BOARD OF EDUCATION FOR APRIL 28TH, 2026 IS NOW CALL TO ORDER AT 4:04 P.M. ROLL CALL PLEASE. >> COMMISSIONER ALEXANDER HERE COMMISSIONER FISHER. COMMISSIONER GUPTA VICE PRESIDENT HEALING HERE. COMMISSIONER RAY HERE. COMMISSIONER WISEMAN WARD AND PRESIDENT KIM CARE AS IF YOU STILL WILL PROVIDE CHILD CARE FOR REGULAR BOARD MEETINGS AND MONITORING MEETINGS ON THE FIRST FLOOR OF THE IN THE ENROLLMENT CENTER AT 555 FRANKLIN STREET FROM 6:30 P.M. TO 9 P.M. OR THE CLOSE OF THE MEETING WHICHEVER COMES FIRST. CHILD CARE FOR FAMILIES WHO WILL BE ATTENDING THE REGULAR OR MONITORING BOARD BOARD MEETINGS. SPACE IS LIMITED AND WE PROVIDED ON A FIRST COME FIRST SERVE BASIS FOR CHILDREN AGES 3 TO 10. FOR QUESTIONS PLEASE CONTACT THE BOARD OFFICE AT (415) 241-6427 OR BOARD OFFICE AT SFO USD DE EDU. AT THIS TIME BEFORE THE BOARD GOES INTO CLOSE 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? NO SPEAKERS COMMISSIONER.
SEEING NONE I NOW RECESS THIS MEETING AT 4 OR 5 P.M. . >> S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . >> S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION . >> S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION GROUP UNIFIED SCHOOL DISTRICT. OUR PUBLIC COMMENT PERIOD LASTS FOR ONE HOUR TODAY OR UNTIL WE'LL SEE 7:45 P.M. TO JUST OVER AN HOUR WE'LL GIVE. WE LOOK FORWARD TO HEARING FROM
THE PUBLIC BEFORE WE CONDUCT BOARD BUSINESS. OUR GOAL IS TO CONDUCT OUR WORK IN AN EFFICIENT, EFFECTIVE AND ACCESSIBLE MANNER. DURING REASONABLE HOURS WE AIM TO RESPECT STAFF FAMILY AND COMMUNITY TIME BY ENSURING WE MOVE TO BOARD BUSINESS AS SOON AS POSSIBLE. EACH PARTICIPANT MAY SPEAK FOR UP TO ONE MINUTE. STAFF WILL THANK THE PARTICIPANT AT THE ONE MINUTE MARK. ONE MINUTE AND FIVE SECONDS. I HAVE ASKED MR. TRUJILLO TO PLEASE TURN OFF THE MIC AND TRANSITION TO THE NEXT SPEAKER. AS 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 ALL VIEWPOINTS DURING OUR LIMITED TIME. PLEASE ALSO NOTE THAT THE BOARD ACCEPTS WRITTEN PUBLIC COMMENTS VIA EMAIL AT BOARD OFFICE AT SFO USD EDU. WE WILL HEAR FIRST FROM STUDENTS IN PERSON THEN MEMBERS OF THE GENERAL PUBLIC IN PERSON BEGINNING WITH AGENDA ITEMS
THEN MOVING TO NON AGENDA ITEMS REGARDLESS OF WHETHER IN-PERSON PUBLIC COMMENT IS COMPLETE. WE WILL SAY 15 MINUTES FOR REMOTE PUBLIC COMMENT. SO AT 730 WE WILL MOVE TO REMOTE PUBLIC COMMENT TAKING COMMENTERS IN THE SAME ORDER AS IN-PERSON TO MEMBERS OF THE PUBLIC. ON YOUR RIGHT YOU'LL SEE SIGNS THAT OUTLINE EXPECTATIONS FOR PUBLIC COMMENT AND MEETING CONDUCT. WE ASK THAT ALL MEMBERS OF THE PUBLIC MODEL THE KIND OF TONE, LANGUAGE AND BEHAVIOR THAT WE HOPE TO SEE FROM OUR YOUNG PEOPLE RESPECTING DIFFERENT VIEWPOINTS AND ALLOWING FOR ALL MEMBERS OF THE PUBLIC TO PARTICIPATE. 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. MR. TRUJILLO'S LET ME KNOW THAT WE HAVE 14 STUDENT SPEAKERS, 41 SPEAKERS FOR THE AGENDA ITEMS AND 44 NON AGENDA ITEMS THUS FAR. I JUST WANT TO ACKNOWLEDGE THAT
THAT EVEN IF WE WERE TO GIVE A MINUTE TO EACH PERSON IMMEDIATELY THAT'S ALREADY ABOVE THEN THE NUMBER THAT WILL HAVE FOUR HOUR 45 MINUTES ALLOTTED FOR IN-PERSON PUBLIC COMMENT BEFORE I MOVED TO PUBLIC COMMENT GENERALLY. BUT I WANT TO THANK EVERYONE WHO IS HERE TO SPEAK. AND AGAIN I ENCOURAGE FOLKS WHO ARE SPEAKING TOGETHER TO COME UP TOGETHER SO THAT YOU CAN SHARE YOUR COMMENTS TOGETHER. THANK YOU VERY MUCH, MR. TREJO. >> THANK YOU. PRESIDENT KIM WE'LL START WITH STUDENTS AS I CALL YOUR NAME PLEASE LINE UP TO THE RIGHT SIDE ME WHEN I PIPETTING SOME SAY A MAYAN ONE. SORRY FOR SINAN OR SINAN ZENA. STUDENT. >> GOOD EVENING EVERYONE. MY NAME IS MAIMUNA PURTY AND I'M A SENIOR AT GALILEO HIGH SCHOOL WHO HAS TAKEN ETHNIC STUDIES AND I'VE ALSO BEEN A TEACHER'S ASSISTANT FOR THAT CLASS. IT'S OFTEN BEEN LABELED AS AN ANTI-WHITE CURRICULUM BUT I ENCOURAGE YOU GUYS ALL TO THINK ABOUT WHO THESE MESSAGES COME FROM AND HOW ARE THEY TAKEN FROM ETHNIC STUDIES CLASSES
HAVE HAD THESE PEOPLE EVEN TAKEN A CLASS JUST FOR A DAY? THIS CLASS REALLY HELPED ME SPEAK UP FOR MYSELF AND STAND UP FOR WHAT I BELIEVE IN AND BE CONFIDENT IN MY IDENTITY AS AN INDIAN MUSLIM-AMERICAN. SO MANY STUDENTS GO THROUGHOUT HIGH SCHOOL WITHOUT KNOWING WHO THEY ARE OR WHAT THEIR PARENTS LIKE. THEY FOCUS ON WHAT THEIR PARENTS EXPECT FROM THEM AND THEY DON'T HAVE ANY ASPIRATIONS FOR THEMSELVES. >> SO HOW CAN WE GO THROUGH OUR FUTURES WITHOUT KNOWING WHO WE ARE? HOW CAN WE EXPECT STUDENTS TO BE SUCCESSFUL IF THEY DON'T KNOW THEMSELVES? IF SOMEONE ASKS YOU WHO ARE YOU? HOW ARE YOU GOING TO KNOW WHAT TO SAY? AS A STUDENT WHO GOT TO EXPLORE HERSELF THROUGH ETHNIC STUDIES, I IMPLORE YOU ALL TO CONSIDER THE IMPACT OF THIS CLASS AND THINK ABOUT STUDENTS FUTURES. ASK YOURSELF DO YOU EVEN KNOW WHO YOU ARE? >> I AM A STUDENT. I AM HERE AND I KNOW WHO I AM. THANK YOU. THAT EVENING MEMBERS OF THE BOARD MY NAME IS SALMA. I'M A MEMBER OF ARAB YOUTH ORGANIZATION AND A SENIOR AT THE STAR SCHOOL OF THE ARTS ETHNIC STUDIES.
IS IT SOMETHING EXTRA? IT'S A STAPLE IN EDUCATION. IT'S SOMETHING EVERY STUDENT DESERVES. IT HELPS US UNDERSTAND WHO WE ARE, WHERE WE COME FROM AND HOW HISTORY HAS SHAPED THE WORLD WE'RE LIVING IN RIGHT NOW AS A STUDENT AS OPPOSED TO I HAVE SEEN HOW POWERFUL IT IS WHEN PEOPLE ACTUALLY FEEL REPRESENTED IN WHAT THEY'RE LEARNING. IT CHANGES HOW YOU SEE YOURSELF AND IT CHANGES HOW YOU SEE OTHERS. IT BUILDS REAL EMPATHY NOT JUST SOMETHING WRITTEN IN A TEXTBOOK BUT ETHNIC STUDIES. >> A LOT OF STUDENTS ARE LEFT OUT OF THE STORY AND WHEN YOU DON'T SEE YOURSELF IN YOUR EDUCATION IT'S HARDER TO FEEL LIKE YOU BELONG IN IT. THAT'S WHY THIS ISN'T JUST ABOUT KEEPING ETHNIC STUDIES. IT'S ABOUT EXPANDING IT MORE MORE ACCESS, MORE CLASSES, MORE TRAINED TEACHERS AND MAKING SURE IT REACHES EVERY STUDENT NOT JUST A FEW BECAUSE REPRESENTATION SHOULDN'T BE LIMITED. THIS IS ABOUT MAKING SURE STUDENTS FEEL SEEN, RESPECTED AND UNDERSTOOD IN THEIR OWN SCHOOLS. >> I URGE YOU TO CONTINUE SUPPORTING AND EXPANDING ETHNIC STUDIES AND SUPPORT. THANK YOU. >> MY NAME IS MAYA AND I'M A
JUNIOR AT LAW HIGH SCHOOL. IN MY FRESHMAN YEAR MY ETHNIC STUDIES TEACHER GAVE A PRESENTATION ABOUT THE MIDDLE EAST AND NORTH AFRICA THAT WAS SO OFFENSIVE I HAD TO WRITE HER AN EMAIL TELLING HER TO REDO IT, WATCHING HER CASUALLY REINFORCE RACIST STEREOTYPES ABOUT MIDDLE EASTERN AND NORTH AFRICANS MADE ME REALIZE HOW CRUCIAL IT IS FOR STUDENTS TO HAVE AN ADEQUATE ETHNIC STUDIES CURRICULUM. DESPITE HER PRESENTATION, I SUPPORT ETHNIC STUDIES AND SUPPORT EXPANDING IT ESPECIALLY IN TIMES OF WAR AND INCREASED RACISM. I IMPLORE YOU TO IMPLEMENT THE VOICES CURRICULUM. NSF USG ETHNIC STUDIES WAS PIONEERED IN SAN FRANCISCO. EDUCATION IS BECOMING INCREASINGLY CRUCIAL AS WE BEAR WITNESS TO THE RISE OF MISINFORMATION AND CONSERVATISM. WE YOUR STUDENTS ARE DESERVING OF A PROPER EDUCATION. WE YOUR STUDENTS ARE CALLING FOR YOU TO IMPLEMENT THE VOICES CURRICULUM IN SCHOOLS. >> THANK YOU. GOOD EVENING. I'M I'M AN S.F. UNIFIED STUDENT THAT HAS GONE TO PUBLIC SCHOOL IN SAN FRANCISCO. MY WHOLE LIFE. >> I'M ALSO A PALESTINIAN STUDENT ACTIVIST AND ARAB YOUTH ORGANIZING AS A STUDENT IN S.F.
USD TAKING THE PILOTED VOICES PROGRAM IN ETHNIC STUDIES. I CALL ON THE DISTRICT TO IMPLEMENT THE VOICES CURRICULUM IN THE SO CALLED MUST PROGRESSIVE CITY IN THE COUNTRY. WE HAVE RIGHT WING ZIONIST ADULTS WITH MANY OF THEM WITHOUT CHILDREN ACTUALLY EVEN IN S.F. USD TRYING TO GET RID OF ETHNIC STUDIES JUST AS WHAT'S HAPPENING ON THE STATE LEVEL WITH AB 715 ETHNIC STUDIES IS THE ONLY CHANCE WE HAVE TO MOBILIZE PEOPLE'S VOICES HEARD ACCURATELY AND THOROUGHLY AT SCHOOL. AS PROVEN BY MY PREVIOUS EXPERIENCES OF SOCIAL STUDIES AND HISTORY CURRICULA SINCE THE BEGINNING OF MY EDUCATION IN S.F. USD, I LISTEN TO YOUR STUDENTS AND CONSTITUENTS WHO ACTUALLY TAKE THESE CLASSES AND ARE COMFORTABLE WITH THEIR IDENTITIES AND DO MUCH MORE AND DO MUCH BETTER ACADEMICALLY AS A RESULT OF THEM. >> THANK YOU BECAUSE AS A REMINDER DON'T SPEAK TOO CLOSE TO THE MICROPHONE BECAUSE YOU'LL GET NO MORE FOR THE INTERPRETERS.
HELLO, I'M ZINA AND I GO TO LAW. I CAME HERE AS A REPRESENTATIVE FROM IRAQ AS A STUDENT AND AS A COMMUNITY MEMBER. >> I'M NOT SURE IF YOU REMEMBER ME BUT I ACTUALLY MET WITH SOME OF YOU A FEW MONTHS AGO AND RAISED MY CONCERNS ABOUT AROUND ETHNIC STUDIES IN SCHOOL. I VOICED THAT MYSELF AND MANY OTHER STUDENTS HAVE FELT EXTREMELY OSTRACIZED AT SCHOOL BECAUSE OF THE LACK OF EDUCATION ON OUR ON OUR IDENTITY AND HISTORY. >> IT IS EXTREMELY IMPORTANT FOR ETHNIC STUDIES TO BE A REQUIRED CLASS BECAUSE IT FOSTERS A COMMUNITY THAT INCLUDES EVERYONE. I WANT TO SEE THAT FOR MYSELF AND FOR FUTURE GENERATIONS TO COME. ONE DAY WHEN MY SISTER ATTENDS HIGH SCHOOL I WANT HER TO FEEL SAFE AND WELCOMED. ETHNIC STUDIES CAN DO THAT FOR HER. THANK YOU. >> PLEASE LINE UP AS I CALL YOUR NAME. >> THIS FOR STUDENTS AGAIN. DOHA SHARIF RAFAH ISMAIL KHAN ADDING ANDREW CHANG CYNTHIA LIN . OH YEAH. GOOD EVENING. MY NAME IS DOHA AND I AMSTERDAM
A WASHINGTON HIGH SCHOOL AND I'M UNDER THE A O PROGRAM WHICH IS THE YOUTH PROGRAM FOR IRAQ. I WANT TO START OFF BY SAYING ETHNIC STUDIES IS A CRUCIALLY IMPORTANT SUBJECT AND A CLASS THAT SHOULD BE THOUGHT OF AND EXPLORED. >> STUDENTS THAT COME FROM MINORITY GROUPS THAT THEIR HISTORY IS BEING CENSORED AND NOT TALKED ABOUT IS IN NEED FOR THE REPRESENTATION AND ETHNIC STUDIES. MANY BACKGROUNDS, MANY BACKGROUNDS I MENTIONED AND THOUGHT ABOUT. IT GIVES ALL STUDENTS ARE OBLIVIOUS ABOUT MANY MATTERS. A CHANCE TO EXPLORE AND EDUCATE THEMSELVES ABOUT THE HISTORY OF THEIR PEERS. >> OUR VOICES SHOULD BE HEARD JUST LIKE HOW YOU WANT TO SHOW YOURS. I DEEPLY HOPE THAT YOU SUPPORT THE VOICES CURRICULUM. LET US HAVE OUR HISTORY REPRESENTED WITH THIS RESPECTED TIME. THANK YOU. HELLO COMMISSIONERS. MY NAME IS TINA DENG AND I'M A YOUTH ORGANIZER AT CPA OR CHINESE PROGRESSIVE ASSOCIATIONS YOUTH MOJO. I'M A SENIOR AT RIORDAN HIGH SCHOOL AND ALTHOUGH I CURRENTLY DON'T ATTEND A NECESSARY
SCHOOL, MY YOUNGER BROTHER CURRENTLY DOES. AND I BELIEVE IT'S CRITICAL THAT THE PUBLIC SCHOOL SYSTEM IN OUR CITY PROTECTS ETHNIC STUDIES FOR THE LEARNING OF TODAY AND TOMORROW'S STUDENTS. >> I'M HERE TO URGE YOU TO APPROVE THE VOICES CURRICULUM AND TO AFFIRM THAT ETHNIC STUDIES SHOULD STAY A TWO SEMESTER GRADUATION REQUIREMENT. ETHNIC STUDIES IS A COURSE THAT CAME FROM STUDENTS DESIRES TO SEE THEMSELVES IN OUR CURRICULUM. >> IT'S A COURSE THAT OUR CITY'S YOUTH HAVE FOUGHT TOO HARD, FOUGHT HARD TO HAVE. FOR YEARS STUDENTS HAVE STUDIED A HISTORY THAT DIDN'T REFLECT OUR EXPERIENCES BUT TEXTBOOKS THAT PAST PAST STUDENTS HAVE LEARNED FROM AND WHICH WE CONTINUE TO LEARN FROM REFLECT A SINGULAR AND VERY LACKING HISTORY DISJOINTED FROM THE STORIES OF OUR CULTURES AND OUR COMMUNITIES. TO DEVALUE ETHNIC STUDIES IS TO DEVALUE THE EFFORTS AND EXPERIENCES OF OUR STUDENTS. AND IT'S THE US OF THE TOOLS WE HAVE TO NAVIGATE AN INCREASINGLY UNCERTAIN WORLD. ETHNIC STUDIES PROVIDES A CRITICAL FOUNDATION AND I URGE THE BOARD TO REAFFIRM ITS COMMITMENT TO THE CURRENT TWO
SEMESTER ETHNIC STUDIES GRADUATION REQUIREMENT AND TO APPROVE THE VOICES CURRICULUM. >> THANK YOU. HI. MY NAME'S RALPH. I'M A SOPHOMORE AT WALLENBERG. I'M A MEMBER OF AOH WHICH IS THE YOUTH PROGRAM OF ARAB RESOURCES, AN ORGANIZATION, CENTER OR DISTRICT TO INVEST MORE IN ETHNIC STUDIES AND SHOULD EXPAND IT ETHNIC STUDIES NEEDS TO BE EXPANDED JUST BECAUSE THERE'S SO MUCH TO GO OVER. PERSONALLY, ETHNIC STUDIES HAS GIVEN ME A WAY TO APPROACH THOSE WHO ARE DIFFERENT FROM ME WHETHER IT'S DIFFERENCE IN CULTURE OR ETHNICITY OR EVEN RELIGION ALL BECAUSE I WAS TAUGHT ABOUT THEIR HISTORY. PLEASE VOTE YES ON THE VOICES CURRICULUM. THANK YOU. OH OH. OH. OH COMMISSIONERS MY NAME IS ANDREW CHUNG AND I AM A JUNIOR AT ABRAHAM LINCOLN HIGH SCHOOL. I ALSO WITH THE CHINESE PROGRESSIVE ASSOCIATION YOUTH MOVEMENT OF JUSTICE AND ORGANIZING. AND I'M HERE TO URGE YOU TO APPROVE THE VOICES CURRICULUM AND MAKE SURE THAT I THINK
STUDIES CONTINUES TO BE A TWO SEMESTER GRADUATION REQUIREMENT THOUGH I DID NOT TAKE ETHNIC STUDIES MYSELF. I CAN SPEAK FOR THOSE WHO DID INCLUDING MY SISTER AND FELLOW CLASSMATES WHO TALKED ABOUT HOW ETHNIC STUDIES INSPIRED THEM AND GAVE THEM A SENSE OF IDENTITY AND UNDERSTANDING OF WHO THEY ARE AND WHERE THEY CAME FROM. AND I BELIEVE THAT FOR ETHNIC STUDIES TO DISAPPEAR WE WILL NOT JUST LOSE AN ACADEMIC COURSE. WE WILL ALSO LOSE A SENSE OF WHO WE ARE. SO I ONCE AGAIN URGE YOU TO RECONSIDER YOUR DECISION ON ETHNIC STUDIES AND CONTINUE IT AS A TWO SEMESTER ETHNIC STUDIES GRADUATION REQUIREMENT . THANK YOU. >> HELLO COMMISSIONERS. MY NAME IS CYNTHIA LU AND I AM A YOUTH ORGANIZER AT CHINESE PROGRESSIVE ASSOCIATIONS YOUTH MOJO. I AM A SOPHOMORE AT LOWELL HIGH SCHOOL. LAST YEAR I TOOK ETHNIC STUDIES LEARNING ABOUT HISTORICAL EVENTS THAT IMPACTED MANY OF OUR DIVERSE
COMMUNITIES. >> MY FAMILY IS CHINESE AND THEY RARELY TALK ABOUT WHAT THEY WENT THROUGH TO GET TO WHERE THEY ARE NOW AND THAT SERVE THROUGH ETHNIC STUDIES. I LEARNED ABOUT MIGRATION AND ALL SORTS OF HARMFUL STEREOTYPES ABOUT CHINESE PEOPLE THAT DEFINITELY AFFECTED MY FAMILY US STUDENTS ARE TAUGHT HISTORY IN SCHOOL AREN'T WE LEARNING HISTORY? SO WE DON'T REPEAT IT? WHY REMOVE PART OF OUR HISTORY THE HISTORY THAT MAKES US WHO WE ARE? ETHNIC STUDIES PROVIDES A CRITICAL FOUNDATION FOR SOCIAL AND CIVIC EDUCATE ENGAGE FOR STUDENTS IN SAN FRANCISCO. I URGE THE BOARD TO REAFFIRM ITS COMMITMENT TO THE CURRENT TWO SEMESTER ETHNIC STUDIES GRADUATION REQUIREMENT AND TO PROVE THE VOICES CURRICULUM. THANK YOU. PLEASE LINE UP OUTSIDE. CALL YOUR NAME THIS IS FOR STUDENTS AGAIN I WIN WOOHOO! IRIS SONIA YOU VICTOR YOU DON'T ESTEEM COMMISSIONERS OF THE BOARD OF EDUCATION. MY NAME IS EDWIN WU.
I AM A CURRENT JUNIOR AT INTERNATIONAL HIGH SCHOOL IN SAN FRANCISCO. WHILE I'M CURRENTLY NOT IN S.F. YOU SEE STUDENT I'VE CARD COUNTLESS STORIES OF MY PEERS THOSE ON S.F. USTA AND THOSE THAT ARE NOT HAVE TROUBLING STORIES OF THE FACT THAT THEY ARE NOT ONLY UNKNOWING OF THEIR PAST BUT ALSO ASHAMED OF SHARING THEIR VERY OWN IDENTITY AND CULTURE. SO I URGE THE COMMISSIONERS THAT WE MUST RECOGNIZE THE TYRANNY OF WHITE CENTRIC EUROCENTRIC TEXTBOOKS THAT DON'T GIVE THE FULL STORY OF HISTORICALLY MARGINALIZED COMMUNITIES. AS SUCH WE MUST HAVE THINGS LIKE ETHNIC STUDIES IN ORDER TO HAVE A DEEP UNDERSTANDING CURRICULUM THAT PROVIDES STUDENTS A PLACE TO LEARN ABOUT HISTORY THAT THEY TYPICALLY WOULD NOT OVERALL COMMISSIONER SAN FRANCISCO AS A WHOLE WE HAVE THE OPPORTUNITY TO LEAD AND BUILD THE NEXT GENERATION BUT ULTIMATELY THAT IS ONLY POSSIBLE IF WE UNDERSTAND OUR IDENTITY AND THE CULTURES OF OUR PAST. THANK YOU. WELL HELLO.
I'M SORRY. HELLO COMMISSIONERS. MY NAME IS IRIS AND I'M A YOUTH ORGANIZER OF THE CHINESE PROGRESSIVE ASSOCIATION'S YOUTH GROUP. I'M CURRENTLY SERVING AS THE HIGH SCHOOL STUDENT AND I'M HERE TO URGE YOU TO APPROVE THE VOICES CURRICULUM AND TO AFFIRM THE ETHNIC STUDIES SHOULD STAY A TWO SEMESTER REQUIREMENT ACCORDING TO A 15 YEAR STUDY TO EXAMINE SUFFUSES ETHNIC STUDIES, THE COURSES FOCUS ON IDENTITY EMPOWERMENT AND RELATIONSHIPS, BUILD STUDENT ENGAGEMENT, SUPPORTS ATTENDANCE AND LONG TERM ACADEMIC SUCCESS. AS A BOARD THAT'S SUPPOSED TO SERVE THE STUDENTS, SERVE THE YOUTH DON'T WE WANT TO SEE THESE THINGS HAPPEN AMONG OUR STUDENTS? ETHNIC STUDIES PROVIDES A LESS FILTHIER TAKE ON HISTORY AS IT HIGHLIGHTS STORIES THAT ARE OFTEN NOT HEARD. ALTHOUGH I NEVER TOOK ETHNIC STUDIES I DID EXPERIENCE ELEMENTS OF IT IN MY WORLD HISTORY CLASS LEARNING ABOUT THE HISTORICAL CONTEXT OF DIFFERENT PEOPLE. IT DEFINITELY BROADENED MY PERSPECTIVE AND UNDERSTANDING OF THE PEOPLE AROUND ME IN MY OWN PERSONAL IDENTITY. ETHNIC STUDIES PROVIDES A CRITICAL FOUNDATION FOR SOCIAL AND CIVIC ENGAGEMENT FOR
STUDENTS IN SAN FRANCISCO I URGE THE BOARD TO REAFFIRM ITS COMMITMENT TO THE CURRENT TWO SEMESTER ETHNIC STUDIES GRADUATION REQUIREMENT AND TO APPROVE THE VOICES CURRICULUM. THANK YOU. >> HELLO, MY NAME IS MICHELLE. I'M A YOUTH WORKER IN SAN FRANCISCO AND I'M READING A PUBLIC COMMENT ON BEHALF OF SONIA HUANG WHO IS A SOPHOMORE AT GALILEO HIGH SCHOOL. >> FOR SONIA I ATTENDED THE ETHNIC STUDIES CLASS. CAN YOU STEP BACK FROM THE MIC JUST A LITTLE? >> YES, SORRY ABOUT THAT FIRST SONIA. >> I ATTENDED THE ETHNIC STUDIES CLASS IN MY FRESHMAN YEAR. IN THAT CLASS I LEARNED WHAT THE EYES OF OPPRESSION WERE DIFFERENT RACIAL ETHNICITIES IN DIFFERENT WAYS. HOW OTHERS MAY IDENTIFY THEMSELVES AS THIS HAD AN IMPACT IN MY LIFE BECAUSE IF IT WEREN'T FOR THIS CLASS I WOULDN'T HAVE BEEN ABLE TO LEARN WHAT OTHER KINDS OF OPPRESSION PEOPLE EXPERIENCE IN THE WORLD AND GIVE A NAME TO IT. I WOULDN'T HAVE BEEN ABLE TO LEARN ABOUT DIFFERENT AND DIVERSE CULTURES AND RACIAL
IDENTITIES OF PEOPLE THAT I SEE IN MY EVERYDAY LIFE. I WANT TO BE ABLE TO LEARN ABOUT THOSE WHO CHOOSE TO IDENTIFY THEMSELVES DIFFERENTLY OR EVEN UNDERSTAND THEM WHICH IS WHY I THINK IT'S IMPORTANT FOR EVERY STUDENT TO HAVE THE PRIVILEGE TO LEARN MORE ABOUT THE WORLD OUR SOCIETY AND THE WORLD THAT WE LIVE IN. SO I AFFIRM THAT I THINK STUDIES BE KEPT AS A TWO SEMESTER REQUIREMENT AND USE THE VOICES CURRICULUM. >> THANK YOU SO. HELLO, MY NAME IS RANDALL. I GO TO MISSION AND I'M AN 11TH GRADE ETHNIC STUDIES HAS HELPED ME SO MUCH TO BECOME A PERSON AND HAS HELPED MY COMMUNITY AROUND ME BECAUSE IT HAS REALLY TAUGHT EVERYBODY I KNOW ABOUT THEIR PAST AND HOW THE DIFFERENT THINGS HAVE GONE AND IT WHO SORRY. IT HAS HELPED EVERYBODY AROUND ME LEARN ABOUT THEIR HISTORY AND STUFF THAT THEY WOULDN'T NORMALLY LEARN IN A CLASS AT MY SCHOOL. IT HAS HELPED THEM LEARN ABOUT WHAT MEXICANS HAVE GONE THROUGH, WHAT PUERTO RICANS HAVE GONE THROUGH, WHAT BLACK PEOPLE HAVE GONE THROUGH ALL THROUGHOUT THE YEARS AND JUST BEING ABLE TO LEARN ABOUT THAT
AND FIND THAT HISTORY IS JUST SO GOOD FOR MY COMMUNITY BECAUSE IT LETS ME CONNECT WITH SOMEONE MORE PEOPLE AS A MULTIRACIAL KID I AM A NATIVE MEXICAN AND PUERTO RICAN AND WEST INDIAN IS HELPED ME CONNECT WITH ALL OF THOSE DIFFERENT GROUPS AND HAS LET ME REALLY LEARN ABOUT BEING CONNECTED WITH ALL THOSE DIFFERENT TYPE OF PEOPLE. THANK YOU PRESIDENT KIM.COM FOR STUDENT COMMENTS WHEN I MOVED TO MEMBERS OF THE PUBLIC ON AGENDA ITEMS PLEASE LINE UP AS I CALL YOUR NAME MISS VIRGINIA MARSHALL'S REVEREND AMOS BROWN TEQUILA DRU DENNIS FOX THERESA LALA AND I SHOULD KNOW THIS MICROPHONE GOOD EVENING. I REALLY FIRST BUT I'M GLAD TO DO SO TONIGHT ON BEHALF IT'S JUST BEFORE I GET STARTED I HAVE THE A COPY OF THE ACP PRESS CONFERENCE FOR THE STUDENT DELEGATES. NO, IT'S MY TO PRESENT PHIL KIM BOARD COMMISSIONERS STUDENT DELEGATES SUPERINTENDENT'S ZOOM ON BEHALF OF THE OLDEST CIVIL RIGHTS ORGANIZATION AND THE COUNTRY THE NATIONAL
ASSOCIATION FOR THE ADVANCEMENT OF COLORED PEOPLE. WE CALL IT NAACP. WE ARE SO PROUD TO STAND HERE TONIGHT TO ENCOURAGE YOU, COMMISSIONERS, TO TAKE THAT BOLD STEP AND IMPLEMENT ETHNIC STUDIES DO NOT TAKE IT APART. DO NOT SAY LET'S WAIT. >> BE BOLD. BE BOLD. >> BE BOLD. I FORGOT TO BRING MY BELL BUT IF I HAD IT OUR RING IS FOR EACH COMMISSIONER SO DESPERATELY AND I HAVE IT IN MY HAND TONIGHT WOULD DO NOT TAKE IT APART THE VOICES CURRICULUM IS WHAT WE WANT THE TWO SEMESTERS IS WHAT WE WANT REMEMBER YOU'RE ON YOUR OWN ACCORD. YOU RAN FOR OFFICE. YOU REPRESENT THE PEOPLE. THE PEOPLE ARE SPEAKING TO YOU TONIGHT LISTEN TO THE VOICES OF THE YOUNG PEOPLE. >> BE BOLD. THANK YOU. VOTE YES. THANK YOU, MR. PRESIDENT. >> MEMBERS OF THE BOARD LADIES
MANDELMAN, JUST DO THE RIGHT THING. IT IS LIKE I SAID, JUST DO IT. DON'T MAKE THIS A PARALYSIS OF AN ANALYSIS IF WE DON'T AS HUMAN BEINGS LEARN HOW TO LIVE TOGETHER. MY TEACHER MARTIN LUTHER KING JUNIOR SAID WE'RE GOING TO ALL PERISH AS FOOLS AND FINALLY DON'T GIVE SQUATTER'S RIGHTS TO BIGOTRY, TO DIVISION, TO CIVILITY AND NON OF THOSE ISMS THAT SHOULD NOT HAVE THE RIGHT TO DWELL IN THE SO CALLED CITY OF SAINT FRANCIS BY THE BAY JUST TO IT. MY NAME IS DENNIS FOX. I'M A SUBSTITUTE TEACHER NOW 35 YEARS IN THE DISTRICT ETHNIC STUDIES WOULD BE A GREAT COURSE IF ALL ETHNICITIES WERE CELEBRATED. VOICES USE A VICTIM OPPRESSION WORLDVIEW WHICH PITS ETHNIC GROUPS AGAINST EACH OTHER VOICES EXCLUDE THE RICH HISTORY OF THE ORIGINS AND CULTURE OF JEWS. >> JEWS ARE EXCLUDED WHETHER
IT'S ONE SEMESTER OR TWO SIMILARLY S IF YOU WISH TO EXCLUDE JEWISH AMERICAN HERITAGE MONTH J H M WHICH HAPPENS ANNUALLY EVERY MAG S.F. US DAY AND THE VOICES GROUP CURRICULUM BOTH INCLUDE THE CELEBRATION OF JEWS VOTE NO ONE VOICES VOTE NO ON TWO SUBMIT I'M THERESA DE LA BLESSED WITH SOME CAN AND A PARENT WHY IS IT THAT THOSE WHO MAY NOT EVEN FULLY KNOW OR UNDERSTAND OUR HISTORIES ARE NOW MAKING DECISIONS FOR OUR CHILDREN? ETHNIC STUDIES IS NOT OPTIONAL. IT IS ESSENTIAL. IT ALLOWS OUR YOUTH TO REACH A HIGHER LEVEL OF UNDERSTANDING, TO EMBRACE THEIR IDENTITY AND TO DEVELOP A DEEP SENSE OF BELONGING AND SELF-RESPECT. WITHOUT IT WE ARE ASKING THEM TO NAVIGATE THE WORLD WITHOUT A FULL SENSE OF WHO THEY ARE. SO I ASK WHAT IS THE DISTRICT AND THIS GROUP AFRAID OF? WHY MAKE A UNILATERAL DECISION WITHOUT FULLY INVOLVING THE VERY COMMUNITIES AND STUDENTS
WHO ARE MOST IMPACTED WHERE IS THE EQUITY TIMES OF CHANGE TRUTH MUST BE TOLD AND ETHNIC STUDIES IS ONE OF THE WAYS WE DO THAT JUST LIKE EVERY OTHER CULTURE THAT HAS COME TO THIS COUNTRY WITH ITS OWN HISTORY, STRUGGLES AND CONTRIBUTIONS, WE ALSO DEMAND THAT OUR TRUTH BE TAUGHT AND LET'S BE CLEAR ETHNIC STUDIES IS NOT JUST CULTURALLY RELEVANT IT IS ACADEMIC REALLY IRRELEVANT. IT IS INCREASINGLY RECOGNIZED AS IMPORTANT FOR COLLEGE READINESS AND CRITICAL THINKING. YET THIS DISTRICT SEEMS BEHIND IN UNDERSTANDING REALITY. >> WE'RE NOT ASKING FOR PERMISSION. >> WE'RE DEMANDING JACK KEELER DREW KEELER, DREW JACK MILLER. >> DREW I THOUGHT I SAW NO. OKAY. I WILL CALL THE NEXT GROUP PLEASE LINE UP AS I CALL YOUR NAME RE ON THE BAPTIST CARNEY SO RUBEN DIAS, ISAIAH LEE EMILY FUNG OKAY. GOOD EVENING. BOARD COMMISSIONERS THE SUPERINTENDENT SUE. I'M RANDI BATISTA AND I'M HERE TO SPEAK IN FAVOR OF A U.S. ADOPTING THE ETHNIC STUDIES
CURRICULUM AS PART OF THE SOCIAL STUDIES CURRICULUM. ADOPTION SAYS BECOMING A PARENT LEADER IN SVOD WELL OVER TEN YEARS AGO I HAVE CONSISTENTLY JOINED FAMILIES IN SUPPORT OF ETHNIC STUDIES. WE HAVE BEEN PATIENT. WE HAVE ALLOWED PROCESSES TO FLOW. BUT NOW IS THE TIME THAT WE ACT ON BEHALF OF THE AFRICAN-AMERICAN PARENT ADVISORY COUNCIL, I'M ASKING YOU TO FOLLOW THE STATEWIDE REQUIREMENT FOR ETHNIC STUDIES ADOPT A CURRICULUM THAT HAS BEEN VETTED AND WELL RECEIVED BY THE SWC COMMUNITY AND STOP LETTING POLITICS GET IN THE WAY OF WHAT IS BEST FOR THE STUDENTS. I ALSO WANT TO SAY THANK YOU TO THE HARD WORKING CURRICULUM AND INSTRUCTION STAFF AND AS A U.S. TEAM THAT POURED THEIR TIME AND EXPERTISE INTO FINDING THE RIGHT CURRICULUM TO PILOT I'M SORRY THE RIGHT CURRICULUM FOR THIS DISTRICT WORK HARD TO PILOT IT AND HOLD NUMEROUS COMMUNITY SESSIONS AND WHO CONTINUE TO PARTNER WITH US TO ENSURE THAT EVERYONE'S HISTORIES ARE TOLD AND VALUED IN THIS DISTRICT COMMISSIONERS
IS TIME TO STAND UP FOR THE KIDS. HELLO MY NAME'S CONNIE SO I'M THE ASSISTANT PRINCIPAL OF BALBOA HIGH SCHOOL. >> I WAS PART OF THE CURRICULUM REVIEW AS AN ADMINISTRATOR. >> I PARTICIPATED BECAUSE WHILE I NO LONGER TEACH THE COURSE I WANTED TO UNDERSTAND WHAT MATERIAL WAS BEING TAUGHT AND HOW IT WOULD BE DELIVERED TO STUDENTS. >> AND AS FAR AS TEXTBOOKS GO. VOICES IS DECENT WHILE VOICES CANNOT COMPARE OR TO THE DEPTH OF KNOWLEDGE AND EXPERTISE OF OUR TEACHERS SOME WHO HAVE BEEN TEACHING ETHNIC STUDIES FOR OVER 20 FIVE YEARS IN THE DISTRICTS IT WOULD PROVIDE COHESION AND AN ALIGNMENT ACROSS ALL OF OUR SCHOOLS. I HOPE YOU ARE LISTENING TO ALL OF THE STATEMENTS OUR STUDENTS ARE MAKING AND THE AND THE CHANGES THAT IT'S MADE ON THEIR LIVES, THE IMPACT THAT IT'S HAD ON OUR STUDENTS. PLEASE ADOPT THE VOICES CURRICULUM PLEASE KEEP THIS A
YEAR LONG COURSE. >> THANK YOU. HELLO. MY NAME IS RUBEN DIAS. I SUPPORT BRINGING BACK THE SFE OR THE LOCALLY INITIATED ETHNIC STUDIES CURRICULUM THAT WAS USED BEFORE THE CURRENT VOICES CURRICULUM. A 2026 ARTICLE PUBLISHED IN THE AMERICAN RE AMERICAN EDUCATION RESEARCH JOURNAL ANALYZES SFI USD ETHNIC STUDIES DATA FOR GRADES SIX THROUGH 12 FROM 27 TO 2023 SCHOOL YEARS. THE RESULTS SHOW THAT SFE SD ETHNIC STUDIES ENROLLMENT PRODUCES A 15% INCREASE IN STUDENTS MEETING THE THREE POINT OH GPA THRESHOLD OF ADMISSION TO THE UNIVERSITY OF CALIFORNIA EQUIVALENT TO 400 ADDITIONAL STUDENTS CHOOSE THE SFE USD LOCALLY INITIATED CURRICULUM WHICH HAS 16 YEARS OF DATA AND HAS PROVED TO BE SUCCESSFUL. >> BENEFITS OF THE SFE SD ETHNIC STUDIES CURRICULUM EXTENDS ACROSS ALL STUDENT GROUPS BUT THE EFFECTS ARE STRONGEST FOR BLACK AND LATIN STUDENTS. STUDENTS IN SPECIAL EDUCATION
AND MALE STUDENTS VOICES IS A TEXTBOOK PUBLISHED FOR A NATIONAL AUDIENCE WHEREAS SFE SD CURRICULUM IS DEVELOPED BY SFP SD TEACHERS AND HAS EVOLVED TO CLASSROOM NEEDS AND STUDENT DEMOGRAPHICS. >> GOOD EVENING COMMISSIONERS AND DR. SHU. MY NAME IS ASIA LEE AND I'M HERE ON BEHALF OF TRAINEES FOR AFFIRMATIVE ACTION TO ASK THE BOARD TO VOTE TO APPROVE THE VOICES PILOT CURRICULUM VOICES IN A SOLID STARTING POINT AS A CUSTOM RESOURCE AND SHOULD BE ADOPTED. SIA CONDUCTED AN INDEPENDENT REVIEW OF THE TEXTBOOK AND FOUND IT WAS CULTURALLY COMPETENT AND HAD COMPREHENSIVE COVERAGE OF THE HISTORY AND ACHIEVEMENTS OF DIVERSE GROUPS OF PEOPLE. WE WERE GLAD TO SEE THAT THE AAPI STUDIES SECTION OF THE CURRICULUM COVERED THE WAVES OF ANTI API HATE STEMMING FROM THE 2020 COVID 19 PANDEMIC SOMETHING OUR COMMUNITY STILL COMBATING TODAY. NO TEXTBOOK CAN PROVIDE A HOME COMPLETE LEARNING EXPERIENCE WHERE STUDENTS LEARN IN ETHNIC STUDIES WILL STILL DEPEND ON THE QUALITY OF INSTRUCTION AND HANDS ON OPPORTUNITIES TO ENGAGE STUDENTS. AS WE HAVE ALL HEARD TONIGHT.
ETHNIC STUDIES OPEN UP CRUCIAL CONVERSATIONS ABOUT RACE AND IDENTITY FOR OUR YOUNG PEOPLE TO MOVE THROUGH THE WORLD AS A WHOLE SELF AND CARE FOR THEIR COMMUNITIES. PLEASE VOTE YES TO APPROVE THE VOICES CURRICULUM AND CONTINUE TO SUPPORT THE TWO SEMESTER GRADUATION REQUIREMENT. THANK YOU. GOOD EVENING COMMISSIONERS AND DR. SU. MY NAME IS EMILY FONG AND I'M HERE ON BEHALF OF CHINESE FOR AFFIRMATIVE ACTION TO ASK THE BOARD TO APPROVE THE VOICES PILOT CURRICULUM. I WANT TO START BY NOTING THAT CAA ALONG WITH UCSF AND 14 OTHER ORGANIZATIONS SERVING DIVERSE STUDENTS AND FAMILIES IN THE DISTRICT SENT A LETTER TO THE BOARD TWO WEEKS AGO REQUESTING THEIR SUPPORT FOR THE NEW TEXTBOOK AND THE TWO SEMESTER GRADUATION REQUIREMENT. THANK YOU TO COMMISSIONER ALEXANDER AND VICE PRESIDENT HULING FOR RESPONDING TO OUR LETTER AND AFFIRMING YOUR SUPPORT ON BOTH POINTS. >> IN ADDITION TO APPROVING THE VOICES CURRICULUM, PLEASE ALSO CONSIDER THAT EACH DECISION ABOUT OUR ETHNIC STUDIES PROGRAM REPRESENTS A LARGER STATEMENT ABOUT OUR VALUES AS A CITY WITH HARMFUL ANTI RHETORIC
AND POLICIES AT THE FEDERAL LEVEL. IT'S ESPECIALLY IMPORTANT FOR SAN FRANCISCO TO STAND BY DATA AND RESEARCH RESEARCH THAT SUPPORT THE TANGIBLE ACADEMIC BENEFITS THAT ETHNIC STUDIES BRINGS TO OUR STUDENTS. PLEASE VOTE YES ON THE CURRICULUM AND CONTINUE TO SUPPORT THE TWO SEMESTER GRADUATION REQUIREMENT. THANK YOU. >> PLEASE LINE UP IF I CALL YOUR NAME QUANTITY YOUR TRAIN NATHANIEL BRANDON FUNG MARYELLEN ELYSE JIM GO GOT HOME I THINK ALL RIGHT. GOOD EVENING TO YOU AND I'M HERE ON BEHALF OF THAT AND STRONG SUPPORT OF YOUR ADOPTION OF THE VOICES CURRICULUM THOUGH I DO AGREE WITH SOME OF THE SPEAKERS BEFORE ME THAT IT SHOULD BE EXPANDED THAT STUDY THAT SHOWS THAT THAT'S A POSSIBLE SOLUTION FOR THE CHRONIC ABSENTEEISM. I HEAR YOU TALK ABOUT EVERY MEETING RIGHT? TO FEEL A CONNECTION. I STRUGGLE TO FEEL CONNECTED TO ENGLISH AND SOCIAL STUDIES BECAUSE I DIDN'T SEE MYSELF REFLECTED IN IT. >> AND SO AT CITY COLLEGE AFTER
A 22 YEAR BREAK, 22 YEAR BREAK, I FINALLY TOOK MY FIRST ETHNIC STUDIES CLASS AND THAT MOTIVATED ME TO GO BACK TAKING ENGLISH WITH AN ETHNIC STUDIES LENS, TAKING MATH WITH AN EXERCISE LENS REALLY MADE ME FEEL CONNECTED AND I THINK THAT IS YOUR SOLUTION AND AS WE LOOK AT THINGS THAT YOU NEED TO BRIDGE THE GAP ON IN THE BUDGET YOUR CHRONIC ABSENTEEISM THIS IS THE SOLUTION. SO YOU SHOULD EXPAND THIS INTO MORE SUBJECTS. >> SO THANK YOU. THE SOLUTION IS IN YOUR HANDS TONIGHT. GOOD EVENING. MY NAME IS BRENNAN FONG AND I'M AN AS OF USD ALUM AND CURRENT ETHNIC STUDIES TEACHER. RAISE YOUR HAND IF YOU SUPPORT ETHNIC STUDIES. TONIGHT YOU HAVE BEEN EMPOWERED TO MAKE A CHOICE. YOU CAN CHOOSE TO SUPPORT OUR MODEL ETHNIC STUDIES PROGRAM AND SEE GROWTH AND SOON ACHIEVEMENT. YOU CAN CHOOSE TO INVEST IN THE PEOPLE WHO HAVE SPENT YEARS REFINING THE STUDENT CENTERED PROGRAM. YOU CAN SAY YES TO EQUIPPING OUR YOUNG PEOPLE TO BE SOCIAL JUSTICE ORIENTED INDEPENDENT THINKERS.
