ALEXANDER OR COMMISSIONER FISCHER HERE COMMISSIONER GUPTA HERE. COMMISSIONER EWING HERE. COMMISSIONER RIGHT HERE. COMMISSIONER WISEMAN BOARD AND PRESIDENT KIM HERE AT SIX HERE AND IT MAY GENERAL INFORMATION ACCESSIBILITY INFORMATION TRANSLATION AND INTERPRETATION SERVICES AND VIRTUAL MEETING INFORMATION CAN BE FOUND ONLINE UNDER ITEM A. WE DO HAVE ONE COMMISSIONER PARTICIPATING BY TELECONFERENCE . COMMISSIONER MATT ALEXANDER HAS OF U.S. WILL PROVIDE CHILD CARE FOR REGULAR BOARD MEETINGS AND MONITORING MEETINGS ON THE FIRST FLOOR IN THE COMPARTMENTAL CENTER ENROLLMENT CENTER AT 555 FRANKLIN STREET FROM 6:30 P.M. TO 9 P.M. OR TO CLOSE THE MEETING WHICHEVER COMES FIRST. CHILD CARE IS FOR FAMILIES WHO WILL BE ATTENDING THE REGULAR AND MONITORING BOARD MEETINGS. SPACE IS LIMITED AND WILL BE PROVIDED ON A FIRST COME FIRST SERVED BASIS FOR CHILDREN AGES 3 TO 10. QUESTIONS FOR QUESTIONS PLEASE CONTACT THE BOARD OF EDUCATION OFFICE AT (415) 241-6427 OR BOARD OFFICE AS IF YOU.
EDU. MOVING ON TO ITEM SEVEN PUBLIC COMMENT ON CLOSED SESSION AGENDA ITEMS ONLY AT THIS TIME BEFORE THE BOARD GOES INTO CLOSED SESSION I CALL FOR ANY SPEAKERS TO THE CLOSED SESSION ITEMS LISTED IN THE AGENDA. THERE WILL BE A TOTAL OF FIVE MINUTES FOR EACH OR FOR SPEAKERS. ARE THERE ANY SPEAKERS FOR PUBLIC COMMENT? THERE ARE NONE. I NOW RECESSED THIS MEETING AT 5:05 P.M. AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION NEWS S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION BECAUSE SHE HAS TRULY SERVED OVER SEVERAL THOUSAND YOUNG PEOPLE IN THAT COMMUNITY AND IT IS SUCH A HUGE LOSS TO OUR PACIFICA COMMUNITY. BUT WE ARE SO GRATEFUL FOR THE
YEARS THAT WE DID HAVE WITH HER AND I WISH HER AND HER ENTIRE FAMILY WELL DURING THIS REALLY, REALLY DIFFICULT TIME. THANK YOU. THANK YOU, SUPERINTENDENT. AND ON BEHALF OF THE BOARD, I WANT TO JUST SEND OUR CONDOLENCES AND LOVE TO THIS FAMILY AND TO THE BROADER COMMUNITY. THANK YOU. AND MOVE US FORWARD TO ITEM E PUBLIC COMMENT TO ALIGN WITH OUR EFFECTIVE GOVERNANCE MODEL. PUBLIC COMMENT WILL LAST FOR ONE HOUR. SO 7:45 P.M.. WE AIM TO RESPECT STAFF, FAMILY AND COMMUNITY TIME BY BEGINNING BOARD BUSINESS NO LATER THAN 8 P.M.. OUR HOPE OUR HOPE IS TO CONDUCT BOARD BUSINESS IN AN EFFICIENT, EFFECTIVE AND ACCESSIBLE MANNER DURING REASONABLE HOURS. EACH PARTICIPANT MAY SPEAK FOR UP TO ONE MINUTE. STAFF WILL TAKE THE PARTICIPANT AT THE ONE MINUTE MARK AT ONE MINUTE AND FIVE SECONDS. I HAVE ASKED MR. STEEL TO PLEASE TURN OFF THE MIC AND TRANSITION TO THE NEXT SPEAKER. I ASK MEMBERS OF THE PUBLIC TO
PLEASE RESPECT THAT ONE MINUTE LIMIT SO THAT WE CAN HEAR FROM AS MANY SPEAKERS AS POSSIBLE. I ENCOURAGE SPEAKERS WHO ARE SPEAKING ON THE SAME TOPIC TO COLLABORATE AND COMBINE THEIR COMMENTS. THE BOARD CAN HEAR ALL VIEWPOINTS DURING OUR LIMITED TIME. PLEASE ALSO NOTE THAT THE BOARD ACCEPTS WRITTEN PUBLIC COMMENTS VIA EMAIL ADDRESS IF YOU SD OR SORRY BOARD OFFICER AS IF YOU ASK THAT YOU DO. WE WILL HEAR FIRST FROM STUDENTS IN PERSON ON AGENDA ITEMS THEN GENERAL PUBLIC IN PERSON ON AGENDA ITEMS FOLLOWED BY STUDENTS IN PERSON ON NON AGENDA ITEMS AND GENERAL PUBLIC IN PERSON ON NON AGENDA ITEMS. REGARDLESS OF WHETHER IN-PERSON PUBLIC COMMENT IS COMPLETE WE WILL SAVE 15 MINUTES FOR A REMOTE PUBLIC COMMENT TAKING COMMENTERS IN THE SAME ORDER AS IN PERSON AS REMINDER BOARD RULES AND CALIFORNIA LAW DO NOT ALLOW US TO RESPOND TO COMMENTS OR ATTEMPT TO ANSWER QUESTIONS DURING PUBLIC COMMENT TIME. IF APPROPRIATE THE SUPER TENANT WILL ASSESS STAFF FOLLOW UP WITH SPEAKERS AS SEAL. THANK YOU PRESIDENT KIM. I DON'T SEE ANY CARDS INDICATING THAT THERE ARE STUDENTS BUT ARE THERE ANY
STUDENTS HERE WHO TURNED IN A CARD? IF NOT WE DON'T HAVE ANY AGENDA ITEMS EITHER. I'M GOING TO GO STRAIGHT TO AN ON AGENDA ITEMS WHEN I CALL THE FIRST FIVE WILL HAVE ONE MINUTE EACH. PLEASE COME TO THE DAIS. I THINK IT SAYS LEGGY JOAQUIN DELGADO. FORGIVE ME IF THAT'S INCORRECT . CARRIE CARLSON, THANK YOU. DANIEL RUELAS BRANDON FUNG AND CATHERINE AARONSON. ONE MINUTE EACH. GO AHEAD. HELLO. MY NAME IS WALKING DELGADO. I'M CURRENTLY A TEACHER AT GALILEO HIGH. I'VE HAD THE PRIVILEGE OF WORKING AT MISSION HIGH AS WELL. I'VE BEEN TO GALILEO THE LAST THREE YEARS AND I'M AN ETHNIC STUDIES TEACHER. I JUST WANTED TO SPEAK TODAY ON THE IMPORTANCE OF ETHNIC STUDIES BECAUSE MY UNDERSTANDING IS THAT THERE'S A CONSIDERATION OF A PAUSE. I THINK STUDIES IN MY EXPERIENCE IT IS A SPACE IN A CLASSROOM FOR NINTH GRADERS IN WHICH THEY ARE ABLE TO DEVELOP THEIR METACOGNITIVE SKILLS. AS A TEACHER WHO THIS THIS PAST
YEAR ACTUALLY WAS ABLE TO WORK WITH ETHNIC STUDIES AND NEWCOMERS, THESE STUDENTS ARE ABLE TO DEVELOP THEIR MENTAL LINGUISTIC AWARENESS AS WELL. AND IT IS A SPACE FOR COMMUNITY. IT IS A SPACE THAT IS A SPACE FOR STUDENTS TO ALSO REALIZE THEIR INTELLECTUAL IDENTITY. AND IT'S I FEEL LIKE IT'S INCREDIBLY IMPORTANT SPECIFICALLY IN THE NINTH GRADE BECAUSE THEY'RE ABLE TO BECOME A PART OF THE COMMUNITY WITHIN THE HIGH SCHOOL ITSELF BUT ALSO REALIZE THEIR THEIR BRILLIANCE AND THEN MOVE ON TO THE OTHER ACADEMIA THAT THEY MAY CHOOSE SUCH AS MAYBE AP WORLD HISTORY OR OTHER AP CLASSES TO GET COLLEGE READINESS. >> THANK YOU. THANK YOU. >> HI, I'M CARRIE CARLA. I'M A 13TH YEAR TEACHER IN MY EIGHTH YEAR AT WASHINGTON. AND I'VE INCREASINGLY FOUND A PART OF MY JOB TO CONVINCE NEWER, YOUNGER TEACHERS WHO ARE EXCEPTIONALLY TALENTED AND PASSIONATE NOT TO LEAVE THE DISTRICT AND THE PROFESSION AS A WHOLE. WHAT I'VE NOTICED IS THE POWER CRISIS, THE TEMPORARY CONTRACT SITUATION AND NOW THE ETHNIC STUDIES POTENTIAL PAUSE IS REALLY, REALLY HARMING OUR
YOUNGEST TEACHERS. AND I CAN UNDERSTAND IT. I MEAN THE DATA BACKS UP THAT THIS IS AN IMPORTANT PART OF OUR CURRICULUM. AND IT'S OVERWHELMINGLY THOSE YOUNG TEACHERS THAT ARE TEACHING THAT. AND IF THIS ROLLS OUT OVER THE SUMMER YOU'RE LEAVING THOSE TEACHERS WITH A COUPLE OF WEEKS OF UNPAID WORK TO GET THIS DONE AND MAKE CHANGES AND FIGURE OUT WHAT THEY'RE TEACHING YOUR DESTABILIZE OUR SCHOOLS AND THESE STUDENT SCHEDULES. SO PLEASE CONSIDER THIS WHEN YOU'RE MAKING THIS DECISION. WE KNOW WHAT THE RESEARCH SAYS IT BACKS ETHNIC STUDIES. THANK YOU. >> OH, OKAY. I'M DANIELLE IS A SOCIAL STUDIES DEPARTMENT CHAIR AT LINCOLN HIGH SCHOOL AND TEN YEAR S.F. USD TEACHER. I DO WANT TO TALK ABOUT THE PROPOSAL TO PAUSE ETHNIC STUDIES. >> FIRST, MANY OF THE ARTICLES PUBLISHED IN THE CHRONICLE AND THE STANDARD SAID THAT IT'S IDEOLOGY OVER EDUCATION AND I CAN SAY AS DEPARTMENT CHAIR THAT TEACHERS AND NEW CANDIDATES ARE NOT THERE TO
PUSH IDEOLOGY OR TO TEACH STUDENTS AND THAT'S SOMETHING THAT ETHNIC STUDIES THAT ARE FRESHMAN LEVEL HAS BEEN REALLY EFFECTIVE AT SEEING BEING ABLE TO GRADE LEVEL UP FOR SOCIAL STUDIES OF MAINTAINING THAT HAS BEEN REALLY HELPFUL AND IF YOU WERE TO PAUSES IT'S GOING TO HAVE SOMEBODY WHO WORKS CLOSELY WITH THE MASTER SCHEDULE MASSIVELY REDUCED ELECTIVE CHOICES FOR STUDENTS IN THE FUTURE PROJECTED PROBABLY STAFF SHORTAGES AS THEY HAVE TO LEARN HOW TO BALANCE PROVIDING NEW SECTIONS FOR ALL THESE STUDENTS IN THE 12TH AND 11TH GRADE AND THEN AGAIN IT JUST CONTINUED ANOTHER DISRUPTED DISRUPTION TO SCHEDULING THAT'S HAPPENED PRETTY MUCH EVERY YEAR SINCE COVID. >> GOOD EVENING. MY NAME IS BRENDAN FUNG AND I'M AN ETHNIC STUDIES TEACHER AT JOHN JORDAN AS WELL AS AS A FEW ESTIE ALUMNI. SAN FRANCISCO HAS A VERY LONG HISTORY OF ETHNIC STUDIES AND IT'S TRAGICALLY UNDER ATTACK BY A POLITICALLY MOTIVATED MINORITY THIS LONG ETHNIC STUDIES INCLUDED MY EXPERIENCE IN HIGH SCHOOL UNDER MR. CONCORDIA AS WELL AS AN UNDER STUDENT TEACHING WITH MR. COE.
UM THERE ARE A LOT OF STUDIES THAT HAVE SHOWN THE POSITIVE IMPACTS OF ETHNIC STUDIES BUT I CAN SAY FROM MY EXPERIENCE IN THE CLASSROOM THAT IT HAS A REAL POSITIVE IMPACT ON MY STUDENTS. SOME HIGHLIGHTS FROM THIS YEAR INCLUDED PODCASTS ON HOMOPHOBIA AND ROADBLOCKS, SEXISM IN PROFESSIONAL SPORTS AND ALL KINDS OF AGE APPROPRIATE BUT ALSO ACADEMICALLY RIGOROUS PROJECTS WITH THE ATTACKS ON INCLUSIVE EDUCATION AT THE FEDERAL LEVEL BUT ALSO AB 715 THREATENING ETHNIC STUDIES AT THE STATE LEVEL. THE STAKES ARE REALLY HIGH RIGHT NOW AND THE NATION IS WATCHING WHAT IS HAPPENING IN THIS ROOM. THEY HAVE SEEN HOW SUCCESSFUL SAN FRANCISCO'S ETHNIC STUDIES PROGRAM IS. I WAS AT A CONFERENCE WHERE I MET PEOPLE DOWN IN SOUTHERN CALIFORNIA WHO MODELED THEIR THING ON WHAT HAPPENED HERE AND THEY'RE WONDERING IF SAN FRANCISCO IS GOING TO CONTINUE TO BE A GREAT MODEL OR A MODEL FOR HOW A POLITICAL OUTSIDERS CAN MANEUVER THE DISTRICT TO WASTE MONEY AND THROW NEW TEACHERS LIKE ME INTO UNPREPARED NEW PERHAPS ESPECIALLY HAWAII. HI, I'M KATHERINE AARONSON. I'M THE PRINCIPAL AT BALBOA HIGH SCHOOL. I'VE BEEN THERE FOR FIVE YEARS AND AS PRINCIPAL AND TEN YEARS TOTAL I AM SPEAKING ON BEHALF OF MANY PRINCIPALS THE HIGH SCHOOL PRINCIPALS MANY OF WHICH
ARE OUT OF STATE RIGHT NOW. SO I'M STEPPING IN AS REPRESENTING THEM AS SAN FRANCISCO TEACHERS, ADMINISTRATORS, PARENTS AND STUDENTS. PLEASE AFFIRM THE URGENT NEED FOR ETHNIC STUDIES BECAUSE IT IS ONE OF THE MOST EFFECTIVE ACADEMIC INTERVENTION IN CIVILIZED HISTORY. WITH THE 12 PLUS YEARS OF DATA SHOWING SUCCESS ACROSS ALL STUDENT GROUPS, IT REFLECTS AS IF USD VALUES OF JUSTICE INCLUSION AND EQUITY CONDEMN THE POLITICAL TARGETING OF ETHNIC STUDIES. ANY REVIEW MUST BE CONDUCTED BY A NEUTRAL EXPERT INSTITUTION WITH KNOWLEDGE OF ETHNIC STUDIES WHILE A REVIEW IS UNDERWAY ALLOWING PILOTING OF ALREADY ADOPTED STATEWIDE ETHNIC STUDIES CURRICULUM WITH AN EYE TOWARD ADOPTION IN SPRING 2026 FINALLY DEMAND COMMUNITY ACCOUNTABILITY AND AND THE DEMOCRATIC PROCESS . THANK YOU. I'M GOING TO CALL THE NEXT GROUP NEXT SARAH BALLARD HANSON, KAYLEE YOSHI CONNY.
SO DAVID COE AND ALYSSA. >> HI, I'M SARAH BALLARD HANSON, THE PRINCIPAL AT THURGOOD MARSHALL ACADEMIC HIGH SCHOOL AND I WANT TO ASSURE YOU THAT MANY MORE PRINCIPALS WOULD HAVE LOVED TO BE HERE IF THEY COULD. I'M HERE TONIGHT TO URGE SUPERINTENDENT SUE AND THE BOARD TO PROTECT AND PRESERVE ETHNIC STUDIES. SAN FRANCISCO HAS LED THE NATION IN THAT STUDIES FOR DECADES. IF USED AS A MODEL FOR THE STATE AND A PROVEN ACADEMIC INTERVENTION AND IMPROVES ATTENDANCE AND GRADUATION RATES ESPECIALLY FOR OUR MOST MARGINALIZED STUDENTS IN A SPACE WHERE STUDENTS FEEL SEEN SAFE AND ABLE TO EXPLORE IDENTITY AND CONNECT ACROSS DIFFERENCE. >> AT THURGOOD MARSHALL WE'VE BEEN OFFERING ETHNIC STUDIES FOR TEN YEARS TO EVERY SINGLE NINTH AND 10TH GRADE STUDENT. LIKE MANY SMALL HIGH SCHOOLS ART NINTH AND 10TH GRADERS ALTERNATE COURSES. LAST YEAR THEY TOOK WORLD HISTORY. NEXT YEAR THEY'RE SCHEDULED TO TAKE NETWORK STUDIES. CUTTING IT NOW RAISES SERIOUS QUESTIONS WHAT COURSE DO WE OFFER TO OUR NINTH AND 10TH GRADER STUDENTS INSTEAD WHO
REWORKS OUR MASTER SCHEDULE IN JULY WHO INFORMS TEACHERS THEIR CLASSES HAVE CHANGED. THIS IS NOT ABOUT ACADEMICS. IT'S ABOUT POLITICS. THE PUSH TO PAUSE ETHNIC STUDIES IS A PART OF A NATIONAL WAVE AGAINST AI AND TRUTH TELLING IN SCHOOLS. >> S.F. S.F. U.S. MUST RESIST. THANK YOU. THANK YOU. HI. GOOD EVENING. MY NAME IS KAYLA YOSHI AND I'M AN ETHNIC STUDIES AND SOCIAL STUDIES TEACHER AT GEORGE WASHINGTON HIGH SCHOOL. I'M HERE TO SPEAK OUT AGAINST THE PAUSE AGAINST ETHNIC STUDIES. THE IMPACT ON STUDENTS THIS ENROLLING NINTH GRADERS FROM ETHNIC STUDIES WITH NO WITH NO KIND OF FOUR WORD WARNING OR NOTICE WOULD BE DEVASTATING FOR STUDENTS. 13 YEARS OF STANFORD RESEARCH CONFIRM THAT NINTH GRADE ETHNIC STUDIES STUDENTS IN OUR DISTRICT ARE MORE LIKELY TO GRADUATE, ATTEND SCHOOL REGULARLY AND ENROLL IN COLLEGE. THE BOARD OF ED IS SUPPOSED TO BE ROOTING ALL DECISION MAKING FOR HIGH SCHOOL STUDENTS BASED ON INCREASING COLLEGE AND CAREER READINESS GOALS. DOES ENROLLING STUDENTS FROM ETHNIC STUDIES WOULD DECREASE EVERY SINGLE ONE OF THEM?
ESPECIALLY FOR THE MOST UNDERSERVED STUDENT GROUPS. NO RACIAL ETHNIC, LINGUISTIC OR ABILITY GROUP HAS SHOWN DECREASE OUTCOMES FROM ENROLLMENT. IN FACT, ALL GROUPS EXPERIENCED GAINS WITH UNDERSERVED STUDENTS SHOWING THE MOST IMPROVEMENT. STUDENTS PLANNING TO TAKE AP WORLD HISTORY IN 10TH GRADE WOULD LOSE THAT OPPORTUNITY. KEY COLLEGE AND CAREER READINESS INDICATORS WOULD DROP NINTH GRADE CREDIT COMPLETION GRADUATION RATES POST-SECOND DAY ENROLLMENT AND MORE. >> THANK YOU. HI. GOOD EVENING. MY NAME IS CONNIE SO I'VE BEEN IN THE DISTRICT AS AN EDUCATOR FOR 12 YEARS, BEEN TEACHING ETHNIC STUDIES FOR TEN YEARS. >> I WROTE THE CURRICULUM FOR ETHNIC STUDIES L.D. AND NOW I'M TRANSITIONING INTO MY ROLE AS AN ADMINISTRATOR FOR THE FIRST TIME NOT TO REPEAT EVERYTHING THAT HAS ALREADY BEEN STATED. >> I JUST WANT TO PAINT THE LOGISTICAL NIGHTMARE THAT THIS WOULD HAVE ON SCHOOL SITES ACROSS THE DISTRICT. A PAUSE IN ETHNIC STUDIES WOULD
IMPACT THE MASTER SCHEDULE FOR YEARS TO COME. IT'S GOING TO CAUSE SIGNIFICANT SHIFTS AND CHANGES TO NOT ONLY THE SOCIAL STUDIES DEPARTMENT BUT PATHWAYS ACROSS SCHOOL DISTRICTS. AND THIS IS GOING TO IMPACT AP CLASSES. >> YOU'RE NOT GOING TO HAVE ONLY ONE BUT TWO GRADE LEVELS COMPETING TO TAKE AP CLASSES IN WORLD HISTORY AND U.S. HISTORY. THIS IS NOT CONDUCIVE TO THE DISTRICT GOALS OF ENSURING STUDENTS ARE COLLEGE AND CAREER READY. PLEASE ALLOW ETHNIC STUDIES TO CONTINUE AND GIVE ALL STUDENTS THE OPPORTUNITY FOR ACADEMICS SUCCESS. THANK YOU. >> >> HELLO MY NAME IS DAVID COLE. >> I ATTENDED K-12 SCHOOLS HERE IN SOUTHEAST AND I'VE BEEN TEACHING HERE FOR THE LAST 20 YEARS. ONE SORT OF EXPERIENTIAL ELEMENT FROM HAVING BEEN INVOLVED IN THE PRE PILOT PROCESS IS THAT ETHNIC STUDIES WAS ALWAYS INTENDED AS A NINTH GRADE INTERVENTION. SPECIFICALLY BECAUSE OF ALL OF THE BENEFITS THAT WE'VE OR OTHER FOLKS HAVE MENTIONED WANTING TO HAVE THOSE BENEFITS AS EARLY AS POSSIBLE BEFORE
STUDENTS FALL BEHIND ON CREDITS BECOME DISENCHANTED WITH HIGH SCHOOL AND SPECIFICALLY TRYING TO FOCUS ON IMPROVING STUDENT OUTCOMES WHICH AS FOLKS HAVE MENTIONED, THE DATA SHOWS THAT WE HAVE. ONE ADDITIONAL THING I WANT TO HIGHLIGHT IS THAT SFE WAS JESUS MISSION AND VISION STATEMENT IS DIRECTLY IN ALIGNMENT WITH CONTINUING ETHNIC STUDIES SPECIFICALLY IMPROVEMENTS TO GRADES AND ATTENDANCE AND COLLEGE AND CAREER READINESS. ADDITIONALLY TO INCLUSIVENESS WHICH I THINK WE CAN ALL AGREE IS NECESSARY NOW MORE THAN EVER. AND LASTLY FOR THE INTEREST OF STABILITY, RIGHT? BECAUSE WE'VE HAD MANY SPEAKERS WHO HAVE ACKNOWLEDGED THE MANY WAYS IN WHICH TO BE DISRUPTIVE TO TEACHERS, TO STUDENTS, TO COMMUNITY MEMBERS. AND SO I ENCOURAGE YOU TO PLEASE CONTINUE ETHNIC STUDIES AND REJECT THE PAST. THANK YOU. >> HELLO. MY NAME IS ALYSSA ARNEY AND I'M SPEAKING ON BEHALF OF FOR ERIC NIELSEN WHO IS A LONG TIME SOCIAL STUDIES TEACHER AND A FIRST TIME DEPARTMENT CHAIR AT BURTON HIGH SCHOOL. AND IN ORDER I'M GOING TO NOT REPEAT WHAT OTHERS HAVE SAID
BUT BEYOND THAT TAKING AWAY ETHNIC STUDIES FROM THE FRESHMAN YEAR WOULD BE INCREDIBLY DISRUPTIVE TO THE THE ENTIRE SCHOOL. 75% OF OUR FRESHMEN TAKE ETHNIC STUDIES AND THIS WOULD DISRUPT OUR ACADEMY PROGRAMS WITH BAND DANCE ART AND OUR WALL TO WALL ACADEMY PROGRAMS. SO MANY OF OUR STUDENTS AND THEIR FAMILIES WOULD BE REALLY HURT AND UPSET TO LEARN THAT THEIR ABILITY TO TAKE BAND AND DANCE WOULD DISAPPEAR BEYOND THAT, ANOTHER INCREDIBLY DIFFICULT ISSUE WOULD BE THE THREAT TO OUR AP PROGRAMS WHICH BURTON HAS WORKED TO BUILD OVER THE LAST DECADE TO FIT INTO THE SCHEDULE AS IT IS WE HAVE BETWEEN 108 EXCUSE ME 80 TO 120 HISTORY STUDENTS EVERY YEAR WHO TAKE AP WORLD HISTORY AND THAT WOULD BE DISRUPTED. >> THANK YOU. THAT CONCLUDES IN-PERSON PUBLIC COMMENT. MOVE ON TO THANK YOU VERY MUCH. THANK YOU TO MEMBERS OF THE PUBLIC FOR TAKING THE TIME TO JOIN US THIS EVENING TO SHARE YOUR THOUGHTS AND EXPERIENCES WITH US.
A REMINDER THAT THE PUBLIC MAY CONTINUE TO SHARE THEIR COMMENTS FORMALLY BY EMAILING THE BOARD OFFICE AT BOARD OFFICE AT US IF YOU SEE THAT EDU TILL I'M A STUDENT I CAN FOCUS GOVERNANCE THE SUPERINTENDENT AND HER TEAM. I'M SORRY PRESIDENT CAME TO DO A VIRTUAL PUBLIC COMMENT. OH GOSH YES PLEASE. ALL RIGHT, GREAT. WE'RE GOING TO START WITH STUDENTS. SO I SEE A BUNCH OF HANDS RAISED. HOPEFULLY YOU ARE STUDENTS. IF NOT, WOULD YOU PLEASE LOWER THEM? WE ARE GOING TO ANY STUDENT CAN SPEAK ON ANY TOPIC. CAN THAT BE REPEATED IN SPANISH AND CHINESE PLEASE AND NOT JUST IN THIS MOMENT IS MOMENT OF PARALYSIS STUDENTS SEE EITHER ONE COMMENTATOR WHAT IS THIS CLASS? YES. YOU GO ON FOR A SECOND. YOU WANT TO KNOW YOUR FAULT YOU KNOW WATCHING A GUY OKAY SO I THANK YOU. THANK YOU AGAIN. ANY STUDENTS SEEING NONE. WE WILL MOVE ON TO AGENDA ITEMS.
ARE THERE ANYONE WHO WOULD LIKE TO SPEAK TO AGENDA ITEMS THIS EVENING? PLEASE HAVE IT REPEATED IN SPANISH AND CHINESE AS WELL . WHEN I'LL JUST PUT THIS ON MY NOTES HE CAN SET UP AN HOUR THERE ALONE. IS THAT IN OUR CLASS? YES. I'M ALSO GOING TO INVITE YOU TO SPEAK ON YOUR VISION TO WHAT YOU WANT TO YOU SHOULD GET. I WOULD LIKE TO BEGIN WATCHING RACHEL. THANK YOU. THANK YOU, CHRIS CLOSE I'M CHRIS KLAUS, THE SPEED DEPARTMENT HEAD AT WASHINGTON HIGH SCHOOL AND A CURRENT S.Y. TEACHER AT LAW. I'M VERY CONCERNED ABOUT RUMORS OF SUPPOSED PAUSING ETHNIC STUDIES AS A GRADUATION REQUIREMENT STARTING NEXT YEAR. THIS WOULD THROW THE SCHEDULES FOR INCOMING FRESHMEN INTO CHAOS AT WASHINGTON AND DEPRIVE OUR STUDENTS OF MEANINGFUL INSTRUCTION IN AND EXPOSURE TO OTHER CULTURES INCLUDING THE SCHEDULES BY THE WAY OF OUR STUDENTS WITH IEPS WHO HAD TRANSITION MEETINGS IN MAY. ADDITIONALLY, IT WOULD CREATE CHAOS FOR THE MASTER SCHEDULES OF CLASSES OF HIGH SCHOOLS WHICH ARE PREPARED FOR THE NEW YEAR AT THE END OF THE PREVIOUS YEAR BECAUSE THEY WOULD NEED TO BE MAJORLY ALTERED IN THE
ROUGHLY TWO WEEKS BEFORE SCHOOL STARTS AFTER ADMIN RETURN TO THEIR SITES TEACHERS WERE TOLD WHAT TO PREPARE TO TEACH BEFORE THE YEAR ENDED AND MAKING A DECISION LIKE THIS NOW WOULD THROW THOSE PREPARATIONS OUT THE WINDOW. I'M ALSO CONCERNED ABOUT THE DISTRICT WASTING MONEY ON A LAST MINUTE CURRICULUM CHANGE THAT COULD BE BETTER SPENT ON PREPARATION FOR THINGS LIKE S Y NEXT SUMMER OR FUNDING FOR NEEDED STUDENT SUPPLIES LIKE CHROMEBOOKS FOR STUDENTS IN OUR SUMMER PROGRAMS. PLEASE DO NOT MAKE A LAST MINUTE DECISION ESPECIALLY WITHOUT OPPORTUNITIES FOR COMMUNITY FEEDBACK FROM ALL STAKE OUT STAKEHOLDERS. THANK YOU. >> I'D LIKE TO REMIND THE PUBLIC THAT ETHNIC STUDIES IS NOT ON THE AGENDA THIS EVENING SO IF THERE'S ANYBODY WHO WOULD LIKE TO SPEAK TO AN AGENDA ITEM AT THIS TIME PLEASE RAISE YOUR HAND. OKAY MOVING ON TO NON AGENDA ITEMS IF YOU'D LIKE TO SPEAK TO A NON AGENDA ITEM PLEASE RAISE YOUR HAND. THEY'LL BE REPEATED IN SPANISH AND CHINESE PLEASE WHEN A NOTICE WHATEVER THEY WANT TO SEE IS TO GET A LOT OF REQUESTS
GOING TO STAND UNLESS YOU KNOW THAT SOME ELEMENT CAN ACCESS >> YOUR FEES AND GO HOME AND GET WELL. THANK YOU SO MUCH. THANK YOU. THANK YOU MOHAMMED. GOOD EVENING. MY NAME IS MUHAMMAD CHECK. I'M THE ORGANIZING DIRECTOR AT THE ARAB RESOURCE AND ORGANIZING CENTER AND I WORK WITH HIGH SCHOOL AGED ARAB MUSLIM SWAPNA AND IMMIGRANT YOUTH IN SAN FRANCISCO. IT'S TRULY DISHEARTENING TO HEAR THAT THIS BOARD IS CONSIDERING JUST ENROLLING STUDENTS FROM ETHNIC STUDIES FOR THE NEXT SCHOOL YEAR AT A TIME WHEN WE'RE SEEING OUR COMMUNITIES AND OUR EDUCATION COME UNDER ATTACK IN THIS COUNTRY AND SPECIFICALLY EDUCATION THAT PROMOTES ANTI-RACISM AND INCLUSIVITY. IF YOU MOVE FORWARD WITH THIS YOU WILL NOT ONLY BE CONCEDING DEFEAT AT A TIME WHEN WE NEED ELECTED OFFICIALS TO BE BOLD LEADERS BUT IT WILL BE A MOVE TO ALIGN SAN FRANCISCO'S EDUCATION WITH THE GOALS OF POLITICAL FAR RIGHT RACIST INTEREST GROUPS WHO HAVE A LONG DOCUMENTED TRACK RECORD OF ATTACKING ETHNIC STUDIES PROGRAMS IN CALIFORNIA
AND ACROSS THE COUNTRY. WE'RE URGING YOU TO MAINTAIN OUR STUDENTS IN ETHNIC STUDIES WHICH BY ALL ACCOUNTS AND METRICS IS ONE OF THE MOST SUCCESSFUL PROGRAMS IN OUR DISTRICT'S. SO OUR UNDIVIDED ATTENTION IS ON THIS PLEASE DO NOT DO AWAY WITH ETHNIC STUDIES FOR NEXT YEAR. THANK YOU. THANK YOU. JUST AS IRAQ. HI, MY NAME IS LAURA KATHWARI. I AM THE EXECUTIVE DIRECTOR OF IRAQ THE ARAB RESOURCE AND ORGANIZING CENTER. I'M ALSO A FACULTY MEMBER IN THE COLLEGE OF ETHNIC STUDIES AND I'M HERE TO UNDERSCORE WHAT'S ALREADY BEEN STATED. I HOPE THAT YOU ARE HEARING WITH FACULTY SEE WHAT STUDENTS AND THE PRINCIPALS ARE SAYING THEIR VOICES SPEAK FOR THEMSELVES. THEY'VE MADE IT LOUD AND CLEAR THAT A DECISION TO DISENROLL STUDENTS FROM ETHNIC STUDIES THIS YEAR WOULD BE DISASTROUS. I DO I DO BELIEVE THAT YOU ALL WILL DO WHAT IS NECESSARY TO ENSURE THAT WE ARE TAKING CARE OF EVERYBODY IN SAN FRANCISCO, PARTICULARLY THE MOST VULNERABLE IN THIS POLITICAL
CLIMATE AND THAT CAME TO THE INTEREST OF AT BEST MISGUIDED POLITICAL INTEREST GROUPS AND AT WORST ISLAMOPHOBIC AND RACIST POLITICAL INTEREST GROUPS. SO THANK YOU FOR HEARING THE MAJORITY OF SAN FRANCISCANS AND ACTUALLY DOING WHAT'S NECESSARY IN THIS MOMENT BEING COURAGEOUS IN DEFENDING WHAT NEEDS TO BE DEFENDED WHEN IT MATTERS MOST. THANK YOU RESEARCH ACCOUNTABILITY GROUP HI. >> SORRY IT'S MY WORK AGAIN. MY NAME IS SAM ARABIE. I'M A EIGHT YEAR RESIDENT OF DISTRICT EIGHT, A PROUD UNCLE OF FIVE AND I'M ALSO SPEAKING ON THIS ETHNIC STUDIES ISSUE. I'M REALLY FEELING GREAT ABOUT THE NUMBER OF EDUCATORS HERE WHO ARE SPEAKING TO THE IMPORTANCE OF ETHNIC STUDIES AND AS SOMEBODY WHO'S WATCHING KIDS COME UP THROUGH THE SYSTEM ,I'VE ALWAYS TAKEN A LOT OF PRIDE IN SELF THESE ROLE AS A LEADER IN EDUCATIONAL JUSTICE AND I WORRY THAT THERE'S THERE'S A CLEAR FLIP HAPPENING FROM THAT EDUCATIONAL JUSTICE PERSPECTIVE TO BECOMING BASICALLY ANOTHER IN A LONG EXAMPLE OF TRUMP STYLE
BACKLASHES AGAINST AN INCLUSIVE CURRICULA AND I WOULD JUST REALLY URGE YOU ALL TO CONSIDER THE FACT THAT ETHNIC STUDIES HAS BEEN EFFECTIVE. IT'S A KEY PIECE OF AN ANTI-RACIST EDUCATION AND I WAS HEARTENED TO HEAR THE OPENING LAND ACKNOWLEDGMENTS AND I THINK IF WE TAKE THOSE KINDS OF THINGS SERIOUSLY AND WE TAKE THE INDIGENOUS STEWARDSHIP STEWARDSHIP OF OUR LAND SERIOUSLY, THAT ALSO MEANS WE HAVE TO INCORPORATE THAT KIND OF ANALYSIS INTO OUR CURRICULUM AND MAKE SURE OUR STUDENTS HAVE SPACE TO TALK ABOUT THINGS LIKE THAT. WE KNOW THAT IT'S BEEN EFFECTIVE. THANK YOU THAT YOUR TIME YOUR MINUTE. THANK YOU. THANK YOU. AARON HORN HI. I AM WITH A BOARD MEMBER OF PARENTS FOR PUBLIC SCHOOLS OF SAN FRANCISCO. I'M SPEAKING ON A DIFFERENT TOPIC BUT I AM IN SUPPORT OF WHAT EVERYBODY ELSE SAID AND I HAVE BEEN RAISING THE CONCERN AND AND REQUEST OVER THE YEARS. I AM A BLIND WOMAN WHO THE WHAT THE DISTRICT WEBSITE ESPECIALLY THE BOARD OF EDUCATION LINKS TO AGENDAS AND FINDING THE ZOOM
LINK FOR MEETINGS IS NOT ACCESSIBLE FOR PEOPLE WHO ARE BLIND. IT DOES NOT WORK WITH SCREEN READER PROGRAMS OR VOICEOVER ON SMARTPHONES SO I AM NEVER ABLE TO VIEW THE AGENDA. THERE WAS I SAW A DRAFT SUPERINTENDENT EVALUATION THAT I WAS NOT ABLE TO READ BECAUSE GOOGLE DOCS ESPECIALLY GOOGLE SHEETS ARE NOT ACCESSIBLE SO PLEASE ALLOW FOR INCLUSION. THERE IS A VERY LARGE POPULATION OF PEOPLE WHO ARE BLIND AND VISUALLY IMPAIRED OR PEOPLE WHO ARE OLDER AND IN THE CITY WHO MAY NOT BE ABLE TO READ THE PRINT ON A COMPUTER SCREEN PLEASE CONTRIBUTE AND MAKE YOUR WEBSITES AND ALL DOCUMENT MORE ACCESSIBLE. THANK YOU ASHA OR SHIA ASHA SHIA LE PARISIEN ARE GOING TO END UP A YOU KNOW THAT A SYMBOL OF WHAT THE L.A. SAYS ISLAM'S PHONE. >> HI EVERYONE. MY NAME IS ISLAM HASSAN AND I WAS BORN AND RAISED IN SAN
FRANCISCO AND I'M SPEAKING ON BEHALF OF THE IMPORTANCE OF CONTINUING TO THE IMPORTANCE OF ETHNIC STUDIES AND NOT DIS ENROLLING OUR S.F. US THE NINTH GRADERS FROM ETHNIC STUDIES. IT IS AN INCREDIBLY IMPORTANT TOPIC IN GENERAL AND I AM AS SOMEONE WHO WAS RAISED IN SAN FRANCISCO AND AS SOMEONE WHO WAS EDUCATED BY SF USD I AM I'M HONESTLY FEELING A BIT APPALLED THAT THIS IS EVEN BEING CONSIDERED AND I REALLY REALLY URGE YOU ALL TO LOOK AT THE IMPORTANCE OF EDUCATING OUR YOUNG MINDS AND EMPOWERING THEM TO BE EDUCATED AND YOU KNOW ANTI RACIST AND ETHNIC STUDIES IN GENERAL AND I ECHO WHAT FOLKS HAVE SAID BEFORE ME AND REALLY HOPE THAT YOU ALL MAKE THE RIGHT CHOICE. >> AND I ALSO THANK YOU FOR YOUR TIME TO JUST SAY THAT I SUPPORT MAKING ZOOM MORE ACCESSIBLE FOR DIFFERENTLY ABLED FOLKS AS WELL. THANK YOU. THANK YOU. A GUEST. >> HI MY NAME IS SALMA.
