order at 5:02 P.M. Roll call police commissioner alexander here. Commissioner fischer here. Commissioner gupta commissioner killing here ruling sorry huling commissioner ray here. Commissioner wiseman we're here. PRESIDENT Kim here let's six accessibility information translation interpretation services and virtual meeting information can be found online and are items a1823 and four ease of use d will provide child care for regular board meetings and monitoring meetings on the first floor of the enrollment center 555 franklin street from 6:30 P.M. To 9 P.M. Where the closed the meeting whichever comes first. Child care is for families who will be attending the regular monitoring regular and monitoring board meetings. Space is limited and will be provided on a first come first serve basis for children ages 3 to 10. If you have any questions please contact the board office at (415) 241-6427 or board
office as you needed you at this time the board goes into closed session I call for any speakers to the question items listed on the agenda. There will be a total of five minutes for speakers. Are there any speakers for public comment? There are none today I now recessed meeting at 5:03 P.M. And S.F. Gov tv san francisco government television and S.F. Gov tv san francisco government television S.F. Gov tv san francisco government television S.F. Gov tv san francisco government television and S.F. Gov tv san francisco government television
S.F. Gov tv san francisco government television S.F. Gov tv san francisco government television S.F. Gov tv san francisco government television with others trying to talk to us luis is trying to talk to us . Test you can hear me through the google numbers that they post so I believe we're going to just go ahead and get started. Thank you everyone for your patience. Item c open session. uh, the board will now vote on student support in matters that were heard in closed session on item c one. Uh, I move for the approval of a stipulated expulsion expulsion agreement for one middle school student matter number 2024-2025-27 for the
remainder of the current spring 2025 and fall 2025 semesters with suspended expulsion status for the fall 2025 semester during the suspended expulsion period the student will attend civic center. Can we have a second please? Second row please. MR. Steel. MS. Letting off. We'll be doing our record keeping commissioner alexander. Yes. Commissioner fisher? Yes. commissioner gupta. Yes, MR. Rolling helling sorry. I will get it by the end. Huling your yes I will. Yes. Okay. Commissioner ray yes. Commissioner wiseman ward yes. PRESIDENT Kim yes. The seven eyes I move approval of the stipulated expulsion agreement for one high school student matter number 2024-2025-28 for the remainder of this current spring 2025 and fall 2025 semesters commencing the day immediately following the expulsion order
to suspended expulsion status for the fall 2025 semester during spring 2025 the student will attend civic center secondary can have a second second vote copies MR. Alexander yes. Commissioner fischer. Yes. Commissioner gupta. Yes. Commissioner huling yes. Commissioner ray. Yes. Commissioner wiseman ward yes. And PRESIDENT Kim yes. seven ice I move approval of a stipulated stipulated expulsion agreement for one middle school student MADAM Number 2024-2025-29 for the remainder of the current spring 2025 and fall 2225 semesters with suspensions suspended expulsion status for the fall 2025 semester during the expulsion enforcement period the student will attend san francisco middle school. Can I have a second second real copies. Commissioner alexander yes. commissioner fischer. Yes. Commissioner gupta. Yes. Commissioner haley yes. Commissioner ray. Yes.
Commissioner wiseman ward yes. PRESIDENT Kim yes. Eyes in three matters of anticipated litigation the board by a vote of six eyes gives direction to the general council in the matter of student lp versus of us d or each case number (202) 502-0577 the board by a vote of seven eyes gives direction to the general council in the matter of student yes versus us of us d of h keeps case number (202) 502-0329 the board by a vote of seven gives direction to the general council in the matter of student rs first as opposed each case number (202) 503-0060 the board by a vote of seven a's gets direction to the general council in the matter of student g verse as of to case
number (202) 502-0037 the board by a vote of seven a's gives direction to the general council in the matter of university of san francisco versus those of us de san francisco county superior court case cg c-22-5979 to b to the board by a vote of seven a's gives direction to the general council in the matter of when t at all four as of us de san francisco superior superior court case number cpf dash 23-517987 the board by vote of six a's gives direction to the general council moving on to item d retiree appreciations I call the superintendent suit honor our retirees thank you PRESIDENT Kim I would just like to take a moment tonight to recognize and express our deepest gratitude to our incredibly special special group of individuals our staff usd staff members who are
retiring this year. These are educators, support staff, administrators and operation team members who have dedicated their careers to serving our students and families in san francisco. Their contributions have gone far beyond their job description. They have flipped I'm sorry they have uplifted, mentored and nurtured countless young people throughout our schools and in in our neighborhoods. Each retiree has played a unique and essential role in creating learning environments where students felt safe, challenged and seen whether they were teaching in classrooms, preparing meals ,managing school offices, maintaining our facilities or supporting district operations . Their daily efforts have made a lasting impact. This this work takes heart. It takes endurance, adaptability and a deep sense of purpose especially in recent
years as we faced profound challenges and changes. And through all of this our colleagues have shown resilience, leadership and care and I want to express my greatest appreciation for all of our retirees eas and to directly to our retirees we honor your service and your legacy. You leave behind not only a record of professional dedication but a lasting imprint on this district's future. You have helped build the foundation for others to stand on your shoulders and so on behalf of S.F. Usd, I want to thank all of our retirees for their endless years of dedication to our district and wish you lots of health, joy and hopefully having a wonderful time in the next chapter of your life. So congratulations to all of our retirees and thank you again for all of your dedication.
thank you. I also want to recognize that today it's going to be the last meeting for our student delegate bill. Both both of our delegates have spent many, many hours with us leading both our student advisory council as well as quite frankly demonstrating how true leadership should look like. You have consistently asked the tough questions have never shied away from taking on the rightful fight to support our students and making sure that you represent the true voice and the true heart of our students. And so you have demonstrated not only an ability to sit here among all of us and quite frankly model for us at times how you behave but also have set a wonderful example for all of your peers and I'm just so grateful for your leadership
in holding me and my staff and our staff accountable. But really truly demonstrating just your heart and your dedication to all the students I sfo just so thank you so so much with that we do have a very small token of appreciation for both of you that judson can bring over. so isabel, do you mind if I say where you're going to college? Okay, great. So isabel will be attending boston college. so we got her and I said it will be with us another year. So he's not going to college just yet. He's a junior so you can have all of our official district hoodies. yeah, but right on behalf of the board student delegates, just thank you so much for your time, your dedication and as DR. Seward stated for really serving as a model for the board and for your peers. So lots of gratitude and thank you so much. And we still have you until 8:00.
So 9:00 oh, an extra hour, 9:00 so you can get early. Okay. Um, thank you so much and moving to item d to fiscal and operational health update, I also just want to acknowledge I think typically we do public comment before discussion items and so I know we're kind of jumping around a bit here but do we will just because it's agenda items the d to fiscal an operational update we'll do that then we'll engage in public comment will still save an hour for public comment and then we'll move on thank you PRESIDENT Kim to the dais we have miranda gilio, our chief of staff melillo smith, our extraordinaire operations and budget leader as well as our associate superintend end of H.R. Amy bear we want to provide an update on our fiscal and operation health particularly regarding the status of the front line transition as well as the
status of our budget within the front line transition and then H.R. Someone handed over to the team things. Good evening, PRESIDENT Kim vice PRESIDENT Hearing commissioners DR. Sue so tonight we're providing a second update on the implementation of frontline and red rover. Our focus continues on getting this right. Not fast. So you're going to hear more about how we're doing that today. A new I was just telling melody a new phrase that I'm using from now until the end of this is every hour equals a day at this point, right? So a lot of things are happening very fast and you'll see evidence of this because we've updated the powerpoint as of friday with some changes. So every hour equals a day at this point in the next two weeks are extremely critical. Next slide. So but before again, a lot of the work and some of the efforts that have happened over
the weekend happened by the group that is listed here and the team the day support. So big thank you to our business services team our H.R. Team and all the people that work there who work throughout the weekend this weekend getting a lot of stuff done. So thank you to them. Next slide. Again front line is our erp. Red rover is our hcm but this is not just a modernization of a new system. This is an integral part of our fiscal stabilization plan. This sets the foundation for how we reset our operational excellence in the district as part of that component. So it's it's a bigger it's bigger than just moving to a new system. Next slide, please. So again, thanks to the H.R. Team. I stole my thunder. I was going to show you that we were turning orange on the second gauge there but now we're trending green. A big thank you to the team who
worked countless hours. I saw at midnight on sunday people were doing a proving they terry's center office training is complete. We have about 400 give or take hra spending review that need to get done by this friday and I'm confident saying that they will get that. Thanks to that team that I just mentioned. But again this is an example of some of the gauges that we have how things are trending moving forward to to green. Not all but everyone that we take every win at this point. next slide on the red rover again the second gauge there was red or orange. Now it's green. We still have a lot of work to do by the end of this friday. The team continues to prioritize the red rover integration. And like I said, the next two weeks are extremely critical. Next I'm going to have ali smith talk about budget. thank you, martin.
Good evening, commissioners. As martin said, we the budget trainings have been completed for the central office. And while we are delayed on the original timeline that we had set, we're still on track for the board review and approval of the 2526 budget before JULY 1st. School sites are pretty much completed with their budgets and central office is in the next coming up with all of the work that thank you amy's team and everybody on the raise that means that the budget analysts can start looking at budgets and balancing them and having us sort of address all the unresolved issues this week and next week. And anne marie and I will be back on JUNE 17th for the first reading of the efi fiscal year 2526 budget. Next slide. So what's happening this week we continue with our pay compares at the beginning. If you recall we did a small sample of 1800. Now we engage with all
employees is this thursday and friday we're running pay compares of all certificated or monthly employees and all bi employees. What happens after our pay compare? It sort of shows up everything that is still pending. If the data doesn't match there's three reasons for why it doesn't match either the data the check doesn't match and empower and frontline because frontline does a better job of calculating the outcome and that's why it's different but not wrong to the data doesn't match the data has not been moved from empowered into frontline. And three there's a configuration issue within frontline that we need to fix. That is what the pay compares will do every time we run them with the end goal that we get to a close threshold of 95% plus error free. All right. So if you want to know more checks and mary has been really strong in this if we don't have the checks ready, we can pay people so it turns out getting checks printed and ready for a new system is very tricky. Well, they're underway. They're being reviewed
and approved by the banks and every have centimeter counts and how you set up a check. So that's why you see this here. It's a it's a one of the things that I did not expect to be such a big deal but it is we need a check of actual paper check that we can print. Next slide here as well. There is improvement in our c first configuration as you know we have a workaround that we've been using a manual workaround for the integration between us and our retirement and health system moving forward through frontline. This will be done through our systems integration. We are trending orange here or red yellow but we you can see that on the c first interface we've completed the testing and we're at 75%. So that's also some good progress. And next slide please. So here just want to highlight that as we keep doing the the systems process and understanding how we how things get done and as of yesterday we finally found the right secret sauce, if you will, for how we consult with
our frontline individuals and frontline staff understand their business requirements then develop an end to end process then pressure tested with a team and then ultimately do the training and configuration. Sounds like we should have done that from the beginning that way we were doing it in a different way but this way works better and we're underway. There's about I would say 15 more of those type of trainings and sessions pending the finished configurations. Next slide. And this talks about some of the upcoming trainings that we have as you can see in order to ensure that everyone gets trained on what they need to get trained for, go live and see. we completed that. You can see the upcoming training. Some extend all the way to AUGUST. Some need to happen before we go live so that people know how to navigate the system. And that concludes the presentation. DR.. Thank you very much and commissioners I'll open up for questions.