YOU CAN SAY YES TO SUPPORTING MY STUDENTS WHO ARE RIGHT NOW CIVICALLY ENGAGED PUZZLING OVER IMPROVING THE BATHROOMS, BUSSES AND DEFENDING THEMSELVES FROM ICE. OR YOU CAN LISTEN TO A SMALL MINORITY WITH LARGE AMOUNTS OF MONEY WHO MAKE LARGE AND EMOTIONAL CLAIMS WITHOUT SOLID EVIDENCE OR REASONING. >> THIS MORNING I APPROACHED A FRESHMAN WHO WAS POINTING A RUBBER BAND AT HIS FRIEND. I TOLD THEM YOU HAVE AGENCY THAT MEANS THE ABILITY TO MAKE A CHOICE. MAKE THE RIGHT DECISION. HE CHOSE COMMUNITY OVER HARM AND I HOPE YOU DO TOO. YOU NEED US. WE DON'T NEED YOU AND MY NAME IS JAMES GRANT. I'M A RETIRED LAWYER. I'M HERE TONIGHT TO OPPOSE THE ADOPTION OF THE VOICES CURRICULUM IN ITS PRESENT FORM BECAUSE IT IS NOT BECAUSE IT IS NOT AN INTELLECTUALLY HONEST ACADEMIC COURSE. RATHER IT IS A SOFT SOFT FORM OF MARXIST ALIGNED INDOCTRINATION. >> I HAVE PARTICULAR SPECIAL BACKGROUND FOR THIS JUDGMENT. >> I PARTICIPATED IN THE FIRST
STRUGGLE FOR ETHNIC STUDIES AT BERKELEY IN 1968 AND I'VE BEEN INVOLVED IN THINKING ABOUT ETHNIC STUDIES EVER SINCE. I WOULD GIVE YOU MY BONA FIDES BUT WE DON'T HAVE VERY MUCH TIME. >> IF I DO, WE DO. I WILL RECITE THE I HAVE TIME FOR ONLY ONE EXAMPLE OF VOICES INTELLECTUAL DISHONESTY. >> THE CONCEPT OF SYSTEM SYSTEMIC RACISM IS IS BEST CATEGORIZED AS A HYPOTHESIS FOR EXPLAINING THE DISPARATE OUTCOMES. HOWEVER VOICES PRESENTS SYSTEMIC RACISM AS AN UNQUESTIONABLE FACT. NOWHERE DOES VOICES DISCUSS ALTERNATIVE HYPOTHESES WITH A SINGLE. THANK YOU FOR YOUR COMMENT. THAT CONCLUDES CHAPPY CHETTY. WE CAME UP WITH WELL 12 COMPETING FRAMEWORKS. THANK YOU. AND IF MEMBERS OF THE PUBLIC CAN PLEASE ALLOW COMMENTERS TO SPEAK ALTERNATIVES IS DISHONEST BEFORE YOU GO BACK. >> BEFORE THE NEXT SPEAKER COMES UP I'M JUST GOING TO REMIND MEMBERS OF THE PUBLIC TO
PLEASE ALLOW COMMENTERS TO SPEAK. WE'RE ALLOWING EVERYONE TO BE ABLE TO COMMUNICATE AND SHARE THEIR PERSPECTIVES. >> THANK YOU VERY MUCH. STUDENT SAY IT BEST RIGHT? ALL ALL OF THE STUDENTS HIT IT RIGHT ON THE NAIL. JUANA ON BEHALF OF FIVE ELEMENTS YOUTH COLLECTIVE HERE TO EXPRESS OUR FULL SUPPORT FOR A VETTED AND TESTED VOICES CURRICULUM AS WELL AS TO MAKE SURE THAT WE DEMAND A PROTECTION FOR A TWO SEMESTER CLASS AND A GRADUATION REQUIREMENT THAT WE FOUGHT SO HARD FOR SIX YEARS AGO. >> I'M HERE TO UPLIFT ALSO THE VICTORIES OF ETHNIC STUDIES IN DELIVERING A MESSAGE IN PRINT. I'M GOING TO SHORTEN A LITTLE BIT BUT DELIBERATE ON BEHALF OF A RECENT GRADUATE WHO IS THRIVING IN COLLEGE AS A PRODUCT AND REFLECTION OF THE REAL AND PROFOUND IMPACT THIS CLASS HAS ON STUDENT LIVES. SO MY NAME IS ENVY CARTER A PROUD ALUMNA OF LINCOLN HIGH SCHOOL WRITING TO EXPRESS MY STRONG SUPPORT FOR THE VOICES CURRICULUM AND FOR THE CONTINUED EXPANSION OF ETHNIC STUDIES ACROSS S.F. USD ETHNIC STUDIES IS NOT JUST A CLASS BUT
A SPACE WHERE OUR STUDENTS, OUR FAMILIES AND OUR COMMUNITIES ARE REFLECTED. IT'S PLAYED A MAJOR ROLE IN SHAPING WHO I AM TODAY. IT'S HELPED ME DEVELOP STRONG LEADERSHIP AND COMMUNICATION SKILLS AND BUILDING MY CONFIDENCE IN ACADEMIC SPACES. I'M NOT A STUDENT AT THE UNIVERSITY OF IDAHO AND SERVE AS STUDENT GOVERNMENT SENATOR PRESIDENT OF THE BSU AND BLACK STUDENTS STUDIES AMBASSADOR. I'M HERE TO SUPPORT BLAKEY'S CURRICULUM FROM CLOSER AND CALL ON THE DISTRICT TO APPROVE IT TONIGHT. THANK YOU. >> HELLO BERT. I IT A KNEE AND A SPANISH. I SUPPORT MY MY CULTURE. MIGUEL SAID EXPRESS TO ME PREOCCUPATION UNTIL I PURSUE LEAVE OUT THE REDUCE-IT OILY MINERALS CLASSES AS TO YOUR SAID NIKOS IS AS CLASSES NOT EVERY ANSWER OPTIONAL SONNETS AND CIALIS BARACK A STUDENTS COMPRENANT LIE STORIA REAL THE WHERE SAY COMPLETELY NO STRESS COMMUNITY THAT IS EITHER DIVERSE SCHOOL TAURUS GANGS CAN CONSTRUE IDOL IS BIAS LOSS I STUDIO CERTAINLY NIKOS I DO THEN I LOSS COMMONNESS HAVE THIS OR OTHER SEVERAL YET IN PARTICIPANTS CRITICAL IRRESPECTIVE FOR DIFFERENT THE SCHOOL TAURUS NORMAL MENTAL
AMERICAN NECESSITATE MOST MASS ONLY THAT INTENDED MENTAL KEEP THAT IS AS CLASSES CITY ON SO IT AMBIANCE A PROVIDEA INTENT PERTINENCE HERE THE ONE MY DIRECTOR CHIROPODY ERICA CONSIDERING IMPLEMENT ACROSS AS TO YOUR SAID NIKOS VISIT SCHOLARS PRIMARY US THEY MANDATE ADEQUATE ONLY THAT IS IMPORTANT CLOSENESS APPARENT THE ZIPPER CANYON SEVERAL ADIVASI THAT LA CONCLUSION AS CONTRIBUTION ISRAEL AS COMUNIDAD GRACIOUS TRANSLATOR GO HIT INTERPRETER GO AHEAD YES SORRY. I WOULD LIKE TO EXPRESS MY CONCERN ABOUT ELIMINATING ETHNIC STUDIES CLASS AND I UNDERSTAND THAT IS THAT IS AN ESSENTIAL PART OF EDUCATION AND TO UNDERSTANDING THE RICHNESS THAT WE IMMIGRANTS BRING TO THIS COUNTRY. IT IS ALSO PIVOTAL TO UNDERSTAND THAT IT IS VERY IMPORTANT TO HAVE ETHNIC CLASSES SO KIDS CAN HAVE EMPATHY AND THEY CAN LEARN MORE ABOUT EACH OTHER'S CULTURE AND TO HAVE A BIGGER SENSE OF BELONGING NOT DOING THIS, ELIMINATING THIS CLASS IT WILL PUT THEM ON THE SIDE AND NOT BEING ABLE TO UNDERSTAND EACH
OTHER AND THIS IS VERY IMPORTANT FOR EVERY STUDENT TO LEARN WHERE THEY COME FROM AND HOW THEIR CULTURE INTERACTS WITH OTHERS. SINCE THERE VERY LITTLE THANK YOU PLEASE LINE UP AS I CALL YOUR NAME. SCOTT KRAVITZ SARITA LAVIN I THINK SABRINA THOMAS IS READY. JOAQUIN DELGADO I'M AN S.F. USD PARENT AND I SERVED ON THE CURRICULUM REVIEW COMMITTEE SO I'VE ACTUALLY READ THE VOICES TEXTBOOK. WHAT I FOUND DOES NOT MEET THE MANDATE OF HEIGHT TO HIGHLIGHT MINORITY CONTRIBUTIONS. IT IS ORGANIZED AROUND GRIEVANCES AND DIVISION. ACTIVISTS AND REVOLUTIONARIES ARE THE ONLY MODELS FOR POSITIVE CHANGE. THERE IS A SECTION ON CHE GUEVARA BUT NOTHING ON SONIA SOTOMAYOR OR THERE'S A PAGE ON STOKELY CARMICHAEL BUT NO MENTION OF GEORGE WASHINGTON CARVER. THE MESSAGE IS CLEAR LIONIZE THOSE WHO SEEK TO TEAR DOWN THE SYSTEM AND ERASE THOSE WHO CHANGE IT FROM WITHIN. YOU WON'T SEE ANY OF THESE COMMENTS IN THE SUMMARY REPORT BECAUSE WE WERE NOT ALLOWED TO DISCUSS CONTENT. ANY CONCERN WE RAISED WAS
TREATED AS EVIDENCE THAT WE WEREN'T ON BOARD WITH THE MISSION OR WERE ACTING OUTSIDE THE RUBRIC. THE COMMITTEE WAS STACKED WITH EXISTING SUPPORTERS. THE FEW PARENTS THAT WERE THERE WERE ISOLATED AND OUR SCORES AVERAGED SO THAT OUR SCORE FROM ZERO BECAME A 2.5 OUT OF THREE. THIS BOARD WITH THIS BOARD DESERVES AN HONEST REVIEW, NOT A RUBBER STAMP. >> GOOD EVENING BOARD OF EDUCATION MEMBERS MY NAME IS SABRINA. I WORK WITH THE ARAB RESOURCE AND ORGANIZING CENTER AS THEIR YOUTH ORGANIZING COORDINATOR. BEEN IN THIS POSITION FOR ALMOST FOUR YEARS AND I GET THE HONOR OF ORGANIZING THAT WHOLE ROLE IN THE BACK. >> I DIDN'T GET TO TAKE ETHNIC STUDIES WHEN I WAS IN HIGH SCHOOL BUT I TOOK MY FIRST CLASS AT AS A STATE THE BIRTHPLACE OF ETHNIC STUDIES AND IT WAS LIFE CHANGING FOR A YOUNG PERSON AS MYSELF WHO GREW UP IN A VERY RACIST DISTRICT EVEN THOUGH IT CLAIMED TO BE PROGRESSIVE AND I CAN IMAGINE THE IMPACT IT HAS ON YOUNG
PEOPLE WHO ARE 1415 YEARS OLD ESPECIALLY IN TODAY'S CLIMATE. AND SAN FRANCISCO SHOULD NOT BE THE DISTRICT THAT TRIES TO CENSOR AND DUMBED DOWN ETHNIC STUDIES BUT SHOULD STAND FIRM ON IT BECAUSE IT HAS RESULTED IN REAL LIKE MATERIAL CHANGES AND YOUNG PEOPLE'S LIVES AND IT HAS HELPED THEM GET INTO UCS AND STRENGTHEN THEIR APPLICATIONS TO USES AND SO REALLY, REALLY ENCOURAGED THE DISTRICT IN THESE TIMES AND THESE LIKE REALLY RACIST TIMES TO SUPPORT THE VOICES CURRICULUM. >> THANK YOU. HELLO. GOOD EVENING. MY NAME IS STREET 11 AND I'M A CAREER LONG TEACHER AND I SERVE ETHNIC STUDIES. THIS IS A STATEMENT THAT I'M READING FROM A STUDENT IN MY NINTH GRADE ETHNIC STUDIES CLASS. I'M IN NINTH GRADE AND HAVE BEEN TO THREE SCHOOLS AND HAVE USED IN THESE THREE SCHOOLS. I HAVE ALWAYS BEEN TAUGHT ETHNIC STUDIES. FOR ME ETHNIC STUDIES IS THE TRUTH OF THE WORLD AND IT REVEALS SO MUCH THAT IS NOW BEING FORCED TO STAY HIDDEN. IT IS HOW I BEGAN TO LEARN ABOUT MY OWN HISTORY, CULTURE
AND IDENTITY. IT PROVIDES ME WITH AN OPPORTUNITY TO UNDERSTAND WHO I AM AND WHO I CAN BE. HOWEVER, THAT RIGHT IS CURRENTLY BEING TAKEN AWAY FROM STUDENTS. FOR EXAMPLE, EDUCATION IS NOW BEING CENSORED FOR WHAT IS DEEMED TO BE UN-AMERICAN OR DIVISIVE. WHAT IS CALLED DIVISIVE IS WHAT HAPPENED IN THE PAST AND IS REALITY. YOU CAN'T CHANGE WHAT HAS HAPPENED. IT DOESN'T MAKE ANYONE LOOK BETTER. IF INFORMATION IS BEING CENSORED ON OUR OWN HISTORY THEN WE ARE FORGETTING WHO WE ARE. WE ARE ABLE TO MAKE IT HERE TODAY BECAUSE OF WHAT HAS HAPPENED IN THE PAST. JUST BECAUSE HISTORY HAS BEEN CENSORED DOESN'T MEAN THAT YOU'VE BEEN FORGIVEN. IT DOESN'T MEAN THAT PEOPLE WILL NOT REMEMBER WHAT IS DONE AND THE PAIN THAT WAS INFLICTED . YOU CAN'T FORGET HISTORY. IT ALREADY LIVES AROUND YOU. EXPAND ETHNIC STUDIES. >> DON'T CENSOR US. DON'T CENSOR ETHNIC STUDIES. >> HELLO. MY NAME IS LARKIN DELGADO AND I'M ATHLETIC COACH OF GALILEO HIGH SCHOOL. FIRST I'D LIKE TO EXPRESS MY GRATITUDE TO THOSE WHO ORGANIZED AND ADVOCATED FOR
ETHNIC STUDIES FOR DECADES BEFORE US MAKING IT POSSIBLE FOR THIS WORK TO EXIST TODAY. >> I ALSO WANT TO THANK RESEARCHERS SUCH AS EMILY PETRE WHOSE WORK HAS CLEARLY DEMONSTRATED HOW BENEFICIAL ETHNIC STUDIES IS FOR OUR STUDENTS. I PARTICIPATED IN THE CURRICULUM MEETINGS THAT TOOK PLACE OVER TWO SATURDAYS AND WOULD LIKE TO COMMEND THE SOCIAL SCIENCE ACCELERATOR AND AKIL LORD FOR FACILITATING OUR SESSIONS. I DEEPLY APPRECIATE ALL THE EDUCATORS ADMINISTRATORS WHO SHOWED UP AND SPENT THEIR SATURDAYS WITH US. IT SPEAKS TO THEIR COMMITMENT AND INVESTMENT IN OUR COMMUNITIES. OVERALL I FELT THE PROCESS WAS CONDUCTED IN A THOUGHTFUL AND INTENTIONAL MANNER. I WAS GOING TO COME UP HERE TO TALK ABOUT A SMALL FACTION OF PEOPLE THAT SHOWED UP WITH A PREDETERMINED AGENDA TO POTENTIALLY DISRUPT AND SLOW DOWN THE PROCESS. BUT I'D ACTUALLY LIKE TO TAKE THE LAST TEN MINUTE 10S TO SAY TO THE STUDENTS I SPOKE EARLIER YOU ARE INSPIRING. YOUR ELDERS ARE PROUD OF YOU. YOUR COMMUNITY MEMBERS ARE VERY PROUD OF YOU AND WE ARE DEEPLY
APPRECIATE ALL OF YOU. >> A WORKING I'D LIKE TO ECHO WHAT AKIN SAID I AM I DON'T EVEN THINK I CAN SPEAK. AFTER THOSE STUDENTS SPOKE IT WAS SO FIRE WAS AMAZING. IF YOU WANT PROOF OF ETHNIC STUDIES POWER. GOOD EVENING SUPERINTENDENT COMMISSIONERS MY NAME IS THOMAS REDDY. I TEACH ENGLISH AND SOCIAL STUDIES AT WASHINGTON HIGH SCHOOL AND I'M HERE TO ASK THE BOARD TO ADOPT THE PROPOSED SOCIAL STUDIES CURRICULUM FOR ALL GRADES BUT ESPECIALLY FOR HIGH SCHOOL GRADES 9 TO 12 ETHNIC STUDIES, MODERN WORLD HISTORY, U.S. HISTORY AND GOV ECON. THE LAST TIME TEXTBOOKS WERE APPROVED WAS 2006. >> WE NEED NEW MATERIALS. I'M ALSO ASKING THE BOARD TO SUPPORT AND DEFEND ETHNIC STUDIES AND OUR EDUCATORS TRUST THE PROFESSIONALS WHO KNOW THIS PROGRAM PRODUCES RESULTS. YOU'VE SEEN THE AD RESEARCH STUDY BY UC IRVINE FOLLOWING A YEAR OF ETHNIC STUDIES, STUDENTS REPORT FEELING MORE ENGAGED WITH ALL OF THEIR ACADEMICS, THEIR GPAS IMPROVE EVERY SUBSEQUENT YEAR AND THEY GRADUATE BETTER PREPARED FOR THE ACADEMIC RIGORS OF COLLEGE
. IN MY 14 YEARS OF TEACHING IN S.F. U.S., I HAVE FOUND THAT MY STUDENTS WHO HAVE TAKEN ETHNIC STUDIES ARRIVE TO MY CLASSES MORE NOTICEABLY DEVELOPED IN THEIR CRITICAL THINKING SKILLS THAN THEIR PEERS ON AVERAGE. PLEASE LISTEN TO EDUCATORS. THANK YOU. >> PLEASE LINE UP IF I CALL YOUR NAME. >> RACHEL JONES. JUNE CALL TAMIKA. TASHA PASTOR NEWARK. AMANDA HILGERS. >> SARAH HALL. THANKS. >> GOOD EVENING. I'M HERE BECAUSE OF COURSE WE SUPPORT DEEPLY WHAT COLEMAN'S MISSION WAS TO BRING IN ETHNIC STUDIES TO SAN FRANCISCO AND WE FEEL SO WARM HEARTED THAT WE HAVE SO MANY PEOPLE HERE TO VOICE THAT. >> SO I THOUGHT I'D TAKE THE OPPORTUNITY TO ACTUALLY LOOK THROUGH THE AGENDA AND THE AGENDA ITEMS AND FIND NO DATA THAT'S ATTACHED TO THE API AND ALI AGENDA ITEM. >> AND I JUST WOULD LIKE A REALLY STRONG SITE WHEN WHEN I SAY THIS OUR COUNTRY WAS BUILT OFF THE BACKS OF BLACK LIVES ALL OF OUR CIVIL RIGHTS WAS BUILT OFF OF BLACK LIVES AND THE FACT THAT OUR CHILDREN
ACCORDING TO THE CALIFORNIA DEPARTMENT OF EDUCATION AGAIN THE CALIFORNIA DEPARTMENT OF EDUCATION SAYS THAT 90% OF OUR BLACK FOSTER CARE CHILDREN ARE SUSPENDED EACH YEAR. 90% OF OUR BLACK FOSTER CARE CHILDREN ARE SUSPENDED EACH YEAR. >> THANK YOU FOR YOUR COMMENT. THAT CONCLUDES YOU'RE WELCOME. 42% OF OUR AFRICAN-AMERICAN STUDENTS ARE SUSPENDED A YEAR 42%. WHAT SORT OF ACTIVITY ARE WE TALKING ABOUT? THANK YOU VERY MUCH FOR YOUR VERY WELCOME. I APPRECIATE YOU BEING ON IT. WE NEED TO SEE THE DATA. STOP GIVING US FLUFF. THANK YOU FOR GIVING US SURVEY DATA WITHOUT THE QUANTIFICATION OF NUMBERS. WE NEED TO KNOW HOW. >> THANK YOU. WE HAVE TO MOVE ON. ONE THING WE WON'T DO THAT ANYMORE. >> THANK. THIS IS IT. CAN YOU HEAR ME OKAY? GOOD EVENING. MY NAME IS JUNKO TANAKA. I'M A PARENT OF THREE CHILDREN. >> THE YOUNGEST IS IN PRESIDIO
SEVENTH GRADE AND I'M ALSO EDUCATOR. I'M A FOURTH GRADE TEACHER IN THE DISTRICT AND ALSO I'M A DOCTORATE CANDIDATE WHO IS WRITING A DISSERTATION ON ETHNIC STUDIES. I'M DOING TEACHER ACTION RESEARCH IN MY CLASSROOM AND MY STUDENTS CAME OUT WITH AMAZING DEEP INSIGHTS ABOUT OTHER PEOPLE AND NO MATTER WHAT KIND OF BACKGROUND THEY HAVE THEY SINCERELY WANT TO ACHIEVE DELIBERATION FOR ALL. >> I CAME HERE TO SUPPORT. I WROTE THEM MY SPEECH. >> BUT I GUESS THE THING IS THAT THOSE HIGH SCHOOL STUDENTS AND YOUNG PEOPLE THEY INSPIRE ME SO MUCH. >> I'M A DOMESTIC VIOLENCE SURVIVOR ETHNIC STUDIES GAVE ME THE GUIDANCE AND I'M STILL STANDING HERE BECAUSE OF ALL THE ETHNIC STUDIES. THANK YOU SO MUCH. >> GOOD EVENING, MEMBERS OF THE BOARD. >> I'M TATA PASTERNAK. I TEACH ENGLISH AND YELLED AT BALBOA HIGH SCHOOL. I'M GOING TO READ PART OF A LETTER WRITTEN BY TEACHERS
AND SIGNED BY 50 COMMUNITY MEMBERS AND MY COLLEAGUE IS GOING TO READ THE SECOND HALF. >> WE KNOW THAT ETHNIC STUDIES HAS BEEN THROUGH A RIGOROUS REVIEW PROCESS THIS YEAR. WE KNOW THAT THE REASON FOR THE SINGLING OUT OF ETHNIC STUDIES IS POLITICAL AND NOT EDUCATIONAL. THE BENEFITS OF ETHNIC STUDIES ARE THOROUGHLY DOCUMENTED BY SCHOLARLY RESEARCH AND ITS TRACK RECORD OF POSITIVE RESULTS SINCE BEING PIONEERED IN SAN FRANCISCO IS IN DISPUTABLE. THE OBVIOUS TRUTH MUST BE SAID ETHNIC STUDIES MAKES VISIBLE FOR SCHOLARLY EXAMINATION THE SYSTEMIC WORKINGS OF RACISM AND WHITE SUPREMACY. THOSE WHO BENEFIT FROM MAKING THESE FORCES INVISIBLE SEEK TO PREVENT THIS EXAMINATION. THOSE WHO BENEFIT FROM MAKING THESE CAUSES AND EFFECTS INVISIBLE AND DENYING GENOCIDE WILL SEEK TO SILENCE ITS CRITICAL EXAMINATION. >> THE HAVE TO BE EVIDENCE BY ETHNIC STUDIES HAS COME UNDER THE MICROSCOPE THIS PAST YEAR. HI GOOD EVENING. I'M AMANDA HELDER. I TEACH AT BALBOA HIGH SCHOOL AND I'M FINISHING THE LETTER. WE ARE NOT AFRAID TO NAME THE MOVED TO REDUCE THE AMOUNT OF
TIME FOR ETHNIC STUDIES FOR WHAT IT IS. IT IS A BLATANT ATTEMPT TO SWEEP SYSTEMIC RACISM AND GENOCIDE UNDER THE RUG BY PEOPLE WHO ARE THREATENED BY THE PREMISE OF ETHNIC STUDIES THAT THE UNFLINCHING STUDY OF SYSTEMS EMPOWER STUDENTS TO MAKE THEIR LIVES IN THEIR COMMUNITIES MORE JUST AND EQUITABLE AS WELL AS NURTURE A SENSE, A COMMON HUMANITY AND SHARED PURPOSE. WE CALL UPON THE BOARD MEMBERS TO RAISE THEIR VOICES IN SUPPORT OF A TWO SEMESTER GRADUATION REQUIREMENT OF ETHNIC STUDIES USING THE VOICES CURRICULUM EVERY STEP OF ETHNIC STUDIES IMPLEMENTATION INVOLVED THE COMMUNITY AT LARGE AND WAS OPENLY AND RIGOROUSLY DISCUSSED WITH DECISION MAKING BODIES FROM OUR SCHOOL DISTRICT OFFICES, OUR LOCAL SCHOOL BOARD AND OUR STATE ASSEMBLIES BEFORE BEING VOTED ON. NOW EVEN WHEN A CLEAR MAJORITY CONTINUES TO EXPRESS SUPPORT FOR THE PROGRAM, THESE SAME OFFICIALS ARE CHOOSING TO DO THE BIDDING OF SPECIAL INTERESTS THAT LOBBY THEM BEHIND CLOSED DOORS. >> WE AFFIRM THAT THE STRUGGLE OF ETHNIC STUDIES LIKE YOUR PARENTS CLOSE YOUR TIME AN
INJURY TO THIS PROGRAM IS AN INJURY TO US ALL. WE WILL DEFEND THIS PROGRAM TO DEFEND ITS FABRIC IN. HELLO I'M SARAH HALL. >> I HAVE A HIGH SCHOOLER WHO BENEFITED GREATLY FROM ETHNIC STUDIES AND I DID NOT THINK WE WERE HERE TO DISCUSS ETHNIC STUDIES OR NO ETHNIC STUDIES. IN FACT I THINK IT'S SO IMPORTANT WE GET THIS RIGHT BECAUSE THESE STUDENTS ARE AMAZING. THE COMMUNITY IS IMPORTANT. THERE ARE SO MANY WRONGS WE NEED TO WRITE THAT I CANNOT BELIEVE WE PILOTED ONE CURRICULUM. THERE ARE TONS OF DIFFERENT OPTIONS OUT THERE. WHY ARE WE DUMBING THINGS DOWN? WHY ARE WE RUBBER STAMPING? DO WE NOT CARE ENOUGH TO GET THIS RIGHT? I ASK YOU NOT TO RUBBER STAMP THE ONE THING WE CONSIDERED THESE STUDENTS DESERVE BETTER. WHAT ABOUT POWER AND PERSPECTIVE BY OKAMOTO? WHAT ABOUT OTHER PHILOSOPHIES? >> DO WE NOT THINK THAT ETHNIC STUDIES IT'S AS IMPORTANT AS OUR OTHER CURRICULUM OPTIONS YOU'RE DOING YOUR STUDENTS A DECENT SERVICE IF YOU RUBBER
STAMP THIS WITHOUT FURTHER CONSIDERATION. THANK YOU. >> HI, MY NAME IS JACQUELINE DREW. I AM A PARENT OF A EIGHTH GRADER, A SIXTH GRADER AND TWO THIRD GRADERS AND I'M HERE TO KIND OF SHARE ON WHY ETHNIC STUDIES IS SUCH AN IMPORTANT THING THAT NEEDS TO BE DISCUSSED AND SOMETHING THAT NEEDS TO BE FOR ALL STUDENTS AND SOMETHING THAT YOU ALL SHOULD NOT TAKE AWAY. >> FOR THE PAST MONTH I'VE BEEN STRUGGLING WITH THE DISTRICT TO GET SOME OF THE NEEDS MET. MY DAUGHTER SHE'S BEEN THE TARGET OF A BULLY WHO HAS HARASSED HER REPEATEDLY AND STALKED HER ON THE BASIS ABOUT THE COLOR, HER SKIN AND HAS REPEATEDLY STATED THAT MY DAUGHTER IS A MONKEY HAS SPIT ON MY DAUGHTER HAS HIT MY DAUGHTER AND EVEN THOUGH THIS CHILD HAS CONSISTENTLY GONE AFTER MY CHILD JUST ABOUT THE ONLY ASSISTANCE I'VE GOTTEN FROM THE DISTRICT AND FROM THEIR SCHOOL IS SAYING THAT MY DAUGHTER SHOULD SIGN A CONTRACT STATING THAT IF SHE COMES
IN CONTACT WITH THE CHILD MY DAUGHTER WOULD BE SUSPENDED WHICH MAKES MY DAUGHTER WHO IS THE VICTIM IN THIS SITUATION KIND OF FEEL LIKE SHE'S NOT SUPPORTED BY THE DISTRICT. AND I FEEL THAT IF ETHNIC STUDIES WERE MORE OF A DISCUSSION AND WE REALLY DISCUSS THE ILLS AND THE DISCRIMINATION AND THE THINGS THAT EVERYONE IN THIS ROOM HAS EXPERIENCED, IT WOULD MAYBE MAKE IT SO THAT MY DAUGHTER DIDN'T FEEL SCARED TO GO TO SCHOOL. IT WOULD MAKE IT SO THAT I DIDN'T HAVE TO KEEP MY DAUGHTER HOME FOR A MONTH WHILE WE TRY TO FIGURE OUT WHAT THE DISTRICT WHAT TO DO TO MAKE IT SO THAT SHE'S SAFE IN HER SCHOOL AND THE HARDSHIP OF IT ALL. >> THANK YOU FOR YOUR COMMENT. THAT CONCLUDES YOUR TIME. IS THE FACT THAT AS MUCH AS I DO FOR THE DISTRICT, AS MUCH AS I COME TO SUPPORT AND STAND UP TO BE SILENCED WHEN I'M TRYING TO EXPRESS A NEED THAT IS SO NECESSARY FOR ALL OF THE STUDENTS IT'S DISHEARTENING MAKES A PERSON WANT TO LEAVE THE DISTRICT. MAKES A PERSON WANT TO SEEK OUTSIDE HELP BECAUSE I'M NOT GETTING IT FROM YOU ALL AND IF YOU ARE PRESENTED A CURRICULUM
THAT WOULD ALLOW EVERYONE TO SEE WHERE WE ALL STAND AND HOW WE ALL CAN SUPPORT IT WOULD BE SO DIFFERENT. THANKS. THANK YOU. YOU OKAY? YES. THANK YOU. ONLINE PUBLIC COMMENTS. THANK YOU. PRESIDENT KIM WILL NOW MOVE TO VIRTUAL PUBLIC COMMENT FOR STUDENTS ON ZOOM. IF YOUR STUDENT WOULD LIKE TO SPEAK PLEASE RAISE YOUR HAND FOR STUDENTS ON ZOOM. IF YOU WOULD LIKE TO SPEAK PLEASE RAISE YOUR HAND BECAUSE MY THAT'S A REMINDER TO THE PUBLIC BANNERS CANNOT OBSTRUCT THE VIEW OUT. WE WILL NOW BEGIN WITH STUDENTS WHERE THE PHONE NUMBER (415) 942-4257. GO AHEAD AND UNMUTE AND GIVE US YOUR NAME PLEASE GO AHEAD. >> >> WE CANNOT HEAR YOU FOR SPEAKING. WE'LL MOVE TO THE NEXT. HELLO? CAN YOU HEAR ME? YES, GO AHEAD AND GIVE US YOUR NAME PLEASE. WONDERFUL. MY NAME IS CHARLOTTE MILLER. I AM A TEACHER WITH THE DISTRICT AND I HAVE TWO CHILDREN IN THE DISTRICT AND I JUST HAVE A NINTH GRADER AT LAW
WHO HAS DONE I'M SORRY. >> THIS IS FOR STUDENTS FIRST MY APOLOGIES, MA'AM. FOR STUDENTS FIRST. THANK YOU. YEAH, I'M SORRY AGAIN, IF YOU ARE NOT A STUDENT PLEASE LOWER YOUR HAND AT THIS MOMENT. OKAY. ONCE AGAIN I'LL SAY THAT AGAIN IF YOU'RE NOT A STUDENT, PLEASE LOWER YOUR HAND. IF YOU'RE A STUDENT, PLEASE RAISE YOUR HAND IF YOU'D LIKE TO SPEAK. OKAY. WE'LL BEGIN WITH HUGO. >> HUGO EL. GO AHEAD AND UNMUTE. >> HI THERE. MY NAME IS HUBERT LAW AND I'M A STUDENT AT LAW HIGH SCHOOL. ONE OF THE CORE GOALS OF ETHNIC STUDIES IS TO GAIN AN ALTERNATE PERSPECTIVE ON HISTORY FROM PEOPLE WHO MAY HAVE BEEN OPPRESSED IN THE PAST. OUR EXISTING U.S. HISTORY CURRICULUM ALREADY DOES THIS TO A MAJOR EXTENT THAT IT GOES SUCH A MAJOR EXTENT THAT IT GOES IN THE OTHER DIRECTION. FOR EXAMPLE, THE SIX C STANDARDS POSTED ON THE LECTERN IN MY HISTORY TEACHERS CLASSROOM EXPLICIT ONLY PLACES
HIGHER VALUE ON THE PERSPECTIVES AND CULTURAL EXPERIENCES OF CERTAIN PEOPLE THE HUGE CONTRIBUTIONS THAT CERTAIN DOMINANT GROUPS MADE TO THE SOCIETY THAT WE ALL ARE IN TODAY ARE GLOSSED OVER IN THE NAME OF BEING INCLUSIVE. WE DON'T NEED ANOTHER SEMESTER OF REINFORCING A PERSPECTIVE THAT ALREADY NEEDS TO BE QUESTIONED IN ITS APPLICATION TO OUR US HISTORY. >> THANK YOU. THANK YOU. WE'LL NOW HEAR FROM PHONE NUMBER (415) 290-8510. GO AHEAD AND UNMUTE AND GIVE US YOUR NAME PLEASE. >> CAN YOU HEAR US? HI. >> I MIGHT. ARE YOU A STUDENT? OKAY. AND SO I THINK BUT SHE'S NOT WITH ME RIGHT NOW. OKAY. SO WE'LL COME BACK TO YOU. OKAY. THANK YOU. MM HMM. WE'LL GO TO LILY FRANKLIN. WE LOVE YOU. >> I LOVE YOU. WE'LL GO TO LILY MEDINA. LILY MEDINA.
GO AHEAD AND UNMUTE. HELLO. MY NAME IS LILY MEDINA. I TOOK ETHNIC STUDIES AT GEORGE WASHINGTON HIGH SCHOOL. DAVID COE AND I NOW ATTEND CAL POLY SLO. I WOULD LIKE TO ASK YOU TO PROTECT ETHNIC STUDIES FROM BEING WEAKENED. IT TEACHES ESSENTIAL SKILLS STUDENTS CAN'T AFFORD TO MISS HOW TO UNDERSTAND AND LIVE WITH OTHERS. WE ARE SENDING STUDENTS INTO A DIVERSE WORLD. CLASSROOMS, WORK COMMUNITIES AND THE FAMILIES THEY WILL BUILD THE ABILITY TO INTERACT ACROSS DIFFERENCES IS NOT A BONUS SKILL BUT SURVIVAL AND THE FOUNDATION OF ANY FUNCTIONING SOCIETY. AND YET MOST CLASSES DON'T TEACH THAT ETHNIC STUDIES DOES. STUDENTS LEARN HOW TO LISTEN WITHOUT SHUTTING DOWN TO SPEAK WITHOUT DISMISSING OTHERS AND UNDERSTAND EXPERIENCES BEYOND THEIR OWN. THIS COURSE HAS BEEN SUPPORTED BY STANFORD RESEARCH SHOWING IMPROVED ATTENDANCE AND GRADUATION RATES. IT DIDN'T JUST PREPARE ME FOR A TEST BUT FOR PEOPLE. THIS IS WHAT STUDENTS WILL CARRY FOR THE REST OF THEIR LIVES. WHEN YOU CONSIDER WEAKENING THIS COURSE, UNDERSTAND WHAT YOU ARE TAKING AWAY. YOU ARE NOT JUST CHANGING CONTENT BUT REMOVING ONE OF THE
ONLY PLACES WHERE STUDENTS LEARN HOW TO EXIST IN A DIVERSE WORLD WITH EMPATHY AND AWARENESS. ETHNIC STUDIES IS ESSENTIAL. PLEASE PROTECT IT. THANK YOU. THANK YOU. WE'LL NOW HEAR FROM PARTICIPANT WITH THE LAST FOUR DIGITS 8510. GO AHEAD AND UNMUTE. >> IF YOU'RE SPEAKING WE CAN'T HEAR YOU. >> OH NO THANK YOU. I'M A PARENT. >> GOT IT. OKAY. WE'LL COME BACK. OKAY. THANK YOU. YEAH. >> THANK YOU. WELL, HERE WERE STUDENTS WITH THE LAST FOUR DIGITS 7572. GO AHEAD AND UNMUTE. >> LAST FOUR DIGITS 7572. HI. YES I AM ALSO A PARENT. WOULD YOU LIKE. OKAY. WE'LL COME BACK TO YOU. >> THANK YOU. AND WE'LL NOW GO TO A NESA A. IF YOU'RE A STUDENT GO AHEAD AND UNMUTE. HI. CAN YOU HEAR ME? YES, GO AHEAD. OKAY. HELLO. MY NAME IS ANISSA AND I'M CURRENTLY A SOPHOMORE AT LOYOLA HIGH SCHOOL.
I WANTED TO SHARE MY EXPERIENCE AS A KID SPECIFICALLY WHEN I WAS IN MIDDLE SCHOOL. WHEN I ENTERED MIDDLE SCHOOL I KNEW THAT PEOPLE WEREN'T ALWAYS SUNSHINE AND RAINBOWS BUT I HAD AT LEAST EXPECTED THE BARE MINIMUM FROM PEOPLE. LET'S JUST SAY THINGS ARE NOT GO THAT WAY. I WAS HEAVILY OPEN ABOUT MY IDENTITY BEING A MUSLIM WHO WAS FIGURING OUT HER DENSE HER IDENTITY ALONG THE WAY. BUT MIDDLE SCHOOLERS WERE BRUTAL. THEY CALLED ME NAMES RELATING TO MY IDENTITY CALLING ME A CAVEMAN, A BOMBER, EVEN A DOG EATER. ANYTHING THEY COULD THINK OF THEY HAD A TOLL ON MY MENTAL HEALTH AND I STOPPED BEING SO OPEN. I FELT SO ASHAMED OF MYSELF. BUT DURING FRESHMAN YEAR I ENTERED ETHNIC STUDIES AND IT GAVE ME THE CONFIDENCE I ONCE HAD WHEN I FIRST STARTED MIDDLE SCHOOL. I WAS ABLE TO LEARN ABOUT OTHER NATIONAL AND CULTURAL BACKGROUNDS FROM PEOPLE ALL AROUND THE WORLD INCLUDING MY OWN PEOPLE. THIS WAS ONE OF THE ONLY CLASSES AT THE TIME WHERE I WAS ACTUALLY EXCITED TO GO TO. AND IT HELPED ME UNDERSTAND SYSTEMS UNKNOWINGLY PLACE INTO TASTE SOCIETY EXPOSED ME TO DIFFERENT TYPES OF MEDIA THAT I WOULD HAVE NEVER KNOWN OF BEFORE.
AND IT HELPED ME REALIZE THAT EVERYONE HAS HISTORY AND WE CAN BECOME STRONGER BY LEARNING IT. BEING ETHNIC STUDIES HAS IMPROVED MY CONFIDENCE AND HAS ALLOWED ME TO BE MORE OPEN AND BOND WITH OTHERS DESPITE OUR DIFFERENCES. THANK YOU. >> THANK YOU. THAT CONCLUDES STUDENT CARMEN. WE WILL NOW MOVE TO MEMBERS OF THE PUBLIC. PLEASE RAISE YOUR HAND ON ZOOM IF YOU'RE INTERESTED IN SPEAKING. THANK YOU. WE'LL NOW HEAR FROM PARTICIPANT WITH THE LAST FOUR DIGITS OF 757 TO GO AHEAD AND UNMUTE YOUR TURN. >> SO IN 572 ARE THE LAST DIGITS. GO AHEAD. HI. HI. YES, HI. OKAY. WELL HI. MY NAME IS VERONICA ANTONOVA. I AM AN SFE RECIPIENT OF THE EQUAL ELEMENTARY SCHOOL. I AM HERE TO OPPOSE THE VOICE OF CURRICULUM THE AUDIT OF THE VOICE CURRICULUM FOR TWO SEMESTERS. IT WAS NOTICED POORLY CURRICULUM VETTING PROCESS AND LACK OF DIVERSE REPRESENTATION IN THE INPUT CONCERNING MY EXPERIENCE WITH OUR SCHOOL REFLECTS THAT INCREASING TRANSPARENCY OF COMMUNITY INPUT WOULD BE MY REQUEST. THANK YOU.
THANK YOU. WE'LL NOW HEAR FROM UH OH, UH, LOPEZ LOPEZ YEAH GO AHEAD AND UNMUTE AS YOU HEAR ME. YES, GO AHEAD. GOOD EVENING. MY NAME IS LOPEZ YAP JUNIOR. LAST YEAR SUPER TENDENCY TO PUT A PAUSE ON THE FORMER ETHNIC STUDIES CURRICULUM. WITHIN 48 HOURS THE SUPERINTENDENT REVERSED HER PAUSE POSITION AND PRESENTED THE VOICES CURRICULUM WHICH WHICH THE BOARD APPROVED WITHOUT EVEN REVIEWING THE CONTROVERSIAL CURRICULUM. TODAY, EIGHT MONTHS LATER YOU'RE CONSIDERING VOICES AS A TWO TERM CURRICULUM PROGRAM NOT FUNDED BY THE STATE AND AT THE SAME TIME THE STATE HAS A NO MANDATE NON FUNDED ONE TERM ETHNIC STUDIES CURRICULUM. THE STEW SUPERINTENDENT AND THE BOARD'S LACK OF TRUE TRANSPARENCY AND COMMUNITY ENGAGEMENT IS UNNERVING. STUDENTS WOULD BE BETTER SERVED FOR AN UNBIASED CURRICULUM FOR ONE SEMESTER AFTER TAKING WORLD HISTORY. S.F. USD DESERVES BETTER LEADERSHIP AND OVERSIGHT. THANK YOU. >> WELL NOW HEAR FROM ROBERTO
IPHONE. >> GO AHEAD AND UNMUTE. CAN YOU HEAR ME? MY NAME IS ROBERTO AND YOU'LL HAVE TO STAND OUTSIDE OF THE ECHO. YOU SHOULD READ THIS ONE. IT HAS BEEN OVER 15 YEARS SINCE OUR COMMUNITY'S BOARD TRULY HEARD THAT ABOUT CASI. SAN FRANCISCO UNIFIED SCHOOL. THESE THREE CREATED IDENTICAL STUDIES PROGRAM. THIS WAS NOT JUST A CURRICULUM DECISION. IT WAS THE RESULT OF DECADES OF ORGANIZING AND MEANINGFUL A STEP TOWARDS EQUITY FOR BLACK AND BROWN COMMUNITIES. AMY SO STUDIES GIVE US TO THE TOOLS TO THINK CRITICALLY ABOUT SYSTEMS OF OPPRESSION, RACIAL STEREOTYPES AND SOCIAL INJUSTICE. TEACHER REAL HISTORY OF RESISTANCE AND RESILIENCE. LESSONS EMPOWERED A JEW NOT JUST TO UNDERSTAND THE WORDS BUT TO CHANGE IT. THESE LECTURES MATTER NOW MORE THAN EVER. THESE ARE LIVING THROUGH
SYSTEMATIC HARM. ROBOT CONFLICT. THIS IS NOT ABSTRACT. THIS IS THE REALITY. ENGLISH STUDIES ALSO REDUCE CHRONICLES OF PEOPLE BY HELPING US TO THIS FEEL SEEN VALUE AND CONNECTED TO THAT OF ENTITY AND COMMUNITIES. WE USE THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT TO LISTEN TO THE COMMUNITIES THAT BUILT THIS PROGRAM DO NOW AND DO PROGRAMS THAT LOOK DECADES TO ACHIEVE. THANK YOU. WELL NOW HEAR FROM MICHELLE CUTTER MICHELLE CLUTTER. GO AHEAD AND UNMUTE. >> CAN YOU HEAR ME? YES, GO AHEAD. MY NAME IS MICHELLE AND MR.. FRANCISCO NATIVE AND CURRENT TOWER SOTA PARENT. I URGE YOU TO NOT APPROVE AND PURCHASE VOICES FOR MANY REASONS. MY ETHNICITY IS SEVERELY UNDERREPRESENTED IN THE VOICES CURRICULUM. AND IN FACT IN ITS PRESENT FORM CAUSES HARM TO MY PEOPLE IN HISTORY. MY KIDS IN S.F. USD AND OTHERS IN OUR COMMUNITY ARE SCARED FOR THEIR SAFETY TO EVEN SPEAK UP AND OPPOSE FOR THEIR SAFETY. >> THAT IS IN PART WHY HERE YOU
ARE HEARING MOSTLY ONE SIDE AND ALL OF THESE BRAVE STUDENTS WHO I SUPPORT HOW THEY'RE ABLE TO SPEAK IS BECAUSE THEY ARE REPRESENTED IN THIS CURRICULUM. MY KIDS ARE NOT IN MY COMMUNITY IS NOT. AND SO I THINK FOR A CURRICULUM THAT IS SUPPOSED TO INCLUDE ALL ETHNICITIES, YOU SHOULD MAKE SURE THAT IT'S INCLUDING EVERYONE AND THAT EVERYONE IS FEELING HEARD AND REPRESENT IT. >> OTHER REASONS TO NOT APPROVE IT ARE BECAUSE OF THE COST OF THE CURRICULUM WHEN IT'S NOT MANDATED AMIDST A MULTI-MILLION DOLLAR DEFICIT. THE HISTORICALLY INACCURATE BIASED CURRICULUM AND CONTENT THE FLAWED AND FAULTY REVIEW PROCESS STIFLING FEEDBACK OF THOSE WHO QUESTIONED AND OPPOSED. HOLD ON. HOLD ON PLEASE, MICHELLE. ALTHOUGH HERE I CAN HEAR HER POINT HER AGAIN. NO, SHE'S NOT JUST A VIDEO. YOU CAN REALLY USE IT. IT'S NOT IT'S NOT THAT YOU. THEY'RE DEFENDING THEMSELVES AGAINST AN ADULT. >> WHY YOU SHOULD BE RECORDED. RIGHT. SO I. EXCUSE ME. >> SO WHY DID YOU GET THAT? YOU WHY IS IT TARGETING THE KIDS WITH ALL THIS?
EXCUSE ME. >> WHY ARE YOU DOING A 40 CHILDREN? >> YOU KNOW, MAYBE YOU JUST WRITE RIGHT BACK. >> YOU KNOW, YOU ARE SO EXCUSE ME. >> IF WE CAN ALL HAVE A SEAT, PLEASE. >> EXCUSE ME. PLEASE HAVE A SEAT. I PUT THIS IS A PUBLIC SPACE AND FILMING IS ALLOWED BY MEMBERS OF THE PUBLIC. SO PLEASE DO NOT BE IN YOUR CLASS. SO AND UNFORTUNATELY FILMING IS ALLOWED. THINK YOU MUST BE YOUR. >> SO IF YOU CAN PLEASE HAVE A SEAT SO WE MAY RESUME OUR MEETING. THANK YOU. WHAT A SHAME. EVERY SINGLE ONE OF YOUR JOBS. >> GO BACK A LOVE. MAYBE I'LL JUST FILM THEM. I'LL JUST FILM ALL. THANK YOU VERY MUCH. IF YOU CAN PLEASE HAVE A SEAT. WE'RE LITERALLY LOOKING FOR YOU.
YOU HAVE THE. WHY ARE YOU HERE? I DON'T KNOW WHAT YOU SEE. WHAT DO YOU WANT? OH, IT'S NOT ME. YES, YOU AND YOUR TO YOUR TRUCK. CAN YOU TELL ME ABOUT YOUR WIFE ? WHAT ARE WE BEING FILMED? WE WORK TODAY AND YOU DON'T KNOW ME. YOU KNOW, I'M JUST TRYING TO MAKE SURE THINGS ARE GETTING WORSE. SHE'S THE ONE WITH THE MONEY. IT'S ALL RIGHT. YOU DID? YEAH. HOW YOU'RE FEELING? YES. YEAH. I GOT THAT. EXCUSE ME. YEAH. >> YEAH. STUDENTS. IF YOU WOULD LIKE TO HAVE A SEAT TOWARDS THE FRONT SO THAT YOU'RE NOT BEING FILMED IN THE BACK, WE INVITE YOU TO COME UP TO THE FRONT AND HAVE A SEAT AT SOME OF THESE EMPTY SEATS. OKAY.
OKAY. OKAY. IS THERE ANYONE ELSE? OKAY. OKAY. YOU'VE BEEN INVITED TO ONE OF YOUR GAMES. THERE'S A REAL SAFETY RISK. THERE'S A REAL SAFETY RISK. SETTLE DOWN. WHAT ARE YOU BLACKLISTING STUDENT AND ACTOR. JESUS. COME ON. OKAY. MAYBE GET HER PHONE WITH ME. WE ALREADY GOT ONE. >> DAVIS. DAVIS. ALL RIGHT. DAVIS. THANK YOU VERY MUCH. IT'S OKAY. THANK YOU VERY MUCH. THANK YOU. >> OH, THANK YOU, DAVIS. OKAY, STUDENTS. IF YOU WOULD FEEL MORE COMFORTABLE COMING CLOSER TO THE FRONT SO THAT YOU'RE YOU DON'T FEEL LIKE YOU'RE BEING FILMED IN THE BACK, THAT'S TOTALLY APPROPRIATE. WE HAVE SOME EMPTY SEATS IN THE FRONT HERE. OKAY.
SO THAT YOU DON'T YOU DO NOT FEEL UNCOMFORTABLE IN THE BACK IF YOU FACE IF YOU DON'T YOUR FACE BEING SEEN. I RECOGNIZE THAT IT MIGHT BE A BIT UNCOMFORTABLE IF SOMEONE IS FILMING. THIS IS A PUBLIC MEETING HOWEVER AND WE CAN'T STOP SOMEONE FROM FILMING DURING A PUBLIC SPACE. OKAY. SO IF YOU WOULD FEEL MORE COMFORTABLE MOVING TO A DIFFERENT SEAT. >> WE HAVE SOME EMPTY SEATS UP HERE. THAT'S TOTALLY OKAY. OKAY. YEAH. THANK YOU. >> THANK YOU. OKAY. THANK YOU. YOU GOOD? OKAY. THANK YOU VERY MUCH. OKAY. BECAUSE I KNOW SO. >> OKAY. SO MEMBERS OF THE PUBLIC WHO ARE HERE THIS IS NOT JUST THE FILMING. IT'S JUST RESPECT FOR THE COMMENTS THEY'RE INSTIGATING. THEY'RE FAKING IT. THANK YOU. EXCUSE ME. YOUR ACTIONS ARE HAVING THE EFFECT OF DISRUPTING THIS MEETING. >> I'M ASKING YOU TO PLEASE
STOP FILMING SO THAT WE CAN CONTINUE WITH THE BUSINESS OF THIS MEETING. >> I WILL REPEAT AGAIN YOUR ACTIONS ARE DISRUPTING THIS MEETING. I REMIND YOU THAT YOUR REQUEST THE REQUEST IS FOR YOU TO STOP. IF YOU DO NOT PROMPTLY CEASE THIS BEHAVIOR YOU WILL BE ASKED TO LEAVE THE ROOM. THIS MEETING WILL THEN CONTINUE ONLY AFTER YOU LEFT THE ROOM. WHY DID YOU NOT NOT ENGAGE? DON'T ENGAGE. WE HAVE NO HANDS ON. NO, NO. MR. MITCHELL. SHE ALSO ATTACKED MY BODY HERE . OKAY. EXCUSE ME. YOU HAVE BEEN WARNED TWICE THAT YOU ARE DISRUPTING THIS MEETING. >> YOU HAVE BEEN ASKED TO STOP . >> IF FOLKS ARE CHOOSING TO NOT STOP WE WILL NEED TO CLEAR THE ROOM. OKAY. OKAY. LET'S THANK YOU FOR HAVING A SEAT. UNFAIR. YOU GOT TO GO TO THE BATHROOM. GO. YES, BABY. WE'RE WORKING INSIDE. HERE IS QUALITY SUPERINTENDENT.
