lot of people started start time. my son is also at sunny side. i want to say that precare, prior care is now going to be more important than ever. the issue that we weren't given time and the space to make the choice. normally, we make the choice based on time, school and many decisions that works for our
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families. i really want to understand and i respect the idea of collaborating and making sure that it works with public transportation and other things. i really do. i especially ask that we at least provided more time. the 9:30 time does not work for my son. it's a huge barrier for my son. in particular, for -- 3:45 is too late for him. he has therapy after school. i chose this school based on time. the other thing quickly about in-person, thank you so much. i still would love to hear about the m.o.u.s what the unions are thinking and what was mentioned with facilities. i need those devil's in the details information so i can feel good about the classes. but thank you. that's all.
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>> clerk: hello, jennifer? >> caller: hi t thank you for taking my call. i'm just wondering if you are going to be matching new york unified and l.a. unified with absolutely no remote learning in the fall? you were talking about in your presentation there will be a little bit of remote learning offered. that should already be written into kids i.e.p.s. if they are medically fragile. i think i also want to say that our kids cannot come to school
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and just zoom in a room. if there's any distance learning what so ever, that can't be possible. thank you. >> caller: hi. i'm a teacher in the district. my wife and i are having a son in the kindergarten coming in the district. when you look at school, we are both teachers it's hard to schedule with our daughters in pre-k. i think the public comments unfortunately are going to go unnoticed, they still going to pass it. it's really difficult to the child care. like someone else said about paraprofessional, another school staff has to get another job. we're going to lose people. , staff. i think this wasn't thought through.
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my colleagues i talked to them in the e-mail about it. they didn't get it. it's just rumors and things going around and it's not done with lot of people. this is a big decision that could have waited or could have been a while ago. please think about it. thank you. >> clerk: that concludes public comment. i understand that susan sullivan may want to speak. i don't see her on the list. >> i wanted to assure everyone
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that ucsf is commit to bargaining for full fall reopening. we expect bargaining will start next week. >> clerk: that concludes the 20 minute presentation. >> president lopez: any comments from commissioners about the return to in-person learning update? commissioner sanchez? >> commissioner sanchez: thank you to dr. matthews as well this announcement about next fall. very encouraging. i think one of the public speakers said l.a. unified is prohibiting remote learning. it's not. it will have very minimum remote
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learning. dr. matthews, can you address the concerns for opening times next year? the main one that seem to surface most was having communities involved in the discussion. >> if you can talk about the process in terms where the discussions took place. i say also a bit about maybe a little more about the rationale. >> i will be happy to. good evening dr. matthews, commissioners and colleague. the process for developing new start time was developing new start times is incredibly complicated.
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commenters mentioned they were welcome collaborative process. the approach that we used was very intentional in terms of working closely with lead and with a group of researchers to try and figure out a way that we could organize schools into start times. adhering to set of gidding principle -- guiding principles. we did tray to minimize. we intentionally organized all of the high schools to start at the same time than 8:40. it would have to start after 8:30. they're all starting at 8:40 and middle school starting at 9:30. this gives schools an opportunity for common planning
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time and collaboration across schools. if they are going to end at the same time, they need to start at the same time. by having all of the middle schools and high school start at the same time, in addition to adhiring the upcoming bill that requires them to start later, it makes it possible for common planning time and collaboration across schools. we backwards at 50 minute to come up with the free start time. we believe it's about 50 minutes needed in order for a bus to be
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used in each of the three intervals. rather than having three buses to accommodate, it can shrink to one. one bus can serve at each of the three start times. that's where the cost savings come in. we want to make sure that all of the pre-k programs and elementary schools start at the same time. we want to make sure that the standalone programs start at 8:40. that was to make sure they have the same experiences their peers throughout the day. there are 27 schools experiencing a change less than
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30 minutes. there are 15 schools experiencing one hoar or more change. most schools experiencing that change are the middle school and pre-k sfusd programs and k-8 schools. they were some of the guiding principles. the approach was a collaborative process with lead and working with a group of researchers who had an algorithm that made it possible for us to simulate lots of different options then to one that mostly adhered to the guiding pandemic. this spring was incredibly intense time. the idea of serving families when we weren't even open for in-person in the spring to ask them about start times for the fall, did not seem like it a very wise thing to do. we wanted to make sure that we were in a position to be able to
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open up post-pandemic with start times that were coherent and that provided equity. in pre-pandemic times, we had 19 different start times. schools had varying lengths of the school days. depending on the school, you had a longer or shorter day. we wanted to make sure that coming out the pandemic and we took advantage of the opportunity to reopen better. i call if there are any other questions. i'm happy come back to give more detailed update if that will be helpful.
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>> commissioner sanchez: my last question are on muni. where are we at with the routes being back online? >> muni has been very collaborative and cooperative. we have periodic check-ins. at the last check-in, they were working to try to bring back -- they're working to be ready to support and fall reopening. i shared the start times with them earlier today. they are available to help putting the troopers back on. so when schools come out at the end of the day, they have the great buses that are on. we're in conversations with them about that. >> president lopez: i see multiple hands. i'm going to pass it off to the birthday girl. student delegate hines-foster.
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>> i know you guys are working with muni. i noticed today i went back to school. my friends were trying to get home but they were like the 23 is shut down. i think that's like an example of some of the issues that may come up in the fall. i think we need to monitor some of the bus routes that are still available and may not be available as well. here's some of my other questions. i know you all mentioned that we have like start times but someone mentioned that if they start at 9:00, they'll have to end at 4:00. since you have ideal start times
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are there ideal end times as well? if someone starts at 9:00, what time would they end? >> that's excellent. we do have a standard start time and end times. these are posted on the web too. we have a web page dedicated to this. at the elementary level schools start at 7:30 and end at 2:05. schools that start at 8:40 will end at 2:55 with an early release at 1:40. schools that start at 9:30 when
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end -- >> can you slow down? >> it's 7:50 and on a regular school day, it will end at 2:05 p.m. it will have a 12:50 early release on wednesdays. that's for elementary schools. elementary schools that start at 8:40 will end at 2:55 on a regular school day with early release at 1:40 p.m. elementary school that start at 9:30 will end at 4:45 with 2:30 early release. for a long time, there's been asked for early release at the elementary school. with these new start times now, all schools will be able to have common planning time.
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for middle schools, we have a 9:30 start with a 4:00 end. on wednesdays, we have 2:15 p.m. early release. for high schools, they will start at 8:40 and they are currently working on their master schedule. high schools will have flexibility in terms of the length of their end school day and early release schedule. the only thing that is fixed for high schools right now is the 8:40 start time. as we get closer to the start of school, the high schools will have their end times and early release available once they've built them around the schedule. >> another public commenter mentioned, is there a way to postpone this decision? i feel like it needs community input as well.
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>> yes, i think that we need to change the start times for a variety of different reasons. if we've named including requirement that middle schools start later. it's an interconnected network of times. we need to have about the same number of schools at 7:50, 8:40 and 9:30 in an ideal scenario. because our guiding principles were more than just standardizing and consistency and predictability, which i think this provides, it also we were striving to be fiscal it'll responsible. we don't quite have all the schools with the same number of schools. there's fewer schools in the 7:50 start time and more schools in the 8:40 start time.
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that begin to design the minimize the degree of change and for the schools that are doing it. the question then becomes y do it now? why are we changing for fall of 2021? why don't we wait longer? i think there are couple of reasons for that. one that it's always going to be hard. change will be hard. it's actually going to be easier to do it when we're returning after the pandemic. there isn't a pattern of kind of our lives aren't organized in the same way around start timessed as a it was 18 months ago pre-pandemic. the schedule will be different while in distance learning. there's an significant gap between the old schedule and returning in the fall. if we were to go back to old schedule that different work for
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a variety of reasons, then tray to change a year later, we felt that would be more disruptive for staff and community than reopening with a better practice. that's why we're recommending and we're moving forward these aligned start times for the fall of 2021. >> thank you. just a separate thing around graduation. i know in the previous meetings, it was a part of the return to in-person learning update. my friend, she's graduating. i don't know what day. she's a senior. her parents are deaf and hard of hearing. her vice principal at her school said they can't provide them with an interpreter. even if her parents were dome in-person and they offered closed captioning, they wouldn't able to ensure the accuracy of
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it. >> can we follow up with you individually to get more clarity and support with that? >> i was making sure there was a plan for students who have parents who are deaf and hard of hearing and want to come to graduation. >> president lopez: thank you. >> commissioner boggess: i have a few questions. just to stick around school renaming to start about some of the other times -- items that are covered. i'm interested we could share the benefit to not include
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sights in the planning process. just aware of that is a conscious decision we made at the district. kind of like how do -- what was the benefit of that decision to understanding some of the constraints that were stated. [indiscernible] in regards to the start times and the shift for that and kind of the analytical research model that we use to shift things. >> it is incredibly complex mathematically to try to determine -- that's just one aspect. the buildings, the student experience and what's really important.
