COPIES OF COMMISSIONER ALEXANDER HERE. COMMISSIONER FISHER HERE. COMMISSIONER GUPTA HERE. VICE PRESIDENT HEALEY HERE. COMMISSIONER RAY HERE. COMMISSIONER WISEMAN WORK HERE . AND PRESIDENT KIM HERE. THANK YOU. ACCESSIBILITY, TRANSLATION AND VIRTUAL MEETING INFORMATION CAN BE FOUND ONLINE ON OUR BOARD DOCS AGENDA. COMMISSIONERS WE HAVE TWO COMMISSIONERS PARTICIPATING BY TELECONFERENCE. LISA WISEMAN WARD AND MR. PEREIRA. AS OPPOSED TO YOU WILL PROVIDE CHILD CARE FOR REGULAR BOARD MEETINGS AND MONITORING MEETINGS ON THE FIRST FLOOR OF THE ENROLLMENT CENTER AT 555 FRANKLIN FROM 6:30 P.M. TO 9 P.M. OR TO CLOSE THE MEETING WHICHEVER COMES FIRST. CHILD CARE IS FOR FAMILIES WHO WILL BE ATTENDING THE REGULAR AND MONITORING BOARD MEETINGS. SPACE IS LIMITED AND WILL BE PROVIDED ON A FIRST COME FIRST SERVED BASIS FOR AGES. FOR CHILDREN AGES 3 TO 10 PLEASE CONTACT THE BOARD. BOARD OF EDUCATION OFFICE FOR ANY QUESTIONS AT (415) 241-6427.
OR BOARD OFFICE AT SFO USD EDU . AT THIS TIME BEFORE BOARD THE BOARD GOES INTO CLOSED SESSION I CALL FOR ANY SPEAKERS TO THE CLOSED SESSION ITEMS LISTED IN THE AGENDA. THERE WILL BE A TOTAL OF FIVE MINUTES FOR SPEAKERS. ARE THERE ANY SPEAKERS FOR PUBLIC COMMENT? >> SEEING NONE IN PERSON BUT I WILL CHECK VIRTUALLY. IF YOU CARE TO SPEAK TO THAT IN A CLOSED SESSION PLEASE RAISE YOUR HAND. COULD THAT BE REPEATED IN SPANISH AND CHINESE PLEASE? TRANSLATION IS TO FOLKS THERE BUT A MEETING FOR 30 SOMETHING. OKAY. OKAY. SO I'M GOING TO MOVE ON. >> OKAY. UM. OKAY. UH, BEFORE WE RECESSED INTO CLOSED SESSION IS MS.. MARTHA VALLEJO PRESENT? THANK YOU. THANK YOU, MS.. FLAY. PLEASE APPROACH THE TABLE BEFORE THE BOARD RECESSES TO CLOSE SESSION AND WE HAVE A REQUEST FROM MS. MARTHA ALEJO. STAFF IS RECOMMENDING THAT THE BOARD ADOPT CHARGES TO TERMINATE MS.. MS. LEO. MISPLAY HAS REQUESTED THAT THOSE CHARGES BE READ IN AN OPEN SESSION AND THAT SHE HAVE A CHANCE TO RESPOND.
AT THIS TIME I RECOGNIZE THE DISTRICT'S GENERAL COUNSEL MANUEL MARTINEZ WHO WILL SUMMARIZE THE CHARGES AGAINST MS.. >> MS. VALLEJO. THANK YOU PRESIDENT KIM. >> WE'LL HAVE A TIMER ON FOR MYSELF AND MISSPELL A HOUSE. >> I'LL WAIT FOR THE TIMER TO BEGIN. THANK YOU. HONORABLE BOARD. TODAY WE ARE HERE TO MAKE THE DIFFICULT DECISION AND RECOMMENDATION TO TERMINATE AND SERVE US THE EMPLOYEE MS. MARTHA VALLEJO. MS.. MALAY, WHO IS A SECOND GRADE BILINGUAL TEACHER AT MOSCONI ELEMENTARY. SHE'S BEEN WITH SFA SD SINCE 2013. SHE'S HAD NO PRIOR DISCIPLINE. >> THIS INCIDENT INVOLVES A STUDENT WHO WAS THE VICTIM OF MS. VALLEJO'S ACTIONS. THE INCIDENT OCCURRED ON APRIL 4TH, 2025. THE STUDENT WAS OR IS OR WAS A SECOND GRADE STUDENT WHO HAS AN IEP AND REQUIRES PROFESSIONAL SUPPORT. THE STUDENT WAS HAVING A BEHAVIORAL EPISODE ON THE DAY
OF THE INCIDENT. THE STUDENT WAS SLAMMING THE CLASSROOM DOOR OPEN AND SHOT AS THE PARAPROFESSIONAL MOVED TO CLEAR THE DOOR OUT OF STUDENTS REACH. STUDENT BEGAN TO HIT HER ON THE BACK AND KICK HER IN THE LEGS. THE PARAPROFESSIONAL WAS TRAINED IN SAFETY CARE AND USED A SAFETY HOLD TO STOP STUDENT FROM HURTING SELF AND OTHERS. MS. BELAY, WHO WAS THE TEACHER ,CAME OUT OF THE CLASSROOM LEAVING HER STUDENTS UNATTENDED INTO THE HALLWAY TO SEE WHAT WAS HAPPENING. THE PARAPROFESSIONAL TOLD MS. VALLEJO THAT SHE HAD THE SITUATION UNDER CONTROL AND THAT THEY WERE IN AN IGNORE MODE WHERE SHE WAS IGNORING STUDENTS BEHAVIOR AS A WAY TO DE-ESCALATE THE SITUATION. MS. MELLOW MOVED TOWARDS THE STUDENT WHO WAS STILL BEING HELD IN A SAFETY HOLE BY THE PARAPROFESSIONAL. THE STUDENT BEGAN TO KICK AT MS. MILLER AND CALL HER NAMES INCLUDING SWEAR WORDS SUCH AS THE B-WORD AND MOTHER F FOR MISPLAY WHO APPROACHED THE STUDENT AND TOLD THEM NOT TO SPEAK TO HER THAT WAY AS MISPLAY HOLDING CLOSER TO THE
STUDENT STUDENT SPIT AT MR. LEO THE SPIT LANDED ON HER MOUTH AND MS. ALEJO WIPE IT OFF WITH HER HAND. MS. VALERO THEN SPAT IN THE STUDENT'S FACE. IN RESPONSE, STUDENTS SPIT A SECOND TIME AT MISSPELL AIYO. ONCE AGAIN, MR. BELLOW, WHO RETALIATED BY PLACING HER HANDS ON BOTH SIDES OF STUDENT'S FACE HOLDING THE FACE IN HER HANDS AND SPITTING DELIBERATELY AND DIRECTLY INTO STUDENT'S FACE. A SECOND TIME THE PARAPROFESSIONAL NOTED THAT MS.. M.A. LOOKED ANGRY. MS.. MILLER, WHO APPEARED TO GATHER HERSELF, TURNED BACK INTO THE CLASSROOM. THE CHARGES ARE AT FOLLOWS. STAFF RECOMMENDS TERMINATING MS. MILLER ON THE GROUNDS OF NUMBER ONE IMMORAL CONDUCT WITHIN THE MEANING OF EDUCATION CODE SECTION 44 932 SUBDIVISION A12. PERSISTENT VIOLATION AND REFUSAL TO OBEY REASONABLE REGULATIONS PRESCRIBED BY THE SAN FRANCISCO BOARD OF EDUCATION FOR THE OPERATION OF THE DISTRICT'S SCHOOLS WITHIN
THE MEANING OF EDUCATION CODE SECTION 44 932 SUBDIVISION EIGHT AND THREE EVIDENT UNFITNESS FOR SERVICE WITHIN THE MEANING OF EDUCATION CODE SECTION 44 932 SUBDIVISION A SIX. STAFF ALSO RECOMMENDS PLACING MS. BALLET ON UNPAID SUSPENSION PENDING THE HEARING AND DISPOSITION OF THOSE CHARGES ON THE GROUNDS OF EDUCATION CODE SECTION 44 939 WHICH PERMITS THE SCHOOL DISTRICT UPON FILING OF WRITTEN CHARGES CHARGING A PERMITTED PERMANENT CERTIFICATED EMPLOYEE WITH IMMORAL CONDUCT AND SEPARATE AND INDEPENDENTLY EDUCATIONAL CODE SECTION 44 939 WHICH PERMITS SCHOOL DISTRICT UPON THE FILING OF WRITTEN CHARGES ON A PERMANENT CERTIFICATE EMPLOYEE WITH THE WILLFUL REFUSAL TO PERFORM REGULAR ASSIGNMENTS WITHOUT REASONABLE CAUSE AS PRESCRIBED BY REASONABLE RULES AND REGULATIONS OF THE EMPLOYEE SCHOOL DISTRICT TO PLACE THAT EMPLOYEE ON UNPAID SUSPENSION PENDING HEARING AND DISPOSITION OF THOSE CHARGES. AT THIS TIME I WILL TURN IT OVER TO MS. MILLER WHO IS ENTITLED TO MAKE A RESPONSE TO THE EVENING COMMISSIONERS OF THE BOARD OF EDUCATION.
THANK YOU FOR YOUR TIME. I APPRECIATE THAT YOU'RE LISTENING TO MY CASE TODAY. I REJECT MOST OF THE CHARGES THAT HAVE BEEN SET. I HAD A PREVIOUS MEETING WHEN I TALK ABOUT IT BUT BECAUSE OF THE SHORTNESS OF TIME I WANT TO I WANT YOU TO HEAR A LITTLE BIT MORE ABOUT MYSELF AND ABOUT THE WHOLE SITUATION. MY NAME IS MARTA KAUFFMAN. I'VE BEEN WORKING ON THIS FOR YEARS FOR 12 YEARS DURING MY TIME AS A SPANISH BILINGUAL TEACHER. I'VE LEARNED A LOT FROM MY WORK AND MY STUDENTS. I LEARNED THAT THEY HAVE INDIVIDUAL LEARNING WAYS TO LEARN AND I'M NERVOUS, SORRY AND THEY LEARN A DIFFERENT BASE AND DURING MY DAILY LESSONS I DO MY BEST OF THINKING ABOUT THINKING OF THESE ASPECTS AND I TRY TO DO THE BEST I CAN TO HELP ALL OF THEM. DURING THESE YEARS I CREATED HUNDREDS OF THE SPANISH HANDOUTS TO SUPPORT THEIR EDUCATION. IN THE LAST SIX YEARS I HAVE RECEIVED TWO HIGHLY SATISFACTORY EVALUATIONS FROM
TWO DIFFERENT PRINCIPALS AND MOSCONI. I'M VERY RESPONSIBLE AND I DO CARE ABOUT MY JOB AND I RARELY MISS WORK ONLY WHEN THERE IS AN EMERGENCY FOR A PERSONAL OR FAMILY REASON. DURING THESE 12 YEARS I NEVER HAD ANY SITUATION, ANY ISSUES WITH MY JOB. I DON'T HAVE ANY STAINING MY REPUTATION. I HAVE A CLEAN RECORD. >> I HAVE BUILT GOOD RELATIONSHIPS WITH SOME OF THE FAMILIES. SOME OF THEM HAVE HAD 2 OR 3 SIBLINGS WHO I'VE BEEN THEIR TEACHER AND SOME OF THEM I'VE BEEN TEACHING EVEN THEIR CLASSES. IN FACT SOME OF THEM HAVE INVITED ME TO THEIR MY FORMER STUDENTS QUINCEANERA PARTIES. I DEEPLY REGRET THE INCIDENT. I DIDN'T MEAN TO DO ANY HARM. I KNOW I DIDN'T FULFILL THE EXPECTATIONS AND I THINK FULL RESPONSIBILITY FOR THAT. I NEVER TOUCHED THE STUDENT WHEN HE SPAT ON MY FACE AND MY GLASSES I FELT DISGUST
AND BECAUSE OF MY DISGUST I SPOKE OUT NOT BECAUSE I WANTED TO GET BACK AT HIM. MY INTENTION WAS NOT TO RETURN IT. I APOLOGIZE FOR FAILING FEELING REPORT AND IT'S SORT OF LIKE WHEN A FLY LANDS IN YOUR MOUTH AND YOU FEEL DISGUST. THAT'S HOW I FELT AND I REACTED IN AN AUTOMATIC WAY. IT WASN'T TO HARM HIM. WHAT I REALIZED I COULD HAVE DONE SOMETHING VERY SIMPLE. IT WAS JUST SORT OF MY FACE ALWAYS. BUT IN THAT MOMENT I WASN'T THINKING AND I JUST REACTED. AGAIN, NOT FOR ONE SECOND. I MEANT TO DO HIM ANY HARM. I NEVER HAD A SITUATION LIKE THIS AND IF I COULD CHANGE THINGS I WOULD JUST HAVE WALK AWAY AND USE THE WALKIE TALKIE TO ASK FOR HELP WHICH WAS NEEDED AT THAT MOMENT. TODAY I'M ASKING YOU FOR MY CHANCE A CHANCE TO GO BACK TO WORK AND I'M READY TO TAKE TO DO WHATEVER IT TAKES LIKE
DISCIPLINE OR TRAINING AND VERY, VERY SORRY FOR WHAT HAPPENED. I DIDN'T MEAN TO DO ANY HARM. IT WAS A REACTION OF DISGUST AND I'M ASKING YOU TO CONSIDER MY 12 YEARS OF WORK AND I APPRECIATE YOUR TIME AND I THANK YOU AGAIN FOR. THANK YOU, MS.. FILHO, FOR BEING HERE TODAY. UNLESS THERE ARE ANY QUESTIONS AT THIS TIME, THE BOARD WILL RECESS IN THE CLOSED SESSION TO DELIBERATE THIS AND OTHER MATTERS. OTHER QUESTIONS. OKAY. THANKS SCENE AND THANK YOU FOR BEING HERE TODAY AND I WILL NOW RECESS OUR MEETING AT 5:15 P.M. AND S.F. GOV TV SAN FRANCISCO ON GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION NEWS S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION
AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION STATIONS. >> YEAH YEAH. THANK YOU. IT'S TIME TO GET STARTED. CAN WE PLEASE SETTLE DOWN PLEASE? CLOSED CAPTIONING IN AMERICAN SIGN LANGUAGE TRANSLATION SERVICES S.F. USDA WILL PROVIDE CLOSE CAPTIONING IN AMERICAN SIGN LANGUAGE INTERPRETER SERVICES. THROUGHOUT TODAY'S BOARD MEETING LIVE TRANSCRIPTION CAN BE FOUND HERE AT S.F. USDA EDU SLASH BOARD TRANSCRIPT. ATTENDEES WHO WISH TO PROVIDE PUBLIC COMMENT TO THE BOARD WOULD LIKE AN ASL INTERPRETER CAN USE THE Q&A BOX IN THE ZOOM APP TO TYPE THEIR NAME OR HANDLE AND LIST THE ITEM OR ITEMS ON THE AGENDA THEY WOULD LIKE TO COMMENT ON THE ATTENDEE WE NEED TO HAVE A FUNCTIONING CAMERA IN ORDER TO COMMUNICATE WITH THE INTERPRETER AND THE BOARD. WHEN IS THE ATTENDEES OPPORTUNITY TO PROVIDE COMMENT? THE ZOOM HOST WILL PROMOTE THE ATTENDEE TO PANELIST AND ENABLE THE ATTENDEES VIDEO ANY MEMBER OF THE PUBLIC MAY EMAIL THEIR COMMENTS WITH THE AGENDA ITEM IDENTIFIED IN THE COMMENT TO
BOARD OFFICE AT SEPULVEDA BY 2 P.M. THE DAY OF THE MEETING. THEY DO NOT WISH TO MAKE THEIR COMMENT DURING THE BOARD MEETING. THE COMMENTS WILL BE READ INTO THE RECORD. TRANSLATION YOU CAN GO AHEAD PLEASE. GOOD EVENING. THE SABC WILL PROVIDE INTERPRETATION THROUGHOUT TODAY'S BOARD MEETING. THIS MEETING IS GOING TO BE PROVIDED IN CHINESE AND SPANISH AND THIS MESSAGE IS GOING TO BE REPEATED IN CHINESE AND SPANISH. GO GET YOUR MOM'S OWN HOME. PALKOT AND WE'RE WAITING ALL CARRY AWAY AND WE WILL TAKE ON PANIC BUT WON'T GET IT GOING. SO YOU WANT TO WATCH AND THINK WHAT THINGS EATING NEAR GOOGLE MEET YOU'VE SEEN THING RIGHT YET SAY ABOUT SAY PATTERNS SAY SAMSUNG GET BACK TO TONE SEE HOW THINGS TOOK THE LOOK THEN GO BACK OUT SAYING Z GUY. SPANISH INTERPRETER PLEASE WHEN I THOUGHT OF THIS SHE WAS DEAD NECESITA SERVICIOS DE INTERPRETATION IN SPANISH. THIS STARTED BOTH OUR MARKETS
BEGAN TO OPERATE ON OCTOBER 2ND GOOGLE MEET YOU KNOW THERE IS UNKNOWN WHETHER THAT IS OR SHALL THOSE NEVER CEASE. I SEE IT SAYS WHEN I WAS GOING TO CONGRESS SAID IF YOU CONTINUE ACCESS SAY SAY CINCO NUEVA NUEVAS SEES NUEVAS CITIES SEES YOU'LL SEE MODERN AMERICA WHICH EYEGLASSES. THANK YOU PRESIDENT KIM THAT CONCLUDES TRANSLATION SERVICES THANK YOU. >> THANK YOU TO EVERYONE. APOLOGIES FOR THE SLIGHT DELAY AND WELCOME BACK TO OPEN SESSION ITEM C RECONVENING TO OPEN SESSION REPORTING UP FROM CLOSED FROM CLOSED SESSION IN ONE MATTER OF ANTICIPATED LITIGATION THE BOARD BY A VOTE OF SEVEN EYES GIVES DIRECTION TO THE GENERAL COUNSEL IN THE MATTER OF LEE VERSUS S.F. USD SAN FRANCISCO'S SUPERIOR COURT CASE NUMBER C G C 22 603293 THE BOARD BY A VOTE OF SEVEN IVES GIVES DIRECTION TO THE GENERAL COUNSEL IN THE MATTER OF CALHOUN VERSUS CIF AT ALL US DISTRICT COURT NORTHERN DISTRICT OF CALIFORNIA CASE NUMBER 325 CV 4603 THE BOARD BY A VOTE OF SEVEN A'S GIVES
DIRECTION TO THE GENERAL COUNSEL IN THE MATTER OF STUDENT ACT VERSUS S.F. CASE NUMBER (202) 505-0836 THE BOARD BY A VOTE OF SEVEN EYES GIVES DIRECTION TO THE GENERAL COUNSEL ON A VOTE OF SEVEN A'S, THE BOARD TOOK ACTION TO APPROVE A PROPOSED STATEMENT OF CHARGES AGAINST A PERMANENT CERTIFICATED EMPLOYEE OF THE OF THE DISTRICT ON A VOTE OF SEVEN EYES THE BOARD TOOK ACTION TO APPROVE THE SUSPENDED RESPONDENT WITHOUT PAY WITHOUT PAY PENDING THE HEARING AND DISPOSITION OF THE CHARGES AGAINST HER AND TO PROVIDE RESPONDENT NOTICE OF HER SUSPENSION ON A VOTE OF SEVEN A'S, THE BOARD TOOK ACTION TO APPROVE THE REQUEST FOR SETTLEMENT AUTHORITY FOR WORKER'S COMPENSATION CLAIM SETTLEMENT BY COMPROMISE AND RELEASE ITEM D OPENING ITEM LAND ACKNOWLEDGMENT WE THE SAN FRANCISCO BOARD OF EDUCATION ACKNOWLEDGE THAT WE ARE ON THE UNCEDED ANCESTRAL HOMELAND OF THE RAW MATERIAL ONLY WHO ARE THE ORIGINAL INHABITANTS OF THE SAN FRANCISCO PENINSULA AS THE INDIGENOUS STEWARDS OF THIS LAND AND IN ACCORDANCE WITH THEIR TRADITIONS THE DRAMATIST FILONI HAVE NEVER CEDED LOST NOR FORGOTTEN THEIR
RESPONSIBILITIES AS CARETAKERS OF THIS PLACE AS WELL AS FOR ALL PEOPLES WHO RESIDE IN THEIR TRADITIONAL TERRITORY AS GUESTS WE RECOGNIZE THAT WE BENEFIT FROM LIVING AND WORKING ON THEIR TRADITIONAL HOMELAND. WE WISH TO PAY OUR RESPECTS BY ACKNOWLEDGING THE ANCESTORS, ELDERS AND RELATIVES OF THE RANCH COMMUNITY BY AFFIRMING THEIR SOVEREIGN RIGHTS AS FIRST PEOPLES. ITEM TWO APPROVAL OF FOUR MINUTES FROM JUNE 24TH 2025 CAN HAVE A MOTION AND A SECOND PLEASE. >> SOME OF SECOND CAN HAVE A ROLL COVER PLEASE. >> MS.. ELENA PRESIDENT KIM I WANTED TO MAKE A CORRECTION. YES. ON ITEM H THE CONSENT CALENDAR IT SAYS ONE ABSTAIN WASTE AND MORE BUT THAT ABSTAIN SHOULD READ ONE ABSENT OH OH ON THE MINUTES. THANK YOU COMMISSIONER. WELL THAT ACTUALLY THE ABSTAIN I THOUGHT WAS ACTUALLY ME BECAUSE I FROM FOR YOU IT SAYS
IT'S TIME YOU DID RIGHT CORRECT OKAY YES SO IT SHOULD BE ONE ABSTAIN FILL CAM ONE OPPOSITE I HAVE THESE SO I SENT WORD FIVE CURRENTLY SAYS ONE ABSTAIN SO SIX EYES ONE ABSTAIN WEISSMAN WARD BUT IT PROBABLY SHOULD BE FIVE EYES CORRECT ONE ABSTAIN ONE VOTES ONE ABSENT WEISSMAN CORRECT. THANK YOU SO MUCH. COMMISSIONER ALEXANDER SORRY. YES. COMMISSIONER FISHER YES. MR. GUPTA YES. VICE PRESIDENT HEARING YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORK? YES. PRESIDENT KIM YES. IT'S DOING DELEGATE MOON YES. AND SOON DELEGATE CREWS YES. OKAY. SPEAKING OF I WOULD LIKE TO FORMALLY WELCOME OUR STUDENT DELEGATES SHARON AND MELANIE TODAY. THANK YOU SO MUCH FOR BEING HERE THIS IS THEIR FIRST MEETING OF THE YEAR. I WANT TO WELCOME YOU BOTH. >> THANK YOU FOR BEING HERE. I THINK WE HAVE AN ITEM FOR DELEGATE REPORT AND SO HAPPY TO
HEAR MORE OF AN UPDATE ON HOW THE SCHOOL YEAR IS SHAPING UP FOR YOU BOTH. BUT THANK YOU SO MUCH FOR BEING HERE TODAY. GRATEFUL FOR YOUR SERVICE AND LOOKING FORWARD TO WORKING WITH YOU THIS YEAR. YOU RESPONSES TO COMMISSIONER QUESTIONS ON THE AGENDA CAN BE FOUND ON BOARD DOCS AND FOR THE REVIEW OF AGENDA ITEMS UNDER G ACTION ITEM I AM MOVING ITEM 2 TO 5 7-29 ESP ONE IN SUPPORT OF NAMING THE GYM FLORA FRANCISCAN MIDDLE SCHOOL THAT DANIEL AND ANDERSON CAUGHT UP IN THE AGENDA TO BE HEARD IMMEDIATELY AFTER PUBLIC COMMENT. YES THE FIRST BOARD OF EDUCATION FOLLOWS A STUDENT OUTCOMES FOCUSED GOVERNANCE MODEL BASED ON COMMUNITY INPUT. THE BOARD HAS ADOPTED OUR VISION VALUES, GOALS AND GUARDRAILS IN ORDER TO INCREASE THE PORTION OF BOARD MEETING TIME WE SPEND ON STUDENT OUTCOMES. EVERY OTHER REGULAR MEETING IS A MONITORING WORKSHOP. THIS MODEL ALSO CALLS ON THE BOARD TO EMPOWER THE SUPERINTENDENT TO TAKE FULL OWNERSHIP OF THE STRATEGIES USED TO REACH THESE 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 AT SFD EDU SLASH GOVERNANCE AS WE COMMIT TO FINDING NEW AND IMPROVED WAYS TO MORE MEANINGFULLY ENGAGE WITH STAFF, STUDENTS AND FAMILIES. WITH THAT I WILL TURN IT OVER TO THE SUPERINTENDENT FOR THE SUPERINTENDENT'S REPORT. >> THANK YOU PRESIDENT KIM. GOOD EVENING EVERYONE. YES AND HAPPY ALMOST END OF SUMMER TO FOLKS I HAVE I HAVE A SHORT REPORT FOR FOR EVERYONE AND OKAY, SO I HAVE I HAVE A SHORT REPORT THIS EVENING. SO YES, SUMMER IS ALMOST OVER BUT I DO WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS AND KNOWS HOW TO ENROLL YOUR STUDENTS IF YOU HAVE NOT ENROLLED YOUR STUDENTS AT SFD SD PLEASE PLEASE KNOW THAT IF YOU SD WE NEVER COLLECT IMMIGRATION STATUS FROM OUR FROM OUR STUDENTS AND OUR FAMILIES. WE DO NOT ASK FOR THIS TYPE OF INFORMATION AND WE DO NOT KEEP THAT INFORMATION IN ON RECORD HERE WE WELCOME ALL STUDENTS TO
APPLY TO US. PLEASE COME AND VISIT OUR SCHOOLS AND PLEASE ENROLL IN OUR SCHOOLS. SECOND, I WANT TO MAKE SURE THAT EVERYONE KNOWS THAT WE HAVE NEW HOURS FOR OUR ENROLLMENT CENTER FROM MONDAY TO FRIDAY 8 A.M. TO 12 P.M. AND THEN FROM 1 TO 430 SO PLEASE COME TO OUR ENROLLMENT CENTER WHICH IS RIGHT HERE AT 555 FRANKLIN STREET ON THE FIRST FLOOR IF YOU ARE INTERESTED IN ENROLLING YOUR STUDENTS. NEXT SLIDE PLEASE. AND THEN SPEAKING OF SUMMER THIS SUMMER HUNDREDS OF OUR HIGH SCHOOL STUDENTS RECEIVED PAID HANDS ON EXPERIENCE IN SUMMER LEARNING PROGRAMS THROUGHOUT THE DISTRICT. WE HAD STUDENTS INTERNING AT ORACLE PARK AND WITH MUNI AND IN DOZENS OF UC SAN FRANCISCO DEPARTMENTS, CLINICS AND OFFICE STUDENTS HAVE BEEN LEARNING ALL SUMMER AND ARE BEGINNING THEIR COLLEGE AND CAREER READINESS PATHWAY. AND IN ENGAGING IN THEIR PAID
INTERNSHIPS AT CITY COLLEGE OF SAN FRANCISCO IN THEIR DUAL ENROLLMENT COURSE PICTURED HERE YOU'LL SEE SOME OF OUR HIGH SCHOOL INTERNS ARE BUILDING THEIR FUTURE CAREERS IN ENGINEERS AND LEARNING HOW TO BUILD THEIR FUTURE CAREERS IN ENGINEERING AND TRANSPORTATION AND BY WORKING INSIDE AN ACTIVE S.F. MTA MAINTENANCE SHOP. ACTUALLY OUR STUDENTS WERE FEATURED IN A NEWS CLIP THAT WE SHOULD ACTUALLY LINK SOMEWHERE AND POST ABOUT THEIR EXPERIENCE IN DOING THIS AND HOW TRANSFORMATIVE IT WAS FOR THEM TO KNOW THAT THEY HAD A HAND IN EITHER MAINTAINING OR HELPING MUNI EMPLOYEES MANAGE THE BUSSES OR WORK ON DIFFERENT IN THE DIFFERENT COMPONENTS OF MAINTAINING BUSSES FOR FOR MTA WE'RE JUST REALLY REALLY PROUD OF OUR STUDENTS AND REALLY AVAILING THEMSELVES TO ALL THE OPPORTUNITIES THAT WE HAVE AVAILABLE TO US IN THE CITY. PICTURED ON THE RIGHT ARE FOUR OF OUR YOUTH WHO ARE PASSIONATE FOR HEALTH CARE AND OUR WORKING
AT THE UCSF HEALTH BIRTH CENTER WHERE THEY CONDUCTED PATIENT INTERVIEWS AND LEARNED HOW TO NAVIGATE MEDICAL RECORD SYSTEMS WHICH IS VERY DIFFICULT. >> BUT AGAIN I JUST WANT TO THANK ALL OF OUR SPONSOR STAFF AND COMMUNITY PARTNERS WHO ARE SUPPORTING OUR STUDENTS DURING THE SUMMER AND OF COURSE THROUGHOUT THE ENTIRE SCHOOL YEAR. NEXT SLIDE PLEASE. ANOTHER MAJOR CELEBRATION THAT WE HAD DURING THE SUMMER WAS WITH OUR AFRICAN AMERICAN ACHIEVEMENT AND LEADERSHIP INITIATIVE WHO HOSTED ANOTHER VERY, VERY SUCCESSFUL BLACK STAR RISING SUMMER STEM PROGRAM. I WAS ACTUALLY JOINED BY WITH COMMISSIONER FISCHER AT THE AT THE YEAR END CELEBRATION OF THIS FANTASTIC EVENT WHERE OUR YOUNG PEOPLE GOT TO DEMONSTRATE ALL THE WONDERFUL LEARNINGS THAT THEY RECEIVED DURING THE SUMMER MONTHS AND OF COURSE THROUGHOUT THE SCHOOL YEAR THEY
IT WAS A CULMINATION OF HANDS ON SUMMER STEM LEARNING. OUR NINTH GRADE STUDENTS IN THE PROGRAM COMPETED IN A FLIGHT SHOWCASE AT AT THE PROGRAM'S YEAR END CELEBRATION AND IT WAS JUST AMAZING TO SEE OUR STUDENTS WITH THEIR FULL BRILLIANCE AND CURIOSITY AND ENERGY AND LEADERSHIP ON DISPLAY. AND HONESTLY THIS IS TRULY WHAT SFI USD IS ALL ABOUT. IT WAS VERY, VERY PROUD MOMENT. AND THEN FINALLY I WANT TO SHARE THAT WE ARE WRAPPING UP OUR SUMMER MEAL PROGRAM. WE'RE EXCITED. SORRY WE'RE WRAPPING UP SUMMER AND WE ARE EXCITED TO WELCOME STUDENTS BACK TO SCHOOL ON MONDAY AUGUST 18TH HERE AS OF USD OUR TEAM HAS BEEN WORKING REALLY HARD OVER THE MANY MANY DAYS AND MONTHS TO MAKE SURE THAT OUR STUDENTS ARE GOING TO BE READY OUR CLASSROOM ROOMS, OUR SCHOOLS ARE GOING TO BE READY FOR FOR A FANTASTIC NEW SCHOOL YEAR TO HELP FAMILIES
PREPARE FOR THE FIRST DAY OF SCHOOL. WE ARE PUTTING TOGETHER A BACK TO SCHOOL GUIDE THAT WE WILL SEND TO FAMILIES ON MONDAY, AUGUST 11TH, A WEEK BEFORE SCHOOL STARTS. IT IS TRANSLATED INTO ALL OF OUR MAJOR LANGUAGES AND WILL BE AVAILABLE BOTH AS A PRINTABLE VERSION AND A MOBILE FRIENDLY VERSION. SO PLEASE WHEN YOU HAVE A CHANCE TO LOOK AT THAT GUIDE AND WE ARE REALLY REALLY EXCITED TO WELCOME ALL OF OUR STUDENTS BACK TO SCHOOL I ACTUALLY HAD A CHANCE TO MEET WITH A NUMBER OF OUR PRINCIPALS THIS MORNING WHO WAS GETTING READY TO DIVE DEEP INTO PREPARING OUR STUDENTS FOR THE WONDERFUL AND EXCITING MATH CURRICULUM THAT IS GOING TO HAPPEN STARTING THIS YEAR. SO LOOK FORWARD TO ALL THE WONDERFUL THINGS THAT'S GOING TO HAPPEN SOON. THANK YOU. PRESIDENT KIM. THANK YOU, DR. SUE. MOVING TO ITEM SIX STUDENT DELEGATE REPORT. WELCOME AGAIN TO OUR NEW
STUDENT DELEGATE ELECTS AND I WILL END BY CALLING YOU BOTH TO INTRODUCE YOURSELVES. >> THANK YOU. HI EVERYONE. >> MY NAME IS SHARON S H O N AND I AM THE NEWLY ELECTED STUDENT DELEGATE FOR THIS UPCOMING SCHOOL YEAR. I AM A RISING SENIOR AT LOWELL HIGH SCHOOL AND I'M VERY GREATLY INVOLVED IN STUDENT ACTIVITIES AND LIFE THROUGH LIKE STUDENT GOVERNMENT AS I'LL BE SERVING AS THE STUDENT BODY PRESIDENT THIS UPCOMING SCHOOL YEAR AND AS DEBATE CAPTAIN OH THANK YOU. AND WITH STUDENT GOVERNMENT AND EVERYTHING ELSE AT LAW I ALSO WORK CLOSELY WITH LIKE TEACHERS, COUNSELORS AND THE PRINCIPALS. SO I, I WOULD SAY I'VE HAD A LOT OF EXPERIENCE WITH WORKING AND THINGS LIKE THAT AND I'M REALLY EXCITED FOR THE EXPERIENCES THAT BEING PART OF THE BOARD OF EDUCATION WILL BRING ME AS WELL. I HAVE BEEN PART OF S OF YOUTH D SINCE I WAS IN FIFTH GRADE WHEN MY PARENTS AND I MOVED TO SAN FRANCISCO AND IMMIGRATED TO THE UNITED STATES FROM MYANMAR. I ATTENDED TWO ELEMENTARY SCHOOLS AND A MIDDLE SCHOOL
AND S OF YOUTH D AND ALL OF THIS HAS FUELED MY PASSION FOR LIKE EDUCATION, ACCESS, LANGUAGE TRANSLATION, ACCESS AND CIVIC ENGAGEMENT ADVOCACY FOR A LOT OF YOUTH. AND YEAH SO I'M HOPING TO BEST ADVOCATE FOR STUDENT VOICES AND OBVIOUSLY SERVE AS THE LIAISON BETWEEN STUDENTS AS I SEE AND THE BOARD AND ALSO GAINING AND ENHANCING MY SKILLS OF PUBLIC SPEAKING AND ADVOCACY AND IMMERSING MYSELF IN AN AMAZING OPPORTUNITIES HERE. SO THANK YOU SO MUCH FOR HAVING ME AND I'M SUPER EXCITED TO WORK WITH EVERYONE. ALL RIGHT. HI EVERYONE. I'M MELANIE CRUZ. I'M CURRENTLY A RISING SENIOR AT BIRD AND HIGH SCHOOL AND I'M HONORED TO BE JOINING YOU GUYS TODAY. >> OVER THE FEW YEARS I'VE BEEN FORTUNATE TO GROW IN SAN FRANCISCO AND BE THROUGH SO MANY EXPERIENCES OF RANGES OF LEADERSHIP AND PROFESSIONAL EXPERIENCES THAT WE HAVE JUST SPOKE ABOUT WHERE I'VE BEEN THROUGH MANY INTERNSHIPS, WHERE I'VE HAD THE OPPORTUNITY TO WORK IN REALLY PROFESSIONAL ENVIRONMENTS THAT ENABLED ME TO KIND OF GET THAT SPEAKING AND BEING ABLE TO SPEAK AROUND
A LOT OF BIG CROWDS WHERE I CAN TALK TO ALL AGES AND I CAN SEE HOW YOU CAN KIND OF SAY LIKE BE OPENING AND LISTENING TO EVERYTHING AND BE OPENING TO JOIN IN CONVERSATIONS THROUGHOUT NONPROFITS AND COMMUNITY OUTREACH PROJECTS. I'VE BEEN ABLE TO SUPPORT AND ADVOCATE FOR A LOT OF MINORITY STUDENTS INCLUDING FIRST AND NEW LIKE AND COMERS WHO AS MYSELF I ALSO STRUGGLED WITH ENGLISH GROWING UP. I WASN'T IT WASN'T MY FIRST LANGUAGE SO I HAVE THROWN AND MADE A LOT OF CLUBS WHERE I'VE BEEN ABLE TO ASSIST THESE STUDENTS THAT NEED THESE EXTRA RESOURCES AND I'VE BEEN DOING THIS ONLINE AND VIRTUAL AND IN-PERSON AS WELL AND I'M JUST EXCITED TO BE HERE. THIS IS A NEW EXPERIENCE FOR ME AND I LOOK FORWARD. I LOOK FORWARD TO BRINGING A POSITIVE CAUSE AND IMPACT THROUGH SCC AND THE BOARD. SO YEAH, AS A NEW INTERIM STUDENT DELEGATE I'M USING MY ROLE TO REPRESENT NOT ONLY BROUGHTON HIGH SCHOOL AS ONE I'M THINKING OF REPRESENTING ALL STUDENTS THROUGHOUT THE DISTRICT AND THAT'S WHAT I'M
HERE FOR AND THAT'S MY MOTTO. SO THANK YOU FOR HAVING ME. OKAY SO FOR THE QUICKLY SEC UPDATE WE HAVE A TEACHER HELP OUT TYPE OF INITIATIVE GOING ON THIS SUMMER SO THE SHC COURT IS A LITTLE DIFFERENT THIS YEAR BECAUSE WE SELECTED THEM BEFORE THE SCHOOL YEAR ENDED INSTEAD OF THE BEGINNING OF THE FOLLOWING SCHOOL YEAR. SO WE'VE BEEN SPENDING TIME WITH THEM HELPING TEACHERS ACROSS THE DISTRICT AND THE TEACHER HELP OUT IS BASICALLY A WAY FOR TEACHERS FROM ELEMENTARY SCHOOLS, MIDDLE SCHOOLS, HIGH SCHOOLS TO GET HELP WITH SETTING UP THEIR CLASSROOMS OR EVEN SETTING UP LIKE THE SCHOOL IN GENERAL. AND YESTERDAY WAS OUR FIRST ONE AT THE ACADEMY HELPING THEM MOVE FURNITURES FROM NEW ROOMS. AND NEXT UP WE HAVE GALILEO LAW AND MAKE SURE IN THE UPCOMING WEEKS THAT WILL THANK YOU SO MUCH STUDENT DELEGATES AGAIN WELCOME AND WE'RE VERY EXCITED TO PARTNER WITH YOU THIS YEAR. MOVING ON TO ITEM E PUBLIC COMMENT TO ALIGN WITH OUR EFFECTIVE GOVERNANCE MODEL PUBLIC COMMENT WILL LAST FOR ONE HOUR OR UNTIL 8 P.M. WE'LL SAY TODAY UNTIL 8 P.M. OH WELL FOR ONE HOUR WE AIM TO RESPECT
STAFF, FAMILY AND COMMUNITY TIME BY BEGINNING BOARD SESSIONS NO LATER THAN 8 P.M.. OUR HOPE IS TO CONDUCT BOARD BUSINESS IN AN EFFICIENT, EFFECTIVE AND ACCESSIBLE MANNER DURING REASONABLE HOURS EACH PARTICIPANT MAY SPEAK FOR UP TO ONE MINUTE. STAFF WILL THANK THE SUPERINTENDENT AT THE ONE MINUTE MARK AT ONE MINUTE AND FIVE SECONDS I HAVE ASKED MR. STEEL 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 SO THE BOARD CAN HEAR FROM ALL VIEWPOINTS DURING OUR LIMITED TIME. PLEASE ALSO NOTE THAT THE BOARD ACCEPTS WRITTEN PUBLIC COMMENTS VIA EMAIL TO BOARD OFFICER AS A FEW IS YOU. WE WILL HEAR FIRST FROM STUDENTS IN PERSON ON AGENDA ITEMS THEN GENERAL PUBLIC IN PERSON ON AGENDA ITEMS FOLLOWED BY STUDENTS IN PERSON ON NON AGENDA ITEMS AND THEN GENERAL AND PUBLIC GENERAL PUBLIC IN PERSON ON NON AGENDA ITEMS REGARDLESS OF WHETHER IN-PERSON PUBLIC COMMENT IS COMPLETE WE WILL SAVE 15 MINUTES FOR A REMOTE PUBLIC
COMMENT TAKING COMMENTERS IN THE SAME ORDER AS IN PERSON. 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 AT THIS TIME. >> MR. STEELE, IF YOU CAN PLEASE START. >> THANK YOU. PRESIDENT KIM WAS PRESIDENT KIM MENTIONED I'LL BE CALLING STUDENTS FIRST SO I'M CALLING FOR FIVE PEOPLE AT A TIME. WHEN YOU HEAR YOUR NAME PLEASE LET HIM AT THE PODIUM. YOU'LL HAVE ONE MINUTE EACH TO SPEAK. KENNEDY EMILY, I THINK IT'S GEE, I'M SORRY I CAN'T READ IT. EMILY ALL RIGHT. YEAH. COME ON UP, NELLIE FOXMAN. FOXMAN. FOXMAN ELAZAR BYRD PLEASE FORGIVE ME IF I'M MISPRONOUNCING AN IDA. ALL RIGHT, YOU CAN PULL THAT DOWN A LITTLE BIT THEN PRESS THE BUTTON ONCE YOU'RE OKAY. MY NAME IS KENNEDY. I'M INCOMING FRESHMAN AT LOWELL
ETHNIC STUDIES HOMES, CHILDREN WITH SPECIAL NEEDS. IT LIMITS HOW MANY AND WHAT CHOICE OF ELECTIVES WE CAN TAKE COMPARED TO REGULAR KIDS. STUDENTS LIKE ME WHO HAVE IEPS ALREADY HAVE ONE LESS CHOICE BECAUSE WE'RE REQUIRED TO TAKE STUDY SKILLS THIS CLASS ALSO BE ON PARANORMAL STUDENTS. ON THE OTHER HAND I STUDY JAPANESE SINCE FIRST GRADE. I'M ATTACHED TO THIS CULTURE THAT CARES ABOUT ITS STUDENTS ALSO TAKING JAPANESE HEALTHY GET THE BUILDERS ISSUE WHICH INCREASES MY CHANCE OF GETTING INTO A GOOD COLLEGE. THE MANDATE FOR A ONE YEAR ETHNIC STUDIES COURSE IS NOT FLEXIBLE. STUDENTS WITH SPECIAL NEEDS ARE FORCED TO CHOOSE BETWEEN ELECTIVES WE NEED AND DESIRE. WE NEED FLEXIBILITY AS TO WHEN AND HOW LONG WE WANT TO TAKE ETHNIC STUDIES. >> THANK YOU. GOOD EVENING. MY NAME IS EMILY GRETZKY AND I'M A STUDENT AT LOWELL HIGH SCHOOL. I'M HERE TO EXPRESS MY CONCERNS ABOUT MAKING A YEAR LONG ETHNIC STUDIES COURSE A GRADUATION REQUIREMENT AS A STUDENT AT
LOWELL, I KNOW THE STRUGGLE OF TRYING TO FIT AP CLASSES, ELECTIVES AND OTHER CLASSES. STUDENTS ARE INTERESTED IN ADDING ANOTHER MANDATE MEANS GIVING SOMETHING UP SUCH AS LANGUAGE COURSES ACCORDING TO A LOCAL NEWS ARTICLE, THIS CURRICULUM HASN'T BEEN VETTED OR APPROVED THROUGH THE USUAL DISTRICT PROCESS YET IT'S BEING RUSHED INTO OUR SCHOOL SYSTEM DESPITE THE FACT THAT IT WILL TAKE OVER $100,000 TO IMPLEMENT ALL WHILE A CURRENT BUDGET DEFICIT IN THE DISTRICT. I SUPPORT LEARNING ABOUT DIVERSE HISTORIES BUT NOT AT THE EXPENSE OF ACADEMIC FREEDOM SO I TRULY HOPE THAT THIS BOARD CAN ADOPT A CLEAR AND INCLUSIVE CURRICULUM REVIEW PROCESS. I ALSO WANT TO THANK YOU FOR THE TIME TO HEAR YOUTH INPUT ON THIS MATTER BECAUSE AS STUDENTS WE DESERVE AN OPPORTUNITY AND A VOICE IN DECISIONS THAT AFFECT OUR EDUCATION. THANK YOU SO MUCH. THANK YOU. GOOD EVENING. MY NAME IS NO FOLKS AND I'M A JUNIOR AT GEORGE WASHINGTON HIGH SCHOOL. I JUST THINK I THINK THE CHOICE WAS EXACTLY THE POINT. IT SHOULD SAY AN OPTION NOT AN OBLIGATION FORCING EVERY STUDENT INTO A YEARLONG COURSE REMOVES ELECTIVES, AP CLASSES
AND CAREER PATHWAYS THAT WE NEED FOR COLLEGE ACCESS AND FUTURE OPPORTUNITIES. AND AS AS A FEW CITIES FACING A BUDGET DEFICIT OF OVER $114 MILLION SPENDING 100,000 ON AN UNVETTED PROGRAM ISN'T RISKY. IT'S TAKING AWAY MONEY FROM LITERACY COURSES AS WELL AS TUTORING AND MENTAL HEALTH SUPPORT THAT STUDENTS NEED BEFORE ADDING GRADUATION MINUTES. >> WE SHOULD FOCUS ON HELPING STUDENTS SUCCEED IN MATH AND ENGLISH. OVER HALF OF US A FEW C STUDENTS ARE NOT MEETING GRADE LEVEL STANDARDS. I SUPPORT TEACHING OF DIVERSE HISTORY BUT NOT EXPENSIVE ACADEMIC FREEDOM. THANK YOU. >> HELLO. MY NAME IS ALISTER. I'M A RECENT GRADUATE FROM LOWELL HIGH SCHOOL. I'M SPEAKING TODAY TO EXPRESS MY DEEP CONCERNS ABOUT MAKING TWO YEAR ETHNIC TWO SEMESTER ETHNIC STUDIES COURSE A REQUIREMENT FOR EVERY STUDENT IN THE SFD SD. >> WHY NOT OPPOSED TO ETHNIC STUDIES BEING TAUGHT? WHEN I WAS A STUDENT IN THE DISTRICT I EXPERIENCED FIRSTHAND HOW DIFFICULT IT WAS
TO TAKE EVERY COURSE NEEDED TO GRADUATE. AND EVEN MORE SO TO QUALIFY FOR THE UK'S. I'M WORRIED THAT THIS NEW REQUIREMENT WILL FORCE STUDENTS TO GIVE UP OTHER IMPORTANT ACADEMIC CLASSES AND PUT THEM AT A DISADVANTAGE. >> HIGH SCHOOL SHOULD BE A TIME FOR EVERYONE TO WIDEN THEIR INTERESTS AND THIS WILL MAKE THAT HARDER. >> FURTHERMORE, WHEN I WAS A STUDENT HERE I CAN WELL REMEMBER THE PROBLEMS OF THE BUDGET CRISIS. >> EVERY DAY WE WERE WORRIED THAT WE WERE GOING TO HAVE THE RUG PULLED OUT FROM UNDER US THAT WE WEREN'T GOING TO BE ABLE TO TAKE THE COURSES THAT WE WANTED NEXT YEAR BECAUSE THEY WERE GOING TO BE CUT. THIS IS JUST GOING TO RAISE THAT RISK AGAIN. SO I URGE THE DISTRICT TO EXERCISE MORE CAUTION WITH THIS PROPOSAL. >> THANK YOU. HI, MY NAME IS IN WONG AND I AM A RECENT GRADUATE AND I AM A RECENT GRADUATE OF ABRAHAM LINCOLN HIGH SCHOOL. I'M CURRENTLY A COLLEGE STUDENT AT UC BERKELEY BUT I HAVE
EXPERIENCED FIRSTHAND THROUGH CLOSE FRIENDS AND FAMILY MEMBERS OF MINE ISSUES WITH MANDATING ETHNIC STUDIES AND IN BLOCKING OUT CERTAIN COURSE MATERIALS. I FOR ONE HAVE TAKEN ETHICS TO STUDIES. BACK IN MIDDLE SCHOOL I WAS ANNAPOLIS GRADUATE AS WELL BUT AND THERE'S NOTHING WRONG WITH THAT COURSE BUT IF WE MANDATE THIS COURSE IT WILL LIMIT THE AMOUNT OF OPPORTUNITIES MANY STUDENTS WILL HAVE IN HIGH SCHOOL. MY BROTHER FOR ONE CANNOT TAKE A.P. CHEMISTRY BECAUSE OF A LOTTERY SYSTEM ALREADY EMBEDDED WITHIN LINCOLN HIGH SCHOOL. IF THERE IS AN ADDITIONAL RESTRICTION SUCH AS MANNING AN ADDITIONAL COURSE SUCH AS ETHNIC STUDIES, IT WILL ONLY MAKE IT'LL ONLY EXACERBATE THE ISSUE. THANK YOU. >> THANK YOU. WE'LL CALL THE NEXT GROUP UP. >> KELLY TEGGART WILSON SKINNER . ADA ZOU. PHILIPPE SEGOVIA. JACOB SOROKA AND JACOB GERMAN. POTENTIALLY ONE MINUTE TO GO AHEAD. WHEN ARE YOU READY TO DO A START? LET'S DO IT AGAIN. GREAT. HI EVERYONE. THANK YOU FOR LISTENING TO WHAT
WE HAVE TO SAY. I'M HERE TO SUPPORT MY FRIEND AND COLLEAGUE DANIELLE ANDERSON AND I'M A TEACHER AT FRANCISCO. I'VE BEEN A TEACHER AT FRANCISCO FOR 25 YEARS AND DANIELLE HAS BEEN MY MENTOR AND FRIEND EVER SINCE. WHAT I WANT TO SAY ABOUT HER TONIGHT IS THAT SHE DESERVES THIS HONOR AND THIS RECOGNITION FROM OUR COMMUNITY BECAUSE OF THE TIRELESS EFFORT SHE PUT INTO OUR STUDENTS. WHEN I HEAR SHARON AND MELANIE AND THE OTHER STUDENTS THAT ARE HERE SPEAKING, THAT IS THE REASON WE DO OUR JOB. SHE NEVER FORGOT THAT AND I SPENT MANY CARPOOLS PICKING UP SHOES FOR KIDS, DELIVERING ITEMS TO CHILDREN AT THEIR HOMES WHEN THEY WERE SICK OR WHEN THEY NEEDED HELP. THIS WAS ALL THINGS THAT DANIELLE DID TO SUPPORT OUR STUDENTS AND I'M HERE TO SUPPORT HER GETTING THIS RECOGNITION. >> THANK YOU. THANK YOU. AND I'M SORRY. I WAS INFORMED THAT THERE MAY BE SOME OTHER STUDENTS WHO I DIDN'T CALL THEIR NAMES WHO TURNED IN CARDS IF IF THAT'S THE CASE, CAN YOU COME UP TO THE PODIUM NOW AND THEN WE'LL JUST LET THEM GO FOR A LITTLE BIT. WAIT FOR THEM FIRST? YES, PLEASE.