THANK YOU. WHY AM I BEING A SLEAZEBALL? STUDENTS AND MEMBERS OF THE PUBLIC PLEASE DO NOT ENGAGE. JUST DON'T ENGAGE. DON'T GIVE HER THAT. THANK YOU. SHE'S COMING. I JUST DO NOT ENGAGE. >> AGAIN FOR THOSE OF YOU WHO ARE SITTING TOWARDS THE BACK IF YOU WOULD FEEL MORE COMFORTABLE SITTING CLOSER TO THE FRONT. YOU DO NOT NEED TO BE AROUND. UNFORTUNATELY AT THE FRONT HERE WE CAN'T HEAR THE THINGS THAT ARE HAPPENING IN THE BACK OF THE ROOM. AND SO THANK YOU SO MUCH BY PLEASE STUDENTS. THANK YOU. THANK YOU. OKAY. THANK YOU VERY MUCH. OH. >> OKAY. WOW. JUST KIND OF WAIT FOR WE DIDN'T GET TO DO THAT NEXT. >> YEAH. HE CAME OUT. >> I DO APPRECIATE THAT. AND I SAID THIS AT THE TOP OF THE MEETING WE HAD A NUMBER OF CARDS. I THINK WE HAD WELL OVER 40
IN PERSON FOR BOTH PUBLIC OR FOR BOTH AGENDA ITEMS AND NON AGENDA ITEMS. UNFORTUNATELY OUR TIME IS LIMITED SO AT 745 WE WERE SUPPOSED TO STOP FOR OUR PUBLIC COMMENT AND SO WE WILL MOVE ON BUT I DO ENCOURAGE YOU TO SUBMIT YOUR PUBLIC COMMENTS TO THE SFI USD BOARD OFFICE. YOU CAN DO SO BY EMAIL. YOU'RE ALSO WELCOME TO DROP OFF ANY LETTERS THAT YOU HAVE FOR US AS WELL. OKAY, SO I APOLOGIZE FOR THAT. I DID NAME THAT AT THE TOP OF THE MEETING THAT WE JUST. WE ARE LIMITED ON OUR TIME BUT THANK YOU FOR THAT. >> YEAH. THE ITEMS THAT I'VE JUST 1II APPRECIATE THAT. THANK YOU. >> OKAY. I'LL JUST SAY THIS ONE LAST TIME BEFORE WE MOVE ON. IF FOLKS FEEL MORE COMFORTABLE COMING CLOSER TO THE FRONT, WE DO HAVE SOME EMPTY SEATS UP HERE. AND AGAIN I WE WERE NOT ABLE TO WE DON'T HEAR EVERYTHING THAT'S HAPPENING IN THE BACK OF THE ROOM. SO IF THERE ARE ANY CONCERNS WE DO HAVE STAFF AVAILABLE ONSITE
TO HELP RESPOND. >> THANK YOU. NOT BE TOLERATED IN A MEETING. I AGREE. >> THANK YOU FOR YOUR TIME. SHOULD HAVE GOTTEN THEM OUT IN THE FIRST PLACE. THAT'S RIGHT. SO WE'RE JUST GOING TO WAIT FOR OUR THREE OF OUR COMMISSIONERS TO RETURN AND THEN WE'LL GET STARTED. >> BUT FOR NOW. OKAY. I AM GOING TO I THINK WE CAN'T EVEN DO CLOSED SESSION WHEN YOU GET . >> OKAY. SO WE SEEING AS WE HAVE QUORUM NOW WE WILL MOVE FORWARD TO ITEM D REPORT FROM CLOSED SESSION AT WHICH IN THE MATTER OF STUDENT GW VERSUS SFP USD. CASE NUMBER (202) 601-0662. THE BOARD BY A VOTE OF SIX EYES WITH COMMISSIONER LISA WISEMAN BOARD ABSENT GIVES DIRECTION TO THE GENERAL COUNCIL IN THE MATTER OF ANGELES THAT'S A FEW A C SUPERIOR COURT CASE NUMBER F24751. >> SORRY THAT'S THE WRONG SCRIPT. YEAH. GIVE ME ONE SECOND. OKAY.
YEAH. >> COMMISSIONERS WITH YOUR UH WITHOUT OBJECTION, I'M GOING TO MOVE THE REPORT FROM CLOSED SESSION TO BE AFTER ACTION ITEMS THAT WE CAN ALLOW STAFF TO JUST DOUBLE CHECK OUR WORK HERE AND WE WILL MOVE TO ITEM E IS THERE ANY OBJECTION TO THAT ? OKAY. WE'LL MOVE TO ITEM E ADVISORY COMMITTEE REPORTS AND APPOINTMENTS. ITEM ONE AFRICAN AMERICAN PARENT ADVISORY COUNCIL ANNUAL REPORT TO THE BOARD OF EDUCATION AS A CALLING THE SUPERINTENDENT. >> FOLKS, IF YOU ARE READY THANK YOU. THANK YOU. PRESIDENT KIM IT IS MY HONOR FOR FOUR TO NUMBER ONE INTRODUCE MARIE SHOW VIBRANCE IN OUR PAC PARENT MANAGER SO SORRY I'M A LITTLE DISTRAUGHT RIGHT NOW BUT I'VE BEEN LOOKING FORWARD TO THIS CONVERSATION AND FOR US TO TO REALLY COME TOGETHER AND AND HEAR THE FEEDBACK FROM OUR AFRICAN AMERICAN PARENTS AND IT'S GOING TO HAND IT OVER TO MARISSA NOW.
THANK YOU. >> OH, THE MIKE PICKS UP TWO THINGS. >> HI, EVERYBODY. GOOD EVENING. MY NAME'S MARISSA ROBINSON AND I AM HONORED TO BE HERE AS THE AFRICAN AFRICAN-AMERICAN PARENT ADVISORY COUNCIL PROGRAM MANAGER AGAIN, HELLO TO MY COLLEAGUES. >> I'M FELLOW I'M NOT FELLOW I'M NOT A COMMISSIONER. THE COMMISSIONERS, SUPERINTENDENTS, THE THE AMAZING SCHOLARS IN OUR ROOM AND OUR FAMILIES IN OUR COMMUNITY WHO HAVE CAME OUT TONIGHT TO SUPPORT US AS A PROGRAM MANAGER OF AFRICAN-AMERICAN PARENT ADVISORY COUNCIL. I STAND HERE WITH A FULL HEART AND A FULL CUP BECAUSE THIS IS THE VERY GROUP THAT ONCE ADVOCATED FOR ME AND WITH ME WHEN I WAS A PARENT IN NEED OF COMMUNITY HERE IN S.F. U.S. BEFORE I EVER BECAME AN EMPLOYEE. TONIGHT THREE OF OUR IPAC PARENT LEADERS WILL SHARE APEC'S IMPACT OUR COMMUNITY'S TRUTH AND OUR RECOMMENDATIONS
FOR THE YEAR AHEAD USUALLY THIS PRESENTATION HAPPENS IN FEBRUARY BUT THAT WAS PUSHED BACK DUE TO THE STRIKE. SO WE ARE HERE NOW IN APRIL BUT I ASK THAT YOU RECEIVE OUR FAMILIES AND OUR PARENT LEADERS WITH FULL ATTENTION. WE ARE MISSING A COMMISSIONER WITH FULL ATTENTION, FULL RESPECT AND WITH THE UNDERSTANDING THAT WHEN YOU SUPPORT BLACK FAMILIES YOU SUPPORT ALL FAMILIES. IT IS IT IS NOW MY HONOR TO TURN IT OVER TO OUR PRESENTERS FOR THE EVENING SO KEEP IT OKAY? GOOD EVENING, PRESIDENT KIM COMMISSIONERS SUPERINTENDENTS TO STAFF FAMILIES AND COMMUNITY MEMBERS. MY NAME IS RIANDA. I'M A MOTHER OF THREE AS THE VIEW IS THE ALARM AND ONE INCOMING SCHOLAR AND A FOUNDING MEMBER OF AIPAC. I HAVE BEEN A MEMBER SINCE ITS INCEPTION. ANNUALLY AIPAC WAS HONORED TO STAND BEFORE THIS BOARD TO SHARE WHERE WE HAVE BEEN WHERE WE ARE NOW AND WHERE WE ARE GOING.
WE ARE ASKING THIS DISTRICT TO CONTINUE TO WALK WITH US. WE HAVE NOT BEEN INVITED TO DO THIS SINCE 2022. THIS YEAR THE TITLE OF OUR PRESENTATION IS THE POWER OF BLACK FAMILY VOICE FROM ADVOCACY TO ACCOUNTABILITY. FOR MORE THAN A DECADE, BLACK FAMILIES AND SPEAKERS HAVE SHOWN UP TO MEETINGS TO LISTENING SESSIONS, TO SCHOOL SITES AND TO THIS VERY SPACE TO ADVOCATE FOR OUR CHILDREN. TONIGHT WE ARE ASKING THIS BOARD OUR SUPERINTENDENT AND THE DISTRICT TO MATCH OUR ADVOCACY WITH ACCOUNTABILITY. BEFORE WE BEGIN I WANT TO BRING IN THIS BEARS OF OUR ANCESTORS WITH THIS SPECIAL GREETING. SINCE 2015 AIPAC HAS GREETED THIS BOARD WITH THE WORDS OF THE MAASAI WARRIORS. KAZARIAN AND GURIRA. MEANING AND HOW ARE THE CHILDREN? WE DREAM OF THE DAY WHEN THE ANSWER IS ALL THE CHILDREN ARE WELL.
NEXT SLIDE PLEASE. >> DUE TO TIME CONSTRAINTS WE ASK YOU FOLLOW ALONG ON THE SCREEN OR ON YOUR PRINTOUTS. THIS DECK IS AVAILABLE ON BOARD DOCS AND WILL ALSO BE SHARED IN THE AIPAC MONTHLY NEWSLETTER. YOU CAN SCAN THE QR CODE ON THE SCREEN TO ACCESS IT. THE MISSION OF THE AFRICAN-AMERICAN PARENT ADVISORY COUNCIL CAN BE CAPTURED IN THREE VERBS LISTED . EDUCATE AND ADVOCATE. WE PROVIDE A FORUM TO HEAR THE IDEAS OF BLACK FAMILIES AND SERVE YOU AS DEAN AND WE RESPOND BY EDUCATING INFORMING AND EQUIPPING OUR COMMUNITY TO ADVOCATE FOR A HIGH QUALITY EDUCATION FOR OUR CHILDREN. TONIGHT WE HAVE THREE OBJECTIVES TO SHARE APEC'S IMPACT AND REACH CENTER BLACK STUDENT AND FAMILY EXPERIENCES WITHIN AS AS DEAN AND PRESENT OUR 2526 RECOMMENDATIONS. NEXT SLIDE PLEASE APEC'S WORK IS GROUNDED IN THREE CORE PRACTICES. LISTEN. EDUCATE AND ADVOCATE. WE LISTEN BY CREATING AFFINITY SPACES FOR BLACK FAMILIES
CENTERING BLACK JOY AND EXPERIENCE AND USING BOTH QUANTITATIVE AND QUALITATIVE DATA THROUGH GATHERING SURVEYS ,PHONE CALLS AND LISTENING SESSIONS. WE EDUCATE BY HOSTING WORKSHOPS AND INFORMATIONAL SESSIONS, SHARING COMMUNITY RESOURCES THAT SUPPORT BLACK STUDENT AND FAMILY WELL-BEING AND BUILDING FAMILY CAPACITY TO PARTICIPATE IN SCHOOL GOVERNANCE. AND WE ADVOCATE BY SUPPORTING FAMILIES AND USING THEIR VOICES TO INFLUENCE DECISIONS ELEVATING FAMILY IDENTIFY PRIORITIES THROUGH FORMAL RECOMMENDATIONS AND SHARING BLACK FAMILY REPRESENTATION ON DECISION MAKING BODIES AND PARTNERING WITH SCHOOL LEADERSHIP TO HOLD THE SYSTEM ACCOUNTABLE. THIS FRAMEWORK IS HOW WE SURFACE HARM BUILD CAPACITY, DRIVE ACCOUNTABILITY AND TRANSLATE LIVED EXPERIENCE INTO INFORMED ADVOCACY. NEXT SLIDE PLEASE. >> I WANT TO WALK YOU THROUGH OUR JOURNEY BECAUSE I HAVE LIVED IT. APAC WAS ESTABLISHED AS A DISTRICT ADVISORY BODY IN 2013.
SINCE THEN WE HAVE GROWN NOT JUST INSIDE US BUT IN VOICE AND IMPACT. IN 2016 WE EXPANDED TO 39 SCHOOLS. IN 2018 WE LAUNCHED THE APAC LITERACY CAMPAIGN AND DISTRIBUTED A THOUSAND BOOKS IN JUST ONE MONTH. IN 2019 WE DEVELOP A TRACKER TO MONITOR THE IMPLEMENTATION OF OUR RECOMMENDATIONS. BECAUSE ACCOUNTABILITY REQUIRES EVIDENCE. IN 2020 WHEN THE WORLD SHUT DOWN, APAC TRANSITIONED SEAMLESSLY TO VIRTUAL MEETINGS AND NEVER LOST CONTACT WITH OUR FAMILIES. IN 2021 WE STRENGTHENED PARTNERSHIPS WITH THE CITY AND COUNTY AND THE DISTRICT TO SUPPORT FAMILIES TO RETURNING TO IN-PERSON LEARNING. IN 2022 WE EXPANDED INTO COMMUNITY BASED PROGRAMING. IN 2024 WE LINKED LEARNING TO THE HOME TO INCREASED ACADEMIC ACHIEVEMENT ALIGNED WITH DISTRICT GOALS. AND IN 2025 WE INCREASE OUR VISIBILITY THROUGH RESEARCH
PARTNERSHIPS AND POLICY ADVOCACY. THIS IS MORE THAN A TIMELINE. THIS IS A RECORD OF BLACK FAMILIES SHOWING UP YEAR AFTER YEAR FOR OUR CHILDREN. NEXT SLIDE PLEASE. >> GOOD EVENING. MY NAME IS MICHELLE AND I AM THE MOTHER OF A FOURTH GRADER AND I SERVE ON THE SITE BASED AIPAC STAR KING ELEMENTARY. WHEN WE SAY APEC'S IMPACT IS REAL, THIS IS WHAT WE MEAN ON THE POLICY AND ADVOCACY SIDE. >> AIPAC HAS BEEN AT THE TABLE ADVOCATING IN POLICY TABLES ON THINGS LIKE STUDENT ASSIGNMENT BACK BIASED MATH TRACKING K THROUGH 12 ETHNIC STUDIES POLICY WORK AND RESTORATIVE PRACTICES IN SITE BASED ADVOCACY. ON THE COMMUNITY BUILDING SIDE. WE HAVE EIGHT PLUS YEARS OF CONSISTENT GENERAL MEETINGS 30 PLUS SCHOOL SITE BASED AFFINITY GROUPS. OUR EVERGREEN LITERACY CAMPAIGN THE API IMPLEMENTATION GUIDE MORE THAN A DECADE OF DISTRICT ADVOCACY AND WE HAVE EVEN PRESENTED OUR MOTTO AT A NATIONAL CONFERENCE.
THIS IS THE POWER OF BLACK FAMILY VOICE SUSTAINED ORGANIZED AND ACCOUNTABLE. >> NEXT SLIDE PLEASE. THIS SCHOOL YEAR AIPAC HAS BEEN IN MOTION. WE HELD NINE MONTHLY GENERAL MEETINGS, HOSTED DUAL CAPACITY FAMILY WORKSHOPS AND CONTINUED THE APEX LITERACY CAMPAIGN GETTING CULTURALLY AFFIRMING BOOKS INTO THE HANDS OF OUR CHILDREN. WE DEEPENED EDUCATIONAL PARTNER COLLABORATIONS SUSTAIN SITE BASED AFFINITY GROUPS ACROSS S.F. USD AND ENGAGED IN POLICY ADVOCACY AT EVERY LEVEL. WE HOSTED SCHOOL READINESS EVENTS AND ACTIVITIES AND WE REVITALIZE AIPAC WORKGROUPS. >> SO THE WORK OF ADVOCACY IS OWNED BY MANY NOT FEW. I AM PRIVILEGED TO SEE THIS WORK UP CLOSE AT MY SCHOOL SITE. EVERY ONE OF THESE TOUCH POINTS IS A CHANCE FOR A BLACK FAMILY TO BE SEEN, HEARD AND CONNECTED . NEXT SLIDE PLEASE. >> THIS IS THE SLIDE THAT NAMES
WHAT IS HARDEST TO SAY. AND AS A SITE BASED MEMBER I HAVE WITNESSED THE GAPS IN SUPPORTS. WHAT HAS NOT SHIFTED ENOUGH ? OUR FAMILIES CONTINUE TO REPORT AN INCONSISTENT SENSE OF BELONGING POLICY TO PRACTICE GAPS AT SCHOOL SITES, ONGOING RACIAL HARM AND BIAS, UNEVEN ACCESS TO INFORMATION AND SUPPORTS EROSION OF TRUST AND COMMUNITY FATIGUE DUE TO UNFULFILLED COMMITMENTS, INSUFFICIENT ACCOUNTABILITY FOR IMPLEMENTATION. CULTURAL HUMILITY THAT IS NOT CONSISTENTLY EMBEDDED. UNDERREPRESENTATION OF BLACK STAFF LIMITED TRANSPARENCY IN THE ABSENCE OF AUTHENTIC SUSTAINED PARTNERSHIP PRACTICES . WE NAME THESE NOT TO SHAME BUT TO BE HONEST BLACK FAMILIES ARE TIRED OF ADVOCATING FOR THE SAME THINGS YEAR AFTER YEAR WITH NO CHANGE. >> AND YET BECAUSE OF A PEG
THERE ARE AFFINITY SPACES AT THE SITE AND DISTRICT LEVELS. WHEN A LOUD FAMILY VOICE IS EMBEDDED IN DECISION MAKING BODIES WE BUILD SHARED LEARNING AND CAPACITY. WE DELIVER COORDINATED ADVOCACY ALIGNED TO POLICY PRACTICE AND ACCOUNTABILITY. >> NEXT SLIDE PLEASE. IN 2021 AIPAC RELEASED OUR BLACK MINDS MATTER IMPLEMENTATION GUIDE A RESOURCE FOR SCHOOL SITES TO AUTHENTICALLY ENGAGE BLACK AND AFRICAN-AMERICAN FAMILIES AND TO LAUNCH SITE BASED AFFINITY GROUPS. THE GUIDE OUTLINES MINIMUM EXPECTATIONS FOR BLACK FAMILY PARTNERSHIP FROM PROFESSIONAL DEVELOPMENT TO SCHOOL ASSIGNED CLIMATE TO THE ROLE OF AN AFFINITY LEAD. AS SOMEONE WHO SUPPORTS A SITE BASED AIPAC, I CAN TELL YOU THIS GUIDE TURNS THE QUESTION HOW DO WE ENGAGE BLACK FAMILIES WELL INTO A ROADMAP? >> THE IMPLEMENTATION GUIDE IS
THE HOW BEHIND THE WHY. >> WE ARE CURRENTLY WORKING TO UPDATE IT AND CAN'T WAIT TO SHARE THE UPDATED VERSION WITH EVERYONE. >> NEXT SLIDE PLEASE. HELLO EVERYONE. MY NAME IS RAYMOND ROBINSON THE PROUD FATHER OF TWO CURRENT CANTONESE SPEAKING S.F. USED STUDENTS IN THREE HARLEM. I AM HERE BECAUSE OUR CHILDREN DESERVE A DISTRICT THAT DOESN'T JUST HEAR US BUT ACTS AND BECAUSE I KNOW THE POWER OF FAMILY PARTNERSHIPS. TONIGHT I AM GOING TO SHARE A PACKED AREA OF FOCUS FOR THE CURRENT ACADEMIC YEAR. OUR 2025 TO 2026 PRIORITIES ARE ORGANIZED AROUND THREE AREAS EACH ALIGNED TO THE SUPERINTENDENT'S VISION AND THE BOARD'S GOALS AND GUARDRAILS. FIRST EQUITABLE FUNDING AND RESOURCE ALIGNMENT. MAKING SURE THAT S.F. USES BUDGET AND STAFFING REFLECT THE NEEDS OF BLACK STUDENTS. SECOND STUDENTS ACCESS NAVIGATION AND SUPPORT EQUIPMENT FAMILIES WITH THE TOOLS TO SUPPORT THEIR CHILDREN'S ACADEMIC SUCCESS. THIRD FAMILY VOICE PARTNERSHIP AND COMMUNITY CONNECTION STRENGTHENING AUTHENTIC PARTNERSHIPS SO BLACK FAMILIES ARE HEARD AND CONNECTED. THESE PRIORITIES LIVE INSIDE
THE SUPERINTENDENT'S VISION OF STRONG SCHOOLS, BRIGHT FUTURE AND INSIDE THE BOARD AND DISTRICT COMMITMENT TO GO ONE GUARDRAIL, ONE GUARDRAIL TOO. FROM THESE THREE PRIORITIES FLOW THREE RECOMMENDATIONS WE BRING TO YOU TONIGHT. NEXT SLIDE PLEASE. RECOMMENDATION ONE. STRENGTHEN ACADEMIC OWNERSHIP. BLACK CHILDREN ARE BRILLIANT. BLACK CHILDREN ARE CAPABLE OF GRADE LEVEL WORK OF MASTERING LITERACY THRIVING IN MATH. OUR FAMILIES KNOWS THIS. OUR CHILDREN KNOW THIS. TONIGHT WE ARE ASKING SFD TO ACT LIKE THE DISTRICT KNOW IT TO YOU. THANK YOU. ALL RIGHT. STRICT STRINGS MEAN ACADEMIC OWNERSHIP MEANS OUR CHILDREN ARE SEEN MONITORED, SUPPORTED AND KEPT ON TRACK NOT AS AN EXCEPTION BUT AS A STANDARD. WE ARE ASKING FOR THREE THINGS ON BEHALF OF BLACK STUDENTS AND FAMILIES. NUMBER ONE BLACK FAMILIES
DESERVE TO KNOW OUR CHILDREN ARE DOING HOW OUR CHILDREN ARE DOING. PROGRESS MONITORING SHOULD HAPPEN CONSISTENTLY WITH CLEAR FAMILY FRIENDLY COMMUNICATION ABOUT WHETHER OUR CHILD IS ON TRACK OR OFF TRACK BEGINNING EARLY IN THE YEAR AND CONTINUED THROUGHOUT. WE CAN'T PARTNER IN OUR CHILDREN'S LEARNING IF WE DON'T KNOW WHERE THEY STAND. NUMBER TWO BLACK CHILDREN DESERVE THE FULL BENEFIT OF THE TOOLS THE DISTRICT HAS ALREADY INVESTED IN. PERSONALLY MY THIRD GRADE SON HE THRIVED IN THE NSF USD LEARNING RESOURCES. HE IS CONSTANTLY EXPLORING AND TEACHING US HOW TO NAVIGATE THEM. TOOLS LIKE A MIRROR FOR LITERACY OR EXCEL MUST REACH OUR CHILDREN AND BE USED CONSISTENTLY MONITORED REGULARLY AND FOLLOWED UP WITH REAL INSTRUCTIONS. NUMBER THREE BLACK CHILDREN DESERVE GRADE LEVEL MATH INSTRUCTION AND THE SUPPORT TO SUCCEED IN IT. THAT MEANS ACCESS TO GRADE LEVEL WORK. TIMELY INTERVENTION WHEN THEY
NEED IT. AND PUBLIC REPORTING ON WHETHER OUR CHILDREN ARE PROGRESSING. THIS IS WHAT ACADEMIC OWNERSHIP LOOKS LIKE FOR BLACKS STUDENTS IN IT LINES UP WITH WHAT THE BOARD HAS ALREADY COMMITTED TO. THIRD GRADE LITERACY AND STUDENT LEARNING. NEXT SLIDE PLEASE. AS PARENTS WE KNOW OUR CHILDREN THRIVE IN SCHOOLS GROUNDED IN RESTORATIVE PRACTICES. WHERE MISTAKES ARE MET WITH REPAIR AND NOT REMOVAL WE KNOW OUR BLACK CHILDREN THRIVE WHEN THEY ARE IN RELATIONSHIP WITH THE ADULTS AND PEERS WHO SEE THEM KNOW THEM AND STAY WITH THEM. I WANT TO NAME SOMETHING CLEARLY TONIGHT IPAC HAS BEEN RECOMMENDING RESTORATIVE PRACTICES TO THIS DISTRICT FOR YEARS. IT IS REFLECTED IN OUR PATHS RECOMMENDATIONS ARE ADVOCACY AND CONSISTENT COMMUNITY FEEDBACK. OUR FAMILIES HAVE SHOWN UP. WE HAVE ASKED, WE HAVE PUSHED AND INSTILL IMPLEMENTATION REMAINS UNEVEN AND OUR CHILDREN
CONTINUE TO BEAR THE COST. WE ALSO WANT TO ACKNOWLEDGE THAT THERE ARE AS FEW AS D STAFF WORKING TO EXPAND AND DEEPEN THE USE OF RESTORATIVE PRACTICES ACROSS THE DISTRICT. THEY CARE DEEPLY ABOUT THIS WORK AND THE STUDENTS THEY SERVE. AT THE SAME TIME THIS EFFORT CANNOT RELY ON INDIVIDUAL COMMITMENT AND SCARCE RESOURCES ALONE. IT MUST BE SUPPORTED BY CONSISTENT FUNDING AND A CLEAR SYSTEM WIDE COMMITMENT FROM THE BOARD OF EDUCATION AND DISTRICT LEADERSHIP. SO THIS IS NOT A NEW ASK. THIS IS A CALL FOR ACCOUNTABILITY. ON A COMMITMENT THIS DISTRICT HAS ALREADY MADE, WE ARE ADVANCING THREE RECOMMENDATIONS ON BEHALF OF BLACK CHILDREN AND FAMILIES. FIRST, EVERY CHILD IN S.F. USD MUST HAVE ACCESS TO RESTORATIVE PRACTICES. WE NEED IT IMPLEMENTED ACROSS ALL GRADE LEVELS AND AT ALL SITES. IT MUST BE EMBEDDED IN THE DAILY CULTURE OF SCHOOLS NOT ONLY USED AFTER HARM HAS
OCCURRED. SECOND, RESTORATIVE PRACTICES MUST BE RESOURCED AS A CORE STRATEGY. OUR CHILDREN DESERVE SITE BASED LEADS, DEDICATED FUNDING AND A PROTECTED TIME FOR RELATIONSHIP BUILDING AND REPAIR. THIS CANNOT REMAIN AN ADD ON. IT REQUIRES REAL INVESTMENT. THIRD, FAMILIES DESERVE TRANSPARENCY. DISCIPLINE DATA MUST BE PUBLICLY REPORTED AND DISREGARDED DATED WITH TARGETED ATTENTION TO SCHOOLS OR BLACK STUDENTS CONTINUE TO EXPERIENCE HIGH RATES OF SUSPENSION. WE CANNOT ADDRESS WHAT WE CANNOT SEE. >> THIS IS WHAT IT MEANS TO SERVE THE WHOLE CHILD AND IT ALIGNS WITH THE COMMITMENTS THIS BOARD HAS ALREADY MADE. >> NEXT SLIDE PLEASE. RECOMMENDATION NUMBER THREE FAMILY PARTNERSHIPS BLACK FAMILIES ARE NOT STAKEHOLDERS TO BE MANAGED. WE ARE PARTNERS. WE ARE EXPERTS ON OUR OWN CHILDREN AND WE DESERVE A DISTRICT THAT ENGAGES US THAT
WAY CONSISTENTLY, TRANSPARENTLY AND WITH FOLLOW THROUGH AS A SITE BASED APEC MEMBER. >> THIS IS THE RECOMMENDATION I FEEL MOST PERSONALLY. >> I SEE WHAT HAPPENS WHEN SITES GET THIS RIGHT. BLACK FAMILIES SHOW UP. THEY STAY ENGAGED IN OUR CHILDREN THRIVE AND I SEE WHAT HAPPENS WHEN THEY DON'T. THREE THINGS THAT WE ARE RECOMMENDING ON BEHALF OF THAT BLACK FAMILIES AND CHILDREN. ONE BLACK FAMILIES DESERVE INFRASTRUCTURE NOT GOODWILL. WE ARE ASKING THE BOARD TO FUND THE RECRUITMENT AND RETENTION OF AFRICAN-AMERICAN STAFF SITE BASED AFFINITY SPACES AND FAMILY PARTNERSHIP ROLES. AUTHENTIC PARTNERSHIP REQUIRES REAL INVESTMENT. TWO BLACK FAMILIES DESERVE CLEAR DISTRICT WIDE EXPECTATIONS FOR HOW WE ARE ENGAGED. WE ARE ASKING THE BOARD TO ADOPT POLICY THAT SETS THE STANDARD TIMELY FOLLOW UP TRANSPARENCY AND DECISION MAKING AND MEANINGFUL OPPORTUNITY FOR SHARED PROBLEM SOLVING.
WHEN EXPECTATIONS ARE SET FROM THE TOP, SCHOOLS HAVE SOMETHING TO BE MEASURED AGAINST. THREE BLACK FAMILIES DESERVE TO KNOW WHETHER THOSE EXPECTATIONS ARE BEING MET. WE ARE ASKING THE BOARD TO REQUIRE THE DISTRICT TO PUBLICLY REPORT ON HOW SCHOOLS ARE PARTNERING WITH BLACK FAMILIES AND TO ACT WHEN THE DATA SHOWS COMMITMENTS ARE NOT BEING KEPT. THIS IS WHAT AUTHENTIC PARTNERSHIP LOOKS LIKE AND IT LINES UP WITH WHAT THE BOARD HAS ALREADY COMMITTED TO. NEXT SLIDE PLEASE. >> OKAY. ON BEHALF OF AAPI FAMILIES, THANK YOU FOR YOUR TIME AND ATTENTION TOO GIVEN US TONIGHT. AS A FATHER I WANT TO LEAVE YOU WITH THESE THREE ASK RECEIVE THESE RECOMMENDATIONS NOT AS SUGGESTIONS BUT AS LIVE EXPERTISE OF THE FAMILIES YOU SERVE. RESPOND TO THEM WITH ACTION AND WE'RE PUBLIC ACCOUNTABILITY
. REMEMBER TO DO THIS WORK IN PARTNERSHIP WITH US. AS WE HAVE SAID SINCE 2012. NOTHING FOR US WITHOUT US. YOU CAN STAY CONNECTED WITH US AT IPAC AT F USD.EDU ON SOCIALS SUCH AS FACEBOOK AT S.F. IPAC AND THROUGH OUR NEWSLETTER AT TINY YOUR OUTCOME FOR SLASH IMPACT UPDATES. AND WE CLOSE WHERE WE BEGIN WITH THE GREETING OF OUR ANCESTORS. AND HOW ARE THE CHILDREN? WE LOOK FORWARD TO THE DAY WHEN OUR COLLECTIVE RESPONSE IS ALL THE CHILDREN ARE WELL. THANK YOU FOR YOUR TIME. THANK YOU. THANK YOU. AND BEFORE WE GET STARTED, I DO WANT TO APPRECIATE THE FACT THAT THIS WAS A LITTLE BIT OF A MOVING TARGET FINDING TIME FOR YOU ALL TO COME TO THE BOARD AND PRESENT. YOU HAVE A FIERCE ADVOCATE AND MARISSA SO I WANT TO JUST NAME THAT. SO THANK YOU FOR YOUR FLEXIBILITY UNDERSTANDING I'M VERY GLAD THAT YOU'RE HERE TODAY AND ESPECIALLY PRESENTING DURING A TIME WHEN WE HAVE A CORDIAL TO MEETING.
SO THANK YOU. I'LL OPEN IT UP FOR COMMISSIONERS FOR QUESTIONS AND COMMENTS. COMMISSIONER RAY MY MAIN QUESTION IS MORE TO STAFF I THINK BECAUSE I HAD ASKED FOR I HAD ASKED ABOUT STAFF RESPONSES TO THE RECOMMENDATION AND I ALSO JUST WANTED TO THANK YOU ALL FOR TAKING THE TIME TO PUT THIS TOGETHER AND TO COME TONIGHT TO STAFF. WANT TO COMMENT ON ANY OF THE RESPONSES TO THE RECOMMENDATIONS THAT DEEPAK HAS FOR HER? >> YES, RESPONSES TO THE RECOMMENDATIONS FROM STAFF. I AM THE STAFF THAT SUPPORTS IPAC ALONG WITH THE SUPPORT OF AFRICAN-AMERICAN ACHIEVEMENT AND LEADERSHIP INITIATIVE TEAM AS WE HAVE BEEN WORKING THROUGH ALL OF THE THINGS AND THE CHANGING SYSTEMS AND WAYS AND BEES AND PEOPLE THAT ARE IN S.F. USD. WE ARE CURRENTLY UPDATING THE WAY IN WHICH WE TRACK THE RESPONSES TO THE RECOMMENDATIONS AND THAT WE RECEIVED THOSE RESPONSES. THERE HAS BEEN A LOT OF WORK DONE ON THAT AND IT HAS NOT CURRENTLY REFLECTED IN THE
RECOMMENDATION TRACKER BUT THAT IS NOT TO SAY THAT IT WILL NOT BE UPDATED BY THE END OF THIS YEAR. CAN I ASK A FOLLOW UP QUESTION TO THAT? I DON'T KNOW. COMMISSIONER RAY, IF YOU'RE DONE BUT MS. ROBINSON I REALLY APPRECIATE YOU BEING HERE ON BEHALF OF AIPAC AND ALI, BUT I WOULD ACTUALLY REDIRECT THAT TO THE SUPERINTENDENT BECAUSE WHILE I APPRECIATE THE WORK OF AIPAC AND ALI, I WOULD ALSO LIKE TO RECOGNIZE THAT THE IT'S THE JOB OF EVERY SINGLE ONE OF US WHO WORK FOR S.F. USD TO BE RESPONSIBLE FOR THE OUTCOMES OF OUR BLACK STUDENTS NOT JUST ALI AND AIPAC. >> SO I APPRECIATE THAT YOU'RE HERE IN MANAGING THIS AND REPORTING ON THIS BUT I WOULD ALSO LIKE TO HEAR FROM LEAD I WOULD LIKE TO HEAR FROM THE FOLKS WHO MANAGE OUR SCHOOLS AND AND SEE THIS WORK MANAGED BY THEM AND ACCOUNTABILITY AND OWNERSHIP TAKEN THERE AS WELL AS THE WORK THAT'S DONE BY ALI AND OUR PARTNERS. >> THANK YOU.
THANK YOU, COMMISSIONER FISHER. I AGREE THAT WE SHOULD HAVE THIS TYPE OF WORK INFILTRATED OR SEEPED INTO OUR BONE MARROW AS A SCHOOL DISTRICT AS OUR PARENTS WISELY SAID THAT WHEN WE LIFT THE OUR AFRICAN-AMERICAN STUDENTS UP WE WILL LIFT THE ENTIRE SCHOOL DISTRICT UP AND WE NEED TO BE ABLE TO DO THAT STARTING WITH MAKING SURE THAT WE PROVIDE THE ADEQUATE TRAINING FOR WHAT WE MEAN WHEN WE SAY WE WANT TO SEE OUR STUDENTS ACHIEVE THIRD GRADE LITERACY, EIGHTH GRADE MATH PROFICIENCY OR COLLEGE CAREER READINESS. WE'VE STARTED WITH A SERIES OF TRAININGS FOR OUR ADMINISTRATORS AND WE WANT TO CONTINUE THAT TRAINING TO DEEPEN THE UNDERSTANDING OF OUR ADMINISTRATORS IN HOW THEY IMPLEMENT BEST PRACTICES AROUND LITERACY ATTAINMENTS, BEST PRACTICES AROUND SUPPORTING OUR STUDENTS TO TO REALLY GRASP MATHEMATICAL CONCEPTS AND OF
COURSE SETTING OUR STUDENTS UP FOR READY FOR COLLEGE CAREER AND QUITE FRANKLY LIFE READINESS. SO TRAINING YES, DOUBLING DOWN ON THAT IS GOING TO BE REALLY IMPORTANT. >> I BELIEVE THAT THE PARENTS ALSO TALKED ABOUT THE FACT THAT WE NEED TO REFLECT ON OUR OWN CULTURE ON THE FACT THAT WE NEED TO PUT A MIRROR UP TO OURSELVES AND SAY WHAT IT IS THAT WE ARE DOING TO SUPPORT OUR STUDENTS, TO SUPPORT ALL OF OUR STUDENTS. HOW DO WE SAY THAT WE'RE MOVING THE NEEDLE ON SOME OF OUR STUDENTS BUT THEN NOT ALL? SO IT WILL REQUIRE ALL OF US. IT REQUIRES ME AND MY ENTIRE TEAM TO MAKE SURE THAT WE LIVE TO THOSE COMMITMENTS AND THE PROMISE THAT WE'VE MADE TO OUR FAMILIES IN FRONT OF US. BUT TO OUR FAMILIES THROUGHOUT THE ENTIRE SCHOOL DISTRICT, ALL 50,000 OF OUR FAMILIES IN TERMS OF OF OUR LEAD STAFF, I KNOW THAT OUR TEAM HAVE REGULAR INSTRUCTIONAL LEARNING COMMUNITY MEETINGS ON A REGULAR BASIS AND I KNOW THAT OUR DIRECTOR OF ALI JOINS THAT LATISHA IRVING SO THAT SHE CAN INFUSE THE VOICES OF OUR
FAMILIES, THE VOICES OF OUR AFRICAN-AMERICAN LEADERS INTO THESE CONVERSATIONS. BUT IT CANNOT JUST BE LATISHA IT CANNOT JUST BE MS. ROBINSON IT CANNOT JUST BE SOME. IT HAS TO BE ALL. AND SO WE NEED TO MAKE SURE THAT AS WE START CHANGING THE CULTURE WITHIN THE DISTRICT WE ARE TRULY TALKING ABOUT ALL. AND IN ORDER FOR US TO MOVE TO ALL WE NEED TO IDENTIFY AND NOW THIS IS MY LAST POINT THE DATA POINT WE NEED TO HAVE ACCURATE DATA COLLECTION OF WHERE OUR STUDENTS ARE AND WHO ARE FURTHEST FROM SUCCESS AND HOW DO WE SUPPORT THOSE STUDENTS AND THAT IS A COMMITMENT OF MAKING AS WELL BUILDING OUT OUR DATA TEAM, MAKING SURE THAT WE ALLOCATE RESOURCES TO TO IDENTIFY WHERE THE GAPS ARE. YEAH. THANK YOU. IF I CAN BUILD ON COMMISSIONER FISHER'S QUESTION DON'T WE HAVE DATA ON HOW OUR BLACK STUDENTS ARE DOING? WE HAVE LOTS OF DATA AND SOME OF THE WAYS THAT
FAMILIES ARE ABLE TO EXPERIENCE REVIEW AND SEE DISTRICT DATA THROUGH A PAC IS BEING A PART OF OUR ADVOCACY COMMITTEES ALONG WITH OUR MANY COMMUNITY MEMBERS AND CBO PARTNERS WHO ALSO PARTICIPATE IN THOSE AND THE WAY THAT OUR ADVOCACY COMMITTEES EXIST IS THEY'RE BROKEN INTO SUBGROUPS OF OF ALL DIFFERENT THINGS THAT IT DOESN'T EXIST IN THE DISTRICT SUCH AS EL CAP SOCIAL EMOTIONAL WELLNESS AND BEING SPECIAL EDUCATION, EARLY EDUCATION, BLACK INFANT AND HEALTH, MATERNAL HEALTH ALL KINDS OF THINGS ALL OF THEM I CAN'T LIST THEM OFF THE TOP OF MY HEAD. >> AND SO AND I LOOK AT JUST FOR EXAMPLE RECOMMENDATION TO ONGOING MONITORING AND ACCOUNTABILITY TARGETED REVIEWS OF SCHOOLS WITH HIGH SUSPENSION RATES TO ENSURE RESTORATIVE PRACTICES ARE IMPROVING SCHOOL CLIMATE AND REDUCING EXCLUSIONARY DISCIPLINE. I MEAN WE HAVE THOSE DESEGREGATED BY SCHOOL, DO WE NOT NOT ACCURATELY. OKAY. SO SORRY AS WE ENGAGE IN A CONVERSATION HERE. >> THANK YOU, MR. PRESIDENT
MASTERS UP HERE. YES, SIR. IF YOU IF I COULD JUST FINISH THIS ONE THING HERE AND THEN I CAN I FEEL LIKE THERE ARE LIKE CONCRETE QUESTIONS THAT COME FROM OPERATIONALIZING JUST THIS ONE POINT OF WE HAVE LEARNING LOCKS HIRING, INCORPORATING THE DATA THAT WE HAVE ON AFRICAN-AMERICAN BLACK STUDENTS IN OUR LEARNING WALKS. WE HAVE THOSE HOPEFULLY ABLE TO BE DISAGGREGATED BY SCHOOL. PRESUMABLY WE SHOULD BE ABLE TO BUILD A LIST OF THE SCHOOLS WITH HIGH SUSPENSION RATES TO ENSURE THAT WE'RE DOING A LEARNING WALK LIKE I FEEL LIKE THERE ARE SOME PRETTY CONCRETE THINGS THAT ACCOMPANY A CONVERSATION WITH LEAD. SEE AND I IT RPA AND AND ALI CAN VERY QUICKLY DO AND THEN IT BECOMES A QUESTION OF PUTTING DATA TO A CALENDAR AND JUST DOING THAT RIGHT SO LIKE I'M CURIOUS HAS THAT HAPPENED? SO YES THERE ARE MANY OF THOSE WHEN WE TALK ABOUT SO AS YOU ALL KNOW WE ARE REDOING THE BEHAVIOR MATRIX SO YOU CAN HAVE THE DATA BUT WHAT IS THE RESPONSE TO THE DATA?
AND SO WE ARE LOOKING AT THE DATA BUT WE HAVE TO COME UP WITH THE PROPER RESPONSES TO IT. WE ALSO HAVE TO START LOOKING AT THAT INVISIBLE DATA. SO WE TALK ABOUT SUSPENSIONS AND WHO IT'S IMPACTING AND THE PUSH OUT OF CHILDREN IS ESPECIALLY ESPECIALLY BLACK CHILDREN. THAT DATA ISN'T ALWAYS READILY AVAILABLE BECAUSE THERE ARE SILENT SUSPENSIONS. SO WE HAVE TO FIGURE OUT BETTER WAYS THAT WE ARE TRACKING AND BETTER WAYS THAT WE'RE RESPONDING AND THAT IS WHAT WE ARE EMBARKING ON WITH SFD AS WE SPEAK. I THINK THAT IS INCREDIBLY HELPFUL AND MAYBE THIS IS WHERE THEN I WOULD SAY YOU KNOW WHAT, I DON'T WANT TO LOSE AND YOU ALL STARTED BY SAYING ESSENTIALLY YOU'VE BEEN ASKING FOR THE SAME THINGS YEAR OVER YEAR AND UNCLEAR ON WHAT THE PROGRESS THAT WE ARE MAKING. LIKE CAN WE GET A COMMITMENT TO COME BACK HOPEFULLY NOT A YEAR FROM NOW BUT SOME SORT OF UPDATE THAT JUST SIMPLY HAS WHAT IS OUR PROGRESS TO DATE FOR SOME OF THIS WORK AND I AND YOU KNOW YEAH YES AND AND AGAIN I'M SORRY I DIDN'T MEAN TO SAY WE DON'T WE'RE NOT COLLECTING DATA. I THINK IT'S REALLY ABOUT THE CONNECTION OF DATA TO CHANGE. WE CAN KEEP SEEING THE SAME DATA AND AT SOME POINT WE GET DESENSITIZED TO IT.
SO WE NEED TO ACTUALLY CONNECT THE DATA TO ACTUAL MEASURABLE CHANGE AND THAT IS THE HARD WORK AND I THINK THAT'S THE WORK THAT PRESIDENT KIM IS ASKING US TO DO WHICH IS GREAT. GIVE US THE DATA AND HOW ARE YOU GOING TO CHANGE YOUR PRACTICES TO MAKE SURE THAT WE ARE MOVING THE NEEDLE FOR OUR STUDENTS AND YES, WE CAN COMMIT TO DOING THAT. AND I WOULD JUST KIND OF PUT THIS LAST OF LIKE CAN WE CAN WE SEE IT RIGHT? LIKE WE WANT TO BE ABLE TO TANGIBLY HOLD THAT REPORT, LOOK AT IT, ASK OURSELVES QUESTIONS, ASK THE DISTRICT QUESTIONS BECAUSE I, I, I FEEL THIS WAY ABOUT A LOT OF OUR ADVISORY COUNCIL COMMITTEE REPORTS WHERE THE THE CONSISTENT TREND IS WE'VE BEEN ASKING FOR YEARS WHERE WE'RE MAKING SOME PROGRESS HERE WE'RE NOT MAKING PROGRESS HERE AND AND AND AT SOME POINT WE JUST NEED TO STOP AND ASK OURSELVES WHERE DO WE HAVE THE PIECES OF PAPER THAT HAVE ALL THIS INFORMATION ON IT? DO WE HAVE A SINGLE PLACE WE CAN GO TO TO SEE THAT INFORMATION AND CAN WE QUITE LITERALLY TRACK OUR PROGRESS
TOWARDS THIS INFORMATION OR KIND OF THESE GOALS HERE? AND I WOULD I WOULD REALLY ENCOURAGE OURSELVES TO THINK ABOUT HOW WE'RE ENSURING THAT SYSTEMS LIKE THAT ARE BEING CODIFIED SHARED OUT NOT JUST WITH OUR ADVISORY COUNCILS COMMITTEES BUT OUR BOARDS SO THAT WE KNOW THE NEXT TIME SOMETHING COMES UP IN A PROGRESS MONITORING MEETING THAT WE CAN SAY HEY THIS IS ACTUALLY TIED TO A RECOMMENDATION THAT CAME FROM A REPORT TO US BY AN ADVISORY COUNCIL IN COMMITTEE SO WE CAN ACTUALLY JUST KIND OF SEE THAT CHAIN REACTION I THINK IS WHAT'S REALLY DIFFICULT AND FINDING THAT THROUGH LINE IN THE WORK THAT WE HAVE AND MR. PRESIDENT, MEMBERS OF THE BOARD, I THANK YOU FOR INDULGING ME HERE AND PERMIT ME TO RESPECTFULLY SAY THAT WE HAVE THE MORAL AND ETHICAL RESPONSIBILITY TO ACKNOWLEDGE THAT WE'VE ALWAYS HAD DATA WE NOT HAD DETERMINATION. I HAVE COME TO BOARD MEETINGS FOR NOW 50 YEARS AND I'M SAD TO
REPORT THAT WE HAVE NOT SEEN BLACK PEOPLE IN THIS TOWN STEINBECK SAID. >> I WONDER HOW MANY PEOPLE IN MY LIFE HAVE I JUST LOOKED AT BUT DID NOT SEE? IT IS TIME THAT THE SCHOOL DISTRICT AND THIS CITY SEES BLACK FACES AS BEING HUMAN. YES. YES I SAY THAT. OKAY. I DO NOT MAKE THIS STATEMENT TO BE CUTE BUT TO BE A TRUTH TELLER I HAVE NEWS PAPER ARTICLES GOING BACK TO 19 79 AND THE SAME THING WAS GOING ON RIGHT? ALI'S HAS DONE A GREAT JOB SERVING THE SUPERINTENDENT'S HEART IS IN THE RIGHT PLACE. SHE IS EMPATHETIC BUT YOU HAVE A MORAL SPONSIBILITY I TELL YOU TO DO SOMETHING YOU DON'T NEED TO DO MORE DATA RIGHT? >> WE HAD TO READ BROKE ON A RURAL HORSE. >> WE HAD THE DREAM SCHOOL UNDER ARLENE ACKERMAN AND WE HAD STUDENTS OF PROMISE EVEN
OVER AT MARTIN LUTHER KING MIDDLE SCHOOL AND THE UNION AND SOME PEOPLE KILLED THAT EXCELLENT PROGRAM THAT COULD HAVE HELPED US TO MAKE A DIFFERENCE. AND I NOTICED NOTICE I SAID US THIS IS THE WE THING WE NOT EXPECTING ANYTHING TO BE DONE FOR US BUT TO WORK WITH US AS A DREAM TEAM. >> WE JUST CAME THROUGH THE REPARATIONS SITUATION AT THE STATE LEVEL AND AT THE LOCAL LEVELS HERE AND AFTER NEARLY THREE YEARS COLLECTING MORE DATA, WHAT DOES THE BOARD OF SUPERVISORS DO? WHAT DOES THE STATE DO? ALL THEY SAID WAS WE SORRY GAVE A COTTON CANDY APOLOGY BUT WE DON'T HAVE NO MONEY. WE ARE NOT ASKING FOR MONEY PARTICULARLY HERE LOCALLY BUT JUST TO USE THE INFRASTRUCTURE AND GET THE JUST FAIR AMOUNT THAT SHOULD BE COMING TO BLACK PEOPLE RIGHT. WE'RE NOT ASKING FOR ANYTHING FROM ANYONE ELSE BUT JUST TO BE
FAIR TO BE DECENT, TO BE HONORABLE AND TO FOR GOD'S SAKE REALIZE THAT ASMA SAID AMERICA ASSAD AND CULT WERE DESTROYED. SETH, A GREAT SCIENTIST SAID IT AND YOU CANNOT MAKE IT WITH SOME PEOPLE NOT BEING TRAINED AND OTHERS BEING PRIVILEGED TO GET TRAINING AND WITH THIS I WAS AT THE BARBERSHOP ON SATURDAY AND A YOUNG MAN OUT OF THIS SCHOOL DISTRICT WORKING IN THAT BARBERSHOP OVERHEARD A CONVERSATION THAT THERE WAS A FAMILY FROM THE UKRAINE REFUGEES. DO YOU KNOW WHAT THIS YOUNG MAN ASKED THE BARBER? WHAT IS A REFUGEE? >> HE'S A PRODUCT OF HARDWORKING MIDDLE SCHOOL MISSION AND YET HE DIDN'T KNOW WHAT A REFUGEE WHAT? >> WHY? BECAUSE IN GENERAL IN AMERICA WE DON'T READ. THERE'S BEEN 17 MINUTES A READING AND 350 MINUTES ON THOSE GADGETS NOW CHILDREN ARE GLUED TO THE WELL. THE BOTTOM LINE IS IS I'M SAYING THIS PASSIONATELY.
I APPEAL TO YOU. I BEG YOU I SEE YOU AS A BOY. HOOK UP WITH THE BLACK CHURCH IN THIS CITY. I'M NOT TALKING ABOUT PROSELYTIZING. I'M NOT TALKING ABOUT GOING TO HIM BUT DOING WHAT THE BLACK CHURCH HAS ALWAYS DONE HISTORICALLY WE MADE THE DIFFERENCE WHEN EVEN THE SOCIETY AND THE SYSTEM FAILED US. >> THE BLACK CHURCH IN A NONPROFIT TYSON WAY WITH THE FREEDOM SCHOOL UP IN SACRAMENTO, SAN FRANCISCO ALL TO BE SHAME UP IN SACRAMENTO THEY HAVE 3 TO 400 CHILDREN AND FREEDOM SCHOOL BECAUSE KEVIN JOHNSON THE THE MAYOR THAT TOOK THE LEADERSHIP AND MADE EDUCATE ASIAN A TOP PRIORITY THANK YOU MR. PRESIDENT. >> AS YOUR COLLEAGUES PLEASE PLEASE DON'T SIT ON THIS. >> DON'T ASK THEM TO COME BACK FOR ANOTHER REPORT, ANOTHER ANALYSIS. BUT WE WE HIT THE GROUND RUNNING AND WE JOIN WITH THE SUPERINTENDENT AND WE GET WITH THE FREEDOM SCHOOL MODEL AND WE
WORK WITH THE BLACK CHURCH AND WE WON'T BE COMING BACK TO THIS BOARD MAKING APOLOGIES BUT WE WILL SAY LOOK WHAT WE DID AND WE WILL ALL BE SMILING AND WE WILL BE MOVED TO BRING MORE AND MORE DOCTORS AND LAWYERS AND SCIENTISTS AND EVEN SOMEBODY TO FIND A CURE FOR CANCER. YES, WE GOT SOME BRAINS BECAUSE THERE WAS A YOUNG LADY WHO WAS BLACK OVER IN NORTH CAROLINA WHO WAS WITH A LEADING REVEREND BROWN TO GIVE SOMETHING FOR EVERY PANDEMIC WE CAME TO THANK YOU FOR YOUR TIME. THANK YOU FOR TIME BUT MR. PRESIDENT, DON'T KEEP THE OLD MAN WAITING. LET'S GET WITH IT. THANK YOU, MR. THANKS. THANK YOU. I HAVE TWO QUESTIONS. SO FIRST OF ALL THANK YOU. THANK YOU FOR THE WORK FOR THE LAST TEN YEARS AND BEYOND HERE IN COMMUNITY, IN SCHOOLS, IN OUR HOMES. I'M GRATEFUL FOR IT.