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how do we take those guiding principles that we had and determine what are the best options to put forward. we worked with a group of researchers and worked with other districts to try and follow this complex problem to come up with the best recommendation that we could. and to share and with schools and get feedback. we worked with the team since last january. we started working with the researchers in november working with the lead team on guiding principles, having an understanding what the needs of school were. for example a priority for the middle school if they wanted to have all -- early release but at the same time on wednesday. using that as a guide to coming up with start times.
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recognizing that high school level if they have start after 8:30. asking age 40 close to 8:30 as possible because high school day is longer and than any other day in terms of number of instructional minute. at the high school level, students work after school or have an internship and other opportunities. we want to make sure the high school start time was close to that 8:30 requirement as possible. those are some of the guiding principles. dr. matthews did you want to comment? >> i was going to say work around leads was around the ability to have them in the room. they know the sights. the other piece, currently how many start times do we have in
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the district? >> 19. >> 19 current start times. when you think about that, each one of those, especially when there are only 5 or 15 minutes off, we have to get an additional bus for that route. that's a big part of why decision was made to work directly with leed so we can come forward with three recommendations. we knew there will be people who will love it and we heard that. not from tonight but we heard that repeatedly.
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we knew at the same time we'll -- at the end of the day, we trying to do what we believe is the nest interest of the district. you heard me give the reasons. the opportunity for common planning time, which we've heard over and over. teachers are telling us they don't have time to work with their colleagues. this gives them that as well as it goes towards the board's resolutions which was to come up with common start times as well as giving people the opportunity. we're going to be needing the new guidelines from the state in terms of the secondary stunts. giving an opportunity to meet those statutes at an earlier date. >> commissioner boggess: for me, i appreciate the clarity on how the decision-making was. for me it really misses the lack
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of trust. i feel that the general public has with us as a board and district. really kind of creates a gap of understanding from kind of where families and schools are at and how the district is moving. it's one of those things where it did same like maybe the most efficient way to get to a solution but actually seems to muddy water for us and family and relationship to solve these problems together. my next question is, what accommodations are we making to support families with these changes, start times as we move forward and kind of understanding that this is kind of a new experience for folks. it changed lot of the understanding that folks had
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about their educational experiences as they prepare to return. we're looking to a new normal now? >> again, almost 40% of schools are not experiencing any change. close to 60% are experiencing less than 30 minutes change. the schools that there are five pk sfusd programs that are experiencing more than an hour. it's just the sfusd programs in the school are not changing their start times. at the middle school, there are five schools. there's just one elementary school that is having more than 15 minutes. we posted an faq on the web page
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and asking the most frequent questions. families want to request a different school, they can submit an application form to apply to a different school in the fall. we're hoping that most families will be really happy since we tried to minimize the degree of change. we're also looking at before and after school program. looking at additional resources to support schools before and after school program, needing to adjust the results of these changes. >> commissioner boggess: for me too, looking at the importance of kind of having accommodations for families if there are any changes and how we as a district are supporting site leaders to do that. understanding that small shift can really throw you have a family whole schedule and planning and ability to access our public education
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institution. the next question i have is in relationship to labor negotiations and agreement in regards to us returning for the fall and how kind of these projected changes that were stated today which are in line with the resolution we passed for the full reopening will impact kind of the labor negotiations that are currently happening as well as existing labor agreements. i think i maybe asking, we going to have to negotiate new agreements at this point or do existing agreements kick in or do former agreements kick in as we leave the covid guideline? >> we do have labor negotiations on for closed session this evening so we can discuss that at length tonight. in terms of the schedule, we have been in communication with our labor partners around
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scheduling changes. we will meet and confer on any impacts that are identified and impacts conditions. >> commissioner boggess: next question, it's in regards to the facilities and the ability of fr us to building on how we regain the trust of the public. do like video walk through of our facilities as we get to a place that we are finished and ready for students to return. to give people the ability to see without entering the building that the changes have been made. i feel like there's a lot of doubt in the hearts and minds of families that we are all the
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things that we are saying we're doing. i wanted to offer up that and this is what we're doing to help families feel comfortable in how we communicating that out to folks. >> i'm happy top respond to that question. it's a great idea. i did number of instagram videos this spring about facilities prep our site has a element school. would be happy to do that again to demonstrate whether the types of activities that we're doing around ventilation in particular to prepare them for fall. ventilation is not as photogenic as other changes we went through over the spring.
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it may be more along the lines explaining to folks what we're doing. there isn't a lot that typical iphone camera can capture. we're doing a number of things. one, we have been using with the board's emergency use declaration, about a month ago, we did move forward and put under contract several electrical, mechanical contractors who have been doing assessment of our middle school and high school buildings to identify what components our ventilation systems should be replaced. we are also -- you will see at
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the next board meeting a number of contracts. one kind of just general what we're talking about logistics coordination to help us with the heavy lift to moving all the furniture back to where it needs to be. it will create a comprehensive filter inventory that will lift all of our filters and each location, its time and when it was last replaced and due for next replacement as well as whether or not we upgrade it. at the next board meeting, you will see a contract for the school of the art where we're undertaking near balancing
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project which i won't bore you with. it has to do with the ventilation system. also, over the past week, we plugged in 65 portable air cleaners. any classroom that did not have operable windows to begin basically our tests which is not an elegant one but an effective one to plug in the portable air cleaners. i think we plug those, installed those last thursday. my understanding is generally, okay, so far so good. we will continue to do that. the good news is, we also completed our window inventory for middle school and high schools. there were about 170 classrooms
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that were identified not having any operable windows at all. 65 of those were located at the mactier campus. the rest spread across multiple sites. having installed the portable air cleaner and visitation atville middle school which was another site that was identified. we put on order for another 100 portable air cleaners to capture the rest of the classroom sites that have no operable windows. we are moving full speed ahead. my hope has been that once we have another few days of experience at the mactier campus, the campus with the largest number of clams with no
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operable windows, we'll be able to report back to the broader community there on what the rest of the summer will look like. we do need to also explore and talk through with d.p.h. and land on consistent expectations how we want to treat office spaces. there is a ton of work going on across these different sites. i feel right now, very good about the trajectory we're on for moving furniture back. we're also expecting that this fall will be fairly light weight in terms of requirements particular around stable cohorts and managed circulation. that should reduce the workload. [please stand by]
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. >> so my question -- i wanted to follow up on the start times, too. so this is kind of pretty much new to me when we started the agenda, and then even hearing the presentation, i can't see a flaw in the presentation. it's, like, super well thought out. i totally agree, and especially on the timing, coming back after the pandemic, totally makes sense. but i do have concerns about the process similar to the ones raised by my colleague, and i think i just want to raise that again because, you know, i said this before because i don't
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want to sound like a broken report. but it took something similar to commissioner boggus' comment about trust. i'm curious when -- because, like, the researchers started working in november. when were the stakeholders involved in this process? i mean, i just want to think through some alternative ways of doing this. >> yeah, so commissioner, it's definitely really challenging. it's really challenging to design these changes any time, but especially in the middle of the pandemic, and so thinking about, like, when is the right time and what is the right process to formally engage. the process takes off, it was in september of, i think, 2020, that commissioner moliga
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[inaudible] we moved away from having separate start times [inaudible] so that's the beginning, and, in fact, [inaudible] and then we provided a presentation at the committee meeting in march, and that's how we were just kind of keeping the board informed as to the process. for the principals, we have been working with [inaudible] since january on this, gathering input and kind of iterating and back and forth in conversation, and then, i think for the last two or three weeks, the school specific time has been shared, so before that, it was very conceptual, right? so we're going to move to this.