WELL, HELLO. GOOD EVENING, SUPERINTENDENT COMMISSIONERS JUDSON AND MOST IMPORTANTLY STUDENT DELEGATES. I'M ISABEL AND I'M HERE AS THE PREVIOUS SEC ELECTED STUDENT DELEGATE AND AN ALUMNI FROM SOTA TO SPEAK ON THE ETHNIC STUDIES CHANGES NOTABLY THE ABILITY TO OPT OUT. I BELIEVE THAT GIVING STUDENTS THE ABILITY AND OPTION TO OPT OUT OF A COURSE THAT DIVES INTO CRUCIAL TOPICS LIKE RACIAL INEQUALITY, INTERSECTIONALITY AND CIVIC ENGAGEMENT OR IN OTHER WORDS THE FUNDAMENTAL ELEMENTS THAT HAVE SHAPED THIS COUNTRY CONTINUES A CYCLE OF IGNORANCE AND WILL ULTIMATELY LEAD TO MORE DISCRIMINATION IN THE NEXT GENERATION. WELL, MY GENERATION'S GOAL WAS TO CAP THAT CYCLE IF WE STRIVE TO BE DIVERSITY DRIVEN AND RESPECT AND SEEK TO UNDERSTAND EACH PERSON TO BE AN INCLUSIVE AND ANTI-RACIST DISTRICT WHICH IS MENTIONED ON THE AS OF USD WEBSITE. THEN WE CAN MAKE EXCEPTIONS FOR STUDENTS TO NOT TAKE THIS COURSE BECAUSE THEN WE ARE NOT SEEKING TO UNDERSTAND EACH OTHER STORIES. >> THIS IS HISTORY AND WHILE
IT'S NOT BEAUTIFUL WE CAN'T HAVE OUR STUDENTS OBLIVIOUS OF THE PAST AND UNAWARE OF THE DEVELOPMENT OF THIS COUNTRY. THANK YOU. >> HELLO COMMISSIONERS. STUDENT DELEGATES AND JUDSON. I'M LIKE SOME MONTGOMERY FIRSTS IN DELEGATE AND NOW CURRENT PRESIDENT OF THE SEC SUPERVISORY COUNCIL. I'M OVERALL HAPPY THE ETHNIC STUDIES IS STAYING FOR THE SCHOOL YEAR AND AS IT'S BACKED BY A STANFORD STUDY THAT ACTUALLY IMPROVES BOTH GPA AND ATTENDANCE HIGHLY BENEFICIAL COURSE I WANT TO MAKE SURE THAT TEACHER TRUST THOUGH IS IN THE MINDS OF THE BOARD AND STUDENT AND SUPERINTENDENT GIVING ETHNIC STUDIES AND INSTATED WHILE ANNOUNCING AN OPT OUT IS NOT A SIGN OF A FULL THROATED SUPPORT OF THE STUDY IT DE-LEGITIMIZE IT AS A STUDY AND IT SHOWS IT GIVES OFF THE IDEA THAT WE DON'T TRUST TEACHERS ENOUGH. SIMILARLY MAKING THIS DECISION WHILE TEACHERS AND ADMIN OR AWAY IS ERODING THEIR TRUST AND IS HOW WE GET TO THE TIME OF THIS DISTRICT WHERE WE FEEL LIKE PEOPLE ARE IN DIFFERENT ISLANDS. WE TOOK THE SEC SURVEY. WE FOUND THAT MANY TEACHERS OR MANY STUDENTS AND EXPRESSING
FROM WHAT THEY HEARD FROM THEIR TEACHERS THAT IT FEELS LIKE ISLANDS AND THAT WE'RE NOT TOGETHER AS A DISTRICT. THIS IS HOW WE GET THERE IS BY MAKING THESE BIG DECISIONS WHILE ADMIN ARE AWAY HAD DISCUSSIONS WITH ADMIN WHILE ALSO THE TEACHER HELP OUT AND THIS IS THE SOME OF THE THINGS THAT THEY'RE TELLING ME. >> THANK YOU. THANK YOU FOR THAT THANK YOU FOR YOUR PATIENCE. WE CAN CONTINUE AND CAN LEAD CAN COME UP AND JOIN THIS GROUP AS WELL BUT BUT DR. SUE MEMBERS OF THE BOARD GOOD EVENING. MY NAME IS KEN LEE AND I'M A RETIRED PRINCIPAL FRANCISCO MIDDLE SCHOOL. >> THANK YOU FOR HAVING OUR FRANCISCO TEAM HERE TODAY. >> COME ON LET'S RIGHT FRANCISCO HERE TODAY TO SPEAK TO YOU ON BEHALF OF DANIELA ANDERSON WHO AS REFLECTED IN THE RESOLUTION WAS A VALUED MEMBER OF S.F. USD AND FRANCISCO MIDDLE SCHOOL FOR 30 EIGHT YEARS. I WAS FORTUNATE TO HAVE HER ON MY STAFF. >> SHE NOT ONLY WAS SHE AN EXCELLENT TEACHER, SHE WAS OUR ATHLETIC DIRECTOR, A COACH, OUR FUNDRAISER COORDINATOR, OUR SOCIAL COMMITTEE PRESIDENT, VICE PRESIDENT, SECRETARY TREASURER AS WELL AS CUSTODIAN.
SHE DID IT ALL. SHE REALLY WAS THE FACE OF THE SCHOOL AND BY NAMING THE FRANCISCO GYM FLOOR AFTER HER WOULD BE JUST FITTING FITTING AND REALLY APPROPRIATE. NOW UNFORTUNATELY SHE IS NOT ABLE TO BE WITH HER TONIGHT AS SHE IS IN ROUTE TRAVELING FROM ABROAD. BUT THANK YOU FOR YOUR CONSIDERATION. THANK YOU FOR YOUR TIME. HI, MY NAME IS WILSON SKINNER. I'M A SPECIAL EDUCATOR AT FRANCISCO MIDDLE SCHOOL AND I'VE BEEN THERE FOR 15 YEARS WORKING WITH DANIEL FOR ALMOST ALL OF THAT. AND I JUST WANT TO REITERATE MY SUPPORT FOR DANIEL. SHE IS THE CORE AND ESSENCE OF S.F. USD SOMEONE WHO TIRELESSLY GIVES HER STUDENTS THROUGH HIGH STANDARDS AND CLASS IF SHE SAW A KID WITH NO SHOES THAT WERE RIPPED OR BROKEN SHE WENT INTO THE STORE AND BOUGHT SHOES AND BROUGHT THEM IN THE NEXT DAY. SHE WAS A DOER. SHE HOSTED A BABY LIKE A BABY SHOWER FOR MY BABIES WHEN THEY WERE BORN SHE HOSTED OUR STAFF PARTIES AND THAT'S PART OF WHAT KEEPS OUR STAFF TOO TIGHT AND TOGETHER EVEN IN THESE HARD POST-PANDEMIC TIMES.
SO I JUST WANT TO REALLY APPRECIATE DANIELLE AND I THINK THIS WOULD BE A HOPEFULLY A SLAM DUNK TO SUPPORT ONE OF OUR VALUED EDUCATORS HERE AT SVOD. >> THANK YOU. THANK YOU. >> I AM MY NAME IS ADA XU AND I'M A FORMER STUDENT OF MRS. ANDERSON'S. I JUST WANT TO BE HERE TO SUPPORT MS.. ANDERSON. SHE WAS A GREAT AND AMAZING TEACHER TO HAVE WHEN WE WERE IN FRANCISCO. SHE HAS ALWAYS HAD HER OFFICE DOORS OPEN AND WE WERE ENCOURAGED TO GO TALK TO HER AND DISCUSS ANYTHING WE WANT TO SHARE EXTRA UNIFORMS FOR US WHEN WE FORGOT HER CLOTHES SHE WOULD ALSO PROVIDE STUDENTS WITH BOTTLED WATER IS WHEN WE WOULD MAKING SURE WE WERE HYDRATED AND WHICH WAS REALLY IMPORTANT FOR US WHEN WE WERE DOING OUR WEEKLY RUNS WHERE SHE WOULD THEN BE STANDING ON A SITE ENCOURAGING US TO KEEP GOING AND BEATING TO BEAT OUR PERSONAL RECORDS. MS. ANDERSON WAS ALSO ONE OF IS ALSO ONE OF A KEY PERSON IN ORGANIZING AND RUNNING FUNDRAISERS FOR THE SCHOOL. SHE TAKES TIMES ON WEEKENDS AND ON HOLIDAYS TO HELP THE
SCHOOL RUN BETTER AND TO HELP THE STUDENTS BECOME BETTER. AND THAT HASN'T CHANGED SINCE I JOINED FRANCISCO IN 2011 AND SO IT'S BEEN OVER A DECADE AND SO HER DEDICATION TO STUDENTS AND FRIENDS SCHOOL COMMUNITY IS SOMETHING I REALLY APPRECIATE. SO THANK YOU. >> THANK YOU DEAR BOARD MEMBERS AND EVERYONE HERE, THANK YOU FOR THE OPPORTUNITY FOR HAVING US HERE ON THE AGENDA TODAY. MY NAME IS FELIPE SEGOVIA AND CURRENTLY A TEACHER AND ALSO ATHLETIC DIRECTOR AT FRANCISCO MIDDLE SCHOOL. YES, I'M FOLLOWING THE FOOTSTEPS OF DANIEL ANDERSON FORCIBLY BUT PROBABLY I HAD THE PLEASURE OF WORKING WITH ANEEL FOR THE PAST SEVEN YEARS AND THAT DOESN'T EVEN COUNT THE FIRST THREE WHEN I WAS AT WILLIE BROWN WHEN ALL OF A SUDDEN SHE SHOWED UP WITH A COUPLE OTHER COLLEAGUES AND THEY UNPACKED ALMOST 40 BOXES OF BRAND NEW EQUIPMENT. SO THAT'S IT'S THAT'S JUST HER . >> SO HER LEGACY IN EDUCATION WILL FOREVER REMEMBER AND CHERISHED MISSES ANDERSON HAS TOUCHED THE LIVES OF MANY AND WE'LL ALL HER CONTRIBUTIONS THAT WILL CONTINUE TO RESONATE FOR GENERATIONS TO COME FOR HER 30 YEARS OF DEDICATED SERVICE, HER PASSION AND HER UNWAVERING
COMMITMENT TO EDUCATION, WE AND ENTIRE FRANCISCO COMMUNITY ARE KINDLY ASKING THE BOARD TO APPROVE NAMING THE GYM FOR THE DANIEL ANDERSON COURT SO THANK YOU. THANK YOU FOR GOOD. HI, MY NAME IS JACOB. I'M A FORMER STUDENT AT FRANCISCO MIDDLE SCHOOL. I HAD THE PLEASURE OF BEING IN MS.. ANDERSON'S HOMEROOM CLASS FOR THREE YEARS AND I HAD HER FOR ONE YEAR AS A PET TEACHER. SHE WAS VERY MUCH THE GLUE OF THE COMMUNITY. FRANCISCO I REMEMBER IN THE EIGHTH GRADE MY EIGHTH GRADE YEAR I WAS ON THE BASEBALL TEAM AND I TRAGICALLY BROKE MY ARM AND SHE WAS KIND ENOUGH TO COME TO MY HOUSE AND BRING ME MY FAVORITE STRAWBERRY MILKSHAKE, MY FAVORITE BURGER SPOT IN OUR NEIGHBORHOOD AND I'VE NEVER HAD A TEACHER DO ANYTHING REMOTELY LIKE THAT. SHE REALLY WAS THE EPITOME, PROFESSIONALISM AND KINDNESS AND IT MADE FRANCISCO FEEL LIKE A HOME.
THANK YOU. THANK YOU FROM CALL THE NEXT GROUP ANASTASIA WANG GWANG PENG TAN AVERY W FRANK, LAURA AND MARLENE TRAN COME UP TO THE PODIUM ONE MINUTE EACH. OH YEAH. >> HELLO. MY NAME IS ANASTASIA WANG AND I'M AN ALUMNI OF SMU SD AND ALICE WONG YOU ALTERNATIVE SCHOOL. I'M HERE TODAY TO URGE THE BOARD TO APPROVE DRAGON GATE ACADEMY WHICH WILL BE A K THROUGH EIGHT MANDARIN IMMERSION SCHOOL. >> MY EXPERIENCES AT ALICE ONG YOU REALLY HELPED ME. IT GAVE ME IT GAVE ME AN OPPORTUNITY THAT MY PARENTS COULDN'T GIVE ME. IT TAUGHT ME HOW TO READ, WRITE AND SPEAK CANTONESE AND A MANDARIN AND I BELIEVE THAT FUTURE GENERATIONS OF SAN FRANCISCANS ALSO DESERVE THESE OPPORTUNITIES THAT THEIR PARENTS CAN'T TEACH US OR IF THEIR PARENTS CAN'T AFFORD
PRIVATE EDUCATION THAT IS INCREASINGLY ON THE MARKET IN SAN FRANCISCO I WAS WRONG YOU LET ME GO TO CHINA, LEARN CLASSICAL CHINESE POETRY AND IT'S SOMETHING THAT I'LL CARRY FOR THE REST OF MY LIFE AND OTHER CHILDREN DEFINITELY DESERVE THIS. >> THANK YOU. I WILL SIT HERE IF THAT'S YOU. OH, OKAY. SORRY. THAT'S OKAY. BUT GOOD EVENING, BOARD MEMBERS. I'M MARLENE TRAN. I'M HERE TO OFFER MY FULL SUPPORT FOR YOUR APPROVAL OF THE DRAGON GATE ACADEMY IN THE 1970S WHEN I STARTED TO TEACH AT OUR DISTRICT'S FIRST NEWCOMER ELEMENTARY SCHOOL, OUR IMMIGRANT STUDENTS WERE MOSTLY FROM HONG KONG AND GUANGZHOU. HOWEVER, LATER WITH THE INFLUX OF MANDARIN SPEAKING YOUNGSTERS FROM TAIWAN AND OTHER REGIONS, I DECIDED TO TAKE CLASSES IN THE EVENING TO LEARN MANDARIN AT CITY COLLEGE AS WELL AS AN EDUCATOR I'M VERY PROUD THAT OUR DISTRICT OFFERS MANY PROGRAMS FOR STUDENTS TO
MAINTAIN THE MOTHER TONGUE AND OTHER ADDED LANGUAGE LEARNING OPPORTUNITIES. >> HOWEVER, WHILE HONDA RECENTLY BOUGHT FOR THE SAN FRANCISCO STAND, IT INDICATED THERE IS A SURGE IN EARLY EDUCATION APPLICATIONS FOR NEXT SCHOOL YEAR. >> I WAS DISAPPOINTED TO LEARN THAT OVER 200 FAMILIES ARE BEING TURNED AWAY FROM A DISTRICT'S KINDERGARTEN IN MANDARIN IMMERSION AND ROMAN SAD THAT THERE HAS NOT BEEN AN INCREASE IN THE NUMBER OF KINDERGARTEN SEATS SINCE 2000 AND EIGHT GIVEN THE FACT THAT MANDARIN HAS OVER 100 MILLION SPEAK A BILLION SPEAKERS, IT'S IMPERATIVE THAT OUR STUDENTS BE OFFERED MORE OPPORTUNITIES TO LEARN MANDARIN AS WELL. >> THANK YOU THAT YOUR TIME. THANK YOU VERY PRESS AGAIN. WELL JUST OKAY. OKAY. HELLO. BUT THERE'S GOING TO MAINTAIN I AM SPEAKING ON BEHALF OF C D C TRIES TO AMERICAN DEMOCRAT CLUB ENJOYS THE C D C VOTED TO SUPPORT THE VETERAN IMMERSION SCHOOL AND YOU SHADED O H INITIATED PROPOSED BY JOHN GOING TO GATE ECONOMY AND TO
HUNDREDS OF FAMILIES IN LOTS OF COURSE DO YOU HAVE EXPRESSED STRONG DEMAND FOR A PUBLIC ED SCHOOL OFFERING MENTORING EXPERIENCE AND EDUCATION AS THE WORLD'S MOST WIDELY SPOKEN LANGUAGE MALE IMMIGRANT IS USED BY 1.14 BILLION PEOPLE ACROSS A DIVERSE AND PRESENT COUNTRIES AND TERRITORIES? GIBBONS ARE CISCO AS WELL AS A HUB FOR INTERNATIONAL CULTURE AND IN THE TRADE PROFICIENCY IN MANDARIN OFFERS AFRICAN AMERICAN EMPLOYMENT OPPORTUNITIES FOR FUTURE GENERATIONS. >> THANK YOU. HI, I'M AVERY. MY WIFE AND I ARE PARENTS HERE IN SAN FRANCISCO TONIGHT WE'RE HERE TO SUPPORT THE APPROVAL OF DRAGON GATE ACADEMY. RIGHT NOW MOST FAMILIES EITHER GET LUCKY IN A LOTTERY OR THEY PAY THEIR WAY THROUGH A PRIVATE TUITION WHERE THEY PROBABLY CAN'T AFFORD. SO OUR KIDS ARE MISSING THE CHANCE TO CONNECT WITH OUR CULTURE OR EVEN SPEAK TO THEIR GRANDPARENTS AND TO BE PROUD OF
WHO THEY ARE. SO DRAGON GATE ACADEMY WILL CHANGE THAT AGAIN TONIGHT. I'M HERE TO SUPPORT THE OPENING OF DRAGON GATE ACADEMY. >> THANK YOU. EVENING COMMISSIONERS AND MEMBERS FRANK LADHAMS SECOND VICE PRESIDENT OF USF EVENING SUPERINTENDENT. I'M SPEAKING TODAY REALLY WHAT MAY NOT SEEM RELATED BUT I THINK IT'S IMPORTANT THAT THE BOARD TAKE SERIOUSLY THE TASK OF FORCING THE STAFF TO COME UP WITH A STRONG VISION GROUNDED IN A QUALITY EDUCATIONAL EXPERIENCE FOR ALL STUDENTS. I HAVE TO SAY THAT AS A AS A LEADER OF OUR UNION IT'S BEEN JARRING TO SEE HOW PROGRAMS ARE BEING PUSHED AND CHANGING THE CURRICULUM ARE BEING FORCED BY NON EDUCATORS AND BECAUSE THESE DECISIONS AREN'T TIED TO ANY ACTUAL PLAN IT'S OBVIOUS TO THOSE OF US WHO'VE BEEN HERE FOR MORE THAN A DECADE THAT WHATEVER WE GET TOLD TODAY IS A PRIORITY WILL BE FORGOTTEN TOMORROW WITH OUR CURRENT SCHOOLS STILL NOT BEING SUPPORTED, THE INSTABILITY SHOULD TROUBLE ALL OF US. SO I URGE YOU TO DEVELOP A SERIOUS FIVE YEAR PLAN WE JUST
PASSED THIS SCHOOL YEAR WHERE WE'RE SUPPOSED TO MEET THE GOALS OF VISION 2025. REMEMBER THAT THAT WAS PRE-PANDEMIC. >> THE FOLKS WHO HAD WORKED ARE NO LONGER WORKING A VAST MAJORITY IN ALAMEDA COUNTY. IF YOU TRULY WANT TO CENTER STUDENTS AND LISTEN TO EDUCATIONAL PROFESSIONALS THEN MAYBE WE CAN BE SERIOUS ABOUT TRANSFORMING THIS DISTRICT. >> THANK YOU. CALL THE NEXT GROUP PLEASE. A LOT OF WHAT THE PODIUM RYAN BROWN NICK SANDY VICTOR SITO I THINK BEN TOM. KEVIN HOGAN AND EVERYBODY GO AHEAD. GOOD EVENING, BOARD MEMBERS MY NAME IS RYAN AND I'M HERE TO SUPPORT DRAGON GATE ACADEMY. >> I'M A SAN FRANCISCO PARENT OF A THREE YEAR OLD AND A FOUR WEEK OLD. THEIR MOM IS TAIWANESE AND MANDARIN IS HOW OUR DAUGHTERS WILL CONNECT WITH HER GRANDPARENTS AND HERITAGE. WE WOULD LOVE TO STAY IN SAN FRANCISCO BUT WITHOUT AN ACCESSIBLE AND AFFORDABLE MANDARIN IMMERSION EDUCATION PROGRAM WE WOULD NEED TO MOVE. TOO MANY PROSPECTIVE STUDENTS
ARE TURNED AWAY FROM THE EXISTING S.F. USED OPTIONS AND PRIVATE OPTIONS ARE FAR TOO EXPENSIVE. DRAGON KID ACADEMY WILL HELP COMBAT DECLINING ENROLLMENT HELP MAKE SAN FRANCISCO AN EDUCATIONAL AND CULTURAL CAPITAL AND IT FILLS A REAL NEED. MY FAMILY WOULD BE GRATEFUL FOR IT. THANK YOU. >> GREETINGS. I COUNT HOW GREAT GREAT START. GREETINGS. HI COUNSEL. HERE'S WHAT I WAS GOING TO SAY. MY NAME IS NICK. I LIVE IN THE MISSION WITH MY WIFE AND MY BEAUTIFUL TODDLER DAUGHTER. I GREW UP IN THE MIDWEST. I AM IN FACT A GENERIC WHITE DUDE. WE DIDN'T ACTUALLY EMPHASIZE ANY LANGUAGE SKILLS GROWING UP OUTSIDE OF ENGLISH AND SO MY MANDARIN AND KIDNEY SKILLS ARE ABOUT THIS MUCH. MY WIFE GREW UP SPEAKING ENGLISH, CANTONESE AND MANDARIN AND I'M VERY ENVIOUS. THAT'S WHAT I WOULD LIKE TO GIVE MY DAUGHTER DRAGON YET ACADEMY HAS A REAL PLAN AND A REAL OPPORTUNITY TO DO THAT. THE DEMOGRAPHICS OF THE CITY ARE CHANGING. THERE ARE PEOPLE ON THE EASTERN SIDE OF THE CITY THAT HAVE NO REAL ACCESS TO BE ABLE TO DO
TRANSPORTATION TO MAKE IT TO THE SCHOOLS WITH CHINESE IMMERSION EDUCATION DOESN'T HAVE TO BE A ZERO SUM GAME. ANY ADDITIONAL OPPORTUNITY IS A GOOD OPPORTUNITY AND DRAGON GATE FULFILLS THAT. I WOULD LIKE MY DAUGHTER TO GROW UP SPEAKING MANDARIN. >> THAT'D BE PRETTY COOL. THANK YOU. >> OH MY NAME IS VICTOR ZITO. I WAS EDUCATED THROUGHOUT MY LIFE IN SAN FRANCISCO AND THE PUBLIC SCHOOL SYSTEM AND I THINK THAT I SUPPORT THE DRAGON GATE SCHOOL AND I THINK THAT WHEN YOU KNOW YOU NEED TO BE REMINDED THAT SAN FRANCISCO IS CONSIDERED THE SOCIAL AND CULTURAL ECONOMIC CENTER OF OVERSEAS CHINESE FOR FOR QUITE A WHILE AND I THINK THAT WE ARE IGNORING THE FACT THAT CHINESE IS A LONG RACE CONTINUOUS CIVILIZATION LASTING 5000 YEARS AND ALTHOUGH IT EXISTS WE ARE HAVE A CONTROVERSY WITH A COUNTRY THAT HAS ONLY A 250 YEARS OLD. OKAY. THANK YOU. THANK YOU. >> HEY FOLKS, MY NAME IS BEN
CHOW AND I AM ENGAGED. THIS IS MY FIANCE BEHIND ME. WE'RE GETTING MARRIED HERE IN SAN FRANCISCO IN OCTOBER. WE'RE BOTH RECENT MOVED TO SAN FRANCISCO JUST A FEW YEARS AGO. BUT AFTER GETTING MARRIED WE'RE LOOKING AT BUYING A HOME HERE AND THEN WE'D LOVE TO HAVE KIDS AND MY PARENTS FROM TAIWAN. AND WHAT IF SOMEONE SAID OKAY BUT YOU KNOW, I WOULD LOVE FOR MY KIDS TO SPEAK BETTER CHINESE THAN ME. AND PART OF THE DIFFICULT THING IS HERE IN SAN FRANCISCO I THINK THE ONLY GUARANTEE TO HAVE QUALITY IN MANDARIN EDUCATION IS IF YOU'RE RICH AND YOU CAN AFFORD TO SEND YOUR KIDS TO PRIVATE SCHOOL BECAUSE THE WAITLISTS ARE JUST TOO LONG AND SO LIKE I SAW THAT THERE'S LIKE AN OPTION RIGHT NOW THERE'S AND POTENTIALLY ANOTHER PUBLIC SCHOOL AND ALSO WHAT WE'RE TALKING ABOUT TRACKING DATE I THINK FOR US IT'S NOT EITHER OR BUT HOW CAN WE MINIMIZE THE NUMBER OF WAITLISTS SO THAT ALL FAMILIES REGARDLESS OF HOW RICH OR POOR YOU ARE, YOU HAVE ACCESS TO QUALITY MANDARIN IMMERSION SO PLEASE SUPPORT THAT. >> THANKS SO MUCH.
HI THERE. THANKS FOR HAVING ME. MY NAME IS KEVIN HELGREN. I AM THE OTHER HALF DOING THE WHOLE GETTING MARRIED, BUYING A HOME, HAVING KIDS THING AND BY WAY OF BACKGROUND I'M ORIGINALLY FROM AUSTIN, TEXAS. I WAS RAISED BY A SINGLE MOTHER IN A PREDOMINANTLY IMMIGRANT NEIGHBORHOOD IN THE SUBURBS OF AUSTIN WHERE EVERYONE AROUND ME SPOKE ANOTHER LANGUAGE I LEARNED AND GREW SO MUCH FROM FOLKS WHO SPOKE DIFFERENTLY THAN ME, WHO LOOKED DIFFERENTLY THAN ME, WHO PRAYED DIFFERENTLY THAN THAN I DID. AND WHEN I MOVED OUT TO SAN FRANCISCO FOR BUSINESS SCHOOL I FELL SO IN LOVE WITH THIS CITY AND A BIG PART OF WHY I FELL IN LOVE WITH IT WAS BECAUSE I COULD SEE BEN AND I RAISING KIDS HERE AND STARTING OUR FAMILY HERE A HUGE PART OF RAISING OUR KIDS HERE MEANS GIVING OUR CHILDREN THE OPPORTUNITY TO LEARN MANDARIN, TO SPEAK AND THINK AND LEARN IN WAYS THAT ARE GOING TO BROADEN THEIR HORIZONS. SO FOR ALL OF THOSE REASONS I AM IN SUPPORT OF THE CREATION OF DRAGON GATE ACADEMY AND I
URGE THE BOARD TO DO THE EXACT SAME. THANK YOU. THANK YOU. I'LL CALL THE NEXT GROUP PLEASE COME LINEUP BRIAN HOLLANDER JARED I THINK IT STARTS WITH AN HOUR SORRY I DON'T I'M NOT TO WHAT MARISA ROBINSON ELISA ELIZA ABREU AND OREN RUBINSTEIN. >> HI YES I JUST WANTED TO LEND MY VOICE IN SUPPORT OF THE GROUP THAT'S HERE LOOKING TO HIT THE PAUSE BUTTON OR STOP THE ETHNIC STUDIES EFFORT BY THE DISTRICT. I'VE HEARD THEIR VOICES. I'VE SPOKEN WITH THEM AND I AGREE WITH THEM THAT ESPECIALLY THE STUDENTS GIVE GIVE THE STUDENTS THE POWER TO SET THEIR OWN TRAJECTORY, TRUST THE STUDENTS TO UNDERSTAND WHAT'S BEST FOR THEM BY MAKING THIS A REQUIRED COURSE AND A REQUIREMENT FOR GRADUATION, YOU TAKE AWAY THE OPPORTUNITY FOR THEM TO PICK THE COURSES THEY BELIEVE THAT ARE BEST FOR THEM THAT THEY FEEL ARE GOING TO SET THEM UP FOR THE BEST PATH IN LIFE AND SUCCESS. SO I JUST WANTED TO SHARE MY SUPPORT TO THE FOLKS HERE THAT ARE WORKING AGAINST THE DISTRICT'S EFFORT TO IMPLEMENT AN UNVETTED CURRENTLY UNFUNDED
PROGRAM AND CURRICULUM AND LOOKING TO SUPPORT THEM IN THEIR EFFORTS. SO BEST OF LUCK. HELLO JARED BOYKIN, A LONGTIME FEINSTEIN ELEMENTARY APTOS AND NOW LOWELL PARENT. PLEASE DO NOT RUSH AN ETHNIC STUDIES CURRICULUM THAT NOBODY HAS SEEN. YOU ALL HAVE BEEN REALLY CAREFULLY RESTORING TRUST AND CREDIBILITY IN THE DISTRICT'S DAMAGED REPUTATION AFTER YEARS OF EMBARRASSING MISTAKES IN A COSTLY RECALL THAT I KNOW YOU REMEMBER LOST TRUST AND CREDIBILITY HURTS ENROLLMENT TRIGGERS HUGE BUDGET CUTS THAT AFFECT ALL OF US. WE FALL BACK INTO ANOTHER HASTY AND EMOTIONAL DECISION AN IRRESPONSIBLE ONE LIKE THE ONES THAT COST THE DISTRICT ALL THAT MONEY IN CREDIBILITY. >> YOU HAVE EXCELLENT APPROVED CLASSES LIKE WORLD HISTORY THAT TEACH THE VALUES THAT YOU'RE HOPING ETHNIC STUDIES WILL BRING. MY DAUGHTER AND HER FRIENDS OF BEAUTIFUL MIXED BACKGROUNDS MEXICAN, NICARAGUAN, LEBANESE, JAPANESE, MONGOLIAN AND IRISH JEWISH, PAKISTANI, CHINESE THEY ALL SAW THEMSELVES IN WORLD
HISTORY AND THEY GOT THE BIG IDEAS LOUD AND CLEAR COLONIALISM, SEXISM, WESTERN STYLE IMPERIALISM THEY GOT ALL THAT THE RISK OF CAPITALISM IT'S ALREADY THERE. PLEASE DON'T ACT OUT OF PANIC AS IF THESE IDEAS AREN'T ALREADY PRESENT. THESE KIDS ARE SMART IF YOU TEACH IT RESPONSIBLY AND TRAIN THE TEACHERS THEY WILL GET IT. THANK YOU. HI, MY NAME IS ELIZA ABER AND I AM HERE TO EXPRESS MY ALARM OVER THE MANDATED ETHNIC STUDIES PILOT. I'M A PARENT OF AN EIGHTH AND 11TH GRADER AND I'M REALLY WORRIED ABOUT MOVING FORWARD WITH A CURRICULUM THAT LACKS FULL TRANSPARENCY VETTING AND BOARD APPROVAL. THERE'S NO MEANINGFUL OPT OUT PATHWAY OR ALTERNATIVES TO MEET THIS REQUIREMENT AND THE COURSE IS PROMOTING ACTIVISM OVER INQUIRY. IT ADVANCES A RIGID IDEOLOGICAL FRAMEWORK THAT FLATTENS COMPLEX HISTORIES INTO BINARY WORLDVIEWS. ETHNIC STUDIES SHOULD FOSTER CRITICAL THINKING. IT SHOULDN'T REINFORCE DIVISION. LET'S PAUSE. LET'S REVIEW AND LET'S ENSURE THAT ANY CURRICULUM REALLY REFLECTS THE DIVERSE INCLUSIVE
VALUES THAT WE WANT FOR OUR FOR OUR STUDENTS TO LEAVE S.F. UCD SCHOOL WITH. HI, GOOD EVENING. MY NAME IS ORIN RUBENSTEIN. I'M A PARENT OF A SEVENTH GRADER AND 11TH GRADER. >> I SUPPORT INCLUSIVE EDUCATION AND APPRECIATE THE GOALS BEHIND THE ETHNIC STUDIES MANDATE. BUT I'M CONCERNED ABOUT REQUIRING A CURRICULUM THAT'S STILL IN DEVELOPMENT AS A GRADUATION REQUIREMENT ESPECIALLY GIVEN THE LACK OF CLEAR TRANSPARENT REVIEW PROCESS INVOLVING FAMILIES AND EDUCATORS DISTRICT WIDE. I ALSO WANT TO FLAG ASSEMBLY BILL 715 THAT'S ADVANCING IN SACRAMENTO. IT'S DESIGNED TO PROTECT STUDENTS FROM RELIGIOUS AND ETHNIC DISCRIMINATION INCLUDING JEWISH AND ISRAELI IDENTITIES. AND IT MAKES SENSE TO PAUSE AND ALIGN LOCAL POLICY WITH THOSE PROTECTIONS. AND CONCERNS AREN'T LIMITED TO ONE GROUP FAMILIES OF ARMENIAN ,PERSIAN, CHINESE, KOREAN AND SOUTHEAST ASIAN BACKGROUNDS HAVE RAISED ISSUES WHEN CURRICULUM OVERSIMPLIFIES IDENTITIES OR IMPOSES POLITICAL FRAMEWORKS THAT DON'T REFLECT STUDENT'S LIVED EXPERIENCES. WE'RE LUCKY TO HAVE SUCH A
DIVERSE STUDENT POPULATION THAT'S A STRENGTH AND ONE DESERVES CARE BALANCE AND CLARITY IN HOW WE TEACH IT. THIS ISN'T ABOUT. THIS IS ABOUT MAKING THOUGHTFUL PROGRESS SO THAT ALL STUDENTS CAN BENEFIT FROM IT. THANK YOU. THANK YOU. ONE MINUTE. ALL RIGHT. I GOT THIS. OH, MY. OKAY. ALL RIGHT. HI, EVERYBODY. GOOD EVENING. MY NAME IS MARISSA ROBINSON. MY MOST IMPORTANT ROLE IS A MOM OF FIVE TO STILL LEFT IN THE DISTRICT. I'M ALSO THE AFRICAN-AMERICAN PARENT ADVISORY COUNCIL PROGRAM MANAGER. >> YEAH. AND I SUPPORT FAMILIES IN MANY OF OUR APAC LEADERS ARE ACTUALLY ON THE LINE AS THEY CANNOT MAKE IT HERE IN PERSON TODAY BUT IN THEIR PHYSICAL ABSENCE I'M HERE TO REMIND THE BOARD THAT THERE WAS A LETTER SENT OUT THAT WE WOULD LIKE YOU ALL TO READ A LITTLE WHILE AGO AS WELL AS SOME HIGHLIGHTS FROM THAT LETTER. THINKING ABOUT THE VOICES CURRICULUM PILOT AND DECISIONS FOR STUDENTS TO OPT OUT HIPAA AND FAMILY LEADERS OF THE APAC LEADERSHIP TEAM WANT TO REAFFIRM THEIR DEEP SUPPORT FOR ETHNIC STUDIES BASED AND ETHNIC
STUDIES IS BASED ON STUDENT EXPERIENCE RESEARCH, CURRENT SOCIAL CLIMATE IT'S NOT JUST A VALUE IN LEARNING AND GROWING BUT IT'S ESSENTIAL FOR ALL STUDENTS. LEADERSHIP TEAM ALSO WANTS TO EXPRESS THAT THEIR CURRENT CONFIDENCE DOWN IN THE KIRK SORRY MY BACK CURRENT CONFIDENCE IN THE CURRICULUM AS IT EXISTS LET ME WRAP THIS UP BY SAYING THAT OUR COMMUNITY LEADERS ALONG WITH THE ACP, THE AIPAC FAMILY LEADERS WANT TO MAKE SURE THAT THEY'RE CONTINUED AND INVOLVED IN THE CONVERSATION AND NOT LEFT OUT AND NOTHING FOR OUR COMMUNITY CANNOT BE DONE WITHOUT COMMUNITY. >> THANK YOU. I'M CALLING THE NEXT GROUP AMANDA FREED SARAH STETLER. BORIS LYNN. SCOTTY JACOBS. LILY HOPE. PLEASE COME TO THE PODIUM ONE MINUTE EACH. >> GOOD EVENING. I THOUGHT AS IF USD HAD LEARNED WHEN PARENTS DEMANDED EVIDENCE BASE READING NOT VIBES BASED LITERACY WHEN VOTERS RECALLED BOARD MEMBERS FOR PUTTING POLITICS OVER STUDENTS DURING COVID WHEN SAN FRANCISCANS OVERWHELMINGLY PASSED A BALLOT
MEASURE TO BRING BACK ALGEBRA IN EIGHTH GRADE. BUT HERE WE ARE AGAIN ANOTHER RUSHED UNVETTED POLITICAL EXPERIMENT THIS TIME WITH ETHNIC STUDIES A FULL YEAR COURSE THAT'S NOT STATE MANDATED NOT BOARD APPROVED, NOT HISTORICALLY GROUNDED. AND IT'S DRAINING MILLIONS WHILE CRITICAL PROGRAMS GET CUT. SUPERINTENDENTS WHO PROMISE TO FIX THIS INSTEAD SHE DOUBLED DOWN WITH A SECRET CURRICULUM AND NO PUBLIC PROCESS AND THE BOARD STILL REFUSES TO VOTE TO PAUSE THE MANDATE. WHILE A SOUND ETHNIC STUDIES COURSE IS IDENTIFIED, VOTERS ARE WATCHING. PARENTS ARE ORGANIZING OUR STUDENTS DESERVE BETTER. >> THANK YOU. HI, MY NAME IS SARAH STETLER. I'M THE PRODUCT OF SAN FRANCISCO PUBLIC SCHOOLS AND A LOWELL GRADUATE AND THE MOTHER OF A 10TH GRADER. UNFORTUNATELY THOUGH, I WANTED MY DAUGHTER TO GO TO LAW I FELT I WAS UNABLE TO SEND HER THERE DUE TO THE LIBERATED
ETHNIC STUDIES CURRICULUM WHICH I FELT WAS ANTI SEMITIC AND EXTREMELY PROBLEMATIC. AND SURE ENOUGH OUR JEWISH AND THAT WENT THERE IN HER ETHNIC STUDIES CLASS RECEIVED A HANDOUT CALLING ISRAEL A COLONIZER. AND IN ADDITION, THERE HAVE BEEN MANY INCIDENTS AT LOWELL HIGH SCHOOL INCLUDING PEOPLE SHOUTING OVER A BULLHORN GLOBALIZE THE INFILTRATOR. >> SO THIS IS WHAT I HAVE TO SAY. I WOULD LIKE THE BOARD TO FOLLOW THE LAW IS ILLEGAL TO USE THE CURRENT CURRICULUM BECAUSE IT HAS NOT BEEN PROPERLY VETTED AS REQUIRED BY LAW BY THE BOARD OF EDUCATION. NEITHER HAS THE NEW VOICES CURRICULUM WHICH ALTHOUGH WE ARE NOT ALLOWED TO SEE THE CURRICULUM FROM WHAT I HAVE HEARD ABOUT IT SEEMS JUST AS BAD AS THE FIRST ONE. PLEASE FOLLOW THE LAW. AND I WOULD LIKE TO MAKE A MOTION THAT YOU VOTE TO LEAVE THE ETHNIC STUDIES REQUIREMENT FOR NEXT YEAR. SECOND, THANK YOU FOR YOUR TIME. SECOND ALL RIGHT. NEXT SPEAKER PLEASE.