THANK YOU. I YES, THINK I'M SORRY THAT THIS HAS BEEN DELAYED. >> I ALSO THINK THAT ACTUALLY THAT THE FACT THAT WE'RE TALKING ABOUT THE WHOLE CHILD AND YOU ALL ARE HERE AND WE'RE TALKING ABOUT ETHNIC STUDIES ACTUALLY MAKES A WHOLE LOT OF SENSE. I HAVE TO QUESTIONS AND I ACTUALLY I THINK I'M GOING TO DIRECT THEM TO THE SUPERINTENDENT BECAUSE I THINK YOU ALL DID WHAT YOU NEEDED TO DO AND SO I'M GOING TO DIRECT THIS HERE AND TO WHOMEVER YOU THINK IS APPROPRIATE. SO IN THIS RELEASE THE DATA BUT THEN THE WHAT NOW THE WHAT NEXT? SO SO THE FIRST QUESTION IS ABOUT THE WHAT WE KNOW ARE THESE DISPROPORTIONATELY HIGH RATES OF SUSPENSION. THIS ISN'T NEW. WE HAVE KNOWN ABOUT THIS FOR A LONG TIME. I HAVE A QUESTION. ARE WE TRACKING ALONG WITH THESE HIGH RATE DISPROPORTION REALLY HIGH RATES OF SUSPENSION, THE LOSS OF LEARNING TIME BECAUSE I WONDER IF OUR SCHOOLS SITES OR OUR DISTRICT LEADERS KNEW THAT WE WERE GOING TO HAVE TO MAKE SURE THAT EACH KID GOT THE AMOUNT OF
LEARNING THAT THEY ARE LEGALLY ENTITLED TO. WE MIGHT PAUSE ON HOW QUICKLY WE'RE WILLING TO SUSPEND SOMEONE. >> SO JUST IN TERMS OF PUTTING SOME TENSION THERE AND MAYBE MAYBE HAVING SOMEONE THINK TWICE ABOUT AM I JUST GOING TO SUSPEND BECAUSE OF A MICROAGGRESSION OR A MICROAGGRESSION OR JUST PLAIN RACISM? I JUST WONDER IF THAT COULD BE SOME PLACE WHERE WE COULD SAY THAT COULD PUT A LITTLE BIT OF PRESSURE AND HAVE SOME PAUSE THERE BECAUSE THAT SUSPENSION RESULTS IN LEARNING LOSS. IT RESULTS IN A LOSS OF LEARNING TIME THAT WE ARE LEGALLY REQUIRED TO PROVIDE. SO THAT'S ONE QUESTION. THE OTHER QUESTION IS ABOUT IT RELATES TO HIRING. WE KNOW THAT REPRESENTATION MATTERS. YOU I THOUGHT I COULD BE AN ACTRESS WHEN I SAW LISA BOWEN AND RASHIDA JONES I WAS LIKE BIRACIAL JEWISH WOMAN. I AM HER OR I COULD BE YOU KNOW, REBECCA WALKER, ALICE WALKER'S DAUGHTER. I COULD BE AN AUTHOR. REPRESENTATION MATTERS AND I
REMEMBER THE LAST TIME WE HAD THIS CONVERSATION IT WAS WHAT IS H DOING? WHAT ARE WE DOING TO ENSURE THAT WE ARE OUT THERE RECRUITING FOLKS THAT LOOK LIKE OUR COMMUNITY, THAT LOOK LIKE OUR STUDENT BODY? I DON'T I HAVEN'T HEARD ANYTHING ABOUT IT SO BUT THAT SEEMS LIKE A REAL IMPORTANT ACTION ITEM AND I WOULD LIKE TO KNOW WHERE WE ARE ON THAT. >> I'M GOING TO INVITE OUR ASSISTANT SUPERINTENDENT TONY PAYNE TO SEE IF HE CAN HELP WITH THAT FIRST QUESTION. I THINK THIS IS ANOTHER KEY DATA POINT OF WHAT DOES IT MEAN WHEN WE REMOVE A STUDENT FROM OUR SCHOOL AND HOW DOES THAT HOW HOW DOES THAT HOW WILL THAT IMPACT OUR STUDENTS LEARNING? WE ALREADY CURRENTLY TRACK THE NUMBER OF STUDENTS THAT ARE SUSPENDED OR EXPELLED BUT YOU'RE ABSOLUTELY RIGHT THAT WE NEED TO ACTUALLY TRACK THE MINUTES THAT WE'RE THAT THAT OUR STUDENTS ARE LOSING IN LEARNING TO ENGAGE. >> YOU WANT TO SPEAK ABOUT IS IT WORKING? >> OKAY.
THERE WE GO. THANK YOU, SUPERINTENDENT WHO WE'RE GOING TO BE PRESENTING TONIGHT ON SUSPENSION DATA IN JUST A LITTLE BIT HERE AND ABSOLUTE LEA OUT OF CLASS TIME CAUSED BY SUSPENSION HAS A HUGE IMPACT. OUR CHRONIC ABSENTEEISM RATE FOR AFRICAN-AMERICANS STUDENTS IS UNACCEPTABLE AND WHEN STUDENTS ARE SUSPENDED OUT OF CLASS THEY BECOME CHRONICALLY ABSENT. SO YES, THERE'S A DIRECT CORRELATION BETWEEN THAT AND WE DO OWE THAT TIME TO STUDENTS. ARE WE CURRENTLY TRACKING THE LEARNING LOSS MINUTES AS BEST WE CAN IT WE DEFINITELY NEED TO DO BETTER ON THAT AS WELL BECAUSE I WILL SAY IF WE'RE NOT TRACKING IT THEN HOW ARE WE MAKING SURE THAT THEY'RE ACTUALLY GETTING THOSE MINUTES? >> THAT'S RIGHT. THAT IS OUR DUTY. >> THANK YOU. BUT WE SHOULD NOT RELY ON OUR COMMUNITY TO HOLD TO TO DO THAT WE NEED TO HOLD OURSELVES ACCOUNTABLE AND I CERTAINLY FEEL THAT WE SHOULD. LET'S LOOK BACK LET'S GO BACK AND LOOK AT THE DATA AND LET'S TRY TO SEE HOW WE CAN TRACK
THAT BECAUSE WE DO OWE OUR STUDENTS THOSE MINUTES OF EDUCATION BECAUSE WE KNOW THAT OUR STUDENTS NEED THAT. THANK YOU. OKAY. MORE TO COME. MORE TO COME IN TERMS OF RECRUITMENT, I THINK THAT THAT'S AN EXCELLENT QUESTION. COMMISSIONER WISEMAN WARD BECAUSE I DO FEEL THAT OUR STUDENTS NEED TO SEE LEADERS AND EDUCATORS THAT LOOK LIKE THEM. THEY PROBABLY HAVE SOME OF THEIR SIMILAR EXPERIENCES SO THAT THEY CAN SEE THEMSELVES IN THIS OTHER PERSON THAT'S IN FRONT OF THEM AND WE NEED TO ALSO DO A BETTER JOB AT MAKING SURE THAT WE ATTRACT AND RETAIN EDUCATORS AND AND LEADERS OF COLOR IN THE DISTRICT. THAT IS DEFINITELY SOMETHING THAT I AM WORKING ON WITH OUR H.R. DEPARTMENT SO THAT WE ARE OUT AND OUT AND DOING VERY ACTIVE RECRUITMENT. WE ALREADY HAVE EXISTING PARTNERSHIPS WITH SOME OF OUR LOCAL UNIVERSITIES AND PLACES OF HIGHER EDUCATION BUT WE SHOULD DO MORE. I THINK SEVERAL MONTHS AGO I SHARED THAT WE ATTENDED OUR THE CONFERENCE THAT WAS HERE IN SAN FRANCISCO THAT WAS VERY FOCUSED ON BILINGUAL BI LITERACY
EDUCATION AND WE HAD OUR H.R. TEAM THERE ACTIVELY RECRUITING. WE NEED TO DO MORE. WE NEED TO MAKE SURE THAT WE HAVE STAFF THAT WILL HELP US MOVE THE NEEDLE ON THESE BIG GOALS THAT WE HAVE FOR OURSELVES. THANK YOU VERY MUCH FOR ONCE AGAIN COMING TO US WITH RECOMMENDATIONS THAT YOU'VE GIVEN US BEFORE. AND AS REVEREND BROWN SAID, WE HAVE THE DATA. WHAT WE HAVE LACKED IS THE DETERMINATION WE'VE LACKED THE FOLLOW THROUGH AND I DO THINK IT'S A CULTURAL PROBLEM AS THE SUPERINTENDENT SAID. AND SO IT'S IT'S SOMETIMES THAT PUTS US IN A IN A NEGATIVE MIND STATE AS WELL. SO I WANT TO ASK A DIFFERENT QUESTION WHAT ARE THE EXAMPLES BASED ON DATA OF ANY KIND THAT WE HAVE OF BLACK EXCELLENCE IN S.F. USD? I KNOW THERE ARE A LOT OF THEM WHAT ARE THE EXAMPLES OF BLACK EXCELLENCE AND THEN HOW ARE WE CULTIVATING THOSE AND GROWING THOSE? WHAT'S OUR STRATEGY FOR EXPANDING THEM SO THEY APPLY TO
ALL BLACK STUDENTS IN OUR DISTRICT? THANK YOU. THAT'S AN EXCELLENT QUESTION AND I THINK FIRST AND FOREMOST WE HAVE THE AMAZING AFRICAN AMERICAN ACHIEVEMENT AND LEADERSHIP INITIATIVE. ALI AND THROUGH ALI WE ACTUALLY HAVE A NUMBER OF PROGRAMS THAT REALLY WORKS WITH AND SUPPORTS OUR AFRICAN AMERICAN STUDENTS. BUT THROUGH THE LEADERSHIP OF THE ALEC TEAM WE HAVE SPENT A LOT OF TIME WORKING WITH THE EDUCATORS THAT'S IN THE ROOM WITH OUR WITH THE AFRICAN AMERICAN STUDENTS AND THIS YEAR ALONE WE SAW THE LARGEST INCREASE IN OUR AFRICAN-AMERICAN STUDENTS LITERACY ATTAINMENT AND I THINK IT WAS THE LARGEST IN OVER TEN YEARS OF INCREASE IN OUR AFRICAN AMERICAN STUDENTS LITERACY ATTAINMENT. AND THAT'S BECAUSE WE HAVE A FOCUS ON MAKING SURE THAT OUR AFRICAN-AMERICAN OUR TEACHERS, OUR EDUCATORS SEE THE PRIORITY THAT WE HAVE BECAUSE WE ACTUALLY CALLED IT OUT AS ONE
OF OUR METRIC IN GOAL AND GOAL ONE AND AND THEN ALSO WE HAVE OUR SATURDAY SCHOOL PROGRAM WHERE WE ARE BRINGING ALL OF OUR AFRICAN-AMERICAN STUDENTS AND THEIR FAMILIES TOGETHER TO REALLY BUILD COMMUNITY TOGETHER. BUT THEN ALSO HAVE OUR OUR EDUCATORS THERE AND SO FAMILIES AND STUDENTS ARE ENGAGING TOGETHER IN A VERY MEANINGFUL WAY TO BUILD CONFIDENCE AND COMFORT WITH ALL OF THESE DIFFERENT MATERIALS. I'VE ALSO HEARD THAT IN HIGH SCHOOL OUR SOPHOMORES AND JUNIORS AND THEY ARE ENGAGING IN OUR ACCELERATED MATH AND GEOMETRY. YES AT A VERY, VERY HIGH RATE BECAUSE WE HAVE AGAIN LEADERS AND EDUCATORS WHO ARE PROVIDING THAT VERY FOCUSED AND TARGETED SUPPORT FOR THEM. >> THERE ARE A LOT OF BRIGHT SPOTS THAT WE ARE SEEING ALREADY IN THE DISTRICT AND WE'RE SEEING THE GROWTH IN OUR STUDENTS EDUCATION. WE NEED TO DO MORE OF THAT. WE NEED TO BE VERY INTENTIONAL AND AGAIN MOVING FROM WHAT WE SAW WHAT WE'RE SEEING IN DATA
TO ACTUALLY IDENTIFYING THE BRIGHT SPOTS, DOING MORE AND THEN IDENTIFYING PLACES WHERE WE'RE LIKE OKAY, NOT ENOUGH. WE DON'T SEE ENOUGH GROWTH AND SO MAYBE WE SHOULD PIVOT. BUT SO FAR THE THINGS THAT WE'RE DOING WE'RE SEEING THAT GROWTH PARTICULARLY IN LITERACY AND IN MATH. >> I APPRECIATE THAT AND THAT'S A GREAT, EXCELLENT LISTENING EXAMPLES. I'M GOING TO ASK SPECIFICALLY AROUND THE BUDGET CONVERSATIONS OVER THE NEXT COUPLE OF MONTHS FOR SPECIFICS AROUND WHAT ARE WE DOING TO INVEST IN BLACK STUDENT ACHIEVEMENT. YOU KNOW ONE EXAMPLE THAT'S COME UP THAT I JUST WANT TO MENTION IS THE LESSONS STUDY MATH PILOT AT JOHN MUIR ELEMENTARY WHERE WE SAW BLACK STUDENT ACHIEVEMENT ON MATHEMATICS GO FROM ABOUT 10% PROFICIENT TO OVER 50% PROFICIENT OVER THE COURSE OF ABOUT 3 OR 4 YEARS. BUT WHAT I'VE HEARD I DON'T KNOW IF THIS IS CURRENTLY THE POSITION OF THE DISTRICT IS THAT PERHAPS THAT PROGRAM IS TOO EXPENSIVE TO REALLY TO REALLY INVEST IN ON A LARGER SCALE. MY QUESTION IS WHAT IS TO
EXPENSIVE MEAN IF THAT'S THE CASE OR IF NOT WHY AREN'T WE INVESTING OR WHY AREN'T WE CHOOSING SCHOOLS WHERE AT LEAST WHERE THERE'S HIGHER PERCENTAGE OF THE BLACK STUDENTS AND MAKING THE INVESTMENT THERE? RIGHT. SO I MEAN I THINK I WANT TO SEE IN THE BUDGET STRATEGIC INVESTMENTS IN RESOURCES THERE'S A VERY CLEAR AND SO IF WE HAVE DATA ON A PROGRAM LIKE THAT, HOW IS IT BEING EXPANDED? RIGHT AND IT NEEDS TO HAPPEN QUICKLY. IT CAN'T JUST BE WE'RE GOING TO WAIT THREE MORE YEARS AND HAVE THEM COME BACK AND GIVE THE SAME PRESENTATION YEAR AFTER YEAR AFTER YEAR. SO I'M GOING TO VOTE NO ON THE BUDGET THIS YEAR IN JUNE UNLESS I SEE VERY SPECIFICALLY TARGETED AND SPECIFIC INVESTMENTS THAT ARE BASED ON CURRENT SUCCESS AND ARE GOING TO IMPROVE ACHIEVEMENT FOR BLACK STUDENTS. AND SO I JUST SAID THAT ON THE RECORD SO PLEASE HOLD ME ACCOUNTABLE TO THAT. >> EVERYBODY WE STUDENT DELEGATES I KNOW WE'RE GETTING CLOSE TO 9:00. DO YOU WANT TO SHARE ANYTHING?
JUST MY VERY SINCERE GRATITUDE FOR THIS VERY THOUGHT OUT PRESENTATION LIKE FLIGHT DECK IN GENERAL AND THE WAY YOU GUYS PRESENTED YOU BOTH ARE VERY ARTICULATE AND I APPRECIATED THAT I ASPIRE TO SPEAK WELL IF YOU GUYS DO. YEAH I THINK THIS IS SOMETHING THAT'S REALLY IMPORTANT OBVIOUSLY FOR ALL GRADES LIKE I KNOW AT LOWELL WE HAVE A LOT OF RESOURCES FOR ALL OF OUR STUDENTS AND WE HAVE LIKE A BLACK UNION WE HAVE WE HAVE A CORE FOR GROUPS THAT LIKE PARTICIPATE AFTER SCHOOL AND ALL THINGS LIKE THAT AND I THINK LIKE JUST THANK YOU FOR PUTTING THIS TOGETHER AND FOR ALL YOUR HARD WORK. >> I READ THAT LIKE THIS IS SOMETHING LIKE OVER EIGHT YEARS LIKE THAT'S PRETTY COOL AND LIKE I THINK THAT'S LONGER THAN I'VE BEEN IN THE IN THE DISTRICT SO THANK YOU. >> I'M HONESTLY I LOVE WHAT YOU GUYS ARE DOING. I'VE SEEN HOW HOW SHE SAID I GO TO BURTON AND SO OUR BLACK STUDENT UNION IS REALLY GOOD
EVERYBODY ALL OF MY FRIENDS WHO ATTENDED THE CONSTANTINE SAY THEY LOVE IT AND THEY RECEIVE THAT SUPPORT THAT THEY NEED ESPECIALLY FOR US. IF YOU ASK ME RIGHT NOW NOT EVERY NOT EVERY STUDENT RECEIVES THE SUPPORT THAT THEY WANT OR WE DON'T HAVE ENOUGH STUFF LIKE STAFF TO ACTUALLY GIVE THAT AND SO HAVING A COMMUNITY FEEL LIKE THEY'RE BEING SUPPORTED AND HAVE THAT EXTRA SUPPORT THAT THEY CAN'T RECEIVE SOMETIMES AT HOME OR OUTSIDE OF SCHOOL OR CAN'T AFFORD IT IN GENERAL IS REALLY, REALLY IMPORTANT AND I REALLY, REALLY APPRECIATE IT. I'VE SEEN IT DO A DIFFERENCE IN PERSON. I HEAR ABOUT IT ALL THE TIME AND I HOPE YOU GUYS EXPAND AND GET WHAT YOU GUYS REALLY, REALLY NEED BECAUSE IT'S IT'S AMAZING AND IT'S IN IT'S DONE AND BIG DIFFERENCE AND A LOT OF MY FRIENDS GOT THAT EXTRA SUPPORT FOR AP TESTING REALLY GOOD ALL OF THEM GOT FOR US I'M REALLY PROUD ABOUT THAT BECAUSE AP TESTING IS NOT IT'S NOT EASY LET ME TELL YOU THAT. SO YEAH, JUST KEEP IT UP AND I'M READY TO SEE A BIG CHANGE SO YEAH.
THANK YOU. SORRY. THANK YOU. >> STUDENT DELEGATE I JUST WANTED TO ADD A COUPLE OF POINTS ABOUT AROUND HIRING AND RETENTION THAT ALTHOUGH WE CAN WORK WITH H.R. TO MAKE IT HAPPEN ALI IS HAD AN INVESTED INTEREST IN ENSURING THAT WE ARE HIRING AND RETAINING EDUCATORS AS WELL BUT IT'S ALSO A CONVERSATION FOR US TO WORK IN PARTNERSHIP WITH OUR UNIONS AROUND RECRUITMENT AND RETAINING THEM AND AROUND DIVERSE FOLKS BRINGING THEM INTO THIS SPACE. AND THEN THE OTHER THING I WANTED TO SAY IS THAT FOR THE STUDENT DELEGATES AND FOR THOSE THAT ARE LISTENING IN THE GENERAL PUBLIC, ALI AS WELL DOES DO SOME WORK WITH OUR BASU'S, OUR BLACK STUDENT UNIONS AND OUR STUDENT LEADERS IN SPACE SPACES AT THE DIFFERENT HIGH SCHOOLS. AND SO ALL OF I SAY ALL OF THAT TO SAY THAT AS A DEPARTMENT THE
ABILITY FOR US AND I SAY ALL THAT TO SAY THAT A PAC WAS STARTED BEFORE ALI PREEXISTED AND BECAUSE OF THAT EVERYTHING THAT ALI DOES AND LOOKS TO AND PUSHES AND MOVES IS BASED NOT SOLELY IS BASED ON AND IS INFLUENCED BY FAMILY VOICE BECAUSE WE APAC WAS THE FOUNDATION A PART OF THE FOUNDATION FOR ALI. AND SO WHEN WE BRING IN FAMILY VOICE IT IS NOT JUST TO EMPOWER THE PARENTS OR TO CULTIVATE THE POWER WITHIN THE PARENTS OR TO BUILD THE CAPACITY OF EDUCATIONAL LEADERS BUT ALSO TO ENSURE THAT STUDENTS HAVE WHAT THEY NEED AND TO BUILD THE NEXT PARENT LEADER THROUGH THOSE STUDENTS AND WHATEVER WAY IT MAY EXIST. THANK YOU ALL FOR YOUR WORK. I DON'T WANT TO MAKE YOU SIT HERE LATER JUST TO HEAR ALL OF US GIVE OUR PRAISE BUT IT'S WELL DESERVED. I WILL SAY WE'RE NEARING THE END OF THE SCHOOL YEAR AND I'M HAVING A LITTLE BIT OF DEJA VU TO THE BEGINNING OF THE SCHOOL YEAR WHEN WE HEARD FROM THE
LATIN X COMMUNITY COUNCIL BECAUSE MANY OF THEIR RECOMMENDATIONS LIKE YOUR RECOMMENDATIONS I THINK ARE REALLY HIGHLIGHTING THINGS THAT WE AS A DISTRICT NEED TO DO BETTER TO THE BENEFIT OF ALL STUDENTS. THEY ARE NOT THINGS SPECIFICALLY TO BENEFIT ANY ONE COMMUNITY. THEY'RE THINGS THAT WE OPERATIONALLY NEED TO IMPROVE SYSTEMATICALLY NEED TO IMPROVE TO THE BENEFIT OF ALL STUDENTS BUT THAT WILL UPLIFT OUR STUDENTS FOR THIS FROM OPPORTUNITY THE MOST. AND SO I'M JUST LOOKING BACK AT THE LATIN COMMUNITY COUNCIL AND THEY WERE TALKING ABOUT THINGS LIKE ANALYZING THE COST AND IMPACT OF PROGRAMS, MAKING SURE THAT WE HAVE EVIDENCE BASED ENGLISH LEARNER CURRICULA, THINGS LIKE THAT AND IT TO ME ECHOES THE THINGS THAT YOU'RE SAYING AROUND YOU KNOW INCREASE FIDELITY OF DISTRICT PROVIDED INSTRUCTIONAL TOOL USE LIKE THAT IS NOT AN IMPACT SPECIFIC ISSUE. THAT IS WHAT WE WERE TALKING ABOUT AT OUR YOU KNOW, GOAL ONE
EARLY LITERACY MONITORING AND OUR GOAL TO EIGHTH GRADE MATH MONITORING THAT WE HAVE INVESTED IN THESE NEW CURRICULA . BUT IF WE ARE NOT ACTUALLY HAVING THE SYSTEM COHERENCE TO MAKE SURE THAT IT IMPACTS THE STUDENTS IN THE CLASSROOMS, IT'S ALL FOR NAUGHT. WE ACTUALLY HAVE TO MAKE SURE THAT WE ARE HOLDING SCHOOLS ACCOUNTABLE, WHICH IS ANOTHER ONE OF YOUR RECOMMENDATIONS HOLDING SCHOOLS ACCOUNTABLE FOR IMPLEMENTATION AND SO I SOMETIMES I THINK HAVE MIXED FEELINGS ABOUT THESE PRESENTATIONS BECAUSE I FEEL LIKE THEY SHOULD MAYBE BE PART OF JUST THE REGULAR MONITORING PRESENTATIONS BECAUSE THEY'RE THESE THESE ARE THINGS THAT DON'T STAND ALONE IN A SILO TO ONLY BENEFIT CERTAIN STUDENTS. SO THANK YOU FOR THE WORK THAT YOU'RE DOING IN UPLIFTING ALL OF OUR STUDENTS AND I THINK YOU KNOW THE FLIP SIDE OF COMMISSIONER ALEXANDRA'S POINT ABOUT LIKE WHAT ARE THE SPECIFIC PROGRAMMATIC BRIGHT SPOTS TO UPLIFT BLACK STUDENTS SPECIFICALLY IS WHAT ARE THE SYSTEMATIC INVESTMENTS WE NEED TO MAKE THAT WILL UPLIFT BLACK
STUDENTS AS WELL. AND SO I THINK THAT'S WHY YOU HEAR US ASK ABOUT WHAT IS THE DISTRICT'S RESPONSE TO THOSE RECOMMENDATIONS BECAUSE THAT ALLOWS US TO I THINK HOLD THE DISTRICT ACCOUNTABLE FOR SAY WELL YOU AGREED WITH THAT. YOU SAID, YOU KNOW, THAT IS WHAT WE'RE TRYING TO DO. AND SO I'M WONDERING IF THERE ARE PARTICULAR LIKE FOR EXAMPLE, INCREASING FIDELITY IN DISTRICT PROVIDED INSTRUCTIONAL TOOL USE YOU'RE HIGHLIGHTING A MIRROR FOR LITERACY. >> YOU KNOW IT GOES DIRECTLY TO OUR OUR SCHOOL ARE THERE SPECIFIC THINGS THAT YOU'RE SEEING AT SCHOOL SITES THAT YOU THINK NEED TO CHANGE IN ORDER TO ACHIEVE TO IMPLEMENT YOUR RECOMMENDATIONS? MM REPEAT THE LAST PART OF THAT QUESTION ARE THERE SPECIFIC THINGS THAT YOU'RE SEEING AT SCHOOL SITES IN ORDER TO IMPLEMENT THAT NEED TO BE DONE OR CHANGED IN ORDER IMPLEMENT YOUR RECOMMENDATIONS AND WHILE YOU'RE THINKING OR THINK THE STUDENT DELEGATES FOR BEING HERE AND HAVE A GREAT EVENING
THANK YOU I THINK AS WE MENTIONED IN THE PRESENTATION AND IT MAY NOT HAVE BEEN SAID OR CALLED OUT EXPLICITLY BUT A SENSE OF BELONGING FOR ALL. >> IT WILL DRAMATICALLY INCREASE ACADEMIC PROFICIENCY. I THINK THAT AS FAR AS IMPLEMENTING THE RECOMMENDATION SCHOOL SITES WE HAVE WHAT 120 SOMETHING OF THEM THEY ALL MOVE ABOUT THIS WORK IN VERY, VERY DIFFERENT WAYS AND THEY ALL HAVE HIGH SPOTS AND LOW SPOTS BUT THAT IS THEIR STORIES TO TELL AND I THINK THAT AS A BOARD THAT THOSE ARE THOSE THEIR STORIES TO TELL AND NOW THAT YOU ALL HAVE PRIVY TO THE RECOMMENDATION AND THE THINGS THAT ARE HAPPENING ONCE YOU EMBARK ON YOUR ENGAGEMENT WITH SCHOOL SITES AND WHATEVER POLICY YOU MAY ADAPT AND TO ENGAGE IN WITH SCHOOL SITES YOU'LL BE ABLE TO SEE WHAT THOSE THINGS ARE THAT ARE IMPEDING THE PROGRESS INTO MEETING THE RECOMMENDATIONS. >> ADDITIONALLY I WANTED TO ADD ABOUT THE REFERENCE TO THE LATIN X PRESENTATION EARLIER IN THE SCHOOL YEAR JUST LIKE THE SYSTEM WAS DESIGNED TO HISTORICALLY HOLD BACK THOSE FURTHEST FROM OPPORTUNITY THEIR PRESENTATION WAS DESIGNED TO CO LIFT ALL OF OUR
RECOMMENDATIONS. >> WE SPENT A QUITE A LOT OF TIME TOGETHER AS ADVISORY LIAISONS PREPARING AND SUPPORTING OUR FAMILIES AND BUILDING THEIR CAPACITY AND FIGURING OUT WHAT IS BEST FOR ALL. I THINK THE MOST RECENT REFLECTION OF THAT WAS EL CAP RECOMMENDATIONS THAT WERE GIVEN LAST YEAR THAT WAS DONE WITH ADVISORY WITH ADVISORY REPRESENTATIVES FROM ALL OF OUR 1215 OH NO WE GOT A LOT AND WE RIGHTFULLY SO WE SHARED ADVISORIES AND THAT WAS HARD WORK THAT WAS DONE IT WAS UNPAID WORK BY THOSE PARENTS AND THOSE FAMILIES. IT WAS LONG HOURS THEY READ THROUGH THOSE EL CAP PLANS. THEY DID THOSE THINGS BUT ALSO WHAT IT DID WAS BUILD COMMUNITY AND WITHIN EACH OTHER AS ADVISORIES SO THAT WE UNDERSTAND WHERE EACH OTHER IS COMING FROM AND KNOW WHAT OUR COMMUNITIES ALL NEED. >> BUT I WILL I WOULD BE REMISS IF I DIDN'T SAY THIS BLACK VOICES GET DROWNED OUT OF MOST PROCESSES IN THIS DISTRICT AND IT IS IMPORTANT AND IMPERATIVE THAT WE ARE HERE TO UPLIFT OUR VOICE, SAY HI
FOLKS. THANKS SO MUCH FOR THIS REPORT. REALLY APPRECIATE IT. MARISSA, THANK YOU SO MUCH FOR ALL YOU DO ACROSS SO MANY DIFFERENT LEVELS AND ALSO THANK YOU LATISHA FOR ALL YOU DO AND SOME OF THE PROGRESS THAT WE'VE MADE ON ON ON THIS WORK ESPECIALLY AROUND ACADEMIC OUTCOMES. >> I ALWAYS GET A LITTLE SQUEAMISH ANY TIME SOMEONE SAYS WE DON'T NEED DATA JUST BECAUSE TO ME WE NEED THAT DATA FOR ACCOUNTABILITY FOR HOLDING THE SCHOOL DISTRICT ACCOUNTABLE AND YOU KNOW TO SPEND THE FUNDING ON SOLUTIONS THAT ARE CLEARLY WORKING FOR OUR STUDENTS SO THAT WE CAN CONTINUE TO UNDERSTAND WHERE WE YOU KNOW, WE HAVE SCARCE DOLLARS HOW ARE WE SPENDING OUR FUNDING TO MAKE SURE THAT WE'RE SUPPORTING OUR STUDENTS WERE DOUBLING DOWN ON WHAT'S WORKING AND THEN ALSO TAKING STOCK SO THAT YOU KNOW, WE'RE NOT LEAVING ANYONE. SO AGAIN THANK YOU AND I'LL KEEP MY COMMENTS BRIEF BUT THANKS I MY FIRST QUESTION ACTUALLY IS JUST A CURIOSITY
ONE. I HAVE ATTENDED EVENTS IN THE PAST THAT INVOLVED THE ALGEBRA PROJECT WHICH WAS FOUNDED BY BOB MOSES WHO TALKED A LOT ABOUT MATH. IS THIS ALL RIGHT MATH LITERACY IS A CIVIL RIGHT AND ONE OF THE THINGS THAT THAT THEY DO FOR INSTANCE IS I JUST DOUBLE CHECKED IT. THEY ORGANIZE COMMUNITY FOCUSED HANDS ON MATH FAIRS AND NIGHTS TO PROMOTE MATH LITERACY AND LIKE LIKE FAMILY MATH MATH NIGHT WITH INTERACTIVE GAMES AND STUFF. AND I'M WONDERING IF SOMETHING LIKE THAT WOULD BE SOMETHING THAT THAT YOU KNOW, FAMILIES WOULD WELCOME IF THAT'S A WAY TO STRENGTHEN PARTNERSHIPS FOR INSTANCE OR I'M JUST TRYING TO GET A BEAD ON LIKE WHAT MIGHT BE OF INTEREST AND WAYS TO YOU KNOW, TO GO BEYOND SOME OF OUR NORMAL STRATEGIES AND STRENGTHEN THE ENGAGEMENT THERE. >> IT'S MY FIRST QUESTION. THANK. >> UM AGAIN GOING BACK TO I REALIZED THAT WE HAVE A MIXTURE OF KNOWLEDGE BASE OF A PACK ON THE THE THE CURRENT BOARD RIGHT NOW AND SO WE HAVE ALWAYS LINKED LEARNING TO HOME EVEN THOUGH OUR TIMELINE MENTIONED IT IN 2024 THERE HAS NOT BEEN A GENERAL MEETING THAT WAS NOT
HELD WITH SOME TYPE OF ACADEMIC COMPONENT. WE'VE ALWAYS DESIGNED WORKSHOPS AND EXPERIENCES THAT ARE NOT ONLY EDUCATIONAL BUT ENGAGING AND FUN FOR FAMILIES WHETHER IT BE LITERACY, WHETHER IT BE MATH, WHETHER IT BE A STEAM NIGHT. >> WE HAD ONE OF THOSE THIS YEAR SO YES, WE DO INVITE THOSE TYPE OF ACTIVITIES AND WE HAVE ENGAGED THEM IN THEM IN THE PAST. I THINK WHAT'S MISSING FROM THAT COMPONENT IS FAMILIES BEING ABLE TO COME BACK TO THEIR SCHOOL SITES AND SHARE THE EXCITEMENT AND THE KNOWLEDGE THAT THEY LEARNED. IPAC IN PARTNERSHIP WITH OUR SPECIAL ADVISOR COMMUNITY ADVISORY COUNCIL FOR SPECIAL EDUCATION WERE THE FIRST TO BRING THOSE EXPERTS IN ON THE SCIENCE OF READING TO FAMILIES DIRECTLY TO FAMILIES AND NOT JUST IN EDUCATORS SO THAT OUR FAMILIES UNDERSTOOD THE NEW CURRICULUM AND THE THINGS THAT WAS GOING TO HAPPEN AND COMING IN. SAME WITH PILOTING ARE I'M SORRY THE SAME WITH EXPOSING OUR STUDENTS TO DIFFERENT TRACKS OF MATH AND MATH SUPPORTS. >> WE'VE DONE THAT AS WELL. BUT YES, ENGAGING FUN FAMILY NIGHTS WITH CBL PARTNERS WHO GOT A LITTLE BIT OF COIN IS ALWAYS INVITED.
MM BOB MOSES WAS UNDER THE UMBRELLA OF FREEDOM SCHOOL. I KNOW WHERE I WORK WITH IT SO WE WAS LOOKING FOR A COMPREHENSIVE PLAN FOR WHAT FREEDOM SCHOOL DOES. IT COMES THE WHOLE SHEBANG. >> WE WILL BE THE ALI TEAM WILL BE ENGAGING IN FREEDOM SCHOOL THIS SUMMER SO WE ARE EXCITED TO LAUNCH IT AND SERVE OVER 200 S.F. USD STUDENTS TO DO DURING A EXTENDED SCHOOL YEAR MODEL DURING THE SUMMER I'LL SEE TO LEAD IT FOR A MINUTE BECAUSE NOW I HAVE FORGOTTEN MY SECOND QUESTION. >> MY APOLOGIES COMMISSIONER RAY I FEEL LIKE I KEEP STEALING YOUR TIME BUT I THANK YOU ALL FOR BEING HERE AS ALWAYS THANK YOU FOR YOUR WORK. I JUST I KEEP I APPRECIATE COMMISSIONER WISEMAN WARD FOR SOME OF THE QUESTIONS YOU RAISED EARLIER ESPECIALLY ABOUT LEARNING LOSS AND AND THE THEMES THAT KEEP COMING UP ABOUT THE THE WORK THAT IS ONGOING THAT AND WE DO NOT SEE THE RESULTS OF OUR ACTIONS WHERE I WANT TO REMIND US ALL
OF THESES THE COMPREHENSIVE COORDINATED EARLY INTERVENING SERVICES AND THAT WE ARE AS A DISTRICT SANCTIONED BY THE STATE BECAUSE WE ARE SIGNIFICANT ONLY NOT JUST DISPROPORTIONATE BUT SIGNIFICANTLY DISPROPORTIONATE AND THE DEFINITION OF THAT IS ONGOING YEAR OVER YEAR OVER YEAR INTO A VERY LARGE PERCENTAGE THAT WE ARE SIGNIFICANTLY DISPROPORTIONATE IN THE NUMBER OF AFRICAN-AMERICAN YOUTH THAT WE SUSPEND AS WELL AS THE NUMBER OF AFRICAN-AMERICAN YOUTH THAT WE REFER TO SPECIAL EDUCATION FOR I AND ED WHICH ARE THE TWO ELIGIBILITY CATEGORIES RELATED TO BEHAVIOR, THEY ARE THE TWO WIGGLY CATEGORIES AND THIS WORK HAS BEEN ONGOING FOR GOSH OVER A DECADE SINCE I'VE BEEN INVOLVED IN IT. BUT I JUST WANT TO HIGHLIGHT THE 2021 REPORT THE ROOT CAUSES OF CASE THAT THE CASE TEAM IDENTIFIED ONE SYSTEMIC RACISM AND CULTURAL DISSONANCE RESULTING IN A CULTURE THAT LACKS MEANINGFUL STUDENT RELATIONSHIPS CULTURALLY SENSITIVE PRACTICES EVIDENCED
BY EXPLICIT AND IMPLICIT BIASES ,LOW EXPECTATIONS AND MISCONCEPTIONS TOO LACK OF AUTHENTIC PARTNERSHIPS WITH PARENTS AND FAMILIES LEADING TO COMPROMISED AND MARGINALIZED RELATIONSHIPS AND DISTRUST. THREE LACK OF A COMPREHENSIVE MULTI-TIERED SYSTEM OF SUPPORT INCLUDING INCONSISTENT CORE LITERACY INSTRUCTION WE'RE WORKING ON THAT TIER ONE AND TIER TWO INTERVENTIONS AND AN UNDEVELOPED BRIDGE BETWEEN EARLY EDUCATION AND EARLY ELEMENTARY THE FOURTH ONE AND THEN I'LL STOP LACK OF COMPREHENSIVE MULTI TIERED SYSTEM OF SUPPORT TO ADDRESS BEHAVIOR SUPPORTS TIER ONE AND TIER TWO INTERVENTIONS ARE INEQUITABLE AND INCONSISTENT IN DISCIPLINE PROCEDURES AND PRACTICES AND AN UNDEVELOPED BRIDGE BETWEEN EARLY AT AN EARLY ELEMENTARY. NOT MUCH HAS CHANGED. THAT WAS FIVE YEARS AGO AND SO I THINK WHERE I'M REALLY EXCITED TO HEAR WHAT WE'VE HEARD TONIGHT IS THAT WE'RE ACTUALLY GOING TO DO MORE THAN ADMIRE THIS PROBLEM AND HOPEFULLY PUT RESOURCES
WHEN WE TALK ABOUT ACCOUNTABILITY IT'S NOT BLAME AND SHAME. IT'S HOW DO WE RESOURCE THE SOLUTIONS THAT ACTUALLY DRIVE CHANGE. THAT'S WHAT ACCOUNTABILITY IS. AND SO SUPERINTENDENT, WITH ALL THE CONVERSATION WE'VE HAD IN MIND SO FAR WHEN WHEN CAN WE SEE THE PLAN? WHEN CAN WE SEE THE PLAN THAT INCLUDES THE RESOURCES TO COMMISSIONER ALEXANDER'S POINT ABOUT NOT BEING WILLING TO VOTE FOR THE BUDGET, IT SOUNDS LIKE JUNE IS A DEADLINE. IS IT REASONABLE TO EXPECT THAT THAT WE COULD SEE SOME KIND OF STRATEGIC WORK BEFORE THEN OR WHAT WHAT CAN WE PROMISE TO COMMUNITY? EASY QUESTION. >> VERY EASY QUESTION AND AND IT PAINS ME TO KNOW THAT THIS IS SOMETHING THAT HAS IMPACTED OUR AFRICAN-AMERICAN COMMUNITIES, OUR STUDENTS FOR MANY, MANY YEARS. I KNOW THAT I'VE WORKED IN THE CITY FOR ALMOST 20 YEARS NOW AND HAVE SEEN THAT PERSISTENT AND VERY STUBBORN DATA THAT OUR STUDENTS OUR AFRICAN AMERICAN STUDENTS EXPERIENCE AND UNFORTUNATELY IT WILL TAKE
TIME AND IT WILL TAKE ALL OF US. I DO KNOW THAT WHEN YOU START AT LEAST YOU YOU'RE MOVING FORWARD. SO I COMMIT TO STARTING I KNOW THAT LAST YEAR I KNOW COMMISSIONER FISHER, YOU AND I HAVE BOTH JOINED A WEEKEND RETREAT THAT KICKED OFF TO SEE SAYS PROCESS AND IN THAT MEETING WE HAD MANY MANY MEMBERS OF OUR AFRICAN AMERICAN EDUCATORS AND LEADERS IN THE DISTRICT COMING TOGETHER SAYING THAT WE COMMIT TO CHANGING OUR BEHAVIOR, CHANGING THE CULTURE, MAKING SURE THAT WE JUST DON'T COLLECT DATA TO COLLECT DATA TO CHECK A BOX THAT WE'RE ACTUALLY TALKING ABOUT MOVING THE NEEDLE FOR STUDENTS AND THAT TYPE OF WORK DOES REQUIRE MORE FOCUS AND MONEY AND AND WE HAVE TO DO BETTER AT THAT. >> I KNOW THAT WE HAVE A SMALL BUT MIGHTY TEAM THAT IS WORKING ON THAT BECAUSE IT'S NOT OKAY IT'S NOT OKAY THAT THAT WE SEE SO MANY OF OUR AFRICAN-AMERICAN
STUDENTS SUSPENDED OR MOVING TOWARDS EXPULSION NOR MOVING INTO OR MAKING BEING RECOMMENDED INTO SPECIAL EDUCATION. THERE IS SOMETHING ELSE GOING ON AND WE HAVE TO AGAIN LOOK IN THE MIRROR AND FIGURE OUT WHAT THAT IS AND MAKE THOSE CHANGE. I COMMIT TO MAKING THAT CHANGE . I COMMIT TO STARTING AND WORKING WITH OUR PARENTS IN TERMS OF A FINE OF REPORT I HAVE HEARD LOUD AND CLEAR FROM FROM BOTH COMMISSIONER ALEXANDER AND NOW COMMISSIONER FISCHER THAT YOU EXPECT US TO DO BETTER AND MAKE SURE THAT THE BUDGET THAT WE PRESENT IN JUNE INCLUDES SOMETHING IN IT THAT WOULD INDICATE THAT WE ARE SERIOUS ABOUT ABOUT ACTION AND ABOUT THE THE WHAT PARENTS ARE ASKING US TO DO TO SUPPORT THEIR STUDENTS AND SUPPORT THEIR FAMILIES. I COMMIT TO THAT TO LEAVE THE REST OF US OUT OF THAT REQUEST. I REMEMBERED WHAT THAT MY SECOND QUESTION. >> OH, OKAY. QUICKLY PLEASE. OKAY.
WE ACTUALLY HAD TO DO PRECISELY WITH RESOURCING AND WITH RECOMMENDATIONS. PART OF WHAT I WAS CONCERNED ABOUT HERE AND MY QUESTION IS DIRECTED TO SUPERINTENDENTS TO AS A RESULT IS THAT WE TEND TO SAY A LOT THAT WE CAN DO THINGS AND IF THERE ARE RECOMMENDATIONS THAT PARENT GROUPS ARE MAKING THAT WE ACTUALLY DON'T THINK THAT WE CAN DO OR THAT WE CAN'T RESOURCE FOR WHATEVER REASON, I THINK THAT IT WOULD BE MORE HELPFUL FOR US TO ACTUALLY SAY THAT RATHER THAN SAYING THAT WE'RE GOING TO DO IT AND THEN NEVER DO IT AND THEN SOMEBODY MIGHT BE ABLE TO FIND OTHER MEANS OF BEING ABLE TO RESOURCE IT OR MOVE IT FORWARD IN A DIFFERENT WAY AND NOT JUST KIND OF BE WAITING AROUND IN LIMBO. SO MY QUESTION WAS AROUND THAT LIKE ARE WE SORT OF WILLING TO LIKE IS THERE A PROCESS OR ARE WE WILLING TO ACTUALLY SAY WHAT WE THINK WE CAN AND CAN'T DO AT A GIVEN MOMENT SO THAT PEOPLE CAN ACT ACCORDINGLY WITH THAT INFORMATION? THANK YOU, COMMISSIONER RAY I AGAIN, I'M GOING TO HAVE TO SIT DOWN WITH MY TEAM. I KNOW THAT WE HAVE ALL OF OUR ASSISTANT SUPERINTENDENT AND LEAD IS LISTENING IN AND OR
IN THE AUDIENCE. I KNOW THAT WE ALSO HAVE OUR OTHER ASSISTANT SUPES IN HERE OUR HEADS A HEAD OF SPECIAL ED HERE. IT WILL TAKE ALL OF US TO COME TOGETHER TO IDENTIFY ONE WITH PARENTS, IDENTIFY WHERE THE BRIGHT SPOTS ARE, WHERE WE NEED TO DOUBLE DOWN WHAT'S WORKING, WHAT'S NOT WORKING AND AND AND START SO I COMMIT TO DOING THAT AND I KNOW I'M LOOKING TO SEE THE NODS FROM MY TEAM. I KNOW THAT WE ARE DOING THAT. I WILL SAY THERE ARE SOME BRIGHT SPOTS THAT'S ALREADY HAPPENING WITHIN THE DISTRICT AND SO WE NEED TO DO MORE OF THAT AND AND AGAIN I WILL BRING BACK MORE INFORMATION IN MORE DETAIL AT TIME OF ADOPTION BUDGET ADOPTION SPEAKING OF NEEDING TO FIND PLANS TO DO MORE, WE'RE GOING TO TRANSITION. THANK YOU SO MUCH FOR YOUR PRESENTATION FOR ALL YOUR WORK . THANK YOU FOR BEING HERE. AFTER A FEW YEARS OF HIATUS WE KNOW THAT YOUR WORK HAD NOT STOPPED SO WE APPRECIATE YOUR TIME. THANK YOU AND THANK YOU. YOU GOT SOMETHING TO SAY?
SAID YEAH. I THOUGHT YOU GAVE YOU ONE MINUTE RIGHT THERE CLAPPING BUT WE JUST WANT TO THANK YOU FOR ALLOWING US THE OPPORTUNITY AND WE LOOK FORWARD TO WORKING IN PARTNERSHIP WITH YOU BECAUSE AGAIN NOTHING FOR US WITHOUT US AND WE ARE VERY STRONG AND SOLID AND IN THAT STANCE WE THANK YOU FOR OWNING THE NEED FOR ACCOUNTABILITY AND FOR A POSITIVE CHANGE AND NOT JUST TO NAME IT BUT TO ACTUALLY PUT THE ACTION BEHIND IT. AND WE LOOK FORWARD TO SEEING WHAT THOSE ACTIONS ARE GOING TO BE BECAUSE AGAIN WHEN OUR STUDENTS RISE, OUR STUDENTS RISE. THANK YOU. MRS. MARSHALL DID YOU WANT A MINUTE? I JUST WANT ONE MINUTE. I JUST WANT TO FOLLOW REVEREND BROWN WHO CAN FOLLOW HIM TO THANK A PAC IT HAS BEEN ANOTHER AMAZING YEAR OF GREAT PROGRAMS GREAT PARENT MEETING. I MISSED THE LAST ONE. IT SOUND LIKE A RETREAT BECAUSE I WAS OUT OF TOWN SO Y'ALL OWE ME THAT ONE. BUT THANK YOU MISS MARISHA. THANK YOU TO EVERY PARENT SITTING HERE ON THIS DEAL. THANK YOU. AND TO ALI TO THE AMAZING MISS
LETICIA IRVING AND HER TEAM. THANK YOU SO MUCH. VERN BROWN AND I HAVE FALLEN A PACK AND I'LL LEAVE THROUGHOUT THE SCHOOL YEAR WHETHER IT'S A SATURDAY SCHOOL PROGRAM ON THE GO RHYTHM WAS ABSOLUTELY FANTASTIC AND MY THREE GRANDCHILDREN WERE IN THAT PROGRAM. THEY WERE MESMERIZED BY THE CURRICULUM AND ALSO THE FOOD. ONE SATURDAY THE FOOD TRUCK GOT STUCK IN SOME PARADE OR SOMETHING. >> THEY WILL NOT LET ME LEAVE THE CAMPUS UNTIL THE FOOD ARRIVED AND THEY ATE. SO THANK YOU FOR THAT. SO SO MY CONCERN SUPERINTENDENT AND BOARD COMMISSIONERS THAT YOU FULLY FUND BOTH ARLY AND A PACK. >> THANK YOU SO MUCH. THANK YOU FOR THANK YOU SO MUCH. OKAY WE WILL TRANSITION TO ITEM F WORKSHOP ON STUDENT OUTCOMES DR. SUE YES AGAIN THANK YOU A PAC THANK YOU PARENTS. >> SO NOW IT'S MY PLEASURE TO BRING UP OUR OUR AMAZING STUDENT FAMILY SERVICES
DIVISION AND AS WELL AS OUR RESEARCH PLANNING AND ACCOUNTABILITY TEAM TO TALK ABOUT GUARDRAIL TOO WHICH IS SERVING THE WHOLE CHILD. I'M GOING TO HAND THIS OVER TO OUR ASSISTANT SUPERINTENDENT TONY PAYNE FOR GOOD EVENING COMMISSIONERS. >> OUR REPORT COMES AT A REALLY OPPORTUNE MOMENT AFTER WE'VE HEARD FROM, YOU KNOW, OUR AMAZING AFRICAN-AMERICAN FAMILIES RIGHT. WELL TO NEXT SLIDE GO TO AS YOU KNOW COVERS ATTENDANCE, A SENSE OF BELONGING AND DISPROPORTIONATE SUSPENSIONS AS WE LOOK AT OUR FIRST SLIDE HERE ON ATTENDANCE AS YOU CAN SEE THE THE BLUE LINE WAS OUR GOAL AND THE BLACK LINE IS OUR CURRENT CHRONIC ABSENTEEISM RATE. AS YOU CAN SEE AFTER LAST YEAR WHERE WE HAD HAD MADE PROGRESS THIS YEAR OUR CHRONIC ABSENTEEISM EXCUSE ME LAST YEAR OUR CHRONIC ABSENTEEISM ACTUALLY INCREASED. IF YOU LOOK ON THE RIGHT SIDE THAT SHOWS OUR CHRONIC
ABSENTEEISM RATE BY PERIOD OF THIS CURRENT SCHOOL YEAR. YOU SEE IN PERIOD THREE AND PERIOD FOUR AROUND CHRISTMAS TIME AND THEN INTO THE NEW YEAR THERE'S KIND OF A USUAL SPIKE BUT UNFORTUNATELY THIS IS ON TRACK TO BE EVEN GREATER OVERALL AT THE END OF THE YEAR CLOSER TO 25% THEN OVER THIS YEAR'S 24%. SO THE NEWS IS NOT GOOD AT SAY SO OUR STRATEGIES TO ADDRESS THIS HAVE BEEN FIRST OF ALL A VERY COORDINATED CARE TEAM PLANS. SO ACROSS ALL OUR SCHOOLS WE'VE ASKED THEM TO PUT IN PLACE PLANS TO SUPPORT STUDENTS TO COME TO SCHOOL. THEY INCLUDE TIER ONE ATTENDANCE GOALS AND STRATEGIES AND TIER ONE IS YOU KNOW, FOR ALL STUDENTS AND THEN A FOCUS ON RELATIONSHIPS AND REDUCING BARRIERS TO ATTENDING SCHOOL. CENTRAL SUPPORT HAS INCLUDED A REVIEW OF PLANS AND FEEDBACK PROVIDING SOME PROFESSIONAL DEVELOPMENT CONSULTING WITH SITES AND TIER THREE CASE MANAGEMENT.