I, I would just like to second all the thanks we talk in special education world about this being the 100 days of MAY for iep season but I think it's the thousand days of MAY for all of you so thank you so much. My two questions are back on the payroll and pay compare slide the first bullet point about pay compares you state identified issues have been documented and resolved. I just want to make sure part of our issue with and power and emphasis were tickets were being documented and resolved but the the root causes were not. And so when you say here that you're talking about the issues the root causes have been identified and addressed not just we're not going to do another. That's correct. So a good example would be my check is different and it's because the way I'm being taxed in the power was slightly wrong perhaps but in frontline is be
incorrect and so root cause for my works better than empower another one could be that my add on that's attributed to me for a particular job class somehow in frontline it wasn't configured. So those are the things we're we're we're correcting the root causes so that we don't get to hopefully get tickets right. Amazing. Thank you. Then my last question is on the interfaces and systems customizations lights just the retirement systems, bullets there. We have a huge number of retirees this year because of the serp that one of these issues are not going to impact our retiring amazing team members are they? Well we have a workaround that that's not great that we've been using a manual workaround this slide talks about our future state where we won't need to do that right so I'm optimistic that that in our current way that we're talking to the city these issues are being resolved but the reason why we need a configuration is to avoid that human error.
It needs to be done this way and it's a complicated connection but we're getting there this is what we the first time I don't know if we had it before in peoplesoft but since sjp has been turned on this has been done manually. Okay. Thank you. Thank you. I had a question about the early warning indicators at least like on let's say the front line priority tasks for the first indicator is it why draft budget not ready by 521 is that saying that we were not ready by 521 or the warning indicator was five was that the warning indicator is that we wanted to be at that would be the yes you said the one that kind of we should have had this done by 521. We didn't make that deadline so we then you know I see. So all the eyes that we see here are my are the realities not milestones. Oh PRESIDENT Can we might have missed some realities with milestones.
I apologize that's a good catch in the spirit of give you updated information we might have provided an update versus the milestone I'm happy to update provide an update. It's like that with the correct milestones. Okay so just because I'm reading this and so apologize I see on 528 so tomorrow budget development is due and the early warning indicator was that the draft budget would not be ready by 521 so that tells me that what we we were not ready by 521 but we still anticipate I think this is a mix of process updates so I apologize we we wanted the budget to be ready last friday and it was because we needed to complete the raise and I was saying by this friday needs to be done. Oh I see. Okay yeah sorry this was in the spirit of updating. Yeah it's helpful to know and then there's a lot going on right now with hiring simultaneously for next year as well. I'm curious how much of our
hiring for next year is actively taking place right now in red rover versus something that is that we're gearing up towards? Yeah. So a large part of our hiring has been recalling temporary employees that were released earlier in the year and that are currently still working in our district. We are not requiring them to reapply and go through red rover so those hires will be outside of the red rover system. Yeah. Okay. And then just in terms of the end user training. So what I'm seeing here is that app clerks have not yet been trained on front line and rolled over yet. Is that right? That's correct. So with the front line system we're shifting from in the current system which is called
go fast, we have a system where the person who submits requisitions and stuff we call that the site clerk also submits payments on those requisitions and those that work has been split because from audit findings and internal tracking it's much better to have a different person submitting requisitions to purchase things and another person submitting the invoices so that a app stands for accounts payable not assistant principals or ap courses because we have to come up with a new one. So all of the site clerks have been trained and the next training is for the accounts payable clerk so we are on track but that that's why it seems a little bit for for for all of the trainees that have been completed thus far is the assumption here that everyone was in attendance and all the training was done and the assumption is that we will have to do some redos and re lessons for some because it is change and on top of that our team got
better at the training so as time went on so it's possible that at the first training it wasn't the best and people are catching up. We also had a lot of problems at times identifying the true source of the list of who needed to be trained for some things. So that took a minute. So even today with DR. Seuss someone was brought to my attention. We're reaching out to them to find out if they need a retraining or not. So but in general we believe that enough critical mass has been trained to be ready for the goal like for the elements that need to be activated. I've got like in my last question I guess related to that is so I'm just recalling back when the power was first being implemented and staff got overwhelmed because they're just all of a sudden it became thousands of requests because it didn't go live in the way it was anticipated. What is there a contingency plan right now once the go life happens and what is that process there?
The yes, yes, yes. there's a contingency plan that has to be right. So while you send desk as well, should there be issues with payroll, we have a much streamline process to correct people's check correctly this time not using ap checks or like vendor checks where taxes were not being calculated that's been identified. There will be a sort of triage team with different representatives from budget payroll etc. Unfortunately we've done this before so there's a lot of lessons learned on how to to do that. Not all the work as I said earlier is to do this right not fast so that we don't have such an issue. However, as I understand in any erp implementation there will be someone whose check was wrong. So now we have the ability to provide accurate checks within a day whereas if you recall before that wasn't always possible. Now can I add one thing to that also just to add on to what we're was saying both the H.R. Team and the payroll team have embedded case management teams
so we can take walk ins. We can take phone calls, we can take tickets like we have teams in each department ready to solve people's problems. Good evening. Good evening everyone. Thank you so much for being here. I just have a one comment and a few. Sorry two quick questions. First thing is I had submitted some questions and I'm hoping that those can be posted the answers can be posted online along with the other q&a. Since this document was uploaded later so I got the answers but I want to make sure that other folks can see them publicly. Okay, terrific. Second thing I wanted to check on is what is your level of confidence at this point that we will be able to go live by JULY 1st and what are the challenges you're encountering ? Then I have a final question on principles, but I can hold that for a minute. I'm very stressed. my level of confidence I've got the optimistic like I said
every hours a day so things are changing. These next two weeks are critical. If we lose momentum in any way we could derail. We're not there yet. So I'm optimistic with open eyes, right? So if things don't go well we need to go back to we would. I didn't want to talk about it but we will have to talk about what that looks like. I would say by this friday, friday, JUNE 6th that will be a critical point for us and a lot of things have to align correctly for that to be the case. And at this moment commissioner ray I believe they're heading that way. Is it perfect? It is not the pain that will suffer by not going live at this time. I would say it's worse than any of the issues of the imperfect rollout. Again, we're working really hard so that it's not imperfect. I don't want to confuse that
but it's it's it's not easy. The alternative is not easier. It's actually harder. So I think the team is committed to trying to go live on JULY 1st. And so I remain cautiously optimistic. I hope that answers I'm sorry. Thank you. And my last question relates to the experience and the essentially how things are being handled with principals with site leaders. So I've heard from some folks that it took them a fair amount of time or what they consider to be a fair amount of time to learn how to use the system and to do initial work with it . How much will they need to you know, to do how much will they need to interact with this system? And this is work that can be done by other folks more efficiently or is it in fact the best thing for principals to handle it? Thank you. Yeah, that's a great question. I think there was a great idea of using all the functionality within front line to have
principals have as much control in developing their budgets. It comes at a cost, right? The more control the more you have to know. I would say and I think we've been talking about this briefly that next year's budget will look different. it will create a different type of support needed at the central office I suspect. So that a principal could sit next to an analyst and do their budget. The functionality of if you remember of frontline was contributed to the frustration. That's why that we're here and in a way we benefited financially because they didn't charge us for an integration because of that. The system works. The process works. It is um it's a way of doing budget development. Are there better ways I think we learn some things from here that we should take away and do differently. I would also personally say there are some things that we did that are a good thing that we did them that way. So it's a balancing that of of that and I mean I don't know if you have some thoughts on
budget alone for next year. no, I think you're accurate. I think we've learned a lot and I think there's different ways we would think about the previous system of how we did budgets and merging it with the front line. Having been one of those people who has learned a lot about frontline in the last two weeks, I think it will be smoother next year with what we've learned. Okay. Thank you. I just wanted to follow up on a comment that was made in the presentation and help understand it better. I'm so glad that you're doing all the simulations now and comparing and getting to the root causes of what any discrepancies are. You said that the goal is 95% accuracy and I wanted to know if that is consistent with the level of inaccuracies you would
find in a mature established payroll system or if how that compares to the level of an accuracy we have historically seen with empower. And if that is an acceptable discrepancy level, you know I'm at a disadvantage and I don't have cathy hopkins and DR. Clark here I think I misspoke 95% is dunaway 75%. It's actually that we have different criteria for different elements for example. What is the variance between one check versus another for an employee? We learned that on a dollar so there isn't a overall percentage if you will. We have different variance tolerance for each element. So what I'm happy to do is put that in writing and presented in more detail to show you the criteria for what qualifies as good enough standard best practice. We decided that a dollar was enough of a variance going below a dollar was unreachable and it doesn't seem to align. And then we have different ones
for retirement speed. So there's different criteria for what qualifies a functioning payroll system. Sorry about that. But yeah I shouldn't have that have said 95. So thank you. I appreciate it. and I also just wanted to better understand it with the number of samples that you've compared it looks like there's there's the 1800 employees do we have an estimate of like right now out of those 1800 employees, how many employees had a variance? That was an inaccuracy in front line as opposed to a former and an inaccuracy in the former empower system? Yeah I, I don't have the data right now. What I immediately what I can tell you is that there were three bucket three categories. It's different but it's not wrong. So being front line calculated I don't know what the right word correctly more correct than than in power to the configuration was not set up correctly in front line.
So we needed to fix that. And three the way in which empower calculates the data was missing. So that's why. So all of those were correct and in general the theme was that payroll is calculated correctly and probably better than in power. Could we could the board get the actual numbers of the percentage of the sample that was at listen categories two and three? It sounds like category one is a good thing and an improvement if I'm understanding correctly. It's an improvement and they will bring up questions. Right. So one of the biggest things that potentially we'll have to get ready for is employees believing that their check is wrong because it was calculate a certain way and then power button front line will be calculated correctly and so that's not wrong. It's different but that's why I'm just in different but not wrong but I'm happy to show you the criteria and I can provide that to the board. okay.