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what should we factor, what should we consider? and i think in the lead on this, they were in conversation with their principals, and we put some information -- >> are you sure about that? i just want to clarify that point because, like, that's where i hear there's some breakdown, and i also hear from parents, that's where we need to lead, but i talk to principals, and there's something else. like, i don't know. i just feel, like, again and again these decisions get made in a way that make people feel like they weren't included from principals down to families, and so i guess -- >> yeah. >> -- and i actually appreciated, like, you said that, like, you did it in a more informing way? i, like, actually appreciated your transparency on that. i guess what i mean is i don't
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want to make you keep going if -- >> yeah, i think it's a good point. i think as an organization and as a city, about how decisions are made and when we can be clear and transparent on this versus we're collaborating and forming or cocollaborating or creating, and adding one more thing to administrators in the middle of january, february, march, april, you know, when we were thinking about trying to reopen in the spring, it felt like it was our responsibility to come up with a proposal that reflected the values of the district that took into account everything, all the best information we could, to present something, and then to share it in a way that did not cause what could often happen. you know, empowered voices, and
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there's lobbying that can occur keeping voices from being heard for the community at large, and we were trying to be respectful of that, being respectful of people's time, being consistent, explicit about the fact that we were developing, and here's what we were developing and coming up with, and working to get insight on things that we ordinarily wouldn't have access to. >> yeah, no i really appreciate that. i think i have a -- i guess i wanted to express -- and i think i said this before, but i have a different fundamental opinion over this, but formed over a long period of time working with principals, is that often i feel like then they -- i'm not sure that they all appreciate that. i hear what you're doing. i think the intention is right. it's, like, we don't want to put everything on our plate. it's another experience for
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them. like, here's another thing that someone designed without me and maybe doesn't meet the needs of my school community whereas if i had a chance to be involved earlier, at the minimum, i could explain it to parents, to itch at thatters, to families when the decision come -- to teachers, to families when the decision comes down. i think every decision, we're involving folks at school sites because that's the folks doing the work. we can have all the researchers in the world -- and you're brilliant at designing transportation systems, right? it's great to have you doing the work, but you're not the ones educating the kids in the schools, nor am i now, and we need to have a way to figure out to have back and forth communication going on consistently. this isn't on you. i think this is typical of how we make decisions, but i just wanted to take a moment to
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raise it. i think others may disagree, but i think there's a way of doing this, a practice that we have in sfusd that i think we need to shift. others may not agree, but i just wanted to sort of say that again and say i think we could do that a lot better, and i think this is where the trust breakdown happens. as i said, i think this is brilliant. like, i can't find a single flaw in the outcome of the decision, but the core around, i'm really talking about how we bring folks along in the process so it's not just okay, here's the decision. you've got two weeks to figure out your master plan whereas if i'd heard about this in january, i could have been processing, i could have thought about a transfer during the normal application process
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period time rather than at the last minute, so any way, i'll stop talking or saying the same thing. the board's not being asked to vote on this, is my understanding. this is a decision made by staff, and i respect that this is a staff decision, but i just want to be clear that we're not voting on this proposal; this is a staff decision, right? >> yeah. >> thanks for indulging me. i appreciate it, and thanks people, again. i think it's brilliant work. i just want to say, i think your work on this was fantastic. i think you took all the factors and created a plan that was brilliant for the district. i just want to say that i'm not critiquing that, i just want to see how we bring folks into the decision making. >> yeah, i agree.
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>> thank you for your robust discussion, and i know we'll be hearing this item again at our next board meeting. moving onto section e, public comment on nonagenda items. item 1, protocol for public comment. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain interest using employee and student names. if you have a complaint about a district employee, you may submit it to a district supervisor in accordance with district policy. under california law, board rules do not allow us to answer questions or acknowledge public comment during public comment time. if appropriate, we will ask staff follow up with some speakers. so in the first portion, we will be hearing from all sfusd students who are here, if you'd like to comment on items in
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general or items during tonight's meeting. we will hear from sfusd students who wish to speak. you'll have 15 minutes of the general public comment period, and again, you can speak on any other items. >> operator: thank you, president lopez. how long for each speaker? >> they can do two minutes. it's up to 15 minutes. >> operator: thank you. hello, cal. >> thank you. so i know we just ended the discussion about changing end and start times, but i figured i'd save my comment until now when i had a little more understanding about how the process is done. while i find it quite disturbing that sfusd staff are saying that families and constituents were kept out of the discussion because it would
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be too much of a burden for constituents, this feels like another thing that affects every student and family in the district being done without any public input. furthermore, i question why, when asked about things like child care, there are answers like, i think parents will be satisfied with changes, when hypothesizing, community members literally could be asked, though i don't think the feedback would be positive. changing start times affecting drop off, child care, parental work schedules, pick up, extracurricular activities, safety, and more. none of these are accounted for in the plan for these changes, and as far as how this affects students directly, i fail to understand how this was sprung on students right at the end of the school year. many students have already
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planned out their schedules for next year, meticulously planning for what electives they have time for, fitting them into their schedules. to me, this seems to be a continuity in policy without a care for extracurriculars, and i hope going forward, sfusd will engage constituents and hopefully begin to engage constituents in this current process that's happening right now. thank you. >> operator: thank you. hello, supriya, do you have a student with you. >> yes, i have my son. >> hi. my name is andrew [inaudible] and i've already spent more than a whole year on zoom, and it's not good. i'm spending a lot more time on the screen, and it's a lot harder to focus, it's a lot harder to make friends, it's a
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lot harder to communicate, like, every possible thing. i feel like if i were back in person, i would make new friends and connect with friend who i don't know as well better, and i would also learn a lot more. the teachers can correct mistakes that they can't on zoom. like, my orchestra teacher moving my hand into the correct position, or my math teacher coming up and correcting something that i do, which is harder when you're on zoom. also, i just want you to think about this. when you were a kid, what would you want to do? would you want to stare at a screen all day or would you want to be in the classroom with your friends and a teacher, learning stuff. i think a lot of us would say they would rather be in the classroom, right? because you learn more, it's fun and easier in the
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classroom, so let us go back, please, for every day of the week full time. thank you. >> operator: thank you. hello, hayden? >> yeah, good afternoon -- or good evening, at this point. it's hayden miller. i'm a student at lowell high school. i wanted to talk about a few things. the first thing, start time. i personally support the change at my school and the overall rationale because it's going to give me more sleep as well as save the school district money. i think the issue is a lot of people will oppose this just because they feel like their voice isn't heard. even if, at the end of the day, when they see all the rationale behind it, they would support the changes simply because they voice was not heard in a way they feel would make a difference, they are not going to support this now, and so i think sfusd, especially with
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the trust problems they have with the public now, they need to be more conscious of that. the other thing that i'll note is during the san francisco county transportation authority board this morning, muni said it would not be expanding service above 70% of precovid levels until next january. we already know that 100% of service wasn't enough to get our students safely to school on time, so how is that going to work if we're all going back to school in the fall? the last thing i want to say is with high school seniors going back, it's resulted in some teachers not showing up to my classes because they're on campus, so i've actually missed out on school because they're on campus, so i don't think that was considered when it was approved. that's all i have to say, and i
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hope that some of this stuff can be approved. thanks. >> operator: hello, jennifer? >> hi. my name is vivian, and i am a [inaudible] please come through on your promise to go back to precovid school. i want to go back to my friends and study. >> thank you. >> operator: thank you. hello, iris? >> hi.
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this is my daughter, zula. >> hi. i'm zula, and i'm in sixth grade. 8:30 or 8:45 is fine to wake up. think about it. if you were a kid, would you like being at school at 7:50 or 8:30 -- 8:40? thank you. that's all from me. >> operator: thank you. any other students who care to speak this evening? okay. president lopez, should we move to general public comment now? >> yes, and depending on the number of hands, we'll do two minutes, but no more than 20. >> operator: okay.