SO TIER THREE IS FOR THOSE VERY FEW KIDS THAT ARE OUR TRUANT RIGHT HAVE REALLY LARGE ATTENDANCE ISSUES. AND THEN LAST PIECE IS WE WORK CLOSELY WITH LEAD TO COLLABORATE ON IMPLEMENTING THIS CT PLANS. NEXT SLIDE. >> ALL RIGHT. SO WE DO WANT TO SHARE WHAT'S WORKING AND WHAT SOME BARRIERS ARE. >> FIRST OF ALL, THE SCHOOLS THAT HAVE CTE T PLANS THAT ARE BASED ON RELATIONAL STRATEGIES. SO JUST AS WE HEARD EARLIER TONIGHT WHERE THEY BUILD RELATIONSHIPS WITH FAMILIES AND STUDENTS HAVE A BETTER YOU KNOW, A BETTER JOB OF REDUCING THEIR CHRONIC ABSENTEEISM BUT WE SEE UNFORTUNATELY OF COURSE THAT SCHOOLS THAT DON'T HAVE PLANS HAD THE WORST CHRONIC ABSENTEEISM RATES OF 27% OF THEIR STUDENTS. SO OUR BARRIERS ARE WE ONLY HAVE 64% OF SCHOOLS REPORTING FULL IMPLEMENTATION, 36 ARE
PARTIAL IMPLEMENTATION AND WE HAVE THE 315 TIER THREE STUDENTS WHO HAVE THE WORST ATTENDANCE CHALLENGES ARE MANAGED BY ONE STAFF MEMBER. THIS IS WITHIN A WIDER CONTEXT OF A CHRONIC ABSENTEEISM HAS INCREASED 75% NATIONWIDE SINCE THE PANDEMIC AND OBVIOUSLY THE LIKE. THE FEDERAL CONTEXT AROUND OUR NEWCOMER AND IMMIGRANT STUDENTS HAS DEPRESSED SCHOOL ATTENDANCE AND EXCITED WE HAVE AN EXAMPLE OF AND IT'S BEEN MENTIONED TONIGHT SOME OF OUR SCHOOLS DESPITE ALL THESE CHALLENGES ARE REAL BRIGHT SPOTS. THE SCHOOLS STARTED WITH DATA THEY IDENTIFY KIDS THAT WERE LESS THAN 90% AND FOUND TWO AREAS OF NEED. SO FOR KINDERGARTNERS FIRST GRADERS THEY IDENTIFY K ONE STUDENTS WITH LOW ATTENDANCE THEY ASKED FAMILIES THEY LISTENED, BUILT RELATIONSHIPS AND WORKED OUT SOLUTIONS TO GET THE STUDENTS TO COME TO SCHOOL. ALSO NEWCOMER FAMILY SUPPORT SO THEY IDENTIFIED THAT NEWLY ARRIVED STUDENTS WERE OFTEN MISSING SCHOOL ASKED WHY AND LISTENED SO IDENTIFIED
HOUSING INSTABILITY, FOOD INSECURITY AND TRAUMA AS KEY REASONS WHY THEY WEREN'T MAKING IT TO SCHOOL AND WERE ABLE TO HIRE A FAMILY LIAISON TO SUPPORT CASE MANAGEMENT AND ADDRESSING THOSE CHALLENGES . OKAY NEXT SLIDE I'M GOING TO PASS OVER TO MY COLLEAGUE CAROLYN PROBABLY NUMBER. THANK YOU, TONY. GOOD EVENING. I AM SHARING THE SLIDES ON GUARDRAIL 2.2 WHICH IS A SENSE OF BELONGING. SO THIS SLIDE REPRESENTS AS TONY MENTIONED THE BLACK LINE IS ARE CURRENTLY WHERE WE ARE WITH OUR PERFORMANCE DATA AROUND SENSE OF BELONGING COMPARED TO THE TARGET DATA FOR THIS YEAR. SO THE GOOD NEWS HERE IS THAT WE MET OUR GOAL FOR A SENSE OF BELONGING. I DO WANT TO POINT OUT THERE WAS A LARGE INCREASE IN SENSE OF BELONGING DATA FROM 24 TO 25 AND I JUST WANTED TO HIGHLIGHT ONE OF THE REASONS FOR THAT INCREASES THAT WITHIN THE SURVEY THAT THE STUDENTS TAKE WE REMOVED THE NEUTRAL RESPONSE FOR THE SECONDARY STUDENTS SO WE REALLY WANTED TO GET A SENSE FROM OUR STUDENTS IF THEY FEEL MORE FAVORABLY FOR A SENSE OF
BELONGING IN THE SURVEY OR LESS TO THEIR SCHOOL AND AND HOW THEY FEEL FOR THOSE QUESTIONS AND THE ACL CULTURE CLIMATE SURVEY NEXT SLIDE SOME STRATEGIES THAT WE'D LIKE TO SHARE A HIGHLIGHT AROUND BUILDING OUR SENSE OF BELONGING IS REALLY AROUND A COLLABORATIVE EFFORT THAT'S SYSTEMWIDE FROM CENTRAL SUPPORTS BUT REALLY FOCUSING ON SCHOOL SITES WHO ARE THE ONES WHO DO THE WORK EVERY DAY YOU KNOW WITH OUR STUDENTS TO ENSURE THAT THEY FEEL LIKE THEY BELONG. ONE OF THE HIGHLIGHTS IS AS TONY MENTIONED, THE COORDINATED CARE TEAM PLANS. WE REALLY FOCUSED ON THE ROLL OUT OF THOSE PLANS THAT SCHOOLS NEED TO INCORPORATE TIER ONE GOALS AROUND IN ALL THREE OF THE CATEGORIES FOR THEIR GOALS FOR THIS COORDINATED CARE PLAN AND ALL SCHOOLS THAT DID SUBMIT A PLAN FOR AND A GOAL FOR THE SENSE OF BELONGING INDICATED THE RELATIONSHIP BUILDING WAS A KEY STRATEGY AT THEIR SCHOOL SITE LEVEL BETWEEN THE ADULTS
AND STUDENTS. >> NEXT SLIDE SOME EVIDENCE AS YOU NOTICED THAT THIS GOAL WE HAVE IN CREASED OVER THE LAST FOUR YEARS WAS A SENSE OF BELONGING IN OUR SCHOOL SITES. BUT I REALLY WANT TO HIGHLIGHT THIS SLIDE INCLUDES THINGS THAT WE'RE WORKING AND SOME KEY INSIGHTS BUT REALLY THIS STARTED IN 2020 WHEN THE BOARD RESOLUTION PASSED THAT OUR SCHOOL SHOULD HAVE A COORDINATED CARE TEAM AT THEIR SCHOOL SITE AND SO THAT WAS AS A RESULT OF THE PANDEMIC IN WHICH WE WANTED TO ENSURE THAT SCHOOLS WERE SUPPORTING STUDENTS IN THE RETURN OF SCHOOL FROM BEING OUT OF SCHOOL FOR A LONG TIME. SO THIS WORK HAS BEEN HAPPENING AT THE SCHOOL SITES TO REALLY REBUILD THEIR INFRASTRUCTURE AND SUPPORT FOR SITES TOO OR FOR STUDENTS TO FEEL THAT THEY BELONG AND IN ADDITION THAT WAS IN 2020. BUT SINCE THEN WE HAVE THE LAST THREE YEARS REALLY FOCUSED ON THAT COORDINATED CARE TEAM PLAN THAT ALL SCHOOL SITES COMPLETE AND THAT YOU CAN SEE FROM THE INSIGHTS THAT STRONG RELATIONSHIPS AND SENSE OF INCLUSION HELP SUPPORT
ATTENDANCE AS WELL. >> NEXT SLIDE. SO WE LIKE TO HIGHLIGHT BEST PRACTICES AND RELATIONSHIPS AND REALLY PARTICULARLY FOR RELATIONSHIP BUILDING FOR THE SENSE OF BELONGING. SO THESE ARE TWO EXAMPLES OF SOME OF OUR SITES AND THE WORK THAT THEY'RE DOING. ONE IS A HIGH SCHOOL WHERE THEY REALLY HIGHLIGHT SCHOOLWIDE CELEBRATION ASSEMBLIES ACADEMIC AND ATHLETIC PERSONNEL ACHIEVEMENTS AND THE OTHER ELEMENTARY SCHOOL ALSO HIGHLIGHTS STUDENT RECOGNITION AND LEARNING CIRCLES. THEY FOCUSED ON AN INCLUSIVE SCHOOLS WEEK PROGRAMING AT THEIR SITE AND BOTH OF THESE SCHOOLS HAD A HIGHER THAN AVERAGE SENSE OF BELONGING THAN THE DISTRICT ONE WAS. IT ACTUALLY ALSO IMPROVED LIKE 6% FROM THEIR PREVIOUS YEAR AND THE OTHER ONE IMPROVED 7%. SO THEY HAD SOME GREAT STRATEGIES THAT THEY WERE USING AT THEIR SITE. NEXT SLIDE I'M GOING TO PASS IT BACK TO TONY. OKAY. I GET THE BAD NEWS AGAIN.
THIS IS GARFIELD 2.3 WHICH IS JUST PROPORTIONATE DISCIPLINE AS COMMISSIONER FISHER ALREADY MENTIONED, WE ARE SIGNIFICANTLY DISPROPORTIONATE IN OUR RACIST SUSPENSION FOR AFRICAN-AMERICAN STUDENTS AS YOU CAN SEE ON THE LEFT ALTHOUGH OUR APPROACH SUSPENSION RATE HAS GONE DOWN. SO THAT'S 9.13 FOR EVERY HUNDRED AFRICAN-AMERICANS STUDENTS WERE NOT AT OUR GOAL ON THE RIGHT SIDE IT'S BROKEN DOWN BY GRADE LEVEL. SO ON THE BOTTOM YOU CAN SEE IN ELEMENTARY SCHOOL THE SUSPENSION RATE OF AFRICAN-AMERICANS STUDENTS IS PRETTY CLOSE TO THE GENERAL RATE FOR ALL STUDENTS BUT BY MIDDLE SCHOOL IN THE MIDDLE THERE AND THEN INTO HIGH SCHOOL YOU SEE A HUGE GAP BETWEEN THE SUSPENSION RATES FOR ALL STUDENTS VERSUS AFRICAN-AMERICAN STUDENTS. NEXT SLIDE PLEASE. >> SO WE DO HAVE EVIDENCE AND YOU'VE HEARD THIS ALREADY TONIGHT MANY TIMES THAT
RESTORATIVE PRACTICES TRAIN SCHOOLS SHOW LOWER SUSPENSION RATES THAN NON TRAINED SCHOOLS AT ELEMENTARY AND HIGH SCHOOL. SO WE HAD 44 SCHOOLS TRAINED AND OF THAT 13% REPORTED INCONSISTENT IMPLEMENTATION, 74% OF THOSE SCHOOLS HAVE RESTORATIVE PRACTICES IN PLACE AND THEY REPORTED ACTIVE R.P ACROSS THE SCHOOL AND USE ALONG OTHER SIDE STUDENT DISCIPLINE STRATEGIES. AND THEN OF COURSE WE HAD WE WERE ABLE TO SUSTAIN A $400,000 GRANT TO SUPPORT OUR BLACK STUDENTS STRIVING THIS IS TRYING TO, YOU KNOW, CHANGE OUR SYSTEM AND NOT QUOTE UNQUOTE FIX OUR KIDS. NEXT SLIDE. >> AND SO WE DO HAVE A TREE FOR YOU. I HAVE THE PRINCIPAL OF WILLIE BROWN HERE TO TALK ABOUT IT. BRIGHT SPOTTED HER SCHOOL TREAT AT 930 AT NIGHT. HI EVERYONE. MALIA MOUTON FLINT, THIS PRINCIPAL OF WILLIE BROWN MIDDLE SCHOOL. >> AND YEAH, I'M HERE TO TALK ABOUT WHAT WE'VE DONE. >> WE'VE ALWAYS BELIEVED
IN RESTORATIVE PRACTICES THAT WILLIE BROWN THAT'S NOT LIKE SOMETHING NEW FOR US. >> WE ALWAYS HAD ELEMENTS OF IT IN PLACE AT OUR SCHOOL SITE BUT WE RECOGNIZE THAT WE NEEDED TO MAKE A REALLY CLEAR SHIFT BECAUSE WE KNEW IT WAS BEST FOR OUR COMMUNITY. WE KNOW IT'S NOT BEST FOR STUDENTS TO SUSPEND THEM RIGHT AND SEND THEM AWAY TO BE HONEST. RIGHT WHEN YOU'RE IN SCHOOLS AND YOU'RE UNDER-RESOURCED AND YOU DON'T HAVE TIME. A LOT OF TIMES THE DISCIPLINARY MEANS ARE MUCH EASIER THAN THE RESTORATIVE PRACTICES IT REQUIRES STAFFING, IT REQUIRES TIME, IT REQUIRES A REAL COMMITMENT FROM LEADERSHIP ALL THROUGHOUT THE SCHOOL. >> SO ANYWAY, MOVING FROM LAST YEAR TO THIS YEAR WE DECIDED LIKE WE'RE REALLY GOING TO DO RESTORATIVE PRACTICES AND WE'RE GOING TO REALLY MAKE THAT A KEY COMPONENT OF WHAT WE'RE TRYING TO THE SHIFTS WE'RE TRYING TO MAKE. >> WE I DID THE TRAINING LAST YEAR WHICH WAS REALLY HELPFUL AND WE DECIDED TO REPLACE OUR RESTORATIVE ROOM BUT IT WAS REALLY A REFERRAL ROOM WHERE
KIDS ARE BEING SENT RIGHT WHEN THEY'RE GETTING SENT OUT OF CLASS FOR DOING SOMETHING AND WE HAD A WHOLE MEANS OF HOW TEACHERS ADDRESSED IT. >> IT'S NOT LIKE YOU SEND A KID IMMEDIATELY OUT OF THE CLASS. THERE'S A WHOLE SYSTEM TO IT, RIGHT? BUT ESSENTIALLY WHAT WAS HAPPENING WAS KIDS WERE GETTING SENT OUT. WE'D SEE A LOT OF THE SAME KIDS IN THE REFERRAL ROOM OR RESTORATIVE ROOM. >> THE RESTORATIVE ROOM BECAME A HANGOUT, RIGHT? SO WE KNEW THAT WE WANTED TO SHIFT THAT AND SO WE MOVED TO A PUSH IN SYSTEM THIS YEAR IT REQUIRES A LOT OF SUPPORT. IT REQUIRES COLLABORATION BETWEEN OUR ACCOUNTING TEAM, ADMIN TEAM WE'RE ALL ON DECK OUR BEACON STAFF ARE IN THERE AND SO WE'RE PUSHING INTO CLASSROOM IS REALLY AGAIN EMPHASIZING LIKE WANTING TO KEEP KIDS IN CLASS LEARNING AND IT ALSO JUST SHIFTS FOR THE TEACHER TO THIS THING OF LIKE NOW THE PROBLEM IS YOURS TO DEAL WITH RIGHT? BUT LIKE THEY STAY IN THE CLASSROOM AND WE GOT TO FIGURE OUT HOW TO HELP THIS SUPPORT
THE STUDENTS IN THE CLASSROOM. >> WE ALSO CREATED AND THIS WAS REALLY THE COUNSELING TEAM AND I CAN TAKE THE CREDIT RESTORATIVE ACTION MENU FOR STUDENTS SO THEY HAVE A LOT OF CHOICE IN HOW THEY'RE REPAIRING HARM WHEN THERE ARE INCIDENTS IN SCHOOL. I THINK THIS YEAR WE'RE BEING REALLY INTENTIONAL ABOUT HOW WE'RE SUPPORTING STUDENTS AFTER INCIDENTS REQUIRES A LOT OF FOLLOW UP. IT REQUIRES LIKE YOU KNOW, MAKING SURE THAT WE'RE LIKE DID WE HIT THE GREEN? >> DID WE ADDRESS THIS THING THAT HAPPENED? >> DO ALL PARTIES FEEL CONFIDENT THAT THIS WAS A THIS WAS THE RIGHT APPROACH AND THIS WAS THE RIGHT WAY FORWARD PROVIDING A LOT OF MEANINGFUL INTERVENTIONS OR MENTORSHIP AT THE SCHOOL SITE LEVEL? I THINK WE HEARD IT TONIGHT. IT'S BEEN A THROUGH LINE BUT REALLY A SENSE OF BELONGING. I CANNOT EMPHASIZE THAT ENOUGH. WE HAVE TONS OF STUDENT CLUBS FROM ANYTHING YOU CAN IMAGINE. I MEAN WE'VE HAD IT ALL. WE HAVE DADDY CLUB, WE HAVE CHESS CLUB, WE HAVE KNITTING CLUB.
WE HAVE SPACES FOR KIDS TO PLUG IN AND THEN WE ALSO HAVE A LOT OF LEADERSHIP OPPORTUNITIES ESPECIALLY FOR OUR BIPOC YOUTH AND I THINK THAT HAS BEEN SUPER IMPORTANT FOR US AS A SCHOOL IN MAKING THIS SHIFT. >> LET'S SEE WE'RE NOT A PERFECT PLACE, RIGHT? WE STILL HAVE WORK TO DO SO WE'RE GOING TO CONTINUE TRAINING AND SUPPORTING OUR STAFF TO STRENGTHEN OUR RESTORATIVE STANCE. AND AGAIN LIKE IT REALLY REQUIRES A COLLABORATION OF ADMIN COUNSELING TEAM OUR BEACON OUR CBO PARTNERS COLEMAN ADVOCATES HAS YOU KNOW THEY HAVE BEEN ROCKS FOR US. WHY COULD THE VIOLENCE INTERRUPTERS HAVE BEEN REALLY HELPFUL THIS YEAR? REALLY CONSISTENT AND A PRESENCE ON CAMPUS AND THEN ALSO OUR PARTNERSHIP WITH IMPROVE YOUR TOMORROW I.T THAT'S DOING REALLY TARGETED MENTORSHIP TO OUR YOUNG MEN OF COLOR AT SCHOOL SO IT'S A TEAM EFFORT BUT I THINK I MEAN I GUESS I'LL JUST END WITH THIS
RIGHT IT'S LIKE ONE THING TO SAY IT BUT THOSE OF US WHO ARE AT THE SITE EVERY DAY DAY IN AND DAY OUT DOING THAT WORK OF WALKING THROUGH THAT DOOR YOU KNOW WHEN IT'S HARD AND THE WORK IS IS NOT EASY I THINK IT REQUIRES RESOURCES AND IT REQUIRES A REAL COMMITMENT. YOU KNOW? SO YEAH. THANK YOU. YEAH, THANKS FOR THAT. WE REALLY NEEDED THAT SO SO AGAIN YOU KNOW THE WORK IS REALLY HARD BUT IT CLEARLY CAN BE DONE THE LAST SLIDE IS ABOUT OUR PLANS MOVING FORWARD AND YOU KNOW AND AGAIN I THINK IT'S ABOUT REALLY INTENTIONALLY LOOKING AT WHAT WORKS AND INSTEAD OF RELYING ON BRIGHT SPOTS SYSTEMATIZING IT ACROSS OUR DISTRICT FIRST WITH ATTENDANCE SO STANDARDIZE THAT RELATIONAL APPROACH SUPPORT 100% COORDINATED CARE TEAM PLAN SUBMISSION AND MAKE SURE THAT WE WE GIVE TARGETED SUPPORT TO OUR SCHOOLS THAT HAVEN'T FULLY IMPLEMENTED FOR SINCE A BELONGING OBVIOUSLY YOU WANT TO
MAINTAIN OUR PROMISING PRACTICES AND PROGRESS. WE WANTED TO INTEGRATE IDENTITY AND CULTURALLY SUSTAINING PRACTICES INTO ALL SCHOOLS AND CLASSROOMS. WE HEARD THAT FROM THE API TONIGHT AND THEN MONITOR EQUITY GAPS FOR DISCIPLINE INEQUITIES . WE WANT TO EXPAND AND STANDARDIZE RESTORATIVE PRACTICES TRAINING. WE WANT TO ACT ON OUR WHAT WE FOUND IN OUR RESEARCH AND THEN REFRESH THE BEHAVIOR MATRIX. AND WHAT THAT MEANS IS BACK DURING THE SAFE AND SUPPORTIVE SCHOOLS RESOLUTION IN THAT FIRST CAME OUT WE REDESIGNED HOW WE DID DISCIPLINE TO GET AWAY FROM PUNITIVE APPROACHES THAT THE DATA JUST SHOWS JUST DON'T WORK AND ALIENATE KIDS FROM SCHOOL TO PUTTING IN PLACE OPTIONS FOR SCHOOLS TO ADDRESS CHALLENGING BEHAVIOR. FINALLY, SYSTEMS IMPROVEMENT SO IMPLEMENT AN INTEGRATED DATA SYSTEM. WE'VE HEARD ABOUT DATA TONIGHT AND YOU KNOW I AGREE THAT WE HAVE TO MEASURE THINGS TO HOLD PEOPLE ACCOUNTABLE BUT IT'S ALSO REALLY IMPORTANT TO MEASURE THINGS THAT ARE WORKING
IN INTEGRATED DATA SYSTEM WILL LET US TRACK INTERVENTIONS AND WHETHER OR NOT THEY'RE WORKING SO THAT TEAMS COORDINATED CARE TEAMS CAN HAVE REAL STRONG TIME INFORMATION TO KNOW IF THE WORK WITH A STUDENT IS BEING SUCCESSFUL AND WHETHER THEY NEED TO GO DEEPER OR SHIFT THAT WORK. STAFFING AS YOU KNOW WE'VE BEEN UNDER A REALLY CHALLENGING BUDGET TIME AND WE FRANKLY WE'VE MISSED IN TERMS OF ALIGNING OUR RESOURCES IN THIS TIME OF DECLINING BUDGETS. WE DON'T HAVE ENOUGH MONEY BUT WE ALWAYS HAVE ENOUGH MONEY TO DO RIGHT BY STUDENTS. AND SO ONE PIECE OF THAT IS TO MAKE SURE THAT WE STAFF IN A SUPERVISOR OF ATTENDANCE AND SENSE OF BELONGING. NEXT PIECE PARTNER WAS SPARC S.F. TO SECURE FUNDING FOR THE WORK AND CONTINUE TO WORK WITH OUR PARTNERS IN DCF TO LOOK AT FUNDING A REALLY ROBUST SYSTEM OF MTC ARE MULTI-TIERED SUPPORTS. THANK YOU THAT'S THE END OF OUR PRESENTATION. THANK YOU. I'M GOING TO PLACE GREAT.
THANK YOU SO MUCH FOR YOUR PRESENTATION PRINCIPAL FUENTES. JUST THANK YOU SO MUCH FOR BEING HERE. I'M GOING TO MOSTLY TALK ABOUT 2.1 ATTENDANCE IN PART BECAUSE SO MUCH OF 2.2 AND 2.3 IT DEPENDS ON THE FACT THAT OUR STUDENTS ARE IN OUR BUILDINGS AND SO I, I APOLOGIZE IN ADVANCE AND ME JUST FIRING OFF SOME QUESTIONS HERE BUT WOULD LOVE TO BETTER UNDERSTAND JUST KIND OF OUR ORIENTATION AROUND OUR ATTENDANCE WORK AND A LOT OF THIS I THINK IS IN PART BECAUSE I MEAN AS A FORMER TEACHER THE SETTING THE TONE AT THE BEGINNING OF THE YEAR WAS SO CRITICAL TO ENSURING THAT THE RELATIONSHIPS ENDED UP THRIVING THROUGHOUT THE YEAR. >> AND SO I ACTUALLY HAVE JUST KIND OF THREE WONDERINGS AROUND THE STRATEGIES THAT WE USE AROUND CHRONIC ABSENTEEISM AND THE WORK THAT WE DO TO ENSURE STUDENTS AND FAMILIES FEEL WELCOMED AND SOME OF WHICH WE MIGHT DO. >> I DON'T REALLY KNOW WHAT ACTUALLY PART OF THE KEY PLAN ITSELF AND I THINK THAT'S ONE OF MY QUESTIONS IS BETTER UNDERSTANDING WHAT ACTUALLY
GOES INTO A C T AND IF WE'RE IF WE BELIEVE THAT THAT'S ACTUALLY PART OF THE EVIDENCE OF WHAT'S WORKING, I'M JUST CURIOUS TO KNOW LIKE WHAT ARE THE COMPONENTS OF THAT THAT WE BELIEVE ARE WORKING? WHAT WHAT EVIDENCE DO WE HAVE? BUT BROADLY I THINK ABOUT LIKE CHRONIC ABSENTEEISM IN TERMS OF LIKE THREE DIFFERENT SECTIONS ONE AROUND TIMELINESS, ANOTHER AROUND METHODOLOGY AND AND A THIRD AROUND TOUCH POINT. SO LIKE FROM A TIMELINESS PERSPECTIVE LIKE WHAT IS THE FREQUENCY OF OUR TOUCHPOINTS THAT SCHOOLS HAVE WITH STUDENTS SOON AFTER WE KNOW THAT A STUDENT'S MISSING FROM SCHOOL, RIGHT? SO LIKE I DO HAVE I HAVE A QUESTION ABOUT THAT. I HAVE A QUESTION ON METHODOLOGY. I KNOW THIS PART IS LIKE A LITTLE BIT UP IN THE AIR BUT LIKE DO WE HAVE ANY SORT OF LIKE AUTOMATED TEXTING SYSTEMS AND HOW OFTEN DO THOSE GET TRIGGERED AND ACTIVATED WHEN WE KNOW THAT STUDENTS AREN'T SHOWING UP AND HOW DOES THAT FACTOR IN VERSUS LIKE A PHONE CALL THAT'S A TOUCH YOU KNOW, KIND OF MORE OF A PERSONAL TOUCH AND THE LAST ROUND TOUCH POINTS I MEAN PARTICULARLY AROUND SIXTH GRADE TRANSITION
AND TRANSITIONS TO HIGH SCHOOL AND KNOWING THAT THE FIRST TWO WEEKS ARE SO CRITICAL LIKE WHAT KIND OF EXPECTATIONS ARE THERE FOR US AROUND THE TOUCHPOINTS THAT OUR STAFF HAVE WITH OUR STUDENTS AND AND I SAY ALL OF THIS WITH A BIG QUESTION OF PART OF WHAT ALLIE DID WAS IMPLEMENT EACH AND EVERY WHERE IT WAS LITERALLY TO DO STAFF KNOW THE NAMES OF EVERY SINGLE STUDENT IN OUR DISTRICT AND ARE WE MAKING A PERSONALIZED OUTREACH TO THOSE STUDENTS AND WE SAW THE POWER AND IMPACT OF THAT. I'M ASSUMING WE LEARNED A LOT ABOUT THE KIND OF RELATIONSHIPS WE CAN BUILD THROUGH AN INITIATIVE LIKE EACH AND EVERY . AND I REMEMBER THERE BEING A CONVERSATION LAST YEAR ABOUT HOW WE SHOULD TAKE SOME OF THAT LEARNING AND ACTUALLY BUILD ON IT FOR US TO CONTINUE TO DEEPEN OUR RELATIONSHIPS BETWEEN OUR STAFF AND STUDENTS. >> SO I'M CURIOUS LIKE DOES THAT INITIATIVE STILL EXIST? ARE WE SPREADING THAT WORK
ACROSS THE DISTRICT LIKE WHAT IS THE CURRENT STATE OF EACH AND EVERY I GUESS IN THAT REGARD BECAUSE I DO BELIEVE IN THAT CONTEXT WE TALKED A LOT ABOUT HOW THAT MIGHT IMPACT OUR CHRONIC ABSENTEEISM AND OUR ATTENDANCE RATES. SORRY THAT WAS A LOT BUT EXACTLY THREE MINUTES SO I'M VERY PROUD OF MYSELF FOR GOING HIGH AND ON TALK ABOUT EACH AND EVERY YES AND IT LIVES MORE SUCCESSFULLY WHEN WE TALK ABOUT LITERACY AND GOAL ONE POINT ONE ENTERING GOAL 1.1 GOAL 2.1 IT IS A MODEL THAT WE HAVE TRIED TO FRAME OUR WORK AFTER SO WE HAVE SPENT TIME IN OUR INSTRUCTIONAL CABINET TRYING TO LOOK AT WHAT WORKED IN 2.1 AND HOW DO WE DO THAT FOR AFRICAN-AMERICAN STUDENTS IN MATH I WILL JUST BE HONEST AND SAY AND I'M NOT EXACTLY SURE IF IT'S BEING TRACKED THROUGH SFD BUT THAT HAS NOT BEEN AN INTENTIONAL PUSH ON MINE TO LOOK AT THE CHRONIC ABSENTEEISM OR UH YEAH CHRONIC ABSENTEEISM IN FOR 6.1 WE'VE BEEN FOCUSING ON THE ACADEMIC PART. WE'VE BEEN LOOKING AT THE STAR TEST, WE'VE BEEN TRYING TO MODEL WHAT IS LOOKING AT WHAT THE PROFESSIONAL DEVELOPMENT LOOKS LIKE, LOOKING AT THE
OBSERVATIONS FROM CLASSROOMS BUT NOT IN THAT AREA. SO I APPRECIATE THE PUSH FOR ME TO REFOCUS ON THAT BUT I WILL NOT SAY THAT THAT IS NOT WHAT'S HAPPENING ACROSS THE BOARD FOR AFRICAN-AMERICAN CHILDREN AND FOR 2.1. OKAY. THANK YOU. AND JUST THE SPIRIT BEHIND THAT IS JUST RECOGNIZING THE KIND OF LIKE REINFORCING LOOP OF YOU KNOW, IF WE CAN ENGAGE STUDENTS IN LITERACY WORK THAT'S DEEP AND MEANINGFUL AND REFLECTS THE IDENTITIES OF OUR STUDENTS AND STUDENTS HAVE A TENDENCY TO SHOW UP MORE TO SCHOOL IN CLASS AND IF WE CAN DEMONSTRATE THAT TO OUR PARENTS IN THIS GREATER INVESTMENT TO GET SO THIS REINFORCING LOOP IS I THINK WHAT I'M MOST CURIOUS ABOUT IN WHETHER WE HAVE EVIDENCE OF THAT ACTUALLY WORKING DESIGN SAY IT'S CERTAINLY A MODEL THAT WE KNOW WORKS AND IT'S JUST GOING A LITTLE BIT DEEPER THAT I KNOW THAT WE CAN DO. THERE'S A LOT OF QUESTIONS I'M GOING TO TRY TO ANSWER A FEW. SO ONE I HEARD YOU ASK ABOUT COORDINATED CARE PLANS AND LIKE WHAT IS ACTUALLY IN THEM AND SO EACH SCHOOL DOES GOALS FOR ALL
THREE IN THERE INCLUDING TIER ONE, TIER TWO, TIER THREE STRATEGIES. SOME OF THOSE INCLUDE POSITIVE PHONE CALLS HOME THE FIRST MONTH OF SCHOOL. THERE'S A LOT OF STRATEGIES AND WE'RE WORKING WITH PARTNERS IN BERKELEY TO DO RESEARCH ON THE STRATEGIES AND IF THEY HAVE IMPACT ON OUTCOMES. SO THAT'S WE CAN CALL OUR RESEARCH PARTNERS UP LATER IF YOU'D LIKE TO HEAR A LITTLE BIT MORE ABOUT THAT RESEARCH. SO THERE'S LOTS OF DIFFERENT TYPES OF INTERVENTIONS. SCHOOLS WORK COLLABORATIVELY WITHIN LEAD AND SOME OF THE PROFESSIONAL DEVELOPMENT TO TALK ABOUT KEY PLANS AND HOW THINGS ARE WORKING AT SCHOOL SITE. SO THAT'S SOMETHING THAT WE'VE PARTNERED WITH LEAD ON IN PREVIOUS YEARS AS WELL WITH THAT YOU DID MENTION ABOUT TEXTING PLATFORM TO AROUND ATTENDANCE SO WE HAVE OUR REGULAR AUTO DEALER. WE USED TO HAVE A SYSTEM THAT DID PREVENTATIVE OF TEXTS WHICH WERE CALLED NUDGE NUDGE TEXT. WE DON'T CURRENTLY HAVE THAT IN PLACE IN THE DISTRICT ANYMORE THAT WAS IN PLACE FOR I
BELIEVE JUST ONE YEAR AND THEN FOR TRANSITIONING FOR STUDENTS TRANSITIONING FROM GRADE LEVEL WE HAVE THE TRANSITION PROGRAM WHICH IF YOU'RE FAMILIAR WITH BUT OUR SOCIAL WORKERS AND COUNSELORS WORK TOGETHER TO FILL OUT TRANSITION PLANS FOR STUDENTS WHO ARE MIGHT NEED EXTRA SUPPORT IN THE TRANSITION IN GRADE LEVEL THAT COULD BE FOR ATTENDANCE, THAT COULD BE FOR BEHAVIOR. IT COULD BE FOR WHATEVER SUPPORTS THAT THEY FEEL THE INCOMING SCHOOL SHOULD RECEIVE BEFORE THE STUDENTS COME ON CAMPUS SO THAT THOSE STUDENTS ARE DISCUSSED IN THEIR COORDINATED CARE TEAM AND HAVE A TOUCHPOINT WHEN THEY START THE SCHOOL YEAR AND BEFORE YOU KNOW, HOPEFULLY TO CATCH THEM AND PROVIDE SUPPORTS BEFORE THEY'RE THERE. THEY'RE NEEDED. I DON'T KNOW IF WE'VE MISSED ANYTHING. UM, I KNOW THAT OUR ASSISTANT SUPERINTENDENT JEN STEINER IS ON THE PHONE ARE ON THE LINE SHE'S VIRTUAL AND I KNOW THAT SHE WANTED TO SPEAK A LITTLE BIT MORE ABOUT THE COORDINATED CARE TEAM. JEN DR. STEINER HI EVERYONE.
I'M SORRY I'M NOT THERE IN PERSON TONIGHT. I WAS JUST GOING TO RESPOND A LITTLE BIT MORE TO ARE GOING TO KYM'S QUESTION ON ABSENTEEISM AND KIND OF CHRONIC ABSENTEEISM EVERY SINGLE WEEK BOTH THE ELEMENTARY AND MIDDLE AND THE HIGH SCHOOL TEAM EACH MEET IN A COORDINATED CARE TEAM CENTRALLY IN ADDITION TO SCHOOL SITES MEETING AT THEIR SITES. SO SCHOOL SITES MEET WEEKLY OR SOMETIMES BIWEEKLY DEPENDING ON THE SCHOOL SITE AND HOW THE IT'S STRUCTURED TO HAVE A COORDINATED CARE TEAM. WE ALSO MEET CENTRALLY TO DISCUSS ELEVATED CASES AND SO ONE OF THE THINGS WE DO EVERY SINGLE WEEK IS DISCUSS DISCUSS CASES OF TRUANCY AMONG OTHER THINGS AND WE HAVE A STAFF MEMBER, WE HAVE A TEAM VENETIA JAX IS OUR TEAM AND SHE IS THE THERE'S THE PERSON WHO GOES THROUGH THE TRUANCY REFERRALS FROM THE SITES AND THEN WE TALK ABOUT STRATEGIES TO GET STUDENTS WHO ARE MISSING SCHOOL BACK INTO SCHOOL OFTEN DISCUSSING THE ROOT CAUSES OF THE REASONS WHY THEY'RE NOT IN SCHOOL. DO WE HAVE TO HELP THEM GET A TRANSFER CLOSER TO THEIR HOME? ARE THEY EXPERIENCING HOUSING INSECURITY? AND I WILL SAY THAT THIS CONVERSATION AROUND CHRONIC
ABSENTEEISM AND WHY SOME STUDENTS ARE NOT ATTENDING SCHOOL IS SOMETHING THAT WE'RE CONSTANTLY RACKING OUR BRAINS TO DO BETTER AND IS SOMETHING THAT AS WE LOOK AT RESEARCH AND AS WE LOOK AT WAYS TO DO IT, WE'RE ALWAYS TRYING TO IMPROVE OUR STRUCTURES FOR THIS BECAUSE IT'S ONE OF THOSE STICKY PROBLEMS THAT'S REALLY, REALLY HARD TO FIX. IT'S NOT A STRATEGY ESPECIALLY IF YOU GET INTO THE MIDDLE AND HIGH SCHOOL GRADES WHERE THERE'S MYRIAD REASONS WHY KIDS ARE MISSING SCHOOL. THAT IS JUST A ONE SIZE FITS ALL. BUT I APPRECIATED YOU BRINGING IT UP AND I JUST WANTED TO LIFT UP THAT SECOND STRATEGY THAT WE HAVE AT THE DISTRICT LEVEL. AND JUST ONE MORE THING TO PIGGYBACK ON THAT THANK YOU JEN SCHOOL SO THE PURPOSE OF THE CT PLAN IS TO REVISIT AS JEN WAS MENTIONING YOU TRY AN INTERVENTION, YOU COME BACK AND YOU CHANGE BASED ON THE RESULTS OR IF THINGS ARE BEING SUCCESSFUL OR NOT. SO IT'S NOT SOMETHING THAT SITES USE OH HERE'S ONE AND IT'S DONE FOR THE REST OF THE YEAR. IT IS A PLAN THAT THEY DO REVISIT THROUGHOUT THE YEAR WITH REGULAR CC TEAM MEETINGS AT THE SCHOOL SITE.
JUMP IN FRONT OF YOU IF IT'S OKAY COMMISSIONER GUPTA JUST BECAUSE I THINK MY QUESTION IS RELATED HERE I REALLY APPRECIATE THE FOCUS ON THE COORDINATED CARE TEAMS LIKE THE AS WE HEARD YOU KNOW FROM PRINCIPAL FRONT THE MOUNT BUT MOUNTAIN FRONT TWENTY'S THE MOUTON FRANCES THANK YOU THE IT TAKES THE WHOLE WRAPAROUND TEAM RIGHT AND I THINK THAT'S CRITICAL BUT I WANT TO GO TO THE PART OF THE REPORT I REALLY APPRECIATED THIS REPORT OH MY GOSH THANK YOU SO MUCH FOR THE DESEGREGATE TWO DATA THANK YOU FOR ALL THE MY MY DATA NERD HEART SUNG SING IT ALL DISAGGREGATED THANK YOU ALL VERY MUCH. >> THE PART IN THE REPORT THOUGH THAT SAID THAT THE LOSS OF PROGRESS IN REDUCING CHRONIC ABSENTEEISM LIKELY RESULTED FROM A SUBSTANTIAL REDUCTION IN STAFF AND RESOURCES DEVOTED TO IMPROVING ATTENDANCE. I THINK THAT'S TRUE AT THE CENTRAL LEVEL BUT ALSO AT THE SCHOOL SITE LEVEL. MY MY KID ATTENDS MISSION. I WENT TO THE SCC MISSION LAST WEEK. WE WERE TALKING ABOUT OUR DATA AND WE WERE TALKING ABOUT
CHRONIC ABSENTEEISM IN PARTICULAR AND THEY'VE IDENTIFIED ROOT CAUSES AT MISSION LIKE WE LOST A CLERK WE YOU KNOW THE THE CLERK THAT WE HAD AT OUR SCHOOL USED TO BE THE ONE TO CALL AND FOLLOW UP. SHE RAN THE BSU. SHE HAD THE GREAT RELATIONSHIPS WITH FAMILY. SHE WAS PART OF THE SENSE OF BELONGING. THE RESOURCES THAT WE HAVE FOR OUR WELLNESS CENTER AREN'T SUFFICIENT FOR US TO KEEP THE WELLNESS CENTER OPEN FIVE DAYS A WEEK AND SO KIDS THAT USED TO MAYBE GO HANG OUT IN THE WELLNESS CENTER FOR A PERIOD AND RESET ARE NOW INSTEAD CALLING MOM AND DAD TO PICK THEM UP OR JUMPING ON THE TRAIN OR GETTING ON A BUS TO LEAVE. RIGHT. THESE ARE THE THINGS THAT THE STAFF IDENTIFIED AT THE SCHOOL . >> WE HAVE SOME KIDS WHO WITH A LATER START TIME AND THAT'S A STATE ISSUE NOT A NURSE ISSUE BUT THEY HAVE TO LEAVE EARLY TO GO TO THEIR JOB THAT SUPPORTS THEIR FAMILY, RIGHT? I MEAN LIKE WE HAVE A LOT OF SO THE REASON I BRING ALL THIS UP IS AND I ALSO LIKE AND WITHOUT A CLERK WHEN YOU'VE GOT 50 KIDS ON A FIELD TRIP WHO ENTERS THAT
INFORMATION INTO THE ATTENDANCE SYSTEM? RIGHT? LIKE WE'VE GOT SOME SO THERE'S SOME REAL SYSTEMIC ISSUES AND MY REAL QUESTION HERE IS WE SAY THAT WE'VE GOT A STAFFING MODEL THAT'S QUOTE UNQUOTE BASELINE SUFFICIENT. >> I WOULD ARGUE IT'S NOT. AND IN FACT WHEN WE SAY IN OUR BUDGET STUDY SESSION THAT CHRONIC ABSENTEEISM IS A BIGGER DRIVER TO OUR BUDGET DEFICIT THAN DECLINING ENROLLMENT, WE'RE CUTTING OFF OUR NOSE TO SPITE OUR FACE. WE ARE ACTUALLY SOME OF THESE REDUCTIONS ARE NOT ONLY BASELINES EFFICIENT BUT THEY ARE ADDING TO OUR STRUCTURAL DEFICIT. SO WHAT ARE WE GOING TO SO I WOULD SAY LIKE NOT WHAT ARE WE GOING TO DO WITH THE RESOURCES WE HAVE AND I THINK COMMISSIONER RAY, YOU WERE MAKING THIS POINT IN THE LAST AND I THINK YOU WERE AS WELL VICE PRESIDENT HULING LIKE WHAT ARE WE DOING TO ACTUALLY ALLOCATE THE RESOURCES WE NEED AT SCHOOL SITES CENTRALLY TO TO CUT TO REDUCE THIS PROBLEM LIKE THIS? THE RESOURCES WE'RE PUTTING THERE RIGHT NOW ARE NOT SO EFFICIENT.
SO HOW DO WE READJUST OUR RESOURCES TO CLOSE THIS GAP AND AND REDUCE THIS PROBLEM AND GET KIDS BACK INTO CLASSROOMS WHERE THEY CAN LEARN ? THANK YOU, COMMISSIONER FISHER FOR THAT QUESTION. AND AND I THINK THAT IS A REAL QUESTION. WE KNOW THAT SOME OF THE KEY DRIVERS TO CHRONIC ABSENTEEISM IS A SENSE OF BELONGING AND IT'S IT'S WHETHER OR NOT THE STUDENT HAS MADE A CONNECTION WITH A CARING ADULT. BUT I WOULD LIKE TO ARGUE THAT THAT CARING ADULT COULD BE THE TEACHER IN THEIR CLASSROOM, COULD BE THE PRINCIPAL COULD BE THERE. THEY'RE YOU KNOW, THE LIBRARIAN COULD BE ANY EDUCATOR THAT IS IN THAT SCHOOL. SO YES, I KNOW IT'S NOT I KNOW THAT IT WOULD ALWAYS BE WONDERFUL IF WE COULD HAVE MORE MORE STAFF AND MORE PEOPLE IN A SCHOOL. BUT WE HAVE TO BALANCE THE THE RESOURCES THAT WE HAVE THE OTHER THE OTHER REAL ISSUE TO
STUDENTS CHRONIC ABSENTEEISM AND YOU KNOW STAFF PLEASE CORRECT ME IF I'M WRONG BUT I FEEL LIKE PARTICULARLY IN MIDDLE AND HIGH SCHOOL SOME OF OUR STUDENTS HAVE LEARNED A CERTAIN BEHAVIOR OR HABIT THAT HAS BEEN HARD TO TO BREAK PARTICULARLY DURING THE PANDEMIC WHEN WE CLOSE OUR SCHOOLS AND THEY'VE JUST DEVELOPED A DIFFERENT TYPE OF HABIT AND WE NEED TO WORK VERY CLOSELY WITH OUR STUDENTS TO EMPHASIZE THE IMPORTANCE OF COMING TO SCHOOL REGULARLY AND AND QUITE FRANKLY REESTABLISH A NEW TYPE OF HABIT FOR THEM. AND THEN THE THE FINAL ONE IS UNFORTUNATELY A MUCH LARGER THAN THE SCHOOL DISTRICT AND MUCH LARGER THAN US IS THAT THERE ARE REAL SOCIETAL ISSUES THAT OUR STUDENTS FACE. IT'S REALLY HARD FOR OUR STUDENTS WHO PERHAPS MIGHT BE UNDER HOUSED OR HOMELESS AND FOR THEM TO BE ABLE TO GET TO SCHOOL ON TIME IS IS REALLY
HARD OR EVEN SHOW UP AT SCHOOL AT ALL. AND I KNOW THE PRINCIPAL MOUTON FLORES HAS HAD I KNOW EXPERIENCE THAT A LOT AND AND YOU KNOW MAYBE TRANSPORTATION IS IS A PROBLEM OR A LOT OF OTHER THINGS THAT ARE MUCH LARGER THAN US. SO I SAY THAT TO SAY THAT CHRONIC ABSENTEEISM IS A MULTIFACETED ISSUE AND SOMETHING THAT I KNOW THAT THE TEAM IS ALL WORKING TOWARDS ADDRESSING AND THAT AND THAT IN ORDER FOR US TO ACTUALLY MOVE THE NEEDLE WE NEED TO JUST BE CONTINUE TO BE VERY DOGGEDLY PERSISTENT IN IT CONTINUE GOING TO LOOK AT THE TEAMS LOOKING AT THE DATA, MAKING SURE THAT WE ARE PIVOTING WHEN WE NEED TO PIVOT, TRYING OUR BEST TO IDENTIFY WHERE THE GAPS ARE, WHERE THAT WHERE WE'RE SEEING TRENDS SO THAT WE CAN BE ONE STEP AHEAD AND AND THEN OF COURSE AT THE END OF THE DAY WE NEED TO IDENTIFY THE RESOURCES TO MEET THE NEEDS OF OUR STUDENTS. I KNOW JUST JUST LIKE LAST YOU KNOW, THESE PAST COUPLE OF WEEKS WE'VE BEEN HEARING ABOUT THE CITY MAKING SOME SOME DRASTIC CUTS WITHIN THEIR
COMMUNITY, THEIR NONPROFIT COMMUNITY. AND I KNOW THAT OUR PRINCIPAL HERE TALKED ABOUT THE PARTNERSHIP THAT SHE HAS WITH SOME OF OUR OUR NONPROFIT AGENCIES. AND YOU KNOW, I GOT A VERY PAINFUL CALL FROM THE HEAD OF THE DEPARTMENT OF PUBLIC HEALTH SAYING THAT THEY CAN'T CONTINUE CERTAIN PROGRAMS THAT THAT THAT I KNOW THAT OUR STUDENTS RELY ON. AND SO I THINK AS A CITY WE NEED TO COME TOGETHER AND REALLY THINK ABOUT HOW WE LEVERAGE OUR RESOURCES BECAUSE IT CANNOT BE JUST THE CITY THE SCHOOL DISTRICT ALONE. THANK YOU ALL FOR THIS REPORT. AND I ALSO WANT TO THANK YOU FOR THE FOLLOW UP IN THE QUESTIONS BECAUSE FOR THOSE WHO WHO TOOK A LOOK AT THEM, CONGRATS FOR GOING THROUGH ALL THE MATERIALS. BUT I MEAN THERE WAS THERE'S 40 PAGES SO WE DO APPRECIATE IT. WE DO READ IT AND IT IT PROVIDED INCREDIBLE CLARITY EVEN BEYOND AND PRINCIPAL MOUTON FUENTES, THANK YOU SO MUCH FOR BEING HERE. I KNOW THERE ARE PROBABLY MANY OTHER THINGS YOU'D PREFER TO BE
DOING AT 10 P.M. AT NIGHT ON A ON A TUESDAY SO 13TH BIRTHDAY. OH WELL PLEASE OH, PLEASE APOLOGIZE TO YOUR SON FOR US. HAPPY BIRTHDAY CITY. HAPPY BIRTHDAY. DON'T HAVE ME. >> ALL RIGHT. SO SO SOME OF THE QUESTIONS I HAD, YOU KNOW, ARE ACTUALLY THE QUESTIONS I HAVE STEMMED FROM THE Q&A AND THE FOLLOW UP AND THEY'RE ACTUALLY FOR THE SUPERINTENDENT BECAUSE IN HERE IT LISTS AN ARRAY OF OPTIONS AROUND THE QUESTION THAT WAS POSED ON PAGE NINE IN TERMS OF CONSEQUENCES, WHAT CONSEQUENCES ARE THERE FOR ADMINISTRATE OR STAFF OR NOT SUBMITTING A CT PLAN? I MEAN I THINK THE GENERAL QUESTION IS AROUND ACCOUNTABILITY AND THERE ARE THERE'S AN ARRAY OF ACCOUNTABILITY OPTIONS SUCH AS SITES THAT DO NOT SUBMIT PLANS WILL BE THE PRIMARY FOCUS LINKING CT PLANS TO SUBSIDE INTEGRATING CT IMPLEMENTATION AND SO ON. SO FOR THAT I'M CURIOUS IF THERE IS ONE OR SEVERAL APPROACHES THAT HAVE BEEN
DECIDED ON THIS IS VERY GOOD AND VERY DIPLOMATIC ABOUT SAYING HERE ARE AN ARRAY OF OPTIONS AND SO I IMAGINE IT'S THE SUPERINTENDENT'S PREROGATIVE TO TO TO CHOOSE. SURE. >> I ONLY HESITATE BECAUSE I RECOGNIZE THAT EVERY SCHOOL COMMUNITY IS DIFFERENT AND THAT SOME SCHOOLS BENEFIT AND THRIVE ON CERTAIN THINGS LIKE MAYBE THE THE TEXTING AND THE PHONE CALL IS ENOUGH. BUT THEN WHEREAS OTHER SCHOOLS YOU WOULD WANT MORE OF THE A BUDDY SYSTEM WHERE YOU'VE GOT THE OLDER THE UPPERCLASSMEN WORKING WITH THEIR YOUNGER YOUNGER STUDENTS TO TO DO MORE OF A PEER TO PEER SUPPORT SO SO I I HESITATE TO SAY WHICH WHICH MODEL WOULD SORRY JUST TO CLARIFY I'M NOT SAYING YOU SHOULD PRESCRIBE THE MODEL. I'M SAYING THAT THAT PRESUMABLY WILL BE IN THE PLAN THAT THEY SUBMIT BUT IF THEY DON'T SUBMIT A PLAN, IS THERE SOMETHING THAT WE ARE BECAUSE IT SEEMS LIKE
THERE IN IN SOME OF THESE REPORTS GUARDRAILS AS WELL AS GOALS THERE'S AN ISSUE WITH YOU KNOW THERE'S AN EXPECTATION THAT SAID AND THEN HOLDING SITES ACCOUNTABLE ALBEIT YOU KNOW WHETHER WE'RE TALKING ABOUT LITERACY OR IN THIS CASE THIS GUARDRAIL. SO MY QUESTION IS MORE AROUND HOW DO WE HOLD SITES ACCOUNTABLE? YES. WELL NOW THAT WE HAVE IN ASSISTANCE SUPERINTENDENT OF STUDENT FAMILIES AND SERVICES DIVISION WHERE ALL OF THESE REPORTS COME THROUGH, THERE IS THERE IS GREATER ACCOUNTABILITY HERE AND I DO BELIEVE THAT A CARROT AND STICK BUT BUT I THINK THAT AS AS OUR SCHOOL SCHOOL LEADERS AND SCHOOL COMMUNITIES COME TOGETHER TO IDENTIFY WHAT THEY NEED AND AS WE AS LEADERSHIP COME TOGETHER TO FIGURE OUT HOW WE MEET THOSE NEEDS, WE WILL THEN CONTINUE TO PROMOTE OUR OUR SCHOOL COMMUNITIES TO SUBMIT THE REPORTS AND TO TO REALLY WORK HARD TO IDENTIFY TO WORK HARD WITH THE PARENTS AND COMMUNITIES TO IDENTIFY SOME OF THOSE STRATEGIES. BUT YES, I HEAR YOU WHAT
HAPPENS WHEN THEY DON'T SUBMIT THE REPORTS, TONY, I'LL JUMP IN AS WELL. >> I YOU KNOW, BEFORE I HAD THE PLEASURE OF TAKING ON THIS ROLE AND READING THE BAD NEWS YOU I SPENT MORE THAN A DECADE SUPERVISING SITES IN PRINCIPALS AND I WANT TO BE REALLY CLEAR THAT YOU KNOW, OUR PRINCIPALS ARE AMAZING LIKE TO TAKE ON THAT ROLE AND THE WORK THEY DO IS IS YOU KNOW, HUMBLING AND YOU KNOW, I WAS A PRINCIPAL FOR A WHILE AND IN MY ROLE OF HIRING THEM AND SUPPORTING THEM AND HOLDING THEM ACCOUNTABLE ACCOUNTABILITY ISN'T A BAD THING, RIGHT? WHAT IT IS IS WE ALL SHARE THE SAME GOALS FOR STUDENTS AND IF THEY'RE NOT IN A PLACE WHERE THEY'RE ABLE TO SHOW UP THE WAY THEY NEED TO IN ORDER OF LIKE THEIR CARE PLAN OR HELPING KIDS COME TO SCHOOL AND WHAT NOT ACCOUNTABILITY LOOKS LIKE HOW DO WE BUILD STRUCTURES IN FOR YOU SO THAT YOU WILL BE ABLE TO DO THE WORK?