So vueling once the team is done with all 9000 pay compares, maybe we can give you the bigger picture of of where we are with the accuracy piece. Yeah I love both just so we can see the the rate of improvement. Yes like that but we should be done with the 9000 by this weekend. will be will be done on friday with the analogy with the running the pay compares. And by tuesday we should be done. Give or take don't quote me on that because I don't have DR. Clark here with me and kathy. She was she's home ill right now. So but yes, happy to provide we I need to see that as well. Right. To know that we're making the progress so you guys are all becoming really good frontline experts. Thank you all so much especially for I'm sure working really hard over the holiday weekend. So we really appreciate all of your service and you go for it. Center yeah, just echoing the
gratitude of my colleagues and one request or suggestion would be I really appreciated the comments around having I forget what you all how you put it open or office hours or something for for problems afterwards it'd be really good as we get closer to go live to get that kind of reported back to the board and being really public has as you pointed out MR. Trujillo like it's there's going to be some errors, right? We can't have we're not going to be 100% and that's okay. But what we need to do is have a way to to deal with the mistakes when they come in so that we don't have sleepovers happening. As an example which as we just heard that happened in my office that's an example. yeah but yeah but I think it's clear you already thinking about it but it would be great to just know that so we can help publicize those things too if if issues come to the board so that we're all kind of ready to say okay if there's a mistake here's where you go.
This is where someone's going to respond to it, that kind of thing. so socializing our contingency plan yeah. And and offering to help with that as a board member I think because you know people sometimes come to us with with the complaints they don't always come to us with the compliments but right so that we can help in that process if we know where to send people. So thank you. Yeah the happy to do that yes. Any other questions or comments echoing gratitude and I know any kind of transition is not easy especially when you're moving from a system that was never really fixed. So I really appreciate all of your hard work so just for clarification as I understand is the go or no go by this friday or the following friday should we need to have that conversation coming? Sure they will be by JUNE 6th six give or take right. Got it. We if you don't hear from me,
that's a good thing. Got it. Got it. That's that's super helpful. And I think to vice PRESIDENT Healings point being able to get the data in advance of that so that we can you know so we understand what that means or doesn't mean would be really helpful and then are are you are we anticipating having to continue and pay for and power for any longer period than anticipated or is that also what will be determined on that go no go day of JUNE 6th? Well, we in order to be ready for that we we we have to start thinking about it now. Right. So we have contracts and licensing agreements with as you saw in the first slide that the first time that cable system none of that is free so we have enough we've always assumed that we needed access to the system a few months
after for the most part that not for the most part that has all been contracted in our contracts and at different times for different things if we need to extend the use then yes there is a fiscal impact to extend some of that use of i believe perky might be one of them at this point I don't have in front of me but yes and those things I've cost them out and it I believe it's an additional $2 million than what I projected just to use for the current erp implementation. Again, I hope we don't have to talk about that but that's we've thought about it that's that's helpful to understand. And the last question I had was I also recognize the challenge and complexity of this. You know as we roll over JULY 1st as well as all of the different human resource transition ins that are happening at that time as well. And I'm curious as you think about this, I know one of the things that commissioners have heard or you know, those of us that were campaigning over the
last year have heard was the lack of resources. So I'm thrilled to hear that there will be there will be support staff that can help with that. And I just want to understand a little bit more around with transitions of staff in and out of the school district is is that impacting the level of support that will be available people who understand the systems and that will be able to provide that support as people come and go with the school district? Yeah, it's a really good question. Commissioner gupta I would say the bottom line is yes, we're losing historical knowledge for sure but we know that right now I know in the budget office they had to reorganize and they charge we have case management payroll has a case management team of temporary staff um it it is so far from I don't know I'll defer to amy on H.R. But on the payroll side I think we're fine even though some people are leaving the current
team is robust enough and has the knowledge to triage and mitigate if there's a as like I was bringing up if there's a payroll issue on the technology side we're lucky to have eddie now as our interim and he's thought about this more than I have and he I will not speak for him directly but I believe he feels confident that we have a team and we have a plan to replace some of those gaps and mitigate that. But it's not going to be easy, you know, so it's there's an impact. Yeah, I will add where we have an onboarding plan for some temporary staff coverage for the H.R. Department and I believe for business as well. You know the same people that are trying to process the raise are the same people that are hiring staff for next year and many of them are the same people that went through the failed empower implementation and have sort of a collective ptsd from that experience. So you know, I think knowing that people have lives and health issues and family issues that they also have to take care of, we are planning to bring on some temporary
employees just to have sort of a safety net in case you know, we can't we can't afford for people to or for those functions not to be done right now. So thank you all again. Really appreciate it as um thank you all so much really appreciate the update and we are excited to learn more as you all continue on. Thank you so much. Thank you. Okay before we enter into public comment, um I'll see my spiel the sabc board of education policies in our focused governance model based on community input the board has adopted our vision values, goals and guardrails in order to increase the proportion of board meeting time we spend on student outcomes every other regular meetings or monitoring workshop. This model also calls on the board to empower the superintendent to take full ownership of the strategies used to reach those goals within the guardrails set by the board. As we implement this new governance framework, the board
will continue to adopt new systems, routines and policies that improve student outcomes. We encourage the public to follow this work on our website as opposed at edu slash governance as we commit to finding new and improved ways to more meaningfully engage with staff, students and families. Item e public comment to align with our effective governance model public comment will last for one hour. Um so 830 um we aim to respect staff family and community time by beginning board business no later than 8 P.M.. that's gone. Our hope is to conduct board business in an efficient, effective and accessible manner during reasonable hours. Each participant MAY speak up to one minute staff or data participant at the one minute mark at one minute and five seconds I've asked MR. Steele and mysterious to please turn off the mic and transition to the next speaker. I ask members of the public to please respect that one minute limit so that we can hear from as many speakers as possible. I encourage speakers who are speaking on the same topic to
collaborate and combine their comments to the board can hear all viewpoints during our limited time. Please also note that the board accepts written public comment via email at board office as opposed to date. You will first hear from students in person on agenda items in general public in person on agenda items followed by students uh and then the general public on non agenda items regardless of whether in-person public comment is complete we will save 15 minutes for remote public comment at the end taking commenters in the same order as in person. If any time remains we will then return to in-person public comment. As a reminder board rules in california law do not allow us to respond to comments or attempt to answer questions during the public comment time if appropriate the superintendent will ask that staff follow up with speakers. Yes. Oh sorry. Yes today we have missed enough not to.
Yeah yeah. Yes thank you. I didn't receive any student speakers. Are there any students who care to speak? All right. We'll start with agenda john varga and fred, forgive me if I'm mispronouncing. See you come to the podium of one minute each. Thank you. Good evening. My name is john varga and it's my privilege to speak to you on behalf of the dedicated members of the ifp local 21 protect bargaining unit. Recently layoff notices were sent to members in both central office and its school sites. These layoffs will have immediate and lasting negative impact on the district. For example, these layoffs mean several high schools will no longer have someone on site to address tech failures directly impacting instruction. Fewer people will be managing the attendance database which directly impacts the district's state budget allocations.
And despite requests, the district has not provided an explanation as to how it will make up for the loss of these positions. Do we have such a work? Surely the elimination of the work or their reassignment to already at capacity employees cannot be the answer that this board wants and we both have the right to know the answer before the layoffs go through. Please do not let the district's financial burden fall on the employees whose work allows instruction to continue and keeps the lights on. The district has already shown it can address finances and still rescind layoff notices. Let's do that together. Thank you. Thank you. Hello. I'm speaking as one of those texts that received the layoff notice. I met wallenberg high school and I also heard that the two secretaries and an ap assistant principal I guess won't be returning as well. So they expecting one secretary to do the job as of three and also probably doing some of
my job. One thing besides fixing the tech technology that's at a school is I I'm there. They also support the students with their chromebooks as we know we have gone 1 to 1 and so as teachers moving more and more in depending on the students to bring their chromebooks if a chromebook is broken or lost now they have no one to go to because I'm not sure who is going to do that job anymore with the other layoffs that are happening at the school. So so we just want to make sure that that that our jobs usually entail not just the technical side but you know, helping out in supporting our students. Thank you. all right. I we call the next group we're on agenda not agenda items. Jessica agnes snell blackwell geoffrey fang, sarah saldana and laura kennedy.
One minute each. good evening. I want to highlight positivity with the same gusto as I do concerns. So I'm here to thank you as if you took a huge step towards giving start king the stability that we've been asking for for roughly a decade. And that is cause for celebration. There's still work to be done though. We need cde protections for community schools as long as we have inequities as our site. We will have issues with enrollment. The student success fund was established to address these inequities. Community schools coordinators are told go into your community to I hope the needs assessment get feedback. Break down silos and create a plan in community to move forward on the path that serves the whole child and allows everyone to flourish. It's a mindset, a way of being. It's an excellent approach and both the city and state have allocated taxpayer funds to it. Now I'm asking you as a district to adopt that same mentality.
Can we work in community to get S.F. Usd thriving? Star king is here for it. Thank you. Hi, chanel blackwell. i'm a parent of a graduated 2024 S.F. Usd graduated from soldier and a eighth grader. Wow. He's graduating next week. Well, from eighth grade I you know what? Much appreciated. For the I just want to say thank you much appreciated for the board about with the um students with the iep the five hours when that um it won't be a higher they'll no freeze on hiring teachers and paris for them for them so thank you very much. And hopefully it stays because we pair is going to like what happened you problem this though but I'm hoping that you'll stick to your promise in addition I just want to speak about the um the math placement policy for incoming
ninth graders who did the eighth grade algebra, the pilot. And I just want to make sure what is it what is was the plan the ones who did it 2024 to 2050 and and we hope that you can see the formalize in that. Thank you for being a service for san francisco kids. All right. good evening board members and join us again. Oh, good. Like that. Oh, all right. okay. I, uh good evening, board members. I do want to say thank you again from starting um and um, for helping us to begin the first step of being beginners stabilization so the staff and teachers and parents most important of all knows that you do hear us. You do see us. We thank you for that. And I want to let you know that this starting community remains
solution focused and that's what we're all about. We're focusing on solution. One crisis is around because we're going forward and um I also want to just call out to let you guys um let me putting your mind about um thinking about growth in times of crisis there even with all the hardship we're enduring. Please remember that we are a large community uh, a unified district all overall we should think about how we can grow as a district. Thank you. Thank you. Hi, I'm sara saldana, the principal at jean parker elementary and I'm here to raise awareness that the state has severely reduced funding for ymca afterschool programs across the city and in our neighborhood for working parents after school care is a basic need and the threat of not having a spot is causing tremendous anxiety for kids.