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please raise your hands if you wish to speak to general public comment, items which are not on the agenda this evening. it looks like 13? >> okay. so in order to accommodate our speakers, we'll do one minute each, and we won't go more than 20. >> operator: thank you. >> hello, gregory? >> hi. yeah, i'd just like to ask that vincent matthews have everyone involved in this start time debacle show up at the office an hour earlier every day, and if they have any complaints about it, just ignore their empowered lobbying, because, you know, why not? why let them have a say in how you're going to change their schedule? purposely silencing the voices of your parents and families,
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it's just unconscionable. how is that building trust with your community? we were already on one of the three approved start times. why move us from one to one that's nearly an hour earlier? like, it's just -- it's a broken system, and you're not taking into account the people whose lives you're changing, and the changes that are happening to us, and now we're going to have to pay more for child care in the evening. was that taken into account in your budget or is it just coming out of ours? there's so many things you're not considering in this, only considering the pieces that affect you. you're not considering how this affects families. >> operator: thank you. >> hi. i think given the amount of discussion we've had on start
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times, this won't be effective to discuss it further. thank you. >> operator: thank you. hello, bradley? >> hi. thanks for giving me the opportunity to speak. i just want to say, and without commenting specifically on the start times, the fact that principals at the school were not even consulted on an issue of that import are symbolic of the issues and how it's broken. and finally, president lopez, i know you are smart enough to realize when you look at this past year, you have presided over the board -- >> we are not targeting especially women on the school board in public. >> it has nothing to do with a woman. >> excuse me, sir.
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if you care to speak on an item, not a person, you can do so. >> absolutely. i'd like to say that this school district now has gone down in history as having the worst year in the history of any district in this country, and what has taken place this year is an embarrassment to our city, an embarrassment to this board, and an embarrassment to all of us as citizens who have had to live through this. >> operator: thank you. hello, chris? >> hi. i'm a special education teacher at washington high school. last year, it was my understanding that our largest high schools would get the locks needed to ensure that our school, staff, and students would be safe, and this is in case of a school shooting. i work in multiple classrooms, and the current locks on all of my classroom doors force me to go outside of the room in order to lock them, which would then need to be done before the students and i could barricade
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the door to protect ourselves. i am dismayed to hear that sfusd will not be moving forward due to the cost necessitated by installing the locks. it's unfortunate that we live in times where this is necessary, but unfortunately, that's where we're at. there is no cost too high to ensure the safety of my students, our students, and i urge the district and school board to make this a priority. please do not sacrifice their safety. our students need you to protect them. it's part of your job, so do it. >> operator: thank you. hello, viola. >> hello, good evening. this is viola, and i am the mother of a junior at soto,
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again. thank you so much for listening to us moving forward. i also wanted to say a few very quick points. please do not interrupt summer communications at the p.a.c. meetings. we need to know what classes are going to look like next school year. my kid is in vocal, and the room is way too small for singing safely. last but not least, please, let's go back to regular labor contracts. no more m.o.u.s. we need our kids back in the classroom five full days like it was before the pandemic. safely, of course, but they need the attention. thank you, everybody, for your attention and for your work. >> operator: thank you.
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hello, raphael? >> hey, everyone. how you doing? raphael, representing seiu 1021 for the school district. you members and commissioner matthews, you guys had a tough year. it's been difficult, and you're not going to make everybody happy. with that said, i wanted to also hopefully finish the m.o.u.s that we do have outstanding, and that you the board can take the opportunity to recognize the ones that have been on the frontline since the beginning of the pandemic. these guys have been out there since the beginning. they want to open up the schools and in every way keep
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our students safe and our staff safe. we want to protect each other, and the only way we're going to be finished with it once and for all is if we all work together with a common goal, and that's keeping each other safe. with that, please, please recognize classified staff in our decisions and settling our m.o.u. thank you. >> hi. this is meredith [inaudible] thank you, judson. so -- so i just want to recognize that one of the silver linings of this pandemic and remote learning was that -- how we were able to close the digital divide with providing access to students to chromebooks and hotspots, getting them wifi access and devices that they did not have before, and that's a wonderful thing that came out of this
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pandemic, so i want to recognize that. and also, [inaudible] groups state advocacy, which we all know is helpful, but during this process, we learned how some tech companies are really going after continuing and expanding contracts for districts. i just want to ask if s.f. board has thought about existing contracts, making sure they're not ballooning? you know, we've relied on [inaudible] any way, my time is up, but just thinking about ed tech contracts when we return to in-person. >> operator: thank you. the handle is working class dad. >> yes, i want to bring up
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concerns about the m.o.u. it will prevent a full return of all students, and i also want to say if we do allow for remote learning and teaching, create a separate site in the district so that schools can focus directly on the students in person. i would also like to know if there would be the same level of exemptions because to me, zoom in the room wasn't the same. i do want to thank susan solomon for all of her service over the years to the teachers and sfusd. thank you, susan, and good night. >> operator: thank you. hello, shelley? >> hello, commissioners. long time no talk.
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[inaudible] and i want to impress upon you the fact that school districts all across northern california have been able to pay their employees a stipend or an extra amount for the incredible stress they've been under this year. so we'd like to draw to a conclusion our bargaining for the almost ended school year, and we thank you for your support. >> operator: thank you. hello, rebecca? >> hello, can you hear me? >> operator: yes. >> hello. rebecca [inaudible] i really love, love, love hearing the comments supporting my previous
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sentiments regarding reading, and i wanted to give the commissioners and the public some more comments? [inaudible] due to the lack of transparency about the s.m.t. formula, s.m.t. is notably absent from the common core recommendations. these kids contain two books per level, but what do they mean by level? no one really knows. [inaudible] synaptic understanding, semantic
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understanding, and these assessments have only been tested on english language learners. that's not our district. >> operator: thank you. hi, joanne. >> hi, can you hear me? >> operator: yes. >> good evening. i'm joanne mar, seiu steward at kfiw radio. and i'm here to talk about the seiu workers at the other end of the district: the food district workers, custodian workers, and support staff. we've been trying to support them in the months that they've been working. no agreement has been reached, and now, the school year is almost over. the time has come in ensuring our hard working workers are
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adequately protected. we want to make sure that they receive adequate out-of-pocket compensation for the hardships that they've observed. other districts have done the same, and our workers deserve no less. thank you. >> operator: thank you. hello, iris? >> sorry. hi. i wanted to talk about training for educators, especially special educators. i think it would be really beneficial and necessary if we all got trained in c.p.r.,
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especially those that go out in the community with groups of vulnerable students, so i'd love if that could be something that could be, like, implemented so that, like, every year at the beginning of the school year we all get trained in c.p.r. also, safety training is a training that is available and necessary for a lot of people in the district, especially special educators. however, the way it's set up now is not especially conducive. it's hard to know when the trainings are available and to schedule all staff to all get trained. again, like, it would be nice if this is a training that could be offered at the beginning of the school year before we see students and is offered to us yearly. i think it would make sense to have people at each site train to go trainers. i would volunteer to do that myself, and i'm sure you could get people at every site to do
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that. >> operator: thank you. >> thank you so much. chanel? >> hi. chanel [inaudible]. thank you so much for listening. [inaudible] i urge you to do everything in your power to ensure the official expiration of california distant learning waiver that's set to sunset on june 30, 2021. i urge you to let the waiver expire and to get all students return to school, five full day school learning days by the start of school year 2021.
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in addition, no more pandemic related outdoor m.o.u. -- outdate, i'm sorry, for disputed labor contracts. thank you for being a service for our kids, for giving us this hope. i just -- i'm very emotional right now because the process -- progress that's being made by the board, and you just give us more hope to know that the waiver will be expire. >> operator: thank you. >> thank you so much. [inaudible]. >> yes, so this is my ask for another time. what i had said was my son can't go to therapy because of that, so i would ask that there's communication between the district and the c.a.c. or
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other special education leaders. there's two special day class in my friend's school as well as my son to figure out what sort of accommodations will be made now that we're going to be getting out of school at 3:45 p.m. it's not a matter of speaking to me first, it's not knowing what to do. my son, i either have to pull him out early or he doesn't go to therapy. that's my dilemma, and this is what i'm proposed to do with my son who needs therapy during the week, so that's my ask, and thank you. i agree. thank you for the hope.