YOU KNOW WE I STARTED THE YEAR WITH WITH MY HIGH SCHOOL PRINCIPALS AND IF THEIR PLAN WASN'T DONE FIRST YOU ASK RIGHT. AND THEN AT YOUR WEEKLY CHECKING YOU SAY HEY, LET'S WORK ON THIS TOGETHER AND THEN ONCE THE PLAN IS DONE, IF THE TEAM IS THEN UP AND FUNCTIONING IT'S A CONVERSATION ABOUT WHO ON YOUR TEAM IS GOING TO HOLD THIS, HOW DO WE SUPPORT THEM IN PUTTING IN QUALITY INTERVENTION? SO THIS MENU IS TRULY THAT'S WHAT IT IS, RIGHT? SOME SCHOOLS ONLY NEED 1 OR 2 THINGS. OTHER SCHOOLS NEED THAT ADDITIONAL SUPPORT AND YOU KNOW AND AGAIN I THINK THAT WE HAVE TO BE SUPER CAREFUL IN THESE TIME OF DECLINING RESOURCES OF PUTTING IT ALL ONTO OUR PRINCIPLES. IT ALREADY IS AN ALMOST IMPOSSIBLE JOB AND THEY CARE RIGHT? THEY CARE ABOUT EVERY KID THAT SHOWS UP AND DOESN'T SHOW UP AND UNLESS WE ARE ABLE TO PROVIDE THEM STRUCTURES OF SUPPORT, YOU KNOW WE'RE ALL HOLDING OURSELVES ACCOUNTABLE NOT JUST FOR OURSELVES FOR SCHOOL THAT WAY THEY FEEL LIKE THEY'RE PART OF A TEAM AND THEY CAN RELY ON THAT TO TO PUT THE STRUCTURES IN PLACE TO SERVE
STUDENTS. I WAS JUST GOING TO ADD ONE OTHER THING. AS YOU HEARD JEN SENATOR MENTION I'LL LEAD WE DO COLLABORATE WITH ALL OF THE ASSISTANT SUPERINTENDENT TO LEAD AND EXECUTIVE DIRECTORS WHO REALLY DO HOLD THIS WORK AND MONITORING THE CARE PLANS WITH THE SCHOOL SITES AND HAVE I REMEMBER LAST YEAR WHEN I WAS IN FSD AND YOU WERE IN LEAD YOU WERE LIKE I TALK ABOUT IT LIKE WE HAVE COLLABORATION TIMES. I TALK ABOUT MY TEAMS EVERY TIME I MEET WITH THEM SO IT IS AROUND YOU KNOW, A COLLABORATIVE DISTRICT WIDE EFFORT AND I THINK THAT'S ONE OF THE REASONS THAT SIX PLANTS ARE USED AT THE MAJORITY OF OUR SCHOOLS IS BECAUSE IT IS A COLLABORATIVE EFFORT. I REALLY APPRECIATE THAT I COULD NOT HAVE PUT THAT BETTER MYSELF IN TERMS OF HOW WE SHOULD BE SUPPORTING AND HOLDING ARE SITES ACCOUNTABLE SO THANK YOU FOR SAYING THAT IN TO THAT EFFECT I MEAN ALSO HOW ARE WE SUPPORTING THEM WITH THE RESOURCES THAT ARE NECESSARY? I COULDN'T HELP BUT FEEL LIKE WHEN READING THROUGH THE REPORT
THERE'S ALMOST WHAT I INFERRED WAS WAS ALMOST LIKE WE KNEW WHEN WE TOOK AWAY RESOURCES THAT THIS WAS GOING TO HAPPEN AND SO SO YOU KNOW IN SO I WANT TO MAKE SURE THAT WHEN WE COME BACK THIS YEAR AND COME JUNE WE'RE PROPERLY RESOURCING BECAUSE I THINK I COULDN'T PUT IT BETTER THAN COMMISSIONER FISHER IN TERMS OF THIS IS AN IMPERATIVE ON SO MANY LEVELS THAT THAT PROFOUNDLY AFFECTS OUR YOU KNOW, OUR OUR STUDENT OUTCOMES, OUR FINANCIALS THEMSELVES. SO YOU KNOW, THIS IS SOMETHING WHERE WE DON'T WANT TO SKIMP AT ALL FOR SO MANY REASONS AND I'M CURIOUS HOW ARE WE THINKING ABOUT THE BUDGETING? WILL WE HAVE I GUESS IT'S KIND OF THE SAME QUESTION THAT WE HAD FOR FOR THE INITIATIVE, YOU KNOW, FOR WHAT WE JUST HEARD FROM OUR AFRICAN-AMERICAN FAMILIES AND ALI WHERE IT'S SORT OF HOW ARE WE GOING TO MAKE SURE THAT WE ARE TRULY GETTING A PACKAGE THAT THAT THAT REALLY PRIORITIZES THIS AND HAS THOSE TRADEOFFS? YES. AGAIN, WE HAVE LIMITED
RESOURCES AND WE HAVE TO MAKE REALLY TOUGH DECISIONS AS I'VE SHARED BEFORE WITH THE BOARD AND WE'VE MADE THE DECISION TO PRIORITIZE HAVING A TEACHER IN EVERY CLASSROOM, MAKING SURE THAT WE ARE PROVIDING THE SUPPORTS AND TRAININGS FOR OUR EDUCATORS SO THAT THEY CAN BE SUCCESSFUL IN THE CLASSROOM ALL OF THE ADDITIONAL SUPPORTS TO MAKE SURE THAT WE BUILD ON SENSE OF BELONGING IS GOING TO SHOULD BE THERE. AND I THINK DURING THIS PAST LAST THE LAST FEW MONTHS WE'VE BEEN TALKING ABOUT HAVING SOCIAL WORKERS AVAILABLE IN ALL OF OUR CLASSES, IN ALL OF OUR SCHOOLS MAKING SURE THAT WE HAVE COUNSELORS IN HIGH SCHOOLS AND THOSE ARE ALL THINGS THAT WE KNOW THAT AS WE ALLOCATE AN ADDITIONAL COUNSELOR OR AN ADDITIONAL SOCIAL WORKER IT DOES TAKE A LITTLE BIT AWAY FROM OTHER AREAS. BUT BASED ON WHAT WE'RE HEARING FROM OUR COMMUNITIES, FROM OUR SCHOOL LEADERS, FROM FAMILIES, WE KNOW THAT THERE'S PRIORITIES THAT WE NEED TO MEET AND AND I ACKNOWLEDGE THAT WE WOULD LOVE TO DO EVERYTHING BUT WE DO HAVE
LIMITED RESOURCES WHICH IS WHY IT'S REALLY IMPORTANT FOR US TO LEAN ON OUR CITY PARTNERS AS WELL AS OUR PHILANTHROPIC COMMUNITY. AND SO WE ARE REALLY, REALLY FORTUNATE THAT WE DO HAVE CITY PARTNERS WHO ARE SUPPORTING US IN BUILDING OUT OUR MTC MODEL AND WE'RE REALLY FORTUNATE THAT WE ACTUALLY ALSO HAVE PHILANTHROPIC PARTNERS WHO ARE PROVIDING SOME SUPPORT AROUND HIRING OF THE ATTENDANCE SPECIALISTS. >> IT IS PAST 10:00 SO I'M GOING TO DO A ROLL CALL VOTE HERE TO EXTEND I'M TO EXTEND THE MEETING PAST TEN SECOND ROLL CALL VOTE PLEASE MICHELLE ALL RIGHT. YES. COMMISSIONER ALEXANDER YES. VICE PRESIDENT HULING YES. PRESIDENT KIM YES. COMMISSIONER WEISSMAN WORD YES . COMMISSIONER GUPTA YES. COMMISSIONER FISHER YES. >> SEVEN YES. ANYONE ELSE SPECIFICALLY SO I'M GOING TO BE THE FOURTH COMMISSIONER TO TALK ABOUT RESOURCE ALLOCATION AS WE GO
INTO BUDGET SYSTEM. BUT I THINK AS A MAJORITY I'M JUST GOING TO NOTE BECAUSE UNDER STUDENT GOVERNANCE WE DO WE ALWAYS HAVE LIMITED RESOURCES ALWAYS THAT'S THE SCHOOLS HAVE NEVER HAD TOO MANY RESOURCES IN THE UNITED STATES AND OTHERS DO NOT COME. SO BECAUSE GOVERNANCE THE PRIORITIES FOR THOSE RESOURCES ARE THE GOALS AND GUARDRAILS SET BY THE BOARD AND THE SUPERINTENDENT SETS THE INTERIM GUARDRAILS AND CHOSE CHRONIC ABSENTEEISM AS ONE OF THOSE INTERIM GUARDRAILS AGAINST WHICH YOU'RE GOING. YOUR PERFORMANCE IS MEASURED. >> AND SO IT WAS VERY CONCERNING TO ME TO READ IN THE REPORT THAT THE DISTRICT'S CAPACITY TO ADDRESS IT HAS BEEN SIGNIFICANTLY KINLEY CONSTRAINED BY STAFFING REDUCTIONS AND I WILL SAY THAT THE WHOLE POINT OF STUDENT OUTCOMES FOCUSED GOVERNANCE IS TO MAKE SURE THAT WE ARE PUTTING OUR RESOURCES TOWARD THE GOALS AND GUARDRAILS TOWARD ACHIEVING THEM SUFFICIENTLY REALLOCATING RESOURCES TO ACTUALLY ACHIEVE THE GOALS. AND I'M SO EXCITED THAT WE WERE ABLE TO ACHIEVE THE GOALS WITH RESPECT A SENSE OF BELONGING THIS TIME I LOVE THE REPORT
ITSELF, THE QUALITY OF THE REPORT ITSELF BUT I'M VERY CONCERNED BY THE SYSTEM RECOMMENDATION THAT WE'RE GOING TO PARTNER WITH SPARC S.F. TO SECURE FUNDING FOR WORK. JUST TO FOLLOW UP ON YOUR COMMENT SUPERHERO TOO I DO NOT EVER THINK THAT WE SHOULD BE RELYING ON OUR PHILANTHROPIC OR CITY PARTNERS TO FUND OUR GOALS AND GUARDRAILS. THAT IS THE CORE PRIORITY WORK OF THIS DISTRICT AND FILM PHILANTHROPIC PHILANTHROPIC FUNDING IS FOR NICE TO HAVES BUT THESE ARE OUR NEED TABS AND SO I WILL NOT BE VOTING FOR A BUDGET THAT RELIES ON OUTSIDE FUNDING THAT IS NOT, YOU KNOW, GUARANTEED THAT WE HAVE SEEN ATTEMPTS TO FUNDRAISE OUTSIDE FOR FUNDING THINGS LIKE METER DECISIONS NOT COME THROUGH IN A TIMELY WAY AND I WILL NOT BE VOTING FOR A BUDGET THAT IS NOT ADEQUATELY ALLOCATE RESOURCES TO MEET OUR GOALS AND GUARDRAILS AND THAT INCLUDES THINGS LIKE RELYING ON
OUTSIDE PHILANTHROPIC DOLLARS TO ADDRESS CHRONIC ABSENTEEISM WHICH DRIVES OUR INABILITY TO MEET OUR STUDENT OUTCOMES, FOCUS ACADEMIC GOALS AND DISPROPORTIONATELY AFFECTS OUR LOCAL POPULATIONS. SO MY QUESTION IS WHAT STEPS IS THE SUPERINTENDENT GOING TO TAKE TO ENSURE THAT THE BUDGET RECOMMENDATION THAT COMES TO US GUARANTEES FUNDING SUFFICIENT TO MEET THIS GUARDRAIL? WELL, I THINK WE'LL HAVE TO GO BACK TO THE DRAWING BOARD WITH THE TEAM SO WE'LL COME BACK AND SIT AND REVISIT THIS QUESTION ABOUT RESOURCES AND BRING A BUDGET THAT WILL BE SATISFACTORY TO THE BOARD. I THINK THAT WE VERY WELL WELCOME I'LL RECOGNIZE YOU IN PHIL'S ABSENCE, COMMISSIONER. THANK YOU. DID NOT WANT TO SPEAK OUT OF TURN BOY WHAT OUR REPORT COMES OUT ABOUT LIKE THE RECOMMENDATIONS FOR PROGRESS MONITORING PEOPLE ARE GOING TO CHANGE THEIR QUESTIONS THE THINGS THEY TALK ABOUT IF THEY
AGREE IF YOU GUYS AGREE. >> OKAY. SO I HAVE SEVERAL QUESTIONS AS WELL WHICH I WILL DIRECT TOWARD THE SUPERINTENDENT. I'LL JUST RUN THROUGH THEM AND TAKE IN THE WHATEVER YOU WANT. FIRST QUESTION I HAD IS AROUND THE QUESTION I'M ASKING ABOUT IN-SCHOOL SUSPENSIONS HERE BECAUSE IT RELATES TO ATTENDANCE AS WELL AS THE TWO BOTH ASPECTS OF THE ELEMENTS OF A GUARDRAIL. SO WE HAVE THESE OUT-OF-SCHOOL SUSPENSIONS. RIGHT. AND ONE OF THE THINGS THAT DOES IS THAT LEARNING LOSS WHICH WE TALKED ABOUT, YOU KNOW, STUDENTS NOT GETTING BENEFITS BUT IT ALSO MEANS ATTENDING SCHOOL AND SO ON AND SO FORTH. SO IN CASES WHERE WE DO FOR WHATEVER REASON NEED TO DO SUSPENSIONS IS THERE ANY STRATEGIES SUCH AS IN-SCHOOL SUSPENSIONS SOMETHING WE CAN DO THAT WOULD STILL PROVIDE STUDENTS WITH ATTENDANCE AND LEARNING? THAT'S MY FIRST QUESTION. SECOND, I THINK OUR ENROLLMENT SYSTEM PROBABLY EXACERBATES OUR PROBLEMS WITH ATTENDANCE IF
PEOPLE DON'T GET THEIR PREFERRED SCHOOL OR IT'S TOO FAR AWAY. ARE THERE STRATEGIES THAT WE CAN ADOPT NOW TO HELP ADDRESS THAT ISSUE WITH MY THIRD QUESTION IS RELATED TO THE FACT THAT CALIFORNIA'S CHRONIC ABSENTEEISM RATE HAS BEEN GOING DOWN. WE ARE ACTUALLY GOING THE OTHER DIRECTION AND I DON'T THINK THAT CAN JUST BE EXPLAINED BY NATIONAL TRENDS OR BY ICE RAIDS OR ANYTHING ELSE BECAUSE PEOPLE ARE EXPERIENCING THESE DIFFICULTIES IN MANY PLACES. >> SO DO WE BELIEVE THAT THE MOST SIGNIFICANT REASON IS STAFFING LIKE STAFFING IS POINTED TO AS A VERY LIKELY REASON? IS THERE ANYTHING ELSE BESIDES STAFFING THAT WE THINK IS A SIGNIFICANT REASON FOR WHY THERE WOULD BE THAT DIFFERENCE AND IF SO, WHAT WOULD WE DO TO ADDRESS THAT? AND THEN MY LAST QUESTION IS IS AROUND THE RESOURCING. MR. HULING HAD POINTED OUT THIS CONCERN ABOUT RELYING ON PHILANTHROPIC FUNDING TO DO SOMETHING AS CORE AS THIS FUNCTION AND I AGREE THAT THAT WAS ACTUALLY A REAL CONCERN TO ME AS WELL. I'M GLAD TO HAVE FUNDING.
I'M GLAD TO HAVE PHILANTHROPIC SUPPORT BUT I WORRY IF WE'RE GETTING THAT FROM A NOT CORE SOURCE FOR OURSELVES. AND I WAS WONDERING I REMEMBER FROM THE BE HERE CAMPAIGN DISCUSSED EARLIER THIS YEAR THAT ONE OF THE THINGS THAT WAS SUPPOSED TO FUND ASIDE FROM LIKE PR STUFF WAS A DASHBOARD OR A TOOL FOR PRINCIPALS AND SCHOOLS TO USE WAS THAT ACTUALLY PUT INTO PLACE AND IS IT USABLE? IS THAT IS THAT A VIABLE STRATEGY FOR US TO IMPROVE ATTENDANCE LIKES? I'M GOING TO NEED HELP FROM STAFF REGARDING IN-HOUSE OR IN-SCHOOL SUSPENSION AND WHAT'S THE RATE AND WHETHER OR NOT THAT'S A POSSIBILITY THAT WE HAVE RIGHT NOW. SO YOU'RE ASKING WHAT IS THE RATE OF AND I DIDN'T ASK SPECIFICALLY ABOUT THE RATE BUT I SAID FOR STUDENTS THAT WE DO NEED TO SUSPEND FOR WHATEVER REASON IS IN-SCHOOL SUSPENSION USED INSTEAD CANNOT BE USED.
IS THAT A STRATEGY TO HELP WITH LEARNING LOSS IN ATTENDANCE? >> WELL, I MEAN I CAN SAY IT'S DEFINITELY A STRATEGY. IT REQUIRES STAFF YOU KNOW, REQUIRES THAT SOMEONE SITS AND SUPPORTS A STUDENT. SO WE DO IT THIS YEAR WE'VE RELIED ON THAT A LOT MORE BECAUSE WE'RE TRYING TO NOT SEND SCHOOL KIDS AWAY. YOU KNOW, WE'RE TRYING NOT TO SUSPEND STUDENTS BUT IT DOES REQUIRE THAT STAFF ARE WITH THE STUDENT RIGHT AND SUPPORTING THE STUDENT AND GETTING THE CLASSWORK AND HELPING THEM WHICH THEN TAKES STAFF AWAY FROM DOING THEIR JOB. NOT SAYING THAT IT'S NOT IMPORTANT. RIGHT. BUT DOING THE OTHER THING ALL THE OTHER THINGS THEY'RE SUPPOSED TO DO WITHIN THE ROLE BUT WE HAVE FOUND A WAY TO DO THAT. I THINK WHERE I'M CONCERNED IS THAT I KNOW THAT THE ROLES OF COUNSELORS ARE SHIFTING SIGNIFICANTLY NEXT YEAR. WE FOUND THAT OUT AFTER DOING OUR BUDGET AND SO LIKE I THINK
MY FEAR AS A PRINCIPAL IS LIKE OKAY NOW IT'S GOING TO FALL ON ADMIN WHEN WE'VE BEEN WORKING REALLY CLOSELY WITH OUR TEAM AND SO YOU KNOW I DON'T KNOW I THINK IT JUST IT REQUIRES A LOT AND MY HOPE IS THAT MOVING INTO NEXT YEAR WE CAN STILL FIGURE OUT WAYS TO TO REALLY COLLABORATE WITH OUR COUNTING TEAM. >> I DON'T KNOW IF I THROW A WRENCH IN IT BUT NO, I MEAN SO I WANT TO EMPHASIZE THAT THE GOAL IS NOT TO SUSPEND STUDENTS, RIGHT? THAT IF IF SCHOOLS ARE ABLE TO IMPLEMENT TIERED SUPPORT WE CAN GET TO A PLACE CREATE CREATE A CLIMATE WHERE STUDENTS DON'T NEED TO LEAVE THE CLASSROOM IDEALLY OF COURSE. BUT I'M TRYING TO THINK ABOUT WHEN WE DO WHAT ELSE CAN WE DO? YEAH WE CAN WE DO IT. IT JUST REQUIRES YOU KNOW IT REQUIRES FOLKS TO BE ON DECK TO YOU KNOW AND THAT MIGHT BE A ROTATION OF STAFF BUT WE HAVE YOU WE HAVE BEEN USING IT THIS YEAR MORE THAN LAST YEAR FOR SURE. I'M AND SO SO THAT'S A STRATEGY THAT WE COULD USE. >> I, I DO KNOW THAT A LOT OF TIMES JUST YOUNG PEOPLE JUST WOULD NEED A MOMENT TO CALM
DOWN AND AND THAT IS ENOUGH SOMETIMES. SO I KNOW THAT OUR EDUCATORS ARE VERY WELL VERSED WITH DIFFERENT STRATEGIES TO SUPPORT A YOUNG PERSON BEFORE IT EVEN ELEVATES OR ESCALATES TO A POINT OF SUSPENSION OR ANY OF THAT. YOU SPEAK ABOUT THE ENROLLMENT SYSTEM AND PERHAPS THAT IS A FACTOR THAT MIGHT IMPACT ABSENTEEISM. I DO THINK TRANSPORTATION IS DEFINITELY A FACTOR SO SOMETIMES OUR STUDENTS DO HAVE TO TRAVEL ACROSS TOWN OR TAKE MULTIPLE BUSSES TO GET TO WHERE THEY NEED TO BE AND THAT DOES HAVE A AN IMPACT. AND YOU KNOW, I THINK WE ALREADY ALSO SPOKE ABOUT HOW WITH THE CHANGE IN TIME OUR START TIMES SOME OF OUR STUDENTS MIGHT HAVE TO LEAVE EARLY FOR FOR WORK AND THAT ALSO IMPACTS THEIR ATTENDANCE. >> BUT SO YES I DO I DO FEEL THAT THERE IS AN IMPACT. BUT AGAIN, I THINK THAT THERE ARE MANY FACTORS THAT IMPACT CHRONIC ABSENTEEISM AND THEN
AND THEN IN TERMS OF HOW TO HOW TO SUPPORT CLEARLY STAFFING IS A BIG FACTOR HERE. >> BUT THEN FOR THE LITTLES FOR THE ELEMENTARY SCHOOL WE CAN DO SOME REALLY SIMPLE WAYS OF REBUILDING ENGAGEMENT. HAVING THAT THAT GREETER I KNOW THAT A LOT OF OUR PRINCIPALS DO HAVE THE GREETER AT THE FRONT DOOR TO MAKE SURE THAT OUR STUDENTS ARE YOU KNOW, THEY'RE SEEING THEIR VALUED THEY KNOW THAT WHEN THEY'RE NOT THERE THAT DAY THEY THEY'RE MISSED. I ACTUALLY SHADOWED I WAS WITH A PRINCIPAL THIS MORNING AT A MIDDLE SCHOOL AND I SPENT AN HOUR AND A HALF WITH HER AND SHE EVERY STUDENT THAT WALKED BY HER SHE KNEW THAT STUDENT BY NAME. SHE KNEW EXACTLY WHERE THAT STUDENT NEEDED TO GO AND THAT'S THAT'S WHAT YOU THAT'S WHAT YOU WANT AND THAT'S WHAT WE HAVE IN TERMS OF JUST AMAZING CARING ADULTS THAT'S IN OUR SCHOOLS. AND I HEAR THE CONCERN ABOUT USING RESTRICTED SOURCES TO FUND CORE WORK. HOWEVER, I DO BELIEVE THAT YOU
CAN USE PHILANTHROPIC DOLLARS TO SEED PROJECTS AND IDEAS AND I DO BELIEVE THAT IS HOW WE SHOULD USE PHILANTHROPIC DOLLARS BECAUSE THERE ARE LOTS OF DIFFERENT IDEAS AND THINGS THAT OUR SCHOOL COMMUNITY CAN TRY AND TEST OUT AND AND THAT IS THE BEST WAY TO USE THESE DOLLARS SO THAT THEY CAN TRY AND TEST OUT AND SOMETIMES WE SEE REALLY AMAZING RESULTS FROM IT AND SOMETIMES WE DON'T BUT WHEN WE DO THAT'S WHEN WE START HAVING TO THINK ABOUT WELL HOW DO WE THEN CONTINUE THESE THE FUNDING FOR THIS WORK AND THIS PROJECT AND AND THAT IS SOMETHING THAT WE NEED TO THINK THROUGH AND AND TRY TO FIGURE OUT WHETHER OR NOT WE HAVE THE RESOURCES TO DO SO. WHAT HAPPENED TO THE DASHBOARD IF I CAN ANSWER THAT IF YOU'D LIKE. >> GREAT. SO WE DID NOT THAT THE DASHBOARD THIS YEAR THE PROPOSAL WAS FOR THE SUPERVISOR OF ATTENDANCE AND SENSE OF BELONGING AS WELL AS A DASHBOARD TO SUPPORT ATTENDANCE AND REAL TIME DATA SO NEITHER OF THOSE WERE ENDED UP
HAPPENING THIS YEAR. THAT POSITION WASN'T IMPROVED UNTIL I MET MIDDLE OF FALL SEMESTER WE DIDN'T HAVE AN ASSISTANT SUPERINTENDENT SO I'M NOT I'M JUST THE REALITY OF SORT OF WHERE WE WERE IN THE FALL WITH OUR DIVISION STAFFING THAT WAS NOT ABLE TO HAPPEN THIS YEAR. DOES THAT MEAN THAT THE BE HERE CAMPAIGN MONEY ALL WENT TO ADS CATEGORY? OKAY SO ACTUALLY MAYBE A MONTH AGO THE SUPERINTENDENT'S OFFICE ASKED ME TO PROJECT MANAGE THE DASHBOARD PROJECT THAT I THINK IS THE SAME ONE WE'RE TALKING ABOUT. I'M WORKING WITH A COMPANY CALLED AGENCY TO DO THAT WITH A VERY ROBUST COMPONENT OF COMMUNITY ENGAGEMENT. I THINK WHAT I WANT TO POINT TO IS THAT IN THE BE HERE RESOLUTION LANGUAGE IT TALKS ABOUT GIVING THIS DASHBOARD TO STAFF TO SUPPORT FAMILIES. IT ALSO SOUNDS LIKE IT'S FOR FAMILIES. I JUST WANT TO BE REALLY CLEAR THAT WE ACTUALLY HAVE A LOT OF DASHBOARDS THAT EXIST NOW AND HAVE FOR A COUPLE OF YEARS THAT ARE DESIGNED FOR INTERNAL USE. WE ROLL THEM OUT AT THE BEGINNING OF THE YEAR THAT WE
UPDATE THEM THROUGHOUT THE YEAR. PRINCIPALS AND OTHER STAFF USED TO GET DATA AT THE BEGINNING OF THE YEAR TO PLAN FOR THE YEAR AHEAD AND THEN ANOTHER BIG SUITE OF REPORTS WOULD COME IN THE MIDDLE OF THE YEAR. A COUPLE OF YEARS AGO WE LAUNCHED THESE DASHBOARDS SO THAT THEY WERE GETTING DATA THAT'S VERY NICELY PACKAGED AND CLEANED UP AS OPPOSED TO LIKE GOING INTO SYNERGY WHICH IS IT'S NOT AT THAT VERY CLEAN STAGE YET. THEY'RE GETTING THIS CLEANED UP NICELY SUMMARIZED DATA MUCH MORE REGULARLY THAN THEY WERE BEFORE. THAT'S HAPPENING AT A SIX WEEK CADENCE RIGHT NOW. AND AGAIN THAT'S THE THAT'S THE PRETTY PACKAGED DASHBOARD VERSION. THERE ARE MANY OTHER REPORTS FOR EXAMPLE IN ILLUMINATE AT THE STUDENT LEVEL AND AT THE SUMMARY LEVEL THAT THAT DO ALLOW STAFF TO CHECK ATTENDANCE IN A VARIETY OF WAYS EVERY DAY THAT IS UP TO DATE THERE. SO THERE ARE A MULTITUDE OF TOOLS. WE ALSO RECENTLY LAUNCHED A DASHBOARD THAT'S VERY SIMILAR TO THE ONE THAT PRINCIPALS HAVE ACCESS TO FOR OUR CBO PARTNERS
SO THEY CAN SEE HOW ATTENDANCE IS LOOKING FOR STUDENTS THAT THEY SERVE COMPARED TO STUDENTS THAT THEY DON'T SERVE AT THE SAME SCHOOL. SO WE'RE ACTUALLY PUSHING OUT A LOT OF DATA AND A LOT OF TRAINING TO GO ALONG WITH THAT DATA. I THINK WHEN WE'RE TALKING ABOUT THIS ADDITIONAL DASHBOARD, THIS ONE IS GOING TO BE FOCUSED ON REALLY BEING FOR THE COMMUNITY. I THINK THAT'S WHY IT'S TAKING LONGER BECAUSE WE'RE TRYING TO DO MEANINGFUL COMMUNITY ENGAGEMENT AROUND THE DESIGN OF THAT DASHBOARD BEFORE WE ROLL THAT OUT TO THE PUBLIC. BUT THERE ARE MANY DIFFERENT FACETS TO THAT DASHBOARDS DESIGN AND THE STUDENT OUTCOMES INCLUDING ATTENDANCE IS OUR NUMBER ONE PRIORITY AS WE ROLL THIS OUT WHICH SHOULD BE IN THE NEXT COUPLE OF MONTHS. THANK YOU ALL SO MUCH. THANK YOU FOR BEING HERE AND REPPING YOUR SCHOOL AND I REALLY APPRECIATE THE REPORT, REALLY APPRECIATE THE PRESENTATION. >> WE LOOK FORWARD TO SEEING AN UPDATE SOON. THANK YOU VERY MUCH. HEY YEAH MOVING ON TO ITEM G ACTION ITEMS.
UH, COMMISSIONERS JUST TO REVIEW UH THE ITEMS THAT ARE UP FOR ACTION ITEMS OR FOR ACTION TODAY WE HAVE ACTION OR WE HAVE ITEM ONE AROUND INSTRUCTIONAL MATERIALS I WILL BE CALLING ITEM TWO AND THREE THE TENTATIVE AGREEMENTS BETWEEN IPT LOCAL 21 IVORY LOCAL 39 AND SEIU 10 TO 1 TOGETHER. THEN I'LL CALL THE UNREPRESENTED MANAGEMENT COMPENSATION INCREASES. THEN I WILL CALL THE EMPLOYMENT CONTRACTS. WE WILL BE VOTING ON ALL THE EMPLOYMENT CONTRACTS COLLECTIVELY AS ONE BEFORE WE GO TO OUR SIXTH ACTION ITEM AROUND AN EMERGENCY DECLARATION . THEN APPROVAL PERHAPS AND WAIVERS THEN I WILL VOTE WE WILL DO THE VOTE ON THIS EXPULSION MATTERS THEN I'LL RETURN TO ITEM D THE REPORT OUT FROM CLOSE SESSION. DOES THAT MAKE SENSE? NOT A THING. OKAY GREAT. OKAY GREAT. JUST CHECKING. JUST CHECKING. JUST CHECKING ITEM 1264-28 SP1 INSTRUCTIONAL MATERIALS ADOPTION ELEMENTARY AND HIGH
SCHOOL HISTORY SOCIAL STUDIES CURRICULUM CAN HAVE A MOTION IN A SECOND, PLEASE. >> SOME OF SECOND IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVES THIS ITEM I ASK YOU TO READ BRING THIS ITEM FORWARD. GOOD EVENING COMMISSIONERS. TONIGHT I AM RECOMMENDING A6A SWEEPING MODERNIZATION OF OUR HISTORY AND SOCIAL STUDIES CURRICULUM ACROSS BOTH ELEMENTARY AND HIGH SCHOOL GRADES. >> FOR YOUR APPROVAL THIS REQUEST REPRESENTS OUR FIRST COMPREHENSIVE UPDATE IN MORE THAN TWO DECADES OF A VERY IMPORTANT STEP TO ENSURE OUR CLASSROOMS REMAIN RELEVANT, ENGAGING AND ACADEMICALLY RIGOROUS. THE MATERIALS BEFORE YOU ARE STANDARDS ALIGNED, CONTEMPORARY AND THOUGHTFULLY DESIGNED TO MEET THE NEEDS OF TODAY'S STUDENTS WHILE PREPARING THEM FOR THE FUTURE. >> THIS EFFORT IS GROUNDED
IN OUR PRIORITIES AS A DISTRICT STRENGTHENING STUDENT LEARNING, SUPPORTING OUR SCHOOLS AND MAINTAINING A STABLE, EFFECTIVE SCHOOL SYSTEM AT ITS CORE THIS IS ABOUT ENSURING EACH AND EVERY STUDENT HAS ACCESS TO HIGH QUALITY, ENGAGING INSTRUCTIONAL CONTENT . I AM PROUD THAT WE ARE DELIVERING ON OUR COMMITMENT TO PROVIDE WORLD CLASS EDUCATION AND POSITIONING OUR STUDENTS FOR LONG TERM SUCCESS. AS PART OF THIS ITEM I AM ALSO BRINGING FORWARD A RECOMMENDATION TO ADOPT A NEW ETHNIC STUDIES CURRICULUM. ETHNIC STUDIES IS BOTH AN IMPORTANT AND COMPLEX AREA OF STUDY AND I WANT TO BRIEFLY ACKNOWLEDGE ITS HISTORY IN S.F. USD IN 2008 THE BOARD AT THAT TIME CALLED FOR THE FIRST EXPANSION OF ETHNIC STUDIES THROUGH A FORMAL RESOLUTION IN 2010 AS F USD LAUNCHED A PILOT PROGRAM AT FIVE HIGH SCHOOLS TO BEGIN DEVELOPING
AND REFINING THE COURSEWORK BY 2015 BY SCHOOL YEAR 2015 2016 ETHNIC STUDIES WAS AVAILABLE AT ALL S.F. USD HIGH SCHOOL IN 2021. THE BOARD AT THAT TIME APPROVED AN UPDATED GRADUATION REQUIREMENT TO INCLUDE AT LEAST TWO SEMESTERS OR TEN EQUIVALENT CREDITS OF ETHNIC STUDIES BEGINNING WITH THE CLASS OF 2028. THIS ALIGNS WITH CALIFORNIA'S STATEWIDE GRADUATION REQUIREMENT. >> TODAY MOST STUDENTS FULFILL THE REQUIRED MINT IN NINTH GRADE AND WE ARE COMMITTED TO PROVIDING MEANINGFUL OPTIONS FOR STUDENTS WHO MAY CHOOSE TO MEET THIS REQUIREMENT IN A DIFFERENT WAY. OVERALL, THIS WORK REFLECTS OUR LONGSTANDING COMMITMENT TO AN INCLUSIVE RELEVANT CURRICULUM ONE THAT REFLECTS THE DIVERSE EXPERIENCES AND PERSPECTIVES OF OUR STUDENTS AND OUR COMMUNITIES. I WANT TO END MY OPENING WITH JUST MY MY THANKS AND MY GRATEFULNESS TO THE STUDENTS
AND FAMILY MEMBERS WHO SPOKE TODAY ABOUT THE IMPORTANCE OF ETHNIC STUDIES AND THE IMPORTANCE THAT BEING AWARE OF WHO THEY ARE AND CENTERING THEMSELVES AND SEEING THEMSELVES IN OUR CURRICULUM IN OUR CLASS, IN OUR COMMUNITY IN OUR SCHOOL WAS SO IMPORTANT TO THEM AND AND HELP THEM SEE THE VALUE OF A PUBLIC EDUCATION AS WELL AS SEEING HOW FAR THEY CAN GO. SO THANK YOU AND I WILL HAND THIS OVER TO OUR STAFF. WE'D LIKE TO INTRODUCE ASSISTANT SUPERINTENDENT KEVIN KRUGMAN WHO IS THE ASSISTANT SOUP OF CURRICULUM AND INSTRUCTION AS WELL AS ASSISTANT SOUP. DIVINA GOLDWASSER OF HIGH SCHOOL AND COLLEGE AND CAREER. >> SO HAND IT TO YOU FOR YOUR PRESENTATION. THANK YOU SO MUCH. THANK YOU AND THANK YOU COMMISSIONERS FOR THE OPPORTUNITY TO PRESENT ON THE AMAZING WORK OF OUR HISTORY SOCIAL STUDIES TEAMS OVER THE LAST FEW YEARS. IF WE CAN GO TO THE NEXT SLIDE. >> SO THE FIRST PLACE THAT WE
WANTED TO START WAS JUST A TIMELINE REVIEW OF THE WORK THAT HAS BEEN OCCURRING SINCE 2022. NEXT SLIDE PLEASE. SO OUR ENGAGEMENT IN HISTORY SOCIAL STUDIES CURRICULUM ACTUALLY BEGAN IN FALL OF WINTER OF 2022 AND WITHIN INITIAL RFI WE THEN WENT THROUGH THE PROCESS OF EVALUATING AND PILOTING AND WERE IN PREPARATION TO BRING FORTH A RECOMMENDATION FOR CURRICULUM ADOPTION WHICH WAS THEN ACTUALLY PAUSED AND AND INSTEAD SEQUENCED IN ORDER TO BOTH RESPOND TO FISCAL PRIORITIES AT THE TIME BUT ALSO ACCELERATE THE ADOPTION OF NEW K-8 MATH CURRICULUM. AND SO WE THEN WENT THROUGH THE PROCESS OF EXTENDING THE PILOT WHICH HAS BEEN OCCURRING SINCE THAT TIME PERIOD. AND I'M GOING TO TALK A LITTLE BIT ABOUT THE PROGRAMS THAT WERE EVALUATED AND PILOTED THROUGHOUT THIS PROCESS. NEXT SLIDE PLEASE. SO FIRST JUST AS A QUICK OVERVIEW, WE HAD A SERIES OF ROUNDS FOR HISTORY SOCIAL STUDIES. THE FIRST ONE STARTED WITH A
LEADERSHIP EVALUATION WHICH LOOKED AT A BROAD RANGE OF PROGRAMS THAT WERE AVAILABLE AND NARROWED DOWN THAT LIST. WE THEN HAD AN EVALUATION COMMITTEE WHO LOOKED AT THAT NARROWED DOWN LIST AND SELECTED A SERIES OF PROGRAMS TO MOVE TOWARDS PILOTING. ONE OF THE THINGS THAT YOU JUST WANT TO HIGHLIGHT IS THAT ACROSS GRADE LEVELS AND CONTENT AREAS THERE DOES EXIST A PRETTY DRAMATIC RANGE IN TERMS OF THE BREADTH OF HIGH QUALITY MATERIALS AVAILABLE. AND SO YOU DO SEE THAT SHOW UP SOMEWHAT IN DIFFERENCES BY CONTENT AREA. SO WE TEND TO SEE MORE PROGRAMS AVAILABLE IN THINGS LIKE MATH OR LANGUAGE ARTS IN GRADE LEVEL WE TEND TO SEE MORE PROGRAMS GENERALLY AVAILABLE FOR EXAMPLE IN ELEMENTARY. >> NEXT SLIDE PLEASE. AND THE EVALUATION COMMITTEE THEN MET AND AS THE RUBRIC HIGHLIGHTED EVALUATED THE PROGRAMS IN A NUMBER OF AREAS. YOU'LL SEE A LOT OF SIMILARITIES AND EVALUATION CRITERIA WITH HISTORY, SOCIAL STUDIES AND RELATEDLY TO MATH
AND LANGUAGE ARTS. WE TAKE INTO CONSIDERATION NOT JUST CULTURALLY RESPONSIVE TEACHING BUT ENSURING THE MATERIALS PROVIDE FOR EQUITABLE ACCESS AND USABILITY. SO SUPPORT FOR MULTILINGUAL LEARNERS, STUDENTS WITH IEPS SUPPORT LITERACY AND SO WE DEFINITELY WANT TO SEE FOR EXAMPLE IN THE AREA OF HISTORY SOCIAL STUDIES THAT THE MATERIALS SUPPORT GOAL ONE, GOAL TWO GOAL THREE FOR THE DISTRICT AS WELL. >> NEXT SLIDE PLEASE. SO JUST AS A QUICK PILOT OVERVIEW, THIS IS THE ELEMENTARY PROGRAM OF INQUIRY ED WHICH HAD VERY STRONG READINGS AND STAFF FOUND THROUGHOUT THEIR PILOTING AND REALLY ENGAGING CONTENT AND GETTING IT FOR STUDENTS AS WELL SOMEWHAT UNIQUE TO A LOT OF PROGRAMS WE HAVE PILOTED OVER THE LAST FEW YEARS. THERE WAS A PARTICULAR CALL OUT TO ORGANIZATIONAL EXCELLENCE. TEACHERS REALLY LOVED THE STRUCTURE AND DESIGN OF THE MATERIALS AND FOUND THEM HIGHLY USABLE AND THERE WAS A GROWTH AREA IDENTIFIED
IN DIFFERENTIATION AND ACCESSIBILITY WHICH HAS ALWAYS BEEN A CONSISTENT THEME THROUGHOUT ALL OF OUR PILOTING AND EVALUATION ACROSS GRADE LEVELS AND CONTENT AREAS. BUT WE DID HAVE REALLY ROBUST ENGAGEMENT AND PILOTING FOR THIS PROGRAM WHICH WAS GREAT. NEXT SLIDE PLEASE. >> AT THE MIDDLE GRADES RELATED TO THE REASON WE ARE NOT CURRENTLY RECOMMENDATION RECOMMENDING A PROGRAM FOR ADOPTION IS THAT INITIALLY THE PROGRAM THAT RECEIVED THE HIGHEST RATINGS AT MIDDLE SCHOOL WAS INQUIRED WHICH WAS AT THE TIME ONLY AVAILABLE IN SIXTH GRADE. AS SOME MAY BE AWARE IN OTHER DISTRICTS ELEMENTARY SCHOOL IS OFTEN CONSIDERED K-6 INSTEAD OF K-5. AND SO INITIALLY THAT PUBLISHER HAD INTENDED TO DEVELOP IN SEVENTH AND EIGHTH GRADE AND THEN DID NOT MOVE FORWARD WITH THAT AND WE THEN WENT BACK TO THE EVALUATION ROUNDS AND DID NOT HAVE A PROGRAM THAT OUTPERFORMED THE CURRENTLY EXISTING PROGRAM WHICH IS OUR HISTORY ALIVE. AND SO WE WILL THEREFORE IN THE INTERIM ENGAGE IN REFURBISHMENT AND RENEWAL OF DIGITAL MATERIALS, REFURBISHMENT OF PRINT AND PHYSICAL MATERIALS WHILE REENGAGING IN THE RFI EVALUATION AND PILOT PROCESS.
NEXT SLIDE PLEASE. >> UM MCGRAW-HILL WAS THE PUBLISHER FOR U.S. HISTORY, WORLD HISTORY AND AMERICAN GOVERNMENT WITH LOTS OF STRENGTHS FOR A STRONG INQUIRY OUR STUDENT INQUIRY JOURNALS REALLY STRONG LITERACY COMPONENTS SO THERE WAS SOME GROWTH AROUND THE INTEGRATION OF ESSENTIAL QUESTIONS BEING REVISITED AND INTEGRATED THROUGHOUT A UNIT OF STUDY BUT OVERALL VERY POSITIVE. AND NEXT SLIDE PLEASE. >> AND AS THAT WORK HAS BEEN OCCURRING IN ADDITION WE HAVE ALSO BEEN ENGAGED IN THE WORK OF AUDIT PILOT AND EVALUATION WITH THE HIGH SCHOOL ETHNIC STUDIES COURSE. >> NEXT SLIDE PLEASE. SO JUST AS A QUICK TIMELINE REVIEW LAUNCHING IN THE SUMMER OF 2025, WE WENT THROUGH THE PROCESS OF ENGAGING IN AN EXTERNAL AUDIT PILOTING OF THE VOICES CURRICULUM, PRODUCING AN RFI TO SEARCH THE FIELD FOR ADDITIONAL PROGRAM OPTIONS TO CONSIDER AND THEN FINALLY EVALUATING WITH AN EVALUATION
COMMITTEE. >> NEXT SLIDE PLEASE. THAT AUDIT WAS EXTERNALLY CONDUCTED BY WEST ED WHICH WHICH FOUND A NUMBER OF DIFFERENT AREAS BOTH OF STRENGTH AND GROWTH AND PRODUCED A FINAL AUDIT REPORT WHICH HAD BEEN MADE PUBLICLY AVAILABLE. THEY FOUND STRONG ALIGNMENT TO STATE STANDARDS BUT SIGNIFICANT GROWTH NEEDED IN THE DEPTH AND BREADTH OF THINGS LIKE LESSON AND UNIT PLANS AND SUPPORTS FOR MULTI-LINGUAL LEARNERS BASED ON THOSE AUDIT FINDINGS. SO WE DECIDED NOT TO MOVE THE S OF USD ETHNIC STUDIES CURRICULUM FORWARD TO EVALUATION. NEXT SLIDE PLEASE. THANK YOU. AND AS WE LAUNCHED THE PILOT VOICES IN AUGUST OF 2025 WE ENGAGED IN ROBUST PILOT DATA COLLECTION. SO SURVEYING OF TEACHERS, STUDENTS, PARENTS OR CAREGIVERS. AND WE DID INTERVIEWS AND FOCUS GROUPS AS WELL AS CLASSROOM OBSERVATIONS.
THERE IS BOTH FULL PILOT REPORT AND SUMMARY SLIDES LINKED. THE OVERALL FEEDBACK WAS VERY STRONG STANDARDS ALIGNMENT TO THE CALIFORNIA ETHNIC STUDIES AND GUIDING PRINCIPLES AND FRAMEWORK AFFIRMING MATERIALS STRONG DISCIPLINARY PRACTICES. >> THE GROWTH AREAS IDENTIFIED WERE ONE. IT IS OBVIOUSLY A NATIONALLY PUBLISHED CURRICULUM AND SO IT DOES NOT PARTICULARLY PROVIDE FOR LOCALIZED HISTORY AND CONTEXT AND SO THAT WAS ONE GROWTH AREA. >> ANOTHER PIECE IS THE DESIRE FOR EXPANDED MATERIALS. WE TEND TO SEE IN THE LOWER GRADES LIKE ELEMENTARY PUBLISHERS PROVIDING FOR THINGS LIKE FAMILY LETTERS HOME AT THE START OF UNIT THAT'S PRETTY RARE FOR HIGH SCHOOL MATERIALS AND SO THAT WAS IDENTIFIED AS ONE AREA OF POTENTIAL GROWTH AS SUGGESTED. NEXT SLIDE PLEASE. >> AFTER THE REVIEW OF THE PILOT DATA COMMITTEE OR THE PILOT DATA ANALYSIS, WE THEN MOVED VOICES FORWARD TO THE EVALUATION COMMITTEE.