Limited staff means programs focus on ratios and supervision not on homework support positive relationships with adults and enrichment. One after school teacher position is $20,000. That's a drop in the bucket for some and that is life saving and life changing for many including those of us in schools who have lost multiple positions. So I'm asking for your help to use connections, resources, networks to look into this hopefully and to help us find funds for our impacted programs so we can ensure incoming families have a spot in after school care next year. Thank you. Good evening everyone. My name is laura kennedy. I'm a kindergarten parent at jacquot elementary and also on the sc. Congratulations. Student delicate isabella and to all of the above usd graduates in the class of 2025.
This friday my son and 44 others will be graduating kindergarten at jacquot elementary. Of the 45 students graduating kindergarten, seven of them have spent the entire school year without a dedicated classroom teacher. They've had substitute teachers going in and out and miraculous and wonderful para educators really holding it all together along with school administrators. When I look at our current openings on the job board the link is broken. Just as an employee you have to kind of scroll through and find the 20 2526. So the posting for this year's position has already sort of called off. I'm just asking to you really imagine being in the foot seat of those seven children and to do everything you can to help fill that position. Thank you. Thank you. That concludes in-person public comment. to move on to zoom now we're going to do online public comment now.
I will start with students and then we'll be followed by agenda items not agenda items. So if you're a student who cares to speak to anything tonight, please raise your hand. Can that be repeated in spanish and chinese please? But we. Luis, are you there? Yeah. You're yeah. Yeah, yeah. Well, remember MR. Marshall, are you there? Unmute you speak if you can hear me please and you're on the computer. Okay so I can hear it okay yes we think it was virtual. We were just testing. I'm going to get you in just a moment. We're going to start with the speakers real quick. Okay? All right. Thank you.
Victoria, are you there? Oh, this is victoria vergara. Are you a student? I am not. Okay. But what does move on a regular public comment now anyone who would care to speak because there are no students with their hands raised in victoria you can go ahead. You go ahead. Yes you can. Okay. Thank you. Thank you very much. I have a resident of the 500 block of vermont street and one concerns about the decision to place a family center down to no place for I said to the board detailing my concerns but I wanted to raise them here because first and foremost I'm deeply concerned about the lack of communication and transparency with how this issue is handled. The timeline that you see is 30 years the communications and meetings suggest that the
board's decision here have already been made. I know it's called a proposal. There's a timeline stand very little notice for the community meeting in only one week between the community meeting and your meeting today which raises concerns to me and others that there is not some interest in gathering feedback from the community. Thank you that your time as well control thank you patricia. That's your time. Thank you MS. Marshall you can go ahead. Oh. Good evening everyone. On behalf of brand, we have some great news for middle class we're going to lay out in the class about living in a year where I said thank you and last monday night and thank you invite them in. Great. Well, what MAY be our role?
We're honored celebrating something and then you make us small for it all and they were two of our life and one of and then that job and the other one I got a great deal from my college. The other thing I'll say and lastly we did well and I think we get all the work got go so fast like this but again I know that if I lay off and thank you for not out with the job these urban and or down for them and this is the more they get I think it was marshall thank you like thank you parents for public schools for very good evening this is
going to be a want to say the the board commissioners who are responding to community requests and emails and related to what is expected to be for next year I really appreciate the work that is being done by the center of this team. This great thing is related to service and I'm a little less motivated and about the student focus on the base model I think that this diversity that there is an issue with making sure that this is a cohesive approach so we say goals and lowering benchmarks for our students of color and I really think it's been said I think we need to make sure we have clear data and indicators and these goals. Thank you. Thank you.
It's local. You care do you think look, sorry about that. Thank you. Look, go ahead. The problem I 500 block of paper I want to make about the proposed policy out there and that might be a long time rather than 21 years. I have two young children and we have concerns about the ability or the ability to serve in the homeless shelter. We have numerous that with public health and with pride and important very quickly on the community without the ability to actually hear any of our public opinion about the impact not only on the residents or neighborhood but on both of them and on the proposed use or the objectives the living in the community and not with with family care.
We very much support the city and the agencies in finding positive finding absolutely help. The family were very sympathetic to that. This is not a good looking thing and it has not been well thought out and we want to find a better and feel that there could be more thought put into decision making especially with thank you that you time out these families before construct can even begin so thank you erin and you give me yes you can I don't know. Did you me and make it clear you thank you for this is a I go it being right back on the table what will happen us here with future whatever close to
that are meeting in JUNE and for which see which is really wonderful and we I thought it would be helpful to have more meetings available but just like a q and a break in the summer thank you. That concludes public comment. Hello. Um sorry about that. Okay. Thank you so much for those who attended for public comment um moving on to item f workshop on student outcomes item 120 2526 interim goals and initiatives before I call on the superintendent to introduce this item a update for the board we will be discussing the interim goals today we are tabling the interim guardrails conversation in part because we
want to be able to hear from the superintendent on the district's major initiatives and be able to respond to build interim guardrails that respond to the work. And so today will only be hearing about interim goals and not interim guardrails. Are there any questions about that before we move on? Might we anticipate those interim guardrails coming back to us in AUGUST? I believe so. I'll pass it over to the superintendent of okay. So thank you, PRESIDENT Kim. I'm just going to pass it directly over to DR. Chyna and DR. Kim for their presentation. Good evening commissioner superintendent sue and the members of the public I have the honor of presenting on behalf of our cross-functional team this evening the updated interim goals for the 20 2526 school year since most of you have already had multiple opportunities to engage with
the proposed interim goals through the board briefing sessions last week and the commission our request for information process also last week we'll be opting for less is more approach this evening. Um so not directly presenting on slide bites like basis for our staff students families and the broader members of the public we encourage you to check out item I on the agenda that's posted online where you can find the document that has the commissioner's questions and the staff's responses to them. I will provide some high level summary and the broader context in place of a slide by side slide presentation and making more time available for us to engage in conversation and to answer any further clarifying questions that you all might have. Uh I think PRESIDENT Kim actually just shared I was going to say that we are setting aside the interim guardrails through this work we have surfaced some contrasting
approaches on how to productively work on the guardrails. So we hope to meet with MR. Kraybill and work with all of you to generate something that is more productive for the staff, the district and for student outcomes. Okay. So I don't think we will be advancing slides but I think we'll likely just stay on the slide number two for the rest of the talk and as we need as we might need to we can jump to some specific ones. okay. So now for some the summary overview and I'll make three points in that regard. First, the overall approach of the interim goals is largely staying the same as the current school year. So goal one is almost verbatim and you can see and the updated slide deck that's posted online that the approach and the groups and the language is staying largely the same goal two for a middle grade math the grade levels have been adjusted
so that now the entire goal is a comprehensive middle grade goal whereas before interim goal 2.1 was third grade african-american students. We have now adjusted the grade level so that interim goal 2.1 is sixth graders interim goal 2.2 and seventh graders and in term goal 3.3 is eighth graders. goal three interim goal 3.1 has been slightly edited to make hopefully tracking a little bit simpler and we'd be happy to talk about that. But interim goal 3.3 is entirely new. the second summary point is that we have not yet established numerical targets. As you can see from the magenta x's in these in the slide deck we are we just completed the last window of the district assessment administration just last week so we're still getting the results in then processing them and also we are continuing to receive responses this week and next week from our teachers site based
educators on a survey that we have been running on a semester basis and that also provide some additional data. So once we have these additional data coming in that'll give us a sense of where we stand at the end of the year on various interim both and using the end of year numbers we'll be able to set the targets for the next year. and lastly for each interim goal as you can see in the slide deck we have identified corresponding initiative that seeks to drive student outcomes forward. The initiatives represent our staff's current best thinking and MAY undergo some refinements as we wrap up the planning process for next year over the summer. but we welcome your feedback and comments and along with the initiatives we also have summarized the associated metrics both for implementation and impact. we are currently continuing to strengthen our muscles for implementation data collection
and reporting and look forward to providing progress monitoring reports of consistently high quality next year by laying out these metrics ahead of time. We welcome your comments and questions and look forward to engaging in conversation. Thank you. I'll open it up to the board for questions. Commissioner ray good evening. Thank you both for being here and for all of your work on doing the interim goals and guardrails. I know I submitted a number of questions so there are answers. Thank you for providing those for the public to read and for us commissioners there's there are a few questions that I want to ask partially based on feedback I've gotten from the community and partially you know also based on concerns that I had reading through the responses to the questions. So let me ask the simpler ones
or comparatively simple ones first. My first point is a bit of a comment and that is around the lack of percentages here. I understand based on your explanation that you are waiting for additional information to come in both from teachers and testing. But I have heard from the public that simply seeing these axes causes anxiety and concern so I'm hoping that you could perhaps provide some information on when this and when this will be coming out when you'll be able to provide more because when families see access they MAY not think that we you know, we really have our ducks in a row . So and also is there a way to use perhaps predictive analytics or something like that in order to you know, arrive at some estimated numbers and change them later if need update them later if need be? That's my first question. So you want me to ask the other questions or do you want to
answer and then okay thank you for the feedback I, I will admit that it doesn't feel great to put the temporary placeholders in there. It's also coming out of I think our process improvement because in the previous years we have actually not had these interims ready until well into the summer and probably right before school year started because that's how long some of the conversations have taken place and we actually didn't start the planning process until the school year got out. So we are ahead of the schedule with the traditional schedule on that front and that of course has come with a trade off of not having the final numbers ready. We are hoping to have the at least the initial targets for some initial consideration within the next couple of weeks right by middle of JUNE as um I'm a little bit hesitant to put out initial estimates that are broadly shared because I think that typically causes confusion right?