HI, MY NAME IS FOREST. I'M A STOP ASIAN HATE ACTIVIST HERE IN SAN FRANCISCO. I'M A BERKELEY UNIFIED SCHOOL DISTRICT GRADUATE, THE MOST PROGRESSIVE SCHOOL DISTRICT I THINK IN OUR COUNTRY. I'M SHOCKED WHEN I CAME HERE TO S.F. TO FIND THAT THE SCHOOL DISTRICT HERE HATES ASIAN PEOPLE MORE THAN I'VE EVER EXPERIENCED IN MY LIFE. TOO MANY ASIANS IN EIGHTH GRADE ALGEBRA. TOO MANY ASIANS AT LAW. TOO MANY ASIANS ON THE PARENT ADVISORY COUNCIL. THAT'S UNACCEPTABLE. WE'RE ONE OF THE THE BIGGEST ADVOCATES FOR PUBLIC EDUCATION THAT I KNOW OF. ASIAN IMMIGRANT STUDENTS OUTPERFORM OUTPERFORM THEIR PEERS. AND YET WE'RE DENYING OUR CHANCE TO BE THE BEST SCHOOL DISTRICT IN AMERICA BECAUSE WE GET MIRED DOWN ON ALL THIS STUFF THAT DOESN'T MAKE ANY SENSE TO ME. OF COURSE WE SHOULD HAVE A MANDARIN IMMERSION SCHOOL. EVERYBODY WANTS TO LEARN HOW TO SPEAK MANDARIN. OF COURSE KENNEDY SHOULD BE ABLE TO TAKE JAPANESE.
AND I HAVE A STUDENT WHO IS INTERNING FOR ME THIS SUMMER WHO IS TOO AFRAID TO COME HERE TONIGHT. SHE WAS TOLD BY HER CLASSMATE WHO TOOK ETHNIC STUDIES LAST YEAR THAT ASIANS DON'T EXIST BECAUSE IT'S A CONSTRUCT MADE UP BY WHITE PEOPLE. WE SHOULDN'T BE TAKING WE SHOULDN'T BE TEACHING THIS KIND OF STUFF TONIGHT AND TEACHING ASIAN PEOPLE ARE INVISIBLE. WE LOVE PUBLIC SCHOOLS AND YOU TELL US THAT WE DON'T EVEN EXIST. >> NOT ALEXANDER. THANK YOU. EXCUSE ME. EXCUSE ME. ALL RIGHT. HELLO. HI, EVERYONE. AND TO EVERYONE HERE AS WELL. MY NAME IS REALLY HOPE. >> I'M AN ELECTED MEMBER OF THE DEMOCRATIC PARTY OF THE D. C AND I AM ALSO A LOCAL GRADUATE. >> DURING MY TIME AT LOWELL I TOOK TWO CLASSES THAT WERE MY FAVORITE CLASSES IN HIGH SCHOOL AND THEY WERE BOTH ETHNIC STUDIES CLASSES.
ONE WAS ASIAN AMERICAN HISTORY AND THE OTHER ONE WAS BLACK LITERATURE. >> I LOVED THEM SO MUCH I TOOK ASIAN AMERICAN HISTORY AGAIN IN COLLEGE AND I STILL REMEMBER THE BOOKS I READ AND THE CURRICULUM OF MY SENIOR OF MY CLASS OF BLACK LITERATURE. I WOULD NOT HAVE HAD THE OPTION TO TAKE THOSE CLASSES IN TODAY'S WORLD WHERE ETHNIC STUDIES IS REQUIRED. I FIND IT PROBLEMATIC THAT THIS CURRICULUM IS UNVETTED AND YOU HAVE NOT SHARED THE CURRICULUM WITH THE STAKEHOLDERS. >> I ALSO WANT TO FOCUS ON THE FACT THAT THIS ONE YEAR REQUIREMENT WAS PUT IN PLACE UNDER THE FORMER SCHOOL BOARD. >> ALISON COLLINS WHO WAS RECALLED FOR NOT FOCUSING ON BASICS. THANK YOU. >> HI EVERYONE. MY NAME IS SCOTTIE JACOBS AND I LEAD BLUEPRINT FOR A BETTER SAN FRANCISCO. AS AN ORGANIZATION WE'RE NOT INHERENTLY OPPOSED TO ETHNIC STUDIES BUT WE'RE DEEPLY OPPOSED TO THE HUGELY FLAWED WAY THAT THIS DISTRICT HAS IMPLEMENTED THE COURSE. AS EXPLAINED IN THE LETTER SENT
TO THIS BOARD TODAY, YOU'LL CERTAINLY KNOW THE FACT THAT THIS CURRICULUM HAS NOT BEEN SUBJECT TO PUBLIC REVIEW MAKES VOTING ON ITS ADOPTION ILLEGAL TO ROB OUR STUDENTS OF KEY INSTRUCTIONAL MINUTES AND CORE CURRICULA READING, WRITING AND MATH THAT I'M CERTAIN SEVERAL STANFORD STUDIES CONFIRM ARE THE FOUNDATION OF A HIGH QUALITY EDUCATION IS AN IMMENSE DISSERVICE TO THE FAMILIES THAT RELY ON OUR PUBLIC EDUCATION SYSTEM TO DO SO IN LIGHT OF HOW WOEFULLY BEHIND LEARNING OBJECTIVES OUR STUDENTS ARE IN THIS DISTRICT IS WRONG. WE'VE SEEN WHAT HAPPENS WHEN IDEOLOGY GUIDES THE WAY WE EDUCATE STUDENTS AND THERE WAS A HISTORIC RECALL OF THIS SCHOOL BOARD BECAUSE OF IT. I IMPLORE YOU USE THIS AS AN OPPORTUNITY TO BUILD BRIDGES WITH THE PARENT COMMUNITY. NAACP USED NOT DRIVE WEDGES FURTHER. TAKE THE TIME FOR A DISCIPLINED REVIEW. >> MAKE THE CURRICULUM PUBLICLY AVAILABLE. DO THE RIGHT THING. THANK YOU. RECALL THE NEXT GROUP ALAN SHUSTERMAN, SARKIS MICHAEL. SORRY IT'S VERY SMALL.
MICHAEL WITH AN S THROUGH, SIR. RIGHT. SORRY. KYLE. PULLETS. PERRY FRIEDMAN AND ROBBIE MYER ROBBIE ARE HERE. OKAY, GREAT. THANK YOU. GO AHEAD. OKAY. >> OKAY. HI, MY NAME IS ALAN SHUSTERMAN. I AM A 25 YEAR RESIDENT OF SAN FRANCISCO. I HAVE A RISING JUNIOR IN SAN FRANCISCO. >> I'M HERE TO VOICE MY STRONG OPPOSITION TO THE MANDATORY NATURE OF THE ETHNIC STUDIES PROGRAM. >> REGARDLESS OF THE MERITS OF THE PROGRAM, THIS IS A COMPLEX WEIGHTED SET OF ISSUES THAT REQUIRE STRONG CURRICULAR BASE AND NUANCED APPROACH. AND AS I SEE IT, THERE IS A PILOT THAT'S BEING INSTITUTED WITH A CHANGING CURRICULUM THAT NONE OF US KNOW ABOUT. A PILOT IS A TIME TO EXPERIMENT. IT'S A PILOT A TIME TO TEST. IT IS NOT A TIME TO MAKE SOMETHING MANDATED OR FREE FOR ALL STUDENTS.
THIS BOARD FOR MY UNDERSTANDING DID NOT VOTE ON THE MANDATORY NATURE OF THIS PROGRAM. YOU ARE ABSOLVED OF THIS. BUT IF YOU ALLOW THIS TO CONTINUE IT WILL BE YOUR LEGACY. THANK YOU. >> THANK YOU. GOOD EVENING. MY NAME IS MICHAEL. I'M A LONG TIME RESIDENT HERE OF SAN FRANCISCO. I UNDERSTAND THAT SFD IS INTRODUCING THE ETHNIC STUDIES COURSE AS A PILOT BUT I AM CONCERNED THAT IT'S BEING REQUIRED FOR EVERY FRESHMAN BEFORE THE CURRICULUM HAS BEEN PROPERLY REVIEWED. THERE'S BEEN NO PUBLIC VETTING, NO FORMAL CURRICULUM APPROVAL PROCESS AND VERY LIMITED OPPORTUNITY FOR FEEDBACK AND ALTERNATIVES. IT DOESN'T FEEL LIKE A TRUE PILOT TO ME IT FEELS A LITTLE BIT RUSHED. STATE LAW CALLS FOR COMMUNITY AND EDUCATOR INVOLVEMENT BEFORE ADOPTING NEW CURRICULUM AND IT'S CLEAR FROM THE DISTRICT'S OWN STAFF MEMO THAT THIS PROCESS WASN'T FULLY FOLLOWED THIS TIME. I URGE YOU TO SLOW THIS DOWN PLEASE RECONSIDER THE MANDATE AND VOTE NO FOR NOW. OUR STUDENTS AND OUR PUBLIC
DESERVE A THOUGHTFUL AND TRANSPARENT PROCESS. THANK YOU. THANK YOU. GOOD EVENING. >> MY NAME IS KYLE. I'M CONCERNED RESIDENT HERE IN SAN FRANCISCO. WE ALL WANT STUDENTS TO LEARN ABOUT IDENTITY AND JUSTICE BUT THAT REQUIRING A CURRICULUM THAT IS WELL-DESIGNED, AGE APPROPRIATE AND PUBLICLY VETTED. THIS ONE IS NOT. THE CURRICULUM HAS NOT BEEN THROUGH THE PUBLIC REVIEW PROCESS AND APPROVING IT NOW WOULD VIOLATE THE LAW. WE ARE WE ARE JUST NOT JUST NOT ONLY RUSHING THIS. WE ARE ALSO NOT FOLLOWING THE THE GUIDELINES SET OUT. >> THANK YOU FOR YOUR TIME. THANK YOU. HI. MY NAME IS PERRY FRIEDMAN. I HAVE A SIXTH AND AN EIGHTH GRADER AT PRESIDIO MIDDLE SCHOOL. I'M HERE TO ASK YOU TO NOT FUND THE ETHNIC STUDIES REQUIREMENT AND TO NOT HAVE IT BE A REQUIREMENT.
I CAN'T UNDERSTAND WHY IT CAN'T BE AN OPTION. IT'S OBVIOUSLY A DIVISIVE COURSE. IT IS. IT IS. PEOPLE IN THE AUDIENCE ARE SAYING THAT IF YOU OPT OUT THEN YOU'RE RACIST. IT'S NOT. SCHOOLS ARE NOT THE PLACE FOR IDEOLOGY FOR FOR FORCING IDEOLOGY ON PEOPLE. I HAVE FAMILY MEMBERS THAT ESCAPED COMMUNIST COUNTRIES AND THEY KNOW WHAT IT'S LIKE TO HAVE IDEOLOGY TALK TO THEM CONSTANTLY. SO I WOULD ASK YOU TO READ THAT THIS AND THINK ABOUT REALLY WHAT THE STUDENTS SHOULD BE LEARNING NOT WHAT IDEOLOGY IS SUPPOSED TO BE TEACHING THEM. >> THANK YOU. THANK YOU. I'M RABBI MARGOLIN. EXECUTIVE DIRECTOR OF THE RUSSIAN SPEAKING JEWISH COMMUNITY OF SAN FRANCISCO. THIS IS A COMMUNITY OF IMMIGRANTS WHO IMMIGRATE TO THIS COUNTRY BECAUSE WE ESCAPING WE WERE ESCAPING THE GOVERNMENT WHO WAS PUSHING IDEOLOGY ONTO US IN SCHOOL. THERE'S ABOUT 200 PARENTS RIGHT NOW IN THE SAN FRANCISCO SCHOOL DISTRICT. WE'RE EXTREMELY CONCERNED ABOUT UNVETTED CURRICULUM THAT IS
THAT THERE'S A MOVEMENT TO MAKE IT MANDATORY EVEN THOUGH THE STATE ONLY REQUIRES ONE ONE SEMESTER OF ETHNIC STUDIES AND SINCE 2021 WHEN THIS TOPIC WAS INTRODUCED IN THE BILL 1 TO 1 WAS PASSED. THE ETHNIC STUDIES CURRICULUM HAVE BECOME A VERY DIVISIVE COMPLETELY A CONTROVERSIAL TOPIC BECAUSE THOSE CURRICULUMS BUT ONE EVERY EVERY SINGLE ONE OF THEM THEY'RE IN CIRCULATION RIGHT NOW ALL OF THEM. SO DIVISION POLARIZE THE STUDENTS PROMOTES VIOLENT VIOLENT MOVEMENTS AND HAS VERY LITTLE TO DO WITH THE ACTUAL ETHNIC UNDERSTANDING AND RESPECT NO ONE IS EVER GOING TO BE FOR RACISM. WE WANT ALL THE ETHNIC GROUPS TO GET TOGETHER BUT IMPLEMENTING THIS CURRICULUM IS NOT THE WAY TO GO ABOUT IT AND VETTED CURRICULUM AGAIN WHERE AGAIN THERE'S SO MANY ELEMENTS OF ANTI SEMITISM HAS BEEN IN THAT HAS STARTED CURRENTLY IN THIS CURRICULUM AND THE TEACHERS WILL BRING ANTI-ISRAEL AND OTHER AGENDAS INTO CLASSROOMS CAMPUS IT'S THE ONE IT'S SUPPOSED TO EDUCATE AND NOT INDOCTRINATE THINK THINKING.
PRESIDENT KIMBALL MOVED TO ONLINE FOR THE LAST YEAH WE'LL GO INTO IT. ADOLF I'VE GOT TO. SO WE'RE GOING TO ZOOM FOR PUBLIC COMMENT. WILL BE STARTING WITH STUDENTS FOLLOWED BY AGENDA ITEMS AND THEN NON AGENDA ITEMS SO PLEASE LOWER YOUR HAND IF YOU'RE NOT A STUDENT AND RAISE YOUR HAND IF YOU ARE CAN THAT BE REPEATED IN SPANISH AND CHINESE PLEASE? ORTEGA HAVE LIKE TO HANG ON A WE ASSUME THAT OUR LATERAL WILL GO HOME TO MEDIA AND YET I'M SO SINGLE DAY LIGHTWEIGHT HAVING TO LEAVE OUR HOUSE I GUESS YOU CAN SEE LET'S SEE HOW LITTLE HEIGHT. YET THEY KEEP BEATING FROM CLIMBING BUT YOU AND I SEE HOW AS I SAY YOU CAN COME HAWKS ON THAT I GO DOWN GOES OUT LOSING FOR A LONG TIME GOES AS I WAS IN GET YOU GOT IN OUT I'M ALWAYS OUT YOU GOT. WE MUST CONTINUE PURSUING THIS COURSE AND THEN SOON THE POSSIBILITY OKAY LET'S PUT ON THIS KIND OF HONESTLY AND THEN ONLY ONE KILOMETER TO NO LOSSES TO THE INDIVIDUAL GRASSROOTS. THANK YOU. AND SO AS A PHONE NUMBER FOR ONE FIVE STARTING WITH EIGHT ONE NINE AND I DON'T HAVE.
JUST GIVE ME A MOMENT. I GUESS I HAVE YES WE HAVE FOR 45 MINUTES REGARDLESS OF HOW MANY WE HAVE RIGHT. APOLOGIZE FOR THE DELAY. ALL RIGHT. SO 415819. WE SHOULD BE ALLOWING YOU TO SPEAK NOW IF YOU'RE THERE IT'S 415819 AND YOU. HI. >> I'M GOING TO PROVIDE A PUBLIC COMMENT. I'M I'M A PARENT. IS THIS OKAY? >> YEAH, THIS IS SPEAK FOR THE PARENTS. I'M SORRY. THIS IS ACTUALLY TIME FOR OUR STUDENTS TO SPEAK IN JUST A MOMENT WILL BE TRANSITIONING TO PARENTS AND COMMUNITY MEMBERS. THANK YOU. ANYONE ELSE HERE? STUDENT YEAH, IT'S THE SAME NUMBER. ALL RIGHT. SO WE'RE GOING TO MOVE ON TO AGENDA ITEMS. PLEASE RAISE YOUR HAND IF YOU SPEAK TO ANYTHING ON THE AGENDA THIS EVENING. PLEASE REPEAT THAT IN SPANISH AND CHINESE YOU GOT LITTLE HOW DO YOU TAKE HOME? >> WHAT DO YOU THINK? I'M ALSO IN FOR A LONG TERM ENGAGEMENT AND YOU GOT A
MOTION. GREAT. HOLD UP SPANISH PLEASE CONTINUE ARE CLOSE TO ME OR TO THE LEFT PERSON THAT'S TO COME INTO YOUR PRACTICE. THANK YOU, MS.. MARSHALL. VIRGINIA MARSHALL. THANK YOU, MRS.. MR. STEELE TO PRESENT KIM SUPERINTENDENT AND BOARD COMMISSIONERS I ON BEHALF OF THE NAACP SAN FRANCISCO BRANCH WE STRONGLY URGE THIS BOARD NOT TO PAUSE ETHNIC STUDIES. WE STRONGLY URGE THIS BOARD TO BACK ETHNIC STUDIES A REQUIREMENT FOR ALL STUDENTS AGAIN ALL STUDENTS ENROLLED IN S.F. USA AND HIGH SCHOOL NEED TO TAKE ETHNIC STUDIES TO LEARN ABOUT THEIR HISTORY. TO LEARN ABOUT THAT COUNTRY TO BE MORE TOLERANT OF ONE ANOTHER SO THE F C P JOINS YOU SUPERINTENDENT JONES JOINS THIS BOARD THAT JUNE START THIS SCHOOL YEAR WITH ETHNIC STUDIES FOR ALL THE CURRICULUM IS FINE AND YOU DO NOT NEED TO BE CHANGED AT ALL IT DOES NOT NEED TO BE PAUSED SO PLEASE DO NOT POSIT THANK YOU SO MUCH.
THANK YOU. THANK YOU ALL NEXT SPEAKERS ALEX LANDSBURG HELLO. >> THANK YOU. THANK YOU BOARD I THINK I HAVE ONE MINUTE. IS THAT CORRECT? YES. ALL RIGHT GREAT. I WANT TO STAND WITH THE C D I WANT TO STAND WITH WITH THE OVERWHELMING PROPORTION OF STUDENTS WHO HAVE COME WHO HAVE IN SURVEYS REPORTED THEIR EXCEPTIONAL SUPPORT OF ETHNIC STUDIES AND I WANT TO I WANT TO PUSH BACK ON WHAT WE ARE SEEING AS THE MOMS PER LIBERTY PLAYBOOK BEING PLAYED BEING RUN BY PEOPLE LIKE SCOTTY JACOBS OF BLUEPRINT SO AND THE REST OF THE FOLKS. THE FACT IS I'M A JEWISH PARENT OF AN ASSEMBLY OF KIDS. I HAVE A GRADUATE I HAVE ONE WHO JUST COMPLETED AN ETHNIC STUDIES CLASS. >> IT WAS HIS FAVORITE ONE AND HE'S NOT A VERY AND HE WASN'T EXACTLY EXCITED ABOUT SCHOOL ON THE REGULAR. WHAT'S HAPPENING IS THAT THESE
FOLKS REALLY DON'T WANT TO CONFRONT THE REALITY OF WHAT'S GOING ON. >> AT THE SAME TIME AS WE'RE SEEING THE GRC AND JUST ABOUT EVERY POLITICAL WEAVES WILL COME OUT FINALLY. >> THANK YOU ALEX THAT YOUR TIME? ALEX THANK YOU. NEXT SPEAKER WILL BE RORY ABERNETHY YOU HELLO I WANT TO SPEAK NOT ONLY SHE WAS NOT PASS IF THAT BUT WE DO NEED TO TALK MORE ABOUT THE HISTORY THE CHINESE EXCLUSION ACT IT ORIGINATED FROM EVERY SINGLE SAN FRANCISCO UNIFIED STUDENT TO KNOW ABOUT THAT THE ORIGINS OF H P AND HOW THAT THOSE THEMES WILL BE REPEATED TODAY WITH IMMIGRANTS. IN ADDITION, THE CHARTER SCHOOL I HAVE NOT SEEN THE COST ANALYSIS WE CAN HAVE SAN FRANCISCO UNIFIED PUBLIC SCHOOLS THAT HAVE EMERGING FOR MANDARIN SPEAKERS AND NON MANDARIN SPEAKERS CHINESE IMMERSION SCHOOL BECAUSE WE'RE TALKING ABOUT WE'RE BROKE. WE KEEP SPENDING MONEY AND WE
CAN HAVE THE SCHOOLS THAT PEOPLE ARE TALKING ABOUT CLOSING TURN INTO AMERICAN SCHOOL BECAUSE WE HAVE NOT SEE CHARTER SCHOOL CLASS B LOTS OF IT IS NOT FREE. IT IS NOT CHEAP. IT IS CHEAPER TO KEEP OUR PUBLIC SCHOOLS AND TO TURN THOSE SCHOOLS INTO SCHOOLS FOR OPPOSING FORCES FOR FANS. >> THANK YOU. THANK YOU. NEXT SPEAKER IS MARSHA PIRRO OR PARROT PARROT CAN YOU HEAR ME NOW? YES. THANK YOU. GOOD EVENING, SUPERINTENDENT SUE, COMMISSIONERS AND AUDIENCE A SPECIAL LEE FAMILIES AND STUDENTS. I AM MARSHA PARROTT, FORMER PRINCIPAL OF MIRA LOMAS SCHOOL. IT'S TOO BAD TONIGHT'S FOCUS IS ABOUT PLAYING POLITICS RATHER THAN FOCUSING ON WHAT IS THE BEST CHOICE FOR OUR STUDENTS. THE STATE HAS YET TO RECOMMEND AN ETHNIC STUDIES CURRICULUM TONIGHT BOTH OPTIONS BEING PRESENTED ARE REALLY THE SAME BECAUSE NEITHER ARE A CURRICULUM IS VALID. DON'T OUR STUDENTS DESERVE A BETTER CHOICE THIS YEAR THERE
IS A THIRD CHOICE REPLACE STUDIES WITH THE DISTRICT'S VETTED WORLD HISTORY CURRICULUM. IT WOULD PROVIDE STUDENTS WITH AN OVERALL WORLDVIEW AND A NEEDED A KNOWLEDGE BASE ESPECIALLY FOR OUR NINTH GRADERS USE THIS YEAR TO REVIEW REVISE RECOMMEND THE ETHNIC STUDIES CURRICULUM BY FOLLOWING THE MANDATED GUIDELINES AND PROCEDURES WITH COMMUNITY INPUT. DO THE RIGHT THING FIRST. THANK YOU. YOUR NEXT SPEAKER IS CHARLES . HELLO CHARLES. EITHER ONE MORE TIME CHARLES. OKAY MOVING ON WE'LL COME BACK ROUND UP LATEST GOOD EVENING BOARD COMMISSIONERS AND EVERYBODY IN ATTENDANCE TONIGHT. APOLOGIES FOR MY VOICE. I HAVE A COLD I'M CALLING TONIGHT TO ADVOCATE STRONGLY FOR ETHNIC STUDIES. I ALSO WANT TO HELP TO DISPEL THE CONFUSION THAT ETHNIC STUDIES IS DIVISIVE BECAUSE IT'S NOT ACTUALLY HELPS TO BRING STUDENTS TOGETHER. I IMPLORE THE BOARD TO PLEASE REFER TO THE LETTER THAT APEX
IT ON BEHALF OF ETHNIC STUDIES AND ALSO TO UNDERSTAND THAT SAN FRANCISCO HAS ALWAYS BEEN BOARD AND COURAGEOUS. PLEASE I BEG YOU NOT TO POWER OR COWER TO THREATS FOR VOTES. THE ONLY REASON WHY THE RECORD HAPPENED LAST TIME IF WE WANT TO BE TRUTHFUL AND HONEST IS BECAUSE IT WAS A SPECIAL RECALL . IT DID NOT HAPPEN WHEN THE OTHER BOARD MEMBER WAS UP FOR HER RECALL BECAUSE SHE WAS RECALLED. IF YOU ALL WOULD REMEMBER. SO WHAT I ASK THIS BOARD TO DO IS BE BOLD AND COURAGEOUS AND TO KEEP OUR STUDENTS BUT I'M SORRY STUDENTS FIRST AND ALLOW THE ETHNIC STUDIES PROGRAM TO CONTINUE. IT WAS A PROGRAM THAT WAS CREATED BY EDUCATORS AND STUDENTS ALIKE IN THE PAST. THANK YOU. REALLY THAT'S YOUR TIME. >> THANK YOU. THANK YOU VERY NEXT SPEAKERS TOO FAR A PAC GUEST. GOOD EVENING. CAN YOU HEAR ME? YES, I'M AN ASSEMBLY WITH THE ALARM.
I AM. AND AS A PARENT OF TWO BOYS AND I'M ALSO AND AS A BEAUTY EDUCATOR AND I TEACH HISTORY I'VE ALSO SERVED IN ALL THIS MOST MOSTLY ALL THE SCHOOLS AS IF YOU SD FROM TC TO GRADE 12 I BELIEVE WE SHOULD CONTINUE WITH PILOTING ETHNIC STUDIES THE ONE THAT IT WAS ALREADY IN EXISTENCE AND THE VOICES AS WELL. YES NO. CURRICULUM IS PERFECT AND DEFINITELY CORRECT. THE CURRICULUM THAT HAVE BEEN VETTED FOR FOR MANY DISTRICTS IS NOT PERFECT. IT LACKS A LOT OF INFORMATION, HISTORICAL INFORMATION AND OTHER PEOPLE'S VOICES. ETHNIC STUDIES WOULD NOT HAVE TO EXIST IF HISTORY CLASSES HAD EVERYONE'S VOICES INVOLVED AND SO IF ETHNIC STUDIES OFFERING ANOTHER PERSPECTIVE ANOTHER VOICE FOR STUDENTS TO UNDERSTAND OTHER PEOPLE'S LIVED EXPERIENCES AND HISTORICAL PARTS THAT HAVE THAT ARE NOT IN THE TEXTBOOKS THAT WE'VE ALL EXPERIENCED IN OUR LIVES, WE PROBABLY WOULDN'T HAVE SO MUCH EMOTION HERE AT THIS BOARD
MEETING. >> THANK YOU. THANK YOU. THE NEXT SPEAKER IS CHERYL THIES. THANK YOU. CAN YOU HEAR ME OKAY? YES. MY NAME IS CHERYL THIESSEN. I AM THE DIRECTOR OF EDUCATION AT SUPPORT FOR FAMILIES OF CHILDREN WITH DISABILITIES. AND I JUST HAVE A COMMENT REGARDING THE CHARTER SCHOOL. I'M NOT WEIGHING IN ON WHETHER OR NOT THE BOARD SHOULD APPROVE THE CHARTER SCHOOL, BUT I DO WANT TO WEIGH IN ON THE WELL KNOWN CHALLENGES AROUND SPECIAL EDUCATION IN CHARTER SCHOOLS AND ASK THE BOARD TO BE EXTRA DILIGENT ON THAT ISSUE THAT ALL OF THE SAME RESPONSIBLE PARTIES APPLY THAT WE DON'T ADMIT CHILDREN OR NOT EVEN ADMIT THEM BUT THEY AREN'T INCLUDED IN A LOTTERY REGARDLESS OF DISABILITY STATUS AND THEY AREN'T REMOVED FROM THE CHARTER SCHOOL BECAUSE THEY DON'T THEIR NEEDS ARE QUOTE TOO GREAT. SO I JUST URGE THE BOARD TO BE VERY CAREFUL IN CONSIDERING THE NEED FOR INCLUSIVITY AND BELONGING IN ANY CHARTER SCHOOL THAT YOU APPROVE. THANK YOU. THANK YOU HOPE WILLIAMS BERT IS
THE NEXT SPEAKER. THANK YOU. NEVER TO FORGET WHERE WE COME FROM AND ALWAYS PRAISE THE BRIDGES THAT CARRY US OVER FANNIE LOU HAMER MOTHER HER VOICE CONTINUES TO ECHO TODAY AS I SUPPORT EFFORTS AT EASE AND THE THIRD GENERATION SD ALUMNI I HAVE NEVER FELT SEEN OR POWERFUL AND MY ACADEMIC FREEDOM AND DUE TO MEANS EXIST BECAUSE YOU EXIST THE NARRATIVE TO CONTINUE TO TO TO TAKE AWAY THE BENEFIT OF STUDENTS UNDERSTAND THE THE THE HIPSTER PHRASE IS THAT EXISTING PRACTICE I UNDERSTAND THAT HAVING DIFFICULT CONVERSATIONS ABOUT STOLEN ANCESTORS ARE CHALLENGING BUT THERE ARE ALSO BEAUTY IN THE STORY OF MY ANCESTORS WHO RISKED THEIR LIVES OF LEAVING THE RESERVATIONS TO GIVE MY GRANDMOTHER THE OPPORTUNITY OF AN EDUCATION HERE AT USD THE LIFE THAT IS BUILT IS SEEN AND HUMANITY IN EACH OTHER. I UNDERSTAND THE POWER CAN ONLY BE MAINTAINED BY OPPRESSING OPPRESSING THOSE AND THE FEAR
OF OTHERS AND BOTH WHO SEES AND HEARS YOU BY MY CHILD NOT SEEING YOU AND THANK YOU FOR EACH OTHER I'M SORRY. THAT'S IT. THANK YOU. NEXT SPEAKERS VANESSA MORROW PARENTS FOR PUBLIC SCHOOLS. THANKS, JUDSON. HAPPY SUMMER. IT'S VANESSA MARRERO. I AM. I DID SEND AN EMAIL SO FOR THE BOARD YOU GUYS CAN JUST READ THE ENTIRE EMAIL BUT ESSENTIALLY WE HAVE EXTEND OF WAITLIST WITHIN OUR LANGUAGE PROGRAMS. THERE'S REALLY NO REASON WHY WE WOULD NEED TO ADD AN ADDITIONAL SCHOOL THAT IS A CHARTER SCHOOL. IF YOU LOOK AT THE DATA WITH CHARTER SCHOOL WE KNOW THAT THEY HAVE HISTORIC LOW ENROLLMENT AND THEY DON'T HAVE THE STRUCTURES TO SUSTAIN SPECIAL POPULATIONS LIKE STUDENTS WITH DISABILITIES. SO I'M ASKING THE BOARD TO SAY NO ON THE DRAGON ACADEMY CHARTER PETITION TODAY WITH THE IDEA THAT IT CAN SCALE LANGUAGE PROGRAMS. THANK YOU. THANK YOU. NEXT SPEAKERS TORI HINES GOOD AFTERNOON EDUCATION.
I AM TONY HINES AND A PARENT LEADER. I URGE THE BOARD TO RESEARCH THE BENEFITS OF ETHNIC STUDY PROGRAMS WHY BLACK STUDENTS AND OTHER STUDENTS LEARN MORE ABOUT THEMSELVES. THIS ETHNIC STUDIES PROGRAM IS NOT BROKEN SO PLEASE DON'T BREAK IT. IT PROVIDES EDUCATION AND OPPORTUNITY TO CELEBRATE CELEBRATE MANY CULTURES WITHOUT ETHNIC STUDIES. THE CURRICULUM IS BLAND AS MAYONNAISE BASICALLY LIES DRESSED UP AS TRUTH. THIS HAS GONE ON TOO LONG SAN FRANCISCO DON'T FALL FOR WHAT THE ADMINISTRATION WANTS YOU TO DO BE BOLD, BE BRAVE AND FOLLOW YOUR GUIDES AND CARTWHEEL. THANK YOU. THANK YOU, VIVIAN I'M SORRY I LOST YOU. >> VIVIAN SAFE FRIEND IS THE NEXT SPEAKER. HELLO. GOOD EVENING, DR. SUE AND COMMISSIONERS. MY NAME IS VIVIAN SAFRAN. I'M AN S.F. UCD PARENT REPRESENTING AN EVER GROWING GROUP OF FAMILIES, STUDENTS AND STAKEHOLDERS DEEPLY CONCERNED ABOUT HOW THE ETHNIC STUDIES MANDATE IS FAILING TO OFFER OUR STUDENTS THE HIGH
QUALITY CURRICULUM THEY DESERVE DISPLACING CORE ACADEMICS, ELECTIVES AND ESSENTIAL SPECIAL EDUCATION SERVICES. PLEASE PUT OUR KIDS FIRST WITH THE ETHNIC STUDIES MANDATE. RESTORE ACADEMIC FLEXIBILITY WITH MEANINGFUL OPT OUTS GIVING STUDENTS ACCESS TO THE COURSES THEY NEED TO SUCCEED. I'VE BEEN SOUNDING THE ALARM FOR THE LAST 18 MONTHS ON THIS CURRICULUM GOING OVER IT, MEETING MANY TIMES WITH DISTRICT STAFF IDENTIFYING SOLUTIONS TO ENSURE A SUP USD PROVIDES EXCELLENT CURRICULUM BUT WHAT I'M SEEING IS MORE OF THE SAME A ROLLOUT THAT'S RUSHED UNCLEAR SHUTTING FAMILIES OUT. WE ARE WATCHING BELOVED PROGRAMS DISAPPEAR WHILE THE DISTRICT SPENDS MILLIONS ON A MANDATE THAT DOES NOT DELIVER ON ITS PROMISE TO TEACH ABOUT OUR DIVERSE COMMUNITIES. THAT'S NOT OKAY. PLEASE PRESS PAUSE. >> THANK YOU FAMILIES AND DO THIS THE RIGHT WAY. THANK YOU, PRESIDENT GIVE US OUR ALLOTTED TIME FOR ZOOM TODAY BUT WE DO HAVE OUR UCSF
DESIGNEE. >> I'D LIKE TO INVITE THE REPRESENTATIVE FROM US UP TO SPEAK FOR THEIR TIME. GOOD EVENING. CASSANDRA CREEL, PRESIDENT OF UNITED EDUCATORS OF SAN FRANCISCO REPRESENTING THE 6000 CERTIFICATED AND CLASSIFIED WORKERS IN OUR SCHOOLS HERE TODAY TO TALK TO YOU ABOUT A COUPLE OF ISSUES THAT HAVE BEEN IN THE WORKS WE'VE BEEN INVOLVED IN FOR QUITE SOME TIME. IT WOULD BE REMISS OF ME FOR ME NOT TO START OFF BY SAYING THAT OUR CONTRACT HAS EXPIRED AND THAT WE ARE EXCITED TO GET TO WORK. BARGAINING ON THE FIRST DAY OF SCHOOL WE WILL BE HERE READY . >> THAT BEING SAID, A COUPLE OF OTHER KEY POINTS CONSIDERING THE HELLISH YEAR THAT WE HAVE HAD IN THE LAST ACADEMIC SESSION REGARDING THE FISCAL CRISIS TRYING TO MANAGE THE CUTS AT SCHOOL SITES, HAVING TO DEAL WITH THE MANY OTHER RESPONSIBILITIES THAT ARE ALREADY VERY CHALLENGING AND THAT WE ARE VERY, VERY PREPARED TO DO AT OUR SCHOOL SITES.
THE COMING SCHOOL YEAR BEING JUST WEEKS AWAY WITH HUNDREDS OF VACANCIES ACROSS THE BOARD IN ELEMENTARY AND HIGH SCHOOL INCLUDE IN PRE-K TO RIGHT OUR ENTIRE PORTFOLIO. WE'RE VERY CONCERNED THAT WHEN THE EDUCATORS OF AS HAVE USD AND THE STUDENTS SHOW UP ON THE FIRST DAY THE FIRST CRISIS IS IN FACT WHO THE CREDENTIALED EDUCATORS ARE TO BE ABLE TO PROVIDE THIS EDUCATION. >> THIS IS OF COURSE ONE OF THE MAIN ISSUES WITH THE ONGOING PORTFOLIO AND OUR ONGOING CRITICISMS OF LARGELY OUR IPC AND ENROLLMENT CRISIS. IT IS IMPERATIVE THAT WE HAVE A SOLUTION THAT WORKS AND IT TAKES ITERATIONS. >> I WANT TO JUST NAME RIGHT? I'M A LANGUAGE ARTS TEACHER TAUGHT AT THIS VALLEY MIDDLE SCHOOL FOR 11 YEARS. >> I STARTED IN 2010 WHEN THE ACADEMIC SKY WAS FALLING AS WE IMPLEMENTED CORE RIGHT AND AND THERE WAS A HEIGHTENED SENSE SENSE LEVEL COMEDY AROUND NEW MATH. RIGHT.