I WORK WITH THE ARAB RESOURCE AND ORGANIZING CENTER ALONGSIDE ARAB YOUTH AND COMMUNITY MEMBERS THAT ARE DIRECTLY AFFECTED BY THE DECISION REGARDING THE ETHNIC STUDIES PROGRAM. >> I WANT TO EMPHASIZE THAT THE CONSIDERATION OF PAUSING THIS HIGHLY SUCCESSFUL PROGRAM IS NOT ONLY HARMFUL TO THE STUDENTS AND THE TEACHERS THAT ARE GOING TO HAVE TO READJUST AT THE EXPENSE OF STUDENTS LONG TERM SUCCESS BUT IT ALSO SETS A REALLY DANGEROUS PRECEDENT FOR THE TRUMP ADMINISTRATION'S ATTACKS ON EQUITY ACROSS THE BOARD TO MAKE THEIR WAY INTO OUR CITY. THIS PROPOSITION SERVES AS A LITMUS TEST FOR THE CITY'S WILLINGNESS TO OPPOSE ATTACKS ON OUR EDUCATION SYSTEM, OUR YOUTH AND COMMUNITIES OF COLOR. AND I HOPE THAT THIS DECISION CAN BE MADE ALONGSIDE THE PEOPLE THAT IT AFFECTS THE STUDENTS, THE EDUCATORS, PARENTS AND COMMUNITY MEMBERS. THANK YOU. THANK YOU. IT'S ALSO ERIC GUEST. YOU. HELLO. THANK YOU FOR YOUR PATIENCE. MY NAME IS A SHIA BOMANI UJIRI AND I AM A SAN FRANCISCO NATIVE
AND I'VE GONE TO SAN FRANCISCO SCHOOLS MY WHOLE LIFE. BORN TO A MOTHER AND FATHER WHO WENT THERE AS A FEW THESE SCHOOLS WENT TO SAN FRANCISCO PUBLIC SCHOOLS KINDERGARTEN THROUGH COLLEGE AND I HAVE BEEN A TEACHER WITH A SUBSIDY FROM THE PAST SEVEN YEARS. I'VE BEEN WITH A SUBSIDY FOR EIGHT YEARS AND I'M SPEAKING ALONG WITH MY COLLEAGUES SAYING THE TRAVESTY OF PAUSING ETHNIC STUDIES ARE CANCELING ETHNIC STUDIES. WHEN I WORKED IN ALTERNATIVE EDUCATION IN COUNTY SCHOOLS FROM STUDENTS HAVE BEEN KICKED OUT OF THE DISTRICT WHEN ETHNIC STUDIES WAS THE ONE THING THAT CATAPULTED THEM TOWARDS GRADUATION. THAT IS WHY THEY ARE SUCCESSFUL NOW AS YOUR TSA AGENTS AS YOU RECEIVE CANDY WORKERS AS PARAS IN FOUR CLASSROOMS RIGHT NOW BECAUSE OF WHAT ETHNIC STUDIES EMPOWERED THEM TO DO WHO ARE CONTINUING THEIR ETHNIC STUDIES EDUCATION AND SECONDARY IN THEIR SECONDARY EDUCATION JOURNEYS. AND WHILE WE HAVE CRITIQUES ON ETHNIC STUDIES AND SAYING THAT IT'S BRAINWASHING AND IT'S RACIST AND ALL OF THESE THINGS IT ONE OF THE ARTICLES POINTED TO THE CALIFORNIA MODEL ETHNIC
STUDIES CURRICULUM WHICH STATES IN ITS VALUE. THANK YOU. THAT'S YOUR TIME. I'M SORRY TO INTERRUPT. THANK YOU. GO TO IRAQ GUEST ONE MORE TIME . OKAY. >> THAT CONCLUDES A PUBLIC COMMENT. PRESIDENT KIM THANK YOU AGAIN AND APOLOGIES FOR MY CONFUSION. THANK YOU AGAIN TO ALL THE MEMBERS OF THE PUBLIC FOR JOINING AT THIS TIME AND SHARING YOUR THOUGHTS. AND I'LL JUST REMIND THE FOLKS ONLINE THAT ADDITIONAL PUBLIC COMMENT MAY BE CONTINUED TO BE SHARED WITH US FORMALLY BY EMAILING THE BOARD OFFICE AT BOARD OFFICER S.F. SO THAT YOU'D TO ALIGN WITH CNN'S FOCUS GOVERNANCE, THE SUPERINTENDENT AND OUR TEAM OUR TASK OF PROVIDING A DRAFT OF EACH AGENDA 12 DAYS IN ADVANCE ONCE THAT DRAFT AGENDA IS MADE PUBLIC ON OUR WEBSITE BOARD MEMBERS HAVE MADE A COMMITMENT TO SUBMIT CLARIFYING AND TACTICAL QUESTIONS AND STAFF HAVE MADE A COMMITMENT TO RESPOND TO THOSE QUESTIONS IN ADVANCE OF EACH BOARD MEETING. THIS Q&A IS LINKED INTO EACH
BOARD AGENDA ON BOARD DOCS WE INVITE THE PUBLIC TO REVIEW THESE QUESTIONS AND ANSWERS ALONGSIDE OUR DISCUSSIONS TODAY BEFORE WE GO INTO ACTION ITEMS I WANT TO ACKNOWLEDGE TO THE BOARD I HAVE REQUESTED GIVEN THAT MANY OF THESE ITEMS ARE THE SECOND READING THAT WE MOVE FROM THE PRESENTATION ITSELF TO DIRECTLY BOARD RELATED QUESTIONS AND SO WE'LL HAVE AN OPPORTUNITY TO JUST OPEN IT UP DIRECTLY FOR QUESTIONS. THE ONE EXCEPTION HERE BEING IN SORRY HOWEVER THE SAME MATERIALS AND UPDATED MATERIALS CAN BE FOUND ON BOARD DOCS SO THOSE ARE AVAILABLE FROM STAFF. >> THE ONE EXCEPTION HERE IS WHICH ONE BUDGET? UH NO IT WAS FRONT LINE UPDATE IT PRESENTATION IS COMING. >> YES. YES. THE EL CAP LAST WEEK WE HEARD EL CAP RECOMMENDATIONS FROM THE EL CAP ADVISORY COMMITTEE BUT WE DID NOT ACTUALLY GET AN EL CAP PRESENTATION. SO DOES THAT ALIGN STAFF RESPONSES? NO. WHAT IS HERE ON THE AGENDA IS A LOT MORE THAN STAFF RESPONSES. IT'S IT'S THE THE FULL EL CAP ACTUALLY AND THE EXPENDITURE PLAN SO WE'RE NOT REVIEWING
THAT AT ALL WITH THE PUBLIC FOR EVERY ITEM STAFF WILL BE COMING TO THE DAIS AND THEY'LL THEY'LL HAVE AN OPPORTUNITY TO ANSWER QUESTIONS AND AND SO WE CAN ASK FOR MORE OF A FULLER PRESENTATION IF THAT'S REQUESTED. BUT THE GUIDANCE I GAVE TO STAFF PRIOR TO TODAY WAS TO STILL PREP THE MATERIALS AND BE READY AND AVAILABLE TO ANSWER QUESTIONS BUT THAT WE WOULD MOVE THROUGH THEM QUITE QUICKLY. SO IF THERE'S AN IF THERE'S A REQUEST HERE TO ACTUALLY HAVE STAFF PRESENT SOMETHING WE CAN STILL DO THAT WELL, I'M NOT SURE EXACTLY WHAT MY REQUEST IS BUT I FEEL LIKE ASKING STAFF TO SPEND A LOT OF THEIR TIME PUTTING TOGETHER PRESENTATIONS FOR US THAT THEN WE DON'T EVEN REVIEW IN PUBLIC OR JUST YOU KNOW, DISMISS THEM AND THAT SEEMS VERY DISRESPECTFUL TO ME. SO AT A BARE MINIMUM I WANT TO MAKE SURE THAT WE HONOR ALL THE WORK THAT THE STAFF HAS DONE AT OUR REQUEST TO PRESENT THIS PUBLICLY BECAUSE AS WE TALKED ABOUT LAST WEEK, THERE'S NO OTHER PLACE FOR THE PUBLIC TO INTERACT. I MEAN LIKE WE DON'T HAVE OUR WORK DONE AS A AS A BOARD TO PROVIDE ANY OTHER PLATE AS WE
JUST HEARD IN PUBLIC COMMENT WHERE WHERE ELSE ARE WE GOING TO HAVE THIS PUBLIC DIALOG AROUND THE BIGGEST CHUNK OF MONEY THAT WE GET AND USE AS A DISTRICT? SO AGAIN STAFF WILL COME TO THE DAIS AND HAVE AN OPPORTUNITY TO HEAR FROM THE BOARD IF IF THE REQUEST IS THERE FOR THEM TO PRESENT THEY THEY THE REQUEST CAN BE MADE TO PRESENT YEAH YEAH THE DOCUMENTS I MEAN ALL THE OTHER PROCESSES WERE THERE THAT THEY DID UPLOAD THE MATERIALS. SO LET ME ASK A CLARIFYING QUESTION IS THIS WAS THIS EXPECTATION MADE BEFORE THIS BOARD MEETING TO STAFF OR IS THIS A SHIFT BECAUSE OF OUR TIME CONSTRAINTS AND HAVING TO GET BACK INTO CLOSED SESSION? >> WE DISCUSSED THIS AS PART OF LEADERSHIP TEAM MEETING. YEAH, I THINK WE CAN ASK A QUESTION. >> I MAY BE I MAY BE MISREMEMBERING SO PLEASE TELL ME IF I AM BUT WHAT I REMEMBER IS THAT LAST TIME THE STAFF RECOMMENDATIONS WEREN'T THERE BUT THAT THERE WAS WE DID HAVE DISCUSSIONS TO SOME EXTENT
ABOUT THE EL CAP. IT'S THE STAFF RECOMMENDATIONS THAT I THINK ARE THE NEW PIECE. IS THAT CORRECT? SO THEN SO THAT IS CORRECT. THE OTHER THINGS LIKE THERE WAS A QUESTION FROM VICE PRESIDENT HULING IF THERE ARE ANY CHANGES TO THE BUDGET TO PLEASE PRESENT THAT AS WELL. SO THAT WILL BE COMING AS WELL. I THINK IT'S JUST LIKE ONE 1 OR 2 SLIDES, ONE SLIDE THAT ARTICULATES THE CHANGES FROM ANYTHING THAT HAPPENED FROM THE LAST MEETING. SO THOSE ALL OF THAT IS AVAILABLE ON BOARD DOCS. OKAY. WELL I DO OFFICIALLY REQUEST THE PRESENTATION THAT IS IN THE SLIDES BE GIVEN ITS FULL TIME TO BE SHARED WITH US. >> OKAY. OKAY. DO YOU NEED TO DO ANYTHING TO PREP STAFF FOR THAT? YEAH. OKAY. THEY'RE HERE. YEAH. OKAY. OKAY. ANY OTHER QUESTIONS ABOUT OUR PROCESS TODAY? OKAY. YES, COMMISSIONER ALEXANDER? YES.
OH, HE'S NOT ON. OKAY. OKAY. MOVING TO ITEM F WHAT ITEM 1256-17P3 SUPERINTENDENTS PROPOSAL FOR FISCAL YEAR 2526 RECOMMENDED BUDGET CODE PRESIDENT KIM ARE YOU THE ITEMS CAN I GO AHEAD AND THE THIRD ITEM OKAY WE MOVED TO THE TO BE NUMBER ONE. OKAY I'M GOING TO GO AHEAD AND CHANGE THAT ON THE SCRIPT HERE JUST SO WE HAVE IT ITEM F THREE WHICH IS 256-17 SP2 ANNUAL UPDATE TO THE 2427 LOCAL CONTROL AND ACCOUNTABILITY PLAN FOR THE SAN FRANCISCO COUNTY OFFICE OF EDUCATION AND THE START SCHOOL UNIFIED SCHOOL DISTRICT KIND OF A MOTION AND A SECOND PLEASE SO MOVED I WILL PASS IT ON TO THE SUPERINTENDENT TO READ THIS INTO THE RECORD A SECOND SECOND OH SORRY. I'LL PASS THIS ON TO THE SUPERINTENDENT TO READ THIS INTO THE RECORD. >> THANK YOU PRESIDENT KIM AND I'M GOING TO GO AHEAD AND PASS THIS RIGHT OVER TO OH TWO STAFF TO PROVIDE A PRESENTATION. TIM BURKE OUR EL CAB DIRECTOR EMERY GORDON, OUR INTERIM CFO
AND MELILLO SMITH EXTRAORDINAIRE STAFF OF 60. GOOD EVENING BOARD COMMISSIONERS PRESIDENT KIM VICE PRESIDENT HULING SUPERINTENDENT SOO PLEASED TO BE WITH YOU HERE TONIGHT. JUST TO WANT TO CONFIRM JETSON THAT WE WILL CALL UP OUR SLIDES FOR TONIGHT. WE ARE PREPARED TO MAKE A PRESENTATION AND ALSO PREPARED TO BE A SUCCINCT AS WE CAN KNOWING THAT WE HAVE MUCH, MUCH ADO AND THAT WE DID HEAR FROM PARENTS COMMITTEE MEMBERS LAST WEEK. >> I'M JOINED BY MY COLLEAGUE THE MASTER OF ALL THINGS BUDGET EMERY GORDON WHO IS BUDGET IS A CRUCIAL COMPONENT TO OUR EL CAP AS WE KNOW AND MELILLO SMITH ALSO WHO WILL BE PRESENTING SOON ON THE STATE OF OUR BUDGET SO THREE MAIN OBJECTIVES FOR TONIGHT IS FIRST TO JUST REVIEW AND ORIENT TO THE COMPONENTS OF THE EL CAP INCLUDING SECTIONS SUCH AS THE BUDGET OVERVIEW FOR PARENTS THE PRIORITY ACTIONS IN SERVICE THAT WE ALIGNED THE EL CAP ACTIONS TO THE VISION VALUES GOALS AND GUARDRAILS. WE WANT TO TAKE THIS
OPPORTUNITY TO RESPOND AS THE DISTRICT TO THE EL CAP PARENT ADVISORY COMMITTEE PRIORITY RECOMMENDATIONS AND THEN DISCUSS QUESTIONS CONSIDERATIONS COMMENTS FROM THE BOARD. SO NEXT SLIDE PLEASE. THANK YOU. WHAT IS IN THE CAP? WANT TO TAKE AN OPPORTUNITY TO JUST ORIENTATE TO THE EL CAP DOCUMENT ITSELF? >> IT'S A VERY COMPLEX TEMPLATE FROM THE CDE THAT DISTRICTS ARE REQUIRED TO UPDATE ANNUALLY. THE FIRST SECTION IS WHAT'S CALLED THE BUDGET OVERVIEW FOR PARENTS. >> I MAY SAY THAT THAT MAY BE A BIT OF A MISNOMER BECAUSE IT'S NOT THE MOST FRIENDLY TEMPLATE BUT IT IS ONE REQUIRED FROM THE CDE TO PRESENT ON THE SECOND SECTION IS THE PLAN SUMMARY AND THE PLAN SUMMARY IS A SUMMARY OF EACH LAYERS DEMOGRAPHICS, THE STATE AND LOCAL INDICATOR RESULTS AND HIGHLIGHTS FROM THE EL CAP. THE THIRD SECTION IS HOW WE'VE GONE ABOUT EACH YEAR EACH YEAR UPDATING OUR EL CAP BASED ON COMMUNITY INPUT. SO THIS IS CALLED THE EDUCATION ENGAGING EDUCATIONAL PARTNER
SECTION AND HIGHLIGHTS THE PROCESSES USED TO ENGAGE EDUCATIONAL PARTNERS AND COMMUNITY BASED ORGANIZATIONS IN THE DEVELOPMENT OF THIS YEAR'S PLAN . >> THIRD, THEN WE HAVE FOUR COMPONENTS TO A SECTION CALLED GOALS AND ACTIONS. SO WE OUTLINED THE EL CAP GOALS THE METRICS FOR WHICH SUCCESS WE WILL DETERMINE SUCCESS AND MEETING THEM A GOAL ANALYSIS SECTION FOR EACH OF THOSE. AND THEN FOURTH THERE ARE THE ACTIONS THEMSELVES AND LASTLY IN THE EL CAP YOU'LL SEE AND ACTIONS TABLE WHERE EACH ONE OF OUR EL CAP ACTIONS IS BROKEN DOWN PER THE RESOURCES THAT WERE ALLOCATING TOWARDS THEM. SO THAT'S A HIGH LEVEL OVERVIEW OF WHAT YOU CAN ACTUALLY FIND IN EVERY EL CAP THROUGHOUT THE STATE OF CALIFORNIA. >> I'M GOING TO HAND IT OVER TO ANDREW GORDON TO JUST HIGHLIGHT AS BOTH A DISTRICT AND A COUNTY WE SUBMIT BOTH A COUNTY BUDGET OVERVIEW FOR PARENTS AND A DISTRICT BUDGET OVERVIEW FOR PARENTS. GOOD EVENING. SO THE YES, THE BUDGET OVERVIEW
FOR PARENTS IS A REQUIRED COMPONENT OF THE EL CAP DOCUMENT. AND THE VISUALS AND THE DATA IS ALL ALIGNED TO THE RECOMMENDED BUDGET THAT WE PRESENTED LAST WEEK AND INCLUDES THE REVISIONS THAT WE MADE FOR SECOND READING THAT YOU'LL SEE LATER THIS EVENING. WE DO WE DO PUT TOGETHER BOTH A BUDGET OVERVIEW FOR THE COUNTY AND FOR THE DISTRICT SO THAT WE HAVE CLARITY AND DISTINCTION BETWEEN THE TWO. WRITE THESE TWO BUDGETS AS BOTH A DISTRICT AND A COUNTY. AND WHAT YOU SEE AS YOU GO THROUGH THE DOCUMENT IS A COMBINATION OF GENERAL BUDGET INFORMATION ABOUT OUR EXPECTED REVENUE, OUR BUDGETED EXPENDITURES AND THEN ADDITIONAL COMPONENTS SPECIFICALLY ABOUT THE AMOUNT OF OUR BUDGET THAT IS MAPPED INTO THE EL CAP ITSELF. THE EL CAP DOES ALLOW US TO TAG ANY FUNDING SOURCE IN OUR BUDGET TO AN EL CAP GOAL OR
ACTION. BUT THE EL CAP ITSELF IS REALLY FOCUSED ON REPORTING AND THE WORK THAT WE DO RELATED TO OUR LCF FOCUS STUDENTS AND THE USE OF OUR LCF SUPPLEMENTAL AND CONCENTRATION GRANT FUNDS. >> SO WE I THINK THERE'S MAYBE SOMETHING WE YOU KNOW WE WE TALK ABOUT IN DISCUSSION BUT IN GENERAL WE'VE THE EL CAP HAS BEEN AN ONGOING CONVERSATION ABOUT WHAT AMOUNT OF OUR BUDGET MAKES SENSE TO INCLUDE IN THE EL CAP BECAUSE WE WANT THE EL CAP TO BE A COMPREHENSIVE DOCUMENT THAT REFLECTS OUR VISION, OUR GOALS AND OUR WORK . BUT WHEN YOU DO THAT EACH ACTION THEN HAS A VERY LARGE DOLLAR AMOUNT ATTACHED TO IT AND IT CAN BE MUCH DIFFICULT, MUCH MORE DIFFICULT TO MONITOR AND REALLY UNDERSTAND WHAT IT MEANS, RIGHT? WHAT IS THE WORK THAT'S HAPPENING UNDERLYING EACH OF THOSE ACTIONS? SO I THINK WE'VE BEEN SORT OF TESTING THIS THIS RIGHT THIS IS THE SECOND YEAR OF A NEW THREE YEAR EL CAP CYCLE. SO WHERE WE HAVE A SMALLER AMOUNT OF OUR OVERALL BUDGET INCLUDED IN THE EL CAP IN A HOPE IN HOPES THAT IT CAN BE MORE PRECISE AND SPECIFIC I
THINK WE CAN ANSWER MORE QUESTIONS. WE'LL SEE A LITTLE BIT MORE INFORMATION ABOUT THAT ON SOME OF THE FOLLOWING SLIDES. BUT I THINK ALL OF THAT TO SAY WHEN YOU LOOK THROUGH THE BUDGET OVERVIEW WHAT THAT IS INTENDED TO DO IS TO PROVIDE A CONSISTENT VISUAL DISPLAY OF BUDGET INFORMATION FOR EVERY LGA IN THE STATE OF CALIFORNIA REGARDING THEIR BUDGET AND THEIR EL CAP. NEXT SLIDE PLEASE. SO WITH THAT LAST YEAR WAS WE MAPPED A BRAND NEW EL CAP A FIRST OF THREE YEAR L KEPT THIS THE FIRST TIME WE ACTUALLY SHRUNK THE CHANGE IN THE EL CAP SINCE IT CAME OUT AS A TEMPLATE FROM THE STATE IN 2013 AND WANTING TO BE VERY SPECIFIC AND ALIGNING OUR PRIORITY GOALS AND ACTIONS IN THE EL CAP TO THE VISION VALUES GOALS AND GUARDRAILS THAT THE BOARD HAS ESTABLISHED FOR US. SO WE'VE SHRUNK THE CHANGE AS I SAID, BUT WE'VE ALSO MADE SURE THAT WE'RE ADDRESSING ALL OF THE LCF, THE LOCAL CONTROL FUNDING FORMULA PRIORITIES AS REQUIRED BY THE STATE.
WE HAVE FIVE GOALS 43 TOTAL ACTIONS. AND ON THE NEXT SLIDE I WANT TO HIGHLIGHT WHICH PRIORITY ACTIONS WE WILL CONTINUE TO OUR INVESTMENTS IN FOR THE FOLLOWING SCHOOL YEAR AND PLEASE EXCUSE THE FONT AND THE SIZE. >> ALL OF THESE DOCUMENTS ARE ALSO ATTACHED TO BOARD DOCS AS WELL AS ON TO THE EL CAP ADVISORY WEB PAGE BUT YOU'LL SEE THE MAJORITY OF OUR PRIORITY ACTIONS ARE IN SERVICE OF GOAL ONE STUDENT ACHIEVEMENT, LITERACY, MATH, COLLEGE AND CAREER READINESS. WE ARE INVESTING IN HIGH QUALITY CURRICULA THE FIRST TIME IN OVER 20 YEARS THAT WE'VE ROLLED OUT A LITERACY CURRICULUM AND NEXT YEAR WE'RE GOING TO BE ROLLING OUT A MATH CURRICULUM AND USING DATA ROUTINE ONLY TO INFORM WHAT'S WORKING FOR WHOM AND UNDER WHAT CONDITIONS WE NEED. WE KNOW THAT OUR NEW LITERACY CURRICULUM IS IN SERVICE OF SUPPORTING OUR ENGLISH LANGUAGE DEVELOPMENT. OUR ENGLISH LANGUAGE LEARNERS ARE OUR MULTILINGUAL LEARNERS AS WE CALL THEM HERE IN SAN FRANCISCO PRIORITIZING COLLEGE AND CAREER READINESS RIGHT? EARLY WARNING INDICATORS TO
HELP INDICATE WHEN STUDENTS ARE OFF TRACK AND HOW WE CAN GET THEM BACK ON TRACK FOR COLLEGE AND CAREER READINESS. I'M STRENGTHENING SYSTEMS FOR PROFESSIONAL LEARNING, PROFESSIONAL DEVELOPMENT FOR TEACHERS AND STAFF. COMPONENTS OF THAT ALSO INCLUDE INSTRUCTIONAL LEADERSHIP TEAMS DISTRIBUTING LEADERSHIP FROM THE PRINCIPAL LOAN TO TEACHER LEADERS TO STAFF TO HAVE A VOICE IN PLANNING AND LOOKING AT DATA AND TAKING ACTION WITH THEIR PARTICULAR LANE GRADE LEVEL COLLABORATION AND ANOTHER MAJOR INVESTMENT THAT WE'RE GOING TO CONTINUE IN IS INSTRUCTIONAL COACHING. >> SO EACH EL CAP GOAL KIND OF HAS THOSE PRIORITY ACTIONS ATTACHED TO IT. I DON'T NEED TO TO TO READ THROUGH EACH ONE BUT YOU COULD SEE WHERE THOSE INVESTMENTS ARE CONTINUING IN OUR WORK AND WHERE IT'S OUR THEORY THAT WE BELIEVE IF WE DO THESE THINGS WELL WE WILL SEE CONTINUED RESULTS AND IMPROVEMENT FOR OUR STUDENTS IN SERVICE OF OUR GOALS AND GUARDRAILS. SO THE FOLLOWING FOUR SLIDES I JUST WANT TO HIGHLIGHT AT A GLANCE ARE THE DISTRICT'S
RESPONSE TO THE EL CAP PARENT RECOMMENDATION THAT YOU HEARD LAST WEEK. THESE RECOMMENDATIONS ALIGN WITH WHAT SFI CARES ABOUT AS WELL AND MANY OF THE SUGGESTED ACTIONS DON'T NECESSARILY REQUIRE AN INCREASE IN SERVICES MEANING MORE MONEY BUT RATHER AN IMPROVEMENT IN HOW WE GO ABOUT DOING THOSE SERVICES MORE OPEN LINES OF COMMUNICATION, MORE SPECIFICITY IN HOW WE'RE PROGRESS MONITORING AND MEASURING SUCCESS TOWARDS OUR OUTCOMES. SO THIS FIRST RECOMMENDATION AS YOU SAW LAST WEEK WAS AROUND STAFFING ENSURING STABILITY AND ENSURING RECRUITING AND RETAINMENT OF STAFF AND IS THE NUMBER ONE PRIORITY OF OUR H.R. DEPARTMENT AT THE MOMENT RECRUITING AND RETAINING STAFF, ADMINISTRATORS, TEACHERS, PARAPROFESSIONALS, OUR LABOR PARTNERS AND CENTRAL OFFICE STAFF AND WE KNOW WE'RE GOING TO BE ASKING IN THIS DIRE TIMES ARE UP AGAINST NEXT YEAR STAFF TO DO MORE WITH LESS BUT IT'S AROUND CREATING A CULTURE OF OF STAFF WANTING TO BE IN SAN
FRANCISCO STAYING HERE BECAUSE OF THE COLLABORATIVE OPPORTUNITIES TO DO THAT AND RECOGNIZING THEM FOR THOSE SERVICE THAT IS A PRIORITY OF OUR H.R. DEPARTMENT AND YOU CAN SEE I WON'T ENUMERATE THE SPECIFIC RESPONSES TO THERE BUT THEY'RE ALL THERE FOR FURTHER DIALOG AND I CAN DO MY BEST TO REPRESENT EACH OF THE DEPARTMENTS TONIGHT SO YOU'LL SEE OUR RESPONSE TO THE NEXT RECOMMENDATION ON MENTAL HEALTH AND WELLNESS THEN FOLLOWED BY INCREASING INTERVENTIONS TARGETED INTERVENTIONS FOR STUDENTS TO HAVE OPPORTUNITY FOR IMPROVEMENT AND THEN LASTLY RESPONSE TO BUILDING STAFF CAPACITY, PARTNERING BETTER WITH PARENTS AND OUR PARENT ADVISORS TO BUILD STAFF CAPACITY AROUND CULTURAL AWARENESS, CULTURAL SENSE OF BELONGING AND INCLUSION. >> THE FOLLOWING TWO SLIDES ARE JUST IF YOU WANT TO GO ON TO THE NEXT SLIDE IS JUST AN OPPORTUNITY TO PROVIDE KIND OF A AT A GLANCE THE EL CAP IS IN OVER 100 PAGE DOCUMENT SO THIS IS A SUMMARY OF HIGHLIGHTS
CHARACTERISTICS OF OUR SCHOOL DISTRICT WHAT THE STATE HAS RECOGNIZED US FOR, WHERE WE NEED TO IMPROVE THAT'S A PROCESS CALLED DIFFERENTIATED ASSISTANCE AND THEN ON THE BACK PAGE IN THE NEXT SLIDE YOU CAN SEE OUR PRIORITY ACTIONS IN ALIGNMENT TO OUR GOALS AND THAT WAS ALL THAT I HAD PREPARED FOR YOU TONIGHT. I WANTED TO GIVE THE OPPORTUNITY THEN OPEN BACK UP TO YOU FOR QUESTIONS, CONSIDERATIONS AND COMMENTS QUESTIONS FROM THE BOARD COMMISSIONER FISHER ANYONE ELSE DO YOU WANT? SO THANK YOU VERY MUCH FOR BEING HERE YET AGAIN WEEK AFTER WEEK. I APPRECIATE YOU ALL. I HAD A DO YOU WANT ME TO ASK ALL MY QUESTIONS NOW OR TWO MINUTES BUT DO YOU WANT IT RATHER THAN OKAY OKAY SO THE BOP THAT YOU MENTIONED SO WHEN WAS THAT ADDED TO THE L CAP TEMPLATE? THAT'S QUESTION ONE TO THE L CAP ITSELF IS VERY DENSE AND HARD TO READ AND SO I'M WONDERING IF YOU HAVE ANY RECOMMENDATIONS FOR MAKING IT
MORE ACCESSIBLE FOR FOR FAMILIES IN A COMMUNITY MEMBERS AND THOSE WHO REALLY WOULD LOVE TO USE THIS AS AN ACCOUNTABILITY TOOL AND JUST I THINK MY LAST COMMENT IS REALLY FOR THE SUPERINTENDENT AND THE LEADERSHIP TEAM AS MUCH AS THE EL CAP TEAM. BUT THESE RESPONSES TO THE ADVISORIES RECOMMENDATIONS SEEM TO READ TO ME AS EXPLANATION OF WHAT WE'RE ALREADY DOING AND THE ADVISOR RHEE'S RECOMMENDATIONS TO ME FELT LIKE A REQUEST FOR MORE IN THESE PARTICULAR AREAS AND SO IN THAT SPIRIT I'D LIKE TO ASK FOR A LITTLE BIT MORE HERE TO ACTUALLY AND UNDERSTAND LIKE YOU KNOW FOR EXAMPLE MTS YOU KNOW WE'VE HAD CONVERSATION AFTER CONVERSATION AFTER CONVERSATION WITH THE CAC AND OTHER ADVISORY COMMITTEES AND WE HAVE A HUGE GAPING HOLE WHEN IT COMES TO MTS AND SO I, I DON'T THINK THIS IS AN OPPORTUNITY FOR US TO BE DEFENSIVE ABOUT WHAT WE'RE DOING BUT AN OPPORTUNITY TO EXPLORE AREAS WHERE WE NEED TO
DO BETTER. SO I'M WONDERING IF IF WE COULD MAYBE GO A LITTLE BIT DEEPER INTO SOME OF OUR RESPONSE TO THESE RECOMMENDATIONS IN THAT RESPECT AS WELL. I RECOGNIZE THESE RECOMMENDATIONS WERE PROVIDED LAST WEEK SO NOT A LOT OF TIME TO RESPOND BUT I DO AND I DO APPRECIATE HOW QUICKLY YOU PUT THIS TOGETHER. SO THANK YOU. I CAN START WITH WHEN THE BUDGET OVERVIEW FOR PARENTS WAS INCORPORATED INTO THE L CAP IT WAS ADDED FOR THE 20 1920 L CAP FOR THE FIRST TIME SO IT WAS INCLUDED IN SPRING 2019 WAS THE FIRST TIME THAT IT WAS PART OF THE L CAP WE'VE USED OTHER SERVICES TO SUPPORT WITH SOME OF THE PRESENTATION OF THE INFORMATION AND SO WE HADN'T WE HAVEN'T ALWAYS IT'S ALWAYS A REQUIREMENT THAT IT'S INCLUDED BUT WE'VE ALSO HAD THESE LIKE BUDGET AT A GLANCE OR L CAP AT A GLANCE DOCUMENTS TO HELP WITH SOME OF THE PRESENTATION OF INFORMATION REGARDING AN EXECUTIVE SUMMARY. THERE IS NO TEMPLATE OUT THERE FROM THE CITY ABOUT HOW TO
ACTUALLY MAKE THIS TOOL MORE ACCESSIBLE FOR FAMILIES. THAT IS THE WORK I STRIVE TO DO SINCE I'VE COME ON TO THIS ROLE OVER TWO YEARS AGO WE USED TO INVEST IN SOMETHING CALLED GOBBO WHICH KIND OF WAS A AT A GLANCE TOOL TO THE TUNE OF NEARLY $80,000 AND WITHOUT MUCH CLARITY AND RETURN OF WHETHER IT WAS HELPFUL OR NOT. SO MY MY VERSION OF CREATING OUR OWN GO BOTH THIS KIND OF ONE PAGE TOOL IS A STEP TOWARDS THAT BUT MORE IMPORTANTLY THE WORK IS THERE AND THE SECOND WEDNESDAY OF EACH MONTH IN THE L CUP ADVISORY COMMITTEE EVERY SINGLE DOCUMENT MEETING WE'VE HAD THAT WE'VE CREATED IS ON OUR WEB PAGE FOR PEOPLE TO CLICK INTO. YOU'LL OFTEN HEAR ME SAYING THAT LIKE UNDERSTANDING THE L CAP IS LIKE DRINKING FROM A FIRE HYDRANT AND YOU'RE GOING TO BE SOAKED. >> YOU'RE GOING TO BE COMPLETELY DISMAYED BUT PROBABLY VERY THIRSTY AT THE END OF IT BECAUSE THE CD IS NOT GIVE GIVING DISTRICTS MUCH FAVORED TOWARDS HOW TO ACTUALLY MAKE THIS DIGESTIBLE BUT IT'S THROUGH CONVERSATION IS THROUGH MEANING MAKING IS THROUGH
UNDERSTANDING HOW DISTRICTS ARE FUNDED BY THE STATE AND WHERE THESE PLANS ARE IN SERVICE OF ACTUALLY IMPROVING OUTCOMES. THE L CAPS NAMES THREE PRIORITY VOCAL GROUPS ENGLISH LEARNERS FOSTER YOUTH AND LOW SOCIOECONOMIC STATUS STUDENTS. WE HAVE EXPANDED THAT DEFINITION HERE BECAUSE WE KNOW WE'VE BEEN FAILING OUR BLACK AFRICAN-AMERICAN STUDENTS FOR FAR TOO LONG OUR AMERICAN INDIAN STUDENTS RIGHT. AND WE HAVE 12 PARENT ADVISOR GROUPS ALL OF THEM WHICH REPORT TO THE L CAP ALL OF THEM OF WHICH SEND A DELEGATE TO OUR SPACE TO UNDERSTAND HOW WE LIVE OUR EQUITY VALUES IN OUR ACTIONS. >> AND YES, THERE'S ROOM TO IMPROVE, THERE'S ROOM TO GROW BUT OUR PARENTS ON THIS COMMITTEE HAVE COME FOR THE LAST TWO YEARS REALLY ROLLING UP THEIR SLEEVES TO MAKE MEANING OF THE STATE MINUTIA THROUGH THAT CONVERSATION DIALOG AND THEN BRINGING IT BACK OUT TO THEIR SCHOOL SITES. MY GOAL IS TO SEE AN EXPLICIT CONNECTION BETWEEN OUR L CAP AND THE GOALS ARE IN THAT ARE ALIGNED THE VISION VALUE GOALS AND GUARDRAILS TO OUR SCHOOL PLANS TO OUR SPACES AND I'M EXCITED TO SEE THAT WE'RE
STARTING TO SEE THAT IN REVIEW OF EVERY SINGLE SUBMITTED THIS YEAR THAT I'VE DONE WHICH HAS BEEN ALL OF THEM WE ARE MUCH FURTHER ALONG AND ACTUALLY LIKE MAKING EXPLICIT GOALS AROUND LITERACY, MATH AND COLLEGE CAREER READINESS AROUND SENSE OF BELONGING AND ATTENDANCE. NOW WE'RE STARTING TO SEE THE FRUITS OF THAT LABOR IN THE DATA SO IT'S WITH CONTINUED EFFORT AND GUSTO THAT WE WE MUST CONTINUE THAT. BUT THE STATE UNFORTUNATELY DOES NOT OFFER SUCH A TEMPLATE. AND THEN LASTLY THE RESPONSE AROUND MTA SAYS YES, THERE'S THERE'S MTA IS A HUGE ITEM, RIGHT. AND A BIG INVESTMENT AND YET THERE'S WORK TO BE DONE AND WE NEED TO UNPACK WHAT ARE THE LEAD DOMINOES THAT WE MUST TAKE IN ORDER TO CREATE A MORE ROBUST SYSTEM OF MTA SAYS WHEN OUR RESOURCES DON'T EXPLICITLY ALLOW IT THE WAY IT ONCE MAY HAVE BEEN OR THE WAY IT ONCE WAS HOPEFULLY INTENDED FOR. BUT I APPRECIATE THAT EXPLANATION FOR MORE CLARITY AND THE TRANSPARENCY AND WE'LL BRING THIS BACK TO CABINET
MEMBERS AND EXECUTIVE CABINETS TO BE MORE SPECIFIC FOR HOW WE ROLL THAT OUT. >> I APPRECIATE THAT AND TO BE CLEAR, IT WAS NOT MEANT AS A CRITICISM OF YOU AT ALL. IT WAS YOU KNOW, AS I ASKED LAST WEEK, I WOULD LOVE TO SEE MORE OF THESE RECOMMENDATIONS WORKED INTO THE PROGRESS MONITORING REPORTS AND THE OTHER THINGS THAT WE SEE AND SO JUST YOU KNOW, YOU CAN ONLY PRESENT WHAT YOU HAVE AND WHAT WE'RE DOING. SO I APPRECIATE THAT AND AND IT'S JUST A RECOGNITION THAT OUR ADVISOR IS CONTINUALLY GIVE US RECOMMENDATIONS AND PROVIDE US AREAS THAT SHOW US WHERE WE NEED TO DO BETTER. AND SO LIKE I SAID, IT'S NOT A REFLECTION ON YOU OR THE WORK OF THE ADVISORY AND SO I APPRECIATE YOU GIVING US ALL THE INFORMATION YOU HAVE IN THE BEST FORMAT YOU CAN. SO THANK YOU. THANK YOU COMMISSIONER. AND JUST TO ACKNOWLEDGE I MEAN I HAVE HAD THE CHANCE TO JOIN NOW TWO ALCOVE TASK FORCE MEETINGS AND WANT TO JUST ALSO ACKNOWLEDGE I MEAN THERE'S AMPLE OPPORTUNITY THERE FOR MEMBERS OF THE PUBLIC TO ENGAGE WITH KIND OF A RELATIVELY MEATY DOCUMENT AND LIKE THE WAY THAT
YOU BREAK IT DOWN BY HAVING FOLKS TAKE COPIES AND ASK QUESTIONS AND CHART PAPER THINGS OUT THERE IS A LEVEL OF INTERPRETATION THAT IS NEEDED BUT I WANT TO JUST GENTLY ACKNOWLEDGE THAT INDEED THERE ARE OPPORTUNITIES TO ENGAGE WITH AL CAPP AND PROCESSING AND UNDERSTANDING ALL THROUGHOUT THE YEAR THROUGH NOT JUST THE MEETINGS THAT YOU PUT TOGETHER BUT BUT TO ACTUALLY ENGAGE WITH COMMUNITY MEMBERS ON THAT SENSE MAKING JOURNEY. THANK YOU COMMISSIONER FISHER FOR YOUR REMINDER OF THAT. >> YOU'RE WELCOME. THANK YOU COMMISSIONER RAY AND THEN I SEE COMMISSIONER ALEXANDER YOUR HAND IS UP. >> I WILL CALL YOU RIGHT AFTERWARDS. GOOD EVENING EVERYONE. THANK YOU SO MUCH FOR BEING HERE AND FOR THE PRESENTATION. I HAVE THREE QUESTIONS. ONE IS A SORT OF JUST GENERAL QUESTION TO HAVE AND UNDERSTAND ING OF HOW SORT OF THE DOCUMENT HERE BEFORE US TODAY. SO I'M WONDERING WHEN AND WHO ORIGINALLY DETERMINED THE FIVE GOALS THAT ARE LISTED HERE JUST
LIKE I'D LIKE TO HAVE SOME CONTEXT AROUND THAT AND MY SECOND QUESTION IS A MORE SPECIFIC ONE ON THE RECOMMENDATION ONE SLIDE THERE IS A SUGGESTED ACTION TO REBUILD STAFFING PIPELINES AND THE DISTRICT RESPONSE IS THAT INVESTMENT AND STAFFING PIPELINES LIKE S F U T R WILL CONTINUE ALTHOUGH OTHER PATHWAYS REMAIN OR PAUSE ON PAUSE DUE TO COST. WHAT IS S.F. UTR AND WHAT ARE THE PATHWAYS THAT WILL CONTINUE AS OPPOSED TO THE ONES THAT REMAIN ON PAUSE DUE TO COST AND THEN MY THIRD QUESTION IS THERE'S A LOT OF RECOMMENDATIONS AND NEEDS HERE WHICH WOULD YOU HIGHLIGHT AS BEING THE MOST FEASIBLE AND HAVING THE POTENTIAL FOR THE HIGHEST IMPACT? THANK YOU. THANK YOU, COMMISSIONER. YOUR LAST QUESTION THERE IS EXCITING ME AND I WANT TO HONOR HOW MUCH TIME WE MAY HAVE BUT THE FIRST I'LL JUST SAY SO OUR ORIGINAL L CAP ACTIONS MANY OF WHOM THOUGHT THAT THE STATE ACTUALLY GAVE THOSE TO THE DISTRICT BECAUSE WE HAD THEM
FOR OVER TEN YEARS IT WAS ACHIEVEMENT, ACCESS AND EQUITY AND ACCOUNTABILITY AND IF YOU'VE BEEN A PARTNER TO THE DISTRICT IN MANY WAYS YOU'VE HAVE SEEN THAT FOR THE LONGEST TIME AND THAT WAS ALSO ALIGNED TO THE VISION 2025 AND THE LAST TIME THE DISTRICT HAD A STRATEGIC PLAN WAS IN 2019. THE GOALS AND GUARDRAILS SERVE AS OUR CURRENT NORTH STAR RIGHT? AND SO MY HOPE AND OUR HOPE AS A DISTRICT IS THAT YOU CAN WALK ME BY THE HAND AND SEE THESE L CAP GOALS AND ACTIONS PLAYING OUT IN SCHOOLS OR IN MEETINGS AT NIGHT OR AT COMMUNITY EVENTS. AND SO IT WAS IT WAS A PURPOSEFUL PROCESS TO ALIGN THE L CAP GOALS THOSE FIVE GOALS TO THE VISION VALUES GOALS AND YOU'LL SEE SOME DIRECT LANGUAGE ACTUALLY REFLECTED IN THOSE AND THAT WAS DONE THROUGH WHAT WE CALL THE EL CAP STEERING COMMITTEE A GROUP OF VARIOUS STAFF MEMBERS ACROSS ALL DEPARTMENTS RIGHT BETWEEN THE SUPERINTENDENT'S OFFICE WHERE WE HAD, YOU KNOW, OFFICE OF ACCESS AND EQUITY WITH OUR LEAD TEAM. WE HAD ALL OUR DIFFERENT PARENT ADVISORY STAKEHOLDERS REPRESENTED THERE.