If there are multiple versions that are floating out in the public and then people get confused about which one is the correct one. But thank you for sharing the feedback and we will work on generating them as soon as we can. Okay. Thank you. My second question is the community member also raised to me the concern that star math is not predictive or MAY not be predictive of college and career readiness. Can you just can you speak to that? Do we consider star math to be predictive? Sure. Um, a couple of things I had just mentioned is we are in the initial years of implementation so this is actually the first year of starting implementation at the high school level. But I think there is a broader point about the utility of relying on star assessment and slight caveat this is going to take a couple of steps and I'll try to be as clear as possible. So college and career readiness
indicator there are multiple channels for earning that designation. It is somewhat opaque to the district because we don't get the student level data back from the state about who qualify for what channels. So we kind of have to do some estimates on our end but what we do know is that there are two separate channels through which students can earn the readiness designation through the back. One is by performing very well on both the ela in the math part. So if you get a three or above on both a math then you get automatic designation that you're prepared for college readiness. The second channel that is that involves the spec is even for students who are designated as ready through the course completion route which is a completion of the ucc of course is the eight rigid requirements even when you complete those course requirements the ccr
indicator requires such that in addition to completing the courses students need to meet yet another criterion one of which is doing well on one of the aspect contacts. Okay so in order to earn the ccr readiness designation um the students have to do well on the spec star has been proven to be very predictive of students performance on the stack so by us now building in a new interim goal that relies on students ninth and 10th graders students star math performance it gives us a sense of students preparation for and readiness for their performance on the aspect of math in their 11th grade year also giving us a sense of the likelihood of them earning the college and career readiness designation. Was that clear? I know as I promised that
involvement programs so I appreciate that explanation like it's helpful to know that the star or we consider star to be predictive of aspect which in turn is an indicator for college readiness. Okay. Thank you for that. My okay okay. My next question is partially a question and partially but I'm raising a serious level of concern and that's around the new goal. I started the new grading for equity initiative so I had asked a number of questions about that to try to find out what what a of you see what we perceive here as grading grading for equity means and having read the responses and also having heard from some number of community members already I am quite concerned if I'm understanding this correctly 100% of a student's grade under this initiative would be based on summative assessments and what that
summative assessment would be, whether that's a test or some other form. It really concerns me that we won't be preparing students properly when I would say in real life we need to teach students a lot of skills and help them with a lot of skills like things like turning things on time, you know, doing their homework, participating those things are actually important skills to acquire not just not just the specific content. Health of the content is also important and so actually let me just see if I can find them because MR. Kim I saw you perhaps shaking your head had something I was saying. So let me just take a quick look for what I had asked about this. Okay? Okay. So one of the things I had read here is that it's under goal three in response to my question says 100% of the grade based on summative assessments
using a minimum 50% or 0 to 4 scale which also if I'm understanding this correctly and perhaps I'm not seems to indicate that you could do nothing on the summative assessment like a child could sit in class and not fill it out and still get 50%. But I can see that there's potential concerns about giving students zeros because of how much they could affect their grades. But the concept that that 100% of the grade would be best based on some of the assessments and these other things about time, effort, participation, classwork, homework, whatever would not count toward the grade seems like I'm very worried that that would be counterproductive however well-intentioned that this would actually be counterproductive especially to the most disadvantaged students who I feel like kids really need this kind of of preparation and reinforcement and practice. And so I wanted to raise my concerns about this upfront.
Thank you. Thank you so much for sharing all of that. And so just to kind of build off of that and some of the responses that were in here, I think the main thing is that this year is a year of learning and so there are some core tenets around grading for equity but it is going to be up to those teachers to kind of learn from their practices in other districts how that has impacted students, how that has impacted achievement and there is not a prescribed formula that schools are going to take on. So participation in the initiative is completely voluntary and so teachers are really excited about partaking in this and so the summative assessment piece and I would say that it's too kind of broad of an answer so what that really means is that a student understands that if they do their homework that when their homework is then reviewed in class that they're going to see that connection, that they can make a lot of mistakes on
their homework and the homework is practice leading up to them showing they're learning on an assessment. And so my own child actually is in ninth grade in another district and so I have actually seen how this has been implemented and how it has affected, you know, in our case in our family his ability to focus on the learning and actually not on the grades. So grading for equity as a term I think is a misnomer because that's the end of the road. But the practices involved leading up to that are really about learning. So for example on an assessment being able to provide test corrections retakes all of that focus is on the partnership between the teacher and the student working together to then demonstrate their learning. And so a socratic seminar for example where students are discussing and bringing evidence that could be a graded assessment its participation. But the issue is that it's really clear for students so that if I'm showing up in class and I maybe have a headache that day and I'm disengaged in class that day that all of a sudden there's not a high
stakes, you know, score that I'm given about my participation. And so it's really about the clarity piece around what are students being assessed on? How is that rubric being communicated in advance? And it's really about that constructing of it so that there is no surprises and students have multiple opportunities around that and the scoring piece is really about kind of just a math a magical equation that if you end up getting a zero and then you start adding at a certain point for high school students it could be within the first month of school if they do the math and see all of the, you know, upcoming assessments we don't want them and you know, the first month of school to say oh, I'm going to feel that course or I'm going to get a d now there's no point in trying and so what that change in just percentages and scoring it's really just a mathematical way that has been shown to not you know, reduce any opportunities
to still succeed in the class. So that's kind of how the math works out when they show you and the professional development how if you take a student who gets let's say you know, three days later on in the semester but started off before they mastered the content or those skills with lower grades you know percentages in the 30s or the 40s how by the end of the course they MAY have mastered the content but it doesn't accurately reflect their learning because those prior scores brought them down so much. So it's really a shift around not being assignment based but being mastery of content of the learning objectives based with that clarity and multiple opportunities to kind of demonstrate that. But there's not an expectation that all of these different tenants the first day of school are implemented. This is really about teachers looking at their own assessments being reflective, collaborating across school sites and saying let me see how you grade a test.
Let me see how I do. How is this working across math classes across the district and it's really that collaborative nature not like a top down initiative. I am definitely all for teachers collaborating and and working on things but this sounds idealistic to me like not the collaboration part but the the description that's provided here in a way that doesn't match with actual human and student behavior in many ways a lot of kids if they look at this and say well I don't have to do anything until the assessment will not do anything until the assessment and in real life it's important to prepare. It's important to learning as well. If students have the idea that they because they're not being graded on anything else can functionally not do anything they're not going to reach the content mastery in any event but they're also not going to
have practice at acquiring other skills outside of the content. Like I, I think I understand the theory that this will help kids focus on learning. I'm concerned that that will not work in practice. We've seen like from past things that we've done with math, with algebra actually with empower to that we have good intentions but they don't necessarily work out and I'm concerned about this you mentioned there's teacher choice and I'm very glad that there's teacher choice. this isn't being required of everyone. But what about the like families and students MAY be very concerned. I can I can see families being very, very concerned about this method of doing things. How will they know how their students are doing? And I would say again, I'm I'm just I'm concerned that this will be most potentially problematic for students who are already the most
disadvantaged for instance, students who come from you know, backgrounds that are not there where their parents are not particularly involved for whatever reason. Yeah, it's like just yeah. Thank you. Yeah. I'll give you a moment to respond and then we'll move on. Yeah. Yes. So I'd love to continue talking about this and you know, kind of share more of the research and kind of what led us here and the equity concerns that you bring up is you know, those are actually driving principles for why we want to pursue this. so when you look at things like homework for example, you know there is a lot of equity gaps and opportunity gaps when we don't provide, you know, a safe space at school with tutoring and things like that. So a lot of these principals are actually you know, originate from that access point and that partnership with the teacher and to the assessment piece and I want us to broaden when we say assessments we're talking about it could be a quiz every week. That's an assessment.
So like I said, it could be a discussion in class with a rubric. So we're not talking about using star as an assessment or a semester final. We're talking about in the same way which is not much different how teachers are already doing this work. I think the changes is really around us trying to make improvements from a continuous improvement model because what we're currently doing is providing, you know, large variance even in a school of how grading is implemented and a lot of confusion for students and parents around how to meet the expectation. So we're really looking at this as a learning experience to see if if we change certain practices and work on this together, how will students react to it? You know, how will their, you know, experience in class how will they stay engaged because they see that they have these multiple opportunities and lastly with the seven period day this is also a
perfect opportunity where now there is actually a built in time for students where they can if a school puts in place teacher office hours for a retake for tutoring. So we were not really positioned before now structurally to implement something like this as you bring up the structures which are so important of like how is could this be a reality? but in looking at how these extra supports could be provided, we feel like it's an opportune time to provide that support to students. Commissioner wiseman ward thank you. Before I ask my question I'm going to just say I respectfully disagree that a lot of students are going to just wait and do nothing until an assessment whatever that be like. I just I think that's is that a broad overstatement? I think it's actually not fair to a lot of our students. I will also say that I very much appreciate this method having an eighth grader and having seeing the homework really change and having to sort of figure out how to
engage in different sorry I do not have an eighth grader almost eight grams seventh grader he's not an eighth grader. She's a seventh grader and watching the the challenges in incoming in a middle school and shout out to MR. Dang seventh grade math teacher who will give credit for all of the times that the students are attempting the homework even if half of them are wrong and the and then he says go check these problems and you do it again. I appreciate the opportunity to do a retest and that is where my kid is learning so I do I think that I appreciate this very much. So my question is about interim goals is a goal to and the change in interim goals 2.1 and that the shift from analyzing third grade to analyzing sixth grade and we're just to love love to learn a little bit more about the decision I realize that the ultimate goal is eighth grade math but wondering why you all decided that an interim goal starting at grade six would be more indicative or more sort of
predictive of what we're hoping for by the end of eighth grade and where the where that decision came from? Oh, I want to definitely make it clear that at every grade level starting from kindergarten we have the star math that we are giving three times a year. So it's not that we would stop monitoring that so that we would continue to monitor but how do we make the middle school initiative a matheny should do and a concentration of math? That's the reason we entered it. But I really do want to stress again that all the earlier grades and the monitoring of math and the reporting of it in our reports will still exist. Okay. I'm going to let the team did you want to see what I'm okay. good evening. One piece that I will name is that in math in particular we see a particular discrepancy in student performance in the
transition from fifth grade to sixth grade. So there is a significant decline such that I believe it is less predictive to look at a third grade when we're going forward to an eighth grade as opposed to tracking a sixth grader. So I think part of it is having a more predictive indicator as to whether or not students are on track with regards to grade eight standards that make sense things which are grouped in. Good evening. Hope you all are doing well. It's wonderful to see sort of the full panel the the the brain trust. so so I want to I want to recognize and you know, I appreciate the clarity around the uh the prior timeline that you mentioned. DR. Kim and in terms of um, you know, in in recognize the effort to co-create these the fact that previously perhaps it was brought later with the full numbers and then I'm sure you got complaints about you know not not being as you know not being involved to co-create those. So I want to recognize that
effort to co-create this and discuss this I agree with less is more and so I would seek to keep say I wanted to follow up on commissioner weissman words goal two question and that the answer makes sense. I'm curious I mean I know we track these across all grade levels and if we were to if less is more we only choose three. Are these the three that we would want? And so I guess my question as we co-create these together is um if you were to look at this and map where you see that discrepancy start to grow specifically when we look at say you know, african-american student achievement in uh in eighth grade math and so as you see as we track our students where do those discrepancies start to emerge and you know, are these three that you mentioned here where
you see those greatest you know, I don't know if you could say causal but at least you know that that grade of predictive ability when you look at these three um so the we the interims are designed is that if you look at the the 1.2 or 2 point 2 or 3.2 it will always target the entire grade level because you know we are trying to monitor how do all students do as compared to the end goal and so that's why the 1.22.2 and 3.2 will always be the entire grade level. The other two groups that are chosen is because of we are trying to do the targeted universalism where we first see at sixth grade the entering sixth grade which group is the furthest from reaching the proficiency level that the goal has set and that's the group that we want to focus our efforts on with regards to that