AND HERE WE ARE 15 YEARS LATER DOING IT AND HAVING MADE AND WATCHED MANY OF THESE CURRICULUMS COME THROUGH. I CAN TELL YOU THAT NOTHING IN ONE PARTICULAR BOOK IS EVER GOING TO BE 100% EXACTLY WHAT STUDENTS NEED WHEN IT IS ALWAYS WRITTEN BY SOMEONE THAT'S NOT FROM HERE. RIGHT? AND SO THAT'S OUR JOB. THAT'S WHAT WE DO BEST. >> ALL OF THESE ISSUES COMBINE ARE REQUIRING US TO STAND AT THIS POINT TO SAY THAT THERE NEEDS TO BE NO NEW CHARTER EXPANSION. WE ARE ALREADY COMING OFF THE TALES OF LIKE I SAID, AN ENROLLMENT ISSUE IN EPIC. WE HAVE JUST BEEN ONLY WHAT IS IT EIGHT MONTHS MAYBE OUTSIDE OF THE CRISIS OF OF SCHOOL CLOSURES. WE HAVE DETERIORATING SYSTEMS THAT DON'T CURRENTLY MEET THE NEED. OUR EDUCATORS AND MULTILINGUAL PATHWAYS HAVE BEEN ADVOCATING FOR YEARS FOR EXPANSIONS. ALICE FONG YOU IS A YOU YOURSELF AS IF YOU SD AMAZING PROGRAM AND WE HAVE OUR MEMBERS THERE ADVOCATING FOR WHAT NEEDS TO OCCUR IN ORDER TO MAINTAIN A ROBUST SYSTEM AND TO EXPAND IT INTO EVEN OUR SECONDARY
PORTFOLIO WHICH IS IMPERATIVE. >> AND THEN OF COURSE THE ISSUE OF THE CURRICULUM WHILE WE APPRECIATE AND WE DO APPRECIATE THAT THE DISTRICT HAS A PLAN TO START OFF THE SCHOOL YEAR WITH LOOKING THROUGH THIS IS WHAT WE NEED TO HAVE. AS I'M POINTING OUT MY BOARD DUCKS AND ALSO UNDERSTAND THAT EDUCATORS LEFT IN MAY WE HAVE TO TAKE DOWN THE WORK IN OUR CLASSROOMS. OUR CLASSROOMS ARE BOARDED UP AND THEN WE COME BACK AND START PUTTING THINGS UP ON THE WALLS AND GETTING THINGS TOGETHER. SO THE INTRODUCTION OF SOMETHING NEW ON THE VERY FIRST DAY IS GOING TO TAKE SIGNIFICANT TIME TO IMPLEMENT AND THAT REQUIRES A LEVEL OF GRACE ON BOTH PARTS. AND WE KNOW THAT WE'RE GOING TO BE WORKING WITH YOU TO MEET ABOUT THAT ISSUE BUT IN NO WAY, SHAPE OR FORM CAN THAT REQUIREMENT AND OR ANY OF THE OTHER REQUIREMENTS OF THE WORK THAT WE DO IN A SECONDARY PORTFOLIO HAVING TO TEACH A THROUGH G REQUIREMENTS IS NOT AN OPTION BUT IT IS A CHALLENGE FOR US TO CREATE THOSE MASTER SCHEDULES AND WE DO THAT MONTHS IN ADVANCE WHEN WE ADD THE
ADAPTER ADDED AND NECESSARY ETHNIC STUDIES CURRICULUM. IT TAKES US YEARS TO PREP FOR THIS AND WE HAVE BEEN WE'VE BEEN DOING THAT WORK. OUR MEMBERS HAVE BEEN DOING THIS WORK FOR OVER SIX YEARS LIKE MS. MARSHALL SAID AND IN LARGE PART MANY OF THESE ISSUES THAT WE'VE ATTEMPTED TO ADDRESS ARE STILL UNSOLVED. OUR LOWEST PERFORMING ACADEMIC MARKERS ARE ACTUALLY IN OUR SAMOAN AND PACIFIC ISLANDER COMMUNITIES. IT'S IMPERATIVE THAT WE ARE MAKING SURE THAT OUR WORK AT SCHOOLS AT EVERY SINGLE SCHOOL DISTRICT AND IN OUR PARTICULAR FOCAL ETHNIC GROUPS AND STUDENTS FOR US IS DONE SO WITH INTENTION AND THAT WE HAVE THE TIME TO BE ABLE TO PLAN FOR THAT AND THAT WE ARE PARTNERS IN THIS WORK AND BEING ABLE TO GET THAT INFORMATION BECAUSE WHEN WE'RE ALL WORKING TOGETHER THAT'S WHAT WE'RE ABLE TO DO. BUT OUR STUDENTS NEED TO SEE THEMSELVES IN THIS EDUCATION. THEY NEED TO FEEL WELCOME DEMAND. IT NEEDS TO BE AN INCLUSIVE ENVIRONMENT AND THAT'S WHY WE'RE WORKING TOGETHER WITH YOU ALL. AND SO I WILL SEE. WELL I'LL SEE SOME OF YOU AT
BARGAINING ON THE FIRST DAY. >> THANK YOU. THANK YOU PRESIDENT KIM THAT TO THE PUBLIC COMMENT THANK YOU TO MEMBERS OF THE PUBLIC FOR TAKING THE TIME TO SHARE YOUR THOUGHTS TODAY. WE APPRECIATE THAT. FOR THOSE OF YOU WHO'VE COME OUT HERE TO BE HERE PHYSICALLY ,THOSE OF YOU ONLINE FOR JOINING US, A FRIENDLY REMINDER THAT THE PUBLIC MAY CONTINUE TO SHARE YOUR COMMENTS FORMALLY BY EMAILING THE BOARD OFFICE AT BOARD OFFICE AT 60 THAT YOU THE SUPERINTENDENT AND HER TEAM ARE TASKED WITH PROVIDING A DRAFT OF EACH EACH AGENDA 12 DAYS IN ADVANCE. ONCE THAT DRAFT IS MADE PUBLIC ON OUR WEBSITE. BOARD MEMBERS HAVE MADE A COMMITMENT TO SUBMIT CLARIFYING AND TACTICAL QUESTIONS AND STAFF HAVE MADE A COMMITMENT TO RESPOND TO THOSE QUESTIONS IN ADVANCE OF EACH BOARD MEETING. THIS Q&A IS LINKED INTO EACH BOARD AGENDA ON BOARD DOCS AND WE INVITE THE PUBLIC TO REVIEW THOSE QUESTIONS AND ANSWERS ALONGSIDE OUR DISCUSSIONS TODAY. ADDITIONALLY, TO CREATE MORE SPACE FOCUS AND CERTAIN OUTCOMES WILL BE MOVING MOST OF
OUR ITEMS TO A CONSENT CALENDAR AND IDENTIFYING ONLY OUR HIGHEST PRIORITY ITEMS TO DISCUSS. BOARD MEMBERS ARE REMINDED NOT TO RESTATE QUESTIONS ANSWERED BY STAFF IN ADVANCE BUT INSTEAD TO BRING FORWARD STRATEGIC QUESTIONS THAT ALLOW US TO BETTER UNDERSTAND OUR PROGRESS, TO OUR GOAL TOWARDS OUR GOALS AND THE UNDERLYING STRATEGIES THAT WE CAN BE BETTER INFORMED IN OUR DECISION MAKING AND PARTNER WITH THE SUPERINTENDENT AS WE HOLD OUR ACCOUNTABLE. GIVEN THE TRANSITION IN THE CHANGE RATHER IN THE AGENDA AS NOTED AT THE TOP OF OUR MEETING ITEM INTRODUCING ITEM G TO 257-29 ESP ONE IN SUPPORT OF NAMING THE GYM FLOOR AT FRANCISCAN MIDDLE SCHOOL ON THE DANYELLE ANDERSON COURT CAN HAVE A MOTION AND A SECOND PLEASE SO MOVED. >> SECOND CAN I CALL THE SUPERINTENDENT AND I WILL BE CALLING I AM CALLING ON THE SUPERINTENDENT TO READ THIS INTO THE RECORD. THANK YOU, PRESIDENT KIM AND ONCE AGAIN THANK YOU SO MUCH TO THE FRANCISCAN MIDDLE SCHOOL COMMUNITY WHO SHOWED UP . YEAH, I SEE YOU. I AM REALLY HONORED TO BE ABLE TO SUBMIT THIS RESOLUTION TO
CHANGE THE NAME OF THE GYM FLOOR AT FRANCISCO MIDDLE SCHOOL TO BE FOREVER KNOWN AS THE DANIEL ANDERSON COURT. THERE IS A WHOLE RESOLUTION . THERE'S A WHOLE RESOLUTION THAT SPEAKS TO THE AMAZINGNESS OF FORMER TEACHER ANDERSON. BUT I THINK WHAT IS MORE IMPORTANT IS WHAT WE HEARD FROM PUBLIC COMMENT TODAY IS THAT TEACHERS ARE THE HEART AND SOUL OF OUR SCHOOLS AND WE NEED TO ALWAYS HONOR OUR TEACHERS BECAUSE THEY SHOW UP EACH AND EVERY DAY FOR OUR STUDENTS TO MAKE SURE THAT OUR STUDENTS ARE NOT ONLY TAUGHT BUT ALSO LOVED AND CARED AND NURTURED AND TAKEN CARE OF WHEN THEY NEED IT. SO IT IS MY GREATEST PLEASURE TO PRESENT THIS RESOLUTION TO REQUEST FOR THIS NAME CHANGE IN HONOR OF THIS VERY, VERY FANTASTIC AND AMAZING TEACHER. THANK YOU. BEFORE I OPEN UP FOR COMMENT CAN THE COMMUNITY IN THE BACK
STAND UP AND JUST GIVE A WAVE AND CELEBRATE YOURSELVES? I KNOW THAT. THANK YOU. I BELIEVE DANIELLE ANDERSON'S NOT AVAILABLE TO BE HERE TODAY UNFORTUNATELY. >> SO SO I WANTED TO JUST RECOGNIZE THE TEAM. THANK YOU SO MUCH FOR BEING HERE. COMMENTS FOR THE BOARD THANK YOU DR. SOO FOR BRINGING THIS FORWARD. THANK YOU. FRANCISCO TEAM AND I'M LOOKING FORWARD TO SUPPORTING THIS. >> SEE NO OTHER COMMENTS WE'LL DO ROLL CALL VOTE PLEASE LET OFF MS. MAN YES. MS. GROSS YES. MR. ALEXANDER YES. COMMISSIONER FISCHER YES. MR. GUPTA YES. COMMISSION VICE PRESIDENT COMMISSIONER RAY YES. COMMISSIONER WISEMAN. WHAT? YES. PRESIDENT KIM YES. THAT'S EXCITING. >> THANK YOU. CONGRATULATIONS. OH, THERE SHE IS. DOES SHE WANT TO BE ON RECORD? DO YOU WANT TO BE ON RECORD FOR VOTING YES ON SWITCHING ON THE RENAMING RESOLUTION?
YES. YES, YES. THAT'S PRESIDENT HILL. >> OKAY. SEVEN EYES. >> YEAH. MOVING TO ITEM F PUBLIC HEARING ITEM ONE PUBLIC HEARING AND INFORMATION ONLY REGARDING PETITION FOR DRAGON GATE ACADEMY CHARTER SCHOOL I NOW CALL ITEM F1A PUBLIC HEARING AND INFORMATION ONLY REGARDING PETITION THE PETITION FOR DRAGON ACADEMY CHARTER SCHOOL I NOW OPEN THE PUBLIC HEARING AT 8:16 P.M. IF STAFF AND PETITIONERS COULD PLEAD PLEASE APPROACH THE DIAS AND PROVIDE THE BOARD AND THE PUBLIC WITH THE INITIAL INFORMATION REGARDING THIS PETITION IT IS MY UNDERSTANDING THAT THE BOARD WILL NOT BE MAKING ANY DECISIONS TODAY BUT RATHER WE ARE HERE TO LISTEN TO THE COMMUNITY. >> THE BOARD WILL HAVE AN OPPORTUNITY ASK OUR QUESTIONS AT THE MEETING ON AUGUST 26TH I NOW CALL ON GENERAL COUNSEL MARTINEZ TO EXPLAIN THE PROCESS . THANK YOU PRESIDENT KIM AND MY THANKS TO PETITIONERS FOR BEING HERE AS WELL AS THE PUBLIC
HONORABLE COMMISSIONERS SUPERINTENDENT MY NAME IS MANUEL MARTINEZ. I'M THE GENERAL COUNSEL FOR THE SCHOOL DISTRICT AND TODAY'S HEARING IS THE NEXT STEP PURSUANT TO EDUCATION CODE SECTION 47 605B THE PURPOSE OF TODAY'S HEARING IS TO GAUGE THE COMMUNITY SUPPORT THE BOARD DOES NOT CURRENTLY HAVE THE ANALYSIS OF THE PETITION YET. THAT'S BECAUSE THAT'S COMING ALSO PURSUANT TO LAW LATER IN AUGUST THERE'S GOING TO BE A SECOND HEARING WHERE THE BOARD WILL MAKE A DECISION BASED ON STAFF INPUT AND COMMUNITY INPUT AND THAT IS SCHEDULED CURRENTLY UNDER THE TIMELINE UNDER ALSO EDUCATION CODE SECTION 47 605 SUBDIVISION B FOR AUGUST 26TH AT THAT TIME THAT WILL BE THE OPPORTUNITY FOR THE BOARD TO ASK THE DETAILED QUESTIONS BASED ON THE ANALYSIS AND DETAILS THAT WOULD BE PRESENTED AT THIS TIME I'D LIKE TO HAND IT OFF TO MR. CHRIS ARMENTROUT GOOD EVENING SUPERINTENDENT TWO AND FOR COMMISSIONERS MY NAME IS CHRIS
ARMENTROUT. I'M THE DIRECTOR OF POLICY AND PLANNING FOR SECURITY AND I SERVE AS THE CHARTER SCHOOL LIAISON ON BEHALF OF OUR SCHOOL DISTRICT THIS EVENING I HAVE THE PLEASURE TO BE ABLE TO INTRODUCE THIS INITIAL HEARING OFFERED THIS YEAR FOR THIS IF I CAN BEGIN THE PRESENTATION PLEASE THIS WILL BE A FOCUSED ON THE PROCESS THAT YOU CAN EXPECT OVER THE NEXT FEW WEEKS AS WELL AS THE DELIVERABLES FROM MYSELF AND FROM THE PETITIONERS. SO WOULD YOU GIVE ME JUST AS YOU A QUERY QUICK OVERVIEW THIS HAS BEEN A IT'S BEEN A LONG TIME SINCE WE HAD A NEW CHARTER SCHOOL SO WE WILL JUST DO SOME PRELIMINARY WORK AROUND THAT SPEAK ABOUT WHAT THE PROCESS IS AND THEN INTRODUCE THE DRAGON GATE ACADEMY TEAM JUST TO GET SOME GROUND RULES OUT THERE SO WHAT IS A CHARTER SCHOOL? SO IT'S ALL DEFINED UNDER REALLY ED CODE 47605 CHARTER SCHOOLS THERE'S A LOT OF MISUNDERSTANDINGS AROUND THEM WHETHER THEY'RE PRIVATE SCHOOLS WHAT THAT OR WHAT THE NATURE IS. I JUST WANT TO BE VERY CLEAR CHARTER SCHOOLS ARE PUBLIC SCHOOLS. >> THEY ARE PUBLICLY FUNDED
AND THEY'RE OPEN TO ANY THEY'RE OPEN ADMISSIONS. SOME CHARTER SCHOOLS ARE FORMED BY COMMUNITY GROUPS AND THEN ULTIMATELY AUTHORIZED BY EITHER THE DISTRICT, THE COUNTY OR ULTIMATELY THE STATE IF ON APPEAL THE GOALS THE OPERATIONS ,THE PROGRAM, THE CURRICULUM, EVERYTHING THAT THEY PUT TOGETHER THAT'S WHAT GETS FORMED INTO THEIR CHARTER SCHOOL PETITION AND THAT PETITION IS WHAT EFFECTIVELY BECOMES THE CHARTER. THAT'S WHERE THAT NAME COMES FROM. >> AND SO FOR NEW CHARTER SCHOOLS TO BE CONSIDERED THEY HAVE TO MEET A MINIMUM THRESHOLD OF EITHER 80 STUDENTS WHO HAVE SIGNED WITH AN INTENT TO ENROLL OR 50% OF THE OF OF TEACHERS WHO WILL ATTEND TO TEACH THEIR NEXT SLIDE PLEASE. >> THE PETITION PROCESS IS FAIRLY STRAIGHTFORWARD. >> I'M NOT GOING TO READ THROUGH THIS ALL AND ACTUALLY JUST IN THE NEXT SLIDE THIS WILL BE EASIER TO GO THROUGH. SO JUST TO HAVE KIND OF A VISUAL THERE. >> SO AS I SAID BEFORE THE PETITION GETS SUBMITTED TO THE FROM THE COMMUNITY MEMBERS, WHOEVER THAT MAY BE, TEACHERS, FAITH LEADERS IT COULD BE
ANYBODY FAMILIES, WHATEVER HAVE YOU BACK GETS REVIEWED BY THIS BOARD OR BY THE BOARD IF IT'S APPROVED BY OF US D THEN THEY WOULD BEGIN THEY WOULD BEGIN PLANNING FOR OPERATIONS IN THE FOLLOWING YEAR AND IF THE SCHOOL SO DESIRED WE WOULD BE WORKING WITH THEM THROUGH THE PROP 39 PROCESS TO FIND SPACE WITHIN THE DISTRICT. IF THE SCHOOL WERE TO NOT BE APPROVED THE PETITIONERS HAVE THE RIGHT TO APPEAL TO THE COUNTY HOWEVER IN THIS CASE WERE BOTH CITY DISTRICT AND COUNTY SO IT WOULD MOVE DIRECTLY TO THE STATE IF IT WON ON A STATE IT WOULD COME BACK TO US AND IT WOULD BE AS IF WE HAD APPROVED THEM. >> THEY WOULD BE ONE OF OUR AUTHORIZED CHARTERS NOW IF IT WAS NOT APPROVED THAT WOULD BE THE END OF THE PROCESS. >> SO THIS WALKS YOU THROUGH BRIEFLY WHAT WE ARE WHERE WE ARE RIGHT NOW GOING THROUGH THE GOING THROUGH THE TIMETABLE OVER THE SUMMER. SO THE CHARTER WAS RECEIVED TO US BACK ON JUNE 2ND THAT STARTS DAY ZERO. WITHIN 60 DAYS OF THAT WE ARE
REQUIRED TO HAVE AN INITIAL HEARING. THAT'S WHERE WE ARE TODAY ON 729 WITHIN A FEW WEEKS YOU WILL HAVE A STAFF REPORT WITH ALL THE FINDINGS AND OUR RECOMMENDATIONS ON THIS CHARTER BASED ON THE DESCRIBED CRITERIA SET FORTH IN THE ED CODE. >> WE THEN COME BACK TO THIS BOARD ON AUGUST 26TH. THAT'S WITHIN 90 DAYS OF RECEIVING AND WE MAKE THE DECISION DEPENDING ON WHAT THAT DECISION IS. IF I SAY BEFORE IF IT GOES FORWARD WE'RE DONE AND WE GO WE BEGIN THE PROCESS. IF NOT THE PETITIONERS HAVE A RIGHT TO APPEAL WITHIN 30 DAYS AND DON'T NEED TO READ THROUGH THIS. BUT THESE ARE THE KEY DATES AGAIN, JUNE 2ND WAS DAY ZERO. THAT'S WHEN IT STARTED. WE'VE MET THE REQUIREMENT FOR THE INITIAL HEARING WITHIN 60 DAYS. AUGUST 11TH IS WHEN YOU CAN EXPECT THE STAFF REPORT TO BE ISSUED AND THEN AUGUST 26TH IS WHEN WE'RE SCHEDULED TO COME BACK TO SPEAK JUST A LITTLE BIT ABOUT THE STAFF REPORT. THIS IS UNDER ED CODE AGAIN 47605 AND IT MUST BE ISSUED
WITHIN 15 DAYS PRIOR TO THAT CHART THAT CHARTER SCHOOL DECISION HEARING. THAT REPORT IS BASED ON 15 DIFFERENT KEY ELEMENTS RANGING FROM THE ACADEMIC PROGRAM, THE GOVERNANCE, THEIR FINANCIAL STABILITY, ALL THESE KIND OF KEY ELEMENTS THAT WOULD MAKE FOR A SUCCESSFUL SCHOOL OUT OUR OUR INTERNAL PROCESSES TO ENGAGE OUR EXPERTISE WHETHER THAT BE HUMAN RESOURCES, WHETHER THAT BE CURRICULUM INSTRUCTION, WHAT HAVE YOU TO BE ABLE TO LOOK AT THESE VARIOUS ELEMENTS AND TO BE ABLE TO GIVE YOU OUR LEARNED OPINION ON THAT AND THAT AGAIN THAT REPORT WILL BE ISSUED BY AUGUST 11TH AND I DON'T WANT TO READ THROUGH ALL THESE BUT JUST FOR YOUR REFERENCE THESE ARE THE 15 DIFFERENT ELEMENTS THAT WILL BE CONSIDERED AND FORM THE BASIS OF THE PETITION AND JUST BEFORE I HAND IT OFF SO AS I SAID BEFORE, THIS IS OUR FIRST NEW PETITION SINCE 2018. I'M SURE YOU MIGHT BE AWARE TRACKING ACADEMY ESTABLISHED TWO PLANS TO ESTABLISH A
MANDARIN IMMERSION PROGRAM SERVING STUDENTS IN THE CITY AND COUNTY OF SAN FRANCISCO. THEY WOULD BE OPERATE THEY ARE OPERATING AS A NONPROFIT PUBLIC PUBLIC BENEFIT CORPORATION. THE LOCATION IS NOT YET DETERMINED BUT IF APPROVED THE PETITIONERS HAVE SO FAR EXPRESSED INTEREST IN REQUESTING FACILITIES FROM SFI USED UNDER PROP 39 AND WITH THAT I WILL HAND IT OVER TO MR. BRYAN HOLLANDER, THE LEAD PETITIONER AS WELL AS HE'S JOINED HERE BY SUSAN FONG WANG AND MR. ALBERT CHAO. >> THANK YOU VERY MUCH. NO, NO, I'LL JUST I'LL JUST READ THE STATEMENT. YEAH, WE DON'T NEED TO GO WITH THE SLIDES. GREAT. GOOD EVENING, ESTEEMED MEMBERS OF THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AND SUPERINTENDENT DR. SUE. THANK YOU FOR JOINING US. MY NAME IS BRIAN HOLLINGER. I STAND BEFORE YOU AS PRESIDENT AND BOARD MEMBER OF DRAGON GATE ACADEMY AND A PROUD SAN FRANCISCAN AND FATHER COMMITTED TO PARTNERING WITH SFO CITY TO DELIVER A BRIGHTER FUTURE FOR
OUR CHILDREN. >> TODAY WE PRESENT DRAGON GATE ACADEMY A PROPOSED K TO EIGHT MANDARIN IMMERSION CHARTER SCHOOL THAT ADDRESSES A CRITICAL GAP IN YOUR OFFERING ALIGNS WITH YOUR EQUITY AND INNOVATION GOALS AND RESPONDS TO THE URGENT NEEDS OF OUR DIVERSE COMMUNITY . >> DRAIN GATE ACADEMY IS MORE THAN A SCHOOL IT'S A COMMUNITY DRIVEN SOLUTION TO PROVIDE A SEAMLESS TUITION FREE MANAGEMENT IMMERSION PATHWAY OPTIMIZING DISTRICT RESOURCES WHILE CELEBRATING SAN FRANCISCO'S RICH CULTURAL HERITAGE. WE SEEK YOUR APPROVAL TO LAUNCH DRAGON GATE ACADEMY IN 2026 2027 SCHOOL YEAR AND WE INVITE YOU TO SEIZE THIS OPPORTUNITY TO LEAD IN BILINGUAL IMMERSION EDUCATION. >> LET'S BEGIN WITH THE STARK REALITY S.F. UCSD'S MANSION IMMERSION PATHWAY. DESPITE GOOD INTENTIONS IS FAILING OUR FAMILIES. THIS GAP LEAVES HUNDREDS OF SAN FRANCISCANS ESPECIALLY CHINESE-AMERICAN FAMILIES FEELING MARGINALIZED, YEARNING
FOR AN EQUITABLE EDUCATION THAT REFLECTS THEIR HERITAGE AND ASPIRATIONS. IMAGINE BEING ONE OF THE 200 FAMILIES REJECTED EACH YEAR FROM JUST THE 66 KINDERGARTEN SEATS AT STAR KING AND JOSE ORTEGA. THESE SCHOOLS LOCATED IN THE FAR SOUTH AND EAST EXCLUDE FAMILIES IN THE NORTH AND THE WEST SUNSET RICHMOND, CHINATOWN ETC.. >> THIS ISN'T EQUITY. IT'S EXCLUSION. AND IT'S HEARTBREAKING FOR FAMILIES ACROSS THE CITY FOR THOSE WHO GAIN ENTRY. THE CHALLENGES CONTINUE. S.F. UCSD'S PROGRAMS START STRONG BUT SEES A DILUTION OF MANDARIN IMMERSION AS EVIDENCED BY A RECENT OFFICIAL S.F. USTA INVESTIGATION THAT FOUND MANDARIN IMMERSION INSTRUCTION AT STARTING AT LEAST IN THE FIRST GRADE IS ROUGHLY 30% LESS THAN WHAT THE DISTRICT FRAMEWORK DEMANDS. >> UNDERMINING BILINGUAL EXCELLENCE. FURTHERMORE, THE PATHWAY IS FRAGMENTED AND DISCONNECTED FROM MULTI STUDENT FAMILIES WITH A DAILY COMMUTE TO BOTH APTOS MIDDLE SCHOOL WHERE
MANDARIN IMMERSION CONTINUES AFTER GRADE SCHOOL WITH MISMATCHED START TIMES 750 AND 930 CREATING A 90 MINUTE LONG LOGISTICAL NIGHTMARE. APTOS ALSO LACKS ROBUST IMMERSION. IT'S UNDERSTAFFED AND UNDER SUPPORTED WITH A HISTORY OF ROTATING SUBSTITUTES FOR MANDARIN INSTRUCTION LEAVING STUDENTS DISCONNECTED FROM ENGINE IMMERSION AND THEIR CULTURAL ROOTS. THIS ISN'T A PATHWAY OUR STUDENTS DESERVE. DRAGON GATE ACADEMY OFFERS A BOLD COLLABORATIVE SOLUTION TO FILL THIS VOID. PARTNERING WITH S.F. USED TO DELIVER WHAT FAMILIES ARE DEMANDING. OUR KINDERGARTEN TO EIGHTH GRADE MANDARIN IMMERSION CHARTER SCHOOL INSPIRED BY ALICE FOUND YOU AND YOU MING IN OAKLAND PROVIDES A SINGLE SITE MODEL THAT ELIMINATES CHAOTIC COMMUTES AND ENSURES RIGOROUS BILINGUAL EDUCATION. WE'LL BEGIN WITH 80% MANDARIN IN KINDERGARTEN AND SCALING DOWN TO 50% BY FOURTH AND FIFTH GRADE WITH CANTONESE INTRODUCED IN FOURTH THROUGH EIGHTH GRADE. >> WE'RE LOOKING TO START THE
SCHOOL IN 2026 WITH 154 STUDENTS AND GROWING TO 400 396 BY 2031 AS OUTLINED IN THE CHARTER DRAIN GET ACADEMIES TARGET TARGETS, ACADEMIC EXCELLENCE AND CULTURAL COMPETENCY. SMU ISD HAS NOT PRIORITIZED MANDARIN IMMERSION PATHWAYS. PARENTS ARE PLEADING FOR AS EVIDENCED BY RECENT CONTROVERSIES AROUND EQUITY GRADING AND FORCED ETHNIC STUDIES. THE EQUITY GRADING POLICY AND THE ETHNIC STUDIES CURRICULUM SHOW SMU SD IS OUT OF TOUCH WITH PARENTS PRIORITIES. >> THESE MISSTEPS FUELED DISTRUST PUSH FAMILIES AWAY FROM PUBLIC SCHOOLS. MOREOVER, S.F. USD FACES STRUCTURAL BARRIERS STATE HIRING CONSTRAINTS. LIMIT MANDARIN TEACHER RECRUITMENT AND EXPANDING IMMERSION WOULD LIKELY REQUIRE CLOSING SCHOOLS OR DISPLACING STUDENTS. A DISRUPTIVE INITIATIVE THAT THE DISTRICT HAS AVOIDED DRAIN AND GET ACADEMY OFFERS A SOLUTION. WE CAN EXPAND RANCHING IMMERSION WITHOUT CLOSING SCHOOLS OR DISPLACING A SINGLE STUDENT SEAMLESSLY INTEGRATING INTO S.F. JUSTICE ECOSYSTEM. OUR CHARTER FLEXIBILITY ALLOWS US TO HIRE PASSIONATE MANDARIN AND CANTONESE TO EDUCATORS.
WITH TEACHERS ALREADY REACHING OUT FRUSTRATED WITH S.F. UCSD'S HIRING BARRIERS DRAGON GATE ACADEMY IS DRIVEN BY AN UNDENIABLE COMMUNITY MANDATE. WITH OVER 200 FAMILIES REPRESENTED, OVER 300 STUDENTS DOUBLE OUR FIRST YEAR ENROLLMENT TARGET OF 154 HAVE SIGNED OUR PETITION FOR SURPASSING EDUCATION CODE REQUIREMENTS AS MR. ARMENTROUT JUST OUTLINED. PARENTS ARE DESPERATE. ONE I'LL QUOTE IF DRAGON GATE OPENS WE CAN STAY IN SAN FRANCISCO. ONE SAID TEACHERS ECHO THIS A K TO EIGHT MANDARIN IMMERSION SCHOOL WOULD TRANSFORM OUR KIDS FUTURE. THIS ISN'T A SPECULATIVE VENTURE. IT'S A RESPONSE TO THE 202 REJECTIONS FROM S.F. UCSD'S OVERSUBSCRIBED PROGRAMS AND THE PRIVATE SCHOOL EXODUS TO PRESIDIO KNOLLS AND CASE SCHOOLS WITH FOUR AND 500 KIDS WITH MULTIMILLION DOLLAR EXTENT EXPANSIONS IN THE NEAR FUTURE. ANOTHER MANDARIN EMERGING SCHOOL WILL OPEN PRIVATE HEBER
ACADEMY ANOTHER K TO EIGHT MANDARIN IMMERSION SCHOOL IN THE DESIGN DISTRICT. AND THEY'VE ALREADY RECEIVED 80 PLUS APPLICANTS UNDERSCORING THIS UNMET NEED. WE KNOW FACILITIES ARE A KEY CONCERN. DRAGON GATE ACADEMY'S PROPOSING A PROP 30 NINE CO-LOCATION STRATEGY LEVERAGING UNDERUTILIZED S.F. U.S. SITES. WE ARE REQUIRING NO NEW CAPITAL INVESTMENT BEYOND SITES OUTLINED IN OUR CHARTER. >> WE'RE COMMITTED TO EXPLORING ADDITIONAL SITES WITH THE BOARD TO ENSURE A CENTRALIZED LOCATION THAT DELIVERS GEOGRAPHIC EQUITY FOR FAMILIES IN THE NORTH AND THE WEST. >> OUR FUNDING WILL BE PRIMARILY FROM THE STATE'S LOCAL CONTROL FUNDING FORMULA ENSURING NO IMPACT TO S.F. UCSD'S BUDGET MANDARIN IMMERSION IS OVERSUBSCRIBED SO CLAIMS THAT DRAGON GATE ACADEMY WILL TAKE FUNDS ARE UNFOUNDED. OUR DATA SHOWS WHERE CAPTURING STUDENTS LOST TO PRIVATE SCHOOLS PARENTS PARENTS WHO WOULD LEAVE THE CITY TO SEEK OUT OF DISTRICT OPTIONS THUS
KEEPING S.F. UCSD'S MANSION IMMERSION PROGRAMS FULL. FURTHERMORE DRAGON GATE ACADEMY WITH A CENTRALIZED LOCATION ENSURES GEOGRAPHIC DISTANCE FROM EXISTING PROGRAMS AND OFFERS A CHANCE TO REALIGN WITH PARENTS. DRAIN GATE ACADEMY IS MORE THAN A SCHOOL IT'S A CULTURAL HUB CELEBRATING S.F. SAN FRANCISCO'S RICH ASIAN HERITAGE WITH ROUGHLY 36% OF THE POPULATION THROUGH LEARNING NEW YEAR CELEBRATIONS, CANTONESE OPERA CALLIGRAPHY DRAGON DANCE WORKSHOPS AND PARTNERSHIPS WITH VARIOUS CHINATOWN AND CULTURAL CENTERS. WE'LL FOSTER CULTURAL COMPETENCY AS A CHARTER. WE'RE FREE FROM RESTRICTIVE POLICIES LIKE EQUITY GRADING AND FORCED ETHNIC STUDIES TO ALIGN WITH COMMUNITY VALUES OF DISCIPLINE ACHIEVEMENT WHILE SUPPORTING S.F. UCSD'S EQUITY GOALS. DRAGON GATE ACADEMY IS A SCHOOL FOR EVERY SAN FRANCISCAN NOT AN ELITE ENCLAVE. OUR LOTTERY MIRRORS S.F. UCSD'S TIEBREAKERS, SIBLINGS AND ETC.. AND KINDERGARTEN IS GOING TO DELIVER THE SAME BALANCE AS AS FEW AS THESE LANGUAGE PROGRAMS
. >> THREE S.F. U.S. BOARD MEMBERS HAVE OR HAVE HAD THEIR CHILDREN IN IMMERSION OR BILINGUAL SCHOOLS DRAIN GET ACADEMY OFFERS A CHANCE TO EXTEND THIS OPPORTUNITY TO HUNDREDS OF FAMILIES DELIVERING EQUITY AND AVOIDING THE PERCEPTION OF HYPOCRISY. WITH 400 EXPECTED APPLICANTS IN THE FIRST YEAR DRAGON GATE ACADEMY IS EQUITY IN ACTION? >> HONORABLE BOARD MEMBERS AND SUPERINTENDENT I KNOW YOU DON'T HAVE A VOTE BUT THIS IS YOUR MOMENT TO TAKE ACTION AND DELIVER A WIN FOR THE MANAGER IMMERSION COMMUNITY A COMMUNITY YOU SAY YOU SUPPORT. OVER 200 FAMILIES 300 KIDS ARE PLEADING WITH YOU FOR A TUITION FREE K TO EIGHT MANDARIN IMMERSION PATHWAY. APPROVING DRAGON GATE ACADEMY IS YOUR CHANCE TO REBUILD TRUST AND SHOW THAT YOU TRULY CARE ABOUT THIS COMMUNITY'S NEEDS. THIS IS AN OPPORTUNITY TO LEAD AND TO GIVE EVERY CHILD ACCESS TO EXCELLENT IMMERSION EDUCATION SO THEY CAN CARRY SAN FRANCISCO'S HERITAGE INTO A GLOBAL FUTURE. WILL YOU DELIVER FOR OUR COMMUNITY OR WILL YOU BETRAY
OUR TRUST? >> PLEASE APPROVE DRAGON GATE ACADEMY. THANK YOU VERY MUCH. THANK YOU. WE WILL NOT TAKE PUBLIC COMMENT ON THE PETITION FOR DRAGON GATE ACADEMY CHARTER SCHOOL. MR. STEEL YES WE DID ALL THE CARDS EARLIER. THERE'S AN OPPORTUNITY TO DO IT DURING THE HEARING HEARING AS WELL BUT WE DID HEAR THE ONES WE RECEIVED. SO THERE IS THERE ARE OTHER THERE ARE MORE CARDS THAT WE DIDN'T GET TO FOR DURING THAT COUNCIL. I WOULD ASSUME THAT WE'RE OKAY TO BRING BACK INTO THAT PILE FOR DRAGON GATE. >> SO THIS IS A TIME FOR FOLKS THAT WANT TO SPEAK ON PUBLIC HEARING FOR SUPPORT OR AGAINST DRAGON GATE ACADEMY. NOW IS THE TIME. YEAH, I'VE GOT LIKE SIX CARDS. I THINK WE'RE ALL SAYING THE SAME THING. YEP. THREE, TWO. GO AHEAD. SORRY, I FORGOT THAT I DIDN'T HAVE THE REST OF THESE APOLOGIES. WE HAD A FEW PARENTS LEAVE BECAUSE THE PUBLIC COMMENT SECTION SAID THAT IT WAS BEFORE WE WERE PRESENTING THAT THEY WOULD BE ABLE TO COMMENT ON AGENDA ITEMS. I HAVE NO PROBLEM COUNTING BUT FOLKS THEY ALREADY LEFT US.
THE PROBLEM IS ALL OH THEY DIDN'T COMMENT. THEY THEY WANTED TO SPEAK IN COMMENT BUT THEN IT'S MY UNDERSTANDING THEY HAD TO LEAVE SO IF THAT'S OKAY I'M JUST LETTING YOU KNOW THAT IT'S ON THE AGENDA. IT DIDN'T SPECIFY PUBLIC COMMENT FOR DRAGON ACADEMY AS A SEPARATE ITEM AFTER WE HAD GIVEN OUR PRESENTATION PUBLIC COMMENT FOR AGENDA ITEMS WAS LISTED BEFORE ON THE AGENDA AND SO THAT YOU KNOW IT'S ON THE AGENDA. IT'S CALLED A PUBLIC HEARING. SO THAT'S THE NOTIFICATION TO THE PUBLIC THAT THIS IS THE TIME WHEN IT'S HEARD, YOU KNOW. SO FOR THE PUBLIC HEARING IF THERE ARE ANY MEMBERS OF THE PUBLIC WHO WANT TO SPEAK FOR OR AGAINST DRAGON GATE ACADEMY, PLEASE GO AHEAD AND APPROACH THE PODIUM. I CALL THE NAMES OF THE REMAINDER. SURE. YEAH. IF THERE'S ANYONE THERE FOR THAT. SURE. IF YOU'RE STILL HERE JUST HOLD JUST JUST IN OPPOSED. ABBY CHOW ASHLEY GRETSCH AND ALBERT TO ONE MINUTE EACH. >> GOOD EVENING. THANKS FOR TAKING THE TIME. I'M JUNIOR SEAU, THE FATHER OF TWO YOUNG TODDLERS TAIWANESE AMERICANS.
I GREW UP WHEN MANDARIN IMMERSION WAS NOT A THING IN PUBLIC SCHOOL AND THANKFULLY AFTER LOSING TOUCH WITH MY CULTURE IN MY LANGUAGE A GOOD FRIEND FROM TAIWAN SAW SOMETHING IN ME AND THE LANGUAGE AND THE CULTURE IMMERSION THAT I COULD HAVE AND PURSUE THAT SEPARATELY MY KIDS THANKFULLY HAD THAT GROWING UP. THEY WERE BORN IN TAIWAN, LIVED IN SINGAPORE BEFORE RECENTLY MOVED, MOVED HERE TO S.F. AND HAVE BEEN IN MANDARIN IMMERSION. I THINK IT WOULD BE SUCH A SHAME IN A WORLD WHERE I SEE THEY CONNECT WITH PEOPLE IN THEIR NATIVE LANGUAGE AND BRING SMILE AND BRING DELIGHT TO PEOPLE. TO LOSE THAT OPPORTUNITY BECAUSE OF THINGS LIKE THE LOTTERY SYSTEM THAT I'VE HEARD SO MANY NOT SUCH GREAT THINGS ABOUT I'M HERE TODAY TO URGE YOU TO APPROVE THIS CHARTER SCHOOL SO THAT THAT CONNECTION THAT MY KIDS CURRENTLY HAVE CAN CONTINUE TO THRIVE AND SURVIVE. THANK YOU. THANK YOU. GOOD EVENING. MY NAME IS ASHLEY GRECH AND I'M
SO GLAD TO BE HERE TONIGHT. I'M HERE WITH A LOVE FOR SAN FRANCISCO, A REAL PASSION FOR MANDARIN IMMERSION A PROUD PARENT OF THREE CHILDREN TWO AT STAR KING MANDARIN IMMERSION PROGRAM TODAY AND ONE TOO YOUNG TO ENTER MY OLDEST LANDED ONE OF THE 66 SEATS IN MANDARIN IMMERSION OFF THE WAITLIST SO WHEN HE APPLIED FOR A KINDERGARTEN SLOT I THOUGHT TO MYSELF HOW DID WE GET SO LUCKY? AND THE WORST THING ABOUT IT IS THAT IT SHOULDN'T BE LUCK. LET ME BE CLEAR IT IS WHY WE WERE STILL WE ARE WHY WE ARE STILL IN THE CITY AS A FAMILY INCREASING THE NUMBER OF OPPORTUNITIES FOR LOW TO NO NO COST MANDARIN IMMERSION IS THE GOAL. IT'S NOT AN OR IT'S AN AND AND A REAL ASK FOR AN END AND BEFORE THE DISTRICT EVEN SEES A SINGLE PLANNING SESSION FOR MORE MANDARIN IMMERSION PRIVATE SCHOOLS LIKE HIBA CASE AND OTHERS WILL OPEN MORE SEATS AT 40 OR $50,000 A SEAT. THANK YOU. THANK YOU.
OKAY. HI, MY NAME IS ALBERT CHAO AND MY FRIEND BRIAN HOLLANDER THERE SPOKE VERY ELOQUENTLY ABOUT WHY WE SHOULD HAVE DRAGON GATE ACADEMY AND I'M GOING TO SAY I'M A NATIVE BORN SAN FRANCISCAN. MY SON WHO'S SIX YEARS OLD GOING TO BE SEVEN GOING TO SECOND GRADE STAR KING. >> HE TOO WON ONE OF THOSE 66 SEATS. >> BUT ALSO I WANT TO SAY TO ALL THOSE PEOPLE THAT HAVEN'T BEEN ABLE TO MAKE IT IN THERE, THAT IS THE REASON WHY SCHOOLS ARE FAILING IN SAN FRANCISCO. WHY YOU GUYS ARE HAVING A HARD TIME. YOU'RE LOSING STUDENTS BECAUSE YOU'RE NOT OFFERING WHAT THE PARENTS NEED AND OPENING THE SCHOOL JUST TOTALLY MAKES SENSE . >> YOU'RE LOSING KIDS TO CASE AND TO YOU KNOW OF COURSE NOLS AND SO FORTH. YOU COULD GET THOSE PEOPLE BACK BECAUSE WHO WANTS TO PAY 40 50,000 FOR THEIR KIDS TO GO TO SCHOOL WHEN THEY CAN DO IT RIGHT HERE FOR FREE? WE ALREADY PAY FOR WITH OUR TAXES. THIS IS THE ABSOLUTE GOOD THAT YOU SHOULD BE DOING. I URGE YOU I BEG YOU THIS IS
WHY I'M IN THIS PROGRAM. THIS IS WHY I'M WITH THIS BUNCH OF PEOPLE BECAUSE WE KNOW WHAT SAN FRANCISCO NEEDS. THANK YOU SO MUCH. THANK YOU. ANY OTHER SPEAKERS REGARDING THE PETITION GOING UP, SIR HIGH UH, MY NAME IS NICK CHADWICK. UH, I CAN'T AFFORD CASE I CAN'T AFFORD PRESIDIO AND I'M EXTREMELY PRIVILEGED AND I AM NOT PART OF THE CHINESE-AMERICAN COMMUNITY IF YOU HAVEN'T FIGURED IT OUT. MY DAUGHTER LAURA IS HERE BUT SHE SPEAKS AMAZING MANDARIN BECAUSE SHE GOT THE OPPORTUNITY TO GO TO AND MANDARIN IMMERSION DAYCARE BECAUSE I LIVE IN AN INCREDIBLE CITY AND AS A PROUD DEMOCRAT I REALLY WANT TO ENCOURAGE EVERYBODY IN THE CITY TO GET THE SAME OPPORTUNITIES REGARDLESS OF YOUR BACKGROUND, REGARDLESS OF WHAT YOUR PARENTS MAKE. I WOULD LOVE TO HAVE AFFORDABLE OPTIONS AND I WOULD LOVE TO SEND MY KIDS ALONG. THANKS. THANK YOU. PREREQUISITES PUBLIC COME UP.
OKAY WE'RE GOING TO TAKE ZOOM PUBLIC COMMENT ON THIS ITEM THE PUBLIC HEARING ON THE PETITION FOR DRAGON AN ACADEMY SO WE PLEASE RAISE YOUR HAND IF YOU CARE TO SPEAK TO THIS ITEM AND HAVE IT REPEATED IN SPANISH AND CHINESE. PLEASE. BACK AT HOME GAME IN FACT YOU SEE DURING THE HEIGHT OF THE ILLEGAL HIGH DRAGON GATE ALONG OUR HOTEL LA TIMES AND SAY HOW HOW DRUNK EARLIER COLIN CHEE ILLEGAL HOW WHAT HAVE YOU WANT YOU CAN GET YOU GOT YOU GIVE MY VALET GOES OUT NOT REALLY SPANISH PLEASE BUT LAS PERSONAS KICKING IN AS A COMMITTEE RULES OF THE SEMI-AUTONOMOUS THE NEW MISSION IN CANTON IS PROFOUNDLY UNCONVENTIONAL AND YEAH IS COMING TO USE GRACIAS THANK YOU FOR SPEAKER IS VIVIAN SEYFRIED VIVIAN OKAY MOVING ON AND NEXT SPEAKERS CHRISTINE BACK OKAY NEXT SPEAKERS REMY TAN OR TAN? >> HELLO MY NAME IS AMY TAN AND I WANT TO SPEAK OUT IN SUPPORT OF THE NEW DRAGON GATE CHARTER. MY DAUGHTER ACTUALLY GRADUATED
BERKELEY NOW HE WENT TO A CHARTER SCHOOL AND HAD AN AMAZING OPPORTUNITY AND IT WAS THE SUMMIT CHARTER IN DALY CITY AND THEY WERE VERY DIVERSE. THEY HAD 90 OF AT 100% OF THE STUDENTS GET INTO A FOUR YEAR COLLEGE. SO I'M A FIRM BELIEVER IN CHARTER SCHOOLS AND WHAT MAKES DRAGON GATE EVEN BETTER IT'S A MANDARIN VERSION OF A SCHOOL AND WITH CHINA BEING OUR NUMBER ONE COMPETITOR AND NOW WE NEED TO KNOW CHINESE. I AM CHINESE AND I WISH THE SCHOOL WAS AROUND WHEN MY KIDS WERE IN AND IN ELEMENTARY AND HIGH SCHOOL BECAUSE THEY WOULD HAVE GOT THE OPPORTUNITY TO SPEAK MANDARIN FLUENTLY AND THEY IN A VERY HIGH QUALITY EDUCATION ENVIRONMENT. SO I AM YOU KNOW, DEFINITELY, YOU KNOW, URGE THE BOARD RECONSIDERATION ON THE 26TH THANK YOU THAT YOUR TIME BUT THANK YOU VERY MUCH. NEXT SPEAKER IS VANESSA GUERRERO. HI THERE. YES. LANGUAGE IMMERSION PROGRAMS BOTH SPANISH, CANTONESE AND MANDARIN AND OTHERS ARE IN HIGH DEMAND AND SHOULD BE
LANGUAGE HUB FOR US USD THERE SHOULD BE POLICY CHANGES AS IT'S NEEDED TO BALANCE STUDENT DISTRIBUTION AND EXPAND SCHOOL CAPACITY. HOWEVER, OPENING ANOTHER CHARTER SCHOOL WILL NOT GET US TO WHERE WE NEED TO GO FOR ALL OF US STUDENTS 50 CHARTER SCHOOLS THAT HAD ANNOUNCED CLOSURES OF THOSE 54% CITED IT WAS DUE TO LOW ENROLLMENT. SO LOW ENROLLMENT OR HIGHER ENROLLMENT IS NOT A REASON TO OPEN OR CLOSE A CHARTER SCHOOL OR ANY PUBLIC SCHOOL FOR THAT MATTER. WHAT WE ARE ASKING FOR IS IF YOU WISH TO DO IT, SCALE OUT OUR OWN LANGUAGE PROGRAMS TO ENSURE THAT THEY'RE ACCESSIBLE BOTH IN THE SOUTHEAST AND IN THE NORTH AND THE WEST PART OF SAN FRANCISCO. WE WANT TO MAKE SURE THAT WE HAVE HIGH ENGAGEMENT. WE WANT TO MAKE SURE THAT STUDENTS LEARN A DIFFERENT LANGUAGE. THANK YOU, VANESSA, THAT YOUR TIME I'M SORRY TO INTERRUPT. >> THANK YOU. NEXT SPEAKER IS REVEREND AMOS BROWN. GOOD EVENING, MR. PRESIDENT. MEMBERS OF THE BOARD. DOES THE AUDIENCE I UNDERSTAND WHY ANY HUMAN BEING WOULD BE
INTERESTED IN THEIR SELF-INTEREST. THAT'S A GIVEN. BUT WE CREATED A BETTER AND A SANE A WORLD WHERE WE HAVE EACH OTHER'S BACKS. WHAT AM I GETTING AT ON THIS CHARTER SCHOOL MATTER? WE SHOULD MAKE SURE THAT THERE'S EQUAL OPPORTUNITY FOR PEOPLE TO KNOW ABOUT THE PROCESS BECAUSE THERE ARE OTHER INSTANCES OTHER THAN LANGUAGE IMMERSION. THERE ARE CULTURAL IMMERSION AND ARE JUST AS DESERVING OF CHARTER SCHOOLS. I'M NOT ADAMANTLY OPPOSED TO CHARTER SCHOOLS BUT WE NEED TO MAKE IT FAIR AND JUST AND BEACON SYSTEM. THANK YOU THAT YOUR TIME IS CALLED EQUAL OPPORTUNITY SYSTEM. THANK YOU. NEXT SPEAKER IS PHONE NUMBER 415. >> THE FIRST THREE DIGITS ARE 297 CAN PHONE CALL. CAN YOU HEAR ME? YES. PLEASE STATE YOUR NAME. YES. OKAY.