WE HAD FACILITIES LEAD AS OFFICE D SO ALL THE DEPARTMENT LEADERS OF THAT TIME CAME TOGETHER AND LOOKED AT WHAT OUR OLD EL CAP ACTIONS WERE WHICH WHICH ONES WERE ACTUALLY TRUE TO THE WORK OF THE DISTRICT AND HOW DO WE KEEP DOING WHAT WE'RE ACTUALLY SAYING WE'RE DOING AND WHAT WE'RE YOU KNOW, PUT IN THE PLAN WHAT IT IS WE'RE DOING AND LET GO OF WHAT WE'RE NOT. AND SO THAT THAT WAS PART OF THE PROCESS FOR HOW THAT WAS DEVELOPED. YOUR SECOND QUESTION IF YOU IF YOU REMIND ME LET'S SEE I HAVE IT WRITTEN DOWN ALREADY IT WAS ON RECOMMENDATION ONE WHICH WHERE THE COMMITTEE SUGGESTED GROWING AS A BEAUTY. YES. SO WHICH ONES ARE WE? WHAT IS THAT WHICH ONES ARE WE CONTINUING AND WHICH ONES ARE ON PAUSE DUE TO COST AS A FUTURE IS SAN FRANCISCO URBAN TEACHER RESIDENCY THAT WILL CONTINUE THAT ALLOWS FOR TEACHERS. >> I CAN'T REMEMBER THE EXACT AMOUNT OF HOW MUCH THEY CAN GET PAID BUT A CONSIDERABLE STIPEND AND THAT THEY'RE ALSO TEACHING UNDER A MENTOR TEACHER IN THE CLASSROOM. THAT IS ONE OUR COLLEAGUE
JANICE JONES MITCHELL IS LEADING RIGHT NOW AND A FANTASTIC PROGRAM ONE THAT IS AS ON PAUSE WAS THE I THINK IT ONCE WAS CALLED THE PRAYER TO TEACHER PATHWAY AND SO THAT IS ONE THAT DUE TO FUNDING CONSTRAINTS IS ONE THAT WILL NOT CONTINUE FOR FOR NEXT YEAR. BUT I THINK THE H.R. TEAM KNOWS HOW IMPORTANT OUR PATHWAYS ARE AND HOW WE BRING PEOPLE INTO THE DISTRICT EVEN FOR EXAMPLE SUBSTITUTE TEACHERS THEY ARE OFTENTIMES WHO BECOME OUR FULL TIME TEACHERS AS WELL. SO HOW MAY WE BE OFFER TO THEM SOME TRAINING, SOME PROFESSIONAL DEVELOPMENT FOR THEIR OWN RIGHT ARE ON THE WAYS OF WORKING WITHIN THIS DISTRICT OR ON OUR CURRICULUM. SO THAT'S ONE THING THAT THE H.R. TEAM HAS CONSIDERED AND GIVEN OUR LIMITED RESTRAINTS THOUGH THAT ONE PATHWAY THAT I NAMED AS A FEW STAFFERS THE ONE THAT THEY CALLED OUT AND THEN LASTLY TO WEIGH IN ON WHICH RECOMMENDATION IT'S HARD TO SAY . I'VE SEEN SO MANY AMAZING THINGS IN OUR WORK THIS YEAR. I THINK OUR HIGHLIGHT TO WE'RE ROLLING OUT A CURRICULUM I'M AN INSTRUCTIONAL BACKGROUND OF CONTINUOUS IMPROVEMENT FORMER
PRINCIPAL TEACHER INSTRUCTIONAL COACH SO OUR WORK AROUND OUR CURRICULUM AND IMPLEMENTING THAT WE'VE JUST SEEN SOME TRANSFORMATIVE GROWTH YOU'RE GOING TO HEAR FROM OUR SENIOR COLLEAGUES ARE ON THE MINDSET SHIFT THAT WE'RE STARTING TO SEE THROUGH THIS AND NOW KIND OF THE NEXT PUSH TO DIFFERENTIATE AND APPLY TO MEET KIDS WHERE THEY'RE AT AND AND REALLY LET THE CURRICULUM RESOURCES KIND OF DRIVE WHERE THE INSTRUCTION NEEDS NEEDS TO MEET THAT THIS FIRST YEAR OF IMPLEMENTATION WAS WRAPPING YOUR HEAD AROUND ALL THE VARIOUS PARTS OF THAT CURRICULUM AND TRAINING THE COACHES TO ENSURE THAT THEIR COACHING THE TEACHERS TOWARDS THAT. >> SO I THINK SUSTAINING THAT WILL ADDRESS THE RECOMMENDATION AROUND IMPROVED INTERVENTIONS. IT'S SPECIFICALLY TIER TWO INTERVENTIONS. I ALSO WANT TO CALL OUT SOME AMAZING WORK THAT OUR S.F. AS DE TEAM HAS BEEN IN COLLABORATION WITH A PARTNER CORE DISTRICTS AND THAT IS THROUGH THE PROCESS OF DIFFERENTIAL ASSISTANCE WHERE THE STATE RECOGNIZE THAT US D WAS OVERSPENDING ARE BLACK AFRICAN-AMERICAN STUDENTS AT AN EXORBITANT RATE AND RATHER THAN LIKE A SANCTION LIKE SEE STATES THAT THE STATE GIVES US THEY CALL OUT THAT DIA AND THEY
CALLED THAT EXPLICIT ACTION. AND THIS PAST YEAR LEADERS FROM S.F. AS THE LEAD ALLEY AND OTHER DEPARTMENT SUPERINTENDENTS OFFICE RPA CAME TOGETHER TO REALLY THINK ABOUT GUARDRAIL 2.3 AND HOW WE'RE ADDRESSING DISPROPORTIONALITY NOT ONLY IN OUR SUSPENSION SYSTEMS BUT IN OUR EXPULSIONS AS WELL. AND THE TEAM HAS DRASTICALLY REDUCED WE'VE ACTUALLY SEEN A GOOD GOOD REDUCTION OF AFRICAN-AMERICAN STUDENTS SUSPENSIONS AS WELL AS JUST AN INCREASED AWARENESS OF OUR POLICIES AND PROTOCOLS THAT MAY BE EXCLUSIONARY. PUSHING OUT STUDENTS ARE MORE MARGINALIZED STUDENTS THAN OTHERS. AND SO THAT'S THOSE ARE TWO THINGS THAT I WANT TO CALL OUT THAT I'M VERY EXCITED FOR THAT WORK TO CONTINUE AND THAT WILL CONTINUE TO ADDRESS I THINK THE EL CAP PARENT ADVISOR RECOMMENDATIONS IN THEIR FULLEST. THANK YOU COMMISSIONER ALEXANDER THANK YOU PRESIDENT KIM I WANTED TO SPEAK TO RECOMMENDATION ONE A BIT
AND ASK STAFF IF THERE'S POTENTIAL TO EXPAND ON THE RESPONSE BECAUSE I KNOW THAT THE RECOMMENDATION ABOUT STAFFING STABILITY, STRATEGIC RECRUITMENT AND RETAIN RETAINING TEACHERS I KNOW THIS HAS BEEN A PARTICULAR PAIN POINT. I MEAN WE ALL KNOW IT'S BEEN A PAIN POINT THIS YEAR AND IN THE PAST FEW YEARS AND AS OF ABOUT A MONTH AGO I KNOW THERE WERE STILL HUNDREDS AND HUNDREDS OF CLASSROOM POSITIONS THAT WERE VACANT AND I APPRECIATE THE STAFF PROVIDING THE BOARD WITH THE STAFFING TRACK OR BUT IT'S NOT CLEAR I GUESS IT'S NOT CLEAR FROM THAT RESPONSE HOW WHAT OUR STRATEGY IS AROUND ACTUALLY INVESTING RESOURCES OR CHANGING OUR BEHAVIOR AND OPERATIONS THIS SUMMER TO ENSURE THAT THESE POSITIONS ARE ACTUALLY HIRED FOR. I MEAN ONE OF THE EXAMPLES IN THE BOARD WEEKLY UPDATE WAS THAT AT ONE ELEMENTARY SCHOOL WE HAVE NINE VACANCIES OUT OF
THERE ARE 11 POSITIONS WHICH IS OBVIOUSLY AND THAT'S AN EXTREME EXAMPLE BUT THERE WERE A COUPLE OF SCHOOLS IN A SITUATION LIKE THAT AND APPARENTLY OF THOSE NINE VACANCIES SIX HAVE A CANDIDATE SELECTED BUT ARE STILL IN THE H.R. PROCESS SOMEWHERE AND THIS IS SOMETHING I'VE HEARD ANECDOTALLY OVER AND OVER AGAIN FROM PRINCIPALS AND FROM TEACHERS WHO HAVE BEEN INVOLVED IN THE HIRING PROCESS THAT THEY'VE SUBMITTED A CANDIDATE NAME TO H.R. AND IT TAKES WEEKS AND WEEKS AND WEEKS IF NOT MORE THAN A MONTH TO GET PEOPLE HIRED AND THEN THOSE PEOPLE OFTEN GO AND GET JOBS IN OTHER DISTRICTS AND WE LOSE THEM OVER THE SUMMER AND I'VE TALKED TO SEVERAL PRINCIPALS HAVE ALREADY LOST PEOPLE PEOPLE THEY HAD OFFERED JOBS TO BECAUSE OUR H.R . DEPARTMENT WAS SO SLOW AND GETTING THEM ACTUALLY HIRED THAT THEY DIDN'T THAT THEY LEFT SFP D SO I'M JUST THIS TO ME SEEMS LIKE A A CRISIS WAITING TO HAPPEN IN TERMS OF US GETTING TO THE FIRST DAY OF SCHOOL AND NOT HAVING THOSE THOSE POSITIONS FILLED AND I REALLY APPRECIATE THAT THE L CAP ADVISORY COMMITTEE FLAGGED IT AS THEIR NUMBER ONE RECOMMENDATION AND THE AS I THINK COMMISSIONER FISHER WAS SAYING, THE RESPONSE KIND OF
INDICATES THE THINGS WE'RE DOING BUT DOESN'T SORT OF ADDRESS IT AS A AS A CRISIS IN THE MAKING. IT'S I'M JUST CURIOUS LIKE IS THERE MORE THERE THAT I'M THAT'S NOT IN THAT RESPONSE OR SHOULD WE BE CONCERNED THAT THIS THAT THOSE THAT WILL HAVE A LOT OF UNFILLED POSITIONS ON THE FIRST DAY OF SCHOOL. >> COMMISSIONER I APPRECIATE YOU NAMING THIS AGAIN IT'S BEEN OF UTMOST CONCERN. IT'S BEEN A PRIORITY RECOMMENDATION FOR YEARS NOW FROM FROM AL CAPP, AMY BAER IS UNABLE TO BE PRESENT TONIGHT AND I DID KNOW THAT I'LL BE RECEIVING MANY QUESTIONS AND LIKELY AM NOT IN THE POSITION TO ANSWER ALL OF THEM TONIGHT BUT WE CERTAINLY WILL CARRY THAT FORWARD AND KNOWING THAT YES, CALLING OUT THE SPECIFIC STRATEGIES I DO KNOW THAT H.R. IS RESTRUCTURING THE WAY THEY'RE GOING ABOUT WORKING PLUGGING IN FOR VACANCIES THAT THEY ARE EXPERIENCING THEMSELVES AND WORKING TIRELESSLY TOWARDS THIS. THEY WANT SCHOOL TO START WITH FULL CLASSROOMS JUST MORE THAN ANYONE I CAN IMAGINE AND YET I DO THINK WE NEED SOME MORE SPECIFICITY IN THE SPECIFIC STRATEGIES I'LL OFFER SUPERINTENDENTS DO A CHANCE TO
WEIGH IN ON THINGS AS WELL. >> THANKS TIM. THANK YOU COMMISSIONER ALEXANDER FOR THE QUESTION AND YES H.R. IS WORKING REALLY HARD ON TRYING TO FILL ALL OF THESE VACANCIES. AS YOU CAN IMAGINE THE PROCESS FOR HIRING IS LONG IS ARDUOUS AND UNFORTUNATELY TAKES A LITTLE TOO MUCH TIME. WE ARE WORKING WITH THE WITH AMY BEAR OUR ASSOCIATION OF H.R. AND ON FIGURING OUT HOW TO STREAMLINE THE PROCESS AND UNFORTUNATELY AT THIS MOMENT IN TIME THE TEAM IS ALSO THE TEAM THAT'S SUPPORTING THE THE PAY COMPARES IN THE FRONT LINE TRANSITION. THEY'RE ALSO SUPPORTING TO MAKE SURE THAT OUR BUDGET ENTRIES ARE CORRECT AND SO WE DO HAVE VERY SMALL TEAMS THAT ARE DOING A LOT TO MAKE SURE THAT THE OPERATIONS OF THE DISTRICT IS INTACT. BUT THAT IS NOT AN EXCUSE IS AN EXPLANATION MOVING FORWARD WE DO NEED TO MAKE SURE THAT WE
EVALUATE THE HIRING PROCESS FROM START TO FINISH AND FIGURE OUT WHERE THE INEFFICIENCIES ARE AND ADDRESS THOSE AND YOU HAVE MY COMMITMENT TO MAKE SURE THAT WE DO THAT THE WORK THE I DON'T KNOW HOW TO DESCRIBE THIS BUT JUST TO ACKNOWLEDGE A CONCERN OF MINE THAT DOESN'T NECESSARILY NEED A RESPONSE IN THIS MOMENT BECAUSE I DON'T THINK IT'S POSSIBLE BUT I THINK THIS WILL BLEED INTO THE NEXT CONVERSATION WE HAVE ABOUT OUR BUDGET. I MEAN WE'RE ABOUT TO TALK ABOUT A STABILIZATION PLAN THAT WILL HAVE AN IMPACT ON OUR STAFFING MODEL. WE HAVE AN EL CAP LIST OF RECOMMENDATIONS THAT TALK ABOUT OUR STAFFING MODEL AND THE IMPLICATIONS AND I GUESS MAYBE THIS IS MY MY REFLECTION IS THERE AN EXTRA GROUP IN INEXTRICABLY TIED TOGETHER AND I THINK PART OF WHAT I WANTING TO REALLY SLOWLY AND THOUGHTFULLY THINK THROUGH IS THE BUDGET HOW WE THINK ABOUT THE BUDGET REALITIES OF OUR GROWING DEFICIT NEXT YEAR WITH THE REALITIES OF A NEW FISCAL STABILIZATION PLAN THAT
WILL QUITE POSSIBLY HAVE AN IMPACT ON OUR 2627 STAFFING MODEL THAT MAY IMPLICATE THE RECOMMENDATIONS THAT ARE COMING THROUGH EL CAP. AND SO IT'S LIKE, YOU KNOW, THEY'RE ALL RELATED TO EACH OTHER. MY GREAT ASSUMPTION HERE IS AND MY HOPE IS THAT THERE'S GREAT COORDINATION AMONG I MEAN OUR CAP NOT BEING OUR ENTIRE BUDGET BUT OUR CAP BEING A SIGNIFICANT PORTION OF OUR BUDGET. AND WHAT DOES IT MEAN THEN IN THE CONTEXT OF THESE POLICY RECOMMENDATIONS WHEN WE INEVITABLY KNOW THAT OUR STAFFING MODEL IS GOING TO SHRINK? RIGHT. SO LIKE I'M JUST KIND OF I GUESS SAYING THAT OUT LOUD AS AS MORE OF TRYING TO SWALLOW THE REALITY OF WHAT THIS MEANS THEN IN TERMS OF WHAT WE'RE LOOKING AT RIGHT NOW AROUND A DISTRICT RESPONSE KNOWING THAT WE'RE JUST GOING TO HAVE FEWER RESOURCES NEXT YEAR AND PROBABLY THE YEAR AFTER RIGHT. AND SO THERE'S SOMETHING ABOUT THE DISTRICT RESPONSE THAT THAT I WILL SAY LIKE I THINK IT ACKNOWLEDGES WHAT WE'RE WHERE YOU WANT TO GO BUT I WILL SAY
THE NEXT LEVEL HERE IS WELL WHAT DO WE NEED? WHAT WOULD WE BE LETTING GO RIGHT AS A RESULT OF OUR BUDGET REALITIES FOR NEXT YEAR BECAUSE WE CAN'T AS INTERPRETER, SPANISH INTERPRETER AND ON BEHALF OF ALL OF THE INTERPRETERS ARE WE GOING TO HAVE A JOB FOR THE NEXT TERM BECAUSE YOU SEEM TO NOT BE FIGHTING FOR I'M EXCUSE YOU THIS IS NOT THE TIME FOR THAT. PLEASE NOT BE I I'M SORRY. SO JUST TO ACKNOWLEDGE RIGHT AND AND I THINK CLEARLY A LOT OF FOLKS ARE ARE THINKING DEEPLY ABOUT HOW THAT IMPLICATES THE POLICY RECOMMENDATIONS THAT COME OUT OF EL CAP. RIGHT AGAIN NOT REALLY AN ANSWER FOR RIGHT NOW BUT MORE OF JUST A STATEMENT AND A REFLECTION OF LIKE OUR CURRENT STATE AS WE MOVE FORWARD WITH OUR BUDGET, OUR CURRENT STATE AND THESE ARE STILL ON AND SORRY IF YOU WANT TO SILENCE ME THAT IS OKAY AND IF YOU WANT TO KILL MY JOB THAT IS OKAY. BUT AS ANY SPANISH INTERPRETER I DON'T SEE HOW YOU ARE
FIGHTING FOR THE I SHOULD I TELL ME WHY ARE YOU FIGHTING FOR MY JOB? I AM A MEXICAN THAT IS FIGHTING FOR YOUR MEXICAN AND LATINO FAMILIES IN THE SCHOOL DISTRICT. >> THANK YOU. THERE IS AN OPPORTUNITY FOR PUBLIC COMMENT FOR ALL MEMBERS OF THE PUBLIC TO SAY AT THE TOP OF OUR MEETING TO THE SAN FRANCISCO SCHOOL DISTRICT ARE GOING TO FIGHT FOR US. I HAVE NOT HEARD THESE. I'LL JUST END BEFORE I IF YOU ALL WANT TO MAKE ANY COMMENT HERE, I JUST WILL ACKNOWLEDGE THAT I HAVE NOT HEAR ANYTHING THAT IS GOING TO SUPPORT THE MEXICAN LATINOS IS UNFORTUNATELY THERE IS A LIMITATION TO OUR PUBLIC COMMENT THAT IS RESERVED AT THE TOP OF OUR MEETING AND WE HAVE TO HONOR AND RESPECT THAT REQUIREMENT. IT IS NOT JUST A LEGAL OBLIGATION OF OURS BUT ALSO JUST FOR DUE PROCESS FOR OUR MEETING. BUT THANK YOU FOR YOUR COMMENTS. STAFF I DON'T KNOW IF YOU WANT TO OPINE ON THAT BUT I WILL JUST I WILL LEAVE IT OPEN ENDED
AND THEN SEE IF THERE'S ANY OTHER I CAN MAKE A QUICK RESPONSE. I'M KIND OF A BROKEN WHEEL. COMMISSIONER FISHER YOU'VE QUOTED ME I THINK BEFORE AT THE DAIS HERE OF THINGS THAT I'VE SAID BUT I MEAN I'VE HEARD DOCTORS TO SAY THIS AS WELL. SO I THINK THE NOTION WHERE I'VE REALLY FRAMED FOR THE EL CAPITAN ADVISORY COMMITTEE AND WHERE WE AS A DISTRICT REALLY NEED TO STRENGTHEN A MUSCLE IS AROUND THINKING ABOUT THE INVESTMENTS WE DO HAVE. WHAT DO WE WANT TO IMPROVE WITH THE 90% OF THE STAFF THAT WE DO HAVE AND WHERE ARE WE GOING TO FOCUS THOSE EFFORTS BY SAYING NO TO OTHER THINGS? AND SO HOW THERE'S SO MUCH OPPORTUNITY FOR IMPROVEMENT IN A WAY THAT DOESN'T COST THOSE EXORBITANT COSTS THAT WE CAN'T AFFORD RIGHT NOW. AND SO I THINK THROUGH THIS ONGOING CONTINUED CONVERSATION AND THE PRIORITIZATION OF SAYING FOCUSED MEANS HERE AND SAYING NO TO THE OTHER THINGS OR AT LEAST FOR NOW WILL CONTINUE TO HELP US STRIVE TOWARDS OUR GOALS. AND REALLY THE EL CAP PROCESS IS ALL ABOUT CONTINUOUS IMPROVEMENT AND SO WHERE WE FOCUS OUR EFFORTS IS WHERE WE HOPE TO SEE OUR RESULTS AND IF WE'RE NOT GETTING THOSE RESULTS
WE NEED TO ABANDON THEM A LOT MORE QUICKLY THAN THAN KEEPING THEM. >> AND I'LL JUST ACKNOWLEDGE AND I THINK THERE IS THERE IS A I REMEMBER LAST YEAR A CONVERSATION INTERNALLY ABOUT THERE BEING AN EXERCISE OF STRATEGIC ABANDONMENT WHILE IT BEFORE A STABILIZATION PLAN WAS ENACTED AND AND I AND I WONDER HOW THAT AN EXERCISE LIKE THAT CAN HELP US YOU KNOW PUT OUR FOOT FORWARD FIRST SO THAT WE MAKE DECISIONS ON WHAT WE SHOULD STRATEGICALLY ABANDON AS OPPOSED TO REQUIRING US TO MEET ANY SORT OF CUT POINT IF THAT MAKES SENSE. YEAH. YEAH. SO JUST THANK YOU PRESIDENT KIM FOR THAT. SO OVER THAT I DON'T REMEMBER NOW HOW MANY MONTHS IT'S MAYBE THE LAST TWO MONTHS OR THREE MONTHS I DON'T REMEMBER I HAVE CONVENED WHAT WE CALL A GUIDING COALITION WHICH ARE LEADERS FROM OUR STAFF WHO HAVE OVERSIGHT OVER OUR BUDGET IN CENTRAL OFFICE TO COME TOGETHER TO REALLY ENGAGE IN THAT DEEP CONVERSATION ABOUT HOW DO WE MAKE THIS HOW DO WE MAKE THE REDUCTIONS THAT WE NEED TO MAKE WHILE WE WANT AND THEN IDENTIFY WHERE ARE THESE STRATEGIC AMENDMENTS SHOULD BE AND WHICH INITIATIVES
WE NEED TO CONTINUE FOR A NUMBER OF REASONS ONE BECAUSE THEY'RE LEGALLY MANDATED OR TWO BECAUSE THIS IS IN LINE WITH OUR VALUES AS AS F USD AND SO WE'VE HAD STARTED THOSE CONVERSATIONS. THIS IS HOW WE BUILD THE CURRENT BUDGET THAT YOU WILL HEAR LATER AND THIS IS HOW WE'RE GOING TO PIVOT INTO NEXT YEAR. SO WITH A LEANER, MEANER SCHOOL DISTRICT BUT I CAN I'LL BE MORE THAN HAPPY TO SHARE WITH YOU MORE INFORMATION ABOUT FROM THE GUIDING COALITION AT A LATER MEETING. THANK YOU. AND BY NO MEANS WAS THIS ANY SORT OF ASK FOR EL CAP SPECIFICALLY. I THINK IF ANYTHING THERE'S A WHOLE CONVERSATION HERE TAKING PLACE IN MULTIPLE MEETINGS AROUND OUR BUDGET OUTLOOK BROADLY AND I'LL KEEP BEING A SIGNIFICANT PORTION OF THAT CONVERSATION AND THAT MAYBE THIS IS MORE FEEDBACK FOR THE STATE AND ETHICS LAWYERS AROUND OUR LIMITATIONS AROUND TALKING ABOUT THIS AS AN ITEM IN AND OF ITSELF. SO THAT'S MORE THAN ANY OTHER QUESTIONS BEFORE WE MOVE
ON TO THE SUPERINTENDENT'S BUDGET PROPOSAL. YES, I JUST REALLY MR. BURKE, YOU RECOGNIZED EARLIER THE THROUGH LINE BETWEEN THE EL CAP AND THE SYNAPSES EL CAP BEING OUR OVERARCHING DISTRICT BUDGET AND THE SIPS AS BEING THE SCHOOL PLANS. RIGHT. AND I CAN'T HIGHLIGHT ENOUGH THE IMPORTANCE OF THOSE CONNECTIONS AND SO I REALLY APPRECIATE YOU RECOGNIZING THAT TODAY AND BRINGING UP AND I MEAN THAT SPEAKS TO THE COHERENCE THAT IS VERY OFTEN BEEN MISSING BUT SO DESPERATELY NEEDED SO THANK YOU FOR FOR HIGHLIGHTING THAT. IT'S JUST A CLARIFYING QUESTION. I DON'T KNOW IF THIS IS FOR SUPERINTENDENTS OR THE TEAM BUT IF THERE IS SAY FOR EXAMPLE A BUDGET CHANGE IN THE WAY THIS FUNDING IS ALLOCATED, HOW DOES THAT WORK IN TERMS OF IS THAT RESTRICTED? IS IT UNRESTRICTED? IF YOU COULD JUST CLARIFY THAT WOULD BE HELPFUL. SO THE THE WAY THAT WE RECORD BUDGET CHANGES THAT THAT IMPACT THE EL CAP ARE IT'S TYPICALLY THROUGH THE SORT OF SIMILAR TO THE WAY WE DO HAVE STANDARD REPORTING CYCLES FOR THE BUDGET
WE ALSO HAVE A STANDARD REPORTING CYCLE FOR THE EL CAP. SO IF THERE ARE SIGNIFICANT CHANGES THAT ARE NEEDED THAT WE NEED TO ALERT YOU OF IN DURING THE YEAR THERE IS A MID-YEAR EL CAP REPORT WHERE WE HAVE THE OPPORTUNITY TO DO THAT AND THEN EACH EL CAP BECAUSE IT IS AN ANNUAL UPDATE IT IN ADDITION TO SHARING THE GOALS AND ACTIONS FOR THE UPCOMING YEAR THERE IS A LOOK BACK AT HOW THE CURRENT YEAR HAS GONE THAT WE ALSO REPORT ON OUR ESTIMATED ACTUAL SPENDING AND SO IF YOU GO THROUGH THE FULL DOCUMENT IN THAT ANNUAL UPDATE SECTION YOU CAN SEE WHAT WE FOR FOR 2425 WHAT HAD WE BUDGETED? WHAT ARE WE PROJECTING THAT WILL SPEND? IT IS A PROJECTION BECAUSE WE HAVEN'T CLOSED THE BOOKS ON THE YEAR YET BUT IT'S A PROJECTION AND THEN THERE IS A LITTLE BIT OF NARRATIVE BOTH ABOUT PROGRAMS OPTICALLY IF WE WERE ABLE TO DO WHAT WE INTENDED TO DO AND ALSO SOME NOTES ABOUT WHETHER THERE'S MORE THAT NEEDS TO BE EXPLAINED IN TERMS OF THE
AMOUNT THAT WE ARE PROJECTING WE SPENT COMPARED TO WHAT WE PLANNED. SO IT'S BUILT IN IN THAT WAY WHERE YOU GET BOTH THE KIND OF SNAPSHOT OF THE CURRENT YEAR AND WHAT WE'RE PLANNING FOR THE UPCOMING YEAR. MR. STILL DO RECOVER PLEASE OH SORRY COMMISSIONER ALEXANDER YES. >> COMMISSIONER FISHER YES. COMMISSIONER GUPTA YES. VICE PRESIDENT HEALING YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORK AND PRESIDENT KIM YES. SIX EYES MOVING TO NOW ITEM 1256-17 SP THREE SUPERINTENDENTS PROPOSAL FOR THE FISCAL YEAR 2526 RECOMMENDED BUDGET THANK YOU MR. BURKE CAN I HAVE A MOTION AND A SECOND PLEASE? SOME OF SECONDED. >> AND I CALL ON THE SUPERINTENDENT TO READ THIS INTO THE RECORD OF THANK YOU PRESIDENT KIM IT IS NOW MY PLEASURE TO PRESENT TO YOU THE SECOND READING OF OUR PROPOSED BUDGET FOR FISCAL YEAR 2526
WHICH INCLUDES A MULTIYEAR PROJECTION FOR 25, 26, 26, 27 AND 2728. I'M GOING TO HAND THIS OVER TO MS. MELILLO SMITH AND MS.. EMERY GORDON. THANK YOU, SUPERINTENDENT AND GOOD EVENING COMMISSIONERS AND THANK YOU FOR THE OPPORTUNITY TO ANSWER QUESTIONS AROUND THE 2526 RECOMMENDED BUDGET AND FISCAL STABILIZATION PLAN. >> I APOLOGIZE. I DO HAVE A QUICK UPDATE ON THE THE DIFFERENCES FROM FIRST READING TO THE SECOND READING BUT WE DID NOT HAVE A CHANCE TO TO ADD THE SLIDE TO THAT PUBLISHED DECK ON BOARD DOCS. SO IN THE PRESENTATION THAT IS ON BOARD DOCS EACH OF THE TABLES IN THE DOCUMENT GIVES YOU A FIRST READING AND A SECOND READING NUMBERS SO THAT YOU CAN SEE WHAT THE CHANGES ARE FROM FIRST READING TO SECOND READING. WHEN YOU LOOK AT THOSE NUMBERS THERE HAVE BEEN MINIMAL CHANGES FROM THE RECOMMENDED BUDGET AT THE FIRST READING TO WHAT WE ARE PRESENTING TODAY. >> SPECIFICALLY THERE'S BEEN NO
CHANGE IN THE AMOUNT OF UNRESTRICTED REVENUE FOR BOTH THE COUNTY AND THE DISTRICT. THERE HAS BEEN AN AN INCREASE IN RESTRICTED REVENUE FOR BOTH THE COUNTY AND THE DISTRICT. THERE HAS BEEN AN INCREASE IN EXPENDITURES FOR BOTH THE COUNTY AND THE DISTRICT. FOR THE COUNTY THERE'S BEEN AN INCREASE OF EXPENDITURES IN THE AMOUNT OF 800,000 AND FOR THE DISTRICT THERE'S BEEN AN INCREASE OF 2.2 MILLION. THE INCREASE IN THOSE EXPENDITURES FOR UNREST RELATED FUNDS HAS INCREASED. THE DEFICIT WHICH WE SPOKE ABOUT AT FIRST READING BY $1.5 MILLION. THIS INCREASE IS REFLECTED IN THE UPDATED THE FISCAL STABILIZATION PLAN AND THE MULTI-YEAR PROJECTIONS. BUT WE DID DEFINITELY WANT TO SAY EVEN WITH THESE ADJUSTED EXPENDITURE NUMBERS WE HAVE STILL MET OUR FISCAL STABILIZATION GOAL AND WE HAVE REDUCED OUR EXPENDITURES BY $115 MILLION FROM FISCAL YEAR 2425 TO FISCAL YEAR 2526. AND WITH THAT WE ARE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE. >> I'LL OPEN IT UP FOR
COMMISSIONERS WHO HAVE QUESTIONS. COMMISSIONER FISCHER, PLEASE START US OFF. OF COURSE. AND THE INCREASES OF 800,002.2 MILLION. IS THAT STAFFING RELATED OR WHAT? DO WE HAVE A SOURCE IDENTIFIED FOR THAT? >> YES. SO IT WAS DUE TO AS THE AS THE BUDGET TEAM WAS CONTINUING TO REVIEW EVERYTHING THAT HAD BEEN ENTERED INTO FRONT LINE. THERE WAS A REALIZATION THAT THERE WAS ESSENTIALLY A TECHNICAL GLITCH IN THE WAY THAT SOME OF THE REQUESTED CHANGES HAD BEEN ENTERED AND SO THERE WERE SOME POSITIONS THAT HAD NOT BEEN FULLY CAPTURED IN THE DOWNLOAD OF THE BUDGET DATA. AND SO WE IDENTIFIED IT MADE THE CORRECTIONS AND SO THAT IS THE PRIMARY THAT'S THE PRIMARY CAUSE OF THIS INCREASE IN THE BUDGET. SO TO SUMMARIZE WE CAUGHT THIS BECAUSE WE NOW FINALLY HAVE POSITION CONTROL. >> YES, WE'RE MAKING GREAT
PROGRESS. >> OKAY. THANK YOU. I DO THINK IT'S A RELATIVELY SIGNIFICANT UPDATE THAT WE HAVE TODAY ON JUST THE CHANGING OUTLOOK OF OUR STABILIZATION PLAN, MOST NOTABLY HOW THIS MAY IMPACT OUR STAFFING MODEL AND THE NUMBER OF POSITIONS THAT WE HAVE NEXT YEAR. WELL, I SEE NO REACTION FROM STAFF BUT I WILL SAY DOES THAT IN MY ACCURATE IN THAT BECAUSE I DO FEEL LIKE WHAT I'M SEEING HERE ESPECIALLY I DON'T THESE DON'T HAVE SLIDE NUMBERS LIKE MAYBE IT'S LIKE 20. I MEAN NOT TO DRAW ATTENTION TO SOME SAD NEWS FOR US BUT LIKE WE'RE LOOKING AT AN ADDITIONAL 139 FTE IS THAT RIGHT? IT'S 106. >> ARE YOU LOOKING AT SLIDE 19? I'M GOING TO SAY THE FISCAL STABILIZATION PLAN. I JUST WANT TO BE ABLE TO I'M I'M LOOKING SO THERE'S WHAT I'M LOOKING AT IS THE NEXT SLIDE FROM THAT FY 27 FISCAL STAPLES PLAN SUNSETTING RESTRICTED FUNDING. OH OKAY. SO THAT'S OKAY. I CAN WALK THROUGH THOSE. >> THAT IS A LITTLE BIT NEW.
WE SHARED SOME OF IT CONCEPTUALLY LAST WEEK BUT YOU HADN'T SEEN OH YOU HADN'T SEE THE ACTUAL SLIDE. DO YOU WANT ME TO GO THROUGH SLI IDS? IF YOU START WITH THE FISCAL STABILIZATION PLAN I THINK IT'S LIKE 15 CAN YEAH. THE REASON I SAY THAT IS BECAUSE THIS THIS IS THE CRITICAL NEW COMPONENT FROM LAST WEEK. >> YES. YES. YEAH I THINK I CAN JUST WALK US THROUGH. ABSOLUTELY. KENT CAN YOU CAN YOU SURE THAT IT'S IN THE SECOND MEETING THAT YEAH. UH, THE ONE THAT'S POSTED SLIDE 15. >> SO YEAH. SO IF YOU REMEMBER LAST WEEK I TALKED ABOUT WE TALKED ABOUT WHAT THE FISCAL STABILIZATION WOULD LOOK LIKE THAT WE WOULD MAKE SURE THAT IT MAINTAINED THE THE 100 210 MILLION UNRESTRICTED GENERAL FUND BALANCE. WE WOULD REALLY FOCUS ON SHARING WITH YOU THE ONE TIME RESTRICTED MONIES THAT WE'RE SUNSETTING. TALK A LITTLE BIT ABOUT HOW THE FISCAL STABILIZATION PLAN AS A
PATH FORWARD AND SOME OF THE THINGS TO THINK ABOUT. SO THIS PARTICULAR SLIDE IS SHOWING YOU THAT THIS IS LIKE THE MULTI-YEAR PROJECTIONS BUT WITH REMEMBER HOW WE USED TO SHOW YOU AT THE INTERIMS WE'D SAY THIS IS THE MULTIYEAR PROJECTIONS WITHOUT CUTS AND THIS IS THE MULTIYEAR PROJECTIONS WITH CUTS. SO THIS IS GIVING YOU A LOOK AT WHAT WOULD OUR MULTIYEAR YEAR PROJECTIONS LOOK LIKE WHEN WE CUT THE $59 MILLION. RIGHT. AND SO THIS IS SHOWING YOU THAT IF THE TARGET IN 2627 IS A $59 MILLION REDUCTION, YOU WILL BE ABLE TO RESTORE THE FUND BALANCE BECAUSE YOU CAN SEE COMING OUT OF 2526 BECAUSE OF THE DEFICIT WE HAVE A $90 MILLION FUND BALANCE NOT THE $100,000,110 MILLION RECOMMENDED. SO THE TWO THINGS YOU DO WITH THE $60 MILLION REDUCTIONS IS YOU RESTORE THE FUND BALANCE AND YOU END DEFICIT SPENDING. AND YOU CAN SEE IN COLUMN D THE 2627 PROJECTED BUDGET THE 10 MILLION IN BLUE IS NOT A DEFICIT. THAT IS MONEY THAT CAN BE USED TO RESTORE THE FUND BALANCE.
SO YOU HAVE DONE TWO THINGS WITH THOSE THOSE REDUCTIONS. SO THAT'S WHAT WE ARE TRYING TO SHOW YOU WITH THAT SLIDE. AND I THINK THE THE HEADLINE HERE JUST TO BE UTTERLY CLEAR AND JUST UNDERSCORE IS THAT OUR PROJECTED CUTS PER OUR OUR NEW FISCAL STABILIZATION GOAL IS $59,028,944 FOR NEXT YEAR. YES. AND AS WE HAVE BEEN SAYING, IT DOESN'T INCLUDE CONTEMPLATED INCREASED SALARY NEGOTIATED SALARY INCREASES AND SO STATEMENT OVER AGAIN. YES. $59,028,944 NOT INCLUDING ANY SORT OF RAISES FOR ANY STAFF AND 60 CORRECT? GREAT. WELL NOT GREAT BUT I WANTED TO MAKE SURE THAT WE ACKNOWLEDGE THAT NUMBER OUT LOUD BECAUSE I DO THINK IT'S IT'S A SIGNIFICANT REVISE FROM WHERE WE THOUGHT WE WERE WITH OUR INITIAL STABILIZATION PLAN WHICH WAS AT $13 MILLION FOR NEXT YEAR.
DO YOU MEAN FOR THE 2526 STABILIZATION PLAN? YES, IT'S IT IS REVISED FROM THE ORIGINAL 13 MILLION WHICH WOULD HAVE BEEN JUNE 2024 WOULD HAVE BEEN WHEN THAT NUMBER WAS IDENTIFIED. >> YEAH. AND I WOULD ADD THAT THE THE 13 MILLION AT THE TIME WAS NOT AT THAT TIME THE TARGET WAS NOT TO FULLY ELIMINATE DEFICIT SPENDING BUT TO ENSURE THAT WE DIDN'T GO NEGATIVE IN THE MULTI-YEAR PROJECTION. AND SO THAT WAS SO SO I THINK THAT'S IT'S THE THE GOAL INTERCHANGE THERE. THE OUR FISCAL OUTLOOK HAS CHANGED WHICH IS PART OF WHY THAT NUMBER IS HIGHER NOW. >> AND TO BE CLEAR, OUR GOAL IS NOW TO STOP DEFICIT SPENDING. >> CORRECT. AND I THINK THAT IS A SHIFT FROM THE FISCAL STABILIZATION FROM JUNE 2024 WAS MORE LIKE LET'S STABILIZE THE BUDGET VERSUS LET US ELIMINATE DEFICIT SPENDING AND RESTORE OUR FUND BALANCE. SO THE GOALS OF THE FISCAL STABILIZATION PLAN THIS YEAR ARE DIFFERENT THAN THE GOALS THAT WERE LAST YEAR. >> OKAY.