THE RUBRIC IS OUTLINED HERE WITH THE OVERALL COMMITTEE SCORING IN EACH RUBRIC CATEGORY. AND AGAIN AS YOU CAN SEE STRONG ALIGNMENT IN THOSE CATEGORIES. TWO OTHER AREAS OF REVIEW WHICH IS ALIGNMENT TO STANDARDS CULTURALLY RESPONSIVE TEACHING AND SUPPORT FOR LITERACY AND THEN EQUITABLE ACCESS AND TEACHER USABLE D. NEXT SLIDE PLEASE. AND THAT EVALUATION COMMITTEE REVIEWED VOICES AS THE ONLY PROGRAM BECAUSE WE HAD AT THAT POINT DETERMINED NOT TO MOVE THE SFD CURRICULUM FORWARD. WE ALSO AS PART OF THE RSI RFI DID NOT RECEIVE MATERIALS THAT INCLUDED BOTH DIGITAL AND PRINT AND WERE FOR ETHNIC STUDIES AND THAT IS THE ONLY PROGRAM THAT MOVED FORWARD TO THE EVALUATION COMMITTEE. AND IN TERMS OF OVERALL EVALUATION COMMITTEE FINDINGS, THERE WAS STRONG ALIGNMENT TO STANDARDS AND SOME PRIORITY AREAS FOR PROFESSIONAL LEARNING WERE IDENTIFIED AS WELL AS AGAIN HIGHLIGHTED IN THE IMPORTANCE OF BUILDING OUT LOCAL CONTEXT AND HISTORY. NEXT SLIDE PLEASE. >> Q AND I AM GOING TO PASS IT
TO DIVINA. >> THANK YOU. SO I'M GOING TO TALK ABOUT DIFFERENT PATHS FOR OUR STUDENTS AND SO I THINK THIS IS BEST DONE JUST KIND OF IMAGINING THAT I AM A STUDENT AND WHAT ALL MY POSSIBLE PATHS WOULD BE. SO LET'S SAY I'M A STUDENT AND IT IS AUGUST AND THE FIRST THING I DO WILL PRETEND THAT I'M AT BALBOA HIGH SCHOOL. >> AND THE FIRST THING I'M GOING TO DO IS I'M GOING TO BE SUPER EXCITED TO GO TO MY NINTH GRADE ORIENTATION. AND AT MY NINTH GRADE ORIENTATION I'M GOING TO LEARN ABOUT ALL THE COURSES I GOT TO LEARN ABOUT MY LOCKER. YOU KNOW, ALL OF THE DIFFERENT RULES OF SCHOOL. I'M GOING TO MEET MY YOU KNOW, MEET THE STAFF AND ALL OF THESE DIFFERENT THINGS AND I'M GOING TO BUILD COMMUNITY. >> DURING THAT TIME I'M GOING TO HAVE THAT OPPORTUNITY TO THINK ABOUT FOR MYSELF AND WITH MY PARENTS LIKE WHAT IS THE RIGHT PATH FOR ME TO FULFILL ALL OF MY GRADUATION REQUIREMENTS? WHAT ARE THE COURSES THAT I'M REQUIRED TO TAKE AND WHERE ARE THERE SOME YOU KNOW, FLEXIBILITIES AND OPTIONS? AND SO OVER THE PAST YEAR AND SEVERAL YEARS WE'VE WORKED
HARD TO EXPAND WHAT THOSE ROUTES ARE AND LIKE WHAT ALL OF OUR OPTIONS ARE AND BEING AS RESPONSIVE AS WE CAN TO OUR STUDENTS AND FAMILIES. AND SO ONE OPTION IF I'M BALBO, A HIGH SCHOOL STUDENT JUST LIKE FOR ANY OTHER HIGH SCHOOL STUDENT IS I'M JUST GOING TO ENROLL AND I GET MY SCHEDULE. I WAS GOING TO ENROLL IN NINTH GRADE ETHNIC STUDIES IF THAT'S THE SEQUENCE THAT MY SCHOOL HAS AND THEN THAT'S WHAT I'M DOING. ANOTHER OPTION IS I MAY BE UNSURE IF THAT'S THE RIGHT CLASS FOR ME. HAVE THAT CONVERSATION WITH MY FAMILY. I MAY NOT BE SURE AT THIS TIME. I MAY DECIDE TO DELAY. I KNOW THAT'S MY GRADUATION REQUIREMENT BUT I MAY FEEL LIKE I'M NOT READY TO KIND OF TAKE THAT ON IN NINTH GRADE. AND I MAY BE INTERESTED IN EXPLORING OTHER COURSES THAT ARE AVAILABLE TO ME AT BALBO, A HIGH SCHOOL THERE. THERE IS ANOTHER COURSE THAT ALSO MEETS THOSE I THINK TWO COURSES AT BALBOA THAT MEET THE ETHNIC STUDIES GRADUATION REQUIREMENT THAT I WOULD BE
THAT WOULD BE AVAILABLE TO ME. SO I COULD TALK WITH MY COUNSELOR ABOUT WHETHER THOSE COURSES ARE THE RIGHT MATCH FOR MY SCHEDULE AND ALL OF MY DIFFERENT PRIORITIES THAT I HAVE OR I CAN BE MADE AWARE WHICH EVERY SCHOOL WILL DO FOR STUDENTS AS THEY DID LAST YEAR. WHAT OTHER COURSES THAT MAY NOT MEET THE ETHNIC STUDIES REQUIREMENT BECAUSE I JUST HAVE TO MEET IT BY THE TIME I GRADUATE NOT AS AN EIGHTH GRADER. THERE MAY BE ANOTHER ELECTIVE COURSE THAT FITS INTO MY SCHEDULE NICELY AND THAT I PREFER TO TAKE. AND SO I MAY GO THAT ROUTE. THE OTHER ROUTE THAT I MAY TAKE IN MEETING WITH MY COUNSELOR IS I MAY DECIDE TO ENROLL IN A CITY COLLEGE COURSE OR AN ONLINE COURSE THROUGH A VARIETY OF DIFFERENT SCHOOLS. AND SO THAT INTERACTION WITH THE STUDENT AND THE COUNSELOR AND IN BRINGING IN THEIR FAMILIES IS REALLY IMPORTANT BECAUSE EACH PATH IS DIFFERENT FOR EVERY STUDENT. SO IF I WANT TO TAKE THAT FREE COURSE AND THE TIMING WORKS OUT FOR ME FOR CITY COLLEGE THAT MAY BE THE PATH FOR ME IF I REALLY WANT TO DO THIS COURSE PERHAPS IN A DIFFERENT TIMELINE OVER THE SUMMER AND I'M THE TYPE OF STUDENT THAT YOU KNOW
VIRTUAL LEARNING WORKS REALLY WELL FOR ME THEN I MAY BE GUIDED THAT WAY. BUT IT'S REALLY THIS CONVERSATION WHERE KIND OF WE'RE OFFERING KIND OF FOR EVERYONE ONE PATH HERE'S WHAT IT IS THAT YOU KNOW EVERYONE IS GOING TO BE ENROLLED IN THIS PATH. AND THEN BASED ON YOUR OWN SPECIFIC SITUATION AND HOW THAT PLAYS OUT IS GOING TO BE DIFFERENT AT EACH SCHOOL SITE. SO IF I'M REALLY EXCITED BECAUSE I'M GOING TO A SCHOOL THAT HAS FOR EXAMPLE LOTS OF CTE PATHWAYS THAT MIGHT BE A CONSTRAINT IN MY SCHEDULE AND SO I MAY HAVE I MEAN THAT MAY BE MY PRIORITY FOR MYSELF. >> LIKE I WANT TO BE IN THIS BIOTECH PATHWAY. SO I'M GOING TO HAVE TO CONSIDER WITH MY COUNSELOR WHAT ARE THE TRADE OFFS TO GET THE SCHEDULE THAT I WANT AND THAT'S REALLY NOT UNIQUE TO ETHNIC STUDIES. >> THAT'S FOR ALL OF OUR COURSES. SO EVERY STUDENT HAS DIFFERENT PRIORITIES AND THOSE PRIORITIES ARE SHARED AND WE DO OUR BEST TO ACCOMMODATE THEIR SCHEDULE AND IT DOESN'T ALWAYS WORK OUT 100% LIKE THE MOST AMAZING IDEAL SCHEDULE BECAUSE THERE'S
THOSE TRADE OFFS EITHER BASED ON ENROLLMENT OR STAFFING OR WHAT'S AVAILABLE. >> BUT WHAT WE'RE TRYING TO CONTINUE TO DO AND GET BETTER AT IS I'LL JUST LINK ON HERE OF WHAT FAMILIES CAN EXPECT TO SEE . SO OH SORRY I'M NOT CONTROLLING YOU TO GO DOWN TO THE LINK LIKE I'M CONTROLLING IT ON MY OWN COMPUTER. YEAH THE OTHER SLIDE. SORRY. BACK TO THE SLIDE. THERE IS A LINK TO MY SLIDE. SORRY. OKAY SO YES. THANK YOU SO MUCH. OKAY. SO WE HAVE WHAT'S CALLED THE HIGH SCHOOL COURSE MATRIX AND EVERY YEAR COURSES CHANGE AT EVERY HIGH SCHOOL BASED ON STUDENT INTEREST. I'LL CONTINUE TALKING AND WE'LL GET IT UP SOON. >> OKAY. SO THIS IS JUST ONE PAGE OF THE HIGH SCHOOL COURSE MATRIX AND THIS IS THE NOW NEW ETHNIC STUDIES PAGE TO TRY TO JUST BE AS CLEAR AS POSSIBLE OF WHAT'S AVAILABLE AND TRANSPARENT FOR
FAMILIES. AND SO IN THE HIGH SCHOOL COURSE MATRIX THAT IS A LINK THAT'S AVAILABLE ONLINE ON OUR SFE SD WEBSITE AND ALSO ALL SCHOOLS CAN PROVIDE IT AND WE ALSO PROVIDE THIS INFORMATION AT THE ENROLLMENT FAIR. YOU CAN SEE EVERY SCHOOL WHAT THEY'RE OFFERING, WHAT COURSES THEY HAVE. THE COLORS ON HERE ARE JUST PERTAIN TO THIS LIKE THIS SCHOOL TYPE AND THE SIZE. I'M SORRY THAT YOU CAN'T SEE THE KEY ON HERE BUT YOU CAN SEE WHAT COURSES SO THE COURT THE PAGE THAT YOU SEE HAS THE SFI USD COURSES CURRENTLY IN THIS MOMENT THAT ALSO MEET THE ETHNIC STUDIES REQUIREMENT AND WHAT SCHOOLS THEY'RE OFFERED AT. >> NOW YOU LIKE I SAID YOU COULD TAKE A DIFFERENT PATH AND YOU CAN TAKE A COURSE OUTSIDE OF SFI USD. YOU CAN DELAY YOUR REQUIREMENT BUT THIS IS WHERE WE ARE CURRENTLY AND SO COMPARE IT TO LAST YEAR. >> WE HAVE FOR EXAMPLE A LOT OF INTEREST AT O'CONNELL HIGH SCHOOL. SO NEXT YEAR THEY WILL HAVE AN AFRICAN AMERICAN AP STUDIES
CLASS AND SO THAT'S BASED ON STUDENT INTEREST AND SO THAT'S SOMETHING DIFFERENT THAN THEY HAD THIS YEAR. THERE'S OTHER COURSES THAT HAVE EXPANDED BASED ON STUDENT INTEREST AND SO WE'LL CONTINUE TO WORK TOWARDS THAT EXPANSION OF OFFERINGS, YOU KNOW AND HAVE MORE TO SHARE, YOU KNOW, AS WE MOVE FORWARD. >> BUT THIS IS KIND OF A SPOT CHECK OF WHERE WE ARE NOW AND WHAT FAMILIES CAN EXPECT. YEAH AND SO SORRY ABOUT THAT. >> SO BASED ON THE DATA INFORMATION ANALYSIS THAT WAS JUST PRESENTED RUNNING FROM THE 2022 TO THE 2023 SCHOOL YEAR, WE WANTED TO MAKE SURE TO SHARE THE ROBUST DATA COLLECTION AND ANALYSIS THAT WAS DONE THROUGHOUT IN ORDER TO PROVIDE HIGH QUALITY LEARNING OPPORTUNITIES AND MATERIALS IN ALIGNMENT WITH DISTRICT GOALS AND GUARDRAILS AND TO HIGHLIGHT ALSO ON THE BOARD AGENDA FOR LEADER ARE THE CONTRACTS FOR APPROVAL THE TOTAL COST FOR THOSE CONTRACTS IS SEVEN POINT 3 MILLION AND WHICH INCLUDES ALL OF THE FOLLOWING 4 OR 5 YEARS FOR THE
ELEMENTARY AND HIGH SCHOOL PROGRAMS THAT WE ARE MAKING A RECOMMENDATION FOR ADOPTION. IT INCLUDES ALL TEACHER AND STUDENT MATERIALS AS WELL AS ALL DIGITAL LICENSES AND DIGITAL PLATFORM ACCESS. JUST AS A REMINDER SIMILAR TO THE RECOMMENDATION FOR ADOPTION WITH K EIGHT LANGUAGE AND LITERACY IN MATH WITHIN THESE WE DO AS IS STANDARD MULTIYEAR CONTRACTS IN ORDER TO BE THE MOST COST EFFECTIVE AND ACCESS TO HIGH QUALITY MATERIALS IN THE BEST WAY THAT IS BOTH FISCALLY RESPONSIBLE AND SUPPORTS OUR ACADEMIC GOALS. NEXT SLIDE PLEASE. AND SO WITH THAT IN ALIGNMENT WITH GUARDRAIL THREE AND BOARD POLICY 6141 BASED ON RESEARCH DATA AND EVIDENCE, THE CURRICULUM AND INSTRUCTION DIVISION IS RECOMMENDING THE BOARD FORMALLY ADOPT THE FOLLOWING WHICH IS IN CHOIR ED FOR ELEMENTARY GRADES K THROUGH FIVE AND AT THE HIGH SCHOOL LEVEL MCGRAW HILL FOR U.S. HISTORY, WORLD HISTORY AND U.S. GOVERNMENT INCLUDING THE AP COURSE TEXTS
FOR THESE SUBJECTS AND GIBBS SMITH FOR ETHNIC STUDIES. THANK YOU. >> THANK YOU VERY MUCH. QUESTIONS AND COMMENTS FROM COMMISSIONERS SEEING THAT JUST KIDDING. >> COMMISSIONER. QUESTION A WORD SORRY. NO, IT'S IT'S THAT TIME. I KNOW I'LL BE QUICK. NO, JUST THINK YOU AND I KNOW THAT THE PROCESS OF REVIEWING CURRICULUM AIMS AND MAKING RECOMMENDATIONS FOR CURRICULUMS IS SOMETHING THAT WE TAKE REALLY SERIOUSLY AND SO APPRECIATE THE TIME AND THOUGHTFULNESS WITH YOU ALL WITH THE OTHERS INVOLVED AND YEAH, I'M LOOKING FORWARD TO SUPPORTING THESE CURRICULUM CHANGES. THANK YOU. I ALSO WANTED TO JUST GIVE A HUGE THANKS MISS KRUGMAN TO YOU AND YOUR TEAM FOR NOT JUST PILOTING AND BRINGING THESE RECOMMENDATIONS TO US BUT FOR GETTING US BACK ON TRACK TO BE REGULARLY REVIEWING AND REFRESHING ALL OF OUR CURRICULA. IT'S SOMETHING I LEARNED LAST
YEAR THAT WE HAD AN UPDATED OUR HISTORY CURRICULA IN 20 YEARS AND SO I THINK IT'S REALLY EXCITING THAT WE ARE LIKE LITERALLY BRINGING OUR STUDENTS INTO THE 21ST CENTURY AND THAT NOT ONLY THAT BUT WE HAVE A, YOU KNOW, CYCLICAL PLAN TO REGULARLY REVIEW AND REFRESH. AND I ALSO THINK IT'S REALLY GREAT THAT WE ARE USING SOME OF OUR ONE TIME FUNDS FOR ONE TIME EXPENSES TO INVEST IN OUR ACADEMICS IN OUR STUDENT OUTCOMES. AND I ALSO JUST WANTED TO APPRECIATE MS.. GOLDWASSER AND HER TEAM FOR THEIR DEVELOPMENT OF A ROBUST OPT OUT FOR FAMILIES. WE KNOW THAT WE HAD VERY FEW STUDENTS WHO OPT OUT LESS THAN 1% THIS YEAR BUT I THINK IT'S REALLY IMPORTANT THAT ALL FAMILIES UNDERSTAND THAT THEY HAVE OPTIONS FOR THEIR STUDENTS EDUCATION. AND SO THE PARTNERSHIP WITH CSUF THAT SUPERINTENDENT SUE HAS ONLY STRENGTHENED. AND HAVING MORE COURSE OFFERINGS AT SCHOOLS IT'S GREAT TO SEE THAT THERE IS AT LEAST ONE ALTERNATIVE FOR STUDENTS
WHO CHOOSE TO OPT OUT. I BELIEVE I SAW EVERY COMPREHENSIVE HIGH SCHOOL EXCEPT MISSION. SO WE'RE GETTING THAT EXPANSION FOR STUDENTS WHO WANT TO DO SOMETHING ON CAMPUS AND THEN OF COURSE ALL STUDENTS HAVE THE ROBUST CSUF OFFERINGS. SO I'M ALSO HAPPY TO SUPPORT THIS CURRICULUM ADOPTION. YEAH. JUST BUILDING ON ALL OF THAT I THINK I ALSO WANTED TO THANK SUPERINTENDENT STAFF FOR YOUR STEADFASTNESS IN THIS. I KNOW PARTICULARLY AROUND ETHNIC STUDIES THERE'S BEEN A LOT OF POLITICAL CHATTER. I APPRECIATED THE LETTER THAT WAS READ EARLIER WHERE THEY SAID THIS A COUPLE OF EDUCATORS WROTE A LETTER SAID WE KNOW THAT THE REASON FOR THE SINGLING OUT OF ETHNIC STUDIES TEACHERS IS POLITICAL AND NOT EDUCATIONAL. AND I THINK GIVEN THAT WE HAVE THE DATA THE CHRONICLE DID A GOOD ARTICLE ABOUT IT A COUPLE OF WEEKS AGO YOU KNOW THAT THIS ACTUALLY IS DATA BASED EVIDENCE BASED STRATEGY TO ACHIEVING GOAL THREE COLLEGE AND CAREER READINESS AND WE HAVE IT SHOWS THAT IT WORKS. WE HAVE DATA SHOWING IT WORKS OVER MANY YEARS. AND SO I JUST JUST REALLY APPRECIATE I FEEL LIKE YOU
KNOW, I WAS ON THE BOARD BACK WHEN THERE WERE YOU KNOW, I THINK THERE WAS VALID ACCUSATION OF THE BOARD MAKING DECISIONS IDEOLOGICALLY BASED ON POLITICAL PRESSURE. THERE WAS POLITICAL PRESSURE THAT OCCURRED AND IT'S JUST IT'S GREAT TO SEE THAT THE BOARD AND THE DISTRICT THE SUPERINTENDENT SAID NO, WE'RE GOING TO FOCUS ON WHAT'S RIGHT FOR STUDENTS. WE'RE NOT GOING TO MAKE AN IDEOLOGICAL ISSUE OUT OF THIS. >> WE'RE GOING TO ACTUALLY YOU KNOW, LOOK AT THE DATA AND I THINK THE COMMENTS EARLIER FROM OUR STUDENTS WHO HAD TAKEN THE COURSE REALLY ELOQUENTLY REFLECTED THOSE IMPRESSIVE STUDENT OUTCOMES. I MEAN I THINK YOU CAN SORT OF SEE THEY EMBODIED WHY KIDS WHO TAKE ETHNIC STUDIES THEN END UP DOING BETTER IN HIGH SCHOOL AND HAVING MORE SUCCESS IN COLLEGE AS WELL. SO I JUST WANTED TO THANK YOU FOR LIKE IN THAT IN A DIFFICULT AND CHALLENGING CONTEXT TO NOT SORT OF FALL PREY TO THE DRAMA AND TO STAY FOCUSED ON THE BASICS WHICH IS TEACHING KIDS AND ETHNIC STUDIES IS THE BASICS AND IN SAN FRANCISCO SHOULD BE REALLY PROUD THAT NOT JUST AS IF YOU A CITY STARTED IN 2008 BUT BACK IN 1968 S.F. STATE WAS WHERE
ETHNIC STUDIES WAS WAS FOUNDED. SO IN THE BIRTHPLACE OF ETHNIC STUDIES THANK YOU FOR FOR YOUR LEADERSHIP. I, I ECHO WHAT MY FELLOW COMMISSIONERS HAVE ALREADY SAID. >> THANK YOU SO MUCH AND TO PILE ON MS. KRUGMAN AND TO PULL UP MORE CURRICULUM ADOPTIONS AFTER WE'VE HAD SO MANY MAJOR ONES OVER THE PAST COUPLE OF YEARS MAYBE ONE OF THESE DAYS WE'LL GIVE YOU A BREAK AND A VACATION BUT I WOULDN'T PLAN ON IT. BUT THANK YOU FOR YOUR WORK . I THINK THE ONLY QUESTION I REALLY HAVE AND I APPRECIATE THAT YOU HIGHLIGHTED IT AS GROWTH OPPORTUNITIES IS UDALL AND THE THE LACK OF DIFFERENTIATED OPTIONS FRANKLY IN THE CURRICULUM. SO WHAT RESOURCES ARE WE GOING TO APPLY OR HOW ARE WE GOING TO ADDRESS THAT TO ENSURE THAT WE'RE PROVIDING EQUITABLE ACCESS TO ALL STUDENTS TO THIS CURRICULUM? >> THANK YOU SO MUCH FOR THAT QUESTION. WE ARE SO REALLY ARE EXCITED TO BE IN THE STARTING PROCESS OF OUR HIGH SCHOOL MATH ADOPTION
UM HAVE TO CATCH UP THERE TOO SO IN TERMS OF UDALL, ONE OF THE THINGS THAT I WOULD SAY IS THAT JUST ACROSS A MULTITUDE AT THIS POINT WE HAVE LOOKED AT SO MANY DOZENS OF PUBLISHER READY CURRICULUM ACROSS CONTENT AREAS AND GRADE LEVELS AND I WOULD SAY SOMEWHAT CONSISTENTLY ACROSS UDL DIFFERENTIATION SUPPORTS FOR STUDENTS WITH IEP IS IS CONSISTENCY AND CONSISTENTLY A GROWTH AREA AND I'M NOT SURE WHY THAT CONSISTENTLY IS A GROWTH AREA FOR SO MANY PUBLISHERS BUT IT IS AND I WOULD SAY IN PARTICULAR WHERE WE ARE INCREDIBLY PRIVILEGED TO HAVE IN S.F. YOU SEE SUCH A BREADTH OF PROGRAMING AND SO WHEN WE SAY UDL WE'RE TALKING ABOUT A LARGE UMBRELLA OF SUPPORTS AND STUDENTS WITH OBVIOUSLY A VERY DIVERSE SET OF ACADEMIC BEHAVIORAL COGNITIVE NEEDS ET CETERA. AND SO WHAT I WOULD SAY IS THAT I THINK THE BENEFIT HERE OF HAVING PUBLISHED CURRICULUM IS THAT WE CAN FOCUS TEACHER PROFESSIONAL DEVELOPMENT IN THAT AREA AND DIFFERENTIATION THAT IS
RESPONSIVE TO THE NEEDS OF THE STUDENTS IN THEIR CLASSROOM. AND SO ONE OF THE THINGS THAT WE ALWAYS SAY AROUND ADOPTION IS THAT THE REALLY IMPORTANT PART OF HAVING HIGH QUALITY INSTRUCTIONAL MATERIALS IT SHIFTS TEACHER TIME AND ENERGY FROM WHAT AM I TEACHING TO HOW AM I TEACHING AND WHEN WE FOCUS ON THE HOW WE CAN BE MORE RESPONSIVE TO STUDENT NEED. SO WHAT I WOULD SAY IN PARTICULAR IS I THINK THAT'S GOING TO LOOK REALLY DIFFERENT DEPENDING ON GRADE LEVEL AND CONTENT AREA. AND SO SPECIFICALLY WHEN WE TALK ABOUT ELEMENTARY THIS IS THE SAME TEACHER WHO'S TEACHING LANGUAGE AND LITERACY, WHO'S TEACHING MATH AND SO WHEN THEY'RE TALKING ABOUT FOR EXAMPLE ALL EMPLOYING STRATEGIES TO SUPPORT READING COMPREHENSION, THOSE STRATEGIES SHOULD BE CONSISTENT FOR STUDENTS AND ACROSS CONTENT AREAS. HISTORY SOCIAL STUDIES IS ONE OF THE PRIMARY DRIVERS OF LITERACY AND SO THOSE UDL PRACTICES THAT ARE ALREADY IN PLACE FOR EXAMPLE A CLASSROOM TEACHER AT ELEMENTARY SHOULD REMAIN CONSISTENT I WOULD SAY AT THE HIGH SCHOOL LEVEL AND I KNOW I'VE SPOKEN TO
THIS BEFORE WE HAVE SPENT A SIGNIFICANT AMOUNT OF TIME IN C AND I R TIME AND ENERGY IN THE LAST YEAR IN PARTICULAR FOCUSED ON K EIGHT AND I AM VERY EXCITED TO REBALANCE SOME OF THAT FOCUS BOTH WITH THIS HISTORY SOCIAL STUDIES ADOPTION AS WELL AS FORTHCOMING WITH MATH TO REENGAGE TEACHER PROFESSIONAL DEVELOPMENT TO PARTNER WITH SPECIAL EDUCATION IN THE SAME WAY THAT WE HAVE IN MIDDLE SCHOOL SO THAT AN RSP IS SITTING WITH A HISTORY SOCIAL STUDIES TEACHER GO INTO IEP GOALS AND MATCHING INSTRUCTIONAL PLANNING AND DIFFERENTIATION. I APPRECIATE THAT AND THAT TAKES A LOT OF INTENTIONAL RESOURCING AND A LOT MORE TIME FOR OUR SPECIAL EDUCATORS. ARE WE PLANNING INTO THAT AS FAR AS EITHER BUILDING OUT A PD SCHEDULE OR PLANNING MORE RELEASE TIME FOR OUR TEACHERS OR HOW ARE WE GOING TO RESOURCE THAT APPROPRIATELY TO MAKE SURE THAT IT HAPPENS AND IMPLEMENTATION IS EFFECTIVE? YEAH. SO ONE OF THE EXAMPLES I'LL GIVE HAS BEEN A HIGHLIGHT WITH MIDDLE SCHOOL MATH.
SO THE FIRST THING I WANT TO DO IS GIVE A TREMENDOUS SHOUT OUT AN AFFIRMATION TO H.R. AND SUB COVERAGE RATES WHICH IN AND OF THEMSELF MAY NOT BE LIKE THE CLEAREST OPERATIONAL ISSUE BUT EVEN THREE YEARS AGO OR FOUR YEARS AGO WE DID NOT HOLD TEACHER RELEASE DAYS BECAUSE THE SUB COVERAGE RATE WAS SO LOW THAT THE VAST MAJORITY OF TEACHERS DID NOT ACTUALLY ATTEND BECAUSE THEY DIDN'T HAVE SUB COVERAGE THERE WEREN'T WAYS TO GET THEM OUT OF THE BUILDING. H.R HAS DONE TREMENDOUS WORK ON THE SUB COVERAGE RATE BOTH IN GENERAL EDUCATION AND IN SPECIAL EDUCATION. SO FOR EXAMPLE ONE OF THE THINGS THAT I THINK IS REALLY IMPORTANT IS NOT THE SORT OF BIFURCATION OF GENERAL EDUCATION AND SPECIAL EDUCATION AS SEPARATE BUT THE INTEGRATION OF BOTH. AND SO AN EXAMPLE OF THIS IS AT THE MIDDLE SCHOOL FOR MIDDLE SCHOOL MATH WHERE WE'VE DONE RELEASE DAYS WHICH HAVE HAD INCREDIBLY HIGH ATTENDANCE. WE ACTUALLY HAVE BOTH SPECIAL EDUCATION AND GENERAL EDUCATION TEACHERS COME TOGETHER AND PLAN TOGETHER SO BOTH MILD, MODEST
TEACHERS AND OUR PEERS ATTEND WITH THE MATH SINGLE SUBJECT CREDENTIAL TEAM AND THE RCP WILL SIT WITH THE SCHOOL TEAM AND PLAN OR FOR EXAMPLE THE SDC TEACHER WILL SIT WITH A SPECIFIC GRADE LEVEL TEAM THAT'S CROSS SCHOOL AND PLAN TOGETHER. THANK YOU FOR THAT CLARIFICATION. >> EVENING EVERYONE. I ASKED MY QUESTIONS IN THE ADVANCED Q&A SO I'M JUST GOING TO PRESENT SOME COMMENTS INSTEAD AND I'D LIKE TO EXPLAIN MY VOTE WHATEVER IT MAY END UP BEING. THERE SEEMS TO BE A FAIR AMOUNT OF MISUNDERSTANDING OF WHAT IS BEFORE THE BOARD TONIGHT WE RECEIVE AN ENORMOUS AMOUNT OF EMAILS WE'VE HEARD A LOT FROM PEOPLE ALSO IN THE PUBLIC TODAY AND SOME FOLKS SEEM TO HAVE THE BELIEF THAT THE BOARD IS SOMEHOW ELIMINATING ETHNIC STUDIES LIKE MOST FOLKS I KNOW AND HAVE HEARD FROM, I SUPPORT HAVING ETHNIC STUDIES IN US OF USED. THE QUESTION HAS LONG BEEN HOW
TO DO SO NOT WHETHER TO HAVE ETHNIC STUDIES AT ALL. AS SOME PEOPLE MAY REMEMBER I VOTED AGAINST THE VOICES CURRICULUM LAST SUMMER LARGELY BECAUSE WE NEVER DID AN APPROPRIATE REVIEW UNDER OUR POLICIES, PROCEDURES OR THE LAW AT THAT TIME NEITHER I OR THE PUBLIC WERE EVEN ABLE TO GET A COPY OF THE CURRICULUM BEFORE THE ORIGINAL VOTE THIS YEAR I HOPE TO BE ABLE TO DO SOMETHING DIFFERENT AFTER THE DISTRICT HAD TIME TO DO A BETTER REVIEW INCLUDING AUDITING VOICES AND OUR IN-HOUSE CURRICULUM SOLICITING, EVALUATING OTHER OPTIONS, OBTAINING COMMUNITY INPUT AND SO FORTH. I'M SORRY TO SAY I CAN'T I HAVE SEVERAL CONCERNS BOTH PROCEDURAL AND SUBSTANTIVE. FIRST, THE AGENDA DOES NOT ACTUALLY LIST ETHNIC STUDIES IN ANY WAY THAT WOULD BE APPARENT TO A REGULAR PERSON. RATHER IT REFERS TO THE HISTORY AND SOCIAL STUDIES CURRICULUM WHICH WAS A SEPARATE PROCESS AS INDICATED FROM THE PRESENTATION ITSELF FROM THE ETHNIC STUDIES PROCESS. THIS MAY RAISE LEGAL CONCERNS ABOUT PUBLIC NOTICE BUT MORE IMPORTANTLY I'M CONCERNED ABOUT
THE IMPRESSION THIS CREATES. WE HAVE A LOT OF WORK TO DO TO IMPROVE TRANSPARENCY AND TRUST IN THE DISTRICT AND WHATEVER THE INTENTION HERE THIS LOOKS TOO MUCH LIKE HIDING THE BALL. I MYSELF WAS SURPRISED TO FIND ETHNIC STUDIES LISTED AND FOLDED IN UNDER THE HISTORY SOCIAL STUDIES PRESENTATION AND RUBRIC OR SORRY THAT THAT CATEGORY THESE ISSUES WERE AVOIDABLE AND COULD STILL HAVE BEEN ADDRESSED AFTER THEY WERE RAISED. AND YET HERE WE ARE. SECOND, ALMOST ALL OF THE INFORMATION THAT I GOT ABOUT THE COMMITTEE PROCESS BOTH DIRECTLY AND FROM MEMBERS FROM MEMBERS OF THE PUBLIC WHO WERE ON THE COMMITTEE AND FROM REPORTING ON THE ISSUE INDICATES THAT COMMUNITY MEMBERS FELT THEIR VOICES WERE DIMINISHED OR EVEN DISREGARDED. THESE ARE FOLKS WHO HAVE COME AND SPENT THEIR TIME AND TRIED TO DO WHAT'S BEST FOR KIDS IN THE SCHOOL SYSTEM. I CAN'T THIS WASN'T EVEN A FORUM IN WHICH PEOPLE WERE ALLOWED TO HAVE THERE WAS NO FORUM IN WHICH PEOPLE WERE ALLOWED TO HAVE SUBSTANTIVE DISCUSSIONS ABOUT ETHNIC
STUDIES THE CONTENT, THE FRAMEWORK, THE TWO SEMESTER MANDATE. OTHER DISTRICTS HAVE DONE THAT AND I WOULD ASK WHY WE CAN'T. AND THIRD, I'M CONCERNED ABOUT THE FRAMEWORK OF THE ETHNIC STUDIES EXCUSE ME THE VOICES CURRICULUM. THERE ARE DIFFERENT APPROACHES TO TEACHING ETHNIC STUDIES AND ONE OF THOSE IS KNOWN AS LIBERATED ETHNIC STUDIES AND THAT'S GROUNDED IN CONCEPTS OF POWER AND OPPRESSION AND OPPRESSION AND THAT IS WHAT THE VOICES CURRICULUM USES. >> WE HAVEN'T EVEN TRIED OUT OTHER CURRICULUM SO I'M PARTICULARLY CONCERNED ABOUT PUTTING OUR KIDS INTO SUCH A POLITICIZED COURSE ESPECIALLY WHEN THEY'RE ONLY IN NINTH GRADE WHEN THEY HAVE LITTLE HISTORICAL CONTEXT. >> WILL YOU ALLOW ME ANOTHER MINUTE? PRESIDENT KIM OKAY. ESPECIALLY WHEN THEY HAVE LITTLE HISTORICAL CONTEXT FOR THE MATERIAL WITHOUT EVEN HAVING HAD WORLD HISTORY OR U.S. HISTORY TO PROVIDE CONTEXT . TO ME THIS DOESN'T SUPPORT CRITICAL THINKING. IT ACTUALLY IMPAIRS IT. I WONDER HOW MANY KIDS WILL DARE TO DISAGREE WITH THE VOICES FRAMING THAT THEY'RE
GIVEN. IF WE'RE ABLE TO VOTE ON THESE MATTERS SEPARATELY, I WOULD VOTE YES ON THE HISTORY AND SOCIAL STUDIES CURRICULUM AND NO ON THE ETHNIC STUDIES CURRICULUM. IF I DON'T END UP HAVING THE OPTION TO DO THAT I WILL REGRETFULLY VOTE NO. GIVEN MY CONCERNS ABOUT THE CURRICULUM, I'M ALSO FORMALLY REQUESTING THAT THE BOARD AGENDA IS THE BOARD POLICY ON ETHNIC STUDIES FOR DISCUSSION AND PUBLIC INPUT ON THE TWO SEMESTER MANDATE. THAT HAS BEEN A SUBJECT RAISED BY COUNTLESS PEOPLE HUNDREDS HUNDREDS, THOUSANDS OF EMAILS THAT WE'VE GOTTEN. FOR ME IRONICALLY THIS COURSE IN THIS CURRICULUM IS INTENDED TO ELEVATE VOICES BUT IT DOESN'T SEEM TO HAVE DONE THAT. IT SEEMS TO HAVE SUPPRESSED THEM. AND I WANTED TO END WITH THE WORDS OF A PARENT WHO CAME TO THE COMMITTEE AS A SUPPORTER OF ETHNIC STUDIES AS REPORTED IN THE SUBSTANDARD. THERE WAS NO ROOM FOR MY VOICE AND IF THERE IS NO ROOM FOR MY VOICE IN THE REVIEW, WHAT DOES THAT SAY ABOUT WHAT HAPPENS
IN THE CLASSROOM? >> THANK YOU. I'LL KEEP MY COMMENTS BRIEF . I THINK MOST OF THE QUESTIONS ARE ANSWERED. I REALLY APPRECIATE THE CURRICULUM REVIEWS THAT ARE GOING ON GIVEN HOW LONG IT'S BEEN. AND I JUST WANT TO SAY I REALLY APPRECIATE OUR EDUCATORS FOR IMPLEMENTING THESE. I KNOW IT'S BEEN FAST AND FURIOUS AND NECESSARY TO GET THE CURRICULUMS UP TO SPEED AND TO GET THE RESULTS THAT WE ALL HOPE FOR SO MUCH APPRECIATION TO SEE AND I MUCH APPRECIATION TO OUR EDUCATORS AND OUR ADMINISTRATORS FOR IMPLEMENTING AS WE REALLY, REALLY NEEDED THIS. >> BUT YOU KNOW, I JUST WANT TO MAKE CLEAR WHAT WE'RE DECIDING HERE IS BASED ON THE CRITERIA DO WE APPROVE OR DO WE NOT APPROVE ETHNIC STUDIES? I THINK AT SOME FUTURE POINT I WOULD LIKE TO HAVE THE CONVERSATION AROUND WHETHER IT'S ONE SEMESTER OR TWO SEMESTERS. >> I DON'T THINK RIGHT NOW THAT IS IS THE TIME. I MEAN I UNDERSTAND WE ARE GOING TO EVENTUALLY GO AT LEAST IN WELL I GUESS THAT'S A MIDDLE
SCHOOL TO 250 INSTRUCTIONAL MINUTES WE ARE GOING TO HAVE TO INCORPORATE FINANCIAL LITERACY. PRESIDENT KIM ACTUALLY SAT DOWN WITH ME FOR AN HOUR AND EXPLAINED SOME OF THE COMPLEXITY AROUND THE MASTER SCHEDULE AND Y'ALL ARE LIKE DUCKS WITH LIKE FEET GOING LIKE THAT UNDER WATER AND I WELL I SHOULD SAY YOU ALL AND AS WELL AS OUR ADMINISTRATORS AND I THINK TO DO THIS CHANGE WE SHOULD BE DOING IT ALL AT ONE TIME. SO I WOULD BE IN FAVOR OF HAVING THAT CONVERSATION IF AND WHEN WE HAVE TO IMPLEMENT FINANCIAL LITERACY. I THINK MY VOTE REALLY DID HINGE ON WHETHER OR NOT WE PROVIDED SUFFICIENT OPTIONS. MS. GOLDWASSER I REALLY APPRECIATE THE WORK YOU DID TO MAKE THAT CLEAR TO MAKE THAT PROCESS TRANSPARENT. I REALLY APPRECIATE YOU LISTENING TO THE BOARD AND OUR FEEDBACK ON BEING ABLE TO PROVIDE THAT OPTION OR THAT OPTIONALITY TO STUDENTS WHO PERHAPS WANT TO EXPLORE SOMETHING DIFFERENT AND AND THOSE COURSES ARE REALLY COOL.
I REMEMBER LOOKING THROUGH ALL THE COURSES ACROSS ALL THE HIGH SCHOOLS. >> I REALLY WISH I HAD THOSE KIND OF COURSES WHEN WHEN I WAS IN HIGH SCHOOL SO AND I WILL BE VOTING YES ON THIS. I REALLY APPRECIATE THE WORK THAT'S THAT'S BEEN DONE AND I LOOK FORWARD TO FUTURE CONVERSATION ON YOU KNOW IT SOUNDS LIKE A LOT OF STUDENTS WOULD TAKE. I MEAN YOU HEAR THE STUDENTS, YOU HEAR THEIR ENTHUSIASM. BUT AGAIN I REALLY THINK YOU KNOW, IF THERE'S ANYTHING I'VE HEARD OVER THE LAST YEAR IT'S JUST STUDENTS AND FAMILIES REALLY APPRECIATE THE OPTION TO DO THAT. SO YOU KNOW, MAYBE AT SOME POINT WE HAVE THAT CONVERSATION WHEN WE HAVE YET ANOTHER STATE MANDATE HOPEFULLY THIS ONE FUNDED. THANK YOU. >> JUST GIVEN THAT COMMISSIONER REY HAS NOW TWO MEETINGS THAT ON THE RECORD THAT SHE DIDN'T HAVE ACCESS TO THE CURRICULUM. I DO WANT TO CLARIFY THAT THE PUBLISHER DOES MAKE THE CURRICULUM AVAILABLE FOR A 14 DAY TRIAL TO INTERESTED MEMBERS OF THE PUBLIC SEPARATE
AND APART FROM THE PHYSICAL COPY THAT WAS AVAILABLE AT THE S.F. USD HEADQUARTERS FOR REVIEW BY ANY MEMBER OF THE PUBLIC. >> AND THAT I PERSONALLY DID REQUEST A COMPLETE DIGITAL COPY FROM THE PUBLISHER AND RECEIVED THE ACCESS TO THAT WITHIN LESS THAN 12 HOURS. SO I JUST WANT TO SAY THAT FOR THE RECORD AND I APPRECIATE THAT WE HAVE CONSTRAINTS BECAUSE THESE ARE COPYRIGHTED MATERIALS. SO I APPRECIATE THE DISTRICT'S FLEXIBILITY IN WORKING AROUND THAT TO MAKE IT AVAILABLE. AND THAT WAS BEFORE THE AUGUST ADOPTION THAT I WAS ABLE TO RECEIVE A COPY OF THE PILOT. AND I ALSO JUST WANT TO SAY I AM REALLY PROUD TO BE A SAN FRANCISCAN AND PROUD TO BE IN A DISTRICT THAT HAS SO MANY DIVERSE COMMUNITIES REPRESENTED AND LANGUAGES AND BACKGROUNDS AND I THINK IT'S GREAT THAT WE ARE ABLE TO, YOU KNOW, BRING THAT FORWARD THROUGH OUR CURRICULUM FOR ALL OF OUR STUDENTS TO BENEFIT FROM. PRESIDENT KIM SINCE I'VE BEEN SPECIFICALLY CALLED OUT, MAY I RESPOND TO THAT? MS. WE'RE GOING TO I'M JUST CAN I MAKE MY COMMENT? OH, SURE.
I JUST BECAUSE I WAS SPECIFICALLY CALLED OUT BY NAME I WOULD LIKE TO HAVE THE OPPORTUNITY RESPOND. I DON'T THINK. >> ALL RIGHT. THANK YOU FOR ALL YOUR WORK. I APPRECIATE THE FACT THAT WE ARE NOW IN A TIME WHERE WE ARE REGULARLY REVIEWING OUR CURRICULUM AND I HOPE THAT THIS MEANS THAT THAT AS YOU'VE SHARED MS.. KOOPMAN, THE ATTENTION THAT WE'VE BEEN GIVING CURRICULUM IMPLEMENTATION AT THE K LEVEL IS SOMETHING THAT WE MIRROR AT THE HIGH SCHOOL LEVEL. I KNOW WE'VE TALKED ABOUT THIS IN PREVIOUS TIMES AND THE IMPLEMENTATION OF A OF A CURRICULA AT THE HIGH SCHOOL LEVEL. I HOPEFULLY WILL ALLOW US TO HAVE MORE ROBUST CONVERSATION AROUND ONLINE COACHING AND MATERIALS AVAILABLE FOR IMPLEMENTATION. I ALSO THINK IT'S PROBABLY WORTH NOTING THAT THERE IS A SIGNIFICANT AMOUNT OF WORK THAT HAS LED UP TO THIS MOMENT. I APPRECIATED HEARING THAT LONG TRAJECTORY OF OUR DISTRICT IN GETTING TO THIS POINT AND THE REASON I SAY THAT IS
BECAUSE I THINK THERE'S A LOT OF ATTENTION IN THIS MOMENT ABOUT WHERE WE ARE RIGHT NOW AND TO IT IS WORTH ACKNOWLEDGING THE IMMENSE AMOUNT OF EFFORT THAT GOES INTO NOT JUST SELECTING VETTING, IMPLEMENTING CURRICULA BUT WHAT IT MEANS FOR US TO ACTUALLY BUILD A COURSE CATALOG THAT ACTUALLY MEETS THE NEEDS OF AS MANY STUDENTS AS POSSIBLE. AND TO THAT END, I APPRECIATE, MS.. GOLDWASSER, YOUR JUST CLEAR ARTICULATION AND LAYING OUT ALL THE DIFFERENT OPTIONS THAT STUDENTS HAVE AT THE HIGH SCHOOL LEVEL. IT'S SOMETHING I CARE DEEPLY ABOUT IS THAT OUR STUDENTS YOU KNOW, FOR ANY STUDENT WHO MAY CHOOSE TO TAKE A DIFFERENT COURSE HAS THE OPPORTUNITY TO DO SO. BUT WE SHOULD BE PROUD AS A DISTRICT AND I THINK WE ARE AS PROUD AS A DISTRICT TO BE ONE THAT OFFERS THIS COURSE, THAT DOES SO IN A WAY THAT CONTINUES TO REFLECT THE GREAT DIVERSITY OF OUR CITY AND SO THANK YOU FOR ALL THE WORK THAT YOU DO TO THAT END. THAT'S THAT AND MY COMMENTS. THANK YOU.
MAY I RESPOND AND THEN MAKE DO SO QUICKLY PLEASE? OKAY. I DON'T BELIEVE THAT AS A BOARD MEMBER I SHOULD HAVE TO GO TO A THIRD PARTY SOURCE IN ORDER TO GET SOMETHING A THIRD PARTY ORGANIZATION. I SHOULD AS A BOARD MEMBER BE ABLE TO GET THE MATERIAL THROUGH THE DISTRICT WHICH IS WHAT I REQUESTED REPEATEDLY AND ALSO THAT PEOPLE SHOULD BE ABLE TO GET THAT MATERIAL THROUGH THE DISTRICT. WHICH WAS NOT PROVIDED EVEN THOUGH IT WAS THAT EVEN THOUGH THE COMMITMENT WAS TO PROVIDE IT, IT WAS NOT IN FACT PROVIDED BEFORE THE ORIGINAL VOTE. I DID AFTER THE ORIGINAL VOTE GET A LINK AND I COULD HAVE GONE AND FOUND THE LINK MYSELF. BUT THE POINT WAS PEOPLE THE BOARD, THE PUBLIC EVERYBODY IS ENTITLED TO THAT INFORMATION FROM THE DISTRICT NOT FROM GOING TO AN OUTSIDE SOURCE. IN TERMS OF A MOTION I WOULD LIKE TO MOVE TO DIVIDE THE TWO TYPES OF CURRICULAR SO THAT WE HAVE ONE VOTE ON THE HISTORY AND SOCIAL STUDIES CURRICULUM AND ONE VOTE ON THE ETHNIC STUDIES CURRICULUM. THAT DOESN'T GO TO THE SUBSTANCE OF ANY OF THIS AT ALL. ALL PEOPLE ARE FREE TO VOTE HOWEVER THEY WANT OBVIOUSLY. IT'S SIMPLY A REQUEST THAT WE DIVIDE THE VOTE SO THAT WE CAN
YOU KNOW, OUR POSITIONS ON THESE THINGS CAN BE CLEAR AND SO I CAN DO AS I HAD INDICATED THAT I WOULD LIKE TO VOTE YES ON THE SOCIAL STUDIES AND HISTORY CURRICULUM AND NO ON THE ETHNIC STUDIES CURRICULUM. SO I'M MAKING THAT MOTION. JUST TO BE CLEAR, YOU'RE MAKING A MOTION TO AMEND THE ITEM SO THAT WE VOTE ON IT. YES, I'M MAKING A MOTION TO AMEND THE ITEM TO DIVIDE THE VOTE SINCE IT WAS NOT SEPARATELY LISTED. OKAY. IS THERE A SECOND? I'LL SECOND THAT. ROLL CALL. VOTE PLEASE ON THAT MOTION. >> COMMISSIONER RAY. YES. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HULING. NO. PRESIDENT KEMP. NO. COMMISSIONER WEIS ONE WORD. NO. COMMISSIONER GUPTA. YES. COMMISSIONER FISCHER. NO. FOR THOSE THREE YEARS GOING BACK TO THE ORIGINAL MOTION THEN THAT WE HAVE ON THE FLOOR OF UH APPROVING THIS ITEM 26428 AS ONE INSTRUCTIONAL MATERIALS ADOPTION OF ELEMENTARY AND HIGH SCHOOL HISTORY AND SOCIAL STUDIES CURRICULA UM WILL COVER PLEASE.
COMMISSIONER RAY. NO. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT JULIE. YES. PRESIDENT KIM. YES. COMMISSIONER WESTMORE. YES. COMMISSIONER GUPTA. YES. COMMISSIONER FISCHER. YES. SIX YEARS. ONE DAY. THANK YOU. OKAY. MOVING TO THE NEXT TWO ITEMS. >> UH. COMMISSIONER, JUST TO NOTE. LOOK, I DIDN'T TOUCH YOU. EXCUSE ME, BUT NOW YOU DID TWO BY THE ISSUE. IF YOU CAN GO AHEAD AND TAKE YOUR CONVERSATIONS OUTSIDE. BUT WE DO NEED TO MOVE ON TO BOARD BUSINESS. THANK YOU. OKAY, GREAT. THAT'S HOW WE'RE SITTING HERE. THANK YOU. TALK TO THE STUDENT. OKAY. OKAY. ITEMS TWO AND THREE. I'M GOING TO BRING THEM FORWARD TOGETHER. COMMISSIONERS, I'LL JUST ACKNOWLEDGE THAT THESE ITEMS JUST PER OUR STANDARD PRACTICE SHOULD BE.