MY NAME IS SARAH. HELLO. I AM CALLING IN FOR TWO REASONS. ONE IS THAT I AM CONCERNED THAT THE PERSON WHO PRESENTED TO YOU ABOUT THE CHARTER SCHOOLS IS TELLING YOU ALMOST OFF THE BAT THAT WHAT THEY LOVE ABOUT CHARTER SCHOOLS IS THAT THEY ARE FREE AND WHAT THEY ALSO LOVE ABOUT CHARTER SCHOOLS IS THAT THEY GET TO SELECT WHO GOES TO THEM AND THAT'S WHAT THEY ARE SAYING WHEN THEY SAY IT'S THE BEST PART OF A PUBLIC AND A PRIVATE PARTNERSHIP. THAT'S WHAT I HEARD IN THEIR SPEECH. I'M ALSO CONCERNED THAT THEY SAID THAT THEY REALLY WANT TO APPRECIATE THE CULTURAL RELEVANCE OF THE MANDARIN IMMERSION PROGRAM WHICH I APPRECIATE AND I SIDE WITH. HOWEVER, THEY DO NOT APPRECIATE ETHNIC STUDIES AND THAT TELLS ME SO MUCH WHAT WE NEED TO KNOW ABOUT THIS PERSON'S PERSPECTIVE. BUT I'M ALSO CALLING IN BECAUSE PRESIDENT KIM, YOU HAVE ALLOWED THIS GROUP TO SPEAK SPECIFICALLY ON THIS ISSUE OUTSIDE OF PUBLIC COMMENT TIME AND ALLOWED FOR THEM BECAUSE
THEY QUOTE DID NOT UNDERSTAND HOW PUBLIC COMMENT WORKS. THAT IS SO TRUE FOR SO MANY OF OUR PARENTS, OUR TEACHERS AND OUR STUDENTS. AND I ASSUME THAT I WILL BE HEARING FOR THE REST OF THIS MEETING ON OTHER AGENDA ITEMS THAT YOU WILL ALSO ALLOW. >> THANK YOU THAT THAT'S YOUR TIME. THANK YOU. OKAY. >> NEXT NEXT SPEAKER IS VIRGINIA MARSHALL. >> THANK YOU, MR. STEELE. ON TWO BOARD COMMISSIONERS PRESENT CAMPUS SUPERINTENDENT. AS FOR I'M I DON'T THINK THE DISTRICT NEEDS ANOTHER CHARTER SCHOOL BUT MY MY FOCUS AS A PARENT GRANDPARENT AND A LONGTIME EDUCATOR IS THAT EVERY FFE WITH THE STUDENT FROM PRE-K TO 12TH GRADE SHOULD BE IN A LANGUAGE PROGRAM INCLUDING AFRICAN LANGUAGE EVERY LANGUAGE THAT THEY WILL TALK ABOUT TONIGHT. THAT ONE LANGUAGE RATHER SHOULD BE OFFERED FROM FREE PRE-K THE 12TH GRADE EVERY YEAR AND THIS SCHOOL IS GOING TO BE DIVERSE. I DON'T THINK SO.
SO THEY'LL USE THE PUBLIC SCHOOL SPACE. SO THAT IS MY BIG CONCERN ABOUT DIVERSITY AND HAVING EVERY CHILD STARTING NEXT YEAR PRE-K TO 12 GRADE HAVING THE OPPORTUNITY TO TAKE A LANGUAGE AND ALL THERE FOR US D TENURE. THANK YOU. >> THANK YOU. NEXT SPEAKER IS TONY HINES. I AM TONY HINES AND AFRICAN-AMERICAN PARENT LEADER. I WANT TO SPEAK AGAINST THE DRAGON GATE ACADEMY CHARTER SCHOOL CHARTER SCHOOLS ARE A SHELL GAME TO TAKE MONEY FROM OTHER PUBLIC SCHOOLS. PLEASE TAKE THOSE FUNDS TO STRENGTHEN THE PROGRAMS ALREADY IN 5050. MY DAUGHTER WAS ENROLLED IN MANDARIN K-2 10TH AND BENEFITED GREATLY EVEN WITH THE CHALLENGES A SUBSTITUTE FOR USD IS INCREASINGLY SEGREGATING SCHOOLS AND ALLOWING BETTER RESOURCE PARENTS TO OPEN THESE CHARTER SCHOOLS ON BEHALF OF THEIR FAMILIES. STOP THE STEAL. THANK YOU. THANK YOU.
NEXT SPEAKER IS RIHANNA BAPTIST. GOOD EVENING AGAIN. I'M CALLING AS A PARENT AND MY EXTREME CONCERN REGARDING THIS DRAGON GATE ACADEMY BECAUSE IT SOUNDS LIKE FROM THE REMARKS THAT WERE MADE ESPECIALLY REGARDING ETHNIC STUDIES AND THEIR HOW DO YOU CALL IT? SHOOT, I'M SORRY I'M LOSING MY WORDS BUT IT BASICALLY THEIR WAY TO CIRCUMVENT AS IF U.S. POLICIES IS VERY CONCERNING TO ME BECAUSE YOU'RE STATING FROM THE GATE THAT YOU WANT TO TEACH SEPARATISM AND YOU'RE NOT GOING TO HONOR THE CORE VALUES OF SAN FRANCISCO BEYOND EVEN SUPPOSED. BUT OF SAN FRANCISCO AND SO I BELIEVE WHICH SO MANY OTHER CALLERS HAVE SAID IS THAT WE NEED TO ENHANCE AND INCREASE THE CURRENT MAGNET IMMERSION PROGRAMS THAT WE HAVE HERE IN THE DISTRICT SO THAT WE KNOW THAT IT'S NOT SEPARATED BASED ON THEIR OWN AGENDAS OF WHO THEY WANT TO OFFER ENROLLMENT TO.
WHEREAS AS A VIEW AS DE YOU KNOW HAS TO HAVE A ROLE BUT THANK YOU ON A YOU DON'T THINK YOU. NEXT SPEAKER IS LAURIE I DON'T KNOW IF THE LAST NAME LAURIE PLEASE DENY THIS PETITION YES THERE'S STRONG DEMAND FOR MANDARIN IMMERSION AND LONG WAITLIST ARE FRUSTRATING FOR FAMILIES. THAT'S EXACTLY WHY S.F. CITY IS PLANNING TO EXPAND ITS OWN MANDARIN K THROUGH EIGHT PROGRAM IN 2027 WHICH WILL BE DESIGNED TO SERVE MORE FAMILIES EQUITABLY WITHIN THE PUBLIC SYSTEM. BUT THE ISSUE HERE ISN'T JUST ABOUT WHETHER THERE'S DEMAND. IT'S ABOUT HOW A NEW PRIVATE MANAGED CHARTER WOULD AFFECT THE ENTIRE DISTRICT. CHARTER SCHOOLS DRAW STUDENTS AND FUNDING AWAY FROM S.F. USD WEAKENING THE SYSTEM AS A WHOLE. EACH STUDENT WHO LEAVES TAKES PUBLIC DOLLARS WITH THEM WHICH DEEPENS S.F. FINANCIAL CRISIS AND UNDERMINES THE SUCCESS OF EXISTING AND FUTURE DISTRICT PROGRAMS INCLUDING THE VERY MANDARIN PROGRAM WE'RE ALL HOPING TO SEE GROW WITHIN S.F. USD IF WE WANT TO SUPPORT MORE
LANGUAGE IMMERSION OPTIONS AND KEEP OUR PUBLIC SCHOOLS STRONG, WE SHOULD FOCUS ON BUILDING THOSE PROGRAMS WITHIN S.F. USD NOT OUTSIDE OF IT IN A PARALLEL SYSTEM THAT IS IT ACCOUNTABLE TO THE DISTRICT OR THE PUBLIC AND SIPHONS MONEY AWAY. THANK YOU. NEXT SPEAKERS TO FOLLOW. HELLO CAN YOU HEAR ME? YES. ONCE AGAIN A PARENT OF AS ABUSED A PACK LEADER AND EDUCATOR OF TEACHING DISTRICT FOR A WHILE AS A SUBSTITUTE AND EDUCATOR IN MIDDLE SCHOOL AND HIGH AND MIDDLE SCHOOL AND ELEMENTARY AND ALSO A PARENT WHO HAS TAKEN UP STARTED HER CHILD IN A CHARTER SCHOOL WAS HAD TO CLOSE AND I APPLAUD THE PARENTS FOR BEING PROACTIVE AND TRYING TO HAVE THIS HAPPEN. BUT IT WILL TAKE MONEY FROM THE SCHOOL DISTRICT. IT WILL MAKE OUR SCHOOLS UNDER ENROLLED AND THE PROGRAM MAY END UP CLOSING LATER AND IT'S GOING TO CAUSE MORE DAMAGE THAN SUPPORT. SO PLEASE RECONSIDER OR PAUSE OR REALLY CONSIDER THE SITUATION BEFORE PUTTING IT
INTO ACTION. THANK YOU. THANK YOU. AND THAT LOOKS LIKE THAT WAS OUR LAST PUBLIC COMMENTARY. >> PRESIDENT KIM PRESIDENT KIM MAY BE RECOGNIZED. SURE. I JUST WANTED TO CLARIFY EXACTLY WHAT THIS IS, RIGHT? I THINK I HAD STATED IN MY EARLIER COMMENTS BUT IF I DIDN'T IF I WASN'T CLEAR ENOUGH I WANT TO BE CRYSTAL CLEAR PETITIONERS ARE ENTITLED UNDER THE LAW TO A PUBLIC HEARING TODAY AND THIS IS AN OPPORTUNITY THIS IS WHY THIS IS UNIQUE FROM ALL OTHER AGENDA ITEMS TONIGHT WHERE NORMALLY THOSE PUBLIC COMMENTS ARE MADE AT THE EARLIEST PART OF TONIGHT'S BOARD MEETING. TONIGHT'S PUBLIC HEARING IS AN OPPORTUNITY FOR FOLKS TO COMMENT SPECIFICALLY ON THIS ISSUE AND WE WILL BE GOING THROUGH THAT HEARING PROCESS ALSO ON AUGUST 26TH. SO LET IT BE KNOWN LIKE WHEN ITS AGENDA IS AS A PUBLIC HEARING THIS IS THE TIME TO SPEAK SPECIFICALLY AS TO THIS ITEM.
SEPARATE ASIDE FROM PUBLIC COMMENTS I JUST WANTED TO AND I APOLOGIZE IF THAT WASN'T CLEAR IT'S IT'S UNFORTUNATE THAT IT'S CLEAR AFTER THE FACT BECAUSE WE HAD SUPPORTERS LEAVE. SO I JUST BECAUSE WHAT YOU ARTICULATED COULD HAVE BEEN ARTICULATED EARLIER BUT IT'S NOW AFTER THE FACT AND WE'VE HAD PEOPLE LEAVE. SO I JUST WANTED TO LET YOU KNOW THAT THAT THAT WHAT YOU JUST SAID COULD HAVE BEEN DONE BEFORE AND WAS NOT CLEAR BASED OFF THE AGENDA THAT WAS IT WAS NOT CLEAR BASED OFF OF THE AGENDA SET. SO WE WERE AN AGENDA ITEM. IT WASN'T A PUBLIC COMMENT FOR AGENDA ITEMS WAS LISTED BEFORE WE PROCEED. MR. HOLLANDER SORRY THE SPEAKERS DO NEED TO BE RECOGNIZED BY THE CHAIR SO I JUST WOULD LIKE TO FINISH MY COMMENT. THIS IS AN ESTABLISHED PROCESS IN THE LAW. THIS IS NOT UNIQUE TO EVEN CHARTER SCHOOL LAW. WE HAVE PUBLIC HEARINGS ON A VARIETY OF OTHER LEGAL MATTERS THROUGHOUT THE SCHOOL YEAR SO WHEN YOU FOLLOW NORMAL PROCESS UNDER THE BROWN ACT WHICH IS SOMETHING THAT THE CHARTER SCHOOL WILL BE HELD TO IF THEY'RE ESTABLISHED CHARTER SCHOOL LAW BROWN ACT CLEARLY STATES THAT WHEN THERE'S A PUBLIC HEARING THIS IS THE
OPPORTUNITY SEPARATE AND ASIDE FROM ALL OF OUR OPPORTUNITIES FOR FOLKS TO MAKE PUBLIC COMMENT STATED IN THE LAW AS STATED IN THE LAW THAT THE CHARTER SCHOOL PETITION SUBMITTED THEIR PETITION UNDER. I WANT TO JUST SAY IT OUT LOUD SO THAT WAY COME OCTOBER OR AUGUST 26TH THAT WE'RE ALL UP AT LEAST UNDERSTANDING BECAUSE WE WANT TO HEAR THIS IS IT'S IMPORTANT TO HEAR FROM EVERYBODY AND I DON'T WANT THERE TO BE A BELIEF THAT THIS CHARTER SCHOOL IS BEING TREATED BECAUSE THERE WAS THE OTHER COMMENT THAT I ACTUALLY AM MORE INTERESTED IN ADDRESSING IS THAT I THINK FOLKS FEEL SLIGHTED ON OTHER BOARD AGENDA ITEMS FEELING AS THOUGH THAT THIS IS BEING TREATED DIFFERENTLY AND THAT'S NOT THE TRUTH. THANK YOU. COUNSEL MAY ASK CLARIFYING QUESTION PRESIDENT KIM ON PROCESS YES, SURE. >> SO WHEN IT COMES TO THE SECOND HEARING THAT WILL BE HELD ON AUGUST 26TH, DOES THAT MEAN THAT WE SHOULD HOLD PUBLIC COMMENT ON THIS CHARTER AND NOT DO IT DURING PUBLIC COMMENT BUT WAIT FOR THE PUBLIC HEARING OR SHOULD SHOULD FOLKS HAVE OPPORTUNITIES IN BOTH PERIODS
TO COMMENT UNDER THE LAW THIS IS THE TIME TO GAUGE THE PUBLIC SUPPORT, RIGHT? IF THEY WANT TO MAKE PUBLIC COMMENT THEY'RE FREE TO DO SO IF THEY WANT TO MAKE COMMENT TIED TO THE PUBLIC HEARING TO FREE TO DO SO. IT'S IT'S IT'S EXTRA TIME AND SO I'M JUST SAYING MOSTLY FOR THE SAKE THAT I THINK SOMEBODY HAD MADE THE STATEMENT THAT OTHER BOARD AGENDAS ARE BEING TREATED LESS FAVORABLY THIS IS REQUIRED BY EDUCATION CODE SECTION 47 6 OR 5 SUBDIVISION B CORRECT WHICH MEANS THAT NO THE ONLY ITEMS THAT WE ARE REQUIRED TO HAVE FOR PUBLIC COMMENT IS PUBLIC HEARINGS AND SO THEY HAVE AN INDEPENDENT AND SEPARATE COMMENT PERIOD OF COURSE. OKAY. THANK YOU FOR PRESENTING TODAY. THANK YOU STAFF FOR BEING HERE PRESENTING AS WELL. >> I NOW CLOSE THIS PUBLIC HEARING AT 8:55 P.M.. DO I NEED DO THAT? YEAH I JUST DIDN'T TIME TIME CORRECT YEAH WE WILL BE MOVING
FORWARD TO ITEM G ACTION ITEMS ITEM ONE PURCHASE OF ETHNIC STUDIES PILOT CURRICULUM CAN I HAVE A MOTION AND A SECOND PLEASE? SO MOVED. SECOND I WILL CALL ON THE SUPERINTENDENT TO READ THIS INTO THE RECORD. THANK YOU PRESIDENT KIM TODAY WHAT WE WANT TO SHARE WITH YOU IS OUR REQUEST FOR BOARD APPROVAL TO PURCHASE A PILOT CURRICULUM TO REPLACE OUR EXISTING BESPOKE CURRICULUM. BUT BEFORE WE GO INTO THE DETAILS OF THAT REPLACEMENT CURRICULUM, I WANT TO TAKE A FEW MOMENTS TO TO JUST SHARE WITH YOU WHAT HAS HAPPENED OVER THE LAST FEW WEEKS. I WANT TO ACKNOWLEDGE THAT I HAVE RECEIVED A LOT OF QUESTIONS AND CONCERNS FROM THE COMMUNITY ABOUT ETHNIC STUDIES . I HAVE LISTENED I HAVE HEARD YOUR QUESTIONS. I HAVE READ YOUR EMAILS. I'VE HAD CONVERSATIONS WITH
YOUNG PEOPLE, WITH PARENTS, WITH STAKEHOLDERS AND COMMUNITY MEMBERS ABOUT YOUR CONCERN. FOUR WEEKS AGO MY STAFF AND THIS BOARD WORKED TIRELESSLY TO PASS A BUDGET THAT WAS HIS. WE HAD TO CLOSE A HISTORIC $114 MILLION DEFICIT AND WE DID IT WITH OUR COMMUNITY, WITH OUR STUDENTS, WITH OUR EDUCATORS AND OUR OUR STAKEHOLDERS. WE KNOW HOW TO DO HARD THINGS AND MAKE TOUGH DECISIONS. THIS IS NO DIFFERENT. PLEASE KNOW AND HOPEFULLY YOU HAVE SEEN ALREADY. EVERY DECISION WE MAKE, EVERY DECISION I MAKE IS TRULY CENTERED ON STUDENT OUTCOMES. IT IS CENTERED ON WHAT'S BEST FOR OUR YOUNG PEOPLE SO THAT THEY CAN REALLY HAVE ACCESS TO THE BEST OPPORTUNITIES POSSIBLE TO WHAT WE HAVE ALREADY HEARD OF THE AMAZING EDUCATION THAT STEPH USD CAN PROVIDE. I WANT TO REITERATE THAT HATE HAS NO PLACE IN SF USD. WE ARE COMMITTED TO PROVIDING A
SAFE AND WELCOMING LEARNING ENVIRONMENT FOR EVERY STUDENT FOR ALL OF OUR FACULTY, OUR FACULTY, ALL OF OUR STAFF AND COMMUNITY MEMBERS. ACTUALLY IT HAS NO PLACE IN OUR CITY AT ALL. OUR ETHNIC STUDIES PLAN SHOULD EMBODY THAT PRINCIPLE THAT HATE IS NOT ALLOWED NOR ACCEPTED AGAINST ANY RACE. PER OUR BOARD POLICY AS OF USD WILL CONTINUE TO OFFER A ONE YEAR ETHNIC STUDIES COURSE FOR ALL OF OUR FOUR HIGH SCHOOL STUDENTS PRIMARILY OUR NINTH GRADERS. WE ARE INSTITUTING AN ADMINISTRATIVE REGULATION TO HELP US ENSURE THAT OUR TEACHERS ARE TEACHING CURRICULUM ALIGNED TO THE CURRICULUM. THAT IF TEACHERS CHOOSE TO ADD SUPPLEMENTAL INFORMATION SUPPLEMENTAL MATERIALS THAT FALLS OUTSIDE OF THE CURRICULUM THERE IS NOW A PROCESS AND THAT PROCESS WILL BE HELD WITHIN AN ADMINISTRATIVE REGULATION.
WE KNOW THAT TEACHERS BRING THEIR TRUE SELF INTO EVERY SINGLE CLASSROOM INTO EVERY SINGLE THING THAT THEY DO. HOWEVER, WE ALSO HAVE A CURRICULUM THAT WE'RE ASKING OUR TEACHERS AND WILL WORK WITH THE UNIONS TO TRAIN OUR TEACHERS ON THE CURRICULUM. BUT WE'RE ASKING OUR TEACHERS TO ALIGN AND ADHERE TO THE CURRICULUM. AND THAT'S WHAT THE ADMINISTRATIVE REGULATION WILL ALLOW US TO DO TODAY. WHAT I'M ASKING THE BOARD TO APPROVE IS FOR ALLOW US TO ALLOW US TO PURCHASE THE PRINT AND DIGITAL COPY OF ETHNIC STUDIES MATERIALS THAT WE WOULD LIKE TO PILOT FOR NEXT YEAR. I KNOW THAT THERE ARE CONCERNS AROUND THIS PROCESS. I ENCOURAGE EVERYONE TO PLEASE GO TO OUR WEBSITE WHERE WE HAVE NOW PUBLISHED ALL THE INFORMATION THAT WE HAVE AROUND OUR ETHNIC STUDIES PROCESS. YOU WILL SEE THE RESEARCH THAT WE HAVE DONE, THE PRESS RELEASES THAT WE HAVE ISSUED. THE PROCESS THAT WE ARE USING
TO ENSURE THAT THERE IS GREATER TRANSPARENCY AROUND THIS PILOT CURRICULUM. I WANT TO SHARE THAT WHAT I'VE HEARD FROM FOLKS OH SO PLEASE START THE SLIDE. OH IT'S OKAY. >> I WANT TO SHARE THAT I'VE HEARD PEOPLE SAY OH IT'S SO STRANGE YOU'RE IMPLEMENTING A PILOT CURRICULUM AND YET IT'S JUST ONE CURRICULUM. WHY IS THAT? AND THAT IS BECAUSE THERE WERE TWO NON-NEGOTIABLES WHEN I ASKED STAFF TO LOOK FOR A REPLACEMENT CURRICULUM FOR OUR BESPOKE CURRICULUM. THAT IS QUITE PROBLEMATIC. ONE IS THAT THE CURRICULUM NEEDED TO BE STATE STANDARD ALIGNED AND TO THE CURRICULUM NEEDED TO BE PUBLISHED FROM A REPUTABLE PUBLISHING HOUSE. OUR STAFF COMBED ALL DISTRICTS UP AND DOWN THE STATE TO LOOK FOR WHAT OTHER DISTRICTS ARE DOING AND WE ONLY FOUND ONE CURRICULUM THAT SEVERAL DISTRICTS ARE USING TO IMPLEMENT ETHNIC STUDIES THAT SATISFY BOTH OF THOSE
NON-NEGOTIABLE STANDARDS NON-NEGOTIABLE THINGS. IT HAD TO BE STATE ALIGNED AND IT HAD TO BE PUBLISHED FROM A FROM A REPUTABLE PUBLISHING HOUSE. AND THAT'S WHY WE LANDED WHERE WE ARE LANDING. ONCE AGAIN I ENCOURAGE FOLKS TO GO ON TO OUR WEBSITE TO LEARN MORE ABOUT BOTH THE PROCESS THAT WE'VE ENGAGED IN AND TO WATCH THE VIDEO THAT WE HAVE ASKED THE PUBLISHING HOUSE TO PUT TOGETHER AROUND THE CURRICULUM. WE ARE ALSO POSTING ON OUR WEBSITE OFFICE HOURS SITE SIGN UPS FOR OFFICE HOURS WHERE YOU CAN COME AND LOOK AT THE CURRICULUM, HAVE IT IN YOUR HANDS BECAUSE WE ACTUALLY NOW HAVE TEXTBOOKS HERE IN THE OFFICE WHERE PEOPLE CAN REVIEW THE CURRICULUM YOURSELF. THE REASON WHY WE CANNOT JUST RELEASED THE CURRICULUM IS BECAUSE THE CURRICULUM IS A PUBLISHED CURRICULUM AND THEN AND AND THERE ARE COPYRIGHT
RULES AROUND THAT. SO AGAIN, I WANT TO REITERATE WE ARE TALKING ABOUT HAVING A REPLACEMENT CURRICULUM FOR OUR BESPOKE CURRICULUM THAT AS COMMUNITY MEMBERS HAVE SAID HAVE IS PROBLEMATIC. AND I'VE HEARD YOU I AGREE WE ARE USING A CURRICULUM THAT IS GOING TO BE A PILOT CURRICULUM FOR ONE YEAR AND THAT IS WHAT WE'RE ASKING THE BOARD TO ALLOW US TO DO MAKE PURCHASE OF THIS CURRICULUM FOR ONE YEAR. THAT IS STATES STANDARD ALIGNED AND THAT IS PUBLISHED BY A REPUTABLE PUBLISHING HOUSE. WE WILL IMPLEMENT AN ADMINISTRATIVE REGULATION THAT WILL ALLOW US GREATER CONTROL AND OVERSIGHT TO ENFORCE AND ENSURE THAT SUPPLEMENTAL INFORMATION OR ADDITIONS TO THE CURRICULUM ARE GOING TO BE MONITORED AND REVIEWED. AND WE WILL GO THROUGH AND CONDUCT AN INDEPENDENT AUDIT OF AN ETHNIC STUDIES CURRICULUM WHERE WE WILL ENGAGE WITH OUR COMMUNITY, WHERE WE
WILL ALIGN WITH GUARDRAILS. ONE OF COMMUNITY ENGAGEMENT AND GUARDRAIL THREE OF MAKING SURE THAT WE HAVE A CURRICULUM THAT ALIGNS WITH STATE STANDARDS THAT MEETS THE NEEDS OF OUR STUDENTS THAT TRULY REFLECT S.F. JUSTICE VALUES. AND WE WILL DO THIS NEXT YEAR. I KNOW THAT THERE ARE LOTS OF CONCERNS, LOTS OF QUESTIONS AND HOPEFULLY WHAT WE WILL DO OVER THE COURSE OF THIS YEAR IS BE ABLE TO WORK AND BE WITH COMMUNITY TO EXPLAIN THESE THINGS AND TO EXPLAIN THE PROCESS AND HOPEFULLY ENGAGE WITH YOU IN THIS PROCESS. ONCE AGAIN I ENCOURAGE YOU TO GO TO OUR WEBSITE TO LEARN MORE ABOUT HOW YOU CAN BE A PART OF THIS PROCESS. NOW I'M GOING TO THEN HAND THIS THE REST OF THIS OVER TO OUR GENERAL COUNSEL MANUEL MARTINEZ TO SHARE THE REST OF THE LEGALESE PART. >> BEFORE WE DO THAT, COUNSEL, IF WE CAN THINK AND DISMISS OUR STUDENT DELEGATES VERY MUCH APPRECIATE YOU. SORRY THERE WASN'T SO MUCH
SPEAKING TIME TODAY BUT I LOOK FORWARD TO WORKING WITH YOU AGAIN THIS YEAR. >> THANK YOU. THANK YOU. >> WELCOME TO THE BOARD. GO AHEAD. THANK YOU. I WANTED TO JUST START OFF BY SAYING WHAT'S HAPPENING TONIGHT? IT IS THE PURCHASE OF A PILOT PROGRAM. IT IS NOT THE ADOPTION OF CURRICULUM THAT IS GOING TO POTENTIALLY HAPPEN MONTHS FROM NOW AFTER A LOT OF PUBLIC ENGAGEMENT, AFTER A LOT OF ANALYSIS, AFTER A LOT OF REVIEW. THE ADOPTION OF THE PUBLIC OR THE PURCHASE OF THE PILOT MATERIALS AND THE PILOTING OF THIS STRICTLY FOLLOWS THE CDC GUIDELINES WHICH HAVE BEEN IN PLACE FOR MORE THAN 40 YEARS . >> CAN YOU HOLD ON ONE SECOND? IF MEMBERS OF THE PUBLIC HAVE COMMENTS IF YOU CAN PLEASE STEP OUT FOR COMMENT OR WAIT. THANK YOU. I WANTED TO JUST STATE THAT FROM A LEGAL PERSPECTIVE SO WE
UNDERSTAND WHAT IS ON THE AGENDA. WHAT IS BEING ASKED OF THE BOARD AND WHAT IS BEING PROMISED BY STAFF. AND WITH THAT I WILL TURN IT OVER TO MY COLLEAGUES TO TALK ABOUT THOSE PROMISES. NEXT SLIDE, PLEASE. THANK YOU. GOOD MORNING, COMMISSIONERS. MY NAME IS DEVIN KRUGMAN. I'M THE EXECUTIVE DIRECTOR OF CONTENT TEAMS IN CURRICULUM AND INSTRUCTION. SO I WANTED TO TAKE A FEW MINUTES BOTH TO TALK ABOUT THE TIMELINE THAT WAS JUST DESCRIBED OVER THE NEXT ROUGHLY 12 MONTHS AS WELL AS SOME MORE DETAIL ON EACH STEP WITHIN THIS PROCESS. SO AS DETAILED WITHIN THIS INITIAL CURRICULUM CHANGE TIMELINE, WE ARE CURRENTLY AT THE LEFT SIDE OF THIS DIAGRAM IN THE SUMMER OF 2025 IN THE PLANNING STAGE AS WE PREPARE FOR TWO THINGS TO HAPPEN RELATIVELY CONCURRENTLY. ONE BEING THE VOICES CURRICULUM PALETTE WHICH I'LL SPEAK MORE TO IN A FEW MINUTES . THE SECOND RUNNING CONCURRENTLY TO THAT PILOT IS THE AUDIT EVALUATION AND ADOPTION PROCESS. AS YOU MAY REMEMBER FROM SIMILAR WORK THAT HAS OCCURRED
OVER THE LAST COUPLE OF YEARS IN K-8 LANGUAGE AND LITERACY AND K-8 MATH THIS IS A MULTI-STAGE PROCESS WITH OPPORTUNITIES BOTH FOR THE PUBLIC SHARING OF INFORMATION AS WELL AS COMMUNITY ENGAGEMENT. IF WE CAN GO TO THE NEXT SLIDE PLEASE. THANK YOU SO MUCH. >> SO TO GIVE FURTHER DETAIL AS THE PLANNING STAGE WHICH HAS BEEN INITIALLY COVERED BY DR. SUE JUST NOW IN THE LAST COUPLE OF MONTHS WE HAVE BEEN ENGAGING WITH COMMUNITY STAKEHOLDERS AND DEVELOPING A STRATEGIC PLAN TO BE RESPONSIVE TO THE CONCERNS AROUND US OF USDA'S PREEXISTING ETHNIC STUDIES CURRICULUM. A LARGE PART OF THAT PROCESS HAS BEEN IDENTIFIED IN A PILOT CURRICULUM TO BE PILOTED IN THE 2526 SCHOOL YEAR AND AGAIN AS DETAILED BY DR. SU THAT HASN'T INCLUDED A COMPREHENSIVE ANALYSIS OF PROGRAMS IN USE ACROSS THE STATE THROUGHOUT THE STATE OF CALIFORNIA AS MANY DISTRICTS HAVE TAKEN UP THE
STATE'S ETHNIC STUDIES REQUIREMENT. THEY HAVE PREDOMINANTLY ENGAGED IN SELF-DIRECTED OR SELF-DEVELOPED ETHNIC STUDIES CURRICULUM IN ALIGNMENT WITH THE STATE'S MODEL ETHNIC STUDIES CURRICULUM IN COMPARISON TO WHAT YOU MAY HAVE SEEN WITH K-8 LANGUAGE AND LITERACY OR K-8 MATH. AND THERE ARE VERY, VERY, VERY FEW PUBLISHER READY MATERIALS AND AS HOPEFULLY YOU HAVE SEEN WITH OUR WORK IN K-8 LANGUAGE AND LITERACY AND K-8 MATH, WE HAVE HELD A VERY HIGH BAR FOR HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WE CHOOSE TO PILOT AND INVESTIGATE WITHIN THE DISTRICT. SO AFTER A COMPREHENSIVE REVIEW WE IDENTIFIED THE VOICES CURRICULUM AS AN IDEAL PILOT CURRICULUM THAT HAS BEEN USED BOTH ACROSS THE STATE OF CALIFORNIA AS WELL AS NATIONALLY AND IN LARGER DISTRICTS. SO AS PART OF THAT CURRICULUM PILOT ONE HAS BEEN IDENTIFYING THE PURCHASE AND DELIVERY OF BOTH PHYSICAL AND PRINT MATERIALS INVESTIGATING COST AND TIMELINE. THE SECOND HAS BEEN PROFESSIONAL DEVELOPMENT PLANNING TO ENSURE THAT WE HAVE LAUNCHED PD BOTH FOR HIGH SCHOOL ADMINISTRATORS AND ETHNIC STUDIES TEACHERS PRIOR TO THE FIRST DAY OF
SCHOOL AS WELL AS DEVELOPING A PLAN FOR ONGOING PROFESSIONAL LEARNING. AND THEN THE LAST PIECE IS DATA COLLECTION AS WE'VE SEEN WITH OTHER CURRICULUM PILOTS WE'VE ENGAGED IN. IT IS IMPERATIVE FOR US TO HAVE ROBUST DATA COLLECTION WHICH INCLUDES A MIX OF CLASSROOM OBSERVATION SURVEYING AND FOCUS GROUPS WITH ENROLLED STUDENTS, FAMILIES AND CAREGIVERS AND EDUCATORS CONDUCTED BY AN EXTERNAL PARTY WHICH ENGAGES IN DATA ANALYSIS AND PUBLIC PRESENTATION OF THAT PILOT DATA . SO WE HAVE ALSO WORKED TO IDENTIFY AN EXTERNAL DATA COLLECTION SOURCE FOR THE PILOT. HISTORICALLY WE HAVE USED T.A.R.P. WHICH TRADITIONALLY DOES NOT CONDUCT THIS WORK IN HISTORY SOCIAL STUDIES AND SO WE HAVE WORKED WITH PARTNER DISTRICTS TO TRY TO IDENTIFY ADDITIONAL ORGANIZATIONS WE MIGHT BE ABLE TO WORK WITH. SO AGAIN, RUNNING CONCURRENTLY TO THAT PILOT IS THE AUDIT THE AUDIT IS THE PROCESS OF WORKING WITH AN EXTERNAL AUDITOR SIMILAR TO WHAT WE AGAIN DID
WITH K-8 LANGUAGE AND LITERACY AND MATH TO HAVE A COMPREHENSIVE REVIEW OF THE WRITTEN CURRICULUM THAT AUDITOR USES A SERIES OF CRITERIA IN CATEGORIES LIKE STANDARDS ALIGNMENT THAT WE THEN PROVIDE THEM WITH ALL WRITTEN CURRICULUM MATERIALS IN THIS CASE FOR THE S.F. SD ETHNIC STUDIES CURRICULUM, THE REVIEW AND AUDIT ALL IN ALIGNMENT WITH THAT CRITERIA AND THEN PRODUCE A PUBLIC AUDIT REPORT WHICH WE ARE TARGETING FOR RELEASE IN THIS FALL. BASED ON THE RESULTS OF THAT AUDIT WE WOULD THEN MOVE INTO THE EVALUATION PROCESS AGAIN SIMILAR TO THE PROCESS THAT WE'VE CONVENED WITH MATH AND LANGUAGE AND LITERACY. I APOLOGIZE FOR CONTINUING TO SAY THAT BUT IT IS ALIGNED TO THOSE PROCESSES. WE WOULD FIRST CONVENE AN EVALUATION COMMITTEE PER THE STATE'S GUIDELINES. THE STATE DOES PROVIDE RECOMMENDATIONS FOR THAT PROCESS. SO THE FIRST STAGE IS ENSURING IT INCLUDES A DIVERSE REPRESENTATION OF CLASSROOM TEACHERS, OF COMMUNITY MEMBERS OF ADMINISTRATORS.
WE THEN TRAIN THEM ON AN EVALUATION RUBRIC AND THEY CONDUCT AN EVALUATION OF ANY CURRICULUM THAT WE ARE CONSIDERING FOR POTENTIAL ADOPTION. SO IN THIS CASE IT WOULD INCLUDE ANYTHING THAT WE WOULD CONSIDER TO BE OF HIGH QUALITY BASED ON THE DATA COLLECTED BOTH WITHIN THE PILOT AND THE AUDIT. AND THEN THE POTENTIAL FOR ANY NEW RELEASES THAT MIGHT COME OUT BETWEEN THIS POINT AND THEN. SO BASED ON THOSE BASED ON THE REVIEW COMMITTEE'S EVALUATION AND THE SCORING AND QUALITATIVE FEEDBACK, WE WOULD THEN DETERMINE WHETHER THERE IS A VIABLE OPTION THAT WE WOULD MOVE FORWARD FOR A FORMAL RECOMMENDATION FOR ADOPTION BY THE BOARD WHICH WE ARE TARGETING FOR SPRING 2026. SO OVER ROUGHLY THE NEXT 12 MONTHS WE HAVE MULTIPLE STAGES THAT ARE OCCURRING CONCURRENTLY WITH VARIOUS OPPORTUNITIES FOR COMMUNITY ENGAGEMENT INCLUDING A RIGOROUS AND ROBUST EVALUATION OF ANY MATERIALS IN PLACE. IF WE CAN GO TO THE NEXT SLIDE . SO IN ADDITION TO THAT PROCESS I JUST WANTED TO
PROVIDE ONE BRIEF OVERVIEW ON THE CURRENT CURRICULUM THAT WE ARE PUTTING FORWARD TO PILOT FOR THE 2526 SCHOOL YEAR WHICH IS VOICES. IT IS A NEW RELEASE IN 2025 BY JIM SMITH EDUCATION AGAIN AS WE STATED EARLIER IN USE BOTH ACROSS CALIFORNIA AND NATIONALLY. IT INCLUDES BOTH DIGITAL AND PRINT STUDENT AND EDUCATOR FACING MATERIALS AND IT IS ALIGNED TO STATE STANDARDS NOT JUST THE ETHNIC STUDIES MODEL CURRICULUM BUT ALSO OUR HISTORY SOCIAL STUDIES FRAMEWORK AND THE COMMON CORE STANDARDS AND INCLUDES A ROBUST AND COMPREHENSIVE SET OF INSTRUCTIONAL GUIDANCE FOR EDUCATORS SUCH AS TEXT DEPENDENT QUESTIONS AND LESSON PLANS, ROBUST PRIMARY AND SECONDARY SOURCES FROM DIVERSE VOICES. AND AS YOU CAN SEE FROM THE SCOPE AND SEQUENCE USES A SLIGHTLY DIFFERENT DESIGN AND MODEL FROM THE PREEXISTING S.F. USDA ETHNIC STUDIES CURRICULUM WHICH IS THEMATIC AS OPPOSED TO THIS CASE STUDY SURVEY MODEL. SO WE BELIEVE BASED ON OUR ANALYSIS AS PROVIDED IN THE BOARD IN THE COMMISSIONER QUESTIONS THAT THIS IS AN
EXEMPLAR OF HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WE ARE LOOKING FORWARD TO PILOTING AND GATHERING FEEDBACK FROM OUR COMMUNITY ON THAT PILOT. AND AFTER THAT OVERVIEW I WILL GO AHEAD AND PASS IT TO OUR ASSISTANT SUPERINTENDENT OF HIGH SCHOOLS AND COLLEGE AND CAREER READINESS DIVINA GOLDWASSER. >> THANK YOU. SO I'M GOING TO TALK ABOUT THE PROCESS FOR STUDENTS TO OPT OUT OF OUR ETHNIC STUDIES COURSE THAT IS MOSTLY TAUGHT TO OUR NINTH AND 10TH GRADERS. SO THIS IS A PROCESS THAT WE ALREADY HAD IN PLACE THIS SCHOOL YEAR AND IT IS A COURSE CHANGE REQUEST JUST ABOUT THIS PARTICULAR COURSE FOR THIS SCHOOL YEAR NOT AN OPT OUT AROUND THE GRADUATION REQUIREMENT. AND THIS COURSE THAT WE OFFER CURRENTLY IS GEARED TOWARDS NINTH AND 10TH GRADERS. AND SO THERE ARE OTHER WAYS TO MEET THE ETHNIC STUDIES REQUIREMENT. THOSE COURSES ARE MUCH MORE APPROPRIATE FOR OUR 11TH AND 12TH GRADERS. SO AS FAMILIES AND STUDENTS LEARN MORE ABOUT THIS COURSE
FOR THIS YEAR, THEY CHOOSE TO OPT OUT. THEY WOULD HAVE THE OPTION OF TAKING THE COURSE AS A 10TH GRADER INSTEAD OF A NINTH GRADER AS THEY LEARN MORE AND THEY WOULD ALSO HAVE THE OPTION OF HAVING ACCESS TO OTHER COURSES THAT MEET THE REQUIREMENT ONCE WE SEE WHAT THE INTEREST IS THIS YEAR, THAT WILL GIVE US A REALLY GOOD IDEA OF HOW MANY OTHER COURSES WE WANT TO BUILD OUT AND IT GIVES US THAT TIME THAT BY THE TIME THESE NINTH GRADE STUDENTS ARE IN 11TH AND 12TH GRADE THOSE CLASSES WILL BE AVAILABLE TO THEM AND WE'LL ALSO BE EXPLORING, YOU KNOW, OTHER OPPORTUNITIES THROUGH DUAL ENROLLMENT AND OTHER WAYS TO INCREASE ACCESS. I WANT TO EMPHASIZE THAT WHEN A STUDENT I'M ESPECIALLY FOR FAMILIES IT'S I KNOW THAT IT CAN BE VERY NERVE WRACKING TO ENTER INTO HIGH SCHOOL AND SO GETTING OUR SCHEDULE IS A REALLY BIG DEAL. ALL THE YOU KNOW, STUDENTS ARE CONTACTING THEIR FRIENDS AND WHAT'S YOUR SCHEDULE AND WHEN IS IT GOING TO BE POSTED? AND A LOT OF THOUGHT GOES INTO A STUDENT'S SCHEDULE AND A LOT OF THAT WORK HAPPENS RIGHT UP UNTIL SCHOOL STARTS BECAUSE WE'RE STILL THINKING ABOUT ENROLLMENT, ABOUT STAFFING, BALANCING CLASSES.