CAN I CAN I JUST EMPHASIZE THAT I THINK THAT IS REALLY IMPORTANT. AND THE SECOND THING THAT'S REALLY IMPORTANT IS THAT IF WE MAKE THIS REDUCTION FOR NEXT YEAR WE WILL HAVE RESERVES. WE WILL HAVE A STABLE AMOUNT OF RESERVES MOVING FORWARD AND OUR GOAL IS TO ENSURE THAT WE CONTINUE TO HAVE AT A MINIMUM $100 MILLION OF RESERVE JUST IN CASE. >> CAN I ASK YOU TO REMIND US WHAT IS A PAYROLL? WHAT HOW MUCH DOES ONE PAYROLL RUN COST US? $6,060 MILLION A MONTH. SO 120 IS BASICALLY JUST A MONTH OF PAYROLL, 120 MILLION ASSUMING OF TWO PAYROLL PERIODS PER MONTH. IT'S 60 PER MONTH. SO BOTH PAYROLL PERIODS ALL PAYROLL PERIODS. >> OKAY. SO THANK YOU. >> SORRY, I KNOW I INTERRUPTED OR DID YOU WANT TO GO THROUGH THE REST OF THAT? OH YES. SO AND THEN IF YOU GO TO THE NEXT SLIDE THAT'S SORT OF CONCEPTUALLY ABOUT WHAT WHAT WE
WERE CONSIDERING WITH A FISCAL STABILIZATION PLAN AND THEN YOU CAN GO TO THE NEXT SLIDE YOUR TURN. THE NEXT SLIDE IS WE'RE TRYING TO GIVE YOU AN IDEA OF WHAT THESE RECOMMENDATIONS LOOK LIKE IN TERMS OF NUMBERS AND POSITIONS AND THAT MAY HAVE BEEN PRESIDENT KIM WHERE YOU WERE ASKING ABOUT THE NUMBERS. >> SO IF YOU GO TO THE NEXT SLIDE. >> SO THIS IS TODAY'S BEST THINKING AROUND GETTING TO THE $59 MILLION WORTH OF REDUCTIONS IN FISCAL YEAR 2627. >> WHAT WE CAN SAY FOR SURE IS THAT HAVING SPENT A YEAR WELL NOT QUITE A YEAR I GUESS WE STARTED IN FEBRUARY WORKING TOWARDS THE FISCAL STABILIZATION PLAN FROM LAST JUNE. IT IS AN EVOLVING PLAN. YOU HAVE A GOAL BUT IT WILL NOT ALWAYS BE THE EXACT SAME NUMBER OF FTE OR THE EXACT REDUCTION IN CONTRACTS AND THAT IS THE WORK I THINK THAT STARTS QUITE LITERALLY PROBABLY TOMORROW OR JULY 1ST IS TO REALLY START LOOKING AT THE BUDGET THAT IS IN FRONT LINE DOING SOME REALLY
CRITICAL THINKING AROUND VACANCIES AND WHAT POSITIONS THAT WE HAVE NOW THAT ARE VACANT. DO WE NEED TO CONTINUE THEM INTO INTO THIS YEAR? DO WE NEED TO FILL THEM OR DO WE CLOSE THEM NOW WHICH WOULD REDUCE THE NUMBER OF POSITIONS THAT YOU'D HAVE TO CLOSE LATER ? THAT'S THE TYPE OF WORK I THINK IN RESPONSE TO THE QUESTION ABOUT THE EL CAP RECOMMENDATIONS THAT I THINK THERE IS THAT IS A REALLY GOOD GUIDING DOCUMENT TO THINK ABOUT. HOW DO YOU THINK ABOUT YOUR STAFFING MODEL, WHAT ARE YOUR PRIORITIES AND IT GIVES YOU SOME THINGS TO PUSH AGAINST ON HOW WE THINK ABOUT OUR PRIORITIES AND OUR STAFFING BECAUSE RIGHT NOW OUR STAFFING MODEL IS PRETTY ROBUST. WE MAY NOT BE ABLE TO AFFORD ALL OF IT AND SO YOU HAVE TO ASK YOURSELF THOSE CRITICAL QUESTIONS OF WHAT IN THIS STAFFING MODEL IS IMPORTANT TO US BECAUSE OF RECOMMENDATIONS FROM OUR ADVISORY OUR STUDENT OUTCOME GOALS, OUR VISION GOALS, GUARDS GUARDRAILS AND THEN YOU HAVE YOUR POSITION CONTROL BASED ON WHAT YOUR PRIORITY STAFFING POSITIONS ARE AND I WOULD SAY THAT IS THE WORK THAT SHOULD START IMMEDIATELY AND I THINK THAT'S WHY THIS YEAR WE DID NOT
STARTED EARLY ENOUGH. IT SHOULD HAVE STARTED EARLIER. SO A LOT OF THE DECISIONS HAD TO BE MADE IN A COMPRESSED AMOUNT OF TIME. THE SECOND THE NEXT SLIDE AND THIS IS ON THE UNRESTRICTED SLIDE SO THEN THIS SLIDE WHICH IS DIFFERENT LAST TIME THE FISCAL STABILIZATION PLAN DIDN'T REALLY ARTICULATE WHAT WERE THE SUNSETTING RESTRICTED MONEYS AND WHAT POSITIONS WERE TIED TO THEM. SO THIS IS GIVING YOU A BETTER SENSE OF THE ARTS AND MUSIC. BLOCK GRANT IS A VERY BIG BLOCK ON IT'S PROBABLY REALLY THE LAST OF THE BIG LEARNING RECOVERY MONEYS IT'S GOING TO BE SUNSETTING AND YOU CAN SEE THE POSITIONS THAT ARE TIED TO THAT FUNDS. IT DOESN'T MEAN THAT THOSE POSITIONS THAT THOSE POSITIONS OR THOSE PROGRAMS GO AWAY BUT IT DOES MEAN IF YOU WANT TO KEEP THEM GOING BACK TO THE STRATEGIC ABANDONMENT SOMEBODY SOMETHING ELSE HAS TO BE STRATEGICALLY ABANDONED. SO REALLY TRYING TO GIVE YOU A SENSE OF WHAT ARE THE POTENTIAL SHIFTS FOR NEXT YEAR AND A STARTING POINT FOR THE CONVERSATIONS THAT HAVE TO HAPPEN ON HOW TO GET TO THAT 59 MILLION?
I UP WOULD YOU LIKE ME TO I'LL KEEP GOING YOUNG SO THEN GO TO THE NEXT SLIDE. SO I WANTED TO TALK A LITTLE BIT ABOUT HOW THE FISCAL STABILIZATION PLAN WOULD IMPACT THE STRATEGIC STAFFING MODEL. SO IF YOU GO TO THE NEXT SLIDE YOU ALL REMEMBER THIS WE TALKED ABOUT THIS I THINK IN FEBRUARY RIGHT? THE 2526 STRATEGIC STAFFING MODEL WAS FUNDED BY LEVERAGING BOTH RESTRICTED AND UNRESTRICTED ONE TIME RESTRICTED MONEYS. RIGHT. AND THERE WAS A VERY STRONG COMMITMENT FROM THE BOARD AT THAT TIME SAYING WE BELIEVE IN THIS MODEL. THESE ARE THINGS THAT ARE IMPORTANT TO US TO HAVE AT OUR SCHOOL SITES. HOW DO WE GET THERE FOR 2526 KNOWING THAT THAT WAS GOING TO STILL MEAN YOU WERE GOING TO BE DEFICIT SPENDING? SO WE MADE A DECISION TO MOVE FORWARD ON THAT AND YOU CAN SEE THE PARTS OF IT THAT WERE FUNDED THROUGH RESTRICTED MONIES. IT'S CIRCLED IN GREEN. SO THEN IF YOU GO TO THE NEXT SLIDE WHEN YOU'RE THINKING ABOUT REFINING IT, THE POSITIONS HIGHLIGHTED IN BLUE
THOSE ARE THE POSITIONS THAT ARE INSTRUCTION OR INSTRUCTIONAL RELATED THAT YOU MAY SAY THESE ARE THE POSITIONS THAT WE ARE GOING TO LEVERAGE OUR LCF BASE AND SUPPLEMENTAL FUNDING FOR BECAUSE WE SAY THESE ARE OUR PRIORITIES FOR OUR STUDENT OUTCOME GOALS AND THE OTHER PARTS OF OUR STRATEGIC STAFFING MODEL WE WILL HAVE TO CONSIDER WHERE THOSE MONEYS COME FROM, WHAT RESTRICTED MONIES WE USE TO LEVERAGE THEM SO IT'S NOT SAYING THAT THOSE POSITIONS ALL NEED TO GO AWAY. IT'S SAYING WE NEED TO HAVE A DISCUSSION A LITTLE BIT FURTHER ABOUT WHAT OUR PRIORITIES AND IN THAT BEING ABLE TO LOOK AT THIS WAY WHICH I THINK IS REALLY SUPER HELPFUL THAT'S THAT IS ONE BIG POSITIVE ANOTHER BIG POSITIVE OF THE TRANSITION TO FRONTLINE IS YOU WILL BE ABLE TO MAP YOUR BUDGET A LITTLE BETTER AND KNOW WHAT THE WHAT THE CHOICES YOU'RE HAVING TO MAKE AND I THINK THAT'S WHAT'S BEEN HARD IN THE PAST YEARS. IT'S BEEN A LITTLE BIT UNCLEAR TO KNOW WHAT ARE WE HAVING TO
CHOOSE FOR OUR STRATEGIC ABANDONMENT. AND IF I COULD JUST ALSO ACKNOWLEDGE THERE WHICH LIKE THE EXISTENCE OF OUR STAFFING MODEL FOR US TO BE ABLE TO IDENTIFY POSITIONS TODAY IS I MEAN I WANT TO TAKE A MOMENT TO JUST EMBRACE THE FACT THAT WE HAVE MADE SO MUCH PROGRESS IN THIS WAY IN THAT PRIOR YEARS WE WOULD NOT HAVE BEEN ABLE TO HAVE ANY ARTICULATE CONVERSATION AROUND THE POSITIONS THAT WE WOULD BE LOOKING AT AND AND CONSIDERING GIVEN WE DIDN'T HAVE A STAFFING MODEL. RIGHT. SO SO I JUST WANT TO PAUSE JUST TO ACKNOWLEDGE THE SHEER AMOUNT OF WORK THAT IT TOOK TO GET US HERE AND WHY SOMETHING LIKE A STAFFING MODEL IS CRITICAL FOR US TO BE ABLE TO MAKE DECISIONS LIKE THIS. IT WILL BE ANN-MARIE GORDON'S LEGACY AND SHE'S LEAVING WITH US AND SHE IS AN AMAZING ARCHITECT OF A LOT OF THE STAFFING MODEL FROM 2425 WHEN IT WAS LAUNCHED AND 2526
IS THE SECOND YEAR AND 2627 AND THE LAST SLIDE WAS JUST SORT OF CONSIDERATIONS AND RECOMMENDATION SIGNS TO THINK ABOUT AS THIS WORK CONTINUES AND I KNOW I'VE SAID THIS MANY TIMES BUT REALLY BUDGETING AND THINKING ABOUT ALL THESE THINGS IS A YEAR ROUND PROCESS BECAUSE IT DOES THE BUDGET IS HOW YOU IT'S HOW YOU SPEAK ABOUT WHERE YOUR PRIORITIES AND WHERE YOU PUT YOUR PRIORITIES RIGHT IN YOUR MIND THE MONEY WHERE YOUR PRIORITIES ARE. SO REALLY KEEP CONTINUING TO REFINE THE STAFFING MODEL TO LEVERAGE YOUR LCF BASE IN SUPPLEMENTAL FUNDS FOR INSTRUCTION AND STRUCTURAL RELATED POSITIONS TO REALLY ENSURE THAT THE PIF RESTRICTED MONIES CONTINUE TO SUPPORT SPORTS LIBRARY ARTS AND MUSIC CONTINUE TO LEVERAGE THE PIF OTHER GENERAL USES AND THE PIF BASELINE TO SUPPORT OUR SPECIAL EDUCATION SERVICES OUR SPECIAL SPECIALIZED HEALTH CARE SERVICES AND OUR SITE SITE SPECIFIC NON FTE AND I THINK THIS ONE IS ALSO REALLY IMPORTANT. WE TALKED A LITTLE BIT ABOUT IT IS THAT YOU DO HAVE TO IDENTIFY THE PRIORITY POSITIONS AND SERVICES BEYOND INSTRUCTION
THAT ARE CRITICAL TO ACHIEVING YOUR STUDENT OUTCOME GOALS AND WHEN YOU HAVE IDENTIFIED THOSE POSITION CONTROL BECOMES SIMPLER YOU STILL NEED A ROBUST POSITION COMPARABLE PROCESS BUT UNLESS YOU KNOW WHAT YOUR PRIORITIES ARE IT'S HARD TO HAVE A POSITION CONTROL BECAUSE YOU DON'T KNOW WHAT YOU'RE CONTROLLING FOR. SO THEY GO HAND IN HAND YOU REALLY WANT TO THE FISCAL STABILIZATION PLAN IS A LIVING DOCUMENT, A CONTINUOUS DOCUMENT YOU CONTINUE TO REFINE IT AND THINK ABOUT IT. YOU USE YOUR RESTRICTED FUNDS STRATEGICALLY BUT YOU ALWAYS KNOW WHEN YOU'RE RESTRICTED FUNDS ARE GOING TO BE EXPIRING SO YOUR STRATEGY IS WITHIN THOSE YEARS. I HAVE A THREE YEAR STRATEGY. I WILL USE THIS FOR THREE YEARS AND THEN REALLY REORGANIZE, CONTINUE THE ORGANIZATION AND REDESIGN OF THE CENTRAL OFFICE SUPPORTS YOU ARE ABOUT AT THE 85% 1585 15 THAT IF COMMISSIONER ALEXANDER IS STILL ON HE'S BEEN
CHAMPIONING FOR MANY YEARS SO THAT YOU KNOW YOU WANT TO CONTINUE TO DO THAT AND REALLY CONTINUE THAT STABILITY EFFECTIVE GOVERNANCE AND STRONG SUPPORT TO SCHOOLS AND REALLY THIS IS THE BEGINNING THE FISCAL STABILIZATION IS REALLY THE BEGINNING OF ALLOWING YOU TO PLAN AHEAD AND MAKE ADJUSTMENTS IN SPENDING DECISIONS SO THAT YOU CAN CONTINUE TO INVEST IN YOUR STAFF LIKE THAT'S WHERE YOU WANT TO BE. AND IT'S REALLY IMPORTANT BECAUSE IF YOU YOU HAVE SOME DECISIONS TO MAKE IF YOU WANT MORE IF YOU LOOK AT YOUR BUDGET YOUR INSTRUCTION RELATED PUPIL SERVICES AND INSTRUCTION IS ABOUT 75% OF THAT. IF YOU LOOK AT IT AS A CHUNK IT'S ABOUT 75 5% OF YOUR LCF YOUR UNRESTRICTED. SO IF YOU WANT MORE TO GO TO INSTRUCTION THAT'S KIND OF THE PERCENTAGES YOU HAVE TO START FIDDLING WITH. AND SO THOSE ARE THE DECISIONS THAT JUST OUR RECOMMENDATIONS GOING FORWARD. BUT I THINK THAT WHEN YOU SET UP THE SYSTEMS AND HAVE TIME AND YOU HAVE THE TOOLS THERE'S SOME REALLY ROBUST EXCITING
CONVERSATIONS AHEAD OF YOU WHERE THEY CAN BE VERY FOCUSED AND ON STUDENT OUTCOME GOALS AND YOUR VISION GOALS AND GUARDRAILS. >> I THINK YOU MIGHT BE THE ONLY ONE WHO VIEWS THIS AS ROBUST AND EXCITING. IT'S ALL ABOUT STUDENT OUTCOMES THOUGH SO IT IS I KNOW WE SAID LIMITED PRESENTATION AND YET HERE WE ARE SO THANK YOU FOR THAT. ANY FINAL COMMENTS OR QUESTIONS BEFORE WE VOTE? OH SO SORRY COMMISSIONER RAY THANKS PRESIDENT KIM I HAVE A FEW QUESTIONS BEFORE I START I JUST WANT TO THANK YOU AGAIN FOR ALL THE WORK THAT YOU'VE DONE ON THIS AND I PARTICULARLY APPRECIATE SLIDES 17 AND 24 WHICH JUST LAY OUT CONSIDERATIONS RECOMMENDATIONS ,INFORMATION ABOUT NEXT STEPS. I THINK IT'S REALLY HELPFUL TO HAVE THIS TYPE OF CONCRETE CLEAR BULLETED INFORMATION FOR PEOPLE TO SEE AS A PARENT MYSELF LIKE I, I WANT TO SEE I WANT TO KNOW THIS TYPE OF INFORMATION EVEN IF IT IS DIFFICULT TO HEAR AND HEARING THAT WE HAVE A $59 MILLION HOLE TO CLOSE NEXT YEAR IS DIFFICULT TO HEAR BUT IT'S MUCH MORE
IMPORTANT THAT WE KNOW THAT THAT WE BE DEALING WITH A BUNCH OF UNKNOWNS. SO WHATEVER WE CAN DO TO TO KEEP INFORMATION COMING IN THIS EASIER TO UNDERSTAND AND DIGEST FORMAT I JUST WANT TO SAY HOW MUCH I APPRECIATE THAT ALONG THE LINES OF THE $59 MILLION THAT'S A HUGE, HUGE AMOUNT THAT WE'LL HAVE TO CUT ASSUMING THAT YOU KNOW THESE NUMBERS HOLD UP AND TURN OUT TO BE CORRECT. I KNOW IN THE PAST WE'VE HAD SOME LARGE SWINGS IN WHAT WE'VE ANTICIPATED. SO I DON'T KNOW, YOU KNOW, IF NUMBERS COME IN AND WE FIND OUT THAT THERE'S BEEN A LARGE DIFFERENCE AGAIN BETWEEN WHAT WE ANTICIPATED SPENDING AND WHAT WE DID SPEND, WHAT IMPACT THAT WILL HAVE. SO IT'S JUST SOMETHING TO NOTE. BUT A COUPLE OF THINGS THAT I SPECIFICALLY WANTED TO ASK ABOUT ARE SOME LARGER QUESTIONS. FIRST IS I HAD NOTICED IN THE DISTRICT AS THEY SEE US INFORMATION THAT THERE'S A REFERENCE TO FEDERAL REVENUE ANTICIPATING A 32% CUT OR SO. AND I WANTED TO KNOW WHAT
THAT'S BASED ON. THAT'S A VERY PRETTY SIGNIFICANT CUT IN OUR FEDERAL REVENUE. SO HOW DO WE KNOW THAT? DO WE KNOW IF THAT MONEY IS BEING REPLACED OR CAN BE REPLACED IN SOME OTHER WAY AND IF NOT, WHAT THE IMPACT IS OF LOSING THAT PERCENTAGE OF FEDERAL FUNDING AND I HAD ALSO WONDERED THE DISTRICT TAX REPORT ALSO HAS ON SLIDES 3 TO 5 A NUMBER OF CRITERIA OR STANDARD THAT ARE MARKED AS NOT MET OR THAT ARE MARKED WITH A YES AND THINGS THAT ARE MARKED AS NOT MET OR YES ARE SAID TO BE INDICATORS OF CONCERN FOR OUR SOLVENCY. SO I WANTED TO ASK WHAT ARE WHAT IF ANY PLAN WE HAVE TO REVIEW THOSE AND ADDRESS THOSE IF THOSE ARE ALREADY IDENTIFIED AS INDICATORS OF CONCERN FOR SOLVENCY. I CAN SPEAK TO BOTH OF THOSE. I THINK THE CRITERIA AND STANDARDS MIGHT BE A LITTLE BIT OF A LONGER CONVERSATION BUT I CAN I THINK MAYBE GENERALLY SPEAKING THE CRITERIA AND STANDARDS GO THROUGH MANY FACETS OF OUR BUDGET AND THE INPUTS THAT INFORM OUR BUDGET
LIKE OUR AVERAGE DAILY ATTENDANCE AND OUR ENROLLMENT, THINGS LIKE THAT TOO. AND A LOT OF WHAT WHAT THE CRITERIA AND STANDARDS DOES IS COMPARE THIS BUDGET WITH OUR PAST SEVERAL YEARS OF BUDGET TO SEE HOW HAS THIS PRECISE DATA POINT CHANGED OVER THE LAST SEVERAL YEARS AND LOOKING AT THE LAST SEVERAL YEARS THE CRITERIA AND STANDARDS SETS A STANDARD AND THEN SAYS IF THIS AMOUNT IF THE CHANGE IS OUTSIDE OF YOUR STANDARD RANGE THEN YOU HAVEN'T MET THE STANDARD, RIGHT? SO SO FOR EXAMPLE IF OUR ADA WAS DECLINING AND THEN IT'S STABILIZED OR STARTED TO INCREASE IT WOULD ACTUALLY INDICATE THAT WE HAD NOT MET THE STANDARD BECAUSE BASICALLY THE TREND IS CHANGING. IT'S STILL IMPORTANT TO NOTE AND THAT'S WHY IT'S IT'S IT'S IMPORTANT TO NOTE BECAUSE WE HAVE TO UNDERSTAND EARLY WHEN ANY PATTERN IN OUR BUDGET IS CHANGING AND WHY AND WHAT THAT
MEANS. SO I WOULD SAY THAT THERE ARE CERTAIN COMPONENTS OF THE CRITERIA AND STANDARDS THAT RIGHT IF YOU DON'T MEET THEM THERE IS THERE IS THERE IS CONCERN ABOUT SOLVENCY OR DISTRESS BUT SOME OF THEM ALSO ARE GOING TO TRIGGER NOT MEETING THE STANDARD BECAUSE A TREND IS CHANGING NOT BECAUSE IT'S NECESSARILY A PROBLEM. I'M TRYING TO THINK OF ONE OF THE I CAN'T THINK OF AN EXAMPLE OFF THE TOP OF MY HEAD. I CAN I CAN FOLLOW UP WITH AN EXAMPLE BUT I THINK THAT'S SOMETHING THAT AS YOU GO AS RIGHT AS WE GO THROUGH AND KIND OF GO PIECE BY PIECE THROUGH EACH OF THESE CRITERIA IT WILL SAY THAT YOU HAVEN'T MET THE STANDARD IF BASICALLY IF IF THAT TREND IS DIFFERENT THAN WHAT YOU'VE SEEN FOR THE PAST COUPLE OF YEARS AND SOMETIMES THAT IS AN AREA OF CONCERN AND SOMETIMES IT'S JUST THAT THERE IS CHANGE HAPPENING IN YOUR YEAR OVER YEAR KIND OF ACTIVITY. SO YEAH, SORRY.
SO WHO WILL LOOK AT THESE THINGS OR WHAT PLAN IS THERE TO FIGURE OUT WHETHER OR NOT THE AREAS THAT ARE NOT MET OR THAT ARE MARKED? >> YES REALLY ARE AREAS OF CONCERN THAT WE NEED TO ADDRESS OR AREN'T. SO IN THE CRITERIA AND STANDARDS THERE ARE DESCRIPTIONS FOR EVERY INSTANCE WHERE A STANDARD IS NOT MET. WE ARE REQUIRED TO DO THAT ANALYSIS AND PROVIDE THAT CONTEXT SO THAT WE UNDERSTAND WHERE THERE ARE CONCERNS OR WHERE THERE ARE THINGS THAT WE NEED TO RECOGNIZE ARE CHANGING AND WHETHER THAT RIGHT LIKE WHAT IF IF ANY ACTION NEEDS TO BE TAKEN AND IN ADDITION TO THAT ARE OUR I THINK AT THE OUR FISCAL ADVISORS REVIEW OUR BUDGET WE SUBMIT IT TO CDE AND IN OUR ONGOING WORK WITH CDE AROUND STABILIZING FINANCIAL RIGHT LIKE GETTING BACK TO FULL AUTONOMY ANY OF THOSE AREAS OF CONCERN WOULD ALSO BE RAISED IN CONVERSATION WITH THEM AS THEY REVIEW AND APPROVE OUR BUDGET. YEAH I CAN ALSO ANSWER THE FEDERAL REVENUE QUESTION.
OKAY. SORRY I WASN'T SURE IF YOU WANTED TO ASK A FOLLOW UP TO THAT. I CAN FOLLOW UP MORE SPECIFICALLY LATER WITH YOU. OKAY. YEAH. THANK YOU SO THE FEDERAL FUNDING IS IT ACTUALLY IS NOT IT IS NOT THE LEVEL OF DECREASE THAT IT LOOKS LIKE THE MAJORITY OF OUR FEDERAL FUNDING WE ARE NOT PERMITTED TO HAVE AN ENDING FUND BALANCE AT THE END OF THE YEAR IF WE DON'T SPEND IT ALL. AND SO WHAT THAT MEANS IS THAT IN THE FOLLOWING YEAR WE WE BASICALLY RECORD THIS AS DEFERRED REVENUE AND IT GETS RELOADED INTO OUR BUDGET AND SO IT LOOKS LIKE NEW REVENUE IN THE FOLLOWING FISCAL YEAR. AND SO WHAT YOU SEE THERE IS THE DEFERRED REVENUE THAT WE HAVE LOADED IN IN 2425 HAS INFLATED THE AMOUNT OF FEDERAL REVENUE THAT YOU SEE AND THEN 2526 IS ESSENTIALLY PLANNING OUR BUDGET WITHOUT THE ASSUMPTION OF CARRYOVER OR DEFERRED REVENUE YET. SO IF WE WERE TO HAVE $1 MILLION OF TITLE ONE CARRYOVER FOR EXAMPLE RIGHT, WE DON'T ACTUALLY GET TO CARRY IT.
IT'S NOT CARRYOVER IS NOT THE RIGHT TERM. SO IT MEANS THAT RIGHT NOW OUR BUDGET WE'VE BEEN ABLE TO LOAD THAT $1 MILLION OF UNSPENT FUNDING IN THE 2425 BUDGET SO IT MAKES IT LOOK LIKE WE HAVE AN EXTRA MILLION DOLLARS OF REVENUE ONCE WE CLOSE THE BOOKS AND MOVE INTO THE NEXT YEAR. ANY UNSPENT FUNDS CAN BE ESSENTIALLY RELOADED INTO THE BUDGET AS DEFERRED REVENUE. SO I WOULD ACTUALLY KEEP AN EYE ON THE FEDERAL REVENUE AS YOU MOVE TOWARDS FIRST INTERIM AND I WOULD EXPECT THAT YOU'LL SEE THAT THE AMOUNT OF FEDERAL REVENUE IN THE BUDGET INCREASES BETWEEN THE ADOPTED BUDGET AND FIRST INTERIM AS WE'RE ABLE TO LOAD THAT DEFERRED REVENUE. THANK YOU, VICE PRESIDENT. YOU BRING IT OUT. YEAH, I BELIEVE THIS MAY BE BOTH OF YOUR LAST BOARD MEETINGS AND I JUST WANT TO SAY THANK YOU SO MUCH FOR ALL OF THE WORK THAT YOU'VE DONE TO GET US HERE AND I'M JUST GOING TO SAY ANYTHING ELSE A QUESTION AND AS NOTED MANY TIMES WE'RE ON SUCH BETTER FOOTING BECAUSE OF THE REALLY DIFFICULT WORK THAT YOU'VE BOTH DONE TO GET US HERE AND WE'RE IN A POSITION
WHERE WE'RE ABLE TO WELCOME A NEW CBO WHO CAN BUILD UPON A STRONG FOUNDATION. SO THANK YOU SO MUCH. I, I REALLY WANT TO JUST KIND OF REITERATE FOR THE PUBLIC SOMETHING THAT YOU SAID AND THAT IS IN SLIDE 17, THE LAST BULLET POINT IS PLAN AHEAD AND MAKE BUDGET ADJUSTMENTS AND SPENDING DECISIONS SO THAT WE CAN CONTINUE TO INVEST IN OUR STAFF. YOU KNOW OUR GOAL I THINK ALL OF OUR GOALS FOR THE DISTRICT IS TO GET TO A PLACE WHERE WE ARE NOT CONSTANTLY IN A BUDGET CRISIS WHERE STAFF ARE NOT GETTING PINK SLIPS, WHERE WE DO NOT HAVE TEACHERS ON TEMPORARY CONTRACTS AND WHERE ALL OF OUR MONEY IS BUDGETED BEFORE WE'VE BEEN ABLE TO NEGOTIATE FOR HIGHER RAISES FOR OUR LABOR PARTNERS AND SO YOU KNOW, WHEN I LOOK AT THIS I EXPECT THAT WE MAY HAVE MORE THAN $59 MILLION IN CUTS OR WE MAY HAVE SOME AMOUNT OF ADDITIONAL CUTS PLUS HOPEFULLY FOCUSING THE DISTRICT
TOWARD EXPANDING OUR REVENUE IN OTHER WAYS BY INCREASING ADA, INCREASING ENROLLMENT, THINGS LIKE THAT. BUT I JUST WANT TO FLAG THAT FOR THE PUBLIC THAT I KNOW THIS NUMBER IS GOING TO GET OUT THERE AND THAT IT DOESN'T INCLUDE ADVANCE BUDGETING FOR PAY RAISES AND THAT THAT IS I THINK ALL OF OUR GOAL TO GET TO A PLACE WHERE OUR EDUCATORS ARE IN A STABLE AND FINANCIALLY STABLE AND ALSO JUST YEAR TO YEAR STABLE POSITION AND ARE REWARDED FOR THE REALLY DIFFICULT WORK THAT WE'RE ASKING THEM TO DO. SO THANK YOU. >> SHE STOLE MY THUNDER WITH THINKING ABOUT BUT THIS IS YOUR LAST MEETING AND MARIE AND AS A FORMER COLLEAGUE NOW STILL COLLEAGUE THANK YOU SO MUCH FOR ALL OF YOUR SERVICE. THE DISTRICT IS A BETTER PLACE TODAY BECAUSE OF YOUR LEADERSHIP IN YOUR WORK. SO I JUST WANT TO TAKE A MOMENT TO ACKNOWLEDGE YOU AND THANK YOU FOR EVERYTHING LITERALLY EVERYTHING THAT YOU HAVE DONE BECAUSE YOU DO SO MUCH SO MUCH SO AND YOU ARE ALWAYS WELCOME
BACK LITERALLY ANY TIME LIKE IF YOU DID NOT WANT TO LEAVE YOU COULD STILL STAY. >> ROLL CALL. VOTE PLEASE MISS ELEANOR COMMISSIONER ALEXANDER. YES. COMMISSIONER FISHER. YES. COMMISSIONER GUPTA. YES. VICE PRESIDENT HEALING YES. UM. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORD AND PRESIDENT CAN YES AND SIX EYES. >> THANK YOU. MOVING TO ITEM 2256-241 EXPENDITURE PLAN FOR FISCAL YEAR 2526 EDUCATION PROTECTION ACCOUNTS CAN HAVE A MOTION A SECOND PLEASE. >> SO I'M A SECOND I CALL ON SUPERINTENDENT TO READ THIS INTO THE RECORD. I, I COMPLETELY MISSED WHAT YOU JUST SAID FOR AN ITEM TO READ INTO THE RECORD TO READ THE BUT OH THE FRONT LINE I'M SORRY FRONT FRONTLINE EDUCATOR PROTECTION ACCOUNT YES I'M SORRY I GOT DISTRACTED. YES I HAVE IT IN HERE THE FRONT LIKE IT'S PART OF THE BUDGET. OH YEAH. SO WE'RE NOT SO WE CAN WE CAN VOTE TO ADOPT THE BUDGET AND THEN WE CAN INVITE MARIN TO COME UP AND PROVIDE THE FRONT LINE UPDATE I SEE. I SEE. SO THE FRONT LINE UP IT WAS PART OF THE BUDGET UPDATE BASIS
SO WE JUMPED THE GUN HERE? YES. OKAY. OKAY. WE WERE EXCITED ABOUT THE GOOD PLACE. IT'S NOT MY DAY SO HAVE WE NOT MOVED ON TO ITEM? YEAH WE'RE GOING TO WE'RE GOING TO MOVE BACK. CAN WE BACK MOVE? SURE. THAT THE LEGAL LANGUAGE THAT'S USED TECHNICALLY IF THE VOTE IS GOING TO STAND ALL YOU'RE DOING IS SEEKING ADDITIONAL INFORMATION. OKAY, GREAT. IF YOU WANT THE VOTE TO BE RECALLED YOU'D HAVE TO DO A MOTION FOR RECONSIDERATION. >> OKAY, GRACE THIS IS A FRONTLINE UPDATE THIS REQUEST WAS MADE LAST WEEK TO ENSURE THAT WE THE BOARD HAD AN UPDATE ON WHERE WE ARE WITH OUR FRONT LINE PROGRESS MONITORING. I WILL PRESENT OR I WILL TURN THIS NOW TO THE SUPERINTENDENT. >> SORRY. YES. WELL IT'S A IT'S A IT'S IT'S BACK TO BACK FOR THE BOARD MEETING. THAT'S RIGHT. SO I'M REALLY HAPPY TO SHARE WITH THE PUBLIC AND TO THE BOARD THAT WE STAFF ACTUALLY QUITE FRANKLY MAUREEN HERE HAVE WORKED REALLY, REALLY HARD TO MAKE SURE THAT WE ARE ON TRACK TO TRANSITIONING OUR ENTERPRISE
RESOURCE ERP PROGRAM TO A NEW TOOL CALLED FRONTLINE AND IT'S A COMBINATION OF FRONTLINE AND RED ROVER. SO FOR I'VE INVITED MARIN HERE TO OUR CHIEF OF STAFF TO PROVIDE AN UPDATE ON THAT TRANSITION. RIGHT. THANK YOU SUPERINTENDENT. BE MORE SO WE'LL GO AND I KNOW TIME IS OF THE ESSENCE SO LET'S GO TO THE NEXT SLIDE. FIRST AND FOREMOST THANK YOU, DR. SUE. BUT THE CREDIT IF ANY THERE IS TO BE HAD IS FOR THE TEAM THAT IS WORKING BEHIND THE SCENES. THIS IS I'VE BEEN HERE FOR TWO AND CHANGED YEARS AND ONE OF THE BEAUTIFUL THINGS ABOUT AS A UNIFIED IS WHEN WE GET INTO ALIGNMENT WE CAN MOVE MOUNTAINS AND THAT IS INCREDIBLE THING ABOUT THIS DISTRICT. SO THE PEOPLE THAT I REFLECT THERE ARE MANY NAMES THAT DO NOT FIT IN THAT SLIDE ARE THE ONES WHO YOU SHOULD BE THINKING AND I'M SURE YOU WILL AND YOU WILL CONTINUE IN THIS WORK. SO MOVING FORWARD JUST FOR SOME GROUNDING WE HAVE TWO SYSTEMS ONE DOES THE FINANCE AND PAYROLL THE OTHER ONE DOES
THE HUMAN RESOURCES ASPECT THAT'S CALLED RED ROVER. DON'T ASK ME WHY IT'S CALLED RED ROVER AND THE OTHER ONE IS CALLED FRONT LINE. NEXT SLIDE IF YOU RECALL THIS IS DIFFICULT TO PERCEIVE BUT WHAT DO YOU SEE NOW? WAY MORE GREEN, RIGHT? SO EVERY HOUR IS A DAY RIGHT NOW BOTTOM LINE WE ARE DOING THE PAY COMPARES. WE HAVE YET TO FIND ANYTHING THAT WILL BREAK THE SYSTEM FROM LINCOLN HOLT RIGHT. SO NOT GOING FORWARD AS I SEE THIS DATA ENTRY CONTINUES TO THE VERY END AND I'LL EXPLAIN IN MORE DETAIL WHAT THAT MEANS. >> NEXT SLIDE ON THE RED ROVER AGAIN THOSE ARE LIGHTER GREEN BUT I WOULD SAY AS OF TODAY AT THIS POINT BEGINNING TOMORROW 12 MONTHS CERTIFICATED EMPLOYEES ARE GOING TO START USING RED ROVER TO SUBMIT ANY TIME ISSUES. IT'S A LITTLE WEIRD, RIGHT, BECAUSE WE'RE STILL IN JUNE BUT IF YOU RECALL IN AS OF TUESDAY AND THIS IS ONE OF THOSE LONG TERM JOURNEYS WHERE WE WANT
AGAIN TO END THE FISCAL CYCLE WHEN IT ENDS. BUT AT THIS MOMENT A PAY CYCLE EXCESS THAT BEGINS NOW THIS WEEK AND IT GOES TILL JULY 20TH OF NEXT IT'S WEIRD BUT IT EXISTS. SO BECAUSE OF THAT AND RED ROVER IF YOU WERE ABSENT TODAY OR USE SUBMITTED IN RED ROVER EVEN THOUGH THE NEXT FISCAL YEAR HASN'T STARTED SO THERE'S THAT'S ACTUALLY THIS WAS SUBMITTED LAST FRIDAY I WOULD SAY IT'S EVEN MORE GREENER NOW THAN THAN WHAT IT IS RIGHT THERE. NEXT SLIDE YOU JUST HEARD FROM ANNE-MARIE EMILY, YOU KNOW WHETHER WE WANT TO CALL IT 100% AT THIS POINT IT'S A 90% THAT'S OF THAT FRIDAY. THIS IS JUST A CONNECTION THAT FRONTLINE IS THE ECOSYSTEM THAT WE'RE USING DEVELOP THE BUDGET. YOU'VE ALREADY HEARD SOME OF THE HIGHLIGHTS OF THE FUNCTIONALITY OF THE SYSTEM SUCH AS THE POTENTIAL POSITION CONTROL MANAGEMENT, THE FACT THAT EVERYTHING IS INTERCONNECTED SO YOU CAN'T PULL ONE LEVER IF THERE'S NO MONEY YOU KNOW IT'S A IT'S A SYSTEM THAT WILL KEEP US HONEST AND ONE THAT I THINK WE NEED AS A SYSTEM TO CONTINUE TO BE GOOD STEWARDS OF PUBLIC FUNDS. NEXT SLIDE. HERE'S A SURPRISE TO ALL OF YOU
AS OF TODAY. I MEAN YOU CAN QUOTE ME, I'LL DENY IT IF IT'S WRONG IN THE END BUT I WANT LET'S SAY THAT FOR THE FIRST PAYROLL OR THE FOR US INTERFACE WILL BE READY . WE DID NOT EXPECT THAT TO BE READY. OKAY. THE PROCESS FILE WHICH IS THE HEALTH AND BENEFITS THAT WILL NOT BE READY BY THE FIRST PAYROLL IN JULY BUT AND IT HAS TO DO A LOT WITH THE INTENSIVE TESTING THAT HAS TO BE DONE INTERNALLY BY OUR BENEFITS TEAM AND THEN BY THE CITY. BUT BY THE END OF AUGUST THE AGENCIES SYSTEM SHOULD BE READY AND WE WILL STOP DOING MANUAL WORK WHICH HAS BEEN GOING ON FOR YEARS IN TRANSITION INTO THIS SO THIS WAS YELLOW BEFORE AND AS YOU CAN SEE IT IS MUCH GREENER TODAY. NEXT SLIDE THESE ARE SOME OF THE OVERALL THEMES ARE ON OUR PAY COMPARE I'M JUST GOING TO HIGHLIGHT A FEW AND PUT ON MY GLASSES HERE THAT I FIND TO BE OF THE MOST INTERESTING ONE AND ONE OF THEM IS THE SOFTWARE LIMITATIONS NUMBER FOUR SO EMPLOYEES PAID INCORRECTLY IN EMPOWERED DUE TO MANUAL ERRORS SUCH AS WRONG SALARY SCHEDULES TO EXPLAIN THIS VERY
QUICKLY WHEN ONE OF OUR EMPLOYEES MOVES UP INTO A SALARY AND GREAT SCHEDULE CURRENTLY IN THE EMPOWER SYSTEM YOU HAVE TO MANUALLY INPUT WHAT THAT SALARY IS MANUALLY SO HUMAN ERROR HAPPEN. SO IF YOU GO FROM GRADE THREE STEP FIVE YOU MIGHT HAVE ENTERED THE WRONG OR YOU MIGHT HAVE FORGOTTEN TO ENTER THAT INTO THE SYSTEM AND FRONT LINE IT HAS AN ANNIVERSARY DATE AND IT WILL INDEX THE SALARY TABLE SO UNLESS THE SELLER TABLE IS WRONG AND THERE'S MEASURES TO MAKE SURE THAT ISN'T THE CASE THEN NUMBER FOUR IS A GOOD EXAMPLE OF LIMITATIONS AND AS HAPPY WHERE YOU HAVE TO DO THAT MANUALLY THE THERE ARE SOME OTHERS IN HERE WHERE WE'VE NOTIFIED CHANGES IN HOW WE WERE PAYING EMPLOYEES THAT DO NOT ALIGN TO LANGUAGE CONTRACT. AGAIN FRONTLINE IS GOING TO CONTINUE TO BE A GOOD MIRROR AND A FLASHLIGHT TO INVOKE READ TOO INTO SOME OF OUR SYSTEMIC ISSUES THAT WE HAVE. IT WON'T LET US FORGET. IT WILL ASK US WITH OPEN EYES ARE YOU STILL GOING TO
CONTINUE TO MAKE THAT ERROR? AND OF COURSE THIS IS THE OPPORTUNITY TO ALIGN AND LET ME REMIND EVERYONE FRONTLINE IS AN OPPORTUNITY TO ALIGN TO BEST BUSINESS PRACTICES AND FRONT LINE NO RED ROVER THEY WILL NOT BEND TO US. WE HAVE TO ADAPT TO THEM AND THERE ARE PLUSES AND DELTAS TO THAT RIGHT? THE PLUSES THAT WE ALIGN TO BEST BUSINESS PRACTICES THE DELTAS IS THAT THERE ARE SOME THINGS WE WANT TO DO DIFFERENT THAT WE'LL HAVE TO FIND WAYS TO DO THEM IN A DIFFERENT WAY. SO WE'RE GAINING FUNCTIONALITY ON ONE HAND AND WE'RE LOSING SOME OF IT THAT WE VALUED AND AS AP BUT OVERALL IT IS IT IS WORTH IT. LET'S SEE. YEAH. SO THESE ARE SOME OF THE MAIN PAYROLL COMPARE ISSUES AT THIS MOMENT TODAY I CAN TELL YOU THAT THE MOST GENERAL STATEMENT THAT WE ARE GOING TO SEND TO ALL EMPLOYEES WILL BE AND NOT BET ON FEDERAL TAXES AND HOW THOSE WERE CALCULATED. THERE ARE INDIVIDUALS WHOSE PAY WILL CHANGE NEXT YEAR AND WE HAVEN'T YET FOUND ENOUGH WHERE THEY ARE GROUPED INTO A THEME OR A PATTERN BUT THESE WILL BE INDIVIDUALS THAT WE NEED TO
REACH OUT. WE AT THE BEGINNING OF THIS IF YOU RECALL I WAS ASSUMING GIVEN THE DATA THAT THERE WERE SOME PATTERNS MAYBE A PARTICULAR JOB CLASS OR PARTICULAR GRADE LEVEL PARTICULAR JOB CATEGORY WAS GOING TO BE IMPACTED. BUT IT'S HAPPENED TO BE MORE NUANCED. SO AS WE IDENTIFY THE ROSTER OF INDIVIDUALS THAT NEED TO KNOW BEFORE THEY SEE THEIR NEXT CHECK WHAT IS DIFFERENT AND WHY WE'RE GOING TO DO THAT. BUT AGAIN I'M BEING TRANSPARENT. I THOUGHT I WAS GOING TO FIND A BIGGER THEME AND PATTERNS AND SO FAR THE ONLY ONE IS THAT FRONTLINE DOES A BETTER JOB OF FIGURING FEDERAL TAXES BUT FOR SOME REASON EMPOWER DID IT RIGHT ON SOME EMPLOYEES AND THEY WERE NEVER IMPACTED AND ON OTHERS IT DIDN'T. SO IT'S IT'S IT'S WORK THAT CONTINUES AND WE WILL CONTINUE TO DO THIS INTO THE VERY END NEXT SLIDE. SO THIS IS OUR APPROACH JUST TO LEVEL SET EVERYONE THE FIRST PAYROLL SO WE GO LIVE JULY 1ST BUT I WAS TELLING DR. SUE NOTHING REALLY HAPPENS. WE'RE ALREADY LIVE IN A WAY,