SIR, IF YOU'RE GOING TO CONTINUE TO DISRUPT OUR MEETING, I'M GOING TO HAVE TO ASK YOU TO STEP OUT. I'M JUST GLAD SHE'S HERE. OKAY. OKAY. >> AS PER OUR STANDARD PRACTICE MOVING FORWARD, ITEMS LIKE THIS SHOULD BE IN OUR CONSENT. WE'VE GIVEN THAT FEEDBACK ALREADY. SO JUST I WANT TO ACKNOWLEDGE THAT THIS WOULD TYPICALLY BE SOMETHING THAT WOULD BE IN OUR CONSENT AND WE SHOULD BE FOLLOWING THIS PRACTICE ESPECIALLY GIVEN THAT THIS IS A PROGRESS MONITORING MEETING. >> BUT WE DID NOT CATCH THAT IN TIME SO I APOLOGIZE AND SO WE DECIDED TO NOT CHANGE THINGS UP BEFORE THE FINAL DEADLINE. THANK YOU FOR STAFF FOR YOUR FLEXIBILITY AND UNDERSTANDING IN THAT. AND SO WE'LL MOVE TO INTRODUCE THESE TWO ITEMS. 264-28 ESP TO TENTATIVE AGREEMENT BETWEEN SFP, SD AND IP IPT LOCAL 21 AND ISO LOCAL 39. IN ADDITION TO ITEM 264-2ASP3 TENTATIVE AGREEMENT BETWEEN SFP SD AND SEIU LOCAL 10 TO 1 SERVICE EMPLOYEES INTERNATIONAL
UNION. >> CAN I HAVE A MOTION AND A SECOND TO INTRODUCE THESE TWO ITEMS? SECOND IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE BOTH OF THESE ITEMS. I ASKED DR. SUE TO BRING THIS ITEM FORWARD. THANK YOU PRESIDENT KIM. I'M REALLY EXCITED TO SHARE AFTER HOPEFULLY THIS POSITIVE VOTE WE WILL HAVE NOW A SIGNED AGREEMENT WITH ALL OF OUR LABOR PARTNERS. NOT ONLY ARE WE SIGNED AGREEMENTS BUT THEY'RE MULTI-YEAR AGREEMENTS WHICH BRINGS A LOT OF STABILITY AND PREDICTABILITY TO THE DISTRICT AND I'M JUST SO SO GRATEFUL TO THE TEAM OF AMY AND PAUL BECAUSE I DO. AND OF COURSE CHRIS FOR FOR MAKING THIS HAPPEN BUT MORE IMPORTANTLY TO ALL OF OUR LABOR PARTNERS WHO SAT WITH US, WHO WORKED WITH US, WHO GRIND THROUGH ALL OF THE DETAILS WITH US TO GET TO A PLACE WHERE WE CONTINUE TO HONOR OUR STAFF AS WELL AS MAKE SURE THAT WE LIVE WITHIN OUR MEANS. SO IT'S WITH GREAT HONOR THAT I'M GOING TO HAND THIS OVER TO THE TEAM BUT I JUST WANTED TO SAY THANK YOU SO MUCH, PAUL.
THANK YOU, DR. SUE. >> GOOD EVENING. GOOD NIGHT. PRESIDENT KIM BOARD COMMISSIONERS IT IS RIGHT TONIGHT WE'RE BRINGING FORWARD FOR APPROVAL THE TENTATIVE AGREEMENTS AND THE CORRESPONDING AB 1200 FORMS FOR THE TAS THAT WERE REACHED WITH OUR LABOR PARTNERS INTERNATIONAL FEDERATION OF PROFESSIONAL AND TECHNICAL ENGINEERS OR IFP LOCAL 21 AND INTERNATIONAL UNION OF OPERATING ENGINEERS LOCAL 39. BOTH OF THOSE TENTATIVE AGREEMENTS THAT ALL BARGAINING BETWEEN THE RESPECTIVE UNIONS AND THE DISTRICT AND IT IS RETROACTIVE TO JULY 1ST, 2025 THROUGH JUNE 30TH, 2028. SO WITH THAT WE'RE AVAILABLE FOR QUESTIONS. WE LOVE AND I SAY OH OKAY, THANK YOU SO MUCH FOR THIS WORK. >> MAYBE IT'S JUST WORTH NAMING FOR THE RECORD A VERY PROUD MOMENT OF OUR DISTRICT WHERE WE HAVE NO ACTIVE NEGOTIATIONS TAKING PLACE AND WE HAVE SECURED A WONDERFUL CONTRACT WITH EACH OF OUR LABOR PARTNERS. THANK YOU SO MUCH TO EACH OF YOU FOR YOUR SUPPORT IN THIS AND OUR OF COURSE OUR LABOR
PARTNERS FOR STICKING WITH US. ROLL CALL VOTE POLICE COMMISSIONER RAY. >> YES. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HULING. YES. PRESIDENT KIM. YES. COMMISSIONER WISEMAN. YES. COMMISSIONER GUPTA. >> YES. COMMISSIONER FISCHER. YES. SEVEN. YES. THANK YOU. THE NEXT ITEM ON THE AGENDA IS TWO YELLOWS SAYING RIGHT. OKAY GREAT. THE NEXT ITEM ON THE AGENDA IS 264-285 EMPLOYMENT CONTRACT FOR DISTRICT EXECUTIVE EMPLOYEES. I'M GOING TO ASK GENERAL COUNSEL TO READ THE ESSENTIAL TERMS FOR EACH OF THE EXECUTIVE CONTRACTS. >> HE'S GIVING THEM A MANAGEMENT LOOK AT THAT. OKAY. I WILL STEP BACK INTO ITEM 14 THE NEXT THE PREVIOUS ITEM 264-2 IT'S P FOUR AS IF YOU SD AND I REPRESENTED CLASSIFIED MANAGEMENT COMPENSATION INCREASES. SO MOVED SECOND SORRY. >> IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE THIS ITEM. WE'LL OPEN UP TO COMMENTS AND QUESTIONS FROM THE BOARD. I HAVE ONE QUESTION. >> IN REVIEWING THE SALARY
SCHEDULES FOR UNREPRESENTED MANAGEMENT THE STEP IN COLUMN AND THE SAME FOR THE UIA. >> I WAS WONDERING IF BECAUSE UNREPRESENTED MANAGEMENT HAS A STEP UP EVERY TWO YEARS WHEREAS UAS I ONLY HAS A STEP UP EVERY FIVE YEARS IF ADOPTING THIS CONTRACT WOULD RESULT IN BASICALLY COMPOUNDING DIFFERENCES BETWEEN ADMINISTER BETWEEN UNREPRESENTED MANAGEMENT SALARIES AND SCHOOL SITE ADMINISTRATOR SALARIES. I'LL START THIS AND THEN WHEN YOU USE WORDS LIKE COMPOUNDING I'LL LOOK TO MY FRIEND CHRIS HERE BUT TO GIVE SOME SOME BACKGROUND THE MANAGEMENT SALARY SCHEDULE RIGHT EXACTLY THAT'S FOR THE MANAGEMENT SALARY SCHEDULE WAS BASED ON THE ORIGINAL U.A. SALARY SCHEDULE WHICH HAD PEOPLE MOVING EVERY TWO YEARS AT SOME POINT MANY ARE NOT I DON'T KNOW HOW MANY YEARS AGO BEFORE MY TIME YOU BARGAINED AWAY THE STEPS THAT THEY HAD IN THAT IN THEIR SALARY SCHEDULE SO THAT EACH PERSON COULD BE COMPENSATED AT A HIGHER LEVEL WITH FEWER STEPS. >> THAT'S SOMETHING WE'VE BEEN
TALKING ABOUT IN BARGAINING THIS YEAR AND WE'VE ACTUALLY CONTRACTED WITH SCHOOL SERVICES WERE IN THE PROCESS OF DOING A SALARY STUDY ON OUR MANAGEMENT SALARY SCHEDULES TO SEE IF THEY COULD BE IMPROVED. BUT I'LL LET YOU SPEAK TO THE COMPOUNDING PART. >> IT'S EXACTLY AS YOU'RE STATING, RIGHT? IF YOU DON'T ADJUST THEM ALL AT ROUGHLY THE SAME RATE YOU HAVE COMPRESSION AS WELL AS COMPACTION, RIGHT? SO YOU DO HAVE BOARD POLICY THAT SAYS THAT FOLKS SUPERVISING OTHER FOLKS NEED TO BE PAID MORE THAN THEM AND IF YOU DON'T CONTINUOUSLY FOLLOW THAT UP YOU BASICALLY LOSE THE ABILITY TO MAINTAIN THAT BOARD POLICY. IT MAKES IT UNENFORCEABLE. THANK YOU. COMMISSIONER ALEXANDER, WOULD YOU HAVE GO AHEAD. >> COMMISSIONER RAY, CAN YOU JUST GIVE ME A BRIEF DESCRIPTION OF WHAT ESSENTIALLY WHAT POSITIONS ARE ENCOMPASSED BY UNREPRESENTATIVE CLASSIFIED
MANAGEMENT? >> THANK YOU. SOMEBODY IS GOING TO READ THE LIST. I THINK IT'S ON PAGE 32. SO IT'S ACTUALLY MANY POSITIONS EDUCATION POLICY ANALYSTS, EXECUTIVE ASSISTANCE TO THE BOARD OF ASSISTANT TO THE BOARD OF EDUCATION INFORMATION SYSTEMS MANAGER, INFORMATION SYSTEMS DIRECTOR ALL OF OUR MANAGER ONE TITLES ALL OF OUR MANAGER TWO TITLES ALL OF OUR PROJECT MANAGER ONE TITLES ALL OF OUR PROJECT MANAGER TWO TITLES OUR MAINTENANCE AND GROUNDSKEEPER MANAGERS OUR DIRECTORS ALL EXECUTIVE DIRECTORS OUR SENIOR EXECUTIVE DIRECTORS, SENIOR DEPUTY ATTORNEYS PROJECT MANAGER THREES ASSISTANT SUPERINTENDENTS. ASSOCIATE SUPERINTENDENT DEPARTMENT HEADS INCLUDING THE FOUR TITLES THAT YOU SEE THERE WHICH IS I'M SORRY HEAD OF STAFF, HEAD OF TECHNOLOGY, HEAD OF HUMAN RESOURCES AND HEAD FINANCIAL OFFICER, OUR GENERAL COUNSEL AND OUR SUPERINTENDENT AND IN THOSE SO SOME OF THOSE MIGHT NOT HAVE CLEAR TITLE. SO FOR EXAMPLE I CAN JUST GIVE EXAMPLES FROM MY MANY ORGS SO
FOR EXAMPLE MY SUPERVISORS OF CUSTODIAL SERVICES AND MY MAINTENANCE AND GROUNDS SUPERVISORS FALL IN THOSE MANAGER ONE TITLES RIGHT? >> SO SO PRETTY MUCH ALL MANAGERS RESPONSIBLE FOR LARGE TEAMS OF PEOPLE IN THE DISTRICT FALL IN THESE GROUPS. >> OKAY SO IF I'M IF I UNDERSTAND THIS CORRECTLY THEN LIKE GO ALL THE WAY UP TO THE SUPERINTENDENT IS INCLUDED IN THIS. I WANT TO ASK THEN ABOUT HOW DO WE ADDRESS THE CONFLICT OF INTEREST THAT WOULD BE THAT WOULD APPEAR TO BE INHERENT IN THIS IF IF FOLKS ARE BARGAINING WITH FOLKS RIGHT THEN THEY'RE EFFECTIVELY BARGAINING FOR THEIR OWN RAISES. RIGHT. THAT'S A CONFLICT OF INTEREST. WHAT DO WE DO ABOUT THAT? INTERESTING. I MEAN THERE'S A NUMBER OF WAYS THAT IT'S ADDRESSED DEPENDING UPON THE DISTRICT. MOST DISTRICTS FOR NON REPRESENTED EMPLOYEES HAVE WHAT THEY CALL CORRESPONDING BARGAINING UNITS MEANING THAT WHICHEVER MOST CLOSELY REPRESENTS THAT UNREPRESENTED GROUP APPLIES TO THE TO THE I'M SORRY WITH THE REPRESENTED
GROUP THAT'S MOST CLOSELY ASSOCIATED WITH UNREPRESENTED IT APPLIES TO THEM. >> DOES IT CREATE A CONFLICT OF INTEREST? >> IT'S A GOOD QUESTION. I DON'T THINK I'VE HAD THAT THAT QUESTION BEFORE. WE'RE REQUIRED TO BARGAIN WITH EVERYBODY. WE'RE REQUIRED TO BARGAIN VIGOROUSLY ON BEHALF OF THE DISTRICT. I BELIEVE THAT THE UNIT THAT IS CONSIDERED THE THE ONLY CORRESPONDING MANAGEMENT UNIT WHICH IS YOU A WE WENT ALL THE WAY TO FACT FINDING AND NEEDED A MEDIATOR TO SETTLE WITH US SO IT WAS NOT A IT WAS NOT A AND A BARGAINING THAT LACKED CONTENTION AND DISAGREEMENT OVER OVER THE AMOUNTS THAT SHOULD BE GIVEN AND WE WENT JUST SHORT OF ACTUALLY GOING TO A FACT FINDING REPORT AND THE FACT FINDER ACTUALLY SETTLED WITH US ALL IN THE SAME ROOM THAT NIGHT. I BELIEVE YOU ALL WOULD RECALL THAT. SO IT WAS NOT A PROCESS THAT LACKED SPIRITED DEBATE AND CONTENTION THROUGHOUT AND IN FACT IT CLOSED AT THE LAST MINUTE AS A RESULT. SO I GUESS THE PROCESS SPEAKS TO IT NOT IT NOT BEING JUST A
GIVEN. IT WAS IT WAS A FAIRLY SPIRITED PROCESS. I WAS ONLY BROUGHT BACK BROUGHT IN AT THE END WHICH IS TYPICALLY WHERE I'M BROUGHT IN TO SEE IF THERE'S SOMETHING THAT CAN BE DONE IS WHAT'S BEING ASKED FOR TONIGHT TIME BOUND AND LIMITED PART OF THE REASON I ASK IS BECAUSE YOU GIVE THE EXAMPLE OF THIS BEING SOMETHING THAT WENT ALL THE WAY YOU KNOW FAR ALONG IN THE PROCESS THAT DOESN'T ALWAYS OCCUR AND SO IS THIS IS THIS INTENDED TO BE SOMETHING THAT WOULD BE APPLYING GOING FORWARD OR ONLY FOR THIS PARTICULAR TIME FRAME? SO IT'S ONLY FOR THIS TIME FRAME BUT THEY ALL DO MOVE FORWARD. SO THESE ARE CHANGES THAT ARE MADE TO THE SALARY SCHEDULES BASED ON BARGAINING THE RESULTS OF BARGAINING SO THEY DO MOVE FORWARD IN TIME WHICH IS WHAT ALLOWS US TO BE COMPETITIVE IN THE MARKETPLACE TO BE ABLE TO RECRUIT NEW NEW FOLKS. SO REGARDLESS OF WHO THE PERSON IS IN THAT ROLE, IT RESETS THE SALARY SCHEDULE FOR ANYBODY ENTERING INTO THAT CLASSIFICATION. I BELIEVE THAT'S WHAT YOU'RE ASKING. OKAY. SO MAYBE JUST TRY TO GET A SENSE OF THE TIME FRAME HERE. >> ARE YOU ESSENTIALLY WOULD
THIS ESSENTIALLY LAST AS LONG AS THE BARGAINED USER CONTRACT LASTS THEN AND IT WOULD IT WOULD COULD BE DIFFERENT AFTER THAT? YES, THAT'S CORRECT. IT CAN IT CAN ALWAYS BE DIFFERENT. AND I ALSO WANT TO DIFFERENTIATE FOR THE BOARD AND AMY, PLEASE JUMP IN ON THIS. BUT THERE ARE OTHER WAYS. SO IF ONE OF THE CONCERNS AND THIS IS THE GROUP THAT HAS BEEN HIT CERTAINLY HARDEST BY THE LAYOFFS AND THE REDUCTIONS IN THE LAST COUPLE OF YEARS, THERE'S FEWER AND FEWER IN THIS GROUP. BUT IF THE BOARD IS SPECIFICALLY INTERESTED IN FOR EXAMPLE, NOT HAVING MANAGERS OF LARGE SCALE AREAS THEN THEY SIMPLY DON'T HIRE THEM RIGHT NOW THAT MEANS THOSE FUNCTIONS CEASE TO EXIST IN THE DISTRICT BUT THAT IS A POSSIBILITY IF WE'RE INTERESTED IN CURTAILING THE EXPENSE OF THE MANAGERS IN THE DISTRICT. THERE'S MULTIPLE WAYS OF DOING THAT LEGALLY, RIGHT? SO YOU CAN DO BASICALLY SORRY MY BRAIN JUST WENT THANK YOU. WE CAN DO FURLOUGHS IN HERE
WHICH CAN BE EXTENDED TO A PERMANENT PARTIAL LAYOFF IN THE OUT YEARS. WHAT DOES THAT MEAN? SO SO THIS GROUP WORKS 260 DAYS. IT'S YOUR IT'S YOUR HIGHEST NUMBER OF WORKDAYS IN THE YEAR SO WE COULD REDUCE THE NUMBER OF DAYS AND REDUCE THE AMOUNT OF COMPENSATED ACCORDINGLY BOTH IN THE SHORT TERM THROUGH A FURLOUGH LONG TERM THROUGH REDUCTIONS AS AN EXAMPLE. SO THERE'S MANY WAYS OF GETTING TO THAT. BUT YOU'RE TALKING ABOUT A RELATIVELY AT THIS POINT SMALL GROUP OF FOLKS THAT KEEP ALL OF THOSE ESSENTIAL FUNCTIONS. SO I DON'T KNOW THAT IT WOULD BE A BIG FINANCIAL GAIN BUT THERE ARE WAYS OF GETTING TO IT IF THAT'S OF INTEREST TO THE BOARD. >> I'M NOT I APPRECIATE THAT THAT'S NOT MY PARTICULAR CONCERN. I'M MORE CONCERNED ABOUT THE STRUCTURAL ISSUES HERE AND THE INCENTIVES BECAUSE IN TERMS OF THINKING OUT FOR A LONGER PERIOD OF TIME WE HAVE NO IDEA WHO WILL BE HERE, WHAT NEGOTIATIONS WILL BE, WHAT WILL BE GOING ON. AND I THE CONFLICT OF INTEREST CONCERN REALLY GAVE ME A LOT OF PAUSE WHEN I LOOKED AT THIS. SO TO THE EXCEPT THAT IT'S TIME
YOU KNOW TIME BOUND LIMITED TO THIS CONTRACT I'M OKAY WITH THAT BECAUSE I KNOW THAT THERE WAS A LONG STRETCH BUT I PERSONALLY WOULD BE CONCERNED IF IT WAS GOING BEYOND THAT BECAUSE WE JUST CAN'T PREDICT OUT. THANK YOU. THANK YOU. I JUST WANTED TO MAKE SOME COMMENTS TO EXPLAIN MY VOTE. I AM DEFINITELY IN SUPPORT OF APPROPRIATE RAISES FOR ALL OF OUR EMPLOYEES AND I'M PARTICULARLY GRATEFUL TONIGHT FOR MANY OF OUR OTHER MEMBERS MANAGEMENT AND UNREPRESENTED MANAGEMENT ALLIES AND I STUDENT FAMILY SUPPORT WE'RE ALL HERE AND DOING EXEMPLARY WORK TONIGHT AND SO THE ISSUE I HAVE IS MAKING SIGNIFICANT INVESTMENTS WITHOUT A CLEAR STRATEGIC RATIONALE BACKED BY EVIDENCE. WHEN THIS ITEM WAS FIRST POSTED THERE WAS NO RATIONALE AND THEN A MEMO WAS POSTED IN RESPONSE TO A COMMISSIONER QUESTION BUT THAT MEMO HAS SOME FALSE INFORMATION IN IT. FRANKLY THE THERE'S A SENTENCE IN THERE ABOUT HOW THE PRACTICE WAS PAUSED IN 2023 AND THAT THE STATED RATIONALE WAS THAT
REPRESENTED IN PLACE SHOULD BE COMPENSATED BEFORE AND REPRESENT EMPLOYEES. THAT WAS NOT THE RATIONALE. THE RATIONALE WAS THAT THE BOARD THOUGHT THAT A META CLAUSE LINKING UNREPRESENTED MANAGEMENT TO OTHER LABOR GROUPS WAS NOT A STRATEGIC WAY TO ALLOCATE RESOURCES. WE HADN'T THOUGHT OF THE CONFLICT OF INTEREST ISSUE BUT THE CONVERSATION REALLY WAS AROUND HOW MUCH SHOULD WE PAY OUR UNREPRESENTED MANAGEMENT. MAYBE WE SHOULD GIVE LARGER RAISES TO SOME OF THEM AND SMALLER RAISES TO OTHERS DEPENDING UPON THE COMPETITIVE NATURE OF OTHER DISTRICTS, RIGHT? SO WE ASKED FOR COMPARATIVE DATA. WE NEVER GOT IT. AND SO THIS HAS BEEN AN ONGOING SORT OF POINT OF TENSION. THERE'S ANOTHER SENTENCE IN THAT MEMO THAT SAYS THAT INFLATION, HEALTH CARE COSTS, HOUSING COSTS AND OTHER BASIC LIVING EXPENSES AFFECT ALL EMPLOYEES EQUALLY. THAT IS ALSO FALSE AND PROBABLY OFFENSIVE TO SOME OF OUR LOWER PAID EMPLOYEES. YOU KNOW, I MEAN THE EVEN THE LOWER END OF UNDERREPRESENTED MANAGEMENT IS STARTING AT $110,000 A YEAR THAT GOES UP TO ABOUT UP TO ALMOST 300,000.
SO THOSE FOLKS ARE MAKING 9000 ALMOST 20,000 OR MORE OR $20,000 A MONTH WHEREAS YOU KNOW, OUR OUR OUR TEACHERS MAKE 6 OR $7000 A MONTH PAIR IS EVEN LESS, YOU KNOW, AVERAGE RENT OF AN APARTMENT IS I DON'T KNOW ALMOST $4,000 A MONTH. SO I JUST I JUST THINK THAT'S TRUE. I MEAN SO AGAIN, I'M NOT I THINK THAT THESE RAISES COULD BE DEFENDED AND I'D PARTICULARLY LOVE TO SEE COMPARATIVE DATA THAT SHOWED HEY LOOK OUR MANAGERS ARE MAKING LESS THAN THE ONES ACROSS THE BAY. WE'RE LOSING PEOPLE. HERE'S A RATIONALE BUT THERE'S NONE OF THAT AND THIS IS JUST SAYING GIVE THE EXACT SAME RAISES THAT WE GIVE TO THE ADMINISTRATOR. AND I THINK MY COLLEAGUE'S POINT ABOUT CONFLICT OF INTEREST SORT OF IS RELATED. IT'S LIKE WHY WHY ARE WE DOING THAT? IT'S NOT STRATEGIC. IT'S NOT TARGETED, IT'S NOT BASED ON THE NEEDS OF THE POSITION. MAYBE WE NEED TO GIVE SOME OF THEM LARGER RAISES THAN OUR ADMINISTRATORS. I DON'T KNOW. I DON'T SEE ANY EVIDENCE OF ANY OF THAT ANALYSIS HAVING BEEN DONE AND SO I'M GOING TO VOTE NO. BUT I WOULD ASK I DO THINK OUR UNDER-REPRESENTED MANAGEMENT DESERVE A RAISE AND I WOULD ASK
THE SUPERINTENDENT IF THIS DOESN'T PASS TO COME BACK WITH A MORE EVIDENCE BACKED PLAN WHICH I WOULD BE HAPPY TO SUPPORT. JUST HAVE A FOLLOW UP QUESTION ON THAT. SO IS THERE ANYTHING SEPARATE THAT IS COMPENSATION FOR THAT'S PERFORMANCE BASED? I MEAN IS IT SORRY I LIKE IS IT IMPOSSIBLE TO DO THAT? IS IT IS IT NOT FEASIBLE TO ACTUALLY I MEAN BECAUSE WE'RE TALKING ABOUT ARE TOP MANAGEMENT RIGHT. I MEAN IT I'M I'M BEFUDDLED IF THERE'S NOT AN ABILITY TO YOU KNOW TO DIFFERENTIATE BASED ON PERFORMANCE RIGHT. CAN CAN I ANSWER THAT JUST REALLY QUICK? OH YOU YOU WILL NOTICE ACROSS GOVERNMENT AGENCIES AND I DON'T I DON'T KNOW IF ANYBODY ELSE IN THIS ROOM I'VE ACTUALLY WORKED IN THE CITY OF LOS ANGELES. I'VE WORKED IN THE COUNTY OF ALAMEDA. I'VE WORKED IN SCHOOL DISTRICTS. I MEAN I AND I'VE WORKED IN PRIVATE FIRM ACROSS THE STATE. YOU WILL SEE THIS STRUCTURE IN GOVERNMENT AGENCIES PRIMARILY BECAUSE THERE'S A CONSCIOUS EFFORT TO AVOID GETTING INTO POSSIBLE DISCRIMINATION DISCRIMINATION EITHER BY GENDER, BY RACE TO TO
REALLY JUST LOOK AT A SALARY SCHEDULE AND SAY FOR THE PURPOSES OF THIS GOVERNMENTAL AGENCY THE PAY IS GOING TO BE SET THIS WAY AND LET THE CHIPS FALL WHERE THEY MAY. BUT ONCE YOU TREAD INTO THAT DIRECTION YOU POTENTIALLY OPEN UP A CAN OF WORMS THAT A LOT OF GOVERNMENT AGENCIES ARE ARE NOT INTERESTED IN GOING DOWN THAT ROAD. NOW I DON'T KNOW IF IT'S IMPOSSIBLE. I'M JUST SAYING I HAVEN'T SEEN IT AND I KNOW THERE'S OTHER FOLKS WHO'VE BEEN IN THE BUSINESS FOR A LOT LONGER THAN I HAVE THAT NO IT'S IT'S NOT COMMONLY USED IN THE STATE OF CALIFORNIA IN ANY IN ANY PUBLIC EDUCATION AND THAT INCLUDES THE THE COMMUNITY COLLEGE THE CSU IN THE U.S. SYSTEM WHICH I'VE DONE THEM ALL AND THE ONLY THE ONLY TIME THAT THAT'S DIFFERENT IS IS PEOPLE FRANKLY LIKE ME THAT ARE MORE MOBILE IN THE INDUSTRY FOR SPECIALIZED WORK BECAUSE THERE'S MULTIPLE DISTRICTS THAT NEED THAT KIND OF WORK AND THERE'S A THERE'S A SCARCITY OF THOSE RESOURCES BUT THAT'S A BIT MORE UNUSUAL THAT
USUALLY ONLY APPLIES TO SUPERINTENDENTS, DEPUTY SUPERINTENDENTS AND SOMETIMES THE HEAD OF H.R. WHICH ARE THE THREE HARDEST JOB CLASSIFICATIONS TO FILL IN THE STATE RIGHT NOW. SO THERE IS A MODEL ON THE CITY SIDE WHERE IT'S IT'S IT'S NEGOTIATED THROUGH THE UNIONS FOR A SET ASIDE BUT IT'S NEGOTIATED SO IT'S NOT IT'S THERE'S A SET ASIDE THAT THE THE MANAGEMENT LABOR PARTNERS PUT ASIDE A POT OF MONEY THAT AT THE END OF THE YEAR IS MERIT BASED AND THAT THEN THERE'S A COMMITTEE THAT MAKES THE SELECTION AND THAT IS HOW BUT IT'S IT'S VERY SMALL AND THAT'S THAT IT'S NEGOTIATED AS PART OF THE THE THE MANAGEMENT TEAM HERE WE DON'T HAVE A A WE DON'T HAVE A THERE IS A UNREPRESENTED TEAM OF FOLKS HERE THAT THAT DO NOT HAVE THE ABILITY TO EVEN NEGOTIATE THAT. SO SIMILAR TO HOW YOU KNOW IN THE MAYOR'S OFFICE THE MAYOR'S STAFF ARE ALL UNREPRESENTED AND THEY DON'T HAVE THAT WHEREAS THERE'S THE
MANAGERS WHICH YOU KNOW I WAS A FORMER MANAGER SIMILAR TO HOW OUR OUR OUR PRINCIPALS ARE OUR ADMINISTRATORS ARE OUR MANAGERS AND SO THEY THERE'S A UNION THERE THAT NEGOTIATES THEIR SALARIES. >> WELL THERE ARE SOME MODELS I MEAN D.C., DALLAS, HOUSTON, DENVER AND JUST LIKE YOU JUST WANT TO SAY LIKE THEY ALL THEY ALL LOOK DIFFERENT. YES. BUT PERFORMANCE BASED PAY IS NOT LIKE I MEAN IT IS NOT COMMON I WOULD SAY BUT IT IS I MEAN THERE ARE SOME MAJOR URBAN DISTRICTS THAT DO REPRESENTED WELL I GUESS THERE WELL ACTUALLY THEY THEY DO FOR MOSTLY THOSE ARE OUR REPRESENTED FOLKS YEAH WE'RE THEY'VE BARGAINED FOR THAT YEAH YOU'RE YOU'RE ACTUALLY REFERENCING STATES THAT DO TEACHER PERFORMANCE YEAH YEAH AS WELL AS PRINCIPAL PERFORMANCE YEAH VERY DIFFERENT BUT BUT I MEAN THE TRADEOFF HERE IS THAT UNREPRESENTED IN MANAGEMENT IT'S MOST USUALLY OUT WELL YES CORRECT SO THAT'S THE TRADEOFF YEAH. AS A FORMER EMPLOYEE OF THE
DISTRICT AND AND AND TO BE CLEAR I MEAN YOU KNOW THAT LIST THE THE GRAPH THAT WAS SHARED OBVIOUSLY THERE THERE ARE TWO SETS AND SO YOU KNOW I GET IT IF YOU'RE TALKING ABOUT SAY A 6% RAISE, YOU KNOW THAT'S THAT'S TALKING ABOUT YOU KNOW A LOT OF OUR ANALYSTS THAT SIT IN CENTRAL OFFICE THAT HAVE BEEN HEAVILY IMPACTED AND THEN THERE'S YOU KNOW, I THINK TO COMMISSIONER ALEXANDER'S POINT IT'S NOT NECESSARILY OH, YOU KNOW, WE'RE WITHHOLDING THIS FROM EXECUTIVES. IT'S QUITE THE CONTRARY IF SOMEONE'S DOING A GREAT JOB AND WE WANT TO RETAIN THEM, THEN IT FEELS LIKE THERE SHOULD BE AN OPPORTUNITY TO, YOU KNOW, POTENTIALLY GO BEYOND THAT OR INCENTIVIZE THAT THAT IN A WAY. >> SO IT'S I YEAH, I DON'T KNOW. >> I MEAN MOST OF MY CAREER HAS BEEN IN THE NONPROFIT SECTOR WHICH IS MISSION BASED AND EVEN WE'RE ABLE TO DO THAT SO YOU KNOW IT'S NOT JUST A PURE PROFIT PRIVATE SECTOR THING UM GIVEN THE TIME I'M GOING TO ASK ARE THERE ANY OTHER QUESTIONS THAT I HAVEN'T ASKED THIS IN A WHILE AND I REALLY NEED TO BRING IT BACK MORE OFTEN.
ARE THERE ANY QUESTIONS THAT WILL INFLUENCE THE OUTCOME OF YOUR VOTE? SEE CAN I ASK ONE? SURE. I JUST I WANT TO CONFIRM THIS. THIS IS NOT A PRECEDENT SETTING OR AT LEAST IT IS NOT A PRECEDENT SETTING MATTER, CORRECT? THAT'S CORRECT. AND JUST AS A REMINDER OF THE BACKGROUND, THE BOARD DID HAVE POLICY BUT IT'S BEEN SUSPENDED WHICH WAS WHAT WAS POINTED OUT LAST TIME AND I'M SITTING HERE PONDERING YOUR CONFLICT OF INTEREST BECAUSE I CAN'T LET QUESTIONS NOT RATTLE AROUND IN MY HEAD. SO IRONICALLY I WAS CALLED IN FOR FACT FINDING AND I WON'T SAY IF I WAS IMPORTANT TO THAT PROCESS OR NOT BUT I HELPED LEAD THAT PROCESS FOR THE DISTRICT. THEY HAVEN'T BEEN IN THAT PLACE IN A LONG TIME AND I HAVE SOME EXPERTISE THERE AND I WAS NOT AWARE OF THIS PRACTICE DURING FACT FINDING. IN FACT I REMEMBER COUNSEL BRINGING THE PRACTICE TO MY AWARENESS AFTER WE HAD CONCLUDED AND I WAS PRETTY CLEAR THAT THAT WOULD HAVE BEEN
HELPFUL TO KNOW BEFORE BUT IT CLEARLY DIDN'T HAVE ANY IMPACT BECAUSE I WASN'T AWARE OF THE POLICY UNTIL AFTER I ACTUALLY BROUGHT YOU TO CONCLUSION WITH THE TEAM. JUST SOMETHING THAT OCCURRED TO ME OKAY, CAN WE DO A ROLL CALL VOTE PLEASE? COMMISSIONER RAY YES. COMMISSIONER ALEXANDER NO. VICE PRESIDENT HULING YES. PRESIDENT KIM YES. >> COMMISSIONER WISEMAN YES. COMMISSIONER GUPTA YES. >> COMMISSIONER FISCHER YES. SIX YEARS WHEN THEY THINK YOU MOVING TO ITEM 5264-2 IT'S P FIVE EMPLOYMENT CONTRACTS FOR DISTRICT EXECUTIVE EMPLOYEES I I'LL BE ASKING THE GENERAL COUNCIL TO READ THE ESSENTIAL TERMS FOR EACH OF THE EXECUTIVE CONTRACTS VERSUS IN SUPERINTENDENT OF LEAD HIGH SCHOOL AND COLLEGE AND CAREER READINESS ASSISTANT SUPERINTENDENT OF LEAD MIDDLE SCHOOL AND K-8 ASSISTANT SUPERINTENDENT OF CURRICULUM AND INSTRUCTION AND HEAD OF SPECIAL EDUCATION. THANK YOU PRESIDENT KIM. I APOLOGIZE IF I TAKE THEM
IN DIFFERENT ORDER. I HAVEN'T WRITTEN DOWN DIFFERENTLY. >> THE BOARD WILL CONSIDER APPROVING AN EMPLOYMENT AGREEMENT WITH DEVIN KRUGMAN, ASSISTANT SUPERINTENDENT OF CURRICULUM INSTRUCTION. THE AGREEMENT WILL COMMENCE ON JULY 1ST, 2026 AND RUN THROUGH JUNE 30TH 2027. THE SALARY PLACEMENT FOR DEVIN KRUGMAN WILL BE SALARY GRADE SIX STEP SEVEN OF THE MANAGERIAL SALARY TABLE. NEXT THE BOARD WILL CONSIDER APPROVING AN EMPLOYMENT AGREEMENT WITH DIVINA GOLDWASSER, ASSISTANT SUPERINTENDENT OF HIGH SCHOOL AND COLLEGE CAREER READINESS. THIS AGREEMENT WILL COMMENCE ON JULY 1ST, 2026 AND RUN THROUGH JUNE 30TH 2027. THE SALARY PLACEMENT FOR DIVINA GOLDWASSER, ASSISTANT SUPERINTENDENT OF HIGH SCHOOL AND COLLEGE CAREER READINESS WILL BE SALARY GRADE SIX STEP SEVEN OF THE MANAGERIAL SALARY TABLE. >> THE BOARD WILL CONSIDER APPROVING AN EMPLOYMENT AGREEMENT WITH JENNIFER JIMENEZ PAIN HEAD OF SPECIAL EDUCATION . THIS AGREEMENT WILL COMMENCE ON JULY 1ST, 2026 AND RUN THROUGH JUNE 30TH 2027. THE SALARY PLACEMENT FOR
JENNIFER JIMENEZ PAIN HEAD OF SPECIAL EDUCATION WILL BE SALARY GRADE SEVEN STEP SEVEN OF THE MANAGERIAL SALARY TABLE. THE BOARD WILL CONSIDER APPROVING AN EMPLOYMENT AGREEMENT WITH DR. JENNIFER STEINER, ASSISTANT SUPERINTENDENT OF MIDDLE SCHOOL AND K-8. THIS AGREEMENT WILL COMMENCE ON JULY 1ST, 2026 AND RUN THROUGH JUNE 30TH 2027. THE SALARY PLACEMENT FOR DR. JENNIFER STEINER, ASSISTANT SUPERINTENDENT OF MIDDLE SCHOOL AND K-8 WILL BE SALARY GRADE SIX STEP SEVEN OF THE MANAGERIAL SALARY TABLE. >> I'M GOING TO SEEK A MOTION TO APPROVE THE EXECUTIVE CONTRACTS COLLECTIVELY AND CAN HAVE A MOTION IN A SECOND SO MOVED. SECOND, ANY COMMENTS OR QUESTIONS FROM THE BOARD SEEING NONE COVERED PLEASE. >> VICE PRESIDENT YOU LIKE? THANK YOU COMMISSIONER RAY. YES. COMMISSIONER ALEXANDER YES. VICE PRESIDENT HULING YES. PRESIDENT KIM. YES. COMMISSIONER WISEMAN AWARD. YES. COMMISSIONER GUPTA. >> YES.
COMMISSIONER FISCHER. YES. UNANIMOUS. THANK YOU. ITEM 6264-2 LSP SIX EMERGENCY DECLARATION AND DELEGATION TO SUPERINTENDENT OR DESIGNEE TO ENTER INTO CONTRACTS FOR EMERGENCY REMOVAL AND REPLACEMENT OF THE FIELD TURF AT THURGOOD MARSHALL ACADEMIC HIGH SCHOOL. CAN I HAVE A MOTION? THE SECOND PART PARDON ME FOLKS. EXECUTIVE DIRECTOR CASADA IS IS UNCLEAR WAS THE VOTE FOR BOTH SEIU AND LOCAL 39 CALLS FOR THE SAME ITEM? THAT'S WHAT I HEARD. HE'S ASKING WHETHER THAT WAS CORRECT. YES. BEFORE HE LEAVES THE DAY. YES. >> THANK YOU YOUR TIME. THANK YOU. YES. SORRY. CAN I JUST REPEAT THAT KIND OF A MOTION A SECOND FREITAS SO MOVED. SECONDED. IT'S BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE THE EMERGENCY DECLARATION. >> I ASKED DR. SU TO BRING THIS ITEM FORWARD. THANK YOU, PAUL BY THE WAY, FOR
EVERYTHING PRESIDENT KIM SAID. THANK YOU. THANK THANK YOU FOR YOUR SERVICE. OKAY. IT'S LATE. YES. YES. DUE TO THE HOURS OF THE NIGHT THAT WE'RE IN RIGHT NOW I WILL JUST VERY QUICKLY SHARE THAT UNFORTUNATELY THURGOOD MARSHALL, ACADEMIC HIGH SCHOOL EXPERIENCED A FIRE IN THEIR NEWLY RENOVATED FIELD DURING THE WEEK OF APRIL 4TH OR FIFTH AND IT COMPLETELY DESTROYED THEIR BEAUTIFUL FIELD THAT WAS JUST RENOVATED AND AND WHAT WE WANT TO DO IS SEEK AN EMERGENCY APPROVAL FOR A PROCUREMENT WAIVER. YES. SO OKAY. AN EMERGENCY DECLARATION SO THAT WE CAN VERY QUICKLY BRING ON A COMPANY TO HELP US RENOVATE AND FIX THE FIELD IN TIME FOR SCHOOL IN THE FALL. I'M GOING TO HAND THIS OVER TO KATIE BOYLE TO SHARE WITH YOU MORE. THANK YOU, DAVE. OR JUST VOTE IF IT'S DO YOU
HAVE A PERSON ARE THERE ANY COMMENTS OR QUESTIONS FROM THE BOARD? >> JUST WANTED TO SAVE YOU SOME TIME SEEING NONE. OKAY I WILL DO WILL COVER POLICE COMMISSIONER RAY YES. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HILLING. YES. PRESIDENT KIM. YES. COMMISSIONER WEIS MORE YES. COMMISSIONER GUPTA. YES. COMMISSIONER FISCHER. YES. AND THANK YOU MS.. POY FOR BEING HERE. STILL 1130 TO PRESENT IN THE NOT PRESENT I THINK SHE MEANT TO SAY SORRY, MISS BOYLE FOR STAYING HERE. CONGRATS TO DOLAN SAYS YEAH, WHATEVER. YEAH YOU DON'T GET AN APOLOGY CHRIS YEAH YOU DESERVE EVERY MINUTE MOVING I JUST GETTING MOVING TO ITEM 726 FOR THAT YET YEAH TWO 64-28 SB SEVEN APPROVAL OF HIPS AND WAIVERS YES WELCOME BACK. CAN I MOTION A SECOND SO I'LL MOVE SECOND MR. IMPROPERLY MOVED AND SECONDED THAT BOARD APPROVE THIS ITEM ANY COMMENTS OR QUESTIONS FROM THE BOARD?
SORRY DID YOU WANT TO SAY ANY A FEW WORDS JUST THAT I SO APPRECIATE THIS IS THE LAST ITEM EVERY NIGHT IT'S NOT ACTUALLY FOR TONIGHT BUT GREAT DEBATE IS NOW CLOSED. ROLL CALL VOTE PLEASE. COMMISSIONER RAY YES. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HULING. YES. PRESIDENT KIM. YES COMMISSIONER. MY WORD. YES. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER. YES. UNANIMOUS. WE CAN COME UP WITH QUESTIONS IF YOU WOULD LIKE. YEAH. MOVING TO VOTE VOTE ON STUDENT EXPULSION MATTERS. I WILL ALSO COMBINE THIS WITH ITEM D THE REPORT FROM CLOSED SESSION SO I'LL READ IT ALL AND THEN WE'LL GO THROUGH WITH OUR VOTES FROM CLOSED SESSION. SO ITEM DUE ON REPORT FROM CLOSED SESSION THE MATTERS OF ANTICIPATED LITIGATION CONCERNING THE VOTE BY A VOTE OF SEVEN EYES I SEE THAT THE BOARD BY A VOTE OF SEVEN EYES GIVES DIRECTION TO THE GENERAL COUNCIL IN THE MATTERS OF
ANTICIPATED LITIGATION CONCERNING L THE BOARD BY A VOTE OF SEVEN EYES GIVES DIRECTION TO THE GENERAL COUNCIL MATTER ONE THE BOARD BY A VOTE OF SEVEN EYES THE BOARD AUTHORIZES GENERAL COUNSEL IN ONE MATTER TO INITIATE LITIGATION BASED ON FACTS AND CIRCUMSTANCES NOT YET KNOWN TO THE OPPOSING PARTY. MATTER TO THE BOARD BY A VOTE OF SEVEN EYES THE BOARD GIVES INSTRUCTION TO THE GENERAL COUNCIL ON ONE MATTER ON WHETHER TO INITIATE LITIGATION BASED ON FACTS AND CIRCUMSTANCES NOT YET KNOWN TO THE OPPOSING PARTY AND ONE MATTER REGARDING EMPLOYEE DISCIPLINE, DISMISSAL AND RELEASE THE BOARD BY A VOTE OF SEVEN EYES AGREES TO ACCEPT THE RESIGNATION OF EMPLOYEE 38949 THROUGH A SETTLEMENT AGREEMENT AND GIVES DIRECTION TO THE GENERAL COUNSEL IN ONE MATTER REGARDING EMPLOYEE DISCIPLINE, DISMISSAL AND RELEASE THE BOARD BY A VOTE OF SEVEN A'S AGREES AND ACCEPTS THE RESIGNATION OF EMPLOYEE 91572 THROUGH A SETTLEMENT AGREEMENT AND GIVES DIRECTION
TO THE GENERAL COUNSEL. WE'LL MOVE ON TO VOTE UNEXPOSED STUDENT EXPULSION MATTERS AND MOVE FOR THE APPROVAL OF THE STIPULATION EXPULSION AGREEMENT FOR ONE HIGH SCHOOL STUDENTS HIGH SCHOOL STUDENT MATTER NUMBER 202520262341 YEAR EXPULSION PERIOD UNTIL APRIL 28TH 2027. DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL ATTEND YOUTH CHANCE COUNTY PROGRAM CAN HAVE A SECOND SECOND COPIES COMMERCIAL RAY SORRY MAY I ASK YOU TO REPEAT WHICH MATTER THIS IS THE FIRST ONE TO SIGN. I'VE GOT THIS YES. I DON'T HAVE A NUMBER BUT OKAY. OKAY. SO I DIDN'T WRITE DOWN THE NUMBERS. YES. COMMISSIONER ALEXANDER. YES VICE PRESIDENT HEALEY. YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN YOUR YES. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES. I MOVE APPROVAL THE STIPULATED EXPULSION AGREEMENT
FOR ONE HIGH SCHOOL STUDENT MATTER NUMBER 2025-2026-24 FOR THE REMAINDER OF THE CURRENT SPRING SEMESTER THROUGH JUNE 3RD, 2026 DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL CONTINUE TO ATTEND DOWNTOWN HIGH SCHOOL. CAN I HAVE A SECOND SECOND REAL COPIES? COMMISSIONER RAY SORRY. >> YES. COMMISSIONER ALEXANDER. YES COMMISSIONER. VICE PRESIDENT HULING. YES. PRESIDENT KIM. YES. COMMISSIONER WISEMAN WARD YES. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES SIR. >> YES. I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE MIDDLE SCHOOL STUDENT MATTER NUMBER 2025-2026-2541 YOUR EXPULSION PERIOD UNTIL APRIL 20TH, 2027. DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL ATTEND A COMPREHENSIVE MIDDLE SCHOOL FROM TO SCHOOL OPTIONS PROVIDED BY US. IF YOU CAN HAVE A SECOND SECOND ROLL CALL POLICE COMMISSIONER RAY YES. COMMISSIONER ALEXANDER YES. VICE PRESIDENT HEARING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN YES.
COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES. I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE HIGH SCHOOL STUDENT MADAM NUMBER 2025-2026-26 FOR THE REMAINDER OF THE CURRENT SPRING 2026 SEMESTER AND THE FOLLOWING FALL 2026 SEMESTER THROUGH DECEMBER 19TH 2026 DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL CONTINUE TO ATTEND KALLIO HIGH SCHOOL AND HAVE A SECOND SECOND COMMISSION. >> ALL RIGHT. YES. COMMISSIONER ALEXANDER YES. VICE PRESIDENT HEARING YES. PRESIDENT KIM YES. COMMISSIONER WISEMAN WARD YES. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES. >> I MOVE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE ELEMENTARY SCHOOL STUDENT MATTER NUMBER 2025-2026-27 FOR THE REMAINDER OF THIS CURRENT SPRING 2026 SEMESTER AND THE FOLLOWING FALL 2026 SEMESTER THROUGH DECEMBER 19TH 2026 DURING THE SUSPENDED EXPULSION PERIOD THE STUDENT WILL CONTINUE TO ATTEND SANCHEZ ELEMENTARY SCHOOL HAVE A SECOND SECOND COMMISSIONER RAY NO
COMMISSIONER ALEXANDER NO VICE PRESIDENT HULING NO PRESIDENT KIM NO. COMMISSIONER WISEMAN AWARD. NO COMMISSIONER GUPTA NO. COMMISSIONER FISCHER NO. IT FAILS. THANK YOU I WE'LL MOVE TO CONSENT PRESIDENT KIM AS THE STANDING RECUSAL FROM THE CONSENT CALENDAR DUE TO HIS EMPLOYMENT WITH THE CITY AND COUNTY OF SAN FRANCISCO JUST A FREQUENT CONTRACTOR WITH US IF USED IN ORDER TO AVOID ANY APPEARANCE OF A CONFLICT BEFORE THE CANCER CALENDAR IS MOVED. SUPERINTENDENT ARE THERE ANY AMENDMENTS OR CHANGES? YES, THERE'S ONE I WOULD LIKE TO MOVE ITEM 17 ON THE CONSENT CALENDAR OF THE CONSENT CALENDAR SO THAT WE CAN TAKE A VOTE FOR IT. >> OKAY. WITH THE REMOVAL OF ITEM 17 FROM THE CONSENT CALENDAR OR IS THERE A MOTION TO APPROVE THE REMAINDER OF THE CONSENT CALENDAR? >> I MOVE TO APPROVE THE CONSENT CALENDAR. >> SECOND WE HAVE A ROLL CALL VOTE PLEASE MR. TRAILL SORRY THAT WAS YOU AND GUPTA CONSENT
CALENDAR MINUS ITEM 17 COMMISSIONER RAY NO. COMMISSIONER ALEXANDER. YES. VICE PRESIDENT HEARING YES. PRESIDENT KIM COMMISSIONER WEISS MOORE YES. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES. FIVE EYES WHEN THEY WHEN TODAY'S PRESIDENT CAME IS A RECUSAL IS ABSENT. I DON'T UPSET OKAY. HE'S BEEN PHYSICALLY FIVE EYES WHEN THEY WENT UP TO PRESIDENT CAME IN YOUR ABSENCE THE SUPERINTENDENT MADE A MODIFICATION TO THE CONSENT CALENDAR ITEM 17 WAS PULLED SO THAT IT COULD BE AN ACTION ITEM SEPARATE SEPARATELY. >> OKAY. SO THEN WE WILL GO BACK TO HAVING AN ACTION TO ITEM 17. ITEM 17 WHICH IS THE THIRD AMENDED AMENDMENT TO THE GROUND TO THE GROUND BETWEEN THE DISTRICT AND GROUND. YES. YOU KNOW WHAT IT'S WORDS GROUND LEASE BETWEEN THE DISTRICT AND BJP TO ZERO 2016 SEC SAN
FRANCISCO CENTER LLC FOR THE PROPERTY LOCATED AT 865 MARKET STREET CAN HAVE A MOTION AND A SECOND SO MOVED SECOND IT HAS BEEN PROPERLY MOVED AND SECONDED THAT THE BOARD APPROVE THIS ITEM ROLL COVERED PLEASE COMMISSIONER RIGHT NOW COMMISSIONER ALEXANDER NO VICE PRESIDENT HULING YES. PRESIDENT KIM YES. COMMISSIONER WEISSMAN YES. COMMISSIONER GUPTA YES. COMMISSIONER FISCHER YES BUT YES. >> TWO NOS. THANK YOU. THANK YOU MR. MOUNT MADEIRA IS OH YEAH THE MEETING IS ADJOURNED AT 11:44 P.M.. YES, WELL NOW IT IS GOING TO BE INTERESTING. I WANT TO LET YOU