THERE'S A REALLY COMPLICATED PROCESS WHEN A STUDENT GETS THEIR SCHEDULE THAT'S REALLY CONSIDERED A DRAFT SCHEDULE FOR ALL STUDENTS AND STUDENTS AND FAMILIES ARE LET KNOW THAT IT CAN BE EXPECTED THAT YOU KNOW, MAYBE THERE'S A TECHNICAL ERROR AND YOU WERE PUT INTO THEIR, YOU KNOW, INCORRECT MATH CLASS OR MAYBE YOU REALLY WANTED MANDARIN AND YOU WERE PUT INTO SPANISH CLASS AND SO THERE'S THIS PROCESS IN THE FIRST TWO WEEKS WHERE STUDENTS CAN COMPLETE A COURSE CHANGE REQUEST. THAT PROCESS THAT ALREADY EXISTS THAT ALL OF OUR HIGH SCHOOLS WHERE THE STUDENT COMPLETES THAT REQUEST THAT GOES TO THEIR COUNSELOR IS THE SAME PROCESS THAT CAN BE UTILIZED ALREADY AND THAT'S WHAT WE HAVE IN PLACE IN THIS CASE. WE KNOW THAT YOU KNOW, WE ARE REALLY BEING PROACTIVE AND OUR SITE ADMINISTRATORS AND COUNSELORS ARE GOING TO HAVE COURSES ALREADY LISTED OUT AVAILABLE OF WHAT COURSES WOULD BE MOST APPROPRIATE FOR A NINTH GRADER TO TAKE IN CASE THEY YOU KNOW, CHOOSE THAT OPTION FOR THIS YEAR SO THAT WE WILL BE
REALLY READY TO EXPEDITE THIS PROCESS AS SOON AS POSSIBLE. AND LET ME THINK. >> YEAH, I THINK THAT'S IT. WE ARE YOU KNOW, READY TO GO TO SUPPORT STUDENTS AND WELCOME THEM TO OUR FIRST DAY OF SCHOOL AND WE EXPECT THE PROCESS TO GO REALLY SMOOTH. THANK YOU. I WILL OPEN UP FOR COMMENTS AND QUESTIONS FROM THE BOARD. COMMISSIONER GUPTA THANK YOU. THANK YOU ALL FOR PUTTING THIS TOGETHER. I KNOW THIS HAS CERTAINLY BEEN A FOCAL TOPIC FOR MANY MEMBERS OF OUR COMMUNITY AS WELL AS OUR STAFF FOR THE LAST FOUR WEEKS OR SO. I DO HAVE A FEW QUESTIONS. SO BEYOND THE FIRST YEAR PILOT, I'M CURIOUS WHAT THE COSTS WOULD LOOK LIKE IF WE WERE TO ADOPT IT FOR REGULAR USE. >> THANK YOU SO MUCH FOR THAT QUESTION. SO AS IS EVIDENT I THINK BY THE PURCHASE ORDER FOR THE PILOT THERE ARE TWO SEPARATE COSTS PRIMARILY ONE IS FOR THE DIGITAL LICENSES FOR TEACHERS AND STUDENT AND THE SECOND IS FOR PHYSICAL AND PRINT
MATERIALS FOR TEACHERS AND STUDENTS FOR THE PILOT THE DIGITAL MATERIALS ARE BEING OFFERED AT NO CHARGE WHICH IS VERY COMMON WITHIN PILOTING TO OFFER THOSE KINDS OF SERVICES FOR FREE WITHIN A PILOT WE SEE THAT AGAIN HISTORICALLY HAVING HAPPENED WITH MATH AND LANGUAGE LITERACY AND THEN THE COST OF THE PHYSICAL MATERIALS ARE ROUGHLY $100,000 IF A PROGRAM WERE TO MOVE FORWARD TO ADOPTION PART OF THAT CONTRAST OR CONTRACTING WITH THE PUBLISHER WOULD BE ONE IN RELATIONSHIP TO THE LENGTH OF THE CONTRACT. SO WE SEE THAT CHANGING THE COST DIFFERENCE QUITE A BIT. SO FOR EXAMPLE WHEN WE DID THE MATH PILOT FOR AK5 WE HAD A FIVE YEAR CONTRACT WHICH IS MUCH MORE COST EFFECTIVE WHERE YOU SEE THE INDIVIDUAL LICENSE COST DECREASE OVER TIME. SO I DON'T FEEL THAT AT THIS POINT I WOULD BE ABLE TO SAY WITH CERTAINTY EXACTLY WHAT THE COST WOULD BE BUT IT WOULD BE BASED ON THE LENGTH OF THE CONTRACT. WHAT I WOULD SAY IS THAT THE PRIMARY COST DRIVER WOULD BE THE DIGITAL LICENSES ONCE WE HAVE THE INITIAL PURCHASE OF THE TEXTBOOK AND THOSE WOULD COVER CLASS SETS FOR ALL ETHNIC
STUDIES COURSES AND SO THE ONLY ADDITIONAL PHYSICAL COST WOULD BE THE REFURBISHMENT WHICH IS AN EXPECTED COST FOR ALL COURSES YEAR AFTER YEAR. GOT IT. AND JUST TO GET A AT AN ORDER OF MAGNITUDE, IF YOU WILL FOR THE MATH COST I'M TRYING TO REMEMBER BACK WHEN WE APPROVED IT IT WOULD THAT BE SIMILAR IF WE WERE TO SAY GO FOR A FIVE YEAR IN THE IN AT SOME FUTURE POINT MUCH SMALLER SO IN THE CASE OF MATH FOR EXAMPLE WE HAVE FAR GREATER ENROLLMENT FOR K FIVE THAN WE DO FOR OTHER GRADES AND SO IN THIS CASE WE WOULD ONLY BE TALKING ABOUT ENROLLMENT NUMBERS FOR ONE INDIVIDUAL COURSE OF ETHNIC STUDIES. SO COMPARED TO OTHER ADOPTIONS THAT WE'VE DONE IT'S A SMALL A MUCH SMALLER INVESTMENT. GOT IT. OKAY. AND WOULD THE COST DIFFER SIGNIFICANTLY IF IT WERE ONE SEMESTER IF SAY THIS WERE A COURSE FOR ONE SEMESTER AS OPPOSED TO ONE YEAR TO
SEMESTERS? >> GENERALLY NOT SO IN TERMS OF THE INDIVIDUAL LICENSE I WOULD SAY PUBLISHER TO PUBLISHER THERE MIGHT BE SOME DIFFERENCE. AND SO AGAIN I DON'T WANT TO PREEMPTIVELY SPEAK ABOUT WHAT WE MIGHT BE RECOMMENDING FOR ADOPTION BUT THE COST OF AN INDIVIDUAL LICENSE I HAVE NOT SEEN VERY NORMALLY THERE ARE ONE YEAR INDIVIDUAL LICENSE SO FOR EXAMPLE EVEN IF IT WAS A SEMESTER COURSE COST OR COURSE IF I WAS A TEACHER I WOULD STILL BE GETTING A ONE YEAR LICENSE BECAUSE I WOULD LIKELY HAVE ONE SET OF STUDENTS IN THE FALL SEMESTER AND ONE SET OF STUDENTS IN THE SPRING SEMESTER SO IT WOULD STILL BE THE SAME COST FOR THE INDIVIDUAL TEACHER LICENSES. >> GOT IT. OKAY. AND DURING THIS PILOT IF YOU KNOW AS WE LOOK AT THE EVALUATION, I SEE DIFFERENT EVALUATION CRITERIA. ONE OF THE THINGS CERTAINLY WE AS BOARD MEMBERS AND I CERTAINLY LIKE TO HEAR FROM SOME OF MY FELLOW BOARD MEMBERS ON THIS AS WELL BUT WHEN WE
LOOK TO THE COMMUNITY AND ALSO LISTEN THE COMMUNITY IS AS TO WHAT WE MAY BE EVALUATING THIS FOR CERTAINLY APPROPRIATENESS OF CURRICULUM IS ONE THAT WE'VE HEARD OVER AND OVER. THE SECOND I WOULD HOPE WE WOULD LOOK AT THE IMPACT OF THAT CURRICULUM ON OUR STUDENT OUTCOME GOALS. I KNOW THAT CERTAINLY SOMETHING THAT HAS BEEN REFERENCED IN THE PAST WHEN WE LOOK AT OUR ETHNIC STUDIES AND THEN THE THIRD STUDENT AGENCY AND COURSE ENROLLMENT PATTERNS GIVEN THAT WE WE'VE ALSO HEARD FROM STUDENTS ABOUT WHAT COURSES THEY CAN AND CANNOT TAKE THE AGENCY THAT THEY MAY HAVE I DON'T KNOW IF IT WAS THAT ENVISIONED OR WERE THERE CRITERIA ALREADY THAT YOU WERE THINKING OF WHEN LOOKING AT THE EVALUATION? >> YEP, I CAN DEFINITELY SPEAK TO THAT. SO THE FIRST PART THAT I WILL SAY IS WITH REGARDS TO THE INSTRUCTIONAL MATERIALS THEMSELVES, THERE ARE SOME NATIONALLY NORMED REVIEW TOOLS
THAT ARE TRADITIONALLY USED FOR THE REVIEW OF INSTRUCTIONAL MATERIALS. >> SO FOR EXAMPLE THE IMET IS A NATIONALLY NORMED REVIEW TOOL. WE HAVE THE NYU CULTURALLY RESPONSIVE SCORECARD AND THOSE ARE TWO VERY COMMON ONES. THERE ARE SERIES OF OTHERS. SO THERE ARE SOME SPECIFIC AGAIN NATIONALLY NORMED TOOLS THAT EVALUATE HOW CURRICULUM IS ALIGNED TO STANDARDS AND IN PARTICULAR SUPPORT DISCIPLINARY PRACTICES. IN ADDITION TO THAT WHAT WE'VE HISTORICALLY DONE WITH DATA COLLECTION IN TERMS OF PILOTING IS HAVE MORE EXPERIENTIAL OR QUALITATIVE COMPONENTS. SO WHILE THERE ARE STILL COMPONENTS RELATED TO CLASSROOM OBSERVATION THAT AGAIN COME BACK TO STANDARDS IF YOU REMEMBER FROM SOME OF THE PILOT DATA THAT WE SHARED WITH THINGS LIKE MATH, IT IS EXPERIENTIAL IN TERMS OF STUDENTS AND FAMILIES AND CAREGIVERS DEMONSTRATING THE DEGREE TO WHICH THEY FEEL YOU KNOW, A SENSE OF AGENCY SELF-EFFICACY, A SENSE OF BELONGING THAT THEY FEEL ENGAGED, THAT THEY FEEL AFFIRMED. SO THOSE ARE COMPONENTS
IN TERMS OF THE PILOT DATA THAT ARE INCLUDED AS WELL. GOT IT. JUST THE LAST THING I'D SAY IS YOU KNOW, I RECOGNIZE THAT THERE WAS A SHIFT. IT'S UNFORTUNATE THAT WE COULDN'T CARRY OUT A YEAR OF WORLD HISTORY WHILE WE DID AN AUDIT OF OUR ETHNIC STUDIES CURRICULUM. I RECOGNIZE THAT THAT WAS VERY LATE IN THE GAME WE WERE IN THE SUMMER PERIOD AND THAT MADE IT DIFFICULT FOR STAFF TO CARRY THAT OUT. YOU KNOW I WILL LIKELY BE VOTING TO APPROVE THE EXPENDITURE FOR THE PILOT BUT AS A PILOT THOUGH IT MAKES MORE SENSE TO ME TO CHANGE THE REQUIREMENT TO ONE SEMESTER IN LINE WITH THE LIKELY STATE MANDATE RATHER THAN ONE YEAR. I MEAN DURING THE PILOT I HOPE WE WILL EVALUATE THE EFFECT OF ETHNIC STUDIES ON OUR STUDENT OUTCOMES HAVE MATH, ENGLISH LANGUAGE ARTS AND COLLEGE AND CAREER READINESS. THE STUDY OFTEN CITED ABOUT THE BENEFIT OF ETHNIC STUDIES COMPARES A SUBSET OF STUDENTS OF EIGHTH GRADERS AND ABOUT, YOU KNOW, THOSE WITH A GPA OF 2.0 THOSE YOU KNOW, ABOVE A
2.0. BUT YOU KNOW WHEN WHEN WE LOOK AT THE FINDINGS OF ETHNIC STUDIES INCREASE IN LONG TERM ACADEMIC ENGAGEMENT AND ATTAINMENT THAT SEEMS BASED ON A SPECIFIC SUBSET OF STUDENT AND IT COULD HAVE A LARGER EFFECT BUT I HOPE WE'LL TAKE THE TIME. I MEAN I KNOW HOW RIGOROUS YOU ALL WORK AND I HOPE WE'LL TAKE THE TIME TO UNDERSTAND WHETHER IT DOES BEFORE MANDATING THE FULL YEAR ESPECIALLY AS IT'S NOT MANDATED BY THE STATE. SO YEAH, YOU KNOW I WOULD SAY LET'S EVALUATE THE OPPORTUNITY COST AS WELL IN TERMS OF THE ELECTIVES ADVANCED PLACEMENT EVEN JUST MEETING THE MINIMUM ENGLISH LANGUAGE ARTS AND MATH INSTRUCTIONAL MINUTES AS YOU KNOW ESPECIALLY IF A NEW FINANCIAL LITERACY COURSE IS ALSO GOING TO BE MANDATED BY THE STATE AND THEN HOPEFULLY THAT GIVES US THE INFORMATION WE NEED AS A BOARD TO, YOU KNOW, APPROVE A CURRICULUM THAT WILL HOPEFULLY MAKE THAT KIND OF A DIFFERENCE. SO I'LL I'LL STOP MY COMMENTS. THANK YOU, COMMISSIONER RAY. THANK YOU SO MUCH. SORRY IT JUST TOOK ME A MINUTE
TO SWITCH MY AUDIO BACK ON. >> I HAVE A NUMBER OF QUESTIONS I ASKED QUITE A WIDE RANGE OF QUESTIONS IN THE ADVANCED QUESTIONS I SUBMITTED AND I SAW ANSWERS THERE BUT THERE WERE SOME THINGS THAT I WANTED TO FOLLOW UP ON OR THAT I DIDN'T THINK WERE YOU KNOW, THAT I FELT WEREN'T ADEQUATELY ANSWERED. I DO WANT TO JUST ACKNOWLEDGE AT THE BEGINNING THAT I KNOW THIS SUBJECT RAISES A LOT OF PASSIONS FOR PEOPLE. I ALSO WANT TO SAY THAT I PERSONALLY AM DEEPLY TROUBLED BY THE DISTRICT'S HANDLING OF ETHNIC STUDIES AND IN ORDER TO BE AS CLEAR AS POSSIBLE AND FOR PEOPLE TO UNDERSTAND WHERE I'M COMING FROM. I DO WANT TO SAY THAT BEFORE I ASK QUESTIONS I, I WANT TO BE CLEAR THAT I DO SUPPORT OFFERING ETHNIC STUDIES IN AS OF USD. I MEAN I SUPPORT MULTICULTURAL EDUCATION THAT HELPS OUR STUDENTS GAIN GREATER UNDERSTANDING AND APPRECIATION FOR EACH OTHER.
BUT I'M REALLY CONCERNED THAT WE ARE NOT DOING THINGS RIGHT. I'M REALLY CONCERNED BY THE VARIOUS SERIOUS LEGAL PROCEDURAL AND SUBSTANTIVE CONCERNS THAT HAVE BEEN RAISED ABOUT THE DISTRICT'S CURRENT ETHNIC STUDIES COURSE AS WELL AS THE PLANS TO SWITCH TO A NEW CURRICULUM FOR THIS UPCOMING YEAR. SO I HAVE A YOU KNOW, QUESTIONS PARTICULARLY ALONG THOSE LINES. AND MY FIRST ONE RELATES TO THE DISTRICT'S CHARACTERIZATION OF THE COURSE AS A PILOT. WHEN AS I UNDERSTAND ALL NINTH GRADERS ARE AUTOMATICALLY ENROLLED IN THIS COURSE AND REQUIRED TO TAKE IT ALTHOUGH THEY MAY OPT OUT TO TO CALL A COURSE THAT IS BEING OFFERED ACROSS ALL YOU KNOW ALL SCHOOLS ALL HIGH SCHOOLS AS YOU KNOW TO CALL THAT COURSE A PILOT SEEMS TO STRETCH THE UNDERSTANDING OF THAT TERM BEYOND RECOGNITION. I ASKED ABOUT THIS IN THE QUESTION SET AND THERE WASN'T AN ANSWER GIVEN THERE BECAUSE THERE WAS A REFERENCE TO A LEGAL MEMO WHICH I CANNOT DISCUSS. BUT IN ORDER FOR US TO HAVE A COMMON UNDERSTANDING ABOUT WHAT
CAN BE DISCUSSED, I'D LIKE TO ASK AGAIN WHAT DOES USCIRF USD CONSIDER TO BE A PILOT AND HOW CAN IT CALL A COURSE THAT ALL NINTH GRADERS ARE FUNCTIONALLY REQUIRED TO TAKE A CURRICULUM FOR THAT A PILOT CURRICULUM? NORMAL UNDERSTANDING WOULD SUGGEST THIS COULD BE THE CASE FOR A SMALL NUMBER A SUBSET OF STUDENTS NOT THE DEFAULT. >> THANK YOU COMMISSIONER RAY. I WILL JUST KIND OF BEGIN PART OF THE PROCESS OF ANSWERING THAT AND THEN TURN IT OVER TO MY COLLEAGUES JUST TAKING IT FROM A LEGAL STANDPOINT. THERE IS NO DEFINITION IN THE LAW OF A PILOT PROGRAM. IT COMES FROM THE GUIDELINES SET FORTH BY THE CDC. IT COMES FROM THE GUIDELINES SET FORTH BY THE CDC AND THE PROCESS. SO THIS CONCEPT OF WHETHER OR NOT IT APPLIES I'M USING OUR WORDS KIND OF LIKE TO A SMALL SUBSET OF CLASSES OR A BROADER SUBSET OF CLASSES IS LESS THE FOCUS OF THE OF THE PROCESS UNDER THE CDC AND MORE IN THE
PROCESS OF RIGOROUS ENGAGEMENT WITH THE PUBLIC, RIGOROUS ENGAGEMENT WITH THE TEACHERS AS REQUIRED BY EDUCATION CODE AND BOARD POLICY. SO I THINK I CAN PROBABLY STOP THERE BECAUSE THE OTHER ANSWERS AS YOU HAD SAID WERE ADDRESSED IN THE LEGAL MEMO. DOES ANYONE FROM STAFF WANT TO YOU KNOW, WANT TO ADDRESS THIS AS TO WHY WHY WE THINK THAT THIS QUALIFIES AS A PILOT OR CAN BE CALLED A PILOT? ONE ADDITIONAL EXAMPLE I'LL PROVIDE AS A COMPARATIVE ANALYSIS IS REGARDING THE RECENT ADOPTION OF MIDDLE SCHOOL MATH. SO IN THE CASE OF MIDDLE SCHOOL MATH INITIALLY AS YOU MAY REMEMBER FROM A FEW YEARS AGO WE STARTED WITH A COMPREHENSIVE AUDIT WHICH IDENTIFIED OUR MIDDLE SCHOOL MATH CURRICULUM AS NOT MEETING STANDARDS. AND SO UNDER THE DIRECTION AND GUIDANCE OF OUR FORMER SUPERINTENDENT AND THE BOARD, WE MADE A DECISION TO DO TWO THINGS WHICH IS ONE TO MOVE FROM A SINGLE UNIT PILOT INTO A FULL YEAR PILOT. AND THE SECOND PIECE IS THAT
AFTER A RIGOROUS EVALUATION WE IDENTIFIED ONE PROGRAM THAT FAR EXCEEDED OTHERS IN ITS ALIGNMENT TO STANDARDS. AND SO IN THAT PILOT WE PILOTED ONE PROGRAM IN MIDDLE SCHOOL MATH FOR A FULL YEAR. AND THAT PILOT INCLUDED ROUGHLY 75% OF ALL MIDDLE SCHOOL MATH TEACHERS. AND SO SIMILAR TO IT WAS A FULL YEAR WITH THE MAJORITY OF TEACHERS INCLUDED. AND WE ENGAGED IN RIGOROUS DATA COLLECTION THROUGHOUT THAT PILOT. JUST TO PROVIDE A RECENT COMPARATIVE ANALYSIS. OKAY. SO I UNDERSTAND THAT THAT WAS DONE WELL IN A SENSE WITH MATT ,BUT I WON'T COMMENT FURTHER AT THIS POINT. OKAY. MY SECOND QUESTION HAS TO DO WITH PROFESSIONAL DEVELOPMENT. MY FELLOW COMMISSIONER PARAG GUPTA MENTIONED THE STANFORD STUDY. AND YOU KNOW THAT THAT STUDY ONLY ADDRESSED A SMALL NUMBER OF YOU KNOW, OF STUDENTS COMPARATIVELY SPEAKING ON THAT STUDY. ALSO INCLUDED CLEAR STATEMENTS BY THE AUTHOR OR ONE OF THE
AUTHORS, THOMAS DE ABOUT THE SERIOUS RISKS OF UNINTENDED NEGATIVE CONSEQUENCES IF YOU DON'T HAVE INTENSIVE PROFESSIONAL DEVELOPMENT AROUND THIS. HE BASICALLY, YOU KNOW, INDICATED THAT WE'D HAD TO HAVE INTENSIVE TEACHER TRAINING FOR SUCH A CURRICULUM OR OR RUN THE RISK OF SERIOUS NEGATIVE CONSEQUENCES. SO IN THIS CASE WE WOULD BE HANDING OUR TEACHERS A NEW CURRICULUM THAT THEY'VE NEVER SEEN A WEEK BEFORE. THEY COME BACK TO SCHOOL. AND BASED ON MY QUESTIONS ABOUT PD, I SAW THAT THERE WOULD BE TWO HOURS OF I BELIEVE WAS TWO HOURS OF TRAINING FOR ADMINISTRATORS AND A DAY OF TRAINING FOR TEACHERS. AND I'M REALLY I FIND IT REALLY HARD TO UNDERSTAND HOW TEACHERS COULD POSSIBLY BE PREPARED TO TEACH AN ENTIRELY NEW CURRICULUM BASED ON SUCH LIMITED PROFESSIONAL DEVELOPMENT. AND IN LIGHT OF DR. D'S COMMENTS ABOUT THE IMPORTANCE OF INTENSIVE TEACHER TRAINING, I WONDERED IF YOU COULD ADDRESS
THOSE YOU KNOW, ADDRESS THAT. >> THANK YOU SO MUCH FOR THAT QUESTION. >> SO AGAIN, SIMILAR TO THE PILOTING OF CURRICULUM THAT WE'VE DONE IN LANGUAGE AND LITERACY AND MATH WE HAVE IN THOSE CASES AS WELL PROVIDED ONE DAY OF PRE-SERVICE PROFESSIONAL DEVELOPMENT BEFORE THE FIRST TEACHING DAY FOR TEACHERS PARTICIPATING WITHIN THE PILOT FOR AN ORIENTATION TOWARDS THE CURRICULUM AND SUPPORT FOR INSTRUCTIONAL PLANNING. WE ARE ALSO CURRENTLY IN THE PROCESS OF IDENTIFYING ADDITIONAL RESOURCES TO PROVIDE FOR RELEASE DAYS FOR EDUCATORS TO GET ADDITIONAL PROFESSIONAL DEVELOPMENT SUPPORT THROUGHOUT THE SCHOOL YEAR. DO YOU HAVE ANY COMMENT ON DR. D'S EMPHASIS ON THE NEED FOR INTENSIVE TRAINING IN ORDER TO MINIMIZE THE RISK OF SERIOUS UNINTENDED CONSEQUENCES WITHOUT SPEAKING FOR DR. DIAZ HE'S NOT HERE THIS EVENING. WHAT I WOULD ECHO IS THAT I THINK HE BRINGS UP AN IMPORTANT CONCERN REGARDING RIGOROUS SUPPORT, COACHING
AND SUPERVISION FOR ALL TEACHERS. SPECIFICALLY IN HIS CASE HE'S SPEAKING TO ETHNIC STUDIES. BUT I THINK WE WOULD SIMPLY SAY THE SAME FOR ALL TEACHERS OF ALL GRADE LEVELS AND CONTENT AREAS AND OUR GOAL IS TO MAXIMIZE THE PROFESSIONAL LEARNING SUPPORTS THAT THEY HAVE NOT JUST WITH A CENTRALIZED PD BUT ALSO SUPPORTS FOR SITE BASED ADMINISTRATIVE COACHING WITH WORK WITH DEPARTMENT CHAIRS AND COLLABORATIVE PLANNING. SO I WOULDN'T NECESSARILY LIMIT IT TO SIMPLY THE CENTRALIZED PD THAT'S OFFERED. THANK YOU FOR YOUR ANSWER. ANOTHER QUESTION I WANTED TO ASK ABOUT WAS OPT OUTS. I KNOW THAT MS. GOLDWASSER PROVIDED SOME INFORMATION ABOUT OPT OUTS AND THAT FORMS WILL BE USED. I AM CONCERNED THAT MANY STUDENTS WILL NOT HAVE AN OPPORTUNITY ADEQUATELY TO PREPARE FOR THESE CHANGES IN THEIR SCHEDULES. IT WOULD BE QUITE UNEXPECTED FOR MANY FOLKS AND POSSIBLY QUITE DISTRESSING AND STRESSFUL
TO FIND OUT THAT WHEN THEY COME BACK TO SCHOOL THAT THEY MAY NEED TO SWITCH WHAT CLASS THEY'RE IN THAT THEY HAVE TO DECIDE WHETHER TO BE IN THE ETHNIC STUDIES COURSE AND THEN FIND ANOTHER COURSE IF THEY DON'T WANT TO DO THAT, PARTICULARLY WHEN THERE IS NO OTHER COURSE BEING OFFERED AND AS OF USD FOR THEM TO FULFILL THE ETHNIC STUDIES MANDATE IN NINTH GRADE. WHEN WE TELL PEOPLE THAT THEY CAN OPT OUT THERE HAS TO BE SOMETHING THAT THEY CAN DO TO FULFILL THE REQUIREMENT. AND IF THAT CAN ONLY BE DONE IN LATER YEARS IF THERE'S NOTHING OFFERED TO THEM THE SAME YEAR THAT WOULD DO THAT THAT COULD REALLY CREATE A DOMINO EFFECT I THINK FOR FOLKS. SO I'M WONDERING, YOU KNOW WHAT IF ANYTHING CAN SNAP USD DO TO ADDRESS THAT? BASED ON THE QUESTIONS I ASKED THERE, THERE IS LITERALLY NOTHING THAT WE HAVE THAT WOULD SATISFY THE REQUIREMENT OF NINTH GRADE THAT THEY COULD TAKE AND THERE WAS ONLY ONE OF THE CORE CITED AFRICAN-AMERICAN STUDIES OR AFRICAN-AMERICAN HISTORY THAT WOULD SATISFY THAT
THAT COULD BE TAKEN BY STUDENTS LATER ON AND THAT COURSES THAT TO HIGH SCHOOLS. >> YES. THANK YOU FOR THE QUESTION. SO OUR REQUIREMENT OUR DISTRICT REQUIREMENT IS NOT A NINTH GRADE REQUIREMENT. IT IS A GRADUATION REQUIREMENT. SO THERE ARE DEPENDING ON WHAT SCHOOL A STUDENT IS AT, WHAT THEIR INTERESTS ARE, WHAT THEIR ACADEMIC GOALS ARE, THEY WILL WORK WITH THEIR COUNSELOR AROUND WHICH IS THE MOST APPROPRIATE COURSE IN ORDER TO GET AHEAD OF THAT. WE ARE HAVING COUNSELORS WORK WITH THEIR ADMINISTRATORS BEFORE SCHOOL STARTS TO LOOK AT THAT PARTICULAR MASTER SCHEDULE OF THAT SCHOOL AND ALREADY HAVE THAT LIST ON THE READY SO THAT IT'S NOT YOU KNOW, SO THAT WE KIND OF EXPEDITE THAT PROCESS. SO FOR EXAMPLE, IF I'M A STUDENT AT LINCOLN HIGH SCHOOL, THE COUNSELORS WOULD HAVE ALREADY WORKED IN ADVANCE WITH THE ADMINISTRATORS TO COME UP WITH A LIST OF OTHER OFFERINGS THAT WOULD BE MOST APPROPRIATE FOR A STUDENT AT LINCOLN HIGH SCHOOL.
SO BECAUSE EVERY SCHOOL OFFERS DIFFERENT COURSES, STUDENTS HAVE DIFFERENT GOALS THEY MAY WANT TO JOIN JROTC, PEER RESOURCES. THEY MAY WANT TO TAKE A CERTAIN FOREIGN LANGUAGE. SO IT REALLY IS A CUSTOMIZED PROCESS. AND OUR COUNSELORS WILL BE PREPARED TO DO THAT. AND AS WE SEE WHAT THE NEEDS ARE, WHAT THE INTEREST IS, WE ARE CONFIDENT THAT WE'LL BE ABLE TO BUILD THOSE COURSES OUT BEFORE STUDENTS GRADUATE. BUT THE COURSE THAT WAS DESIGNED FOR, YOU KNOW, A VARIETY OF REASON AROUND HOW WE WELCOME STUDENTS IN TO OUR SCHOOL WAS ORIGINALLY DESIGNED AS A NINTH GRADE COURSE AND SO THAT WAS THE PATH THAT WE WERE TAKING. BUT AGAIN, IT'S NOT A NINTH GRADE REQUIREMENT THAT THEY'RE MISSING OUT ON. IT WILL BE A GRADUATION REQUIREMENT THAT WE WILL BE ABLE TO, YOU KNOW, ASSESS THAT NEED AND PROVIDE THE RESOURCES AND THE COURSES THAT STUDENTS NEED. >> SO THAT ACTUALLY LEADS ME TO WANT TO FOLLOW UP IN A COUPLE OF WAYS.
THE OFFICIAL REQUIREMENT IS AS A GRADUATION REQUIREMENT AS YOU SAID AND YET IT HAS BEEN IMPLEMENTED AS FUNCTIONALLY A NINTH GRADE REQUIREMENT. WE DO NOT CURRENTLY HAVE ANY OTHER REASONABLE WAY AS FAR AS I CAN TELL FOR STUDENTS AND AS OF USD TO FULFILL THIS REQUIREMENT. IT'S NOT UNDER THE LANGUAGE OF THE GRADUATION REQUIREMENT A NINTH GRADE ONE. BUT GIVEN THAT THE ONLY THING THAT'S BEEN IDENTIFIED IS ONE COURSE OFFERED BY TWO SCHOOLS TO BE TAKEN AT A LATER DATE AFTER NINTH GRADE, THAT SEEMS TO ME TO BE FUNDAMENTALLY PROBLEMATIC. I'M NOT SURE WHY IT WAS IMPLEMENTED AS A NINTH GRADE YOU KNOW, FUNCTIONALLY AS A NINTH GRADE REQUIREMENT TO BEGIN WITH. AND I MEAN I FIND THAT IN AND OF ITSELF TROUBLING BECAUSE THAT'S NOT THE SAME THE WAY IT'S BEEN IMPLEMENTED WAS IT'S NOT THE SAME AS WHAT THE ACTUAL GRADUATION REQUIREMENT WAS. AND WE ARE NOT PREPARED FROM
YOU KNOW, FROM THE ANSWERS THAT I'VE BEEN GIVEN TO ACTUALLY PROVIDE OTHER THINGS FOR STUDENTS TO TAKE LATER ON. COMMISSIONER READY FOR A QUESTION OR YES, I MEAN. OKAY. SO I'LL LEAVE THE NINTH GRADE POINT TO THE SIDE BECAUSE LIKE I CAN LEAVE IT TO THE SIDE. BUT WITH ONLY ONE COURSE BEING IDENTIFIED RIGHT NOW FOR STUDENTS TO TAKE LATER IT IS OFFERED AT TWO SCHOOLS. WHAT IS OUR PLAN? YEAH I CAN SPEAK TO THAT. SO THIS PROCESS MIRRORS THE WAY THAT WE BUILD OUT COURSES IN GENERAL FOR HIGH SCHOOL AND SO TRADITIONALLY IN THE SPRING OUR SITE LEADERS WORK WITH STUDENTS. A LOT OF THEM FILL OUT AN ONLINE FORM AND THIS ACTUALLY CREATES AND HELPS POPULATE WHAT IS THE MASTER SCHEDULE? HOW DO WE DESIGN COURSES THAT STUDENTS ARE INTERESTED IN? SO FOR EXAMPLE IF WE HAVE A YOU KNOW I DON'T KNOW A AN AP CHEMISTRY COURSE AND SITE LEADERS ASSESS THAT INTEREST THAT DETERMINES STAFFING, THAT DETERMINES HOW MANY SECTIONS OF
THAT AP CHEMISTRY COURSE WE WOULD OFFER THE FOLLOWING YEAR. SO AGAIN BECAUSE STUDENTS WILL HAVE MULTIPLE YEARS TO MEET THAT REQUIREMENT AS STUDENTS PROGRESS IN THEIR YEARS AS WE SEE YOU KNOW, HOW MANY STUDENTS WERE INTERESTED IN NOT TAKING THIS PARTICULAR COURSE IN NINTH GRADE THAT WILL ALLOW US THE TIME TO CUSTOMIZE WHAT COURSES STUDENTS ARE MOST INTERESTED IN AND ASSESS THAT AND PLAN THOSE RESOURCES. SINCE WE RIGHT NOW DON'T HAVE THAT DATA, IT'S ALL JUST YOU KNOW, SPECULATIVE. THAT'S NOT HOW WE PLAN COURSES. SO THAT IS ALWAYS KIND OF HOW WE GENERATE NEW COURSES AND THEN WE LOOK AT WHAT ARE THE THREE REQUIREMENTS, WHAT COURSES ARE UC APPROVED, WHAT COURSES HAVE STUDENTS YOU KNOW HAD HIGH INTEREST IN AND BEEN SUCCESSFUL IN. AND WE BUILD OUT THAT COURSE SCHEDULE FOR THE FOLLOWING SCHOOL YEAR. SO IT WILL ALLOW US THE TIME BETWEEN THE FALL INTO THE SPRING WHEN WE START DESIGNING OUR COURSES FOR THE FOLLOWING YEAR TO KNOW WHAT COURSES TO BUILD OUT. SO THERE ARE YOU KNOW LIKE YOU
MENTIONED THERE'S THIS COURSE THAT'S AN UPPER DIVISION COURSE THAT MANY STUDENTS HAVE BEEN INTERESTED IN. YOU KNOW, WE MAY EXPAND THOSE OFFERINGS. WE MAY EXPAND OTHER OFFERINGS BUT IT IS GOING TO REALLY BE GENERATED FROM STUDENT INTEREST. THANK YOU. COMMISSIONER RAY IF IT'S OKAY TO MOVE US FORWARD AND THEN WE CAN CIRCLE BACK WITH ADDITIONAL QUESTIONS FROM THE COMMISSIONER. ABSOLUTELY. I APPRECIATE THAT. THANK YOU. COMMISSIONER WISEMAN, WHAT? THANK YOU. I JUST WANT TO START BY SAYING I KNOW THAT THERE WERE A LOT OF COMMISSIONER QUESTIONS IN ADVANCE AND I APPRECIATE THE THOROUGHNESS AND RESPONSIVENESS TO THOSE QUESTIONS. I FOUND THEM REALLY HELPFUL. THE QUESTIONS AND THE RESPONSES . SO THANK YOU TO MY COLLEAGUES FOR ASKING AND THANK YOU TO STAFF FOR RESPONDING. I HAVE TWO QUESTIONS. THE FIRST ONE I THINK IS A RELATIVELY SHORT QUESTION. THE OPT OUT OPTION IS NOT A NEW OPTION. IS THAT RIGHT? SO THIS IS AN OPTION THAT IS
CORRECT. THAT HAS EXISTED. YES. YES. OKAY. AND IN MY RIGHT THAT I KNOW THAT WE CAN'T BE PREDICTIVE BUT LAST YEAR ACROSS THE ENTIRE NINTH GRADE OF SWC, A TOTAL NUMBER OF SEVEN STUDENTS OPTED OUT. SEVEN STUDENTS OPTED OUT AT TWO HIGH SCHOOLS. OKAY. YEAH. AND OBVIOUSLY WE DON'T KNOW WHETHER THAT'S GOING TO BE A LARGER NUMBER BUT IT'S NOT LIKE WE'RE STARTING FROM 100 STUDENTS LAST YEAR AND ARE THINKING IT WOULD BE MORE CORRECT AND ALSO I WANT TO EMPHASIZE THAT, YOU KNOW, WE HAVE MANY STUDENTS, YOU KNOW, THAT ARE COMING IN IN NINTH GRADE AND STUDENTS THAT MAY BE INTERESTED IN OPTING OUT ARE NOT GENERALLY AT THE SAME SCHOOL. SO ONCE YOU SPREAD OUT THOSE NUMBERS AND THAT'S ANOTHER REASON I'M CONFIDENT THAT WE'LL BE ABLE TO MEET THAT NEED BECAUSE THOSE STUDENTS SPREAD OUT ACROSS SCHOOLS. AND SO WE MAY HAVE YOU KNOW, FIVE STUDENTS AT ONE SCHOOL, ZERO STUDENTS AT ANOTHER SCHOOL AND THAT'S WHERE WE HAVE TO REALLY SEE WHERE THAT INTEREST
IS AND WORK TOWARDS YOU KNOW, IF WE NEED TO PROVIDE OTHER OPTIONS AND EXPLORE WHAT OTHER YOU KNOW, STUDENTS ARE INTERESTED IN FOR THE FOLLOWING SCHOOL YEAR THAT WILL ALLOW US TIME TO DO SO AND BE PREPARED FOR THAT. OKAY. GREAT. THANK YOU. AND THEN THE SECOND QUESTION IS ABOUT THE PILOT. AND SO YOU KNOW, ASSUMING HOPING FOR THE BEST THAT THIS CURRICULUM THAT'S BEING PILOTED VOICES IS ULTIMATELY PHENOMENAL AND AND SORT OF DOES THE THINGS THAT WE WANT IT TO DO AND IS ROBUST AND EDUCATORS SUPPORT IT AND THE STUDENTS LEARNING THE CURRICULUM ARE LEARNING FROM IT AND ENJOYING IT. ASSUMING THAT'S THE CASE, LET'S ASSUME THAT THERE WOULD THEN BE A RECOMMENDATION TO THAT BROUGHT TO THE BOARD TO APPROVE FORMALLY OR TO APPROVE AN ACTUAL CURRICULUM NOT JUST A PILOT. SO MY QUESTION IS WHAT IF AND I'M HOPING THAT'S NOT THE CASE BUT WHAT IF VOICES FALLS SHORT FOR WHATEVER REASON? IS THERE A BACKUP PLAN IF YOU ALL DECIDE THAT THIS IS NOT THE BEST AND MOST ROBUST CURRICULUM ?
I ASSUME GIVEN THAT WE WERE IN A SIMILAR PLACE WITH THE MATH PILOT WHERE YOU WERE ONLY PILOTING ONE CURRICULUM, YOU ALL WERE THINKING ABOUT WHAT WOULD WE DO IF THIS ISN'T IT AND THAT WE'RE NOT IN IN A IN A BIND NEXT SUMMER LOOKING TO MAKE LAST MINUTE CHANGES. >> THANK YOU SO MUCH FOR THAT QUESTION. SO WE DON'T HAVE TO HAVE THE TIMELINE SET UP. BUT GOING BACK TO THE TIMELINE SIDE, WE HAVE A COUPLE DIFFERENT BENCHMARKS TO MOVE TOWARDS THAT PROCESS. SO ONE WOULD BE WE WOULD IN THE FALL HAVE THE AUDIT RESULTS AND THE RESULTS OF THAT AUDIT WOULD TELL US WHETHER OR NOT WE WOULD BE MOVING OUR S.F. USD IN-HOUSE CURRICULUM FORWARD TO THE EVALUATION COMMITTEE TO EVALUATE SIMILARLY THE RESULTS OF THAT PILOT DATA COLLECTION WOULD TELL US WHETHER OR NOT WE'D BE MOVING VOICES FORWARD TO THE EVALUATION COMMITTEE TO EVALUATE AND THEN I ALWAYS LEAVE OPEN A WILD CARD. WE MIGHT HAVE A NEW RELEASE ONE OF THE PROGRAMS THAT ONLY HAS DIGITAL MATERIALS MIGHT RELEASE
PRINT MATERIALS, RIGHT? SO WE MIGHT HAVE ONE OR MORE ADDITIONAL PROGRAMS THAT WE ARE THEN ALSO MOVING FORWARD TO THAT EVALUATION COMMITTEE THAT EVALUATION COMMITTEE WOULD THEN EVALUATE THE OPTIONS WE PUT BEFORE THEM AND TELL US WHETHER OR NOT THERE IS SOMETHING THAT WE WOULD VIABLY THEN RECOMMEND FOR ADOPTION. AND SO THE BEST CASE SCENARIO WOULD BE WE DO HAVE SOMETHING THAT WE WOULD CONSIDER VIABLE TO MOVE FORWARD TOWARDS ADOPTION IF ACROSS ALL OF THOSE DATA POINTS AND BENCHMARKS IF ACROSS THE PILOT AND THE AUDIT IN THE EVALUATION WE DID NOT IDENTIFY A VIABLE SOURCE I THINK WE WOULD HAVE TO FIGURE OUT WHAT THE RESPONSIVE STRATEGIC PLAN WOULD BE. SO AGAIN, I THINK IN THAT CASE I DON'T WANT TO SPEAK PREEMPTIVELY WITHOUT GOING THROUGH ALL THE COMMUNITY ENGAGEMENT AND DATA COLLECTION BUT WE WOULD HAVE TO THEN DETERMINE WHETHER WE WERE GOING TO RECONSIDER, YOU KNOW, A DIFFERENT PILOTING PLAN, WHETHER THERE WERE NEW RELEASES ON THE HORIZON. SO WE WOULD HAVE TO FIGURE OUT IF THERE WERE NO VIABLE OPTIONS
BY LIKE FEBRUARY THREE, 2026 WE WOULD HAVE TO FIGURE OUT WHAT THE STRATEGIC PLAN WOULD BE AND IDEALLY THAT WOULD BE AGAIN TO HIT IF NOTHING ELSE OUR SPRING TIMELINE A PLAN THAT WE WOULD NEED TO HAVE DEVELOPED AND IN PLACE TOWARDS THE END OF THE WINTER AND INTO THE SPRING SO THAT IT WAS A DECISION POINT VERY EARLY THAT WAS PUBLICLY COMMUNICATED SO THAT SCHOOLS AND COMMUNITY MEMBERS HAD APPROPRIATE TIME TO RESPOND TO IT. THANK YOU SO MUCH. I APPRECIATE THAT. ANY OTHER OH WELL WE JUST HAVE EVERYONE WAS OKAY COMMISSIONER FISHER GO FOR. ALL RIGHT. THANK YOU VERY MUCH AND THANK YOU FOR THE VERY ROBUST CONVERSATION ABOUT THIS. I REALLY APPRECIATE AND THANK YOU FOR ALL THE WORK THAT'S BEEN DONE OVER THE SUMMER ON THIS WHEN EVERYONE'S SUPPOSED TO BE ON VACATION OR A LITTLE MORE CHILL. A COUPLE QUESTIONS AND I APPRECIATE THAT. I'VE HEARD SOME OF WHAT I WAS HOPING FOR SO THANK YOU FOR SOME OF THE QUESTIONS THAT HAVE ALREADY BEEN ASKED. CAN YOU TALK A LITTLE BIT MORE?