YOU KNOW, SO THE REAL REAL MOMENT TO RING THE BELL FOR THOSE OF YOU WHO REMEMBER WE PURCHASED A BELL WHEN WE STABILIZE THE OTHER PAYROLL SYSTEM EVERY TIME WE CLOSED. TAKE CARE WE WOULD RING THE BELL, RIGHT? IT GOT ANNOYING AFTER A WHILE BECAUSE THERE WERE SO MANY TICKETS BUT WE HAVE A BELL. I WILL CEREMONIOUSLY PUT DOWN THAT BELL AT SOME POINT BUT THE REAL THE REAL ONE IS ON JULY 23RD WHERE 1150 PLUS OR MINUS EMPLOYEES WILL GET PAID. THAT IS THE FIRST JOURNEY OUR MY COMMITMENT TO YOU AND THE WHOLE TEAM BEHIND ME IS THAT THOSE 1150 PEOPLE'S PAYROLL RECORDS WILL BE PRISTINE SO THAT THEY ARE PAID CORRECTLY. THEY WILL GET A CHECK STUB COMPARISON OF WHAT THE CHECK STUBS USED TO LOOK LIKE AND WHAT THE NEW ONE LOOKS LIKE SO THEY CAN UNDERSTAND IMMEDIATELY. THE NEXT WEEK IS 350 INDIVIDUALS WHO ARE ARE CERTIFICATED MONTHLY EMPLOYEES AND THEN ON AUGUST 6TH VERY QUICKLY YOU CAN SEE YOU BEGIN TO EXPAND ALL THE WAY TO THE END OF AUGUST. >> SO THOSE ARE THE KEY
MILESTONES WHERE WE'RE GOING TO BE AGAIN LOOKING AT CHANGES. DO WE EXPECT ISSUES TO COME UP? YES, WE ARE HUMAN AFTER ALL RIGHT. SO THEY WILL HAPPEN AND THAT'S WHY IN THE COMMUNICATION THAT I SHARE WITH YOU AND THAT DID NOT INCLUDED HERE WE HAVE OUR HYPER CARE SYSTEM AS WE ARE LIFTING UP AS WE SPEAK RIGHT NOW OUR CALL CENTER, OUR SEND US TICKET MECHANISM, OUR INFOGRAPHICS OR WHAT TO DO OUR SERVICE LEVEL SERVICE SERVER SALES SERVICE LEVEL AGREEMENTS IF I'M REMEMBERING THAT ACRONYM TO ENSURE THAT WE SOCIALIZE WITH ALL OUR EMPLOYEES IF YOU'RE MISSING 50% OF YOUR PAYCHECK WHICH I DON'T THINK WILL HAPPEN AGAIN WITH THEN OUR COMMITMENT IS TO MAKE YOU WHOLE WITHIN 48 HOURS IF YOU'RE MISSING $50 DO YOU WANT TO WAIT UNTIL THE NEXT PAY CYCLE? WE RECOGNIZE THAT $50 IS SOMETHING VERY DIFFERENT FOR EVERYBODY. SO THAT IS URGENT FOR YOU. THEN WE STAND READY TO PRODUCE OFFSITE CYCLE CHECKS AT A CONSISTENT ONGOING TIME TO MAKE SURE THAT WE DO THAT WELL BEHIND THE SCENES WE NEED A
TEAM FROM BENEFITS LABOR H.R. PAYROLL ETC. READY TO UNDERSTAND WHY WAS THAT EMPLOYEES CHECK WRONG QUICKLY CORRECT THAT IMPRINT OF MONEY CHECK RIGHT SO THAT WILL BE YOU KNOW READY FOR ALL OF US THIS SUPERINTEND I HAVE COMMITTED TO BE THERE WITH LATRICE OUR PAYROLL EXECUTIVE DIRECTOR SHOULD THAT NEED TO BE ALIGNED. THIS IS NOT SOMETHING THAT THAT DEPARTMENT IS DOING ALONE. I WANT TO FULLY RECOGNIZE THAT THE PAIN, IF ANY IS TO HAVE WILL BE FELT MOST BY THE H.R. DEPARTMENT AND THE PAYROLL DEPARTMENT. SO WE'RE DOING EVERYTHING WE CAN TO MITIGATE THAT AND TO BE READY TO SUPPORT THEM WHEN IT HAPPENS BECAUSE LIKE I SAID EVEN IN THE BEST OF CIRCUMSTANCES AND THE ROLLOUT IS DIFFICULT AND THOSE THAT'S MY PRESENTATION. THANK YOU. THANK YOU VERY MUCH. GIVEN THIS IS NOT AN ACTION ITEM, THIS WAS JUST AN UPDATE TO THE BOARD, ARE THERE ANY QUESTIONS THAT MAY INFLUENCE THE FINAL STEP OF FRONTLINE IMPLEMENTATION? WHAT I ASKED MY QUESTION IN A WAY THAT I THOUGHT WAS
GOING TO BE IMPOSSIBLE TO ASK. >> QUESTION OKAY. THIS WILL IMPACT THE IMPLEMENTATION OF FRONTLINE. OH WELL COMMISSIONER GUPTA THANK YOU. I APPRECIATE IT AS RICK AND AND THANK YOU. SO FIRST OF ALL, I JUST WANT TO SAY THANK YOU SO MUCH. I KNOW THIS IS A TREMENDOUS AMOUNT OF WORK AND AS YOU SAID EVERY HOURS A DAY YOU LOOK INCREDIBLY WELL FOR BEING UP FOR I DON'T KNOW HOW MANY HOURS OR DAYS. SO KUDOS TO YOU. I'M CURIOUS SO I APPRECIATE THESE KEY DATES AND I'M CURIOUS DO WE THEN ALSO HAVE THE SUPPORT OF OUR IMPLEMENTATION PARTNERS? DO WE HAVE SURGE HIRING THAT IS ONSITE TO HELP US FOR THESE CRITICAL DATES OR UNTIL THESE CRITICAL DATES? YEAH, COMMISSIONER GUPTA THAT'S A VERY GOOD POINT. YES. SO FRONT LINE WILL BE HERE ON FORCE FOR THESE PAY CYCLES. WE HAVE ALSO INCREASED OUR CAPACITY FOR CASE MANAGEMENT FOR BOTH PAYROLL AND H.R. AND KATHY THE SYSTEMS INTEGRATOR HER TEAM WILL BE HERE ON SITE AS WELL SO IT'S ALL HANDS ON DECK THAT WEEK
AND THOSE TWO WEEKS THERE AND LEADING UP TO THAT FRONTLINE ASSUMES THAT THEY NEED TO BE HERE AND THEY WILL BE HERE PLUS THE ADDITIONAL TEAM THAT WE BROUGHT IN WHICH IS CATHY'S TEAM CATHY HOPKINS TEAM YEAH FOR SURE. WELL SO FIRST OF ALL THANK YOU TO THIS TEAM AND MR. TRUJILLO. I THINK ONCE YOU RING THAT BELL FOR THE FINAL TIME YOU MIGHT HAVE A FEW VOLUNTEERS ON THIS LIST. YOU WANT TO TAKE IT INTO A RAGE ROOM AND SMASH THE LIVING DAYLIGHTS OUT OF IT. BUT THANK YOU TO EVERYONE WHO HAS STUCK THROUGH THIS WITH US . BUT MY QUESTION REALLY ONE OF OUR PAIN POINTS VERY OFTEN IS WITH THE CHANGE IN JOB CATEGORIES AND WE SEE THAT A LOT DURING EXTENDED SCHOOL YEAR AND SO WE'VE HEARD A LOT FROM FOLKS THIS THESE PAST COUPLE OF WEEKS EXTENDED SCHOOL YEAR NOW WOULD STILL BE THROUGH EMPOWER NOT THROUGH FRONT LINE AND RED ROVER SO WE CAN'T USE THAT AS LIKE A CANARY IN THE COAL MINE OR ANYTHING LIKE THAT YEAH SO OUR AS OUR SCHOOL SUMMER SCHOOL IS BEING PAID THROUGH SRP
BECAUSE IT'S PART OF THE SECOND OF THIS FISCAL YEAR. THAT'S CORRECT AT THE THE CAN I SAY SOMETHING SO THERE ARE THINGS THAT THE BOARD WOULD NEED TO CONTINUE THINKING ABOUT WHICH I'M PUTTING THEM ON ON WHAT I'M SAYING IS PHASE THREE ONE OF THEM IS FOR EXAMPLE WE CONTINUE TO DO BIWEEKLY PAY WHICH MEANS 26 CHECKS IS EXTREMELY UNUSUAL IN THE STATE OF CALIFORNIA FOR THAT TO HAPPEN TO CLASSIFY IT THE COMPROMISE WILL BE SEMI MONTHLY WHICH IS 24 PAYCHECKS. RIGHT. THAT REQUIRES ONGOING CONVERSATION AND FRONTLINE STANDS READY TO ADAPT TO THAT. THEY KNOW HOW TO DO THAT. THEY'RE NOT TERRIBLY CONFUSED BY 26 CYCLES BUT IT'S UNUSUAL WHERE WE KEEP BREAKING THROUGH FISCAL CYCLES AND THAT THAT'S NOT GOOD. THERE'S GREAT SOME MANUAL WORK AND THERE'S A FEW OTHER THINGS LIKE THAT ON ON PHASE THREE THAT WE CAN SOCIALIZE LATER THAT ARE SMART THINGS TO DO BUT THAT IN ORDER TO BRING EVERYONE ALONG FULLY RECOGNIZING THAT THE LAST YEAR WAS EXTREMELY TRAUMATIC FOR EVERYONE I RECOGNIZE THAT AT THIS MOMENT PROOF IS IN THE ACTIONS AND PEOPLE NEED TO TRUST THE
SYSTEM AND THAT'S WHY I'M BEING VERY TRANSPARENT THAT THERE WILL BE MISTAKES. I DON'T WANT THE MISTAKES AND CHALLENGES TO BE CONFUSED AS THAT IS AN INDICATION THAT FRONTLINE DOESN'T WORK RIGHT. THEY WILL HAPPEN BUT I RECOGNIZE THAT SOME OF THESE THINGS THOUGH THEY'RE THE RIGHT THING TO DO TAKE TIME AND WE NEED TO APPROACH THEM AT A DIFFERENT TIME AND THEY WILL BE HELPFUL. YEAH. OKAY. OKAY. SEEING NO OTHER QUESTIONS. THANK YOU VERY MUCH FOR THE PRESENTATION AND FOR ALL YOUR WORK. >> OKAY. RETURNING TO ITEM TWO ON THE EXPENDITURE PLAN FOR FISCAL YEAR 2526 EDUCATION PROTECTION ACCOUNT I WILL TURN IT TO THE SUPERINTENDENT. THANK YOU, PRESIDENT KIM. TODAY I REQUEST THAT THE BOARD OF EDUCATION OF THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT AND THE SAN FRANCISCO COUNTY OFFICE OF EDUCATION APPROVE THE PROPOSED EXPENDITURE OF STATE REVENUES ANTICIPATED TO BE RECEIVED
IN FISCAL YEAR 2526 FROM THE EDUCATION PROTECTION ACCOUNT IN ACCORDANCE WITH THE SPENDING PLAN INCORPORATED IN YOUR IN YOUR DOCUMENT HERE WE DON'T HAVE A PRESENTATION BUT WE'RE READY FOR QUESTIONS AND YOUR QUESTIONS OR COMMENTS FROM THE BOARD CNN THANK YOU SO MUCH FOR YOUR COPIES OF THIS LETTER. COMMISSIONER ALEXANDER YES. COMMISSIONER FISCHER. YES. COMMISSIONER GUPTA YES. VICE PRESIDENT HEALEY YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WORD AND PRESIDENT KIM YES AS SIX EYES MOVING TO OUR FINAL ACTION ITEM ITEM FOUR FOUR SORRY SECOND TO FIVE SECOND TO FINAL ITEM 4256-17 S.P. ONE SUPERINTENDENT'S PROPOSAL APPROVAL OF THE PUBLIC EDUCATION ENRICHMENT FUND EXPENDITURE PLAN FOR 2526 CAN I HAVE A MOTION A SECOND? SO MOVE SECOND I CALL AND SUPERINTENDENT TO READ THIS INTO THE RECORD. THANK YOU PRESIDENT KIM AT THIS POINT I WILL INVITE STAFF TO BE PREPARED FOR QUESTIONS OF EDWIN DIAZ AND MR. SMITH.
THANK YOU. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? >> SEEING NONE. A ROLL COVERED PLEASE MISS ENOUGH. I'M SORRY COMMISSIONER ALEXANDER. YES, COMMISSIONER FISHER? YES, MR. GUPTA? YES. VICE PRESIDENT HEALING YES, COMMISSIONER RAY. YES. COMMISSIONER WISEMAN WEREN'T AND PRESIDENT CAN YES A SIX EYES. >> THANK YOU SO MUCH FOR YOUR PRESENCE AND YOUR WORK. >> OF COURSE. THANK YOU. LAST WEEK MOVING TO ITEM 5256 DASH 22 FOR ESP TWO EMERGENCY DECLARATION AND DELEGATION TO SUPERINTENDENT OR DESIGNEE TO ENTER INTO CONTRACTS FOR EMERGENCY REMOVAL OR REPLACEMENT OF THE PLACE STRUCTURE AT LAFAYETTE ELEMENTARY SCHOOL. CAN I HAVE A MOTION AND A SECOND PLEASE? SOME OF SECOND I CALL ON THE SUPERINTENDENT TO READ THIS INTO THE RECORD. THANK YOU PRESIDENT KIM TODAY I'M SEEKING APPROVAL FROM THE BOARD FOR WHICH WILL ALLOW ME A
DESIRE TO ALLOW THE SCHOOL DISTRICT TO MOVE FORWARD TO ALLOW AUTHORIZATION FOR THE SCHOOL DISTRICT TO GO INTO CONTRACT FOR REPAIR WORK AT LAFAYETTE ELEMENTARY SCHOOL DUE TO A FIRE CONTRACT WITH AN AMOUNT NOT TO EXCEED $300,000. ANY COMMENTS OR QUESTIONS FROM THE BOARD SEEING THAT WE'LL DO RECALL PLEASE LENNON COMMISSIONER ALEXANDER YES. COMMISSIONER FISHER YES. COMMISSIONER GUPTA YES. VICE PRESIDENT EWING YES. COMMISSIONER RAY YES. COMMISSIONER WISEMAN WARD AND PRESIDENT KIM YES AS SIX EYES WE SHOULD HAVE EVERY MEETING LIKE THIS, DON'T WE THINK? MOVING TO ITEM G THANK YOU MELEE DISCUSSION ITEMS GOAL ONE AND TWO PROGRESS MONITORING REPORTS I THIS IS NOT AN ACTION ITEM I WILL TURN TO THE SUPERINTENDENT TO READ THIS OR TO PRESENT THE MONITORING REPORT. THANK YOU PRESIDENT KIM I BELIEVE DR. B TO QANA IS ON LINE. SHE'S PERHAPS VIRTUAL MAYBE AT A LATER TIME.
YES, MA'AM. OH, PERFECT. THANK YOU, DR. KIND OF WE'RE ALSO JOINED BY DR. HERRERA, CHRISSY HERRERA ARE ASSISTANT SUPERINTENDENT OF OH MY GOODNESS EARLY ED IN ELEMENTARY AND DEVON KRUGMAN FROM OUR INSTRUCTION CURRICULUM AND INSTRUCTION AND THEN DR. MOON KIM FROM RPA. >> WHEN I HAND THIS OVER TO OUR TEAM SORRY THAT WAS ONLY FOR ACTION ITEMS THAT HAD BEEN PREVIOUSLY READ PRIOR TO THE PRIOR MEETING I'M SORRY. OKAY. GOOD EVENING PRESIDENT KIM VICE PRESIDENT HULING AFTER TWO COMMISSIONERS AND MEMBERS OF THE PUBLIC WE ARE HERE TO SHARE OUR LOSS PROGRESS MONITORING REPORT FOR GOAL ONE THIS EVENING JUST TO GET US STARTED ONLY THE YOUNGER GRADES KINDERGARTEN THROUGH SECOND HALF OF THE SPRING WINDOW THE DISTRICT ASSESSMENT AND WE HAVE NEW RESULTS TO SHARE WITH YOU ON GOALS AND INTERIM GOALS RELATED TO THOSE GRADE LEVELS THIS EVENING THIRD GRADE AND UP AS YOU KNOW HAVE THE SE BACK AND THE RESULTS ARE NOT YET AVAILABLE. SO IN THIS REPORT WE ARE
FOCUSING ON EARLY LITERACY AND FOUNDATIONAL SKILLS IN THIS PRESENTATION AND THE REPORT. THANK YOU. WHAT IT'S LIKE TO SLIDE TWO IT'S PERFECT. SO AS I JUST MENTIONED INTERIM GOAL 1.1 AND ONE POINT TO HAVE THE LAST THE THIRD SPRING WINDOW OF STAR TEST ADMINISTRATION FOR WHICH WE HAVE THE RESULTS. WHAT WE SEE IN THE RESULTS ARE STRONG CONSISTENT GROWTH THROUGHOUT THE YEAR AS NOTED BY THE BLUE LINE, THE GRAY LINES ARE THE RESULTS FROM LAST YEAR FROM THE PREVIOUS SCHOOL YEAR SO WE CAN COMPARE KIND OF POINT BY POINT. AT THE SAME TIME WE DO SEE THAT WE FELL A LITTLE BIT SHORT OF MEETING THE TARGETS FOR FOR BOTH OF THE INTERIM GOALS FOR INTERIM GOAL 1.2 WE CAME ACTUALLY VERY CLOSE AS YOU CAN SEE WE WE WERE AT 59.1. WHAT'S THE PROFICIENCY RATE AS I'M JUST DOUBLE CHECKING THE NUMBER. THE TARGET THAT WE HAD SET WAS 62%. SO WE'RE A LITTLE BIT SHY THE CENTRAL THRUST OF THIS REPORT OF THIS PROGRESS MONITORING IS TO UNDERSTAND WHY
WE ARE NOT SEEING GREATER ACCELERATION IN STUDENT GROWTH . AS YOU CAN SEE WE ARE SEEING CONSISTENT AND STRONG STUDENT GROWTH THROUGHOUT THE YEAR. WE'RE NOT QUITE MEETING THE AMBITIOUS TARGETS THAT WE HAVE SET BUT WE ARE MAKING GREAT GROWTH. WE WANT TO DO BETTER AND WE WANT TO KIND OF SPEED UP THE ACCELERATION THAT WE'RE STARTING TO SEE. SO WE'RE DELVING A LITTLE BIT DEEPER INTO UNDERSTANDING HOW WE MIGHT MAKE THAT HAPPEN AND I WILL TURN IT OVER TO MS.. GOODMAN. THANK YOU. IN ORDER TO BETTER UNDERSTAND WHERE THOSE AREAS OF GROWTH MIGHT LIE AS WE'VE DONE IN PRIOR REPORTS, WE WANTED TO VIEW OUR STUDENT OUTCOMES DATA IN COLLABORATION OR CONCURRENTLY WITH OUR INSTRUCTION ALL DATA. SO IF WE CAN GO TO THE NEXT SLIDE THIS SLIDE PROVIDES AN OVERVIEW OF OUR INSTRUCTIONAL WALK THROUGH SUMMARY DATA ACROSS THREE SEPARATE WALK PERIODS OF NOVEMBER, FEBRUARY AND APRIL ACROSS THE SCHOOL YEAR FOR A TOTAL OF 99 CLASSROOM OBSERVATION AND CLASSROOMS WERE OBSERVED ACROSS GRADES K THROUGH FIVE INCLUDING BOTH FOUNDATIONAL
SKILLS INSTRUCTION AND READING COMPREHENSION INSTRUCTION. SO YOU CAN SEE ACROSS THESE AREAS SOME OF THE STRENGTHS THAT WOULD LEAD TO THE GROWTH THAT WAS JUST NAMED SUCH AS STRONG CULTURE OF LEARNING WHICH HAS BEEN A CONSISTENT AREA OF STRENGTH FOR THE DISTRICT SINCE OUR 2022 AUDIT AS WELL AS STRONG USE OF THE ADOPTED CURRICULAR MATERIALS. SOME DISCREPANCIES MONTH TO MONTH BUT OVERALL FAIRLY HIGH IN ADDITION WE ARE EXCITED TO SEE IN COMPARISON TO OUR 2022 AUDIT THE STRENGTH OF INDICATOR OF FOUNDATIONAL SKILLS MAKES SENSE FOR THE TIME OF THE YEAR WE HAVE SEEN GREAT IMPROVEMENT WITH EXPLICIT SYSTEMATIC FOUNDATIONAL SKILLS INSTRUCTION OF WHICH I COULD NOT BE MORE EXCITED. AND IN ADDITION IF YOU LOOK INTO THE COMPREHENSION SECTION YOU DO SEE A FAIRLY STRONG RATE WITH STUDENTS SPENDING THE MAJORITY OF THEIR TIME READING, LISTENING AND SPEAKING OR WRITING ABOUT TEXTS. SO IN THAT REGARD WE DO SEE SOME STRENGTH IN TERMS OF THE INSTRUCTIONAL PRACTICE OF EDUCATORS WHERE THIS WHERE THE AREAS OF GROWTH LIE ARE
SPECIFICALLY TO THE INDICATORS OF ASSOCIATED WITH STUDENTS ACADEMIC OWNERSHIP. SO FOR EXAMPLE STUDENTS HAVING SUFFICIENT OPPORTUNITIES TO PRACTICE THOSE FOUNDATIONAL SKILLS WITH TACO TABLE TEXT IN PARTICULAR AT THE K-2 LEVEL OR FOR EXAMPLE FOR STUDENTS USING TEXT DEPENDENT EVIDENCE IN READING, WRITING, SPEAKING AND LISTENING. SO THESE ARE ALL OPPORTUNITIES WHERE STUDENTS WOULD HAVE THE ABILITY TO AGAIN SYSTEMATICALLY AND CONSISTENTLY PRACTICE THE INSTRUCTION. AND SO IT IS OUR BELIEF THAT WHERE WE SEE THE STRONG INSTRUCTION HAPPENING IS WHERE THAT GROWTH IS COMING FROM. HOWEVER, WE'RE NOT ACCELERATING TO MEET THE TARGET BECAUSE WE HAVE NOT YET SEEN SUFFICIENT OPPORTUNITIES FOR STUDENT ACADEMIC OWNERSHIP. HOWEVER FROM THIS DISTRICT OVERVIEW WE HAVE SEEN SPECIFIC SCHOOL EXAMPLES AS HIGHLIGHTED IN MARCH AND THAT WE WANT TO BRING BACK IN JUNE WHERE SCHOOLS HAVE MANAGED TO ACCELERATE GROWTH BY NOT JUST HAVING HIGH QUALITY INSTRUCTION BUT ALSO SUFFICIENT OPPORTUNITIES TO BOTH DIFFERENTIATE AND PROVIDE STUDENTS WITH ACADEMIC
OWNERSHIP. AND I'M GOING TO PASS THAT TO DR. HERRERA TO HIGHLIGHT TWO OF THOSE EXAMPLES. NEXT SLIDE. SORRY ONE MORE. OKAY. SO FOR SCHOOL AS YOU CAN SEE WE REALLY FOCUSED ON LIKE EARLY LITERACY AND FOUNDATIONAL SKILL INDICATORS AND SO IN THOSE TWO GRAPHS IN THE MIDDLE YOU CAN SEE A SIGNIFICANT CHANGE FROM FALL TO SPRING. AND SO WHEN WE TALK TO THESE SCHOOLS, SOME OF THE THINGS THAT REALLY STOOD OUT TO US WERE REALLY STRONG TIER ONE AND TIER TWO INTERVENTIONS. THAT'S A BIG PIECE THAT WE KNOW ABOUT AS WELL COACHING ALIGNMENT SO DIFFERENTIATED COACHING FOR CLASSROOMS BASED ON HOW STUDENTS ARE ACCESSING THE INFORMATION. >> A BIG PIECE AS WELL AS THOSE THAT SCHOOL E IN THIS EXAMPLE USED DATA THROUGHOUT THEIR GLASSES AND PLCS TO THINK ABOUT PROGRESS MONITORING WHICH IS A BIG LIFT. THIS PARTICULAR SCHOOL HAS STRONG STAFF RETENTION. THE STAFF HAS BEEN THERE FOR A LONG TIME. THE ADMINISTRATION HAS BEEN THERE FOR A LONG TIME AND ADDITIONALLY THE SCHOOL ALSO PROVIDED STRONG COMMUNITY ENGAGEMENT AROUND THE DATA
INFORMATION THAT THEY COULD KNOW HOW THEIR CHILDREN WERE DOING AND SOME THINGS THEY COULD DO AT HOME AS WELL. IF YOU GO TO SCHOOL F THANK YOU AND THIS WAS A PIECE THAT WE'RE REALLY FOCUSING ON LEADERSHIP AND COACHING PRACTICES. SO THESE BIG PIECES HERE WAS IT WAS A STRONG I'LL T AND THE ADMIN THE COACH THE TEAMS ARE MEETING ON A REGULAR BASIS REALLY THINKING ABOUT THE INSTRUCTION, THINKING ABOUT THE DATA, HOW THAT WAS CHANGING. THEY HAD A STRONG GLC GRADE LEVEL PLANNING THINKING ABOUT HOW THE COACH WAS AN INTEGRAL PART OF THAT GUIDED INSTRUCTION. PROGRESS MONITORING WAS A BIG PIECE OF THE SCHOOL AND THEY ALSO ENGAGED IN PRETTY SIGNIFICANT COACHING CYCLES. THEY SPENT TIME IN EACH OTHER'S CLASSROOMS AS WELL AND THE COACH FACILITATED THESE COACHING CYCLES WHICH HAD GREAT IMPACT. THEY WERE SEEING EACH OTHER IN ACTION IN THE CLASSROOMS AND TALKING ABOUT DATA THROUGHOUT THE SCHOOL YEAR. THANKS. I THINK YOU AND IN SUMMARY IN ORDER TO BOTH BUILD ON THE STRENGTHS HIGHLIGHTED BY THESE TWO SCHOOLS AS WELL AS SOME OF THE GROWTH WE SAW IN THE LEARNING WALKS AS WELL AS
ADDRESS THE AREAS OF NEED WE HAVE A MULTI-TIERED RESPONSE PLAN BOTH FOR THIS SUMMER 2025 AND ALSO INTO THE 2020 2025 2026 SCHOOL YEAR. THE FIRST PIECE IS WE HAVE HELD THE SUMMER IN JUNE AND WILL REPEAT IN AUGUST A FOUNDATIONAL SKILLS INSTITUTE FOR K-2 EDUCATORS BOTH GENERAL AND SPECIAL EDUCATION HIGHLIGHTING IN PARTICULAR THE USE OF DAKOTA BOLD TEXT AS PART OF FOUNDATIONAL SKILLS INSTRUCTION AND TO EMPHASIZE STUDENT ACADEMIC OWNERSHIP. THE NEXT PIECE IS THAT WE HAVE HELD A JUNE SPANISH LANGUAGE PATHWAY INSTITUTE NOT JUST TO FOCUS ON INTEGRATED AND DESIGNATED DIA BUT ALSO TO SUPPORT SPANISH LANGUAGE PATHWAYS IN THE SHIFT TO A 5050 MODEL AND IN PARTICULAR EMPHASIZING WITH THAT SHIFT ACROSS LINGUISTIC TRANSFER TO SUPPORT MULTILINGUAL LEARNERS. FURTHER WE HAVE BEEN DEVELOPING OUR YEAR TWO IMPLEMENTATION PLANS WITH REGARDS TO COACHING INSIGHTS SUPERVISION TO ENSURE THAT WE AGAIN HAVE A FOCUS ON ACADEMIC OWNERSHIP AND IN PARTICULAR DIFFERENTIATION.
I ALSO WANT TO HIGHLIGHT A KEY COMPONENT OF THAT RELATED TO MTC PLANNING AS NAMED IN PRIOR REPORTS AND RECOMMENDATIONS FROM THE SPEED CAP AND FROM THE EL CAP. MTC REMAINS A SIGNIFICANT AREA OF GROWTH FOR US AS A DISTRICT PARTICULARLY AS OUR STAFFING MODEL HAS CHANGED WITH THE REDUCTION OF THE INTERVENTIONIST REFERRED TO AS OUR TIFF POSITION. SO AS WE THINK ABOUT YEAR TWO IMPLEMENTATION IT'S IMPERATIVE THAT WE SUPPORT TWO DIFFERENT ASPECTS. ONE IS CLASSROOM TEACHERS AND THEIR SKILL AND PROFESSIONAL LEARNING TO SUPPORT IN PARTICULAR TIER TWO INTERVENTION DURING SMALL GROUP INSTRUCTION TIME. IN ADDITION, AS HIGHLIGHTED BY THE TWO SCHOOL EXAMPLES WITH STRONG MEZZO STRUCTURES SUPPORTING SCHOOLS TO BUILD SCHOOL WIDE SYSTEMS FOR MTC THAT MAKES EFFICIENT USE OF BOTH THEIR CLASSROOM TEACHERS AND OUT OF CLASSROOM STAFF TO SUPPORT INTERVENTION. SO THAT IS BUILT INTO THE INITIAL PLANS FOR IMPLEMENTATION IN YEAR TWO IN THE 2526 SCHOOL YEAR.
AND I THANK YOU. THANK YOU VERY MUCH. BEFORE I TURN IT OVER, I DO HAVE A QUICK CLARIFYING QUESTION IN THE INSTRUCTIONAL WALK THROUGH SUMMARY DATA IS THE END COUNT THE NUMBER OF CLASSROOMS OBSERVED OR THE NUMBER OF OBSERVERS THE NUMBER OF CLASSROOMS? NUMBER OF CLASSROOMS? CAN YOU SHED SOME LIGHT ON SO BETWEEN NOVEMBER AND APRIL THE PERCENTAGE OF USING I'M ASSUMING THE MEASURE IS THE ADOPTED CURRICULUM MATERIALS, RIGHT. THAT'S IS THAT THE HOPE? NO. FOR ONE YES. YEAH IT WENT FROM 74% TO 86%. AWESOME. I'M CURIOUS WHY THEN IN THE COMPREHENSION SECTION LET'S SEE LIKE QUESTIONS AND TASKS RIGHT? I'M ASSUMING THESE QUESTIONS AND TASKS ARE ACTUALLY PROMPTED BY THE CURRICULUM MATERIALS THEMSELVES. THERE'S A SIGNIFICANT DROP FROM 60 TO 32%. CAN YOU JUST LIKE WALK ME THROUGH LIKE WHAT IS WHAT'S HAPPENING THERE? RIGHT. WE SEE CURRICULUM ADOPTION INCREASING BUT SOME OF THAT ACTIONS AND BEHAVIORS NOT MATCHING THAT INCREASE SO YEAH.
YEP. >> AND IF POSSIBLE CAN WE PUT THE SLIDE BACK UP? THANK YOU SO MUCH. THREE THREE. THANK YOU. SO THE FIRST THING I WANT TO DO IS MAKE SURE TO CLARIFY THAT INDICATOR OF USE IN IMAGE MATERIALS AND SO FOR THAT INDICATOR THAT WOULD MEAN THAT WHEN THE OBSERVER CAME INTO THE CLASSROOM THOSE MATERIALS WERE IN USE IN FRONT OF STUDENTS IN FRONT OF THE TEACHERS. HOWEVER, ONE OF THE THINGS THAT WE SEE CONSISTENTLY AND THIS IS NOT UNUSUAL FOR YEAR ONE IMPLEMENTATION BOTH IN THE READING AND FOUNDATIONAL SKILLS AND IN COMPREHENSION IS AS TEACHERS ARE GETTING COMFORTABLE WITH THE CURRICULUM WE SEE THEM DEFAULTING INTO THE TEACHER DIRECTED COMPONENTS OF THE LESSON. AND OFTEN WHAT HAPPENS IS THEY'RE USING THE MATERIALS FOR THAT COMPONENT AND THEN SKIPPING IN OR RUNNING OUT OF TIME FOR THE COMPONENTS OF THE LESSON THAT ARE MORE HEAVILY FOCUSED ON STUDENT ACADEMIC OWNERSHIP. SO YOU WOULD SEE IN SOME CASES TEACHERS TAKING A LONGER THAN RECOMMENDED TIME FOR DIRECT INSTRUCTION AND THEN MOVING ON
AS OPPOSED TO GIVING STUDENTS SUFFICIENT TIME FOR THE QUESTIONS AND TASKED INDICATOR. SO WHILE THE MATERIALS MAY BE IN PLACE, THAT SPECIFIC INDICATOR AROUND QUESTIONS AND TASKS MAY NOT BE PRESENT DURING THE OBSERVATION THAT MAKES TOTAL SENSE. SO IT SOUNDS LIKE IT'S PRIMARILY A LESSON PACING CHALLENGE. IS THAT. >> IT IS. AND SO IN THAT REGARD I THINK ONE OF THE AREAS OF GROWTH IS IN PARTICULAR MAKING BETTER USE OF UNIT IN LESSON INTERNALIZATION PROTOCOLS PARTICULARLY IN A COLLABORATIVE PLANNING STRUCTURE TO SUPPORT TEACHERS FINDING SUFFICIENT TIME FOR THAT WITHIN THEIR PACING RIGHT OR SPEAKING MY LOVE LANGUAGE. SO THAT TO ME ALSO MAKES A LOT OF SENSE. SO THEN HERE IS MY LAST QUESTION THAT IS PRIMARILY AROUND COACHING, RIGHT? SO SO I'M TRYING TO THINK THROUGH WHAT I'M TRYING TO BETTER UNDERSTAND RATHER LET'S PUT THAT WAY JUST LIKE ONE I'M CURIOUS LIKE WHAT DO WHAT DOES LESSON INTERNALIZATION LOOK LIKE THEN FOR THIS AND WHAT ARE KIND OF JUST THE GENERAL
EXPECTATIONS ESPECIALLY AS IT RELATES TO CURRICULAR IMPLEMENTATION AND THEN TO LIKE WHAT IS THE ROLE OF COACHES IN SUPPORTING TEACHERS WITH THAT? AND I BELIEVE WE ALSO HAVE DR. HERNANDEZ PRESENT TO ADDRESS FOR COACHES I CAN ONLY SHORT IT WAS PREDOMINANTLY AROUND LESS AND INTERNALIZATION JUST LIKE WHAT ARE THE EXPECTATIONS AROUND INTERNALIZATION FOR TEACHERS AND THEN WHAT IS THE ROLE OF THAT COACHES HAVE IF ANYTHING IN SUPPORTING TEACHERS WITH THAT LESSON INTERNALIZATION CYCLE? >> I THINK JUST TO PUT ALL THE CARDS ON THE TABLE WE'RE TRYING TO EVENTUALLY GET TO IS HOW DO WE KNOW THAT IT'S HAPPENING RIGHT? LIKE SO HOW DO WE KNOW IS THERE ANY DATA THAT WE HAVE ON THIS AND INTERNALIZATION BEING A I MEAN IT'S A HUGE CONTRIBUTING FACTOR TO WHETHER OR NOT A TEACHER IS ABLE TO EFFECTIVELY EXECUTE A LESSON. SO I THINK THAT'S EVENTUALLY WHERE MY QUESTIONS WILL GO. OKAY. OKAY, GREAT. WELL THANK YOU. WELL AS YOU KNOW THE OR I DON'T KNOW IF YOU KNOW BUT THE COACHES FILL OUT COACHING LOGS EVERY WEEK AND ONE OF THE
THINGS WE ASK THEM IS WHERE THEY SPEND THE MAJORITY OF THEIR COACHING TIME. AND WHAT WE FOUND IS 66% OF THE TIME THEY SPEND ON LESSON PLANNING. AND SO A LOT OF THE YOU KNOW, IN GRADE LEVEL PLANNING OR INDIVIDUAL COACHING CYCLES AS THEY IS THEY DO SOME LESSON PLANNING WHICH IS LESS THAN INTERNALIZATION, YOU KNOW. AND SO PART OF IT IS IT IS THE MOST SCHOOLS THAT HAVE HAD THE MOST SUCCESS WITH THE COACHES IS WHEN THEY DO IT IN THEIR GRADE LEVELS. SO THAT'S GOING TO BE ONE OF OUR FOCUSES NEXT YEAR IS REALLY HELPING CREATE COLLABORATIVE STRUCTURES FOR TEACHERS DURING GRADE LEVEL PLANNING THOSE THAT DON'T HAVE THEM AND THE OTHER ONE IS WHAT DO YOU DO DURING THAT TIME IF YOU HAVE THAT? AND IT'S REALLY ABOUT CO PLANNING. IT'S ABOUT TAKING APART THE LESSONS. IT'S ABOUT REALLY BIG YOU KNOW HOW TO DIFFERENTIATE USING DATA AND GOING OUT PLANNING THE LESSON, TEACHING THE LESSON AND COME BACK AND REFLECTING ON THE LESSON IN THE COACHING LOGS IS WHAT THE COACHES FILL OUT
AND THAT'S HOW WE GET OUR DATA . OKAY COOL. I'M ASSUMING THAT'S CENTER TRACKED AND MONITORED IN SOME WAY. YEAH. YEAH. WE PARTNER WITH RPA WITH MONARCH AND WE ACTUALLY HAD A STANFORD GRAD STUDENT FROM THE POLICY PROGRAM AND THAT WAS HER ASSIGNMENT WAS TO TO SOMEHOW ANALYZE ALL OF OUR COACHING LOGS AND SHE WROTE US A 29 PAGE REPORT WHICH SHE WAS HIGHLIGHTED AND I'D BE HAPPY TO SHARE THAT WITH. SHE ACTUALLY HAD REALLY GOOD ANALYSIS THAT WE'RE GOING TO USE TO INFORM OUR WORK FOR NEXT YEAR. THANK YOU. YEAH, BECAUSE I THINK THAT I THINK I GUESS WHAT I WOULD LOVE TO UNDERSTAND THIS IS NOT A TIME FOR NOW BUT JUST BROADLY. >> I MEAN WE INVESTED SO MUCH IN OUR CURRICULAR MATERIALS. WE'RE TALKING ABOUT CURRICULUM IMPLEMENTATION AS BEING A CONTRIBUTING FACTOR TO OUR TWO POSSIBLY INCREASING OUR STUDENT OUTCOMES. AND AND I THINK THE QUESTION THAT I HAVE IS LIKE, YOU KNOW, JUST WHAT WHAT WHAT ARE OUR TOOLS THAT ARE DISPOSAL TO
ENSURE THAT IT'S BEING USED BUT LESS SO ABOUT THE USE OF IT AND MORE ABOUT HOW DO WE KNOW THAT TEACHERS ARE MEANINGFULLY ENGAGING AND INTERNALIZING THOSE MATERIALS SO THEY CAN HAVE A COMMAND OF THE MATERIALS IN A WAY THAT MAKES SENSE, RIGHT? >> SO AGAIN, NOT NECESSARILY IT'S A I KNOW IT'S A BIG QUESTION BUT I JUST WANTED TO KIND OF PUT THAT OUT THERE. >> YEAH. YEAH. I JUST HAVE A FOLLOW UP QUESTION. I APPRECIATE THE THE DEEPER DIVE INTO THE LESSON PACING AND THE COACHING AS IN LOOKING AT THE THE SCHEDULE OF THE CLASSROOM DAY LAST YEAR BEFORE THIS WAS IMPLEMENTED ONE OF THE KINDERGARTEN TEACHERS I KNOW WAS REALLY JUST TRYING TO WRAP HER BRAIN AROUND ACTUALLY HOW TO FIT ALL THOSE INSTRUCTION WELL MINUTES INTO THE DAY. AND SO I THINK PACING AND COACHING IS IMPORTANT BUT ARE WE ALSO REFLECTING ON I MEAN WHETHER THERE ARE ENOUGH INSTRUCTIONAL MINUTES TO ACTUALLY DO ALL OF THIS PARTICULARLY IN KINDERGARTEN THAT I MEAN IF YOU LOOK AT THAT WHAT WAS SENT LAST YEAR AT THE BEGINNING OF THE YEAR EVERY SINGLE MINUTE OF THE DAY WAS ACCOUNTED FOR INCLUDING LACK OF
MOVEMENT TIME FOR SOME SQUIRRELY LITTLE BODIES. SO YOU KNOW, I'M JUST WONDERING HOW THAT FITS INTO THIS TO OKAY . SO ONE OF THE TASKS THAT C AND I HAS DONE OVER THE YEARS IS CREATE SAMPLE INSTRUCTIONAL SCHEDULES FOR SCHOOLS AND WE DO IT FOR ALL GRADE LEVELS AT THE ELEMENTARY LEVEL PRE-K THROUGH FIVE. WE ALSO DO IT FOR ALL LANGUAGE PATHWAY PROGRAMS AND THOSE ARE BASED ON THE STATE RECOMMENDATIONS AND I WOULD SAY THE TRUTH OF THE MATTER IS IN MANY WAYS THERE'S NOT ENOUGH MINUTES IN THE DAY AND EVERY MINUTE IS A TRADE OFF ACROSS CONTENT AREAS AND COMPETING PRIORITIES. AND SO ONE OF THE THINGS THAT WE TRY TO DO IS PROVIDE EXAMPLES OF HOW THOSE MIGHT BE MET IN ORDER TO PROVIDE SUFFICIENT OPPORTUNITY FOR MOVEMENT FOR RECESS FOR ALL CONTENT AREAS, FOR SOCIAL EMOTIONAL LEARNING, FOR SCHOOL CULTURE AND CLIMATE WITH MORNING MEETING AND CLOSING CIRCLE. IT IS AN EXAMPLE AND AN IMPERFECT ONE FOR SURE. ONE OF THE THINGS I WILL SAY THAT IS I THINK IMPORTANT IS THAT THE 2425 SCHOOL YEAR WAS
THE FIRST TIME WE SUCH REALLY COLLECTED AND REVIEWED ALL CLASSROOM SCHEDULES WITHIN THE DISTRICT. SO THAT WAS BUILT IN TO PART OF OUR CURRICULUM IMPLEMENTATION PLAN IN AUGUST OF 2024. AND I THINK IN THAT GOAL ONE OF THE MOST IMPORTANT THINGS WAS MAKING SURE THAT ALL OF THE BLOCKS WERE PRESENT. AND SO WE DO KNOW SCHOOLS MAKE TRADEOFFS BASED ON THE NUMBER OF ADDITIONAL OFFERINGS WHETHER A STUDENT HAS GARDEN OR HOW MANY MINUTES OR WHAT THEIR STRUCTURE FOR THINGS LIKE LIBRARIES AND ARTS ARE. BUT I THINK THE IMPORTANT PART IN THAT REGARD IS FOR EXAMPLE, THAT WE'RE ENSURING EVERY SINGLE STUDENT HAS A DAILY FOUNDATIONAL SKILLS BLOCK AND THAT WE'RE COMING AS CLOSE AS WE CAN TO THE RECOMMENDED MINUTES WITHIN THE CONSTRAINTS THAT WE HAVE. >> SURE. YES, PLEASE. YEAH. THANK YOU. >> I JUST REALLY WANT TO COMMENT I MEAN THIS AS WE KNOW ,CNN IS A MUCH LEANER TEAM THIS YEAR, RIGHT? RPA EVERYONE CENTRALLY IS MUCH LEANER AND THE HERCULEAN EFFORT OF THIS ADOPTION I MEAN JUST KUDOS TO THE AMOUNT OF COLLABORATIVE EFFORT THAT HAS
GONE INTO THIS AND IT'S IT'S SO AMAZING TO SEE THE RESULTS IN THE TEST SCORES TOO. AND I ACTUALLY LOVE THE FACT THAT WE HAVE DATA TO BACK UP WHAT WE'RE DOING HERE. SO JUST THANK YOU ALL SO MUCH FOR THE THE HARD WORK THROUGHOUT THE YEAR AND THE MULTIPLE JOBS YOU'VE ALL DONE TO GET US HERE. >> SO THANK YOU COMMISSIONER. HI EVERYONE. THANK YOU SO MUCH FOR YOUR WORK ON THIS. I HAVE A FEW DIFFERENT QUESTIONS SO I GUESS I'LL JUST ASK THEM FIRST UNLESS YOU PREFER TO ANSWER THEM ONE BY ONE. OKAY. MY FIRST QUESTION IS ACTUALLY A FOLLOW UP FROM WHAT PRESIDENT KIM WAS TALKING ABOUT WITH THE COACH ROLE. THE RESPONSE IS ABOUT COACHING LOGS AND AS A LAWYER I'M A PERSON WHO'S USED TO OR HAS BEEN USED TO ACCOUNTING FOR MY TIME BUT I HAVE FOUND IN LIFE THAT MOST PEOPLE DO NOT ACCOUNT FOR THEIR TIME AND ARE NOT USED TO DOING SO. WE HAVE TO OFTEN DO SO IN SIX MINUTE INCREMENTS. SO I'M WONDERING HOW THESE COACHING LOGS WORK AND HOW WE KNOW IF THEY ARE ACCURATE.