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>> operator: hello. tanjeet? maybe i mispronounced. tanjeet? hello, tom? >> yes. i'm a special education teacher in the district. it doesn't get said enough. i just want to thank security guards, special education teachers, custodians, paraprofessionals, attendance clerks, there's so many people i could name more, and i appreciate all of you because your roles are being switched, and it goes out to you. i hope that the school boards and leadership staff come to the meetings more often. we know your faces, and you don't just another a photo op, but you talk to the people. i think that collaboration is going to be helpful at these
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board meetings. thank you. >> operator: thank you. hello, michelle? >> hi. can you hear me? >> operator: yes. >> hi. my name is michelle, and i'm a teacher at the amazing willie brown school in the bayview. shoutout to the school. they're amazing. i just want to talk about the sports that are happening. if we move the middle school to 4:00 p.m., most of the sports trips, kids leave about 3:30, and that means that they're going to be missing out on school more often, including my
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amazing math class at the end of the day. willie brown and vis valley have worked on this to do some amazing work the last couple of years, and this will slow that all the way up. we're on the forefront of timing out, so it is a disservice fully heartening. i firmly believe that sfusd can make things work better for not just our students and families, but for everyone. thank you so much for letting me talk, and i would love to see you at willie brown. thank you. >> operator: thank you. president lopez, that concludes the time allotted for public comment. >> thank you. we were just at willie brown on saturday, but we look forward to being there when school starts. miss fisher, your hand was up.
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i don't know if you wanted to comment, as well, before we close? >> yeah, thank you. i just wanted to highlight what our special education teachers were talking about on behalf of the c.a.c. we wanted to elevate the comments about universal screeners that are appropriate as well as safety care training being an absolute necessity. every employee in the district should have day one, which is a deescalation training, so thank you. >> thank you, and thank you, mr. steele, for public comment. so we are rounding the curve for tonight's meeting. so we have item f, the consent calendar. can i get a motion and a second? >> so moved. >> second. >> thank you. any items removed or corrected by the superintendent?
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>> no, thank you. >> thank you. any items removed for first reading by the board? any items severed by the board for discussion and questions tonight? seeing none, role call vote. [roll call]
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>> operator: yes. raise your hands if you want to speak on the consent calendar, any items on the consent calendar. just a couple of people. would you like two minutes? >> yes, that would be great. >> operator: okay. hello, anthony? >> hi, hi. dear board members and superintendents, i have the e-mails of [inaudible]. >> operator: i'm sorry. this section of public comment is only for items on the consent calendar tonight.
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>> i'm sorry. >> operator: okay. thank you. alita? >> good evening, everyone. i wanted to comment on item number 56, the board of education meeting calendar, and i wanted to bring to everyone's attention that the closed session meetings that will be held on the fourth wednesday of every month, for those of you that would be interested in attending our meetings, that would be a hardship. i wonder if it would be possible to shift those meetings? we love seeing you at our meetings and would love for you to participate. i'm not sure exactly what the time of your closed session is, but if it helps, we meet every fourth thursday at 6:30 except for july and september, for
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what that's worth, thank you. >> and i can respond to that comment. >> operator: i believe that concludes public comment. >> okay. thank you. just briefly, that would -- that was my next question, miss fisher, what time is your meeting? usually, your hours are about 4:00, and last a couple of hours, so i don't believe that conflicts with your meetings, and we look forward to attending, as well. sorry for the confusion in public comment. there are no items to be removed or discussed by the board. let's do a roll call again. [roll call]
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>> clerk: that is six ayes. >> thank you, and just recognize our student delegates are still with us. they look forward to discussing an item further on in the agenda. section g, discussion and vote on consent calendar items severed for separate consideration. there are none tonight. section h, special order of business. item 1, 215-25-s-01, expanded learning opportunity grant plan. may i hear a motion and a second to item 1? >> so moved. >> can i get a second? is.
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>> second. >> superintendent matthews, can you introduce a designee to speak on this item? >> yes, president lopez. presenting tonight on this item will be the deputy superintendent of instruction. >> good afternoon, everyone. so tonight, we are back in front of you to share more details about our extended learning opportunities grant plan? next slide, please, judson. as we all know and agree, covid has adversely impacted primary and secondary schools across the nation, and the federal and california state governments have passed legislation to provide emergency relief funds to address the impacts of the pandemic. over the next several months, sfusd has planned to focus on learning recovery and addressing this achievement and opportunity gaps, making sure that we reengage all students into a restored in-person learning environment.
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the plan that we're going to share this evening is following three broad phases, so we're going to allocate these resources, first in summer 2020, this year, and then shift to thinking about the plan for 21-22 school year and then completing out the grant and summer 2022. our goal at each face will be to address the most pressing and our most inequitable outcomes to truly address the inequities that exist in our system. next slide, please. our objectives for this evening is going to be a brief presentation, but we hope to reorient you where this plan is situated amongst many other plans and streams in our system. we're going to review you with a little bit more than we did the last time we were in front of you, and then we're hoping to get approval from you all on
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our recovery plan from our june 1 c.d.e. submission. next slide, please. as i said before you, i believe, on may 4, this recovery plan sits in an ecoplan with other plans. again, as we think about our supports and students as we return to in-person, as we think about the equity gaps in our system, we're seeing this as one piece of the puzzle. next slide. and as we look at this and all of our other puzzle pieces, we're always keeping in mind
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the goals of the district around achievement and
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accountability. annemarie? >> -- the c.d.e. welcomes and encourages that based on the board's preference to bring the plan back and revisit that is at the discretion of the board for when we want to bring that -- when we want to bring this plan back for updates and future -- future revisions. but ultimately, we are aiming tonight for approval so that we can submit an approved plan to the c.d.e. by next tuesday. next slide, please. and as a reminder, we have two primary funding sources that
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are specifically dedicated to learning recovery. the expanded learning opportunities grant from the state, which is what we're discussing tonight, and a portion of the [inaudible] elementary and secondary school relief plans. the plan that is attached that is the -- the formal plan, the expanded learning opportunities funding grant plan is -- focusing on the $39.7 million appropriated to us from the state. both state and federal funds are intended to be used for a variety of purposes, including activities such as tutoring, training, integrated services, school meals, and credit recovery programs, and based on the intended uses of these
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dollars, the e.l.o. learning plan is a response to stakeholder feedback. back to you, nicky. >> next slide, judson, please. this was a slide presented to you on may 4. just wanted to remind you that we took data from surveys, stakeholder discussions. we looked at various research frameworks and used a lot of that information to form our recovery plan. the intent behind our plan is really to ensure that our plans are grounded in data, research, and evac. all students, targeted focal populations support, and attending to the well-being of students and staff.