targeted universalism and the same thing then we try to do the same thing for equity around the last goal at that grade level which group is now the furthest away and that's again how we target that group. Um as the focus point, right? So those are the two areas the how we've chosen these goals but I'm going to let the two it it does it does make sense. I mean I guess my and maybe this is my bias or I'll name that um what I did appreciate about grade three was then it feels like oh here is something that then we have time to of course correct we can use grades 4 or 5, six and seven to be able to get to eventually where our goal would be. And so when I say for example look at 2.3 in the new one you know it's sort of the percentage of grade a latin students as proficient on star
math will increase from 12.8% in MARCH 2025 to x percent in MARCH 2026. you know, I'm sort of like oh my gosh, already at grade eight like what? You know and I recognize this is sort of a long term indicator but again maybe that's that's my bias as I as I look at these. So please always ask us also for the earlier grades because as I told you, we start the formative assessments all the way from kindergarten three times a year every single year. So we will still continue to monitor that third grade and not drop it. Thank you. And I'll just I'll just add two things when we think about these interim goals as related to the larger goals, the larger goal in theory is in OCTOBER of 2027. So looking at third graders in 2025 for an end goal of 2027 doesn't give us as much of an indicator but we do want to look at those third graders for the next time the goals roll around. But we hope those goals will be higher and so the next thing to
do is what are what is rpa, cni and lead all doing to support principals to better understand how do I look at data regularly, how do I integrate that into I'll team meet it into leadership team meetings how do I support my coach to look at it because looking at it here is one layer but it's not actually helping us get better in the classroom, right? The teachers have to be able to digest that data and really say all right, what is this star data telling me about the proficiency in my class and what is it telling me about my instruction and what do I need to do differently? And that requires like a set of structures inside the school building and so hopefully we're presenting to you what we're seeing and we're doing some back of the house stuff too in order to prepare principals to lead that work and assistant principals and coaches to lead that work at their sites hopefully that that makes sense. I just have a couple more questions on on goal three and I recognize goal three is is challenging and I appreciate the work that's gone into this
somalia. I'm curious what is the mapping of college and career readiness that makes sense for sfi usd so one of the things I think a lot of people perhaps don't realize is that we have one of the highest a-3 g completions amongst all of california which we should be lauded for our educators should be lauded for you all should be lauded for and so when you look at this and you know perhaps also including non academic indicators, you know, such as absenteeism or fafsa completion, how do you you know, maybe you could just walk us through how do you determine, you know, the methodology of which indicators to look at that really speak to the mapping of where we see people falling through the holes when it comes to called in career readiness specific to sfi usd know what I really appreciate and we're still in a learning phase but about the college and career dashboard is there's finally like a recognition and a shift like to be up with the times around what is college and career
ready so we're not just looking at you know somebody could have really you know amazing grades but then on an interpersonal level on an emotional intelligence level, have they ever prepared for an interview? Do they know how to do a resume ? Do they know the options available to them? So the great thing about the indicator is that it incorporates so many different facets and so we've had to engage in our own learning of you know, what does quality support look like for all of those different facets we already have experience with shifting our district to having, you know, almost all of our courses immediately are a through g and so other districts that struggle with this it's because students end up selecting courses that are not a through g and so they just didn't know that that course was not that way and they have a mismatch with counseling and so we've made a shift that you know you might find a course here or there that will correct when we see it but all of our courses should be a through g and so there's you know, kind of our tier one for all students is
that they will have that access to the right courses to be ready for it you see and csu admission so that piece I feel like we're on the right track for then doing well in those classes feeling supported in those classes you know we have that variance which has led to wanting to have more reflection around our communication to students ensuring that we're teaching to the standards, ensuring that teachers I mean that students have really feel about partnership with their teacher to achieve and that it's not something that's decided based on kind of the skills that they walk in the door with on the first month. So that kind of leads to the work around both the grading for equity piece but then also how we monitor our on track and off track data. And so in 10th grade really making sure that students are taking the right courses and that if they have had any challenges in courses that they know all of the opportunity is for credit recovery, you know and other options available to
them so that we don't reach 11th grade where then so many credits have accrued that they need to make up so we make sure that they're on track. So I'd say making sure that you're taking the right courses is a key piece. Then all of the work that's been done around internships and our community partnerships that has opened up doors for students that you know have graduated from s f usd and continue to stay in touch with those internship placements whether it's to continue working for them or just that that leads to a network and a connection that wasn't available to them before. So that's kind of that expansion piece as well as our jrotc opportunities this and then all of our career and technical pathways also all have work based learning and those opportunities to engage with industry partners. So I think you know what's exciting of the times and where we are in san francisco compared to other districts is we have really embraced these
multiple measures as well as our relationship and strong partnership with city college so that when students engage in city college courses they immediately can picture themselves as a successful college student. So if a student feels like oh I already took a college class, not only do they enter college with credits that saves them money and gets them a head start in, you know, credits for college. But it also is a mindset of if I can achieve this as a 12th grader, as an 11th grader I can see myself, you know, successfully down that path so it's really everything you know but at the key piece is that they have to you know, we want all students to have that foundation which starts in r t k and preschool so that everyone has those academic skills leading up to being able to be successful in all of these opportunities. Thank you. I would just also add that the end of what davina said was
where I was going to enter which is that obviously college and career readiness doesn't start when they get to high school. We've been doing that all along and our work in partnership with us d around exclusionary practices and shifting our exclusionary practices to go back to I'll just harp on my sense of belonging for a second that ensuring students have trusted adults not just one trusted adult but myriad trusted adults that they see themselves in their classrooms, that they have relationships with other students and that like we're watching to see when we see indicators that students don't see themselves in school where they don't feel safe in school, that we're taking measures to stop that and that we have really high quality instruction happening. So all of our curriculum adoptions help to support that tier one instruction and then all of our tier two and tier three helps to kind of say oh wait, if we don't do something now by the time they get to college we MAY be way off track because by the time I'm
in college ninth grade by the time we get to ninth grade if a student is off track it's harder to get them back on track than if we're working all together. So there's been a lot of talk amongst ourselves around how do we do this every step of the way. Yeah and I will just one one last thing for me I think what what would be helpful and I really appreciate the kind of the theory of change that's laid out in that that really stems all the way from the beginning to the end and so maybe it's just seeing and I don't need to see full reports but just seeing where you see that play out in terms of whether it's at a site level or whether it's across you know, some of the data that just supports some of that in terms of you know, okay, you know, here's the effects I specifically when it comes to you was around this particular factor and this is why we're measuring this like just some of that that background data that supports that theory of action which is so well laid
out would be really helpful when we when we take a look at these and and better understand them. So thank you again for all your guys work. I think just to acknowledge I think a lot of that probably should be coming out in the progress reports that we will be receiving once we start our regular monitoring come fall. So lots of excitement around and anticipation around getting those reports and digging into those as part of our workshop meetings I did you want to jump in? yeah, I just wanted to kind of second something commissioner gupta said earlier and kind of actually was just commenting on around the linking of the data with the theory of action and I think this isn't super. David steiner you said it well earlier too when you said it doesn't I mean in some ways it doesn't matter. I mean it matters but doesn't matter what's on what happens here. What matters is what's
happening on a daily basis in schools based on your work to to change culture and practice in the district. And so I think to them I just wanted to sort of second that point that the more that you all can also tell us why you picked the data points that do that right? So it's like it's great again, I think it's great that we're focusing on african-american students and latin students. We know that they're, you know, not being served as well as they ought to be in our district. And but then the question is sort of why why what's our analysis? you know, what is it sixth grade? Is it seventh grade? Is it eighth grade? Maybe it's third grade maybe if if black students were getting better math education in third grade they'd be you know, anyway. So I think that that's sort of just to maybe repeat what he was saying. but the second is like as we think about data points like we want to hear also the why behind the data points and so I would just say like as you go through this don't feel constrained because you picked these data points if in the
fall it's like well we've actually discovered this other thing you know we want to we don't want you to be locked to these data points. What was I think important for us is that analysis and seeing that and making it more and more visible because I think the more we can all make it visible we can support your work across the district and saying hey, this is why we picked this strategy because we actually have evidence now that it's working right and it's working particularly for these students that that have been marginalized in the past. So anyway, just thank you and uh yeah thanks for the continuing and I can see that as we're developing this I feel like we're I can definitely see how we're moving in the right direction and just really want to appreciate that that work and you're there. Yeah, go for it. Thank you. Thank you. Thank you for the presentation and all answering all the questions so far I have a couple um and it's back to sort of the first discussion we had
on like the the assessments and the teacher's choice element of that. Is there any sort of guidance because I know on our for us it looks very broad and brief which I understand for a presentation point of view but is there any guidance to teachers on the varying types of assessments they can have like whether if it's like a socratic seminar or if it's quizzes every week is there some sort of guidance to the teachers in the room of how to best um operate those sort of some of the some of the assessments just so it's more representative of the students learning over time and not like one test at the end or beginning of the year. Yeah. I thank you so much for that question. So one of the pieces and I kind of mentioned this before is moving from like an assignment based assessment to a competency based and so what that could look like just to make it like really clear like an english class. So let's say you have an essay in an english class now the book that you are writing you
know an analysis about MAY change right from the first month of school to the third month of school. But if you are working on a competency around you know, citing evidence and supporting your thesis that would be assessed multiple times with different assignments. right. And so it's not so much about oh, I have to get you know, do a good job in this assignment. That one essay MAY have four different competencies there where you are where in one essay and you MAY score really well on one competency but have a lot of growth areas and others. So then you get to celebrate that aspect of how you did on that essay. But it's not just an overall a or an overall b that you're really getting that feedback. Yes, there's still a grade attached to it because we're still using grades but you would understand, you know, how that would all be laid out and teachers right now you know what your school are making these decisions every day a
teacher without this new practice can decide on allowing retakes or not allowing retakes . They can decide now on how they provide a rubric or don't us, you know, have a rubric. So really that work is going to be around that teacher collaboration and working with students collaboratively as well to say okay this is the rubric that we're using for this assessment. What questions do you have? How is it going and we'll be able to monitor and see the rosters of all of the students that are participating in the students that in the classrooms where this is taking place, where that learning is taking place. So first semester a teacher's still in a learning phase so they MAY change nothing about anything and you know, you would just know oh my teacher is participating in some professional development that grow in their practice around these principles and trying some things out this year. So then part of that process would be getting feedback from students and kind of working on
that collaboratively but they MAY choose to just implement, you know, one thing which is retakes and say oh since we have seven periods I'm going to do office hours on fridays for corrections or retakes. So that will be communicated kind of you know as you go depending on if a teacher is participating. So a school MAY have no school, no teachers participating or they MAY have two teachers participating but we'll make sure that that's communicated to the students. But what isn't a change is that the teachers still have that discretion. So you know right now teachers have autonomy based on our contract to come up with their syllabus, how they're grading and doing all of that. So that will still remain. And so just like a teacher now gives you at the beginning of the school year a syllabus and explains expectations it's the exact same thing. The teacher would then put all of that information in their beginning of the year syllabus at back to school night parents
would engage around that process. So you know teachers are already employing many of these principals informally just based on you know, what they feel is the best practice for their classroom. Thank you for that. And my last question is to the percentages that have yet to be decided. Uh for when those are eventually decided upon whether that's you know, very end of the summer or right in the beginning of the school year. Uh is there going to be some sort of like reasoning or rationale released along with it to sort of give background on why these the percentages that we determined and why we think that's a valid goal to have in the time frame that we have. Yes. Thank you very much and after the meeting I'd be happy to share um the slide deck from the previous year that lays out that logic that we always share with the principals at administrators institute at the beginning of the summer at the end of the summer that we I think have shared with the commissioners uh sometime