LIKE ARE WE ACTUALLY GETTING ACCURATE INFORMATION OUT OF THEM WHEN PEOPLE ARE SELF-REPORTING AND SORT OF WHAT'S WHAT'S THE MECHANISM FOR ALL OF THIS? MY OTHER QUESTIONS ARE BROADER. SO FIRST I'M WONDERING ABOUT WHAT IF ANY GAPS WE MAY HAVE OBSERVED OR KNOW ABOUT BETWEEN HOW OUR TEACHERS ARE TRAINED AND THE CURRICULUM THAT WE'RE NOW USING AND THE FOUNDATION OR SKILLS THAT THEY'RE BEING ASKED TO TEACH LIKE PHONICS AND VARIOUS OTHER THINGS. SO YOU KNOW, ARE THERE GAPS AND IF SO, HOW ARE WE ADDRESSING THOSE? AND THEN MY THIRD QUESTION RELATES TO ESSENTIALLY HOW PTA A'S GRANT BONDING GRANT MONEY, VOLUNTEERING THIRD PARTY ORGANIZATIONS, ETC.. LIKE WHAT CAN BE DONE TO SUPPLEMENT TO HELP THE MAIN TEACHER IN A CLASSROOM WITH DONE AWAY ESSENTIALLY WITH A LOT OF OUR SORT OF TIER TO INTERVENTIONS AS WE HAVE HAD THEM BECAUSE OF BUDGET AND STAFFING CONSTRAINTS.
AND SO IN ORDER TO HELP TEACHERS DIFFERENTIATE IN THE CLASSROOM, WHAT ARE SOME THINGS WE CAN DO LIKE FOR INSTANCE CAN WE GET MORE STUDENT TEACHERS? COULD WE ENCOURAGE PARENT VOLUNTEERING? CAN WE HIRE AIDES? YOU KNOW OR HAVE CAN PERRY'S HELP FURTHER? CAN THERE BE THIRD PARTY TUTORING PROGRAMS SUCH AS CHAPTER ONE THAT WE CAN GET INTO MORE SCHOOLS YOU KNOW, CAN PTA FUND PERSONNEL TO TO HELP TUTOR OR TO BE AN ADDITIONAL PERSON IN THE CLASSROOM LIKE WHAT HOW HOW CAN WE HELP TEACHERS TO ACTUALLY BE ABLE TO HANDLE THE WIDE RANGE OF STUDENTS THAT THEY MAY HAVE IN A CLASSROOM? THANK YOU. YEAH, I'LL START WITH THE COACHING QUESTION. SO THANKS FOR THAT. I GUESS I'LL SAY THAT PART OF THE COACH NETWORK WHERE THE COACHES MEET IS WE HAVE ROLES AND RESPONSIBILITIES AND THEN WE'VE SET UP A REAL ROBUST SUPPORT STRUCTURE FOR COACHES SO THEY MEET MONTHLY, THEY MEET IN PLACES THEY HAVE MONTHLY PROFESSIONAL DEVELOPMENT. SO THE SUPPORT IS REALLY HIGH IN THE ACCOUNTABILITY THESE HIGH RIGHT?
AND SO PART OF IT IS WE USE THE COACHING LOGS TO ACTUALLY INFORM OUR PRACTICE AS WELL. SO IT'S NOT JUST PROFESSIONAL DEVELOPMENT WITHOUT ACCOUNTABILITY IT'S ACTUALLY BOTH. AND SO THAT'S HOW I THINK WE'VE SEEN REALLY STRONG GROWTH IN TERMS OF WHAT THE COACHES SAY THEY'RE DOING AND THEN WHEN WE HAVE THE WALKTHROUGHS THAT YOU SAW THAT DATA ON, THAT'S ANOTHER INDICATOR THAT SORT OF SUPPORTS OUR COACHING LOGS. AND THEN WE HAD IMPLEMENTATION DATA AS WELL. SO I MEAN IT'S PERCEPTUAL DATA THE COACHING LOGS YOU KNOW IT'S WHAT THEY REPORT BUT IT ACTUALLY REINFORCE BECAUSE WHAT THEY TELL US IS WHAT WE DO THE FOLLOWING MONTH IN OUR COACHING NETWORKS. AND SO IT'S REALLY A CIRCULAR PROCESS THAT REALLY INFORMS OUR WORK. AND THE COACHES TAKE IT REALLY SERIOUSLY. I MEAN WHEN WE DO WHEN WE HAVE A PROFESSIONAL DEVELOPMENT ON THE FIRST FRIDAY OF THE MONTH, THEY ALL GO BACK AND THEY IMPLEMENT YOU KNOW, WE HAVE 99% IMPLEMENTATION OF THE ALIGN PROFESSIONAL DEVELOPMENT. SO IT'S A ROBUST SYSTEM THAT ACTUALLY EACH PIECE SUPPORTS
EACH OTHER AND THAT'S WHY WE'RE SEEING GOOD OUTCOMES FOR TEACHERS AND FOR STUDENTS. >> THAT IS VERY INTERESTING AND EXTREMELY IMPRESSIVE THAT WE HAVE A 99% RATE KIND OF WONDERING HOW WE HOW WE KNOW THAT HOW WE KNOW WE HAVE A 99% RATE BUT ALSO JUST IS A COACHING LOG. WHEN I THINK LOG I THINK 1030 TO 1230 THIS IS THE TASK THAT I DID YOU KNOW 130 2 TO 45 IS THAT IT'S SORT OF IT'S A GOOGLE FORM ON FRIDAY THEY FILL IT OUT ONCE WE ASK THEM TO FILL OUT EVERY FRIDAY AND WE ASK THEM HOW MANY TIMES THEY'VE HOW MANY COACHING CYCLES THEY'VE ENGAGED, HOW MANY PROFESSIONAL LEARNING THEY'VE FACILITATED AT THEIR SITE. SO THERE'S SPECIFIC QUESTIONS THAT RELATED TO THE ROLES AND THE RESPONSIBILITIES OF THEIR COACH AND THEY FILL IT OUT EVERY WEEK. IT'S NOT MINUTE BY MINUTE. IT'S OKAY. YEAH.
OKAY. SO WE'RE SAYING LOOK, THEY'RE YOU KNOW, TWO THIRDS OF THEIR TIME OR WHATEVER SPENT ON THAT. HOW DO WE KNOW THAT WE'RE JUST ARE WE BECAUSE WE'RE ASKING THEM HOW MANY HOW MANY GLASSES, HOW MANY GRADE LEVEL MEETINGS THEY'RE FACILITATING? WHAT ARE THEY SPENDING THEIR TIME ON IN THEIR GRADE LEVEL SO WE GIVE THEM A CHOICE. ARE YOU PLANNING ARE YOU DEBRIEFING OBSERVATIONS? ARE YOU PLANNING REFLECTING ON YOUR LESSONS? YOU KNOW, SO THEY GET CHOICES AND SO MAJORITY OF THE PEOPLE BUT 66% SAID THAT THEY'RE ACTUALLY PLANNING THEIR LESSONS TOGETHER. >> OKAY. SO IF I'M UNDERSTANDING CORRECTLY THEN THAT THAT'S THE PERCENT OF PEOPLE WHO ARE DOING AN ACTIVITY NOT HOW MUCH OF THEIR TIME THEY'RE SPENDING ON YOU KNOW YEAH, NOT THAT MUCH TIME. OKAY. THANK YOU. THAT'S A HELPFUL CLARIFICATION . >> OKAY. OKAY. WE'RE WE'RE NEXT HERE. WE'RE ACTUALLY IN OUR COACHING LOGS AND WE'RE WORKING AGAIN WITH PAY IS WE WANT TO ACTUALLY IDENTIFY WHICH TEACHERS THE COACHES ARE WORKING WITH. SO WE'RE GOING TO GET IN A LITTLE BIT MORE DETAIL AROUND THAT AND USE THAT TO INFORM OUR PRACTICES. >> I'LL GO TO QUESTION NUMBER
THREE AND THE QUESTION ABOUT HOW CAN WE UTILIZE DIFFERENT FUNDING SUPPORTS FROM THE COMMUNITY TO SUPPORT WITH TIER TWO INTERVENTIONS AND I THINK THAT OUR COMMUNITY AND OUR PRINCIPALS ARE VERY CREATIVE AND RESOURCEFUL WHEN IT COMES TO SUPPORTING THEIR SCHOOLS. SO THROUGH THE HRA PROCESS WE'VE SEEN A LOT OF AOE THREE POSITIONS BEING PLACED AT SCHOOL SITES WHICH IS AN INSTRUCTIONAL ASSISTANT THAT THE SCHOOL SITE IS PAYING FOR TO HAVE SUPPORT FOR INTERVENTION, PUSHING INTO CLASSROOMS, LOOKING AT SOME OF OUR COMBO CLASSES, HAVING THAT EXTRA SUPPORT IN THE CLASSROOM. THERE'S ALSO A LARGE AMOUNT OF OUR EXCEL AND ELA DOLLARS THAT CAN BE USED FOR INTERVENTION AND SO WE'RE WORKING REALLY CLOSELY WITH OUR AFTERSCHOOL PARTNERS AROUND INTERVENTION AND TIER TWO INTERVENTIONS THAT HAPPEN IN SCHOOL SITES AND SOMETIMES THOSE GRANTS CAN BE USED DURING THE DAY. SO IT'S NOT JUST FOR AFTERSCHOOL PARTNERS AS WELL. AND THEN A VARIETY OF PTA HAVE DONE SOME FUNDING AROUND EXTRA SUPPORT PARENT VOLUNTEERS. SO WE'RE SEEING A RANGE OF SCHOOLS REALLY UTILIZING THEIR RESOURCES AND THEIR DOLLARS
SUPPORTING SPECIFIC TIER TWO AND TIER THREE INTERVENTION. SO I HAD I HAD ALSO ASKED ABOUT WHETHER WE KNOW IF WE KNOW WHAT IF ANY GAPS WE MAY HAVE IDENTIFIED BETWEEN TEACHER TRAINING AND THE CURRICULUM WE'RE NOW USING INCLUDING YOU KNOW, INCLUDING TEACHING FOUNDATIONAL SKILLS SUCH AS PHONICS AND HOW WE HOPE TO ADDRESS THESE ISSUES OR GAPS IF THERE ARE ANY. >> AND SO JUST TO MAKE SURE I UNDERSTAND THE QUESTION GAPS IN THE MATERIALS THEMSELVES OR GAPS IN THE QUALITY OF IMPLEMENTATION BY TEACHERS, WHAT TEACHER TRAINING PROGRAMS MAY OR MAY NOT YOU KNOW PEOPLE CAN COME FROM A VARIETY OF PLACES AND HAVE DIFFERENT PROGRAMS AND THERE MAY BE THINGS THAT ARE BROADLY TAUGHT OR NOT BROADLY TAUGHT OR SOME PEOPLE TEACH AND SOME PEOPLE DON'T. SO WHAT ARE WE FINDING WITH YOU KNOW, WITH OUR TEACHERS COMING IN AND WHETHER OR NOT THEY YOU KNOW, THEY'RE WELL EQUIPPED TO TEACH THE CURRICULUM THAT WE'RE NOW USING AND TO TEACH FOUNDATIONAL SKILLS INCLUDING THE FOUNDATIONAL SKILLS LIKE PHONICS UNDER SAID THINK YOU SO ONE OF THE THINGS THAT I DO WANT TO HIGHLIGHT IS PRIOR TO
THE ADOPTION WE DID NOT HAVE A SYSTEMATIC DISTRICT WIDE FOUNDATIONAL SKILLS CURRICULUM OR IMPLEMENTATION AND SO TO A CERTAIN DEGREE FOR DISTRICT FOR EDUCATORS ENTERING THE DISTRICT REGARDLESS OF TEACHER TRAINING PROGRAM THIS WAS A NEW INTRODUCTION. AND SO PRIOR TO THE IMPLEMENTATION IN THE 2425 SCHOOL YEAR WE ACTUALLY DID A FULL YEAR OF ALIGNED PROFESSIONAL DEVELOPMENT DISTRICT WIDE IN THE INSTRUCTIONAL SHIFTS ASSOCIATED WITH THE COMMON CORE EVEN THOUGH THERE WAS A REVISITING FROM THAT IMPLEMENTATION OF THOSE STANDARDS TEN YEARS AGO WE DID DO A RESTART WITH THE INTRODUCTION OF THINGS LIKE UNDERSTANDING WHAT FOUNDATIONAL SKILLS WERE TEKS COMPLEXITY KNOWLEDGE BUILDING, TEXT DEPENDENT EVIDENCE AND SO WE FOCUSED ON THE INSTRUCTIONAL SHIFTS PRIOR TO THE IMPLEMENTATION OF THE CURRICULUM SO THAT WHEN WE INTRODUCED THE MATERIALS THEMSELVES THEY WERE REPRESENTATIVE OF THOSE INSTRUCTIONAL SHIFTS AND WE COULD REVISIT THEM IN PRACTICE WITH THE MATERIALS THEMSELVES. SO WHILE WE DO SEE VARYING LEVELS OF PREPARATION WE HAVE PLENTY OF TEACHERS WHO ARE ON EMERGENCY CREDENTIALS WHO MAY
NOT HAVE PARTICIPATED IN A TEACHER PREP PROGRAM. SO WE DO TRY TO DESIGN PROFESSIONAL DEVELOPMENT THAT INTRODUCES EDUCATORS TO THE STANDARDS AND THE INSTRUCTIONAL SHIFTS BOTH WITH THE MATERIAL AND INDEPENDENT OF THE MATERIAL. THANK YOU. OKAY. ONE FOLLOW UP. YEAH, ONE TAKE LET ME JUST CHECK COMMISSIONER ALEXANDER NOTHING. >> OKAY. BEFORE I APPRECIATE YOU KNOW EVERYONE'S THE BUDGET QUESTION THAT COMMISSIONER RAY ASKED EARLIER AND THE RESPONSE OF USING ELOP FUNDS AND KIND OF BROUGHT UP SOME OF THE MY THOUGHT ABOUT THE TRADITIONAL COMMUNITY PARTNERSHIPS THAT WE VERY OFTEN HAVE AND AND THERE IS VERY OFTEN OUR IDEA THAT PARTNERS ARE AFTER SCHOOL PROVIDERS VERY OFTEN DO HAVE A HOMEWORK BLOCK A LITERACY BLOCK. SO WHAT SPEAKING OF TRAINING, WHAT IS THE COORDINATION BETWEEN OUR AFTERSCHOOL PROVIDERS, MANY OF WHOM ARE FUTURE TEACHERS RIGHT. AS FAR AS ACCESSING OUR PROFESSIONAL DEVELOPMENT AND OTHER AND MAKING SURE THAT
THE MATERIALS THAT ARE BEING USED IN OUR ELA PROGRAMS ARE ALIGNED WITH OUR CURRENT NOT JUST OUR OUR CURRENT CURRICULUM BUT ALSO THE FOUNDATIONAL READING SKILLS THAT WE'RE TEACHING AS WELL. SO I DON'T KNOW IF THERE'S ANY COLLABORATIVE WORK THAT'S HAPPENING THERE AND IF SO COULD YOU ELABORATE ON IT? >> SO AS PART OF OUR AFTER SCHOOL PROGRAMING THE DISTRICT HAS A WIDE RANGE OF PARTNERS THAT PROVIDE A WIDE RANGE OF LANGUAGE AND LITERACY BASED PROGRAMING. SO WE HAVE A COUPLE OF DIFFERENT METRICS OF COLLABORATION. SO ONE IS CURRICULUM AND INSTRUCTION DOES WORK WITH THE TEAM THAT MANAGES THOSE DOLLARS AND THOSE AFTER SCHOOL PROGRAMING PROGRAMS FOR ALIGNMENT OF MATERIALS. ONE OF THE SHIFTS HAS BEEN FOR ONE ENSURING THAT FOR LANGUAGE AND LITERACY THOSE PROGRAMS ARE ALIGNED TO THE SCIENCE OF READING. WE HAVE SEEN SOME SHIFTS IN THE PROGRAMS THAT OUR AFTERSCHOOL PROVIDERS OFFER IN ORDER TO ENSURE THAT IS THE CASE. THE SAME GOES FOR MATH AS WELL ALTHOUGH NOT WITHIN THE CONTEXT OF GOAL ONE. IN ADDITION TO THAT, ONE OF OUR POINTS OF COLLABORATION IS THE
SELF LITERACY COALITION WHERE WE HAVE AN ONGOING PARTNERSHIP THAT I PARTICIPATED IN AS WELL AS OTHER MEMBERS FROM CURRICULUM AND INSTRUCTION WHERE WE HIGHLIGHT OUR INSTRUCTIONAL GOALS WITH PARTNER ORGANIZATIONS, THE LIBRARIES READING PARTNERS, SPRINGBOARD IN PARTICULAR SOME OF THE INSTRUCTIONAL PRACTICES WE WANT TO HIGHLIGHT SO THAT THEY HAVE A SENSE OF WHAT OUR GOALS AND STRATEGIC ACTIONS ARE TO MAKE SURE THEIR PROGRAMS ALIGN. VICE PRESIDENT HULING AND THEN WE'LL MOVE TO GOAL TWO. CAN I JUST TO FOLLOW UP JUST TO FINISH UP THAT APPRECIATE ALL THAT AND I ALSO REALLY WANT TO COMMEND SOME OF OUR LIKE THE AIPAC IN PARTICULAR DOES A HUGE AMOUNT OF COLLABORATION WITH FAMILIES AND LITERACY WORKSHOPS AND WEEKEND READING CLINICS IN COORDINATION WITH THE PUBLIC LIBRARY. SO JUST WANTED TO RAISE THAT UP AS A WONDERFUL PARTNER TO IN THE WORK. >> SO THANK YOU. THANK YOU I, I KNOW WE DON'T HAVE OUR AS BACKERS SO WE'RE
JUST LOOKING AT PROGRESS THROUGHOUT THIS SCHOOL YEAR BASED ON PAST SCHOOL YEARS DO WE HAVE AN EXPECTATION ABOUT WHETHER WE WILL BE MAKING YEAR OVER YEAR IMPROVEMENTS, WHETHER WE SHOULD EXPECT YEAR OVER YEAR IMPROVEMENTS IN AS BACK THIS YEAR OR NOW OR IS THAT IMPOSSIBLE TO PREDICT REALLY PART OF THE REASON WHY WE ADOPTED A STAR ASSESSMENTS SYSTEM IS BECAUSE OF ITS HIGHLY CORRELATED AND PREDICTIVE NATURE OF THE ASSESSMENTS. SO WE ARE HOPING THAT THE TRAJECTORY THAT WE SEE DURING FALL AND WINTER CONTINUES INTO THE SPRING. AND THAT'S CERTAINLY BEEN THE CASE BOTH FOR START READING AND START MATH. I THINK THE DEGREE OF CORRELATION HAS BEEN VERY HIGH OVER THE LAST TWO YEARS. I THINK APPROXIMATELY THAT .8.7 WHICH IS A FAIRLY HIGH DEGREE OF CORRELATION. SO THAT'S WHAT WE'RE HOPING FOR IS THAT THERE IS THE ISSUE
OF THEM BEING ACTUALLY TWO DIFFERENT ASSESSMENTS ADMINISTERED DIFFERENTLY. SO THERE IS THAT VARIATION THAT'LL COME IN BUT WE'RE HOPEFUL THAT THE TRAJECTORY THAT WE HAVE SEEN WILL LARGELY BE CONTINUED INTO THE EXPECTED RESULTS. >> THANK YOU. AND I ALSO WANTED TO ASK ABOUT GOOGLE 1.3 BECAUSE WE HAVEN'T DISCUSSED THAT AND I DIDN'T SEE MUCH PARTICULAR TO GOAL ONE POINT INTERIM GOAL 1.3 IN THE REPORT THAT GOALS FOCUSED ON ARE ENGLISH LEARNERS, STUDENTS AND THERE WAS ACTUALLY A LOSS OF PROFICIENCY BETWEEN FALL AND WINTER. WHAT DO WE THINK ACCOUNTS FOR THAT INCREASE? LOOKS LIKE A SLIGHT INCREASE I THINK SO WE'LL ANSWER THE SECOND QUESTION FIRST. BUT IN TERMS OF WHAT ACCOUNTS FOR THAT LOSS OF PROFICIENCY? TO BE TOTALLY HONEST, I THINK THAT'S ONE OF THE AREAS WHERE WE NEED TO FIND MORE INFORMATION AND EVIDENCE IN ORDER TO BETTER DETERMINE WHAT'S CONTRIBUTING TO THAT LOSS. ONE OF THE THINGS THAT I WILL SAY IN PARTICULAR IS
IN PLANNING FOR A YEAR OR TWO OF IMPLEMENTATION I THINK WE NEED TO COLLECT STRONGER DATA POINTS AROUND THE CONSISTENCY IN THE QUALITY OF BOTH OUR INTEGRATED AND DESIGNATED ENGLISH LANGUAGE DEVELOPMENT OR YIELD INSTRUCTION. IT HAS BEEN OBSERVED DURING THE LEARNING WALKS BUT ONE OF THE GOALS IS TO CREATE AN ADDITIONAL INDICATOR SO THAT WE'RE BETTER MAPPING THE QUALITY OF THAT INSTRUCTION IN ADDITION TO THE FOUNDATIONAL SKILLS AND THE READING COMPREHENSION SO WE CAN HAVE A BETTER DATA POINT AS TO THE SPECIFIC PRACTICES THAT ARE MISSING FROM THAT INSTRUCTIONAL BLOCK AND UNDER BETTER IDENTIFY WHAT'S CONTRIBUTING TO THAT LACK OF ACCELERATION THAN WE WOULD OTHERWISE HOPE TO SEE. THANK YOU. AND ARE EITHER SCHOOLS OR F SPANISH EITHER BY LITERACY OR DUAL LANGUAGE IMMERSION SCHOOLS DO WE KNOW BECAUSE THAT'S NOT REFLECTED HERE THEY ARE BUT BOTH OF THEM OR ONE OF THE OTHER F IN PARTICULAR. OKAY. I'M I'M CURIOUS BECAUSE F HAD ONE MORE THAN FOUR TIMES ENGLISH LANGUAGE PROFICIENCY
FOR ENGLISH LANGUAGE LEARNERS ON INTERIM GOAL 1.3 THEN E DID AND E DROPPED YOU KNOW A SIGNIFICANT PERCENTAGE BETWEEN FALL AND WINTER WHEREAS F HAD AN INCREASE AND SO I GUESS I'M WONDERING WHETHER THE DISTRICT HAS DONE AN INTERNAL ANALYSIS ABOUT WHERE OUR SPANISH SPEAKING ENGLISH LANGUAGE STUDENTS ARE ACHIEVING THE MOST ENGLISH LANGUAGE PROFICIENCY AND ANY KIND OF OUTREACH TO REPLICATE TO EITHER TO GET STUDENTS IN THE PROGRAMS THAT MIGHT BEST SERVE THEM OR TO REPLICATE SOME OF THE ELEMENTS OF THE SCHOOLS IN OTHER IN OTHER SCHOOLS IN PARTICULAR I KNOW OUR WORKING ON CHANGING OUR DUAL LANGUAGE IMMERSION MODEL TO BETTER SERVE OUR ENGLISH LANGUAGE LEARNERS TO ENSURE THAT ALL STUDENTS WHO GO THROUGH THOSE PROGRAMS BECOME BILINGUAL BOTH IN ENGLISH AND SPANISH. BUT IT DOESN'T SEEM LIKE WE HAVE THAT I'VE HEARD OF ANYWAY A SIMILAR PROGRAM AIMED AT
ENGLISH LANGUAGE LEARNERS IN ENGLISH ONLY SCHOOLS. OBVIOUSLY YOU WOULDN'T CHANGE THE DUAL LANGUAGE IMMERSION BUT I MEAN PLANNED PROGRAMMATIC CHANGES TO IMPROVE LITERACY SPECIFIC IN THOSE ENGLISH LIKE LEARNERS. I WANTED TO HIGHLIGHT SPECIFICALLY SCHOOL F THEY HAVE THREE LANGUAGE PROGRAMS AND ONE OF THE THINGS THAT THE COACH IN THE LEADER SAID OF THE SCHOOL WAS BECAUSE OF THE NEW CURRICULUM EACH IMAGE THAT ALL THE TEACHERS WERE ABLE TO COLLABORATE AROUND THE CURRICULUM BECAUSE THEY ALL HAD THE SAME PROGRAM REGARDLESS OF THE LANGUAGE PROGRAM. SO I THINK THAT WAS ONE COMMON DENOMINATOR THAT WE LEARNED AND THEY ALSO HAD A REALLY STRONG EFFECTIVE COACH THAT BROUGHT PEOPLE TOGETHER ON A REGULAR BASIS AND USED DATA AND IDENTIFIED VOCAL STUDENTS. SO THOSE WERE A COUPLE OF THE ELEMENTS THAT REALLY HIGHLIGHTED THE GROWTH FOR SCHOOL F ONE OF THE PIECES THAT I ALSO JUST WANTED TO CLARIFY IS THAT ONE OF THE REASONS WHY WE ADOPTED THESE MATERIALS IN PARTICULAR IS THAT THE LANGUAGE ARTS INSTRUCTION WAS ONE COMPONENT OF THE MATERIALS BUT IT WAS A PUBLISHER THAT ALSO INCLUDED A DESIGNATED ENGLISH LANGUAGE DEVELOPMENT OR
ELD COMPONENT PRIOR TO THIS ADOPTION. ONE OF THE MAIN ISSUES WITH THIS THAT THESE MATERIALS PREVIOUSLY IN THE DISTRICT EXISTED AS TWO SEPARATE PROGRAMS WHICH IS NOT BEST PRACTICE WITH REGARDS TO DESIGNATED ENGLISH LANGUAGE DEVELOPMENT OR YIELD. WHAT WE WOULD WANT TO SEE IS THAT DESIGNATED FIELD IS AN EXTENSION OF THAT TIER ONE LANGUAGE ARTS BLOCK WHERE STUDENTS ARE REVISITING THE CONCEPTS THAT WERE INITIALLY ADDRESSED WITH EXPLICIT LANGUAGE INSTRUCTION AND AN OPPORTUNITY FOR ORAL LANGUAGE PRODUCTION ACADEMIC VOCABULARY. AND SO THAT IS ONE SIGNIFICANT SHIFT IN THE PROGRAMS THAT MULTILINGUAL LEARNERS EXPERIENCE REGARDLESS OF LANGUAGE PATHWAY AT THEIR SCHOOL. AND SO WHEN I SPEAK IN PARTICULAR ABOUT THAT DESIGNATED EAL D BLOCK AND EVALUATING THE QUALITY THAT WOULD BE REGARDLESS OF LANGUAGE PROGRAM AND WOULD BE A BLOCK THAT MULTILINGUAL LEARNERS WOULD RECEIVE. AND SO PART OF THE GOAL IS TO IMPROVE THE QUALITY AND CONSISTENCY OF THE INSTRUCTION IN THAT BLOCK. I THINK YOU HAVE TO GOAL WHO CAN WE PLEASE MOVED TO GO TO?
IS THAT A CLARIFYING QUESTION TO CLARIFY IN PUBLIC OFFICE CLARIFYING THAT WE REALLY NEED TO MOVE FORWARD? GO AHEAD. THANK YOU. I JUST WANT TO TIE THIS BACK TO THE DATA WHERE WE SEE THE DROPS. >> WE'VE HEARD ANECDOTALLY THAT ESPECIALLY THE FIRST ITERATION OF STAR TESTING AT LEAST IN ONE SCHOOL THAT I KNOW OF THE FIRST ITERATION BECAUSE IT WAS A BRAND NEW TEST STAFF ACTUALLY SAT WITH STUDENTS AS THEY NOT HELPED THEM WITH THE TEST BUT SAT WITH THEM DURING THE MONITORING OF THE TESTS OR DURING THE ADMINISTRATION OF THE TEST TO MAKE SURE THAT EVERYTHING WENT SMOOTHLY. AND THEN THE SECOND ITERATION OF THE TEST PARTICULARLY FOR KINDERGARTNERS THEY WERE LEFT TO DO IT INDEPENDENTLY AND THERE WAS A HUGE SCORE DROP THAT WAS ALARMING. SO IF WE'RE GOING TO ADD DATA POINTS THAT WE COLLECT BUT I'M WONDERING IF WE COULD ALSO I'M ASKING IF WE COULD ALSO ADD THE LEVEL OF INDEPENDENCE LIKE WHETHER OR NOT THERE IS ACTUALLY AN ADULT BECAUSE I'M WONDERING IF SOME OF THE DATA
WHERE WE'RE SEEING THE DROP MIGHT BE REFLECTIVE OF THAT. THANK YOU FOR THAT. IS THAT I MEAN IF WE'RE GOING TO ADD ADDITIONAL DATA MONITORING, CAN WE JUST VERIFY THAT IT'S NOT ADMINISTRATION ISSUES OR KIDS GETTING BORED WITH THE TEST AND SKIPPING THROUGH IT OR THINGS LIKE THAT? HOW WOULD IS THAT AN OPTION TO JUST CLARIFY THAT THE DATA WOULD BE MORE OF A QUESTION FOR THE SUPERINTENDENT AND WHETHER WELL, THIS IS FOR THE TEST. THIS IS ABOUT THE TEST. RIGHT. BUT YOU'RE SAYING THAT DATA COLLECTION ITSELF SURROUNDING THE TEST. YEAH. DATA I, I SO I CAN NAME TWO PARTS SO ONE WITH REGARDS TO CURRICULUM AND INSTRUCTION AND THE DATA POINTS OF CLASSROOM OBSERVATION TRADITIONALLY WE DO NOT AS CURRICULUM AND INSTRUCTION OBSERVE DURING AN ASSESSMENT SO WE OBSERVE DURING TRADITIONAL TIER ONE CLASSROOM INSTRUCTION NOT DURING AN INTERIM OR STANDARDIZED ASSESSMENT. SO I WAS GOING TO SPECIFICALLY WITH REGARDS TO THE QUESTION ABOUT OBSERVING DURING A DISTRICT INTERIM ASSESSMENT DEFER TO ARPA ON THAT REGARD. I THINK THERE ARE SOME THINGS THAT WE CAN LOOK INTO IN TERMS
OF HOW LONG AN ADMINISTRATION OF A HOW LONG A STUDENT TOOK TO COMPLETE A TEST TO GET AT SOME OF THESE UM ADMINISTRATION TYPE QUESTIONS WHICH WE HAVE NOT DONE YET BUT WE'LL DO THAT AND AND SHARE BACK ANY FINDINGS THAT WE MIGHT HAVE. THANK YOU. THANK YOU. UM, WE'LL MOVE TO CALL TWO THINGS I. GOOD EVENING AND COMMISSIONERS WE ARE TURNING OUR ATTENTION TO GOAL TO PROGRESS MONITORING. DEVIN AND I ARE STAYING UP HERE. WE HAVE PROFESSOR TOM DEE JOINING US FROM STANFORD UNIVERSITY WHO AT THE END OF OUR PRESENTATION WILL BE SHARING A LITTLE BIT MORE ABOUT THE PLANS FOR ANALYZING AND EVALUATING THE ALGEBRA PILOT MODELS THAT ARE THAT'S HAPPENING THIS YEAR AND NEXT YEAR. BUT WE'LL FIRST DELVE INTO THE MAIN PART OF THE PRESENTATION. SO WE HAVE NOT THE STAFF HAVE NOT HAD A CHANCE TO DO A DEEPER DIVE INTO THE ALGEBRA PILOT YET THIS YEAR WHICH IS AN IMPORTANT STRATEGY FOR ACHIEVING GOAL TWO
AND USING THIS OPPORTUNITY WHILE WE WAIT FOR THE SPEC RESULTS TO COME BACK AND TO BECOME AVAILABLE WE'RE GOING TO LOOK AT THE STUDENT OUTCOME DATA THROUGH THE LENS OF THE ALGEBRA PILOT. SO YES, THESE ARE DATA THAT WERE COLLECTED PREVIOUSLY BUT WE HAVE NOT YET LOOKED AT LOOKED AT THEM THROUGH THE LENS OF THE ALGEBRA PILOT SO THAT IS THE DATA THAT IS THE REPRESENTATIVE WHICH IS A NEW WAY TO TO APPROACH THE DATA THAT WE HAVE ON BECAUSE THIS IS THE FIRST YEAR OF THE ALGEBRA PILOT THAT WE ARE COMPLETING. WE DO NOT HAVE COMPARISON DATA TO SHOW ON THE CHART SO THAT THE LIGHT GRAY LINES THAT WE HAVE PROVIDED ON OTHER CHARTS ARE MISSING FROM THIS PARTICULAR ONE. BUT WHAT WE DO SEE IN THE CHART IS A CLEAR BIFURCATION BETWEEN STUDENTS THAT ARE IN THE ALGEBRA PILOT VERSUS THE STUDENTS THAT ARE IN MATH EIGHT AND THE COMBINATION OF THE TWO KIND OF AVERAGING OUT TO PRODUCE THE DISTRICT WIDE EIGHTH GRADE RESULTS THAT WE SEE AND THE LEFTMOST PANEL. SO STUDENTS THAT ARE IN THE ALGEBRA PILOT MODELS ARE
CLEARLY FAR ABOVE THE DISTRICT WIDE TARGET AND STUDENTS IN MATH EIGHT ARE SLIGHTLY BELOW THE DISTRICT LEVEL TARGET AND AGAIN IN COMBINATION WE ARE VERY, VERY CLOSE AS OF THE END OF THE WINTER ADMINISTRATION OF STAR WE WERE JUST TWO AND A HALF PERCENTAGE POINTS AWAY FROM MEETING THE DISTRICT TARGET FOR THIS CURRENT SCHOOL YEAR AND I WILL TURN IT OVER TO MS. GOODMAN. NEXT SLIDE PLEASE. SO WITH REGARDS TO THE DATA JUST THAT WAS JUST PRESENTED, WE WANTED TO START BY PROVIDING PARDON ME A HIGH LEVEL SUMMARY OF SUCCESSES AND CHALLENGES. SO ONE PIECE IS IN PARTICULAR WE HAD SORRY A 40% INCREASE OR SORRY ABOUT 40% OF THIS YEAR'S EIGHTH GRADE CLASS PARTICIPATED . I'M HAPPY TO TAKE OVER. SO WE HAD ABOUT 40% OF THIS YEAR'S EIGHTH GRADE CLASS PARTICIPATE IN ONE OF THE PILOT ALGEBRA MODELS WHICH IS A VERY HIGH PERCENT. AND THE PILOT MODELS ACTUALLY PROVIDED A VARIETY OF APPROACHES OFFERING ALGEBRA TO CONSIDER THEIR TOTAL OF FIVE
MODELS THAT WE HAVE IMPLEMENTED AND INCLUDING THE SUMMER SCHOOL ACTUALLY THE SUMMER SCHOOL MODEL IS THE FIFTH MODEL OVERWHELMING MAJORITY OF STUDENTS THAT ARE IN ALGEBRA COMPLETED A COURSE SUCCESSFULLY MEANING ACHIEVING A GRADE OF C OR HIGHER AND MAJORITY OF STUDENTS IN THE ALGEBRA PILOT PERFORMED VERY WELL ON STAR MATH. ON THE OTHER HAND, SOME OF THE CHALLENGES THAT WE FACED AND ARE FACING THAT STAR MATH PROFICIENCY RATES FELL FROM FALL TO WINTER FOR BOTH ALGEBRA PILOT MODEL STUDENTS AND NON PILOT GROUPS. SO IT'S KIND OF A DISTRICT WIDE PATTERN THAT WE SAW THAT FROM FALL TO WINTER THE PERFORMANCE DIPPED SLIGHTLY. >> ALSO THE PILOT MODELS DO NOT CAPTURE A REPRESENTATIVE SAMPLE OF SFD SD EIGHTH GRADERS SO WE HAVE TO BE CAREFUL ABOUT WHAT KINDS OF CONCLUSIONS AND INFERENCES THAT WE MIGHT DRAW. WE WILL SHARE SOME VERY, VERY PRELIMINARY AND DESCRIPTIVE LOOK AT THE DATA BUT WE'RE LOOKING FORWARD TO GETTING A MORE RIGOROUS LOOK AT AT THE AT THE PATTERNS WITH THE HELP OF
THE STANFORD RESEARCH TEAM LATER IN THE CALENDAR YEAR. AND LASTLY MATH EIGHT CURRICULUM AND INSTRUCTION WILL NEED STRENGTHENING WHICH IS GREAT WITH THE ADOPTION OF THE NEW CURRICULUM. WE LOOK FORWARD TO STUDENTS THAT ARE IN MATH STARTING NEXT YEAR TO GET SOME OF THAT ADDITIONAL SUPPORT THAT THEY MIGHT BENEFIT FROM. THANK YOU. AND FOR PREPARING TO LOOK AT THE DATA, WE WANTED TO PROVIDE A REVISITING OF THE MODELS THAT ARE CURRENTLY IN PLAY ACROSS THE DISTRICT. AND IN PARTICULAR WANTED TO MAKE SURE THAT AS WE ANALYZE AND UNDERSTAND THE DATA FROM THESE FROM THESE MODELS AND PROTOTYPES THAT WE ARE EVALUATING WHICH OF THESE ARE MOST SUCCESSFUL AND MOVING US TOWARDS GOAL TWO FOR EIGHTH GRADE STUDENT OUTCOMES. SO WE PROVIDE IN THIS SLIDE AN OVERVIEW OF THE PROTOTYPES, A SITE DESCRIPTION AND THEN THE PILOT SCHOOLS OR WHICH ARE CENTRALIZED OPTIONS AVAILABLE TO ALL STUDENTS WITHIN THE DISTRICT. NEXT SLIDE. >> OKAY.