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[inaudible] significant amount of time. we also want to address the fact that we know that even prepandemic, we have students that were not demonstrating proficiency at grade level or not really advancing and accelerating their learning as we know that they can, and that would be exacerbated given the pandemic. and then lastly, but not at all less important, we want to make sure that we focus on student and staff well-being, so that has emerged consistently from all the stakeholder consistent efforts as we transition back into our post pandemic life into the school buildings. next slide, please. as i said, we are -- we try our best to be data informed, and
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so even in our presentation to you on the 4, we received a lot of feedback from you specifically, but also listening to public comment, and we failed to notice some areas of further development in our plan, so this slide shows the iteration our development of our planning and shows the plan as it's written into the e.l.o. grant, again, that we're asking for your approval for. you can see the data conclusions that were shown on the previous slide. the green section shows what i showed you in the previous slide. the blue section is where i'd like you to focus. that's where we've grown and evolved and iterated into the plan. now, an all students section or overall, as it's called. we're still focusing on the elements for grades and
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literacy, really thinking about how we can create a really robust literacy experience for students by making sure that every school has rich libraries or book rooms so that they have the capacity to skill sets, resources, and just able to share best practices around instruction, so that is an opportunity for us to address all students by ensuring that all of our students have a common literacy experience that is rich and engaging. for our secondary [inaudible]
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those students who experience a significant loss during the pandemic or who just otherwise not performing at grade level, we want to do what we can to accelerate their grade learning. when they return in the fall, we want to do a lot more one-on-one targeting tutoring that happens both during the
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school day and after the school day, and we want to make sure our families are able to engage no matter what language they speak, and this is a way for them to get information and resources in their language of preference or language that they speak. we also are wanting to build out our partnership training academy for our families, and because we know that our parents are essential partners and babies' first teachers, as we roll out these plans and ideas, it's really thoughtful to figure out how we're involving our families along the way? how do we make sure that whatever tricks and tools and strategies that we're using at school, our families know what they can understand hodo at home to further extend this learning. and then in the bucket of well-being, we wanted to add more supports to the
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coordinated care teams, we wanted to make sure there is the opportunity for more robust and responsive family wellness checks. we also wanted to provide o.s.p. and excel supports to expanded days and early release. we now our school start times, some of them are shifting, we want to make sure that we use some funds to leverage o.s.c. and excel which will have a wellness component but can be a time for that enrichment and tutoring opportunity that i spoke with earlier. although the plan does not require us to report on ledgers, we are all about continuous improvement at sfusd and also heard the feedback from our commissioners, what are our benchmarks along the
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way, what are we trying to accomplish as planned, and what are our goals along the way? so in the red, you'll see our first attempt at creating some key performance benchmarks in our strategy that we brought to you. these measures are not requested in the plan, however, these will be flushed out and definitely be a part of our reporting out and sharing with you all as a way to be transparent and hold ourselves accountable to the community. next slide, please. and again, just going back to what we do at sfusd, what we're trying to do better at sfusd, which is plan, do, study, and act. that's our continuous improvement cycle. we're always asking ourselves, what are we trying to improve, what are our action improvements, and how do we know that we're making
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improvements? we're collecting different data around implementation and impact and of course collecting feedback from our stakeholders. the point of this slide is just to know that we iterated on this proposal between may 4 and now and improving our progress and iterating the plan as we see fit to make it the best plan for the bayview that we serve. next slide, please. >> okay. and so here we have just a snapshot of the expenditure table to give a little bit more of an orientation to the grant plan itself. so in addition to this table, the e.l.o. grant plan also includes several sections of narrative, and the narrative speaks to input in the development of the plan, assessment of student needs,
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how community of supplemental instruction and support opportunities, communication of -- and a more detailed description of our learning recovery strategy. one other thing that we do note in the plan is how we are coordinating the -- the state learning recovery funding with our other emergency relief funds. the plan is attached on boarddocs, and we will post-it on the sfusd and lcap website, so we encourage everyone to take a look at that, and speaking to the budgeted expenditures specifically, you can see that they are listed by major categories on the left-hand side of the table that are predetermined in the format of the plan. so as we built upon our preliminary ideas a few weeks ago, we've refined the plans expenditures from that draft we shared, and we also provided
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some additional noted to help connect the strategies from the previous slide to the format of the plan itself. so as an example, expanded summer programming for both this year and next are included in that first row of expending instructional learning time and also the row in the middle about supports for credit decision students to provide credit recovery options. there are a few different ways and a few different places that professional development and collaboration time were noted as strategies and development that are included in this plan, and even though they cross kind of different themes and different content areas, they are all captured in that final row which is focused on providing training on strategies to engage students and families in addressing social emotional health and academic needs.
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next slide, please. so as we conclude, we want to highlight both a short-term next step today and longer term next steps in on going conversation and discussion. our expanded learning opportunities grant plan must be submitted to the state by next week, so the requested board action for today is plan approval, but beyond that, we really do, as the deputy superintendent said, we really do see this as being situated in a number of other conversations and work streams, so really feels like, you know, moving beyond next week and looking forward next week, we will work on putting together those puzzle pieces and working to articulate how and when we have synergies and are putting
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together a sustainable and forward looking plan. we have to do so, recognizing that we also need to center our students' needs and how we are working towards addressing learning recovery as we make our way to the other side of the pandemic, so with that, that is the end of our presentation, so we are happy to answer questions and look forward to discussing. thank you. >> great. thank you for that information and bringing that to us. before we begin our discussion, let's check for public comment. >> operator: looks like there are three people so far,
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president lopez. >> okay. let's do two minutes. >> operator: thank you. hello, rebecca. >> hello, can you hear me? >> operator: yes. >> hello. before you approve this budget, i would really, really, really encourage the board of education to make sure the money we are spending on literacy curriculum is being spent on evidence and science based literacy curriculum because currently, the curriculum we currently utilize has no proof for students past first grade. it doesn't pass muster in terms of teaching phonics. there's a reason that sfusd has such a low rate of literacy, and we need to as teachers hold
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ourselves accountability. there's a reason that we haven't improved our literacy scores in a decade because we're using interventions that aren't helping our students. this is a so, so disappoints. we have rigorous standards. we hold ourselves accountable. i hold my kids accountable when they come into the room. we should do the same thing because that's our job as educators. there's nothing more porn in the world than to teach a kid to read, but right -- more important in the
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>> -- the advisories look forward to being more integrated in this work as the plans move forward. thank you. >> operator: thank you. president lopez, that concludes public comment. >> thank you. commissioner moliga? >> thank you, everyone, for the report. i appreciate you guys working on this. i know you guys are juggling a bunch of stuff and trying to meet deadlines, and i also appreciate the questions in the
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meetings before tonight's regular board meeting to flush out the questions i had in regards to e.l.o. i did have one quick question. in terms of the funding, you know, with mental health, some of the issues are going to be around hiring staff, getting supports in place. i know social workers, potentially folks who might want to work as school social workers, one of the issues is credentialing, and i'm wondering, like, if part of these fundings that are coming from e.l.o., would we have an opportunity to put aside some money to help social workers, and we're trying to payoff credentialing programs so they
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could payoff their credentialing programs. i was wondering if that could be covered under that. and then, the second one was around the same topic. so we have the family covid relief fund, so i've been talking to a lot of school social workers, and they're asking for support, and some of them are currently asking what's been asked for during the pandemic, some families and students needing food and rent relief and things of that nature. i was wondering if we could use these things to build up our current covid relief fund, so yeah, and i'll close it with the last one for me, you know, i'll just start out there and see if it's also a possibility
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with these funds is if we could start a school loan relief fund, as well, for educators that are trying to payoff their student loans. i know they were pushed off -- at least mine were, but they're going to start-up again, and i think it would be good if we could look into that. again, appreciate the presentation, appreciate the work. wonder if different folks had feedback. >> appreciate those ideas, commissioner moliga. there's a lot of things in our
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plan, but your ideas are not. i think annemarie and i can take note and reply to you at a later time, if you don't mind, unless the deputy superintendent has a response that he can offer, but at that time, i don't know about the answer of using the funds in those ways and then how that would fit in the plan. >> thank you, deputy superintendent. i don't -- at this point, i would just concur with your comments for now, so think good food for thought for us to think about and mull over and report back. >> all right. that works for me. appreciate it. >> thank you for the suggestions. are there any other comments from the board? commissioner lam?