SO A COUPLE OF THINGS YOU MENTIONED DUAL ENROLLMENT AS OPTIONS. >> SO COULD YOU TALK A LITTLE BIT ABOUT THE PROCESS OF POTENTIALLY COLLABORATING WITH CITY COLLEGE TO ADD, YOU KNOW, MORE POTENTIAL CLASSES TO MEET THE REQUIREMENTS? WE HEARD IN PUBLIC COMMENT ABOUT THE FEAR OF A YEAR LONG ETHNIC STUDIES COURSE DISPLACING POTENTIAL OTHER CLASSES OR ELECTIVES. SO I'M HOPING YOU CAN TOUCH ON THAT AND HOW HOW WE'RE GOING TO ADDRESS THOSE CONCERNS. AND ALSO DO WE KNOW HOW MANY TEACHERS WHO WILL BE TEACHING THIS NEW VOICES CURRICULUM TAUGHT LAST YEAR'S ETHNIC STUDIES CURRICULUM? SO JUST I'M THINKING SPECIFICALLY ABOUT PROFESSIONAL DEVELOPMENT AND WE FOR EXAMPLE WE HAVE OUR EARLY RELEASE WEDNESDAYS THAT ARE DESIGNED FOR PROFESSIONAL DEVELOPMENT. DO WE HAVE ANY PLANS TO USE THOSE FOR ADDITIONAL PD TIME AROUND ETHNIC STUDIES FOR THE TEACHERS JUST SO I'M JUST HOPING YOU CAN HELP WITH THAT AND SPECIFICALLY TO GENERAL COUNCIL, ONE OF THE PUBLIC COMMENTERS THAT I KNOW WE DON'T
RESPOND TO PUBLIC COMMENT BUT I HEARD SPECIFICALLY FROM A STUDENT WHO WAS BEING FORCED INTO A STUDY SKILLS CLASS BECAUSE THEY HAD AN IEP AND AS A SPECIAL EDUCATION ADVOCATE I ALWAYS AM CONCERNED ABOUT PREDETERMINATION AND SO FORCING A STUDENT TO TAKE A PARTICULAR CLASS JUST BECAUSE THEY HAVE AN IEP DOESN'T SOUND VERY INDIVIDUALIZED TO ME. SO COULD YOU IF A STUDENT WOULD PREFER TO TAKE A LANGUAGE OR AN ETHNIC STUDIES OR ANOTHER ELECTIVE INSTEAD OF COULD YOU HELP US UNDERSTAND OUR LEGAL RESPONSIBILITIES THERE AS A DISTRICT ALSO PLEASE? AND HOW WE COULD MAYBE DO THAT IN A WAY THAT WOULDN'T BE DISCRIMINATORY. I'M ALSO HAPPY DISABILITY PRIDE MONTH EVERYONE JULY IS DISABILITY PRIDE MONTH. WE JUST HAVE THE 35TH ANNIVERSARY OF THE AMERICANS WITH DISABILITIES ACT JUST LAST WEEK. >> YES AND AND I ACTUALLY IN THE NEW VOICES CURRICULUM I DON'T SEE DISABILITY JUSTICE
MENTIONED ANYWHERE PERHAPS THAT WAS AN OVERSIGHT ON MY IT'S THERE. OKAY GREAT. UM WHEN WE PUBLICLY EXPLORE THE MATERIALS MORE HOPEFULLY I'LL GET TO DIG INTO THAT MORE ESPECIALLY CONSIDERING NOW THE WORK THAT'S BEEN DONE HERE FOR DISABILITY JUSTICE IN THE BAY AREA AND THE REHAB SIT IN THAT HAPPENED JUST TWO BLOCKS AWAY. THE LONGEST PUBLIC SIT IN OF A GOVERNMENT FACILITY WAS RIGHT HERE IN SAN FRANCISCO IN THE 70S TALK ABOUT MULTICULTURAL AND ANYWAY THAT'S NOT WHY WE'RE HERE TONIGHT SO UM BUT IT IS ACTUALLY IT'S VERY RELATED TO ETHNIC STUDIES SO I THINK THOSE ARE MY INITIAL QUESTIONS. UM, AND I JUST I REALLY AGAIN WE'RE NOT HERE TO RESPOND TO PUBLIC COMMENT BUT SOMETHING THAT YUSEF PRESIDENT CURIAL MENTIONED EARLIER WAS WE NEVER WE WILL NEVER HAVE A BOOK THAT IS 100% WHAT OUR KIDS NEED WHEN IT'S NOT WRITTEN BY US HERE IN S.F. SO THAT REALLY RESONATED WITH ME. SO I'M ALSO WONDERING IF YOU CAN ADDRESS WE HEARD, YOU KNOW, THE HOMEGROWN CURRICULUM AND HOW MUCH CONSIDERATION THAT'S BEING GIVEN IN THE PILOTING VERSUS VOICE IS IT? WELL, I'D JUST LOVE TO HEAR THAT'S A LOT. BUT THOSE ARE THE THOUGHTS THAT ARE ON MY BRAIN RIGHT NOW AND MY QUESTIONS.
YEAH. THANK YOU, COMMISSIONER FISHER. I JUST WANTED TO KIND OF FIELD THE FIRST QUESTION AROUND THE COMMENT REGARDING FORCE IN THE STUDY SKILLS. I WANT TO BE VERY RESPECTFUL OF OF THE QUESTION BUT AT THE SAME TIME IT'S LIKE THAT IT'S WILDLY FACT SENSITIVE. I DON'T WANT TO BE COMMENTING AND I DON'T WANT TO GET ANYWHERE NEAR WHAT SOMEBODY IS PURPORTING TO SAY IN A 32ND SOUNDBITE ABOUT THEIR SITUATION THAT BEARS SIGNIFICANT IMPORTANCE ON TO NOT ONLY THE ACADEMIC CAREER BUT ALSO AS TO LIABILITY IN GENERAL AS AN END IT'S GOING TO PROBABLY NOT BE SATISFYING FOR YOU TO HEAR BUT IT'S WE WILL FOLLOW THE LAW LIKE THERE IS FEDERAL PRIMACY OVER STATE LAW. WE WILL TAKE ALL THOSE THINGS INTO CONSIDERATION AND FIGURE OUT WHAT IS IN THE WHAT IS THE APPROPRIATE COURSE OF ACTION THAT I MEAN I CAN'T EMPHASIZE THAT ENOUGH AT LEAST FROM MY TEAM AND HOW WE ADVISE FOLKS TO SAY, YOU KNOW, YOU HAVE TO FOLLOW THE LAW AND YOU KNOW, TAKING THAT PERSON'S SITUATION
INTO CONSIDERATION IS SOMETHING THAT'S A PRIVATE MATTER AS OPPOSED FOR AN OPEN DISCUSSION IN PUBLIC FORUM. BUT TO FOLLOW UP ON THAT, OUR OBLIGATION AS A SCHOOL DISTRICT FOR A STUDENT WITH AN IEP IS TO PROVIDE AN INDIVIDUALIZED EDUCATION PROGRAM, CORRECT? NOT FORCE ALL STUDENTS INTO THE SAME PROGRAM JUST BECAUSE THEY HAVE AN IEP. IS THAT FAIR? I HESITATE TO SAY THAT BECAUSE I DON'T WANT THERE TO BE LIKE THE LAW IS THE LAW YOU HAVE TO RIGHT? I MEAN I DON'T WANT I DON'T WANT THE INDIVIDUAL IF THEY'RE LISTENING TO TO TAKE AWAY FROM IT THAT I'M SAYING SOMETHING THAT I THAT'S OTHER THAN THE LAW IS THE LAW AND YES AS AN INDIVIDUAL YOU KNOW EDUCATIONAL PLAN THAT MUST BE FOLLOWED THAT HAS TO BE IMPLEMENTED IN A WAY IN ACCORDANCE WITH STATE AND FEDERAL LAW. SO I APOLOGIZE IF I'M NOT GIVING YOU WHAT YOU WANT BUT AT THE SAME TIME I'M TRYING I'M
TRYING DESPERATELY TO SAY I RESPECT I RESPECT THAT YOU'RE NOT SAYING MORE THAN YOU FEEL THAT YOU CAN. YEAH. SO I WILL JUST END WITH THIS AS FAR AS THAT QUESTION ARE RESPONSIBLE AS AN EARLIER LOCAL EDUCATION AGENCY IS TO INDIVIDUALIZE ACCORDING TO A STUDENT'S NEEDS, CORRECT? >> THAT SOUNDS ABSOLUTELY CORRECT. AND A STUDENT IN A FAMILY ESPECIALLY A HIGH SCHOOL STUDENT AND A FAMILY PARENT FAMILY CAREGIVER HAVE TO BE FRONT AND CENTER IN THE IEP PLANNING PROCESS, CORRECT? THEY ARE REQUIRED MEMBERS OF THE IEP TEAM. IN FACT, IF YOU LOOK AT THE ED CODE THEY'RE THE FIRST TWO MEMBERS OF THE IEP TEAM. I SAY YES BUT I DON'T WANT TO OVEREMPHASIZE LIKE THEY ARE THEY ARE FRONT AND CENTER BUT THERE'S A LARGER GROUP, THERE'S A LARGER CONVERSATION. THERE'S A LOT OF CONTEXT TO WHAT YOU'RE TALKING ABOUT. >> OKAY. OKAY. NOT TO GO DOWN THIS PATH TOO MUCH FURTHER AND GET ANYONE INTO TROUBLE. I WILL SAY THANK YOU FOR YOUR RESPONSES, COMMISSIONER.
I HAVE COMMISSIONER FEELING I HAD A COUPLE OTHER QUESTIONS FOR THE REST OF THE THERE WERE THERE WAS LIKE PARTS ONE A THROUGH ONE OF MY QUESTIONS SO IT IS ALMOST COME BACK IF I GUESS I'M HAPPY TO COME BACK BUT I DO WANT TO TOUCH ON THE DUAL ENROLLMENT IN PARTICULAR AND IF YOU CAN CLOSE OUT THAT QUESTION AND THEN WE'LL GO TO COMMISSIONER OR VICE PRESIDENT YOU'RE AND COMMISSIONER ALEXANDER. OKAY, THANK I CAN ANSWER THE DUAL ENROLLMENT QUESTION SO DUAL ENROLLMENT JUST SO FOR THE PUBLIC TO UNDERSTAND THESE ARE COLLEGE LEVEL COURSES THAT OUR HIGH SCHOOL STUDENTS HAVE ACCESS TO. SO WHEN OUR HIGH SCHOOL STUDENTS TAKE A COURSE AT CITY COLLEGE FOR EXAMPLE, WHICH THEY CAN ACTUALLY ACCESS FOR FREE AND THEY GET COLLEGE CREDIT AND IN THE SAME WAY THAT WHEN YOU TAKE AN ADVANCED PLACEMENT CLASS IF YOU PASS THE AP TEST YOU GET CREDITS. SO THEY HAVE THOSE TWO THINGS IN COMMON. THE DIFFERENCE WITH DUAL ENROLLMENT IS THAT DUAL ENROLLMENT IS YOU GET THE CREDITS IF YOU YOU GET THE COLLEGE CREDITS IF YOU PASS THE CLASS SO YOU KIND OF HAVE THESE OPPORTUNITIES ALONG THE WAY TO BE YOU KNOW, KIND OF GROWING AS
A LEARNER AND KIND OF TAKING THAT, YOU KNOW, APPROACH LIKE A REGULAR COURSE IN HIGH SCHOOL IN AN AP COURSE YOU GET THE GRADE THAT YOU GET IN THE AP CLASS BUT IF YOU DON'T PASS IF YOU DON'T GET A CERTAIN SCORE ON THE AP TEST, YOU DON'T GET THE COLLEGE CREDIT. SO IT KIND OF YOU AT THE END OF THE LINE IT'S EITHER LIKE YOU GET THE CREDITS OR YOU DON'T GET THE CREDITS. SO THAT'S ONE OF THE DIFFERENCES RIGHT NOW WE HAVE MANY SCHOOLS THAT PARTNER WITH OUR COLLEGE AND CAREER DIVISION WHERE STUDENTS ARE TAKING DUAL ENROLLMENT DUAL ENROLLMENT COURSES. SOME OF THESE DUAL ENROLLMENT COURSES HAPPEN DURING THE SCHOOL DAY AND A SCHOOL IS ABLE TO OFFER THESE SCHOOL THESE COURSES BECAUSE THEY CAN FILL AN ENTIRE CLASS. AND SO CITY COLLEGE SOMETIMES COMES ON SITE. SOMETIMES STUDENTS LEAVE CAMPUS AS A GROUP AND THEY TAKE THOSE COURSES IN ORDER FOR A CLASS TO BE AN SFI USD DUAL ENROLLMENT COURSE YOU NEED TO FILL A MINIMUM NUMBER OF STUDENTS IN THAT CLASS SO IT TAKES PLANNING AND SO WE WORK VERY CLOSELY WITH CITY COLLEGE AROUND STUDENTS INTERESTS
AND WHICH CLASSES AT WHAT SCHOOLS. YOU KNOW WE'RE GOING TO FILL THOSE SPOTS. THEN WE ALSO HAVE STUDENTS JOIN FROM DIFFERENT S.F. USD SCHOOLS SO LET'S SAY YOU KNOW FROM DIFFERENT SMALL SCHOOLS THAT MAYBE COULDN'T FILL A 25 PERSON COURSE BUT WE ALIGN THOSE SCHEDULES WHICH IS SOMETHING THAT WE'RE REALLY WORKING ON NOW IN ORDER TO PROVIDE MORE ACCESS TO STUDENTS. SO THEY'RE BASICALLY COURSES THAT STUDENTS CAN TAKE THAT ARE IN COLLEGE CREDIT. >> I BRING THIS UP BECAUSE THESE ARE NOT COURSES THAT ARE MOST APPROPRIATE FOR NINTH GRADERS AND SO THESE ARE COURSES THAT REALLY ARE APPROPRIATE FOR 11TH AND 12TH GRADERS. SO AS STUDENTS MOVE UP IN THE GRADES, YOU KNOW THAT'S WHEN WE ARE ASSESSING THE INTEREST. AND SO IN THE SAME WAY THAT WE PLAN A SCHOOL'S MASTER SCHEDULE ABOUT WHAT THEY'RE OFFERING, WE ALSO WORK WITH COLLEGE AND CAREER OFFICE AND WE WORK WITH OUR CITY COLLEGE PARTNERS ,YOU KNOW, WHICH ARE THESE, YOU KNOW, REALLY DYNAMIC INSTRUCTORS THAT ARE GREAT WITH HIGH SCHOOL KIDS WHERE STUDENTS, YOU KNOW, LOVE THESE COURSES AND WE SEE A LOT OF SUCCESS AT THIS SCHOOL. SO WE WANT TO BRING THAT CLASS YOU KNOW, OVER HERE AND WE
REALLY ARE VERY STRATEGIC ABOUT WHICH COURSES WE FEEL STUDENTS ARE GOING TO BE MOST ENGAGED WITH THAT ARE THESE COLLEGE LEVEL COURSES AND THAT WORK ALSO HAPPENS, YOU KNOW, AROUND JANUARY WE START WORKING TO PLAN OUT THOSE COURSES. IT'S NOT A COURSE THAT WE COULD OFFER TWO WEEKS FROM NOW BECAUSE WE DIDN'T DO ALL OF THAT PLANNING IN ADVANCE. BUT IT WILL BE COURSES THAT WE WOULD BE ABLE TO BUILD OUT LATER ONCE WE KNOW WHAT THE INTERESTS ARE OUTSIDE OF THAT PROCESS. STUDENTS IN S.F. USED TO TAKE COURSES ON THEIR OWN AND THOSE COURSES END UP ON A STUDENT'S TRANSCRIPT AND THEY WORK WITH THEIR COUNSELOR AROUND THAT. SO WE ALREADY HAVE STUDENTS THAT ARE TAKING A COURSE BECAUSE THEY WERE JUST INTERESTED IN PERHAPS AN ASTRONOMY COURSE THAT WAS NOT OFFERED AT THEIR S.F. UCD SCHOOL. SO THEY'RE TAKING THAT AT CITY COLLEGE MAYBE VIRTUALLY MAYBE IN THE SUMMER OR MAYBE AT NIGHT. BUT THAT'S NOT A COURSE THAT LIKE WE ARE SUPPORTING AS SFI USD BUT THEY STILL HAVE ACCESS TO THAT COURSE AND SO RIGHT NOW EVEN IF WE DON'T HAVE A
RELATIONSHIP WITH CITY COLLEGE FOR A COURSE THAT MAY MEET AN ETHNIC STUDIES REQUIREMENT TO DO IN MATH STUDENTS INDIVIDUAL CAN ACCESS COURSES THAT MEET THAT REQUIREMENT. YOU KNOW AGAIN MOST LIKELY AS AN 11TH OR 12TH GRADER AND WORK WITH THEIR COUNSELORS AROUND WHAT WOULD BE THOSE COURSES THAT WOULD BE APPROVED. >> YEAH THANK YOU VICE PRESIDENT HEALEY. >> I WANTED TO THANK YOU AGAIN FOR YOUR MANY EXTENSIVE ANSWERS AND I APPRECIATED THAT THOSE ANSWERS LAID OUT BECAUSE OF A LOT OF THE HISTORY OF ETHNIC STUDIES IN S.F. UCD AND ITS EXPANSION OVER MANY YEARS BECAUSE I THINK FOR THOSE WHO AREN'T IN S.F. USED TO THERE IS A BIT OF A MISUNDERSTANDING THAT IT IS NEW COURSE LAST YEAR OR THIS YEAR EVEN AND I WAS WONDERING I HATE TO START TO PUT YOU ON THE SPOT BECAUSE THIS WAS AN ADVANCED QUESTION BUT LAST YEAR WAS THE FIRST YEAR THAT ETHNIC STUDIES WAS A GRADUATION REQUIREMENT AND YOU SAID THERE WERE SEVEN OPT OUTS ACROSS TWO SCHOOLS PRIOR TO THAT.
DO WE KNOW WHAT PERCENTAGE OF STUDENTS ELECTED TO TAKE IT AS AN ELECTIVE? BECAUSE IT SEEMS LIKE PRIOR TO IT BECAME A GRADUATION REQUIREMENT IT WAS ALREADY VERY POPULAR WIDESPREAD ELECTIVE COURSE? I DON'T I THINK WE WOULD HAVE TO COLLECT THE INTO THE ENROLLMENT DATA BY SCHOOL YEAR IN ORDER TO ANSWER FACTUALLY DO YOU HAVE AN ESTIMATE OF LIKE WHAT THE AMOUNT OF EXPANSION WAS TO MAKE IT A GRADUATION REQUIREMENT LAST YEAR? I WOULD HATE TO ESTIMATE AND BE WRONG. YEAH. THANK YOU. I APPRECIATE THAT. PARDON? OH OH YES. SORRY BUT I SUPERVISE THE HISTORY SO IT IS NOT THE TELL DEPARTMENT OVER THE 1415 YEARS OF IT BEING AN ELECTIVE CLASS FROM 2009 TO WHAT 1223 THERE ARE APPROXIMATELY 12,000 STUDENTS WHO TOOK THE COURSE OVER ALL OF THOSE YEARS. IF THAT'S ANSWERING THE QUESTION THAT WAS ASKED A SLIGHTLY DIFFERENT QUESTION BUT
I APPRECIATE THE ANSWER NONETHELESS. THANK YOU FOR BEING HAVING THE STATS ON THE TIP OF YOUR TONGUE. >> AND ANOTHER QUESTION THAT I HAD IS IN DISCUSSING OTHER CURRICULA THERE WERE A NUMBER OF OPTIONS THAT IT SEEMS WERE NOT CONSIDERED BECAUSE THEY WERE THEY DID NOT HAVE PAPER MATERIALS BUT IT DID NOT SEEM LIKE THAT WAS ONE OF THE PRIMARY CRITERIA IDENTIFIED BY THE SUPERINTENDENT IN HER REMARKS. AND SO I WANTED TO JUST KIND OF ASK YOU WHAT THE IMPORTANCE OF THAT WAS AND WHETHER YOU MIGHT BE OPEN TO CONSIDERING CURRICULA THAT HAVE PRIMARILY ONLINE MATERIALS IN THE EVALUATION PROCESS THIS YEAR. >> I APPRECIATE THAT QUESTION. SO I WOULD CONSIDER IT SECONDARY CRITERIA. SO ONCE WE LOOKED AT PUBLISHER CRITERIA WE THEN IDENTIFIED AND I THINK WE LISTED IN THE COMMISSIONER QUESTIONS A SERIES THAT WERE AVAILABLE TO AVAILABLE DIGITALLY WHILE I
WOULD SAY PEDAGOGICAL WE ARE NOT OPPOSED IT DOES PROVIDE AN OPERATIONAL CONSTRAINT AND SO FOR EXAMPLE IN ORDER TO HAVE DIGITAL ACCESS CLASSROOMS NEED TO HAVE FULLY WORKING CHROMEBOOK CARTS FOR STUDENTS TO BE ABLE TO ACCESS THE DIGITAL MATERIALS THEY HAVE TO BE CONSISTENTLY SERVICED AND REFURBISHED AND THEY HAVE TO HAVE SUFFICIENT CHROMEBOOK CARTS FOR ALL OF THE CORE SECTIONS AT ALL OF THE CLASSROOMS THAT MIGHT BE RUNNING CONCURRENTLY. AND SO AGAIN WHILE NOT COMPLETELY A RESTRICTIVE OPTION IN TERMS OF OUR OPERATIONAL CAPACITY WE WOULD HAVE TO ASSESS WHETHER THAT WOULD BE A VIABLE FOUR OPTION OPTION FOR US NOT JUST IN TERMS OF LIKE THE ACTUAL HARDWARE AND CHROMEBOOKS BUT ALSO THE COSTS ASSOCIATED WITH THOSE CHROMEBOOKS AND THE REFURBISHMENT OF THEM. THANK YOU. AND THEN MY LAST QUESTION SORRY THESE ARE KIND OF ALL OVER THE MAP BUT I'M KIND OF FOLLOWING UP ON MY THOUGHTS ABOUT THE CONVERSATIONS THAT HAVE HAPPENED SO FAR AND FOLLOWING UP ON COMMISSIONER WISEMAN WARD AND COMMISSIONER GUPTA'S QUESTIONS ABOUT THE EVALUATION
PROCESS AND IF VOICES IS NOT A STRONGLY RECOMMENDED COURSE. I'M CURIOUS WHETHER STAFF ALSO WILL BE CONSIDERING ONE SEMESTER OPTIONS BECAUSE IT SEEMS LIKE THERE ARE FAR FEWER ONE YEAR OPTIONS IN THEIR EVALUATION PROCESS ESPECIALLY IF WE'RE GOING TO BE SOON FACING FINANCIAL LITERACY REQUIREMENTS AND THINGS LIKE THAT FOR OUR HIGH SCHOOLERS FULL CURRICULA. >> THANK YOU SO MUCH FOR THAT QUESTION. SO ONE OF THE THINGS THAT I'LL HIGHLIGHT IS THAT GENERALLY AND THIS IS TRUE REGARDLESS OF GRADE LEVEL OR CONTENT AREA BUT PUBLISHER CURRICULUM DOES PROVIDE FOR SOME DIFFERENTIATION WITH PACING AND CORE STRUCTURE BECAUSE DIFFERENT DISTRICTS FOR EXAMPLE HAVE DIFFERENT NUMBER OF INSTRUCTIONAL MINUTES THEY MIGHT HAVE A SEMESTER COURSE A YEAR LONG COURSE. SO WHILE THERE ARE SOME COURSES THAT ARE WRITTEN SPECIFICALLY AS A SEMESTER OR A YEAR LONG COURSE, THERE'S ALWAYS THE OPPORTUNITY TO DIFFERENTIATE IN THE PACING IN ORDER TO BE
RESPONSIVE TO THE SCHEDULE OF THAT DISTRICT. AND SO FOR EXAMPLE IF IT'S WRITTEN AS A YEAR LONG COURSE YOU MIGHT PROVIDE PACING GUIDANCE THAT CONDENSES IT OR COMPRESSES IT INTO A SEMESTER COURSE. SIMILARLY IF IT'S WRITTEN AS A SEMESTER COURSE YOU MIGHT LOOK AT THAT AND SEE BASED ON THE NUMBER OF INSTRUCTIONAL MINUTES WE HAVE WITH THIS SET WITHIN OUR SCHEDULE IS ACTUALLY A YEAR LONG COURSE. SO ONE OF THE THINGS THAT I WILL JUST SAY IS THERE IS A LITTLE BIT OF NUANCE THERE DEPENDING ON THE INSTRUCTIONAL MINUTES A DISTRICT ASSIGNS TO A COURSE. I APPRECIATE THAT. I THINK PART OF MY QUESTION IS IF IT TURNS OUT THAT OUR IN-HOUSE CURRICULA DON'T EVALUATE HIGHLY AND VOICES DOESN'T EVALUATE HIGHLY I WOULD JUST EXPRESS MY PREFERENCE TO HAVE THE HIGHEST QUALITY CURRICULA AS OPPOSED TO ONE THAT MEETS A PARTICULAR LENGTH REQUIREMENT. AND SO I THINK IT WOULD BE WORTH EVALUATING ONE SEMESTER CURRICULA INCLUDING TO SAY ACTUALLY WE LOOKED AT THE ONE SEMESTER CURRICULA AND THE YEAR LONG CURRICULA IS THE BEST
AND MOST COMPREHENSIVE JUST SO THAT WE ACTUALLY HAVE DONE THE EVALUATION. >> CHRISTIAN ALEXANDER, THANK YOU. I HAVE SOME THOUGHTS AND I'D LOVE TO GET YOUR REFLECTIONS MAYBE AND I'D LOVE TO GET STAFF REFLECTIONS ON MY REFLECTIONS IF YOU HAVE ANY OR CORRECTIONS. LET ME SAY THAT I'LL BE I'LL BE BRIEF. ONE OF THE THINGS THAT STRUCK ME ABOUT THIS CONVERSATION ABOUT ETHNIC STUDIES IS THAT SOMETIMES IT FEELS LIKE PEOPLE ARE LIVING IN DIFFERENT WORLDS. AND IT WAS INTERESTING THAT TONIGHT WE HAD A LOT OF FOLKS HERE EXPRESSING CONCERNS AND SOME OPPOSITION TO ETHNIC STUDIES. EARLIER IN THE SUMMER WE HAD A BUNCH OF PEOPLE COMING OUT DOING PUBLIC COMMENT IN FAVOR OF ETHNIC STUDIES. AND I THINK IT'S JUST STRIKING TO ME HOW I FEEL LIKE THERE IS MAYBE SOMEBODY EVEN MAYBE SAID THIS THAT THERE'S THAT IT FEELS LIKE PEOPLE AREN'T COMMUNICATING OR THAT WE'RE THERE'S A LOT OF DIVISION. I THINK WHAT'S IRONIC ABOUT THAT TO ME IS THE WHOLE POINT OF ETHNIC STUDIES AS AN EDUCATOR WHO'S TAUGHT ETHNIC STUDIES, WHO'S SEEN IT EVOLVE OVER THE COURSE OF THE LAST 25 YEARS, IS THAT THE WHOLE POINT
IS TO BRING PEOPLE TOGETHER, RIGHT? THAT IS IN FACT THE POINT OF ETHNIC STUDIES IT'S TO IS TO CREATE A SPACE WHERE WHERE IT REALLY IS ABOUT UNIVERSAL HUMAN DIGNITY AND CRITICAL THINKING IN ANALYSIS LIKE THOSE TWO THINGS ARE AT THE CENTER OF OF REAL ETHNIC STUDIES. NOW IT SOUNDS LIKE THERE'S BEEN SOME INCIDENTS AT LEAST WHERE THAT WASN'T THE CASE WHERE YOU KNOW, PERHAPS THAT WASN'T WHAT THE CLASS WAS LIKE. BUT BUT IT ALSO SEEMS LIKE THE VAST MAJORITY AND CORRECT ME IF I'M WRONG THE VAST MAJORITY OF OUR STUDENTS IN STUDENT SURVEYS SAY THAT THAT'S THAT THAT ACTUALLY IT WAS A VERY POSITIVE EXPERIENCE, THAT IT WAS A VERY INCLUSIVE EXPERIENCE THAT EVEN USING THIS CURRICULUM THAT FOLKS HAVE RAISED CONCERNS WITH IT WAS WORKING RELATIVELY WELL AND ACTUALLY ACCORDING TO STANFORD PRODUCING STUDENT OUTCOMES. SO I GUESS I JUST WANT TO LIKE REMIND US TO REGROUND OURSELVES IN THAT THAT THAT YOU KNOW IF WE ALL SUPPORT ETHNIC STUDIES WHICH THE VAST MAJORITY OF PEOPLE EVEN TONIGHT SAID IN PUBLIC COMMENT THAT WE WE GOT TO BE CAREFUL NOT TO THROW THE BABY OUT WITH THE BATHWATER
HERE WE HAVE SOMETHING THAT SAN FRANCISCO WAS THE BIRTHPLACE OF ETHNIC STUDIES 1968 SAN FRANCISCO STATE STUDENT STRIKE THAT THE THE LONGEST DISABILITY RIGHT SIT IN WAS NOT FAR FROM HERE BUT SO IS THE LONGEST UNIVERSITY STRIKE IN THE HISTORY OF THE U.S. AND THAT WAS FOUGHT FOR BECAUSE PREVIOUS TO THAT PEOPLE OF COLOR WERE EXCLUDED FROM CURRICULUM. RIGHT. SO NOW ONE OF THE PUBLIC COMMENTERS MENTIONED THAT WE NOW HAVE DIVERSIFIED OUR WORLD HISTORY CURRICULA WHICH IS CORRECT AND IT'S AWESOME, RIGHT? SO WE NOW HAVE AN ETHNIC STUDIES APPROACH HAS BEEN TAKEN IN OTHER SUBJECTS WHICH IS CORRECT. BUT ETHNIC STUDIES ALSO IS A SPACE WHERE YOUNG PEOPLE CAN COME TOGETHER AGAIN, HAVE HARD CONVERSATIONS. RIGHT. AND AND I SAID THIS PUBLICLY AND I'LL SAY IT AGAIN IF IF TEACHERS ARE TEACHING ARE TELLING STUDENTS WHAT TO THINK IN ETHNIC STUDIES THEY'RE DOING IT WRONG. YOU KNOW AND SO IF THAT'S HAPPENING, I THINK THE NEW ADMINISTRATIVE RAG IS GOING TO HELP WITH THAT. RIGHT? IF THAT'S IF IF IT'S AN IDEOLOGICAL PROCESS, THEN THAT'S NOT WHAT WE'RE TRYING TO
DO AS A DISTRICT AND YOU KNOW BUT WE HAVE THIS COURSE THAT 12,000 STUDENTS HAVE TAKEN OVER THE COURSE OF 15 YEARS. YOU KNOW, JUST LIKE THE STATE WE'VE MADE IT A GRADUATION REQUIREMENT. I AM GRATEFUL THAT STAFF IS MOVING FORWARD TO TRY TO FIGURE OUT A WAY TO MAKE IT BE DONE RIGHT. AND I THINK BRINGING IN A NEW CURRICULUM, BRINGING THE BEST OF OUR CURRICULUM PERHAPS IN THIS NEW CURRICULUM. >> TO ME IT FEELS LIKE THIS IS THE RIGHT PATH AND I JUST WANT TO I, I JUST FEEL LIKE WE NEED TO NOT OVER HAVE THE PROBLEMS BECOME OVERBLOWN BECAUSE FRANKLY IT SEEMS LIKE THEY'RE OUTLIERS. LIKE I HAVEN'T SEEN ANY EVIDENCE THAT THE PROBLEMS THAT WERE NAMED WHICH ARE REAL WERE COMMONPLACE. RIGHT. I MEAN THERE'S THERE'S BEEN SOME REAL PROBLEMS THAT HAVE OCCURRED BUT THEY HAVE BEEN OUTLIERS. SO WHAT DO WE DO? WE DON'T THROW OUT THE WHOLE THING. WE FIX THE PROBLEMS. RIGHT. THAT'S KIND OF THE TO DOING IT .
YEAH. IF IF MEMBERS OF THE PUBLIC CAN PLEASE KEEP YOUR COMMENTS JUST FOR YOURSELVES WHILE COMMISSIONERS ARE SPEAKING THAT YOU APPRECIATE IT AND I DO THINK I MEAN EVEN THIS KIND OF REACTION IT'S LIKE IT TO ME IT'S LIKE THEN THERE'S THIS SORT OF IDEALIZED RECALL AND ILL INFORMED OPPOSITION WHICH ACTUALLY MAKES IT HARDER FOR US TO MOVE FORWARD. RIGHT. AND I THINK THAT'S WHAT AS A BOARD OUR RESPONSIBILITY REALLY IS TO SAY OKAY, WHAT'S WORKING HERE AND HOW DO WE MAKE IT BETTER? HOW DO WE BUILD ON IT? HOW DO WE PROVIDE THE BEST FOR ALL OF OUR KIDS? AND THE LAST THING I'LL SAY IS THE THE MAJORITY OF OUR STUDENTS ARE LOW INCOME AND WORKING CLASS STUDENTS OF COLOR IN S.F. USD AND AND THOSE ARE THE STUDENTS FOR WHOM THE STUDENT OUTCOMES WERE WERE GREATEST AFTER TAKING ETHNIC STUDIES THERE ARE WAYS IN ALL THEIR OTHER COURSES IMPROVE. SO AGAIN I JUST WANT TO MAKE SURE THAT WE'RE NOT IN OUR CRITICISMS WHICH ARE AGAIN ALL THE QUESTIONS ARE VALID BUT BUT ARE WE NOT? LET'S NOT FORGET THE THE CENTERING OF THIS OF THIS VERY EFFECTIVE STRATEGY FOR HELPING ALL STUDENTS, ESPECIALLY LOW INCOME AND WORKING CLASS STUDENTS MEET THEIR COLLEGE AND CAREER OUTCOMES WHICH IS
OUR GOAL THREE SO LIKE IF WE'RE GOING TO BE ROOTED IN STUDENT OUTCOMES WE NEED TO KEEP DOING THIS AND KEEP DOING IT RIGHT. SO I GUESS MY THAT'S THOSE ARE JUST SOME REFLECTIONS THAT I'M CURIOUS IF YOU ARE I WOULD LOVE TO HEAR IF YOU ALL HAVE THOUGHTS ON THAT OR IF I GOT ANYTHING WRONG PLEASE PLEASE CORRECT ME. >> I WOULD LOVE TO HEAR YOUR THOUGHTS BUT AFTER WE VOTE ON EXTENDING PAST 10:00 WHICH WE ARE PASSED ALREADY. SO IF WE CAN JUST DO A QUICK ROLL CALL VOTE DO YOU NEED ME TO MAKE THAT MOTION? OH THAT'S SO MOVED HELPFUL. SECOND COMMISSIONER ALEXANDER YES, MR. FISHER. YES. MR. GUPTA. YES. VICE PRESIDENT HEALEY I'M TEMPTED TO VOTE NO. YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORK YES. AND VICE PRESIDENT HEALEY THAT'S MY TEMPTATION AT EVERY MEETING. PRESIDENT KIM YES. IT'S NICE TO EXTEND STAFF DID YOU WANT TO RESPOND TO COMMISSIONER ALEXANDER DURING NO PRESSURE IS AN OPTION IF NOT I HAVE QUESTIONS. I WILL JUST SAY THAT IN THE 12 YEARS THAT WE'VE BEEN TEACHING THE COURSE AND RIGOROUSLY DONE
EACH YEAR STUDENTS SURVEY RESULTS GOING BACK TO WORK 2010 11 CONSISTENTLY THESE ARE ANONYMOUS. THESE ARE HUNDREDS AND HUNDREDS AND NOW THOUSANDS OF STUDENTS WHO ANONYMOUSLY FILL OUT STUDENT SURVEYS AT THE END OF COURSE IN WHICH WE ASK SOME OF THOSE SAME QUESTIONS AROUND SENSE OF BELONGING. DOES THE COURSE IN YOUR HONEST ANONYMOUS OPINION AS A STUDENT INCREASE OR POSITIVELY SHAPE YOUR ACADEMIC IDENTITY AS A LEARNER? THE SURVEY RESULTS FROM STUDENTS THAT WE SHARE WITH STAFF IN ORDER TO CONSTANTLY IMPROVE AS TEACHER SERVING YOU CONSISTENTLY SHOW THAT THE OVERWHELMING MAJORITY I'M TALKING YOU KNOW 75 TO 85% AGREE OR STRONGLY AGREE THAT THE COURSE HELPS THEM FOR THEMSELVES MORE POSITIVELY AS A LEARNER AND OUR HIGHEST RESULTS ARE ON THE QUESTION OF DOES THIS COURSE THIS COURSE IS HELPING ME UNDERSTAND PEOPLE WHO HAVE DIFFERENT PERSPECTIVES AND DIFFERENT IDENTITIES THAN I
DO THAT IS CONSISTENTLY OVER THE LAST TEN YEARS OUR HIGHEST RATED STUDENT SURVEY RESULT METRICS AND I THINK THAT THAT'S WORTH NOTING IN ADDITION TO ALL OF THE OUTCOME DATA WHICH MORE STUDIES WILL BE COMING FORTH AROUND THAT AND HOW IT'S AFFECTING NOT ONLY THOSE WHO ARE ACADEMICALLY VULNERABLE WHO TAKE IT FOR SEMESTERS BUT ALL SUBGROUPS WE HOPE TO SHARE THAT WITH YOU WHEN THE TIME IS RIGHT. WELL THANK YOU. AND CAN I JUST SAY THAT AND I THINK THAT WAS WHAT I WAS TRYING TO SAY SO SO THE STUDENT OUTCOMES IS REALLY IMPORTANT BUT IRONICALLY MAYBE WE ALL NEED TO BE TAKING ETHNIC STUDIES IN HERE SO THAT WE CAN LIKE EVEN WHEN WE'RE HAVING THESE DISAGREEMENTS WE CAN DO IT IN A WAY THAT WHERE WE'RE UNDERSTANDING ONE ANOTHER. I THINK THAT'S THAT THAT TO ME IS IN THIS MOMENT IN OUR COUNTRY'S HISTORY IS AS IMPORTANT AS THE STUDENT OUTCOMES. AND SO THAT WAS THE POINT. I JUST THINK TOO FOR US NOT TO FORGET THAT IN THIS CONVERSATION I HAVE A LOT OF THOUGHTS SO I WILL TRY TO BE AS BRIEF AS POSSIBLE KNOWING THE TIME THAT WE ARE AND I WILL SAY
I MEAN CAN I JUST SAY THIS IS A FRUSTRATING CONVERSATION ON SO MANY DIFFERENT LEVELS. I MEAN THERE'S THERE'S THE IDEAL OF WHAT WE WOULD LOVE TO SEE HAPPEN AND THEN THE REALITIES OF WHAT'S HAPPENING ON THE GROUND AND THERE'S A GAP HERE THAT WE JUST IS A FRUSTRATING GAP AND AND IT GOES IT CUTS ACROSS MULTIPLE THINGS. WE CAN BE WE CAN BE PROUD OF THE OF THE HISTORY AND THE WORK THAT WENT INTO ESTABLISHING ETHNIC STUDIES IN SAN FRANCISCO AND THE WORK THAT MOST OF US DID TO GET TO WHERE WE ARE TODAY AND WE CAN WE CAN CONTAIN MULTITUDES AND RECOGNIZE THAT THERE WERE SOME PROBLEMS AND CHALLENGES WITH WHAT HAPPENED PERHAPS EVEN MORE RECENTLY REGARDING ETHNIC STUDIES THAT HAVE ALREADY BEEN WIDELY REPORTED. THOSE TWO THINGS CAN BOTH BE TRUE AND WE STILL NEED TO FIND A BETTER PATH AND WE COULD BE FRUSTRATED ABOUT THE PILOT AND THE MECHANISMS AND STRUCTURES AROUND THAT PILOT AND ALSO RECOGNIZE THAT
OPERATIONALLY TRYING TO SWAP OUT A COURSE THIS YEAR IS INCREDIBLY CHALLENGING. BOTH CAN BE TRUE. WE CAN ALSO RECOGNIZE THAT WE WANT THERE TO BE FLEXIBILITY IN OUR COURSEWORK AND YET WE EXPERIENCE THIS RIGIDITY IN K-THROUGH-12 SYSTEMS GENERALLY THAT REQUIRE US TO BE TO BE PUT IN GRADE LEVELS ON COURSEWORK AND YET WE FIND OURSELVES IN THIS PLACE WHERE WE'RE FORCING STUDENTS INTO A CLASS BY A REQUIREMENT THAT THE BOARD HAS PASSED. SO LIKE I JUST THINK THAT THERE COULD BE MULTITUDES HERE THAT I MEAN THERE ARE MULTITUDES HERE AND IT IS JUST IT'S A IT'S I, I WILL USE I WORDS I FIND IT FRUSTRATING TO BE IN A MOMENT WHERE WE WHERE WHERE FRANKLY WE'RE NOT BEING UNIFIED BY THIS COURSE AND THAT IS AN ANNOYING AND FRUSTRATING PLACE TO BE. I MEAN I'VE I'VE SAID THIS BEFORE AND I WILL SAY THIS AGAIN AS A AS AN EDUCATOR NOW ON THE BOARD LIKE OUR ONE OF OUR BIGGEST PRIORITIES IS TO ENSURE EVERY SINGLE CLASS HAS
HIGH QUALITY INSTRUCTIONAL MATERIALS. IT'S ONE OF THE FEW THINGS THAT AS A BODY WE CAN ACTUALLY VOTE ON AROUND OUR MATERIALS. WE ALSO NEED TO HAVE A CONVERSATION ABOUT WHAT IT MEANS TO ADEQUATELY TRAIN OUR TEACHERS, WHAT KIND OF WORK THAT TAKES, THE SYSTEMS THAT GO INTO THAT, WHAT WE DON'T HAVE IN PLACE FOR THAT AND WHY. AND SO I, I I ALL OF ALL OF THAT TO SAY I MEAN THERE IS THIS I FEEL LIKE AN OBVIOUS QUESTION OF YOU KNOW ETHNIC STUDIES IS NOT THE ONLY COURSE AT OUR HIGH SCHOOL LEVEL THAT DOES NOT HAVE BOARD APPROVED CURRICULA THAT IS A PROBLEM AND SO WE NEED TO HAVE A CONVERSATION AROUND WHAT EXACTLY IS THE INVENTORY OF OUR HIGH SCHOOL COURSES AND THE CURRICULA THAT THEY ARE USING AND WHY AND WHAT IS THE PLAN TO BRING ALL OF THAT MATERIAL IN FRONT OF THE BOARD FOR A CONVERSATION THAT HAS GONE THROUGH A VETTING PROCESS THAT WE CAN APPROVE AND STAND BEHIND BECAUSE UNTIL THAT HAPPENS WE WILL CONTINUE TO FIND OURSELVES IN A PLACE WHERE IT'S ETHNIC
STUDIES NOW IT'S GOING TO BE THE NEXT COURSE AFTER THAT AND WE NEED TO HAVE A CONVERSATION ABOUT WHAT IT MEANS ACTUALLY SUPPORT OUR EDUCATORS BY ADEQUATELY PROVIDING ENOUGH TIME CAPACITY COACHING SUPPORT FOR THEM TO ACTUALLY USE THE MATERIALS APPROPRIATELY. AND SO THIS IS MAYBE A QUESTION FOR THE SUPERINTENDENT ,RIGHT? WHEN CAN WE EXPECT A CONVERSATION LIKE THAT TO TAKE PLACE AROUND THE COURSES THAT WE HAVE? AND I'M JUST GOING TO START WITH HIGH SCHOOL KNOWING THE NUANCE OF HIGH SCHOOL, CAN WE EXPECT TO SEE JUST AN INVENTORY OF THE COURSES THAT ARE AVAILABLE AND THE COURSEWORK THAT'S PUT IN FRONT OF KIDS AND AND IT WOULD BE HELPFUL JUST TO UNDERSTAND JUST TAKING STOCK OF WHERE WE'RE AT RIGHT NOW WHAT IS ACTUALLY APPROVED BY THE BOARD ALREADY WHAT IS NOT APPROVED BY THE BOARD, WHAT IS USING HIGH QUALITY INSTRUCTIONAL MATERIALS AND HOW DO WE DEFINE THAT AND WHAT'S NOT USING HIGH QUALITY INSTRUCTIONAL MATERIALS AND HOW DO WE WHAT DO WE DO?