SO THIS IS IN ELABORATION OF THE FIRST CHART THAT WE SHOWED. SO WHAT IT SHOWS IS THAT THE THE THE FOUR PANELS ON THE RIGHT SIDE NOW BREAK OUT THE BY THE DIFFERENT MODELS THE PILOT MODELS. THE ONLY ONE THAT IS MISSING FROM THE SET OF FIVE IS THE SUMMER SCHOOL MODEL WHICH IS HAPPENING RIGHT NOW. AND GIVEN THAT STUDENTS ARE ENROLLED AND GOING THROUGH THE COURSE RIGHT NOW, WE OBVIOUSLY WOULDN'T EXPECT IT TO HAVE AN EFFECT ON THE STATE ASSESSMENTS THAT THEY TOOK DURING THE SCHOOL YEAR. COUPLE OF THINGS TO NOTE FROM THE CHARTS. ONE IS THIS KIND OF A WIDESPREAD SLIGHT DIP IN RESULTS GOING FROM FALL TO WINTER THAT WE SEE ACROSS ALMOST ALL THE MODELS. THE ONLY ONE WHERE THAT DIP IS MISSING IS THE ALGEBRA AS AN ELECTIVE ONE WHERE THERE WAS ACTUALLY A SLIGHT INCREASE FROM FALL TO WINTER. BUT OTHERWISE WE NOTICED A DIP ACROSS ALGEBRA FOR ALL THE COMPRESSION MODEL AS WELL AS THE ONLINE ONE WHICH IS SLIGHT JUST LESS THAN A PERCENTAGE POINT BUT THE DIP WAS STILL
THERE. AND ONE QUICK THING TO POINT OUT THE COMPRESSION MODEL WE SEE KIND OF LIKE A LARGEST AND LARGEST DROP FROM 100% PROFICIENCY TO ABOUT 91. BUT YOU SHOULD NOTE THAT IT'S A VERY SMALL NUMBER OF STUDENTS THAT ARE INVOLVED IN THAT MODEL. SO THERE WAS A DROP OF ONE STUDENT'S PROFICIENCY THAT THAT LED TO THAT LARGE CHANGE. >> AS I MENTIONED PREVIOUSLY THAT THE STUDENTS THAT ARE INVOLVED IN THE IN THESE PILOT MODELS ARE NOT FULLY REPRESENTATIVE OF SFP AS THE MIDDLE GRADERS OR EIGHTH GRADERS DISTRICT WIDE. FOR EXAMPLE ALGEBRA FOR ALL WHICH AT THE FIRST SOUND OF IT YOU MIGHT EXPECT IT TO BE FAIRLY REPRESENTATIVE OF ALL STUDENTS. BUT THE THREE SCHOOLS THAT ARE PARTICIPATING IN THAT MODEL ARE ACTUALLY VERY HIGH PERFORMING MIDDLE GRADES. SO IF YOU LOOK AT THE SCORES YOU WOULD KNOW LIKE OH THEY'VE ALWAYS DONE MUCH STRONGER AND BETTER THAN DISTRICT AVERAGE IN MATH. SO MOST STUDENTS AT THOSE SCHOOLS WILL BE PERFORMING
BETTER THAN A AN AVERAGE STUDENT THIS WIDE AND SIMILAR KIND OF LIKE A SELECTION BIAS STORY WOULD APPLY TO OTHER MODELS AS WELL. ALGEBRA ELECTIVE YOU KNOW STUDENTS WHO HAVE CHOSEN TO TAKE A SECOND MATH CLASS AND FORGOING AND ELECTIVE THAT THEY COULD HAVE TAKEN OTHERWISE ALGEBRA COMPRESSION, YOU KNOW, RIGOROUS COURSE WHERE TWO MATH CLASSES ARE SQUEEZED INTO ONE. AND LASTLY ONLINE ALGEBRA OR SOME HIGH SCHOOL ALGEBRA WHICH IS ALSO OFFERED ONLINE. AGAIN, THESE ARE STUDENTS THAT ARE SELECTING THEMSELVES INTO TAKING ON THIS EXTRA WORK IN ORDER TO TAKE THE ALGEBRA COURSES. THIS IS ALL TO SAY THAT TRYING TO DRAW INFERENCES ABOUT THE EFFECTS OF BEING IN THESE CLASSES GETS A LITTLE BIT TRICKY BECAUSE THESE ARE ALL VERY YOU KNOW, FAIRLY MOTIVATE IT OR HIGHER PERFORMING STUDENTS THAT ARE INVOLVED IN THESE PILOT MODELS. SO TO JUST PROVIDE SOME VERY YOU KNOW, PRELIMINARY SIMPLER LOOK AT THE EFFECTS. WHAT WE HAVE DONE IS TO LOOK AT STUDENTS SEVENTH GRADE PERFORMANCE AND STAR MATH AND SO ACROSS THESE ALGEBRA PILOT MODELS JUST FOCUSING ON
STUDENTS THAT WERE NOT PROFICIENT ON EITHER THE FALL OR THE WINTER WINDOWS OF STAR LAST YEAR DURING THEIR SEVENTH GRADE YEAR. WE LOOK AT HOW WELL THEY HAVE DONE IN EACH OF THE ALGEBRA PILOT MODELS THIS YEAR WHICH IS THE CHART THAT SUMMARIZED IN THE NEXT SLIDE. SO WHAT WE SEE HERE IS THAT STUDENTS ALL OF THE STUDENTS THAT ARE REPRESENTED IN THE CHART ARE STUDENTS THAT WERE NOT PROFICIENT ON STAR MATH ON EITHER ADMINISTRATION EITHER THE FALL OR THE WINTER LOSS DURING THEIR SEVENTH GRADE YEAR . >> WITHIN THAT SET THE QUESTION IS BY HOW MANY SCALE SCORE POINTS DID THEY IMPROVE THIS YEAR DURING THEIR EIGHTH GRADE YEAR FROM FALL TO WINTER? AND THE MODEL THAT HAS CONTRIBUTED THE MOST IS THE ALGEBRA SELECTIVE MODEL CONTRIBUTING ABOUT ON AVERAGE NINE SKILLS SCORE POINT INCREASE FROM FALL TO WINTER FOLLOWED BY ALGEBRA FOR ALL WHICH IS HAD 7.5% ON AVERAGE INCREASE FROM FALL TO WINTER FOLLOWED BY THE ONLINE MODEL. AND THEN THE LAST PART IS STUDENTS IN MATH EIGHT SO NOT IN ANY OF THE ALGEBRA PILOT MODELS JUST ALL REQUIRE SOME
MORE SOPHISTICATED AND RIGOROUS LOOK AT THE DATA TO ACTUALLY REALLY TEASE OUT THE EFFECT OF BEING IN THESE ALGEBRA CLASSES . SO THAT'S WHY WE'RE COLLABORATING WITH THE RESEARCH TEAM FROM STANFORD UNIVERSITY TO TO LOOK AT THE DATA AND TO GET THAT ANALYSIS. SO WE WILL TURN TO PROFESSOR D TO SAY A LITTLE BIT ABOUT THE PLANS. THANKS SO MUCH AND I'M GLAD TO BE HERE. >> SO THE HIGH LEVEL GOAL OF OF THE RESEARCH PROJECT OR UNDERTAKING IS TO PROVIDE REALLY RELIABLE EVIDENCE ON THE CAUSAL EFFECTS OF THESE DIFFERENT ALGEBRA PILOTS ON A VARIETY OF KEY STUDENT OUTCOMES. SO I JUST WANTED TO SAY A LITTLE BIT ABOUT OUR WORK PLAN AND TOUCH ON THE RESEARCH DESIGN AND MIGHT SEE SOME OF THE QUESTIONS YOU MAY HAVE. SO WE'RE IN A POSITION NOW WHERE WE'RE IN THE PROCESS OF BEGINNING TO COLLECT AND CLEAN DATA NOT JUST FROM THE JUST COMPLETED SCHOOL YEAR BUT SEVERAL PRIOR SCHOOL YEARS AS WELL BECAUSE THE FOUNDATIONAL DATA FOR OUR ANALYSIS WILL
CONSIST OF LONGITUDINAL PROFILES FOR EACH INDIVIDUAL STUDENT AND THE DISTRICT NOT JUST THOSE IN THE PILOTS BUT THOSE NOT IN THE PILOTS AS WELL. AND THAT'S CRITICAL FOR THE NATURE OF THE RESEARCH DESIGN THAT WILL ALLOW US TO DRAW CREDIBLY CAUSAL INFERENCES ABOUT THE IMPACTS OF PARTICIPATE ING IN ALL OF THESE DISTINCT PILOTS. NOW IN TERMS OF THE CORE OUTCOMES WE'RE ANTICIPATING COLLECTING CERTAINLY YES BACK SCORES BUT WE ALSO INTEND TO LOOK AT OTHER KEY ACADEMIC INDICATORS SUCH AS OF COURSE GRADES AND OF COURSE WHAT COURSES STUDENTS ARE TAKING. ATTENDANCE AND PERHAPS A FEW OTHER OUTCOMES BEFORE WE FULLY UNDERTAKE THE ANALYSIS. OUR INTENT IS ALSO TO ESTABLISH A PRE ANALYSIS PLAN. THIS IS REALLY I THINK QUITE IMPORTANT AND CONSISTENT WITH EMERGING BEST PRACTICES AROUND DOING OPEN SCIENCE TO SAY WHAT DESIGN AND MEASURES ARE YOU GOING TO USE BEFORE YOU ACTUALLY IMPLEMENT THE ANALYSIS. AND IT'S A WAY TO KIND OF AVOID THE POTENTIALLY MISLEADING EFFECTS OF UNCONSCIOUS BIAS USE AMONG RESEARCHERS AS THEY
BEGIN, YOU KNOW, EXAMINING WHAT PATTERNS MIGHT EXIST IN THE DATA. SO AND WE'LL BE WORKING IN COLLABORATION WITH THE DISTRICT STAFF TO ARTICULATE THAT PRE ANALYSIS PLAN BEFORE WE CONDUCT THE ANALYSIS THAT WILL BE PUBLICLY POSTED. SO TO SAY A LITTLE BIT ABOUT THE RESEARCH DESIGN JUST BRIEFLY AND THEN I'D WELCOME FOLLOW UP IS A QUASI EXPERIMENTAL SET OF DESIGNS WE ANTICIPATE USING THAT THE CORE DESIGN WILL ESSENTIALLY LOOK AT STUDENTS PROFILES IN THE YEARS BEFORE THEY ENTER THE PILOT AND HOW THE OUTCOMES CHANGE AS THEY'VE ENTERED A PILOT RELATIVE TO WHAT'S GOING ON TO STUDENTS WHO MAY NOT HAVE MADE THOSE CHOICES. AND THAT DESIGN IS THE CANONICAL RESEARCH DESIGN FOR EVALUATING PROGRAMS ACROSS MULTIPLE POLICY DOMAINS. AND IT'S PARTICULARLY APPEALING BECAUSE IT ALLOWS YOU TO NET OUT ANY THE KINDS OF SELECTION BIASES MONARCH WAS MENTIONING ANYTHING THAT'S DISTINCTIVE
ABOUT AN INDIVIDUAL STUDENT IS NOT A POTENTIAL CONFOUND IN THIS DESIGN BECAUSE YOU'RE LOOKING AT HOW THEY'RE CHANGING OVER TIME NOT THEIR LEVEL AT A POINT IN TIME. AND BECAUSE WE ALSO HAVE DATA OVER TIME FOR STUDENTS NOT PARTICIPATING IN THE PILOTS, WE CAN ALSO NET OUT ANY EFFECTS THAT MIGHT BE UNIQUE TO A PARTICULAR ACADEMIC YEAR. SO WE CALL THIS AS AN ASIDE THE DIFFERENCE IN DIFFERENCES DESIGN BECAUSE YOU'RE LOOKING AT CHANGE WITHIN STUDENTS PARTICIPATING IN A PILOT ARE RELATIVE TO THE CONTEMPORANEOUS CHANGE IN STUDENTS WHO AREN'T. AND THE DIFFERENCE IN THOSE TWO DIFFERENCES PROVIDES A POTENTIALLY CREDIBLE AND, YOU KNOW, RELIABLE ESTIMATE OF THE IMPACT OF A PARTICULAR PILOT. THERE ARE 1 OR 2 OTHER DESIGNS IN THE MIX BUT THAT IS THE BASIC PLAN IN TERMS OF TIMELINE . MY COLLABORATOR WHOM I SHOULD HAVE MENTIONED DR. LIZ HUFFAKER AND I, WE PLAN TO SPEND THE SUMMER AND FALL CLEANING THE DATA. AND OUR HOPE IS WE'LL HAVE RESULTS TO SHARE WITH THE DISTRICT AND THE BOARD TO BE NEAR THE BEGINNING OF 2026. SO I'LL PAUSE THERE.
THANK YOU FOR THE PRESENTATION . I'M GOING TO CLASS MY QUESTIONS . I GUESS THE FIRST QUESTION I HAVE IS SO THIS GOAL TO A HUGE STRATEGY OF IT IS ALGEBRA ONE IN THE MIDDLE GRADES. I ALSO DON'T WANT TO LOSE SIGHT OF THE CONVERSATION THAT WE SHOULD ALSO HAVE AROUND THE INTERIM GOAL MEASURES PARTICULARLY AROUND AND TERM GOAL 2.1 AND OUR PERCENTAGE OF GRADE THREE AFRICAN-AMERICAN STUDENTS. AND THE REASON I THINK I DON'T KNOW WHY I DIDN'T PICK UP ON THIS BEFORE BUT THE REASON I'M I'M CALLING THAT OUT SPECIFICALLY IS BECAUSE AT LEAST IN THE GOAL ONE PROGRESS MONTH I MEAN ONE THING I DON'T THINK WE ACKNOWLEDGED ENOUGH OF WAS THE SIGNIFICANT INCREASE IN THE PERCENTAGE OF STUDENTS WHO IDENTIFY AS AFRICAN-AMERICAN AND PACIFIC ISLANDER WHO ARE GROWING IMMENSELY THROUGHOUT THE YEAR FOR SORRY EARLY LITERACY ASSESSMENTS. RIGHT. THAT'S HUGE. I HAVE A QUESTION AROUND SPRING TO SPRING DATA VERSUS JUST A FALL TO SPRING DATA THAT I THINK WOULD BE INTERESTING TO
LOOK AT YOU OVER A YEAR IF WE HAVE THAT ALL STARTED JUST GOT ADOPTED ONE IN THE PRIOR SCHOOL YEAR OF 23 2324. I KNOW THAT THAT'S BESIDE THE POINT BUT AND LIKE SCHOOL I MEAN YOU HAD A 62.5% INCREASE OF AFRICAN-AMERICAN STUDENTS AND PACIFIC ISLANDER STUDENTS IN THAT SCHOOL WHICH IS I THINK ABSOLUTELY SOMETHING WORTHY OF PRAISE. BUT I DON'T NECESSARILY SEE THAT DATA AVAILABLE FOR GOAL TWO. AND SO SO I DEFINITELY APPRECIATE THAT ALL THE INFORMATION AROUND ALGEBRA ONE SUPER INTERESTING AND I HAVE SOME QUESTIONS ABOUT THAT BUT BUT I DO I'M TRYING TO FIND WHERE WE CAN SEE INFORMATION AROUND OUR STUDENTS PARTICULARLY AROUND THE 0.1 STATUS OF THOSE GOALS. >> SO ONE OF THE DECISIONS THAT WE MADE IN PREPARING THE REPORT WAS HOW BEST TO REPRESENT THE DATA IN PARTICULAR BECAUSE WE DO NOT YET HAVE SPRING ASPECT DATA. SO FOR THIRD GRADE AFRICAN-AMERICAN STUDENTS THEY DO NOT TAKE STAR IN THE SPRING. THEY TAKE US BACK AND SO WE DON'T YET HAVE THAT DATA POINT
. WHAT WE DID HAVE WAS WHAT WE PRESENTED IN MARCH WHICH WAS THEIR FALL TO WINTER STAR DATA. AND SO IN TRYING TO FIGURE OUT HOW BEST TO REPRESENT THE DATA THAT WE HAVEN'T PREVIOUSLY REPORTED TO THE BOARD, WE WANTED TO HIGHLIGHT THE DATA THAT HAD NOT YET BEEN SHARED IN PRIOR REPORTS. THANK YOU FOR THAT. I GUESS I MEAN OKAY. THANK YOU FOR THAT INFORMATION. SUPER HELPFUL CONTEXT. I MEAN THE OTHER THING I WILL SAY THEN I'M JUST LOOKING AT THE DATA THAT'S AVAILABLE. I MEAN MOST OF OUR I MEAN I KNOW THE END COUNT AS SMALL AS ONLY THREE STUDENTS BUT IS THAT RIGHT? AM I LOOKING AT THIS RIGHT THAT WHEN YOU SAY 75% OF STUDENTS WHO DROPPED OUT OF ALGEBRA FOR ALL WERE AFRICAN-AMERICAN STUDENTS? RIGHT. I'M JUST MAKING SURE I'M INTERPRETING THAT CORRECTLY. AND SO I GUESS WHAT I'M TRYING TO SAY HERE IS THERE'S SOMETHING ABOUT 2.1 INTERIM GOALS THAT I THINK ARE REALLY CRITICAL IN UNDERSTANDING OUR PROGRESS TO DATE.
AND I DON'T WANT TO LOSE SIGHT OF THAT. RIGHT. AND I WOULD SAY THE SAME YOU KNOW, SLIGHTLY DIFFERENT FOR THE POINT TWO GOALS BECAUSE THAT'S A WHOLE GRADE WIDE. BUT YOU KNOW I KNOW VICE PRESIDENT HULING ASKED THE QUESTION BEFORE AROUND THE THE STATUS OF 2.3 FOR YALE STUDENTS IN GOAL ONE. BUT BUT IT'S I SUPPOSE I WOULD LOVE TO LEARN MORE ABOUT OUR ABILITY TO BETTER UNDERSTAND AND DIG INTO HOW OUR AFRICAN-AMERICAN STUDENTS ARE PERFORMING PARTICULARLY AROUND MATH JUST GIVEN THAT THE WAY IN WHICH WE'RE LOOKING AT THE DATA RIGHT NOW SPECIFICALLY AROUND ALGEBRA BEING THE KIND OF LIKE DOMINATING HEADLINE HERE. OKAY. I'LL PAUSE EFFORT FOR NOW. I HAVE A COUPLE OF REALLY QUICK RESPONSES TO YOUR POINT. THE MONITORING CYCLE IS A LITTLE BIT CHALLENGING SO YOU MIGHT HAVE NOTICED THAT THE GOVERNANCE CALENDAR FOR NEXT YEAR ACTUALLY TAKES OUT ONE OF THE MONITORING SESSIONS FOR GOAL TO BECAUSE OF THE ABSENCE OF THE LAST STAR WINDOW FOR THE APPROPRIATE GRADE LEVELS IS AS ONE CHANGE.
AND SECOND IS YOU MIGHT ALSO RECALL THAT THE INTERIM GOALS THAT WE HAVE SET FOR GOAL TWO NEXT YEAR ARE ALL AT MIDDLE GRADE LEVELS. SO WE CAN ACTUALLY FOLLOW AND FOCUS ON THE MIDDLE GRADES MORE SPECIFICALLY. WHILE 2.1 WILL CONTINUE TO FOCUS ON AFRICAN-AMERICAN STUDENTS BUT THERE WILL BE SIXTH GRADERS AS OPPOSED TO THIRD GRADERS. THIS IS NOT AT THE EXCLUSION OF PAYING ATTENTION TO HOW WELL THIRD GRADERS ARE DOING IN MATH ,BUT THE INTERIM GOALS THEMSELVES WILL FOCUS ON THE MIDDLE GRADES. THANK YOU FOR THAT, MR. GUPTA. YEAH. SO THANK YOU FOR THIS. THIS IS RICH WITH INFORMATION. I LOVE IT. IT'S GREAT. SO YOU KNOW ONE I APPRECIATE THE BREAKDOWN THAT YOU PROVIDE ESPECIALLY BY RACE AND IN THE MEMO HOWEVER ONE OF THE PIECES AND I'LL DEFAULT TO DR. D ON THE TIMELINE IS WE DO WANT TO MAKE SURE THAT ANY DECISION OR ANY MOVE THAT WE WOULD MAKE IN UPDATING OUR SECONDARY MATH POLICY IS IN SERVICE OF GOAL TWO AND SPECIFICALLY AS NAMED PREVIOUSLY OF OUR STUDENTS WHO HAVE HISTORICALLY NOT RECEIVED HIGH QUALITY TIER ONE CURRICULUM AND INSTRUCTION.
AND SO PART OF THAT THAT TENSION BETWEEN THE TIMING AND THE DESIRE TO EXPAND BASED ON EARLY RESULTS IS MAKING SURE THAT WE'RE NOT MOVING TOO QUICKLY TO COME TO A CONCLUSION BASED ON A LIMITED DATA SET. AND WITH THAT I WILL PASS IT ON. >> SO I THINK THAT'S RIGHT AND YOU'VE HEARD ME DESCRIBE THE TIMING BUT I ALSO I WANTED TO CIRCLE BACK TO YOUR COMMENT ABOUT MAKING ALGEBRA MORE BROADLY AVAILABLE AND LETTING STUDENTS SPREAD THEIR WINGS BECAUSE I THINK THERE'S EVEN MORE TO BE EXCITED ABOUT IN TERMS OF THE ALGEBRA ELECTIVE. IF YOU GO BACK TO THE ORIGINAL DESIGN IT WAS SET UP AS A TYPE OF AUTOMATIC ENROLLMENT POLICY . AND THIS IS SOMETHING I WOULD FRANKLY CHARACTERIZE AS ONE OF THE MOST EXCITING INNOVATIONS IN EDUCATION POLICY IN THE U.S. TODAY BECAUSE THE WAY IT'S SET UP IS AS A CLASSIC KIND OF BEHAVIORAL ECONOMICS NUDGE WHERE INSTEAD OF RELYING ON POTENTIALLY CAPRICIOUS OR BIASED TEACHER RECOMMENDATIONS,
GUIDANCE COUNSELOR RECOMMENDATIONS, PARENTAL INPUT A NUMBER OF STATES AND DISTRICTS HAVE BEGUN SAYING LET'S TAKE MANIFESTLY QUALIFIED STUDENTS WHO HAVE DEMONSTRATED COMPETENCY ON PRIOR YEAR ASSESSMENTS AND MAKE A COURSE LIKE ALGEBRA THEIR DEFAULT ENROLLMENT. AND SO THAT WAS THE ORIGINAL INTENT BEHIND THE ALGEBRA ELECTIVE. AND IT'S UNIQUELY COMPELLING BECAUSE YOUR PLACE ING MANIFESTLY QUALIFIED STUDENTS IN ACADEMICALLY RICH COURSES. NOT ONLY THAT, UNLIKE MANY EDUCATION POLICY INNOVATIONS IT'S INCREDIBLY LOW COST AND SCALABLE WITH FIDELITY. BUT I THINK PART OF THE REASON WE NEED TO WAIT FOR THIS EVIDENCE TO MATURE IS THERE IS THIS QUESTION OF ARE THE STUDENTS THRIVING THERE? DO WE HAVE THE LEVEL SETTING RIGHT? SO I THINK LEARNING FROM THIS THIS FIRST CYCLE WILL BE IMPORTANT. I'LL ALSO NOTE THAT IT'S MY UNDERSTANDING THE IMPLEMENTATION DEVIATED SLIGHTLY FROM THAT FULL ON NUDGE OPT OUT AUTOMATIC ENROLLMENT STUDENTS WHO WERE DEEMED QUALIFIED TO TAKE
ALGEBRA WERE INSTEAD ENCOURAGED TO TAKE IT RATHER THAN PUT IN IT AND THEN TOLD THEY COULD OPT OUT IF THEY SO CHOOSE. BUT I THINK IT'S A UNIQUELY EXCITING INNOVATION. BUT I THINK IT'S IMPORTANT TO ASSESS WHETHER IT'S REALLY DELIVERING ON THAT PROMISE FOR GETTING AT THE LEVEL SETTING RIGHT AND SEEING THE RESULTS WE HOPE FOR. AND JUST JUST TO FOLLOW UP ON THAT, I REALLY APPRECIATE THAT AS I UNDERSTAND TEXAS HAS DONE SOMETHING WHERE THEY'VE JUST YOU KNOW, IT'S MORE OF AN OPT OUT. CORRECT. AND YEAH, DO WE DO WE KNOW ANY HAS THAT PROGRESSED FAR ENOUGH FOR US TO LEARN IN JUST GONE STATEWIDE IN TEXAS THIS YEAR AND IRONICALLY DR. HUFFAKER AND I ARE ALSO ELBOW DEEP IN THE MICRO-LEVEL STUDENT DATA FROM TEXAS AS WELL TO SEE WHAT THE STATEWIDE SCALE UP LOOK LIKE BUT ALSO TO LOOK TO THE LESSONS FROM THE DISTRICTS. THERE WERE SEVERAL IN TEXAS THAT WERE EARLY ADOPTERS OF THIS AUTOMATIC ENROLLMENT POLICY. SEVERAL OTHER STATES MOST RECENTLY VIRGINIA HAVE TAKEN THAT UP AND AGAIN REALLY COMPELLING I THINK FOR ALL THE
REASONS I WAS DESCRIBING. >> I MEAN THERE'S A RUGGED COMMON SENSE TO THIS APPROACH. BUT THE IDEA THAT THERE'S THAT POTENTIAL LOW HANGING FRUIT TO BUILD ACCURATE OPPORTUNITIES TO RICH ACADEMIC CONTENT AT LOW COST AND HIGH SCALABILITY IS UNIQUELY EXCITING TO ME AND AND SO THAT'S WHY I REALLY APPRECIATE THIS PARTNERSHIP AND THE OPPORTUNITY TO BUILD A ROBUST LEARNING AGENDA AROUND THIS INNOVATION. JUST ONE ONE LAST THING. I MEAN I, I APPRECIATE THE ATTENTION TO WHAT IS THE RIGHT DOSAGE. HOW DO WE IMPLEMENT THIS IN A WAY THAT THAT OPTIMIZES? I'M ALSO INCREDIBLY CONSCIOUS OF EVERY YEAR WE DON'T OFFER THIS TO OUR STUDENTS. YOU KNOW, IN A WAY WE ARE FORCING THEM INTO THE ONLINE COMPONENT WHICH I DON'T SEE NEARLY AS GOOD RESULTS IN THIS AS AS THE ON SITE CURRICULUM AS WELL AS YOU KNOW THEN THAT'S LIMITING THEIR POTENTIAL ESPECIALLY AGAIN IF WE LOOK AT THE EQUITY CONSIDERATIONS FOR THEM TO BE ABLE TO TAKE CALCULUS, BE ABLE TO GO INTO STEM CAREERS ONCE THEY GET TO
COLLEGE. >> SO THAT'S JUST A BALANCE THAT I KNOW YOU ALL ARE CONSIDERING AND I REALLY APPRECIATE. CAN I ASK YOU A QUICK QUESTION ABOUT THAT THOUGH BECAUSE I DO THINK IT'S REALLY, REALLY MONUMENTAL WHAT YOU JUST SHARED WITH US BECAUSE THE SHIFT IN THE AUTO PLACEMENT FOR STUDENTS IS BASED ON WHAT IT'S BASED ON SEVENTH GRADE ASPECT SCORES. AND I'M FORGETTING WHAT LEVEL IT'S IT'S IN MY NOTES SOMEWHERE BUT THAT'S THAT'S WHAT IT'S BASED ON NOW AND THAT'S TYPICAL OF HOW IT'S I'VE SEEN IT DESIGNED IN OTHER STATES. AWESOME BECAUSE I I'M TRYING TO WATCH MY TONGUE HERE. I THINK WHAT YOU'RE WHAT I'M HEARING IS THAT WE ARE PLACING STUDENTS BASED ON THEIR ON THEIR MASTERY LEVEL IF THEY'VE IF THEY ACHIEVED A CERTAIN AMOUNT ON A PREVIOUS STATE ASSESSMENT A YEAR PRIOR, THEN WE USE THAT DATA TO INFORM THEIR SCHEDULE FOR THE FOLLOWING YEAR.
THAT IS CORRECT. RIGHT. AND SO THAT'S NOT AN ADULT SAYING THAT I THINK THAT YOU CAN DO THIS OR I FEEL LIKE YOU CAN DO THIS. IT'S A STUDENT DEMONSTRATING THAT THEY INDEED HAVE MASTERED CONTENT FROM THE YEAR PRIOR THAT ALLOWS THEM TO ENTER A COURSE THAT AUTOMATICALLY PLACES THEM IN THERE BECAUSE THEY'VE DEMONSTRATED THAT THEY CAN DO THAT. YES, BUT IT DOESN'T PRECLUDE THOSE MECHANISMS NOR DOES IT BIND STUDENTS WHO ARE PLACED INTO THE COURSE BECAUSE THAT BECAUSE THAT SECOND PART IS WHAT'S ALSO CRITICAL TO THIS IS THAT A STUDENT IS CHOOSING TO STAY. RIGHT. RIGHT. AND SO THERE IS A BOTH A PERSONAL INVESTMENT BUT ALSO A SYSTEM INVESTMENT IN GETTING THAT STUDENT INTO A COURSE THAT THAT WE BELIEVE THEY'RE READY FOR BASED ON THEIR ABILITY TO DEMONSTRATE THAT MASTERY OF CONTENT FROM THE YEAR PRIOR. RIGHT. AND SO I MEAN BECAUSE THAT'S HUGE RIGHT? >> LIKE THAT THAT THAT IS A VERY DIFFERENT WAY OF OF ASSIGNING STUDENTS IN TO A COURSE THAN WHAT HAS HISTORICALLY BEEN DONE
IN EDUCATION BROADLY WHERE YOU'RE JUST PREDETERMINED TO BE INTO A COURSE BASED ON NO REAL FACTOR BEYOND YOU GOT AN A OR B OR C OR D OR EVEN ANY FROM THE SCHOOL YEAR BEFORE. AND BEING PLACED IN THE NEXT COURSE. AND SO THERE IS SOMETHING I THINK REALLY PHENOMENAL TO LEARN FROM THIS AROUND WHAT IT MEANS THEN AROUND AND I'M JUST ME JUST MORE OPINING ABOUT THE POTENTIAL IMPACTS OF THIS RIGHT NOW. IT'S FASCINATING TO LEARN ABOUT. BUT I JUST WANTED TO LIFT THAT POINT UP BECAUSE I DO THINK IT'S A REALLY CRITICAL LESSON LEARNED AND INITIAL INSIGHTS THAT WE'RE GLEANING FROM WHAT HAPPENS WHEN WE WE ARE ABLE TO MAKE DETERMINATIONS AS A SYSTEM FOR WHAT STUDENTS ARE ABLE TO DO BASED ON WHAT THEY'VE MASTERED, WHICH I THINK IS PRETTY SIGNIFICANT. YEAH. YEAH, THIS IS I REALLY APPRECIATE THIS CONVERSATION. THANK YOU VERY MUCH. I HAVE CONCERNS THOUGH IN SOME WONDERINGS ABOUT ANY DECISIONS MADE BASED ON ASPECT TEST SCORES YOU KNOW BECAUSE OF I
MEAN THERE'S A LOT OF DATA AND CORRELATION BETWEEN ASPECT SCORES AND SOCIOECONOMIC STATUS. RIGHT. AND HOW YOU KNOW, PUBLIC POLICY INSTITUTE OF CALIFORNIA FOR EXAMPLE, AMONG OTHERS, YOU KNOW, HAVE SHOWN THAT YOU KNOW, HAVE WRITTEN REPORTS AND DONE STUDIES ABOUT SOCIOECONOMICALLY DISADVANTAGED STUDENTS IN CALIFORNIA WHERE HALF IS LIKELY TO MEET OR EXCEED GRADE LEVEL STANDARDS IN MATH IN 2022 COMPARED TO THEIR NON SOCIOECONOMICALLY DISADVANTAGED PEERS. SO I'M I'M VERY NERVOUS ABOUT MAKING ANY DECISION BASED ON STANDARDIZED TEST SCORES ALONE. SO WHAT ARE WE DOING TO ACCOUNT AND I MEAN THE LAST THING ON EARTH WE WOULD WANT TO DO AS A BOARD WOULD BE TO TO TURN OUR HUGE OPPORTUNITY GAP INTO AN OPPORTUNITY CHASM. SO HOW ARE WE NOT FURTHER SO THAT'S QUESTION ONE AND I'LL STOP THERE BECAUSE I HAVE OTHERS GO. SO ONE PIECE I WANTED TO ADD JUST AS A POINT OF CLARIFICATION IS WHEN STUDENTS WERE ENROLLING FOR THE 2420
FIVE SCHOOL YEAR THERE WAS NOT A RESTRICTION ON ENROLLMENT BASED ON PROFICIENCY. SO WHILE THERE WAS RECOMMENDED CRITERIA PRESENTED IN SUCH A WAY AS TO SAY THESE THIS IS WHAT WE THINK MIGHT MAKE A STUDENT SUCCESSFUL STUDENTS WERE NOT RESTRICTED. SO AS HIGHLIGHTED BY THE DATA THAT MOONWALK SHARED OF STUDENTS WHO WERE NOT YET PROFICIENT ON THEIR SEVENTH GRADE, THESE ARE STUDENTS WHO ARE STILL IN ALGEBRA ONE. AND SO THAT IS AN ADDITIONAL IMPORTANT COMPONENT IS THAT THE STUDENTS WHO ARE CURRENTLY ENROLLED WERE NOT RESTRICTED BASED ON PROFICIENCY NOR WERE THEY RESTRICTED BASED ON AN INDIVIDUAL ASSESSMENT. BUT I'LL DEFAULT FOR THE REST. AND I'LL JUST ADD I KNOW THAT THE THE GOALS KEY IN ON A PROFICIENCY YOU'RE RIGHT BUT OUR INTENT IS TO LOOK AT A BROAD ARRAY OF EDUCATIONAL OUTCOMES THAT AND TO FOLLOW THEM OVER TIME AS WELL. I MEAN WE HAVE A RESEARCH PLAN THAT WHERE WE HOPE TO TRACK THESE STUDENTS, YOU KNOW, BEYOND THEIR ASPECT THROUGH THEIR ENTIRE HIGH SCHOOL CAREERS TO SEE HOW BEING SAT ON A DIFFERENT COURSE PATHWAY MAY
SHAPE THEIR TRAJECTORIES THROUGHOUT HIGH SCHOOL. SO I HOPE WE'LL BE ABLE TO BRING A RICH SET OF OUTCOME DATA TO THE DISCUSSION. >> WELL I JUST WANT TO MAKE SURE THAT WE'RE BEING CLEAR ABOUT NOT LIMITING OPTIONS IN WAYS THAT THERE IS DATA THAT SHOWS. SO JUST I, I THINK A FURTHER CONVERSATION IS WARRANTED. DO YOU WANT ME TO ASK THE REST OF MY QUESTIONS NOW OR WAIT. OKAY. OKAY. SO QUESTION ABOUT THE THE STUDENTS IN PARTICULAR TAKING THE SUMMER COMPRESSION COURSE. >> I I'M WONDERING FOR EXAMPLE IN OUR BLACK STAR RISING PROGRAM FOR EXAMPLE, WE HAVE SOME STUDENTS RIGHT NOW WHO ARE TAKING THAT COMPRESSION COURSE. ARE THEY REPRESENTED IN THIS DATA OR IS THAT BECAUSE IT IS A DIFFERENT MORE. IS THAT IS THAT INCLUDED HERE? SO STUDENTS WHO ARE IN THE CURRENT SUMMER COMPRESSION ARE
NOT REPRESENTED IN THE DATA SET BECAUSE THEY HAVE NOT YET COMPLETED THE COURSE AND BECAUSE THEY DIDN'T START THE COURSE UNTIL AFTER THE ADMINISTRATION OF IS BACK. PARDON ME? THEY'RE NOT INCLUDED IN THE PREVIOUS DATA REPRESENTED BY MOONCAKE WITH THE FALL TO WINTER GROWTH. >> I BELIEVE THERE WAS AN OFFERING LAST SUMMER TO I'LL CLARIFY WITH DIRECTOR IRVING BUT IF THERE WAS, WOULD THAT DATA HAVE BEEN INCLUDED AS WELL? >> THAT DATA WAS FOR SUMMER GEOMETRY. OKAY. THANK YOU. UM, AND THEN I APPRECIATE THAT COMMISSIONER GUPTA HAD RAISED THE QUESTION ABOUT GEOGRAPHIC OFFERINGS BECAUSE THAT WAS ONE OF THE I LIVE IN DISTRICT 11 AND UM A LOT OF MY FELLOW RESIDENTS ARE REALLY CONCERNED THAT NONE OF OUR MIDDLE SCHOOLS HAD THE OFFERINGS I.E. THE ONLY OFFERING AVAILABLE TO OUR KIDS IN DISTRICT 11 AND 94112 IS THE ZIP CODE WITH THE HIGHEST NUMBER HIGHEST PERCENTAGE OF SAN FRANCISCO UNIFIED STUDENTS . AND IT WASN'T OFFERED THERE. SO I YEAH.