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>> thank you. thank you for the presentation and planning. like vice president moliga mentioned, i know the team has been sprinting, trying to put our plans together. i just had a question around i didn't see that literacy is part of our tier one supports as well as the interventions for tier two. anything related to or give some background around supports around masks and just overall content knowledge, if there was any identified supports needed there for our students or if that would be within the middle of that tier two intervention and students who are lessen gauged? that's my first -- less
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engauged -- engaged? you know i'm a big proponent of our literacy, and curious around how that matches up with writing. i know that might not be our traditional, like, assessments around literacy levels, but something that i've noticed is how we can encourage or what e. is as there might be -- or what assessments there might be around writing or matching up in our overall reading, as
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well. >> go ahead. >> no, no, go ahead. >> you touched really high level around the measurements, and it sounds like this is something that the team is going to bring back and report, and i'm really glad you took the feedback around the measurements, how we're going to have that continuous learning and adhering to our own principles. so related to that around the college and career access for our secondary grades, what do you think are going to be some of those measurements of success or desires for us to be able to demonstrate that we are making progress for those outcomes for our students? >> i'm glad to say what i think they will be because that one is not yet built out, so what i would say is definitely thinking about how we -- which we know we have a system to track and on track for our students, we're thinking about how do we use that system to
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also look at our warning indicators. for example, for our middle schools is a metric that we have, and we're using that to identify students early, and that's also in early middle school. another metric is also going to be the enrollment and students in the various offerings that we have for college and career access as well as if we actually see some change in their -- in their grade -- letter grades and their other academic performance metrics as well as are we seeing our students actually progress and actually get into college and then progress through college? and those are -- some of are ease -- some are easier than others to track. i don't know if anyone wants to add anything more, but that's something we can come back to, commissioner lam, and develop each of the policies that we
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noted. >> commissioner lam, i wouldn't add anything. we continue to look at everything that i just mentioned. >> i appreciate that. likely, this is an annual report due to the department of education. looking at your recommendation, what do you see is an important cadence for reporting out to the board to the public to making sure that we are hitting those milestones and then, you know, as we mentioned, iterating and shifting strategies if we need to, if we're not meeting those outcomes and measurements that we set out for ourselves and our students? >> i wasn't ready for that question. i would say we would provide some type of update or report every other month. i feel like it's necessary, just given the breadth of what's covered in this plan. don't quote me. i guess we're going to report
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it, but when i say every other month, we're not going to report on every single one of these measures every other month, but there's some information we can share with you. wellness, home visits, all of these we can definitely kind of piece out and give updates on. i would also say we definitely want to follow the cadence that we have for different things, like progress reports and report cards, and we can definitely follow the cadence that we have for progress report and report cards. >> over a year or two years, we kind of know exactly to your point when are progress reports done, when are report cards done, and then we see kind of the strands of so many
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different moving pieces of the work, and i think that would be an interesting way of some of the public comment heard tonight how this is aligned with the various plans. that would be helpful as a visual to the public and also for, you know, board members, as well, to understand what is that macrolandscape that we're really charged with overseeing and monitoring and holding ourselves to that -- to those improvements. thank you. >> and i would just briefly add that, you know, the every other month update sounds like. i would not recommend that we necessarily readopt the plan every two months, and so i think in some preliminary discussions, we had -- we were thinking that perhaps december could be a good time to -- to pencil in kind of a revision of the plan because at that point, we would be through our first
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summer of the duration of the funds and far enough into the school year that we would have a good sense of adjustments that we want to make as we're looking to the second semester and that following summer. so i think commissioner lam, your recommendation to kind of look at the big picture, look at the macrocalendar and decide from there, but at least in terms of updating, probably establishing that milestone for readopting the plan would be less frequent than the other updates. >> yeah, thank you. >> thank you, everyone, for this work and for your comments. i do want to make sure our student delegates are included, and we'll let them make closing remarks. >> sorry, president lopez. i had one point that i wanted
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to share based on some of the public comments. we recognize in response to some of the -- i think it was the inevent and, like, not ideal timing of the recommendations and stakeholder input and the timing of bringing this plan, and i so i we -- like, we recognize that and really want to, as we move forward in, like, bringing the lcap and, like, moving from there, that we are coordinating in a way that michelle shared, you know, kind of working in parallel and together, but i did just want to make sure that i was able to say that because we knew that the timing was going to be off, one thing that we did do in preparation of this plan, and i would say one reason why so many of the themes in the data conclusions and in the actions and strategies we're planning, i think that they reflect many of the recommendations that the -- that the advisories brought forth, and that was because what we did was in order to make sure that we were really
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thinking about stakeholder engagement and the themes of the feedback was to go back and reread the advisory recommendations in order to incorporate and hold those themes in the learning of work back recovery plans. so i just wanted to note that although the timing was awkward, and the timing did not work out in our favor, we wanted to take the time to reflect on the stakeholder feedback and reflect on the themes even though we didn't have the opportunity to do the same level of engagement if the timelines lined up, the report with the same time we were doing the lcap. >> thank you. if there are no other questions
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or comments, we'll do a roll call vote. [roll call] >> clerk: thank you. that's six ayes. >> it is, miss casco, and of course, to our student delegates, you are excused but are welcome to stay if you'd like, as always. section i, introduction of proposals and assignment to committee. may i hear a motion and a second for first reading to superintendent's proposal 215-25sp1, approval of the public education enrichment fund expenditure plan for
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school year 2021-2022. so i need a motion and a second for first reading. >> so moved. >> second. >> thank you. may i hear a motion and a second to the first reading of the following board policy: board policy 1312.3, uniform complaint procedures; board policy 5141.31, immunizations; board policy 4034, sexual harassment; board policy 4012.8, all personnel-personal relationships, board policy 4019.1, all personnel-professional adult/student boundaries; board policy 1312.1, complaints concerning district employees;
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and board policy 5030, wellness policy. >> motion. >> second. >> let's see if there's any public comment on the peef expenditure plan and any policies mentioned. we have five minutes allotted for first reading. >> operator: please raise your hand if you care to speak to any of these items. okay. seeing one. hello, kevin? kevin? >> yes, can you hear me? >> operator: yes, go ahead. >> yeah, so i read the expenditure plan for the peef, and just briefly talked about
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c.t. pathways, antiracist project based learning, and so on and so forth, but to students who don't see themselves as readers or writers or creators of content, but yet, not one mention in that 189-page document that talks about using k.o.w. as a viable option to circumvent these situations. instead, it's being coopted by demographics that don't really reflect the students and families of our district. there are no programs in spanish, tagalog, vietnamese, cantonese. this is for the education and service of our students,
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families, and community. thank you. . >> operator: thank you. hello, cal? >> hello. i want to make a comment to say thank you for proposing mandatory immunization? obviously, it's a crucial part of allowing for a timely return while simultaneously allowing students and parents to feel comfortable and safe, and further, i just am really hopeful that this will allow for students to return with a more conventional schedule since it should theoretically cut social distancing requirements and allow more students to return. also, i'm happy to see the update to the title nine regarding sexual harassment and hope that that same thing can be applied to students, as well. thank you. >> operator: thank you. that concludes public comment.
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>> thank you, judson, and i know this is first reading, so there will be more discussion at future meetings which i will announce in a moment, but is there brief questions or discussion from board members? or student delegates, if you're still here? okay. seeing none, i am referring all board policies to the rules committee which will take place on monday, june 7, and the peef plan to the budget committee on wednesday, june 2, and to the committee of the whole meeting on june 15. okay. last item, section j, board members' reports.
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item 1, report from recent committee meetings. can we hear from the recent budget and business committee meeting. >> president lopez, can you come back to me? >> i can, and since you are the only committee that will be reporting, i will just -- you know, we can move some things around. why don't we go to board delegates to membership organizations? we do have some now appointed csba delegates who are ready to share, so let's hear from commissioner moliga? >> thank you. so myself and commissioner lam were part of the csba delegates. we had our csba assembly meeting on may 13 and the 16, and in that meeting, we were able to get a run-down on the may budget revision.
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we had a lengthy discussion around some program extended learning initiatives and discussing the disruptions of the pandemic, and then, we had also lengthy discussions around return to in-person instructions in the fall. the thing i took away from that meeting, which i think is, you know, really useful for all of us here in san francisco is, you know, the issues that we're facing here in the bay area, we're not alone. many other areas are facing the same issues, and i was just so glad to hear the progress that we've made compared to other school districts rolling out things and so on. we're going to continue working with our region -- i think it's 11 -- and try to garner support
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for our region, as well. commissioner lam can chamber in if she want -- can chime in if she wants, but i think she's trying to prepare for her report. >> yeah, i think everyone is really engaged. the staff at csba gave a really thorough update at the federal level as well as the state, and just excited to be able to, you know, bring an additional voice not only to our region but the state of california particularly being a larger urban school district. it's really important to be able to also lend that perspective in particular with reopening and learning about the different educational strategies that schools are taking in and being able to offer the models and the good
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work that we've learned through the pandemic, like the family link line that we've shared, the wellness checks, and just also realizing what investmenting and fortunes -- investments and fortunes that we have, working closely with our city agencies and our city around those investments of supporting our students and families. anyhow, i'll just say looking forward to working with the csba and bringing an additional perspective to the network. >> thank you for taking on this additional responsibility. let's go back to item 1, report from the budget and business services committee.
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>> you're on mute. >> of course my internet doesn't allow me to pull up my notes from the past meeting. essentially, you know, we really did continue preview of the work in getting ready for this upcoming budget cycle, the confirmation around a five-year budget plan, and the team has been gearing up to what we supported -- for example, just voted for tonight the education recovery plans examine being really distinguished around what those investments will go towards, so i think that's the real focus, and again, our upcoming meeting on june 2 is going to further dive into, you know, how we continue to move forward with zero based budgeting and really landing on -- you know, the lcap is
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going to be a key piece since that is a three-year plan. members, chime in. >> i have my notes. i'm at an unfair advantage, but the peef report was also on that. >> please chime? >> their leadership was fantastic, hearing from the peef c.a.c. we had a good discussion about that, as well. >> we're looking forward to that first reading and diving deeper into the discussion there, so yes, thank you to the peef team. i know that the members have been diving in, and appreciate the cochairs and them being forthright with their recommendations and just overall trends that they've been seeing with peef, and we'll have those discussions in the coming budget and business meetings. >> great. thank you for those updates,
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and i know we'll have an upcoming meeting soon. i also know many commissioners attend the budget and the -- practically all of us, so we'll help you out. >> because it's the best committee. >> i don't -- all other reports by board members, there are none. calendar of committee meetings. budget and business service will be wednesday, june 2, at 4:00 p.m. then we'll have rules and policy committee on monday, june 7 at 4:00 p.m., recognizing that we are getting ready to return to prepandemic circumstances, so our meetings will probably be a little bit later as we transition back.