earlier this year that lays out the logic of how we develop them general principles that we use is setting targets for districtwide goals as well as at the state level and the design is such that if every side were to meet their goal then the district would be able to meet its goal which makes sense, yes. So we'd be happy to share repeating the the the the standing process and the practice of sharing those with the commissioners, with the board members and with the principals. Thank you very much. Thank you so much for this whole presentation. It definitely brought in a lot more insight and I'm really excited to see where it takes you. um this question is mainly for divina. You brushed up on college and career readiness being more than just academics. It's also emotional intelligence which is something I personally agree with. So with that said, how do you plan on documenting these skills in gauging who is
prepared for more professional development skills like interviews, bilingualism, stuff like that when there are tests to prove that? Yeah. Thank you. So probably in your classes right now you might be matched up with a partner to do a collaboration and do a slide show based on your learning. Right. And so the rubric the expectations would involve how you work together as a team. It would involve like equity of air time perhaps, right? So all of that would be laid out. And so I think the the point here is not that those types of skills are not being assessed but that they are clearly communicated and they're not based on just how you show up in class one day. Right. But that these different types of skills so hopefully within a classroom context it would be clearer to students like what is the relevancy and you know, how does this work? So for example in a biology class right there could be an assignment where you role play being a genetic counselor
and you take your learning and you have to meet with a you know, pretend parent where maybe I would be the parent, you would be the genetic counselor and you would demonstrate your learning on understanding the genetic concepts through that exchange, right? And the assessment in class would be on did you clearly communicate to the parent were you able to explain the biology? Did you answer their questions? So it's really about that communication and hopefully all of the you know, kind of plethora of assignments and experiences that a teacher no matter what the course is is also including all of these different opportunities to, you know, do presentations and all of those really important life skills. Thank you so much. I actually really appreciate that form of experimental learning as it could definitely help students get a better understanding of different roles. I have two more questions I want to make it very because
it's my last meeting and I'm also very passionate about like educational policy and I hope to work in curriculum development like so I hope to use this information for the future in the next generation. Yes. so bringing about grading for equity. Yeah. Well this have an effect on grade inflation which has been a huge issue across the districts and with grade inflation being in place it does not prepare students for like future plans whether they go to college or not. So with that said well grading for equity you have an effect on grade inflation across the district. Mm hmm. Yeah. So the purpose is really around more accurately assessing student learning. And so right now it's really you know and there will be continue to be that variance but you could go into one classroom at your school and one teacher MAY grade you know, very heavily on one
particular area such as participation without maybe some clear guidelines around what that looks like and also, you know, opportunity for bias around cultural norms of participation what that looks like, how that's experienced by the class, by that particular individual teacher. And so there's a lot of that variance. And so really the goal is for that clarity around mastering content and so we hope that students grades improve through them having those multiple opportunities to master the content but it's really the opposite of grade inflation because it's really about accurately assessing what students know and can demonstrate that they know versus kind of tomorrow oh there's a 50 point extra credit assignment based on something random and next week there is an assessment that's going to be worth half of your grade, right? So it's really about that
clarity and really focusing on the essential content versus a bunch of kind of other factors. So in other words, it's just a better way to show that a student understands content correct more than one manner like aside from just like assessments like you could document this growth by like projects, correct small assignments group projects, stuff like that. Right. Okay. So previously you mentioned that some teachers argue about like elect to take part in grading for equity, correct? Yeah. So not everyone's going to do it but the teachers who choose to well right right. How would this affect the profiles of students who choose to apply to college or any like jobs who require grades? Some students will be graded on a certain criteria and the others will not. Yeah, so that's already the case in your classes, right? So every one of your teachers are setting their own syllabus and so all of your teachers are using their own grading
criteria so that that isn't going to change that that course syllabus will communicate the expectations for the class and how you're assessed. Yeah. Do you see like grading for equity like bridging any of the differences? Can you say more? Oh yeah. so you mentioned that every teacher has a different form of grading and that completely but there has been some unfairness. Yes. So with that said with grading for equity you're trying to bring in some different ways that like you could grade students and get a sense of their learning. Mm hmm. Um, since right now everyone is graded on different criteria. Yes. Is there any way um, grading for equity could try to like make the grading styles more similar if that makes sense? Yeah. So I think that when teachers experiment with this and when they have success around this and when they collaborate with their colleagues and other students around it, they're going to put those shared. They're going to want to put
those shared practices in place . So we have strategically, you know, worked with our school teams to think about which teachers are the best position to try this out. So teachers who have a real growth mindset who have really strong relationships with students already where they'll be able to be very open about their learning and what they want to try out and then how can they bring that back to their team. So for example if you have one math teacher who is participating in this they have a time at least once a month where they collaborate all the math teachers together during a meeting time, during collaboration time. So through the professional development and coaching that that teacher is going to get for the whole school year, they will be bringing back that learning to the other math teachers and they'll be saying oh look what I tried out and what do you all think of this? And this is what I'm learning. So there will be a lot of opportunities for back and forth for teachers that are not participating and so it
really depends on how well it's working and if other teachers feel like that would be useful for them to learn more about and to get on board with. But it's going to kind of require first that teacher to try things out and learn which teachers always do that right? so if you teach let's say for periods right first period you MAY have done a lesson one way right and maybe a bond right? So already your second period class you're going to shift hopefully and you MAY do the lesson totally different for your second period class. So you already changed what you did from first period to second period. So what this growth in learning is about is really about being a reflective teacher so that you're constantly kind of getting that feedback and saying oh actually you know ,maybe it wasn't just that this student didn't do well on this test but maybe because five students didn't maybe there was some gap in the way that I explained it to that particular table group when I went over there and isn't that interesting that that table group all you know did not get that same question correct. So it's really about that
inquiry and that learning back and forth kind of of how things are going to evolve. But you know, we don't we don't know because it's really the teachers are going to need to try that out and get that feedback from their students. Yeah. Thank you so much. And last last question. Yes. Um, did you happen to elect the teachers that will be taking part in this grading style and was there an effort to get like diversity amongst the district so at least one teacher participating in this grading style at every school? Yeah. So the opportunity was presented to school instructional leadership teams so every school has an instructional leadership team and so in order for a school to participate they needed to have, you know, a certain threshold of interested teachers so that it could have impact at their school. And so in some schools that will include instructional leadership team teachers because they lead departments, right and they have influence over those departments and they can they already have a structure where they can share
their learning in other cases teacher leaders who maybe are not in formal roles really wanted to participate. So we opened it up to them because the other teachers felt like they were already taking on certain other responsibilities and we wanted to kind of grow that leadership in the school. So they were really teachers that were already committing to be open about their practice and what they're learning and kind of sharing that with their colleagues and so that we we looked at looked at that across content areas as well around who you know, was stepping up but also wanted to acknowledge you know, in terms of diversity to thinking about new teachers, experienced teachers roles, content areas you know, and not sort of a hierarchy. Okay. I'll just I'll teach teachers by kind of opening that access to everyone. Okay. Thank you so much for just a quick clarifying question. Um, the grading for equity is that similar to just mastery based grading and standards
based grading? Yes. Okay. Because I think I mean if that is the case cannot speak more highly of the of the transition towards mastery based grading and the focus and emphasis on really assessing what students know and learn which is I think the whole premise behind our outcomes focused governance. Yeah. And what I'm hearing is that there's kind of like a deep investment in just the the learning trajectory towards getting to effective mastery based and standards based grading at at the high school level. Is this also happening at the key level? I mean I would assume that because of the implementation of our of our new curricula that it actually allows us to move closer to mastery and standards based grading. Is that right? So I can see where there is some similarity. We might look at an elementary specifically standards based report card so already at the k-5 level the model for families receiving feedback on their students in a report card setting is meant to be
standards based. So there is some similarities though not the exact design that's being described for the high school level and I would say that at the elementary level the conversation is always like what does the standards based report card look like and what is it measuring? I think that there is still much variance amongst schools of like well at the beginning of the year if they're doing well for that time of the year but it's not the end of the year do we give them the three then or do we give them the one then because you're on the trajectory to the three? I think that has often been a conversation that across many schools is different and we continue to try to align across across schools. I would say at the middle school level there is much interest in standards based or grading for equity and various schools are picking it up both because divina and her team have offered it to the middle school and k-8 principals but also because it was a practice
at the k-8 schools before they picked up and then it waned off . You know that's kind of thing how it how things happen actually to students and they'll get lamb's point that idea like who participates and how does it change? I have this like distinct memory of a teacher when I was at the state level who wasn't interested in participating even though the whole middle school had picked it up and was refusing to allow students to take tests over said if you failed you failed. But everyone else in the school they're you know there's only like seven teachers at the middle school level in the in the k-8 we're really picking it up. And so the students themselves started to put pressure on the teacher to say everybody else is allowing us to show that what we've learned what if we have learned it more and over the course of the year that he participated he shifted his own thinking. And so I do think that it is picking up although it's not as formal of a structure. yeah, because I really do
appreciate the conversation around what that is because I think the significance of our shift towards mastery based grading is is actually quite big and for a district our size to be able to move in that direction is pretty awesome understandably. I think there's a lot of questions around what that shift entails and how not just educators are aligned in normed on the grading of that. But I think there's a lot of perhaps questions from families around what it means for for their report cards and what that means for progress reports and all that stuff. But but the the headline here I don't want to get lost in the mix here of like when a student masters that content and how they maastricht matters a little less than the fact that they mastered it right and as long as we're able to capture that learning and and codify that in the form of a grade is fantastic right but they could master that the first day of class and they could also master that the last day of
class. The question is did they learn it right and and I think that's significant that that shifted is just a different way of grading from probably how we have been held to grading in our schools growing up. So I just I want to appreciate that work because it is a significant shift not just from a structural technical standpoint but from like a mindset shift as well and in want to just recognize that for sure just before yeah actually you sparked the really good question um sorry. so right now the goal is to see if this grading style is effective. correct. Do you hope to expand it to all schools in like ten years from now or some schools or the schools that need it? I would like to hear more. I mean this is the question of the hour for everything, right? Um, just like with curriculum implementation we roll
something out first with the I don't know what you call it the coalition of the willing and people that are interested because the coalition of the willing get other people excited very rarely has an initiative taken off because the superintendent or because a principal says let's do it. It mostly happens because the people that are doing it in the classrooms get excited about this. So do we hope that more grading for equity and more standard based grading takes takes hold and do we think it'll change over time? Right because as I mean this has been in effect for a long time and we were we were studying this when I was a principal ten years ago and it's changed since then because new research has come out and said actually this might be the way to think about this. And so I think saying that we hope in ten years everyone will be doing it might be too fast to say because it might look differently in ten years and I hope that we continue to just keep growing and learning from it. But I do hope that more and more teachers and educators
are interested in using a way of of assessing their students that allow them to say oh, this is what I've learned not did I earn in a because I don't know about you but when I went to school I was like I need a 4.0 and it didn't always matter what I was learning until much much later when I realized oh I could have actually been learning something and trying to take risks more. But I was concentrating on getting an a so this also sets the stage for students to say I want to take risks in my learning because it's about me showing how I'm progressing and learning over time. So to answer your question, yes and maybe thank you so much commissioner fisher questions just give me always always a little commentaries peppered in there as well. Um, but I do I know self-awareness is really important. I mean we expect our students to have a growth mindset so I'm I will reflect that as well.