SO I THINK THAT'S THAT'S A QUESTION THAT I HAVE IN ADDITION TO WE WE WE NEED TO HAVE A SPACE WHERE WE'RE TALKING ABOUT PROFESSIONAL LEARNING AS A SYSTEM INSTEAD OF KIND OF INSERTING IT IN OUR PROGRESS MONITORING REPORTS THAT WE KIND OF TALK ABOUT THROUGHOUT THE YEAR. SO IF YOU COULD RESPOND TO THAT, THAT WOULD BE GREAT. THANK YOU, PRESIDENT THAT'S A FANTASTIC IDEA. WE'VE STARTED THE CONVERSATION . I'VE I'VE BEEN TALKING TO STAFF ABOUT WHERE IS THIS DOES DOES HOW MANY LESSONS HOW MANY COURSES DO WE HAVE AS OF USC THAT IS NOT BOARD APPROVED AND I WAS QUITE SURPRISED TO FIND OUT THAT THERE ARE SEVERAL IF NOT A LOT AND THAT BRINGS INTO QUESTION WHY AND WHAT I'VE COME TO LEARN IS THAT THIS HAPPENS THROUGHOUT WITH A LOT OF SCHOOL DISTRICTS BECAUSE A LOT OF TIMES SCHOOL DISTRICTS CAN TAKE THEIR OWN VOLITION TO CREATE THEIR OWN CURRICULUM TO MEET THE NEEDS OF THEIR STUDENT BODY. HOWEVER, AS FSD IS MOVING INTO A NEW DIRECTION WHERE WE ARE TRYING TO ALIGN ALL OF OUR
CURRICULUM WITH STATE STANDARDS, STATE APPROVED CURRICULUM AND I THINK THAT THIS IS A GREAT PROJECT IF YOU MAY OR OR REQUEST FOR FOR STAFF FOR US TO QUANTIFY WHICH CURRICULUMS OUR BOARD APPROVED WHEN THEY WERE BOARD APPROVED. WHAT IS THE PROFESSIONAL DEVELOPMENT SEQUENCING AND STANDARDS FOR THEM AND WE CAN DEFINITELY BRING THAT BACK AND SHARE THAT WITH THE BOARD. DO YOU WANT TO GO FOR ONE ADDITIONAL PIECE I WAS JUST GOING TO REFERENCE WAS IN THE COMMISSIONER QUESTIONS ONE OF THERE WAS A SIMILAR QUESTION ASKED AND ONE OF THE RESOURCES THAT WAS LINKED WAS A MULTI-YEAR TRAJECTORY OF AUDIT PILOT AND ADOPTION FOR K-12 IN ALL MAJOR CONTENT AREAS AND IT RUNS THROUGH 2034 SO IT BEGINS IN THE 2122 SCHOOL YEAR INTO THE 20 THE 33 TO 34 SCHOOL YEAR WHICH IS THE TRAJECTORY AT WHICH WE'RE TRYING TO UPDATE INFORMALLY ADOPT HIGH QUALITY INSTRUCTIONAL MATERIALS ACROSS K-12. THANK YOU. I DON'T THINK I HAVE ANY MORE COMMENT. UM THERE WERE A NUMBER OF QUESTIONS BEFORE I OPEN IT BACK UP JUST GIVEN THE TIME I WOULD LIKE TO JUST ASK COMMISSIONERS
IF YOU HAVE A QUESTION THAT WILL INFLUENCE THE OUTCOME OF YOUR VOTE TONIGHT IF YOU CAN PLEASE ASK THOSE NOW BEFORE WE MOVE ON AND JUST FOR THE SAKE OF DOING THIS AS EFFICIENTLY AS POSSIBLE, WE'LL TAKE ONE QUESTION AT A TIME FROM EACH COMMISSIONER UNTIL WE ARE DONE . COMMISSIONER RAY THANKS. HAVING I BELIEVE I'M GOING TO BE ACCURATE ABOUT THIS THIS PROBABLY WILL NOT INFLUENCE THE OUTCOME OF MY VOTE TONIGHT THAT I THINK IT IS REALLY IMPORTANT GIVEN ESPECIALLY THE LEVEL OF CONCERNS OF SADNESS, DISSENSION THAT HAS BEEN CAUSED BY WHAT THE DISTRICT HAS BEEN DOING WITH ETHNIC STUDIES FOR THE PAST FEW YEARS TO GIVE THE PUBLIC AS MUCH OF AN OPPORTUNITY AS POSSIBLE TO LEARN ABOUT WHAT WE'RE DOING. SOMETHING I WANTED TO ASK ABOUT THE NUMBER OF QUESTIONS BUT I'LL I'LL START WITH THIS ONE IS THE ADMINISTRATIVE REGULATION AND I HAD ASKED ABOUT THAT IN THE Q&A AND THE RESPONSE WAS THAT THE ADMINISTRATIVE REGULATION BE FINALIZED IN LESS THAN TWO WEEKS OR SOONER. CAN WE GET A DESCRIPTION FROM THE SUPERINTENDENT OR FROM STAFF ABOUT WHAT THAT
ADMINISTRATIVE REGULATION WILL CONTAIN AND HOW VIOLATIONS OF THAT REGULATION WILL BE ADDRESSED? SO SO COMMISSIONER RAY THANK YOU FOR YOUR QUESTION. THERE ALREADY IS A BOARD POLICY TALKING ABOUT SUPPLEMENTING SUPPLEMENTARY INSTRUCTIONAL MATERIALS THAT'S BOARD POLICY 61 61.11 THE AIR IS BEING AMENDED AND WE ARE IN THE PROCESS OF DISCUSSING WITH OUR FRIENDS IN THE UNIONS TO MAKE SURE THAT THIS LANDS IN A PLACE THAT HAS REAL PRACTICAL APPLICATION. IT'S EASY I THINK TO JUST KIND OF YOU KNOW FROM FROM WHERE I SIT IN THE LEGAL OFFICE TO KIND OF JUST SAY A RULE BUT IF IT DOESN'T HAVE PRACTICAL APPLICATION AND IT DOESN'T HAVE BUY IN THEN IT'S IT'S NOT A GOOD RULE. SO WE HAVE REACHED OUT TO OUR FRIENDS IN THE UNIONS AND WE INTEND TO HAVE THAT OPERATIONALIZED AS SOON AS POSSIBLE.
AND SO IN CONCEPT RIGHT IT IS MEANT TO BE A PROCESS TO ENSURE THE KIND OF THINGS THAT THE SUPERINTENDENT DISCUSSED AT THE BEGINNING OF THIS PRESENTATION TO MAKE SURE THAT THE MATERIALS THAT MAKE IT INTO THE CLASSROOM ARE ALIGNED WITH STATE LAW EDUCATION CODE BOARD POLICY TO MAKE SURE THAT NO ONE IS HARMED BY WHAT IS TAUGHT IN OUR CLASSES BECAUSE THAT IS THE LAW ,RIGHT? THE LAW IS VERY CLEAR ABOUT ANTIDISCRIMINATION AND AND MAKING SURE THAT FOLKS ARE NOT IMPACTED NEGATIVELY IN THEIR EDUCATIONAL ACCESS. DOES ANYONE FROM STAFF WANT TO ADD ANYTHING? THANK YOU COMMISSIONER RAY I JUST WRAP UP SORRY. I JUST WANTED TO QUICKLY REITERATE THE ADMINISTRATIVE REGULATION WILL ALLOW US ADDITIONAL STRUCTURES TO ENSURE THAT OUR TEACHERS ARE GOING TO BE TEACHING AND IMPLEMENTING THE CURRICULUM ACCORDING TO THE CURRICULUM. IF TEACHERS ARE WANTING TO ADD ADDITIONAL SUPPLEMENTAL
MATERIALS TO THE CURRICULUM, THERE'S A PROCESS FOR THAT. IT DOESN'T SAY IT DOESN'T MEAN THAT WE WILL SAY NO TO TEACHERS BECAUSE OF COURSE WE WANT TEACHERS TO BRING THEIR BEST SELVES INTO THE CLASSROOM. THIS IS THE REASON WHY A LOT OF US CHOOSE TO GO TO PUBLIC SCHOOL BECAUSE WE KNOW THAT OUR TEACHERS ARE THERE. THAT'S GOING TO BRING ALL OF THEIR EXPERIENCES INTO THE CLASSROOM. WHAT WE ARE SAYING IS THAT WE WANT TO CREATE A FRAMEWORK WHERE THERE IS A LITTLE BIT MORE OVERSIGHT TO WHAT THAT ADDITIONAL SUPPLEMENTAL MATERIALS ARE. THERE WILL BE A REVIEW BOARD FOR TWO TO TO APPROVE SUPPLEMENTAL INFORMATION AND QUITE FRANKLY IF WE GET IF WE ARE IF SOMEONE REPORTS TO US THAT THERE ARE INFORMATION OR MATERIALS THAT'S BEING TAUGHT BY OUR TEACHERS FOR ANY CLASS BY THE WAY, THEN THERE IS NOW A PROCESS THAT WE WILL FOLLOW INTO AUDIT AND REVIEW WHAT IS BEING TAUGHT AND THEN THERE'S RECOURSE FOR THAT. AND AS THE GENERAL COUNSEL JUST
MENTIONED, WE ARE IN CONVERSATIONS WITH OUR LABOR PARTNERS TO MAKE SURE THAT THAT THE AIR IS GOING TO BE AGREED UPON BY ALL PARTIES. COMMISSIONER FISCHER YEAH, I JUST WANTED TO CIRCLE BACK TO THE FEAR THAT WE'VE HEARD A LOT ABOUT THIS YEAR LONG COURSE POTENTIALLY DISPLACING THE POSSIBILITY FOR TAKING OTHER COURSES, OTHER ELECTIVES THE YOU KNOW NOT NOT TO REVISIT OUR CONVERSATION ON STUDY SKILLS BUT AND YOU KNOW WITH THE NEW FINANCIAL LITERACY REQUIREMENT IT'S COMING UP WHAT WHAT WORK IS BEING DONE YOU KNOW IN HIGH SCHOOL LEAD AND IN CURRICULUM AND INSTRUCTION HOW WE'RE HOW ARE WE I MEAN THOSE ARE REAL FEARS THAT FOLKS HAVE SO SO HOW HOW ARE WE STRUCTURING THINGS FOR STUDENTS TO TAKE A YEAR LONG ETHNIC STUDIES CLASS AND ALSO NOT BEING PREVENTED FROM TAKING THE OTHER CLASSES THAT THEY WANT TO TAKE? THANK YOU. I CAN START. SO WHEN WE DID OUR WORK WITH THE HIGH SCHOOL TASK FORCE, WHAT WE LEARNED IS THAT STUDENTS WERE VERY INTERESTED
IN HAVING MORE COURSE OFFERINGS THAT WENT BEYOND JUST THE COURSES THAT THEY WERE REQUIRED TO TAKE AND THAT WAS REALLY THE IMPETUS BEHIND MANY OF OUR SCHOOLS GOING TO A SEVEN PERIOD SCHEDULE. SO THAT THAT OPENED UP MORE PERIODS IN THE DAY FOR STUDENTS TO YOU KNOW, MAYBE THEY DIDN'T NEED A CERAMICS CLASS BUT NOW THEY COULD TAKE A CERAMICS ELECTIVE REALLY BECAUSE THEY WERE INTERESTED IN THAT CLASS. SO THAT HAS PROVIDED SOME COVER AND THAT WAS ALSO US BEING PROACTIVE KNOWING THAT THE FINANCIAL LITERACY CLASS WAS DOWN THE PIKE. >> BUT AGAIN, HOW HOW OPEN A STUDENT'S SCHEDULE IS IS SO INDIVIDUALIZED IF YOU ARE A STUDENT THAT IS REALLY ON TRACK TO GRADUATE AND YOU'RE DOING REALLY WELL, THEN YOU YOUR SCHEDULE GETS INCREASINGLY MORE FREED UP AS YOU GO UP IN THE YEARS AND ARE A SENIOR AND YOU HAVE MORE OPTIONS AVAILABLE TO YOU BECAUSE YOU'VE MET YOUR YOU KNOW, KIND OF LOWER DIVISION REQUIREMENTS IF FOR SOME REASON
YOU DIDN'T DO WELL IN A CLASS THEN YOU MAY NEED TO, YOU KNOW, HAVE A PERIOD BE TAKING A CREDIT RECOVERY CLASS OR YOU MAY NOT HAVE FULFILLED THAT REQUIREMENT YET AND SO YOU HAVE SORT OF LESS OPTIONS AVAILABLE TO YOU. SO I WOULD SAY ONE THE AMOUNT OF COURSE OFFERINGS DOES VARY RIGHT NOW BY SCHOOL AND SO THAT'S WHERE WE'RE TRYING TO, YOU KNOW, DEVELOP OUR DUAL ENROLLMENT COURSES, LOOK AT OTHER OPTIONS, BE CREATIVE. WE'RE WORKING ON SOME TRANSPORTATION RIGHT NOW FOR OUR SMALL SCHOOLS TO BE ABLE TO COLLABORATE MORE AND TAKE COURSES ACROSS SCHOOLS. WE'VE ALREADY STARTED THAT PROCESS SUCCESSFULLY SO THAT YOU'RE NOT SO BOUND TO WHAT HIGH SCHOOL YOU GO TO. SO THAT'S MORE ON THE PIECE OF LIKE OPENING UP ALL OF THESE OPTIONS BASED ON STUDENTS INTEREST OUR COLLEGE AND CAREER TEAM HAS BEEN WORKING REALLY CLOSELY ALL AROUND THAT NEW REQUIREMENT ON FINANCIAL LITERACY AND KEEPING US IN THE LOOP AND WE ARE KIND OF TRYING TO BE PROACTIVE AND THINKING ABOUT HOW MIGHT THAT FIT IN WITH OUR, YOU KNOW, CURRENT KIND OF SCOPE AND SEQUENCE OF OUR COURSES AND WE'RE STILL
WORKING TOWARDS THAT SO WE CAN SHARE MORE INFORMATION ON THAT KIND OF UP AND COMING BUT FITTING IN EVERYTHING THAT STUDENTS WANT TO TAKE ALSO WITH THEIR REQUIREMENTS IT IS A CHALLENGE AS MORE REQUIREMENTS KEEP COMING DOWN THE PIKE AND ALSO JUST BASED ON YOU KNOW, ALL THE DIFFERENT THINGS THAT OUR STUDENTS ARE INTERESTED IN BEYOND WHAT WE'RE SAYING WE REQUIRE BECAUSE WE ALSO REQUIRE A COLLEGE AND CAREER CLASS AND WE REQUIRE A HEALTH CLASS WHICH ARE BOTH SEMESTER COURSES. YEAH, I'M GOING TO MOTION TO BRING THIS TO A VOTE. DO WE HAVE A SECOND? SECOND OH I'M SORRY. KUSHNER PRESIDENT KIM YES. OH OKAY. I WANT TO ASK A COUPLE OF THINGS. THE SECOND FIRST CAN I ASK ADDITIONAL QUESTIONS ACTUALLY VICE VERSA HEARING JUST FROM THE SECOND I BELIEVE THERE'S A MOTION IN A SECOND ON THE TABLE SO COUNCIL OKAY. >> I DID NOT REALIZE BECAUSE THE DISCUSSION CLEAR THAT WE WERE MOVING TO A VOTE.
I WOULD LIKE TO IN THIS CASE MAKE A MOTION TO TABLE THIS AND I'M HAPPY TO EXPLAIN WHY. >> SO IN IN THE SEQUENCING OF THINGS THERE WAS AN INITIAL MOTION TO MOVE THE QUESTION WHICH WAS SECONDED AND NOW THERE'S AN COMPETING MOTION TO TABLE. >> SO I WE PREVIOUSLY SAID I HAD MULTIPLE ADDITIONAL QUESTIONS THAT I WANTED TO ASK AND SO THERE WAS NO INDICATION THAT WE WERE GOING TO BE COMING TO A VOTE BEFORE I WAS ABLE TO ASK THOSE QUESTIONS FROM A PERSON. OKAY. WELL FROM A PROCEDURAL STANDPOINT THERE'S NO PRECLUSION A MOTION CAN COME AT ANY POINT. I'M JUST STATING WHAT HAPPENED. I'M NOT MAKING ANY DECISION. I DON'T HAVE POWER TO MAKE A DECISION. I'M JUST SAYING IS THAT IT SOUNDED LIKE PRESIDENT KIM MADE A MOTION. >> IT WAS SECONDED AND THEN THERE'S A COMPETING MOTION AND MY UNDERSTANDING IS THAT THE WHEN THERE'S A MOTION ON THE TABLE THAT THAT MOTION NEEDS TO BE VOTED ON BEFORE OUR COMPETING MOTION CAN BE
INTRODUCED OR SECONDED. >> I AGREE I APOLOGIZE. COMMISSIONER RAY, IF THERE ARE ADDITIONAL QUESTIONS THAT YOU HAVE, I WOULD WELL LET'S SEE THE OUTCOME OF THIS VOTE FIRST AND THEN WE'LL BECAUSE THE DISCUSSION MAY CONTINUE IF THE VOTE DOES NOT PASS THE RESOLUTION. SO WE ARE CLEAR WHAT ARE WE VOTING ON RIGHT NOW BECAUSE IF IT IS POSSIBLE I WANT TO MAKE A MOTION TO TABLE THIS ISSUE. THE MOTION THAT I INTRODUCED WAS TO APPROVE THE COST OF THE PILOT CURRICULUM FOR NEXT YEAR. VICE PRESIDENT HEALING SECONDED TO THE QUESTION SO WE'RE GOING TO DO A ROLL CALL VOTE. IF THE VOTE DOES NOT PASS THEN YOU MAY INTRODUCE YOUR MOTION TO TABLE THIS CONVERSATION. >> I THINK THAT'S LOGISTICALLY HOW THAT WOULD WORK IS CORRECT . MR. MARTINEZ YES. IS THAT ACCURATE? THAT IS ACCURATE. I'M JUST POSSIBLE FOR ME TO
HAVE A MOTION TO TABLE OR TO ASK FURTHER QUESTIONS BEFORE THERE IS A MOTION TO VOTE ON THE CURRICULUM. SO FROM A PROCEDURAL STANDPOINT THE FIRST MOTION WHICH RECEIVES A SECOND HAS TO BE PLAYED OUT BEFORE YOU CAN HAVE SUBSEQUENT MOTIONS. IF NOT YOU WOULD HAVE ABSURD RESULTS SUCH AS THERE COULD BE FIVE COMPETING MOTIONS MADE ALL IN SUCCESSION AND WE WOULD HAVE NO ABILITY TO RESOLVE THAT. SO THE PARLIAMENTARY PROCEDURE REQUIRES THAT WE SETTLE THE FIRST MOTION WITH THE SECOND FIRST AND THEN SO ON AND SO FORTH. I DON'T SEE YOU TO ASK THEN COMMISSIONER KIM ARE YOU WILLING PRESIDENT KIM ARE YOU WILLING TO WITHDRAW YOUR MOTION SO I CAN DO A MOTION TO TABLE FIRST OR ASK OTHER QUESTIONS? I WOULD LIKE TO SEE THROUGH THIS MOTION FIRST AND IF THIS MOTION FAILS THEN YES WE CAN ENTERTAIN THE CONVERSATION AND WILL THEN YOU CAN INTRODUCE THE MOTION TO TO TABLE THE CONVERSATION. I'M GOING TO JUST REGISTER MY OBJECTION ON THE RECORD TO THIS
BECAUSE I WOULD CERTAINLY HAVE ASKED I WAS FOLLOWING YOUR COMMITTEE, YOUR INSTRUCTIONS, COMMISSIONER KIM TO ONLY ASK ONE QUESTION AT ONCE. INDICATION WAS THAT WE WOULD BE GOING AROUND TO ASK OTHER QUESTIONS. IT WAS NOT AT ALL APPARENT TO ME THAT WE WERE ONLY DOING IT FOR ONE ADDITIONAL QUESTION PERIOD. YOU'RE CORRECT. I DID ASK FOR ONE QUESTION FROM EVERY COMMISSIONER YOU ASKED ONE COMMISSIONER AND FISHER ASKED ONE AND THEN I MOVED TO MOTION SO AGAIN I APOLOGIZE IF THAT MOVED QUICKLY. IF YOU WOULD LIKE TO ASK ADDITIONAL QUESTIONS YOU MAY SUBMIT THOSE QUESTIONS TO THE SUPERINTENDENT AS PER I DON'T THINK THAT WOULD BE AN ADEQUATE REMEDY IN THIS SITUATION AND I WOULD LIKE TO GET I KNOW ESSENTIALLY I WOULD LIKE TO HAVE A SPECIFIC RECITATION TO WHATEVER PROVISION MEANS THAT WHATEVER PROVISION PREVAILS SUCH THAT MY MOTION TO TABLE CANNOT COME BEFORE YOU NO CANNOT BE TAKEN EVEN THOUGH THAT YOU KNOW, UNDER THE CIRCUMSTANCE THE SPECIFIC RECITATION UNDER PARLIAMENTARY PROCEDURE I MEAN IT JUST THERE'S A RULE OF THERE'S A
RULE OF LOGIC IN THE SENSE OF SAYING THAT PRESIDENT KIM'S MOTION FROM A TIMING STANDPOINT OCCURRED FIRST THE SECOND ACTION WAS A SECOND OF THAT MOTION BY VICE PRESIDENT HULING. THE THIRD SEQUENCE OF THIS TIMELINE WAS THEN AN UNSECURED MOTION TO TABLE. SO WE HAVE TWO POINTS TO SECOND MY MOTION SO COUNSEL KNOW I CAN HAVE IT AND NOBODY CAN SECOND IT. THAT'S NO CHOICE. JUST GOING TO SAY OKAY SO YOU'RE ESSENTIALLY SAYING YOU'RE PRECLUDING ME FROM ACTUALLY MAKING THE MOTION. THAT'S WHAT I'M UNDERSTANDING YOU TO BE SAYING. >> PLEASE CORRECT ME IF I'M WRONG. I'M NOT PRECLUDING YOU FROM STATING THE WORDS THAT YOU MOVED ANYTHING. WHAT I'M SAYING IS IS THAT PRESIDENT KIM'S MOTION WHICH RECEIVED A SECOND IS ENTITLED TO RESOLUTION. CAN I SKIP JUST THE PARLIAMENTARY CLARIFICATION? SORRY. SO AS FAR AS A FRIENDLY AMENDMENT, JUST HELP ME UNDERSTAND ONCE A MOTION HAS BEEN MOTION IN SECONDED IS IT APPROPRIATE AT THAT POINT TO
ASK TO OFFER A FRIENDLY AMENDMENT LIKE COULD WOULD THAT NO, I MEAN BECAUSE I'M WONDERING IF THAT'S HOW LIKE COMMISSIONER RAY OR NO IT'S BEEN SECONDED BY ANY OTHER MEMBER OF THE BODY. THAT MOTION NEEDS TO BE FULLY VOTED THROUGH AND IF THAT MOTION FAILS THEN WE GO BACK TO A DISCUSSION AND WE CAN REINTRODUCE ANOTHER MOTION. SO AS I WAS SAYING, COMMISSIONER RAY, THANK YOU FOR THAT KIND OF MOTION WAS INTRODUCED AND IT WAS SECONDED BY ANOTHER MEMBER OF THE BODY WE'RE GOING TO GO THROUGH WITH THE WITH THE VOTE IF THE VOTE FAILS THEN WE GO BACK INTO A DISCUSSION IN THAT DISCUSSION AND YOU ONE IS ABLE TO REINTRODUCE A MOTION WHETHER THAT BE AN AMENDED MOTION OR NOT TO TABLE OR NOT AND THAT WOULD NEED TO BE SECONDED AND THEN WE WOULD VOTE ON THAT MOTION. SO DOES THAT MAKE SENSE? >> I UNDERSTAND WHAT YOU'RE SAYING AND I DO NOT NECESSARILY AGREE WITH IT. SO I AM ALSO GOING TO ASK FOR AN ACTUAL AND IT'S FINE FOR MR.
MARTINEZ TO GIVE IT TO ME LATER IF HE NEEDS TO BUT AN ACTUAL LIKE A RECITATION AND STATEMENT AS TO WHY IT IS THAT MY MOTION WOULD NOT GO FIRST IN THIS SITUATION THAT DOESN'T SEEM LOGICAL AT ALL IF ONE WANTS TO TABLE SOMETHING TO HAVE IT COME AFTER THE MOTION TO PASS IT ESPECIALLY UNDER THESE CIRCUMSTANCES. IS THERE A WAY FOR ME TO AMEND THE MOTION TO BRING THIS TO A VOTE? I DON'T THINK IT'S THE CALL OF THE CHAIR. YEAH, I. I DON'T THINK YOU CAN AMEND A MOTION THAT'S BEEN SECONDED AND IT'S NOW UP FOR A VOTE. IS THAT CORRECT? I DON'T BELIEVE THAT THERE'S A WAY THAT YOU CAN AMEND THE MOTION THAT HAS ALREADY RECEIVED A SECOND AND EVEN IF YOU COULD IT WOULD BE AT THE PLEASURE OF THE PERSON AND THE WHO MADE THE MOTION AND WHO SECOND OF THE MOTION WHICH WAS REJECTED CORRECT. SO I'M COMMISSIONER RAY AGAIN, APOLOGIES IF THIS MOVED QUICKLY I WILL MOVE FORWARD WITH ASKING FOR A ROLL CALL VOTE FROM THIS
LINE OFF. WELL, WE'LL SEE IF THE VOTE FAILS THEN WE WILL REENTER OUR DISCUSSION AND ANYONE IS WELCOME TO PUT TOGETHER A MOTION. I'M ALSO GOING TO ASK WHEN I VOTE I'M GOING TO GIVE AN EXPLANATION UNLESS I'M GOING TO BE BARRED FROM DOING SO OF WHY I'M VOTING THE WAY I AM. >> THAT'S TOTALLY FINE. YEAH. MR. ALEXANDER YES. MR. FISHER YES, COMMISSIONER GUPTA NOW COMMISSIONER. VICE PRESIDENT HEALING YES. >> COMMISSIONER RAY NO. AND SHOULD I GIVE MY EXPLANATION NOW OR LATER? THAT'S AT THE PLEASURE OF THE BOARD. YEAH. YOU'RE TALKING TO GIVE IT NOW. OKAY. I HONESTLY DO NOT WANT TO VOTE AGAINST THE SUPERINTENDENT'S REQUEST BUT I AM DEFINITELY NOT PREPARED TO HOPE FOR IT ESPECIALLY UNDER THE CIRCUMSTANCES OF WHAT HAS TRANSPIRED HERE. I'M DEEPLY, DEEPLY TROUBLED BY THE COURSE OF EVENTS OVER THE
LAST FEW YEARS WITH ETHNIC STUDIES IN OUR DISTRICT AND I REALLY HAVE TO ASK HOW COULD WE HAVE ARRIVED AT A PLACE WHERE THE DISTRICT REQUIRES ETHNIC STUDIES TO GRADUATE AND IMPLEMENTS THIS REQUIREMENT AS A FOUNDATIONAL COURSE AND NINTH GRADE YET HAS NO ADOPTED CURRICULUM? THIS IS NOT AN ISSUE LIKE MATH OR READING OR SOMETHING ELSE THAT IS NOT CONTROVERSIAL. THIS IS AN ISSUE THAT HAS INSPIRED TREMENDOUS PASSIONS ON BOTH SIDES AND WE NEED TO BE ADDRESSING IT ACCORDINGLY. >> I HAVE TO WONDER HOW THE DISTRICT CAN ACKNOWLEDGE THAT OUR EXISTING COURSE IS HIGHLY PROBLEMATIC AND YET AND YET FLIP FLOP FROM INITIALLY TELLING PEOPLE THAT WE WERE GOING TO PAUSE THE COURSE TO INDICATING WE WERE GOING TO CONTINUE OUR CURRENT COURSE TO INDICATING THAT WE WERE GOING TO PILOT A NEW COURSE WHICH IS AS I NOTED BEFORE STRETCHING THE MEANING OF PILOT BEYOND ANY SORT OF NORMAL HUMAN RECOGNITION OF WHAT THAT WORD MEANS. I HAVE ASKED MULTIPLE TIMES FOR
ACCESS TO THIS CURRICULUM AND EVEN AS A BOARD MEMBER I HAVE NOT BEEN GIVEN ACCESS TO IT. I FIND THAT ABSOLUTELY ASTONISHING AND I DO NOT THINK IT IS EXPLAINABLE BY SOME CONCEPT OF LICENSING OR COPYRIGHT. I HAVE EVEN OFFERED TO GO INTO THE DISTRICT TWO CENTRAL OFFICE AND SIT DOWN AT WHOEVER'S COMPUTER HAS A LICENSE AND LOOK AT IT. IF I CANNOT GET ACCESS TO THIS CURRICULUM THROUGH THE DISTRICT I REALLY HAVE TO WONDER HOW MUCH CONFIDENCE ANYBODY IN OUR COMMUNITY SHOULD HAVE HAS TO THEIR ABILITY AS TO THE DISTRICT'S ABILITY TO DO THE THINGS THAT THEY SAY. ONE OF THE QUESTIONS I WAS GOING TO ASK WAS ABOUT WHY THERE WAS NO WEBINAR. THAT WAS A QUESTION I ASKED IN MY ADVANCED QUESTIONS AND IT WAS NEVER ANSWERED BECAUSE THE DISTRICT STATED AND POSTED ON THE WEBSITE THAT THERE WOULD BE A WEBINAR AND I HAD ALSO SEPARATELY ASKED FOR THERE TO BE A SEPARATE PUBLIC MEETING WHERE WE COULD DISCUSS THESE
ISSUES AND GIVE THE PUBLIC AN OPPORTUNITY TO REALLY THINK ABOUT AND CONSIDER AND RESPOND TO THESE ISSUES AND THAT DID NOT HAPPEN IN EITHER CASE. WE'VE HEARD FROM A LOT OF PEOPLE THAT STUDENTS AND FAMILIES HAVE BEEN HARMED BY OUR CURRENT CURRICULUM. IT'S BEEN ACKNOWLEDGED THAT PROBLEMATIC WE HAVE ACTUALLY REMOVED THINGS FROM THE WEBSITE SO AUDITING MAKES PERFECT SENSE. I THINK THAT IS I FULLY SUPPORT AUDITING OUR CURRENT CURRICULUM BUT OUR FAILINGS WITH ETHICS ARE SO FAR DO NOT JUSTIFY AN 11TH HOUR SWITCH TO A NEW UNVETTED UNAPPROVED CURRICULUM ESPECIALLY UNDER THE CIRCUMSTANCES WE'VE SEEN HERE WE ARE IN THIS PREDICAMENT BECAUSE THE DISTRICT FAILED TO GO THROUGH PROPER PROCESSES IN THE PAST. THAT'S MY OPINION ON THIS MATTER. I DON'T WANT TO REPEAT THOSE MISTAKES. I REALLY BELIEVE THAT WE NEED TO DO THINGS RIGHT. WE NEED TO FOLLOW OUR OWN POLICIES, OUR OWN PROCEDURES AND THE LAW. WE'VE ALREADY LOST SO MUCH TRUST WITH FAMILIES AND THE BROADER COMMUNITY DUE TO A HOST OF PAST POOR DECISIONS THAT WE'VE MADE SUCH AS REMOVING
EIGHTH GRADE ALGEBRA IN THE PAST FEW WEEKS ALONE WE HAVE RECEIVED THOUSANDS OF EMAILS EXPRESSING DEEP CONCERN ABOUT OUR HANDLING OF ETHNIC STUDIES . I REALLY FEEL THAT WE NEED TO MODEL GOOD GOVERNANCE, RESPONSIBLE DECISION MAKING AND REAL COMMUNITY ENGAGEMENT. WE ASK OUR STUDENTS TO MEET STANDARDS AND TO FOLLOW APPROPRIATE PROCESSES AND WE SHOULD DO THAT TOO. I DON'T IN ALL GOOD CONSCIENCE I CANNOT VOTE YES FOR THIS CURRICULUM FOR FOR THIS PURCHASE TONIGHT. SO I REALLY DO APPRECIATE THE TIME AND I APPRECIATE THE YOU KNOW, ALL THE FOLKS WHO HAVE WRITTEN TO US WHETHER IN SUPPORT OR IN OPPOSITION TO WHAT THE DISTRICT HAS DONE. I THINK IT'S REALLY IMPORTANT THAT WE LISTEN TO AS MANY STAKEHOLDERS IN OUR COMMUNITY AS POSSIBLE AND THAT WE HEAR THEM OUT AND UNDERSTAND WHY THEY HAVE THE CONCERNS THAT THEY DO WHATEVER THOSE MAY BE. I ALSO APPRECIATE THE ATTENTION AND CONSIDERATION OF MY FELLOW COMMISSIONERS BUT I AM VOTING NO ON THIS. THANK YOU. THANK YOU. THANK YOU VERY.
COMMISSIONER WISEMAN WARD YES. AND PRESIDENT KIM YES, THAT'S FINE. I THANK YOU. >> PASSES MOVING TO ITEM THREE PRESIDENT KIM YES WHAT WHAT WE JUST DEALT WITH THERE WAS A VERY UNUSUAL SO AND I'M ACTUALLY ALSO GOING TO REQUEST I JUST KNOW IT WAS ONE DAY I RESPECT COMMISSIONER RAY AND HER COMMENTS BUT I ALSO AS COMMISSIONER RAISED SOME OF WHAT YOU SAID THERE. >> I FRANKLY ON BEHALF OF OUR VERY HARDWORKING STAFF WHO HAVE DONE AMAZING THINGS CENTRALLY AND AT OUR SCHOOL SITES SOME OF WHAT YOU SAID I, I FRANKLY WAS OFFENDED ON BEHALF OF STAFF WHO TEACH ETHNIC STUDIES WHO HAVE PILOTED AND WORKED BUILT THE CURRICULUM INTO WHAT IT IS. SO I JUST I'M HIGHLY TROUBLED THAT YOU AND I HOPE YOU DIDN'T MEAN IT THIS WAY BUT TO ME I IT FELT LIKE YOU WERE TAKING POTSHOTS AT STAFF WHO ARE VERY HARD WORKING AND WHO BELIEVE
DEEPLY IN ETHNIC STUDIES AND I THINK IT'S FAIR FOR US TO HAVE DISAGREEMENT ABOUT THE EFFICACY OF THE COURSE OR THE NECESSITY OF THE COURSE. BUT I WANTED TO COMMEND OUR EDUCATORS AND OUR STAFF FOR THE HARD WORK THAT'S GONE INTO THIS COURSE OVER AND THE WORK THAT HAS BEEN DONE TO TO FURTHER THE WORK WE ARE THE HOTBED OF ETHNIC STUDIES. WE ARE THE WE ARE THE GROUND ETHNIC STUDIES WAS FOUNDED HERE AND I JUST I'M SORRY I COULDN'T JUST I COULDN'T NOT RESPOND TO THAT. >> THANK YOU TO OUR STAFF AND OUR EDUCATORS AND TO OUR FAMILIES AND STUDENTS WHO HAVE TAKEN THE COURSE AND BENEFITED FROM IT AND PARTICULARLY MR. LOUD FOR ALL THE WORK THAT YOU'VE DONE OVER THE PAST COUPLE OF YEARS. >> THANK YOU. THANK YOU. >> COMMISSIONER FISHER I LIKE SO I'M GOING TO MOVE ON THAT YOU KNOW I WAS THERE'S SO MANY THINGS I WANT TO SAY. >> YEAH, SO SO THE I WILL SPEAK
TO JUST OUR BOARD POLICY COMMISSIONER WELL THIS IS NOT DIRECTED AT REALLY ANYONE JUST WE HAVE GONE ABOVE I HAVE DONE MY BEST AS BOARD PRESIDENT TO OFFER ADEQUATE TIME FOR CONVERSATION. OUR BOARD POLICY ACTUALLY LIMITS OUR DISCUSSIONS TO FIVE MINUTE LESSON FIVE MINUTES, THREE MINUTES OF SHARING PER COMMISSIONER INCLUDING QUESTIONS AND WE HAVE DEDICATED OVER AN HOUR AND ALMOST AN HOUR AND A HALF TO THIS DISCUSSION. IT IS AN IMPORTANT CONVERSATION. WE SHOULD HAVE THIS CONVERSATION. I'M GLAD WE ARE HAVING THIS CONVERSATION. IT IS DIFFICULT AND IT'S NECESSARY. WE ALSO NEED TO DO THIS CONVERSATION WITH THE UTMOST RESPECT FOR OUR FELLOW COMMISSIONERS THE MEMBERS OF THE PUBLIC WHO HAVE GENUINE CONCERNS ABOUT THIS COURSE AND THE CURRICULA AND OUR EDUCATORS WHO'VE DONE ENORMOUS AMOUNTS OF WORK OVER THE SUMMER TO GET US TO WHERE WE ARE NOW. >> ALL OF THAT IS TRUE. WE HAVE A LOT OF WORK TO DO REGARDLESS OF WHAT THE OUTCOME OF THAT DECISION WAS. WE CAN GO ON AND ON WITH
QUESTIONS AND QUESTIONS AND QUESTIONS AT SOME POINT WE DO NEED TO MAKE A DECISION BY THE BODY. WE CAN DISAGREE AND THAT IS OKAY. THERE WERE PEOPLE WHO DISAGREED ON THIS BODY AND THAT IS OKAY. I DID MAKE A DECISION AS PRESIDENT TO CHOOSE TO MOVE THE CONVERSATION FORWARD. SO AGAIN, I APOLOGIZE COMMISSIONER RAY, IF THAT WAS QUICK AS ANY OTHER MEMBER OF THIS BOARD CAN DO IS SUBMIT QUESTIONS TO STAFF IN THE BOARD OFFICE IN THE SUPERINTENDENT TO GET ADDITIONAL QUESTIONS ANSWERED. THAT POLICY IS STILL OPEN FOR EVERY COMMISSIONER AND I ENCOURAGE ALL COMMISSIONERS HERE IF YOU DO HAVE ADDITIONAL QUESTIONS ABOUT THE COURSE, THE CURRICULA OR THE DIRECTION OF THIS DISTRICT TO PLEASE DIRECT THOSE QUESTIONS. I'M SO SORRY TO OUR SUPERINTENDENTS. OKAY. I AM GOING TO MOVE US ON IF WE CAN MOVE TO ITEM G3257-24 ESP TO EMPLOYMENT CONTRACTS FOR DISTRICT EXECUTIVE EMPLOYEES THERE IS A CORRECTION I WILL READ ACTION ITEM G3257-24 SB
TWO EMPLOYMENT CONTRACTS FOR DISTRICT EXECUTIVE EMPLOYEES THE NUMBERS SHOULD READ 257-29 SB TWO RATHER THAN 257-24 SB TWO. CAN I HAVE A MOTION IN A SECOND PLEASE? SO MOVED SECOND I CALL ON THE SUPERINTENDENT TO READ THIS INTO THE RECORD I'M SORRY COUNCIL TO READ THIS OFF THE RECORD. THANK YOU PRESIDENT KIM TONIGHT THE BOARD WILL CONSIDER APPROVING AN EMPLOYMENT AGREEMENT WITH DEVIN KIRKMAN, ASSISTANT SUPERINTENDENT OF CURRICULUM AND INSTRUCTION. THIS AGREEMENT WILL COMMENCE ON JULY 1ST, 2025 AND RUN THROUGH JUNE 30TH 2026. THE SALARY PLACEMENT FOR DEVIN KIRKMAN WILL BE A SALARY GRADE SIX STEP SEVEN OF THE MANAGERIAL SALARY TABLE BUT ARE WE GOING TO TALK? THAT IS IT. MY APOLOGIES. OPENING UP TO COMMENTS FROM THE BOARD JUST I JUST WANT TO APPRECIATE THE WORK THAT KIRKMAN HAS DONE. SHE'S DONE AN INCREDIBLE AMOUNT OF WORK ON A HUGE VARIETY OF
ISSUES INCLUDING SUCCESSFULLY PILOTING AND IMPLEMENTING NEW CURRICULA THAT ARE ALREADY SHOWING RESULTS IMPROVED LITERACY AND MATH FOR OUR KIDS AND OBVIOUSLY DEALING WITH THIS HIGHLY CHARGED CURRICULUM OVER THIS WHAT IS SOMETIMES SUPPOSED TO BE CALLED THE SUMMER BREAK. AND SO I'M GLAD THAT SHE'S STAYING WITH US AND BEING RECOGNIZED FOR THAT WORK IN THIS NEW POSITION. SHE HAS A FORMER FELLOW COLLEAGUE. >> I SECOND THAT AND SHE'S STILL HERE. OH OH AND THANK HIM. CAN I JUST SAY A QUICK WORD AS WELL? YES, MA'AM. I JUST WANTED TO ECHO VICE PRESIDENT SCHILLING'S APPRECIATION FOR MS.. KIRKMAN. I FEEL LIKE EVERY TIME YOU'RE AT THE DAIS OR IN THE BRIEFING OR GIVING ANSWERS I HAVE SO MUCH CONFIDENCE IN THE QUALITY AND THOUGHTFULNESS OF THE INFORMATION THAT YOU'RE SHARING AND SO REALLY GRATEFUL TO HAVE YOU IN THIS POSITION. GREAT WITH THAT ROLL COVER PLEASE. >> MR. ULANOFF COMMISSIONER ALEXANDER. YES. COMMISSIONER FISHER. YES. MR. GUPTA. YES. VICE PRESIDENT HEALEY. YES.
COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORK? YES. PRESIDENT KIM. YES. NICE. ITEM EACH CONSENT CALENDAR FOR THIS I WILL BE EXCUSING AND RECUSING MYSELF AND I'LL PASS IT TO COMMISSIONER OR VICE PRESIDENT. YOU IN ORDER TO AVOID ANY APPEARANCE OF CONFLICT. >> PRESIDENT KIM HAS THE STANDING RECUSAL FROM THAT CONSENT CALENDAR DUE TO HIS EMPLOYMENT WITH CITY AND COUNTY OF SAN FRANCISCO WHICH IS A FREQUENT CONTRACTOR ON THE CONSENT CALENDAR. I WOULD MOVE TO APPROVE THE CONSENT CALENDAR THIS TIME SECOND QUESTION TO THERE ARE NONE. MR. ALEXANDER YES. COMMISSIONER FISHER YES. COMMISSIONER GUPTA YES. MR. VICE PRESIDENT. HOWLEY. YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WARD YES. AND PRESIDENT KIM SINGH AS SIX EYES MOVING TO ITEM I BOARD MEMBER REPORTS ARE THERE ANY REPORTS IN DELEGATES OR OTHER REPORTS BY COMMISSIONERS? SEEING NONE I AM SO HAPPY TO BE
DURING THIS MEETING AT 10:49 P.M.