SO I JUST WHAT THIS IS GOING TO LOOK LIKE AND MAKING SURE THAT WE DO REACH ALL THE GEOGRAPHIES I REALLY APPRECIATED THAT QUESTION AND LOOK FORWARD TO FOLLOWING UP THERE AND MAKING SURE EQUITY IS IS SO YOU KNOW GEOGRAPHICAL EQUITY AS WELL. I ALSO LAST THOSE QUESTIONS LAST COMMENT THEN I'LL BE DONE. UM FOR A LOT OF OUR. SO AS FAR AS THE ELECTIVE PERIOD WE DO HAVE A LOT OF STUDENTS WHO HAVE L.D. AS AN ELECTIVE OR YOU KNOW STUDY SKILLS BECAUSE THEY HAVE AN IEP. SO I'M JUST CURIOUS HOW ARE WE MAKING SURE THAT AND ESPECIALLY WHEN YOU LOOK AT SOME OF THE DATA IN THE REPORT ABOUT THE FACT THAT SO FEW ENGLISH LANGUAGE YOU KNOW, MULTILINGUAL LEARNER STUDENTS ARE ACTUALLY TAKING THE COURSEWORK DO WE KNOW IF THAT'S CAUSAL, IF IT'S BECAUSE THEY'RE BEING LIMITED BECAUSE THEY'RE ALREADY TAKING ANOTHER ELECTIVE AND I'M WONDERING HOW THAT MEETS THE EQUITY, HOW THAT FITS INTO THE EQUITY CONVERSATION. SO AT THE RISK OF SPEAKING FOR MY LEAD COLLEAGUES WHO WERE
NOT ABLE TO BE PRESENT THIS EVENING, I'LL SAY TWO PIECES. SO ONE IS AS PART OF THE MIDDLE SCHOOL STUDENTS SCHEDULES, STUDENTS HAVE TWO ELECTIVES FOR WHICH THEY ARE REGISTERED. AND SO FOR A STUDENT WHO MIGHT HAVE DESIGNATED L.D. AT ONE PERIOD OR STUDY SKILLS AT ONE PERIOD, THE OTHER ELECTIVE PERIOD IN THIS CASE COULD BE PART OF THAT. BUT I DO I DO WANT TO HIGHLIGHT THAT THAT QUESTION IS A KEY ONE FOR US AS PART OF THE ONGOING RESEARCH TO DETERMINE WHAT MODEL MIGHT BE BEST BROUGHT FORWARD FOR RECOMMENDATION. THANK YOU. UM COMMISSIONER RAY EVENING EVERYONE. I HAVE A FEW QUESTIONS. >> QUESTION SLASH COMMENTS I GUESS ON THIS. I, I HAD ASKED VARIOUS QUESTIONS ABOUT EXPANDING ALGEBRA ONE OFFERINGS IN EIGHTH GRADE AND I I'M ONE OF MANY PARENTS WHO DEEPLY APPRECIATE THE REINTRODUCTION OF ALGEBRA AND WHO ADVOCATED FOR THIS FOR YEARS. AND I KNOW THERE'S STILL A LOT OF FOLKS OUT THERE WHO REALLY, REALLY, REALLY WOULD LIKE THEIR
KIDS TO BE ABLE TO TAKE ALGEBRA AT IT AS INDICATED BY COMMISSIONER FISCHER FOR INSTANCE. APPARENTLY I DID NOT KNOW THIS THERE ARE NO ALGEBRA OFFERINGS IN THE 941112 ZIP CODE. PARENTS FROM ALL OVER I STILL HERE ON A REGULAR BASIS WANT TO BE SURE THAT THEIR KIDS CAN TAKE ALGEBRA. AND I KNOW THAT WE'RE RUNNING PILOTS. I KNOW WE WANT TO ANALYZE THAT DATA. I UNDERSTAND THAT. BUT I WOULD REALLY LIKE TO ASK LIKE YOU KNOW AND PRESS FURTHER ON OUR ABILITY TO OFFER ALGEBRA. THERE ARE A LOT OF PARENTS THAT DENMAN MIDDLE SCHOOL FOR INSTANCE WHO SIGNED A PETITION ASKING TO DO THIS AND TEACHERS SUCH AS RORY ABERNATHY HAVE INDICATED THAT THE MATH TEACHERS CAN DO THAT, THAT THEY CAN OFFER THAT AND YET IT'S NOT BEING OFFERED AT DENVER NEXT YEAR. LIKE WHY IS THAT WHEN FOLKS ARE ASKING FOR IT AT THEIR SCHOOL AND WANT IT AND THE TEACHERS ARE WILLING TO DO IT NOW WHAT CAN WE DO TO MAKE THAT POSSIBLE RATHER THAN THE NOT POSSIBLE?
IT'S ONE THING I WANT TO ASK A COUPLE OF THE ANSWERS IN HERE. WE'RE INDICATING FOR INSTANCE, THAT ALGEBRA 1ST MAY REQUIRE AN EXAMINATION OF THE CURRENT STAFF TO ENSURE PROPER CREDENTIALS EXIST. SO ONE THING I'M WONDERING IS IS THERE A DIFFERENT ALGEBRA? I MEAN IS THERE A DIFFERENT CREDENTIAL FOR MATH TEACHERS IN MIDDLE SCHOOL THAT THEY NEED IN ORDER TO TEACH ALGEBRA? YOU KNOW, IF IF THEY DON'T NEED A DIFFERENT CREDENTIAL AND THERE ARE PEOPLE WHO ARE WILLING TO TEACH IT, THEN I WOULD HOPE THAT THAT WE WOULD ENCOURAGE THAT AND FIND WAYS TO DO IT. I'VE ALSO I MEAN I'M NOT A MATH TEACHER MYSELF BUT FOLKS ARE ALWAYS EMPHASIZING THAT ALGEBRA ONE IS A FOUNDATION OR MATH COURSE AND THE STAT YOU KNOW, THE TEACHERS AND SORT OF MATH ADVOCATES I'VE TALKED TO ABOUT THIS GENERALLY HAVE THE VIEW THAT ANY MATH TEACHER SHOULD BE ABLE TO TEACH THIS AND LIKE I CAN'T SPEAK TO THIS FROM AN EXPERT PERSPECTIVE BECAUSE I DON'T HAVE THAT EXPERTISE. I KNOW WE HAVEN'T DONE IT FOR A WHILE BUT AS LONG AS WE HAVE FOLKS WHO ARE WILLING TO DO IT,
I JUST I'M KIND OF WONDERING ABOUT THIS BECAUSE THIS IS NOT CALCULUS. I MEAN IT IS ALGEBRA ONE. SO WHAT ARE OUR REAL OBSTACLES TO DOING THIS? I THINK A LOT OF PEOPLE HAVE A LOT OF PEOPLE HAVE EXPRESSED THE VIEW THAT THE DISTRICT IS SLOW WALKING THIS THAT FOR YEARS AND YEARS AND YEARS LIKE IT INTENTIONALLY TOOK ALGEBRA OUT. THERE'S NOT A HIGH LEVEL OF TRUST AROUND THIS AND IT'S HARD FOR FOLKS TO BELIEVE THAT WE CAN'T REALLY PUT IT IN MORE QUICKLY. WE COULD STILL STUDY, YOU KNOW, DIFFERENT THINGS AND FIND OUT HOW THEY DO. BUT IT'S VERY DIFFICULT FOR PEOPLE TO BELIEVE THAT THE DISTRICT IS IS DOING WHAT ALL IT CAN IN ORDER TO RESTORE ALGEBRA FOR FOLKS ESPECIALLY GIVEN THE HISTORY. THANKS. CAN I JUST I'M SORRY PROFESSOR D, I JUST WANT I, I DO BELIEVE THAT WE ARE OFFERING ALGEBRA IN A MAJORITY OF OUR SCHOOLS AND I'M JUST CHECKING WITH STAFF ABOUT THAT. OKAY. SO I'M GOING TO CHECK WITH STAFF TO CONFIRM THAT WE DO HAVE WE ARE OFFERING ALGEBRA
ONE IN A MAJORITY OF OUR SCHOOLS AND MAYBE MS. KRUGMAN CAN CONFIRM OR NOT CONFIRM THAT BUT REGARDLESS I DO HEAR WHAT COMMISSIONER RAY IS SAYING AND COMMISSIONER GUPTA AND COMMISSIONER FISHER IN TERMS OF WE NEED TO OFFER THIS CLASS TO ALL OF OUR STUDENTS AND MAKE IT AVAILABLE TO AS MANY STUDENTS AS POSSIBLE . SO AS YOU THINK ABOUT THAT SCALE UP THROUGHOUT THE DISTRICT, I GUESS I JUST WANT TO OFFER ONE WORD OF CAUTION AS YOU PONDER THE DIFFERENT MODELS WE'VE HAD A PRIOR STATE EXPERIENCE WITH UNIVERSALLY APPLYING ALGEBRA FOR ALL THAT DID NOT FRANKLY WORK VERY WELL BECAUSE WHEN WE BROADLY UNIVERSALLY ACCELERATED MOST MIDDLE SCHOOL STUDENTS INTO ALGEBRA, MANY OF THEM WERE WERE UNPREPARED, HAD A HIGH FAILURE RATES AND IT ULTIMATELY HARMED THEIR LONGER RUN EDUCATIONAL TRAJECTORIES. I THINK YOU'RE SEEING A FEW SELECTIVE HIGHER PERFORMING MIDDLE SCHOOLS DOING THAT RIGHT NOW AND EARLY INDICATIONS ARE THAT IT'S GOING OKAY.
BUT I WOULD BE REALLY CIRCUMSPECT AROUND POSSIBLY SCALING THAT PARTICULAR MODEL AND WOULD WANT TO INSTEAD PRIVILEGE SOMETHING LIKE THE ALGEBRA ELECTIVE MODEL WHERE ANYONE CAN OPT IN AND AGAIN STUDENTS WHOSE PRIOR LEVELS OF ACHIEVEMENT SUGGEST THEY'RE READY MAY BE AUTOMATICALLY PLACED INTO THE ALGEBRA AND THEY COULD EXIT IN. SORRY. I ABSOLUTELY THINK THAT OUR AUTOMATICALLY PUTTING KIDS IN WHO SEEM TO BE PROFICIENT AND READY FOR IT AND LETTING THEM OPT OUT IF THEY WANT TO MAKE SENSE. I ALSO THINK IT MAKES SENSE TO LET ANYBODY OPT IN WHO UNSTOPPED IT. I DON'T WANT TO MAKE ANYBODY TAKE CLASSES THAT THEY DON'T WANT TO TAKE OR FEEL READY TO TAKE. SO THAT MAKES TOTAL SENSE TO ME BUT IT DOESN'T PERSONALLY MATTER TO ME. I DON'T FEEL LIKE I HAVE THE EXPERTISE TO SAY THAT WE SHOULD DO ONE MODEL OVER THE OTHER. I JUST WANT TO MAKE SURE TO THE EXTENT WE CAN THAT WE ARE OFFERING ALGEBRA TO EVERYONE AND DOING IT TO THE IN THE EIGHTH GRADE AND THEY CAN TAKE IT OR NOT TAKE IT YOU KNOW AS THEY WISH BUT THAT WE'RE PROVIDING THAT FOR FOLKS IT'S IT'S DISTRESSING TO HEAR FROM YOU KNOW TEACHERS AND PARENTS
IN DENMAN ARE ELSEWHERE THAT THEY WANT THEIR KIDS TO TAKE ALGEBRA AND THEY DON'T FEEL THEY CAN AND WHILE SOME KIDS PARTICULARLY THE VERY MOTIVATED ONES WILL OPT TO TAKE ALGEBRA ONLINE OR MAYBE IN THE SUMMER I JUST THINK THAT FOR IT TO BE KIND OF LIKE TO GIVE FOLKS THE BEST OPPORTUNITY WE NEED TO OFFER IT DURING THE SCHOOL DAY . SO I'D LIKE TO ENCOURAGE THAT EVERYONE WE CAN OR VICE VERSA. I GUESS I JUST WANT TO PUSH BACK A LITTLE BIT ABOUT ALGEBRA FOR ALL VERSUS ALGEBRA ELECTIVE BECAUSE I CERTAINLY HEAR YOUR ENTHUSIASM PROFESSOR ABOUT THE ALGEBRA ELECTIVE BUT IN LOOKING AT THIS DATA I AM SUPER EXCITED ABOUT THE RESULTS OF FOR ALGEBRA FOR ALL I MEAN LOOKING AT AN INCREASE OF OVER 5.35.3 POINTS WHEN LOOKING AT GROWTH AMONG MATH LOWER PERFORMERS FOR NO ALGEBRA VERSUS ALGEBRA FOR ALL LIKE THAT'S INCREDIBLE IF YOU'RE LOOKING AT THE SAME GROUP OF KIDS AND THEY'RE ALREADY LOW PERFORMERS AND YOU
GAVE THEM HIGHER EXPECTATIONS AND GAVE THEM A MORE CHALLENGING CURRICULUM AND THEY IMPROVED THAT MUCH LIKE THAT IS VERY, VERY IMPRESSIVE TO ME AND I UNDERSTAND THAT THE PILOT SCHOOLS FOR ALGEBRA FOR ALL MAY HAVE BEEN BETTER PREPARED BUT THAT'S THREE PRETTY LARGE MIDDLE SCHOOLS AND TO HAVE A FAILURE RATE OF FOUR KIDS TOTAL AND EQUALS FOUR IN THAT BAR GRAPH WHAT YOU KNOW AN AVERAGE OF ONE KID PER MIDDLE SCHOOL FAILING LIKE TO ME THAT SEEMS LIKE OUR KIDS CAN SUCCEED ACROSS THE BOARD WHEN WE PUSH THEM AND I, I WOULD REALLY LOVE TO HEAR IN THE FUTURE WE HAVE DISCUSSIONS FROM STAFF ON THIS TO SEE WHAT SOME OF THE ACTUAL LIKE WEIGHTED NUMBERS ARE BECAUSE FOR THE ALGEBRA ELECTIVE YOU KNOW IT DOESN'T SURPRISE ME THAT THE ELECTIVE YOU KNOW GROWTH IS MORE THAN THE ALGEBRA FOR ALL GROWTH BECAUSE THE ELECTIVE KIDS ARE THE KIDS WHO SELF-SELECT TO HAVE AN INTEREST WHO PROBABLY
HAVE SOME LEVEL OF SELF-BELIEF GOING INTO IT THAT THEY CAN DO IT BUT ACROSS THE SIX MIDDLE SCHOOLS THAT HAD ALGEBRA AS AN ELECTIVE COURSE THERE WERE AN AVERAGE OF FOUR KIDS PER SCHOOL WHO FAILED RIGHT? AND SO IT'S NOT NECESSARILY THE CASE THAT EXPANDING IT TO MORE KIDS CAUSED A HIGHER FAILURE RATE WITH WITHIN A GIVEN SCHOOL AND WE MAY ACTUALLY BE ABLE TO INCREASE MATH PROFICIENCY FOR MORE KIDS IF WE GIVE ALL KIDS A CHANCE. AND I DID REALLY NOTICE THE RACIAL COMPOSITION COMPARISONS FROM THE ALGEBRA FOR ALL VERSUS THE ALGEBRA ELECTIVE WHERE YOU SEE WHEN IT'S AN ELECTIVE ASIAN STUDENTS AND WHITE STUDENTS OPT IN HIGHER RATES THAN THEY ARE PREVALENT IN THE SCHOOL AND BLACK STUDENTS AND HISPANIC STUDENTS OPT OUT AT HIGHER RATES AND SO YOU KNOW, PERHAPS THE IF YOU LOOK AT THE DROP OFF THE THE LOWER THAN THE C GRADE FOR ALGEBRA ELECTIVE RIGHT. IT LOOKS LIKE MAYBE WHAT ONE
AFRICAN-AMERICAN CHILD DIDN'T GET A C IN THAT MODEL VERSUS FOUR IN THE OTHER MODEL. BUT IT'S POSSIBLE THAT ACTUALLY MANY MORE AFRICAN-AMERICAN KIDS PASSED IN ALGEBRA FOR ALL VERSUS ALGEBRA AS AN ELECTIVE BECAUSE 5% OF AFRICAN-AMERICAN KIDS OPTED OUT WHEN IT WAS AN ELECTIVE OPTION VERSUS, YOU KNOW, ALMOST ALL OF THEM ENROLLING WHEN IT WAS FOR ALL. SO TO ME IT'S JUST IT'S VERY EXCITING THAT OUR STUDENTS ACROSS THE BOARD ARE CAPABLE OF SUCCESS WHEN WE GIVE THEM THE OPPORTUNITY TO SUCCEED AND THAT THEY'RE SUCCEEDING AT REALLY HIGH LEVELS. AND SO I WOULD LOVE TO SEE THOSE LIKE THE KIND OF PROJECTIONS OF LIKE IF SCHOOLS ACROSS THE DISTRICT LOOKED LIKE ALGEBRA FOR ALL PILOT, HOW MANY KIDS WOULD THAT REACH VERSUS IF WE HAD, YOU KNOW, ALGEBRA AS AN ELECTIVE, HOW MANY KIDS WOULD THAT REACH? BECAUSE HAVING HIGH YOU KNOW, HIRED ACHIEVEMENT FOR A LOWER NUMBER OF KIDS MIGHT NOT BE AS GOOD AS HAVING SLIGHTLY SMALLER
INCREASES. BUT FOR EVERYBODY BECAUSE THOSE INCREASES WERE STILL REALLY BIG FOR THE ALGEBRA FOR ALL. AND SO I WOULD JUST COMMEND THE STUDENTS WHO PILOTED IT AND YOU KNOW CENTRAL OFFICE FOR PUTTING TOGETHER A PROGRAM THAT REALLY MET THE NEEDS OF A LOT OF KIDS IN THE DISTRICT. SO TO BE CLEAR I MEAN YOUR POINT IS WELL TAKEN AND I'M NOT ADVOCATING THAT ALGEBRA FOR ALL NOT EXTEND BEYOND THE ORIGINAL THREE SCHOOLS BUT I DO WANT TO JUST SIMPLY INSERT A CAUTION BASED ON WHAT WE'VE LEARNED FROM STATEWIDE EXPERIENCE WITH ALGEBRA FOR ALL OF THAT WHEN IT IS DONE REALLY BROADLY WE'VE SEEN MANY KIDS HAVE THEIR HIGH FAILURE RATES AND HAVE THEIR EDUCATIONAL TRAJECTORIES HARMED BY THAT ORIGINAL EXPERIENCE AND IT'S MY UNDERSTANDING THAT IT WAS ACTUALLY THAT ALGEBRA FOR ALL EXPERIENCE THAT HELPED SEED THE CONVERSATION FOR THE 2014 REFORM HERE THAT TOOK ALGEBRA OUT OF MIDDLE SCHOOLS ENTIRELY. SO AGAIN I'M NOT SAYING THAT WE SHOULDN'T CONSIDER, YOU KNOW, INCREASED EXPANSION OF THAT
PILOT AS WELL. BUT I THINK HAVING THAT RESEARCH INFORMED CAUTION IN MIND AND THINKING ABOUT HOW IT'S DONE WOULD BE WISE AND I DON'T WANT TO SPEAK OUT OF TURN BUT I DO BELIEVE THAT THERE ARE SOME QUESTIONS AS TO THE REPORTED FAILURE RATES THAT AS A FEW AS D HAD WHEN IT MADE THAT DECISION AND WHETHER THOSE WERE ACTUALLY ACCURATE. SO TO ME THIS DATA SHOWS THAT THE FAILURE RATES ARE NOT TERRIBLY HIGH. COMMISSIONER I ALSO WANTED TO ASK ABOUT THAT FAILURE RATE QUESTION AND IF YOU COULD POINT US TO WHAT DATA OR STUDY YOU HAVE BECAUSE IT HAS BEEN CLEARLY SHOWN THAT THE QUOTED 40% FAILURE RATE WAS NOT RIGHT ,THAT IT WAS 4% OR SOMETHING LIKE THAT. THE OTHER THING IS I DON'T THINK ANYBODY ANSWERED WHAT I HAD ASKED ABOUT THE CREDENTIAL IS THERE ACTUALLY A DIFFERENT CREDENTIAL REQUIRED TO TEACH ALGEBRA THAN WHAT MIDDLE SCHOOL MATH TEACHERS CURRENTLY HAVE? >> I CAN ANSWER THE CREDENTIAL QUESTION SO THE SECONDARY MATH TEACHERS ARE TRADITIONALLY CREDENTIALED AS SINGLE SUBJECT MATH TEACHERS.
SO WHAT I WOULD SAY IS THAT WE DO SEE SOMETIMES TEACHERS WHO MIGHT MOVE FOR EXAMPLE FROM LIKE TEACHING A MATH SEVEN INTO TEACHING IN ALGEBRA ONE OR TEACHING IN ALGEBRA TWO. ONE OF THE PIECES I WILL CAUTION THOUGH IS THAT THERE ARE HOWEVER CONTRACTUAL REQUIREMENTS ON THE NUMBER OF COURSES A TEACHER CAN TEACH. SO FOR EXAMPLE OFTEN IN OUR YOU KNOW OF ALL SIZE MIDDLE SCHOOLS A TEACHER MIGHT BE A TEACHER OF SOME MATH SEVEN COURSES AND SOME MATH EIGHT COURSES WHERE THEY WOULD NOT THEN BE ABLE TO FOR EXAMPLE PICK UP CONTRACTUALLY WITHOUT A CERTAIN SET OF STIPULATIONS I WOULD HAVE TO DEFER TO OUR LABOR PARTNERS ON THIS AN ADDITIONAL COURSE. SO IN THAT CASE WE WOULDN'T SAY A TEACHER WOULD THEN BE A TEACHER OF MATH SEVEN MATH EIGHT AND ALGEBRA ONE IS THREE SEPARATE COURSE. SO THERE ARE SOME CONTRACTUAL AND LABOR NEGOTIATIONS BUT IT IS A SINGLE SUBJECT MATH CREDENTIAL. OKAY SO SORRY I TOLD YOU YOU'RE TALKING ABOUT SECONDARY TEACHERS OR SECONDARY CREDENTIAL. ARE YOU SAYING THAT TEACH ALGEBRA YOU CAN'T HAVE A MIDDLE
SCHOOL? I DON'T UNDERSTAND THE CREDENTIAL THING IS SECONDARY. >> I ASSUME HE'S HIGH SCHOOL BUT CAN YOU JUST EXPLAIN SO I DON'T GET IT. OKAY. IT'S A SINGLE SUBJECT CREDENTIAL TO CREDENTIAL IN MATH. IN MATH. CORRECT. OKAY. OKAY. SO I HAVE A SINGLE SUBJECT SCIENCE CREDENTIAL THAT ENABLES ME TO TEACH ANY SCIENCE COURSE BUT IN THE MIDDLE GRADES YOU HAVE TO BE SUBJECTED WITHIN A WITHIN A CONTENT AREA. THE THE REVERSE OF THAT WOULD BE AN ELEMENTARY TEACHER WHO HAS A MULTI SUBJECT CREDENTIAL. SO IN ELEMENTARY YOU CAN TEACH MULTIPLE CONTENT AREAS ALL AT ONCE IN A CLOSED CLASSROOM FOR EXAMPLE. RIGHT YOU ONLY NEED ONE CREDENTIAL AND THE MIDDLE GRADES THERE IS NO EQUIVALENT OF THAT. YOU HAVE TO HAVE MULTIPLE CREDENTIALS IF YOU'RE GOING TO TEACH MULTIPLE SUBJECT AREAS. OTHERWISE YOU HAVE A SINGLE SUBJECT CREDENTIAL THAT IS ISSUED TO YOU AS A TEACHER. SINGLE SUBJECT CREDENTIAL IS MATH CORRECT A MATH CREDENTIAL
AND THERE IS NOT A SEPARATE ALGEBRA CREDENTIAL. CORRECT CREDENTIAL. CORRECT. OKAY. THANK YOU. OF COURSE I DO THINK IT WOULD BE HELPFUL TO CLARIFY THIS DATA ABOUT WHAT WE HAVE SEEN HISTORICALLY. I KNOW THERE'S BEEN A LOT OF CONVERSATION ABOUT IT IN THE PAST. I THINK THERE'S ALSO SOME INTERESTING INFORMATION AROUND JUST WHAT IT MEANS TO FORCES STUDENTS TO TAKE A COURSE THAT THEY'RE NOT PREPARED FOR. AND SO I JUST WANT TO THERE'S I CAN'T LET THIS GO WITHOUT SAYING THIS OUT LOUD LIKE THERE IS THERE IS ALSO DAMAGE THAT CAN BE DONE BY FORCING A STUDENT TO TAKE A COURSE THAT THEY'RE NOT READY FOR THAT RESULTS IN THEM DROPPING OUT AND WE WE ALL THE DATA IS THERE AROUND WHAT HAPPENS WHEN STUDENTS DISENROLL FROM A CLASS AND THEN ARE BACK INTO THE CYCLE OF TRYING TO CATCH UP OVER THAT TIME I THINK WHAT I APPRECIATE ABOUT A POTENTIAL ACTIVE MODEL WHICH SOUNDS VERY INTERESTING WHICH IS PARTLY WHAT I WAS KIND OF FASCINATED BY WAS THE COMBINATION OF PROVEN MASTERY TO PREPARE FOR THE COURSE AND AND AN EXPLICIT DESIRE BY THAT STUDENT TO WANT
TO BE IN THE COURSE WHICH I DON'T THINK IT JUST TO BE CLEAR I THINK EVERYTHING WE'RE SAYING HERE IS QUITE ALIGNED IN THAT IF A STUDENT WANTS TO TAKE A COURSE THEY SHOULD BE ABLE TO TAKE THE COURSE RIGHT? HOWEVER, IF A STUDENT'S NOT READY TO TAKE THE COURSE AND THEY FAIL OUT OF THAT CLASS THERE ARE SOME REAL IMPACTS OF THAT AND CONCERNS. PERHAPS I'LL PUT OUT THERE. BUT FOR THE SO I'M JUST SAYING THE SAME YEAH FOR THE INTO THE MAKE RIGHT BUT IN THIS INSTANCE THE FAILURE RATES WERE HIGHER FOR THE KIDS WHO WERE IN ELECTIVES AND THE FAILURE RATES WERE HIGHER FOR THE RACIAL GROUPS IN ELECTIVES WHERE KIDS OPTED IN BEYOND THEIR LEVEL OF PROPORTIONAL REPRESENTATION. BUT I THINK THE POINT WAS MADE AROUND JUST THIS IS AROUND THE QUESTION NOW BECOMES AROUND SCALE, RIGHT? SO WHAT HAPPENS WHEN YOU DO IT IN MASS RIGHT VERSUS THE STANDARD BEING EITHER AN AUTO ENROLLED BASED ON MASTERY OR WHAT HAVE YOU AND I'M I WOULD YOU SAY AND I'M ALSO JUST VERY CURIOUS, YOU KNOW AND I LOOK FORWARD TO THE DATA AROUND THE GAIN IN MASTERY FRONT IN THE ELECTIVE PIECE WHAT WHAT WHAT I WAS VERY IMPRESSED BY AT LEAST IN THIS REPORT WAS THE GAIN
IN MASTERY FROM PEOPLE WHO AS I UNDERSTAND IF I'M UNDERSTANDING THE DATA CORRECTLY DID NOT HAVE MASTERY OF SEVENTH AND THEN GAIN THAT MASTERY SO AND I'M CURIOUS IF THERE ARE CONFOUNDING FACTORS LIKE YOU KNOW, IS THERE A GREATER SENSE OF BELONGING IS THERE YOU KNOW WHAT WHAT IS IT THAT MIGHT BE LEADING TO THIS AND WHAT MIGHT WE LEARN? IS THERE A WAY TO KIND OF GET THE BEST OF BOTH WORLDS WHERE WE HAVE ALL ALGEBRA FOR ALL AND AT THE SAME TIME HAVE SOME OF THOSE GAINS THAT WE SAW IN THE ELECTIVE BUT YOU KNOW MORE QUESTIONS THAN ANSWERS. I MEAN, YOU KNOW AND I LOOK TO THE PANEL I WOULD JUST REITERATE MY CAVEAT FROM BEFORE THAT THE DATA THAT'S CURRENTLY PRESENTED IN THE PAPER IS VERY PRELIMINARY AND IS NOT DOES NOT CONTROL FOR MANY OF THESE POTENTIAL CONFOUNDING FACTORS AND WE'LL PASS THE POLICY NOW. THANK YOU. YEAH. TO VICE PRESIDENT YOUR QUESTION ABOUT COMPARING THE ALGEBRA FOR ELECTIVE VERSUS STUDENTS EVER IN MATH EIGHT EVEN THOUGH IN THE ANALYSIS WE SEPARATE STUDENTS WHO ARE
PROFICIENT VERSUS NOT IN SEVENTH GRADE THERE ARE STILL GRADATIONS AMONG THOSE STUDENTS THAT WERE NOT PROFICIENT AND STUDENTS THAT WERE IN ALGEBRA FOR ALL HAD HIGHER LEVEL OF PROFICIENCY THAN STUDENTS THAT WERE IN MATH EIGHT EVEN THOUGH THEY WERE ALTOGETHER NOT PROFICIENT. THIS IS ALL TO SAY THAT IT'S STILL NOT A FAIR COMPARISON TO MAKE TO SAY THAT OH LOOK AT THE RESULTS IN STUDENTS ANNOUNCED FOR ALL SEEM TO HAVE DONE BETTER WHICH IS WHY WE'RE GOING TO WAIT FOR THE RIGOROUS ANALYSIS. BUT ONE QUESTION THAT I ACTUALLY HAVE FOR VICE PRESIDENT EWING IS WHAT FAILURE RATES ARE YOU REFERRING TO IN THE DATA BECAUSE WE DIDN'T REPORT THE ACTUAL F GRADES. THERE ARE DROPOUT STUDENTS. PERHAPS THAT'S WHAT YOU'RE REFERRING TO. >> OH, I THOUGHT IT SAID THAT THE FIGURE FOR DROPOUT WAS A GRADE OF C OR LOWER BUT MAYBE I'M WRONG A SEPARATE SO DROPOUT RATES OF STUDENTS WHO WERE ENROLLED AND SUBSEQUENTLY PULLED OUT OF THE CLASS THE GRADES WE DIDN'T ACTUALLY INCLUDE A SEPARATE CHART BECAUSE AGAIN OVERWHELMING NUMBER OF STUDENTS ENDED UP
GETTING A PASSING GRADE. THANK YOU. THANKS FOR THE CLARIFICATION AND I'M JUST GOING TO JUST FOR EVERYONE'S NOTE AND THEN TO PUT TWO MORE MINUTES TO THIS AND THEN WE'LL WRAP IT UP BECAUSE WE DIDN'T ACTUALLY CONSIDERING THE HOUR JUST TO TIE A COUPLE PIECES OF OUR CONVERSATION TOGETHER I REALLY THIS HAS BEEN FASCINATING AND AS I THINK PRESIDENT KIM YOU MENTIONED EARLIER, YOU KNOW ,IT'S THIS GOAL IS AROUND MORE THAN EIGHTH GRADE ALGEBRA. AND I WANT TO TAKE US BACK TO THE CONVERSATION WE HAD MARCH 11TH TALKING ABOUT THE NEW INTERIM GOALS IN ONE DATA POINT THERE IN PARTICULAR I REALLY WANT TO HIGHLIGHT ON SLIDE FIVE GOAL TWO INTERIM GOALS AROUND EIGHTH GRADE MATH. THE FIRST PROPOSED GOAL 2.1 OUR CURRENT DATA POINT FOR SIXTH GRADE AFRICAN-AMERICAN STUDENTS PROFICIENT ON STARR MATH IS 5.8% 5.8% OF OUR CURRENT SIXTH GRADERS ARE PROFICIENT ON MATH. AFRICAN-AMERICAN SIXTH GRADERS. SO IF WE WANT TO TALK ABOUT
GETTING FOLKS READY FOR OUTREACH WE HAVE SO I REALLY LOOK FORWARD SUPERINTENDENT, TO YOU KNOW, YOU'VE TALKED ABOUT ACADEMIC RIGOR. YOU'VE TALKED ABOUT THE WORK WE HAVE TO DO AROUND MATH IN PARTICULAR IF WE'RE GOING TO GET TO ALGEBRA FOR ALL, FOR THE LOVE OF GOD WE HAVE A LOT OF WORK TO DO TO GET FROM WHERE WE ARE TO WHERE WE WANT TO BE WHICH PRESENT HEALING. >> BRING IT HOME TO FOLLOW UP ON COMMISSIONER RAY'S QUESTION, I HAVE A QUESTION FOR SUPERINTENDENT SUE. YOU KNOW SOMETIMES WHEN YOU HAVE FOR EXAMPLE LIKE HEALTH TRIALS OR VACCINE TRIALS, THE RESULTS ARE SO PROMISING INITIALLY THAT THE STUDY IS CUT SHORT SO THAT A BROADER NUMBER OF PEOPLE CAN HAVE THE HEALTH BENEFITS SOONER IN THIS INSTANCE, IS IT IS THERE STILL TIME TO EXPAND THE PILOT TO ADDITIONAL SCHOOLS POTENTIALLY IN DETAINER D 11 FOR THE 2526 SCHOOL YEAR EVEN IF WE MIGHT
SEGREGATE THAT DATA OUT FROM THE FINAL PILOT ANALYSIS BECAUSE WE WOULDN'T HAVE TWO YEARS OR WE MIGHT HAVE TO COMPARE ONE YEAR OF DATA FOR THAT BUT JUST TO EXTEND THE PILOT MAYBE WITHOUT INCLUDING IT IN THE STUDY JUST TO ALLOW ACCESS TO MORE STUDENTS SOONER FOR ALGEBRA IV ACROSS A BROADER SWATH OF SAN FRANCISCO OR IS THAT NOT LOGISTICALLY FEASIBLE AT THIS TIME? >> THANK YOU, VICE PRESIDENT HULING. ACTUALLY THAT WAS THE I'VE BEEN CHATTING WITH OUR STAFF BACK THERE TO ASK WHAT WOULD IT COST AND WHAT WOULD IT TAKE TO EXPAND PARTICULARLY TO DELAWARE OR TO SOME OF OUR OTHER SCHOOLS THAT DO NOT HAVE THIS OPPORTUNITY? AND SO I WOULD DEFINITELY TAKE THAT INTO CONSIDERATION. MY GUT TELLS ME THAT IT'S GOING TO BE AROUND HIRING THE TEACHER TO TO TEACH THE COURSE AND SO THAT MIGHT BE THE THE MAIN BARRIER BUT NOT INSURMOUNTABLE AND DEFINITELY SOMETHING THAT IS WORTH FIGHTING FOR AND DOING PARTICULARLY IF IT'S GOING TO SUPPORT OUR STUDENTS WHO WHO
WANT ACCESS TO THIS. CAN I ADD THAT I ANTICIPATE THERE'D BE NO PEJORATIVE IMPLICATION FOR THE RESEARCH PLAN FROM THAT EXPANSION BECAUSE IT'S AN ENTIRELY SEPARATE AND RISING COHORT OF EIGHTH GRADERS. IF ANYTHING FOLDING A NEW COHORT INTO THE ANALYSIS THAT HAS A LARGER SCALE WOULD JUST ADD TO THE STATISTICAL PRECISION THAT'S AVAILABLE FOR THE RESEARCH. THANK YOU FOR THAT HELPFUL CLARIFICATION. I LOVE THE THE DIFFERENCES OF THE DIFFERENCES. RIGHT. SO THE ANALYSIS OF THE DIFFERENCES WITHIN THE DIFFERENCES BECAUSE I THINK THIS IS WHERE YOU'LL GET TO THAT NUANCE OF HOW DO WE SUPPORT STUDENTS WHO ARE STRUGGLING AND IF WE ARE IDENTIFYING YOUNG PEOPLE WHO CAN TAKE THE COURSE BUT THEN THEY SUCCEED OR NOT SUCCEED WE'LL BE ABLE TO SEE WHAT THOSE NUANCES ARE AND THEN BE ABLE TO HAVE OF SOME PRECURSOR SUPPORTS FOR THEM BEFORE THEY ENTER INTO THAT CLASS. BRILLIANT. THANK YOU SO MUCH. THIS IS A REALLY ROBUST CONVERSATION AND WHILE SOME PEOPLE ARE WRONG IT WAS REALLY I TOTALLY KIDDING.
IT JUST IT'S REALLY GREAT TO BE ABLE TO DIG DEEP INTO THIS TOPIC HERE. SO THANK YOU FOR THE PRESENTATION. THANK YOU FOR BEING HERE AND SHARING YOUR EXPERTISE AND THOUGHTS AND WE LOOK FORWARD TO CONTINUING THIS CONVERSATION IN THE FALL. THANK YOU. THANK YOU. THANK YOU. YES, PLEASE, I WAS TRYING TO AVOID IT. >> ALTHOUGH PRESIDENT KIM MAY MAKE A MOTION TO EXTEND THE MEETING PAST 10:00, YOU MAY NOT. I'LL SECOND TO EXTEND THE MEETING. COMMISSIONER ALEXANDER? YES, COMMISSIONER FISHER? >> YES, MR. GUPTA. YES. BOTH PRESIDENT HEALING REALLY? YES. SORRY. COMMISSIONER RAY GLADLY. MR. HEISMAN WARD WELL AND PRESIDENT CAN CARRY ON BRAND YES. YES. IT'S NICE. THANK YOU. MOVING TO ITEM G TO UPDATE ON PROGRESS OF SUPERINTENDENT SHORT TERM METRICS, THIS WILL BE RELATIVELY SHORT. THIS IS SIMPLY A READOUT OR RATHER REPORT OUT OF OUR CONVERSATION TOOK PLACE IN CLOSED SESSION REGARDING THE SUPERINTENDENT SHORT TERM
EVALUATION OR EVALUATION USING HER SHORT TERM EVALUATION METRICS WHAT THE PUBLIC WILL BE ABLE TO VIEW ONLINE EVENTUALLY IS HER SELF EVALUATION OF HER SHORT TERM EVALUATION METRICS AND FOR THE PUBLIC TO BE ABLE TO FOLLOW. THERE'S ALSO A MEMO AVAILABLE THAT LINKS TO THE PREVIOUS MEMOS THAT WERE A PART OF BOARD CONVERSATIONS AUTHORIZING BOTH THE SHORT TERM METRICS AND THE SUPERINTENDENT TO RESPONSE TO THOSE METRICS AS WELL. IF YES, ARE THERE ANY OTHER QUESTIONS OR COMMENTS FROM COMMISSIONERS BEFORE WE MOVE ON AS SOME. MOVING TO ITEM H CONSENT CALENDAR I WILL PASS THIS TO VICE PRESIDENT HULING AND I WILL STEP OUT OF HERE. I WILL ALSO RECUSE MYSELF. COMMISSIONER MATTERS ONLINE BUT HE DOESN'T HAVE TO BE IN PERSON FIRST TO VOTE NO. SO WITH COMMISSIONER KIM AS A STANDING RECUSAL BECAUSE OF EMPLOYMENT WITH THE CITY
AND COUNTY OF SAN FRANCISCO WHICH OFTEN CONTRACTS WITH AS OF USD. COMMISSIONER GUPTA IS RECUSING BECAUSE THERE'S A MATTER RELATED TO MERCY HOUSING WHICH IS HIS EMPLOYER AND WE HAVE COMMISSIONER ALEXANDER ONLINE. SO WITH COMMISSIONER ALEXANDER WE STILL HAVE A QUORUM OF FOUR COMMISSIONERS AND CAN PROCEED. I MOVE TO ADOPT THE CONSENT CALENDAR. >> SECOND, WE LISTEN I THINK I'M SORRY. OKAY NOW I'M NOT PAYING ATTENTION. OKAY. COMMISSIONER ALEXANDER COMMISSIONER ALEXANDER ROSEN, THANK YOU VERY. YEAH, THAT'S OKAY. YEAH. AND FISHER? YES. MR. GUPTA. VICE PRESIDENT HEALEY. YES, COMMISSIONER YES. COMMISSIONER WISEMAN BOARD AND PRESIDENT KIM. AS FOR ICE THANK YOU. >> WE DID HEAR YOU, COMMISSIONER. I KNOW YOUR INTERNET CONNECTIONS A LITTLE. THANK YOU.
DELAYED BUT WE WE HEARD YOU DID YOU HEARD MY RIGHT OKAY. RIGHT AT THIS TIME WE WILL RECESS TO CLOSED SESSION AT 10:37 P.M.. OH DO WE HAVE TO I MEAN DO WE HAVE ANY BOARD MEMBERS REPORTS SEEING NONE. I WOULD JUST LIKE TO CONGRATULATE COMMISSIONER GUPTA AND VICE PRESIDENT HULING. LOOK FORWARD TO SERVING WITH YOU ON CSB. >> THANK YOU. LOOK FORWARD TO HAVING A FULL DELEGATION FROM US OF USED. SOUNDS LIKE FOR THE FIRST TIME IN A LITTLE WHILE SO THANKS FOR HAVING US. OKAY I WILL RECESS AND NOT RECESS. >> WE WILL CONVENE IN CLOSED SESSION 10:38 P.M. AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV. SAN FRANCISCO GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION
AND S.F. GOV TV SAN FRANCISCO LOCAL GOVERNMENT TELEVISION AND S.F. GOV TV SAN FRANCISCO NO GOVERNMENT TELEVISION NO S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION PROGRAM AND THE S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION S.F. GOV TV SAN FRANCISCO GOVERNMENT TELEVISION ON WEDNESDAY JUNE 25TH AT ONE 1:14 A.M. ITEM C ONE VOTE THIS IS THE READ OUT FOR THE JUNE 24TH CLOSED SESSION THAT BLED INTO JUNE 25TH ITEM C ONE BUT UNTIL AN EXPLOSION MATTERS I MOVE FOR THE APPROVAL OF THE STIPULATED EXPULSION AGREEMENT FOR ONE HIGH SCHOOL STUDENT MATTER NUMBER 2024-2025-33 FOR ONE CALENDAR YEAR FROM THE DATE OF APPROVAL OF THE EXPULSION
SUSPENDED AND ROLL ENFORCEMENT STATUS FOR THE REMAINDER OF THE EXPULSION PERIOD CONTINGENT ON THE STUDENT'S COMPLIANCE WITH THE REHABILITATION PLAN. CAN I HAVE A SECOND SECOND RECALL PLEASE? MR. STEELE THANK YOU, COMMISSIONER ALEXANDER COMMISSIONER FISCHER? YES. MR. GUPTA. YES. VICE PRESIDENT HEALEY. YES. MR. RAY. YES. MR. WISEMAN WARD PRESIDENT KIM YES. >> BYE BYE. THANK YOU. I HAVE TO REPORT FROM CLOSED SESSION AND TWO MATTERS OF ANTICIPATED LITIGATION THE BOARD BY A VOTE OF SIX EYES ONE ABSENT WISEMAN WARD GIVES DIRECTION TO THE GENERAL COUNCIL IN THE MATTER OF STUDENT G. S VERSUS S F US D O H CASE NUMBER (202) 504-1118 THE BOARD BY A VOTE OF SIX EYES ONE ABSENT WISEMAN WARD GIVES DIRECTION TO THE GENERAL COUNCIL AT THIS TIME I DURING THIS MEETING AT 1:15 A.M.