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okay. so that is actually it for the moment. memorial adjournment. at this time, we will take public comment for those who wish to speak to closed session items. there will be a total of five minutes for public comment. >> operator: raise your hand if you care to speak to any closed session items. seeing none. >> okay. thank you. so let's -- the board will now go into closed >> item 1, closed section action report. in two matters of anticipated
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litigation, the vote by a vote of six ayes, one absent, collins, gave direction to general counsel. in the matter of jeremiah budan versus city of san francisco, et al. the board, by a vote of six ayes, one absent, collins, gave approval for the general council to pay up to the stipulated amount. in the amount of e.g. versus sfusd, oaah case number 24404104, the board, by a vote of six ayes, one absent, collins, approved a settlement agreement and authorized the general counsel to pay up to the stipulated amount, and with that, this meeting is adjourned. thank you, everyone. >> good night. >> thank you guys. good night.
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>> in august 2019 construction began on the new facility at 1995 evans avenue in bayview. it will house motorcycle police and department of forensic services division. both sfpd groups are in two buildings that need to be vacated. they will join the new
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$183 million facility in late 2021. >> elements of the cfi and the traffic company are housed at the hall of justice, which has been determined to be seismically unfit. it is slated for demolition. in addition to that the forensic services crime lab is also slated for demolition. it was time and made sense to put these elements currently spread in different parts of the city together into a new facility. >> the project is located in the bayview area, in the area near estes creek. when san francisco was first formed and the streetcars were built back it was part of the bay. we had to move the building as close to the edge as possible on bedrock and solid elements piles down to make sure it was secure. >> it will be approximately
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100,000 square feet, that includes 8,000 square feet for traffic company parking garage. >> the reason we needed too new building, this is inadequate for the current staffing needs and also our motor department. the officers need more room, secured parking. so the csi unit location is at the hall of justice, and the crime laboratory is located at building 60 sixty old hunters point shipyard. >> not co-located doesn't allow for easy exchange of information to occur. >> traffic division was started in 1909. they were motor officers. they used sidecars. officers who road by themselves without the sidecar were called solo. that is a common term for the
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motorcycle officers. we have 45 officers assigned to the motorcycles. all parking at the new facility will be in one location. the current locker room with shared with other officers. it is not assigned to just traffic companies. there are two showers downstairs and up. both are gym and shop weres are old. it needs constant maintenance. >> forensic services provides five major types of testing. we develop fingerprints on substances and comparisons. there are firearms identification to deal with projectiles, bullets or cartridge casings from shootings. dna is looking at a whole an rare of evidence from -- array of evidence from dna to sexual
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assault to homicide. we are also in the business of doing breath allyzer analysis for dui cases. we are resurrecting the gunshot residue testing to look for the presence of gunshot residue. lifespan is 50 years. >> it has been raised up high enough that if the bay starts to rise that building will operate. the facility is versus sustainable. if the lead gold highest. the lighting is led. gives them good lights and reduces energy use way down. water throughout the project we have low water use facilities. gardens outside, same thing, low water use for that. other things we have are green roofs on the project.
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we have studies to make sure we have maximum daylight to bring it into the building. >> the new facility will not be open to the public. there will be a lobby. there will be a deconstruction motorcycle and have parts around. >> the dna labs will have a vestibule before you go to the space you are making sure the air is clean, people are coming in and you are not contaminating anything in the labs. >> test firing in the building you are generating lead and chemicals. we want to quickly remove that from the individuals who are working in that environment and ensure what we put in the air is not toxic. there are scrubbers in the air to ensure any air coming out is also at the cleanest standards. >> you will see that kind of at the site. it has three buildings on the
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site. one is for the motorcycle parking, main building and back behind is a smaller building for evidence vehicles. there is a crime, crime scene. they are put into the secure facility that locks the cars down while they are examined. >> they could be vehicles involved in the shooting. there might be projectiles lodged in the vehicle, cartridge casings inside the vehicle, it could be a vehicle where a aggravated sexual occurred and there might be biological evidence, fingerprints, recovered merchandise from a potential robbery or other things. >> the greatest challenge on the project is meeting the scope requirements of the project given the superheated construction market we have been facing. i am proud to say we are delivering a project where we are on budget.
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>> the front plaza on the corner will be inviting to the public. something that gives back to the public. the building sits off the edge. it helps it be protected. >> what we are looking for is an updated building, with facilities to meet our unit's needs. >> working with the san francisco police department is an honor and privilege. i am looking forward to seeing their faces as the police officers move to the new facility. >> it is a welcome change, a new surrounding that is free from all of the challenges that we face with being remote, and then the ability to offer new expanded services to the city and police department investigations unit. i can't wait until fall of 2021 when the building is finally ready to go and be occupied and
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the people can get into the facility to serve them and serve the community.
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i'm calling this meeting to order. this is the regularly scheduled police commission meeting. this is wednesday, may 19th. sergeant youngblood, please call the role. >> clerk: yes, ma'am. commissioner hamasaki has been excused. [roll call] president cohen, you have a quorum. we have director paul henderson from police accountability. for members of the public, please regard that line item 5
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has been pulled from tonight's agenda. >> president cohen: that's right, but will be coming back soon. all right, folks, let's go ahead and get started. sergeant youngblood, thank you for calling the role. could you please tell me what the next item is i believe it's the pledge of allegiance. >> clerk: yes, ma'am. >> president cohen: ladies and gentlemen, please join me in the pledge of allegiance. i pledge allegiance to the flag of the united states of america and to the republic for which it stands, one nation, under god, indivisible, with liberty and justice for all. all right. thank you very much. sergeant youngblood, please call the next item. >> clerk: yes, commissioner. line item 1. general public comment. at this time, the public is now welcomed to address the commission for up to two minutes on item that is do not appear in tonight's agenda.
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under police commission rules of order during public comment neither police or d.p.a. personnel nor commissioners are required to respond to comments provided by the public. comments provided to speak are available via phone by calling (415) 655-0001 and access code 187 190 6939. which will advise the moderator that you wish to speak and then add it to the queue. you may speak and submit public comment in idaho of the following ways. sfpd.commission. our written comments may be new postal service to the public safety building located at 25 3rd street. at this time, if you would like to make public comment, please press star 3. and president cohen, it looks
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like we have a couple of public comments. >> president cohen: great. good evening, caller. you have two minutes. >> hello police commission, my name is david aaronson. i'm a resident of district 1 and i'm with the corps team of wealth and disparities founded by at thelicia jones. apparently, because of this. the police department will provide a report of the case status under review by the d.a. of officer involved shootings that are activity. the s.f. p.d.. only covers shootings from 2017 through 2020. it's our understanding that d.a. boudine is still investigating the officer-involved shooting which occurred in 2015 and which resulted in the d.o.j. review of the department. it's our understanding that d.a. boudine is investigating
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other shootings which occurred before 2017. we want to know if that is the case. the d.a. has filed charges in the officer shooting death. wealth and disparities called successfully for the firing of the trainee rookie officer killing him. we, of course, supported charges in that shooting. we also demand charges in the case of mario woods. we would like the status on the mario woods case on deah boudine. we would also like to know if on d.a. boudine's watch if any officers are being charged and therefore lacking the long-term protection of the police officer's association. thank you very much. >> clerk: thank you, caller. good evening, caller. you have two minutes. >> good evening.
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my name is kit hodge from district 7 and i also volunteer with felicia jones. tonight, you're going to be hearing comments from district attorney chasa boudine. however, the sfpd's approach of the case only covers shootings from 2017 to 2020. why is it the davment's reviewing officer-involved shooting cases which occurred before 2017 when there have been officer involved shootings in 2020. it could be that sfpd does not wish to talk about the officer-involved shootings and it could be that sfpd does not want to talk about the shootings which is in incredibly hot water and the investigation and the resignation of the police chief. in 2015, 2016 alone, there were