Um, so I really really appreciate this conversation and and DR. Khan I appreciate the the point one is our targeted universalism point two is the whole explaining that and and I think including that in what we share publicly would be very very helpful as well. Um and in that vein though um one of the things that I see missing from goal three in the interim goals is that targeted universalism um at least maybe breaking it down by early warning indicator as opposed to by race ethnicity or you know and that's how we're doing it. So I'm potentially that makes sense but to me I struggle to um I struggle to see that we're removing the focus from african-american latin x native hawaiian pacific islander students when they are very often the farthest from equity um and so that that's one of my
tensions with that at least in the 3.3 removing that from 3.3 um uh I also want to state seeing the numbers in the updated goal 2.1 of only 5.8% of our african-american students being proficient on our grade six mar star math scores. That hits me in my gut and that is wildly unacceptable. So above and beyond this whole conversation we're having about interim goals, superintendent, I'd love to hear more from you about what we're doing to close that equity chasm um and what plans we have to address that. Um uh, who so um uh one of my other question it I guess my question for the team I appreciate that we have the the public tableau um, you know that has a lot of our data that's really super helpful.
Is there are there any plans to bring some of the interim goal data and include that in the tableau as well so we can do more the public can do more monitoring between sessions. I mean speaking to some of the points that were already made being able to share more of this data publicly, transparently would be very helpful. Um um and we as a parent at mission high school for a decade now um our previous principal paret mcnamee was a social justice warrior and did a lot of work in the anti-racist teaching and and her big push was academic rigor and in addressing the fact that so many of our our students are not held to the same academic rigor and are allowed to um allowed lower standards and so I really appreciate this push towards grading for equity because I think this is a huge part of that and a continuation of her work. Um, so so thank you for that. There were a question or two sprinkled in there.
PRESIDENT Kim so I think I'll stop there. Can I just start first and stuff? You can continue um I agree there are certain there are certain data that that hurts your heart and hurts your soul and you cannot just unsee them and that the math data for african-american students and quite frankly our literacy data for our african-american students, our graduation data for our african-american and students are just data that should make you cry and should make you want to just pull your hair out which is why it's really important for us to start day one with a teacher in every single classroom so that we can have teachers ready to serve our students and teach our students on day one. Number two, we need to make sure that we provide the professional development and trainings to provide our
teachers, to give our teachers the resources and tools that they need to be successful in the classroom. And then recently we board the board just passed the resolution to allow us to now have a standard math curriculum that is going to be a huge improvement. So we are making those incremental steps to support our students. It will take a long time. It will take a lot of heavy lifting and effort from everyone but I firmly believe that we're making the first initial steps going. I'm going to hand it over to you all to answer any more amazing last words. Um, anything else? Okay. I know it's time to dismiss our student delegates. Oh, no. Sad. Oh, yeah, absolutely. Don't leave. wow. I just fell for before you before you go, maybe we can
thank you and this staff really appreciate the presentation. Thank you so much for all your work. We look forward to digging into the progress monitoring meetings and just lots of gratitude. Thank you. That being said, yes first and foremost I just want to thank every single educator parent board member for just being there for students, for always advocating for our needs and for always making an effort to hold ourselves accountable and point out any flaws in the system. So my appreciation goes to everyone who's been a part of my educational journey and as a student who's been a part of the san francisco unified school district for the past 13 years, this leaving and just like exiting as a student delegate it's in so many ways and I can't even articulate the emotions I've been going
through for the past few weeks . But I just want to say I've been extremely grateful for every experience and every opportunity I've been given as a student delegate and just as a student in this district. And I will forever take on the skills I've learned in this seat and I will continue to advocate for students outside of this role and I hope to connect with all of you in the future. Um, I hope to send judson a like a an email later on to send to all of you but I hope that I could add you all on linkedin so we could forever stay connected and I would love to network with you all in the future and hopefully work together again because it's not goodbye but it's until next time. thank you so much and can we do a quick group photo before you leave? come back and visit us. Yes. Forget about what? Yeah, what I thought we have you for another year but today is less. Oh. I'm going to focus more on the
sexy stuff next year so I won't be I won't be sitting here next year. I would also like to say thank you to all of you especially a lot of the people that we work closely here in district office over the last year to our division and devin from data absolutely tremendous and working with you all and getting a lot of the stuff that we got done accomplished for students specificity and imaging your next year so I will be seeing hopefully all of you a lot either at that podium or if you guys you can email board office at or come to sec meetings all of occupy you just blow up all of your inboxes for us if you can but thank you very much . Awesome as folks come back to their seats. Item g action items we have one item 255-271 employment
contract for district executive employees can have a motion and a second please can we say some words to our student delegates boa yes of course before they sneak out the door . Student delegates I just it is always hard to follow you and your comments because you are always authentic in what you say and holding it down on behalf of all of our students here in the district you call us out in ways we need to be called out and keep that in whatever is next whether it's rebuilding the sec and everything you're going to do in that leadership role langston or isabel, you know, crushing it in boston, you know, take these advocacy routes and and shine. So thank you for for everything that you've done for all of our students and and the piece of you and your advocacy that you leave here that will continue with next year. Thank you both.
But but probably many unc back to item g 1 to 5 dash to seven esp one employment for district employees executive employees can have a motion a second please. So my second I will call on the superintendent to introduce this item. Thank you PRESIDENT Kim so as you all MAY know annually the board approves contracts for district executive employees. So before you are the proposed employment agreements for several key leadership positions in the district, the board will be or can consider each agreement one by one. However, we're going to read the summary of the financial terms. Now I'm going to hand it over to our general counsel to read it. Thank you, superintendent. The board will consider approving an employment and employment agreement with kristi herrera, assistant superintendent of k five. This agreement will commence on JULY 1st, 2025 and run through JUNE 30th 2026.
The salary placement for kristi herrera will be salary grade six. Step eight of the managerial salary table. I invite a motion so move second. MR. Alexander? Yes. Commissioner fischer. Yes. Commissioner gupta. yes. Commissioner huling. Yes. Commissioner ray. Yes. Commissioner wiseman. Yes. PRESIDENT Kim. Yes. Seven ice. Thank you. The board will now consider approving an employment agreement with jennifer steiner, assistant superintendent of middle school and k through eight. This agreement will commence on JULY 1st, 2025 and run through JUNE 30th 2026. The salary placement for jennifer steiner will be salary grade six. Step four. The managerial salary table.
I invite a motion so move second. Commissioner alexander. Yes. Commissioner fischer. Yes. Commissioner gupta. Yes. Commissioner housing. Yes. Commissioner ray. Yes. Commissioner wiseman. Yes. And PRESIDENT Kim. Yes. Seven eyes. Thank you. The board will consider approving an employment agreement with devina goldwasser, her assistant superintendent of high schools and college career readiness. This agreement will commence on july 1st, 2025 and run through JUNE 30th 2026. The salary placement for divina goldwasser will be salary grade six step five of the managerial salary table. I invite a motion so move a second. Commissioner alexander. Yes.
Commissioner fischer. Yes. Commissioner gupta. Yes. MR. Holding. Yes. Commissioner ray. Commissioner wiseman. Ward. Yes. And PRESIDENT Kim. Yes. Seven eyes. So PRESIDENT Kim ask a quick quick quick question about I believe questions are yes. Yes. Okay. Thank you. I had sent a question earlier just wondering why there was a difference between one of the employment contracts and the others. And I. I MAY have missed something but I don't don't think that I heard about it. So I just wanted to check in with you for one of the contracts for MR.. MR.. No. I think his name is there's a there's a there's not a provision where there is in the other contracts and I just wanted to make sure that isn't an oversight. Is it intentional that that the
provision is different it is it was based on the terms that were negotiated with the individual. The individual is well aware. okay. Thank you. thank you. At this time the board will consider approving an employment agreement with eddie no technology service officer. This agreement will commence on MAY 28th, 2025 and run through DECEMBER 31st 2025. The salary placement for eddie no will be salary grade six step four the managerial salary table I now invite a motion so moved so I get commissioner alexander. Yes commissioner fisher? Yes. Commissioner gupta? Yes. Commissioner holding yes. Commissioner ray. Yes. Commissioner wiseman work? Yes. PRESIDENT Kim yes. So nice. the board will consider approving an employment agreement with amy baer, associate superintendent of human resources this agreement will commence on JULY 1st, 2025
and run through JUNE 30th 2026. The salary placement for amy baer will be salary grade eight step eight of the managerial salary table I know I'm by the motion so move second commissioner alexander yes. Commissioner fisher yes. Commissioner gupta yes. Commissioner hooley. Yes. Commissioner ray yes. commissioner wiseman work yes. PRESIDENT Kim yes. Seven ice. Thank you. We'll move to item each consent calendar and I will excuse myself and pass the mike to vice PRESIDENT Hearing does the superintendent have any items removed from the consent calendar? There are none. So our motion to move on the consent calendar so moved I will second and can we have a roll call vote? Commissioner alexander yes. Commissioner fisher yes
commissioner gupta yes. Commissioner hooley yes. Commissioner ray yes. Commissioner wiseman ward yes. PRESIDENT Kim and six vice I. I will retrieve our thank you. Thank you MR. Martinez thank you. Item I information items I'm going to hear the staff response to the commissioner questions regarding this agenda and item j germany during this meeting at 9:15 P.M. Open