board of education of the san francisco unified school district for november 14, 2023, is now called to order. roll call, please. commissioner alexander here. commissioner fischer here. commissioner lamb. commissioner motamedi. commissioner sanchez here. vice president wiseman. ward here. present bogus. thank you. and we will also just notice that as the new norm is for the board, all the public comment will be held earlier in the meeting tonight. it will be under

section f, this will be public comment for agenda and non agenda items. you will be asked to turn in a speaker card before public comment. if you'd like to speak. and with that we will move to item b closed session 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 speakers. are there any public speakers? there are none for in-person for a virtual participants. if you'd like to speak to any of the items on our closed session, please raise your hand and we will call on you. seeing no hands raised for this item. okay. seeing no public comment, i will note that the board will take a roll call vote on the recommended student expulsions when we reconvene to open session. and now i recess this

meeting at 637 in we're going to start with vote voting on student expulsion matters. i move the stipulated expulsion agreement of one high school student matter number. 2023-2024. number six from the district for the remainder of the fall, semester 2023. and at a county program and be suspended for the spring 2024 and be suspended for spring 2024. does the suspended expulsion period a student will be placed at a district high school. can i have a second? second. roll call, mr. steele? thank you, president. bogus

commissioner alexander. yes. commissioner fisher. yes commissioner lim? yes commissioner motamedi. yes commissioner sanchez. yes. vice president wiseman. ward yes. president. bogus yes. seven. yes. thank. i move. approval of the stipulated expulsion agreement. one one high school student matter. number 2023-2024. number seven from the distric for the remainder of the fall 2023 semester and the following spring 2023 semester for following spring 2024. semester through june 4th, 2024. can i have a second? second roll call? mr. steele? thank you, commissioner alexander. yes, commissioner fisher. yes. commissioner lamb. yes commissioner montgomery. yes yes. commissioner sanchez. yes.

vice president wiseman. ward yes. president bogus. yes. seven nos. thank you. i move approval of the stipulated expulsion agreement. one high school student matter number 2023. dash 2024. number nine from the district with a suspended expulsion status for the fall 2023 semester. during the suspended expulsion period, student will be placed at a district high school. can i have a second? second roll call, please? commissioner alexander. yes, commissioner fisher. yes. commissioner lamb. yes. commissioner montgomery. yes. commissioner sanchez. yes. vice president wiseman. ward. yes president bogus. yes. seven eyes . thank you. i move. approval of the stipulated expulsion

agreement. one high school student matter number. 2023-2024. number ten from the district with a suspended expulsion status for the fall 2023 semester. during the suspend, the suspended expulsion period, student will be placed at a district high school. can i have a second? second roll call, please? commissioner alexander. yes commissioner fisher. yes. commissioner lamb. yes. commissioner motamedi. yes. commissioner sanchez. yes. vice president wiseman. yes president bogus. yes seven eyes. i move approval of the stipulated expulsion agreement at one high school student matter number. 2023-2024. number 11 from the district with a suspended suspended expulsion status for the fall 2023 semester and

spring 2024 semester through november 1st, 2024. during the suspended expulsion period, student will be placed at a district middle school and allowed to attend a comprehensive high school during the fall 2024 semester. can i have a second? second roll call, please? commissioner alexander yes. commissioner fisher yes. commissioner lamb yes. commissioner motamedi yes. commissioner sanchez. yes vice president wiseman. ward yes. president bogus. yes. thank you. moving on to the report from closed session in three matters of anticipated litigation action, the board, by a vote of seven yeses, gives direction to the general counsel in the matter of student co versus sf usd. oh h. case. number

(202)!a309-0364. the board by a vote of seven yeses, gives the authority of the district to pay up to the stipulated amount in the matter of student bt, tx versus sf usd oh h case number. (202)!a308-0241. the board by a vote of seven yeses, gives the authority of the district to pay up to the stipulated amount. the board unanimously approves the recommendation of general counsel in matter in a matter number superior court case gc. dash 22-60014451. in that concludes the report and the readout from closed session. pardon me, president bogus. we did have one more number 11 needs to be voted on as well. it's the last one just prior to the closed session readout. did i read it out and we didn't vote it. we did. we didn't vote on the number 11. i'm sorry. okay.

so can we have a roll call vote, please? yes. commissioner alexander. yes. oh, actually, i'll need a second on it as well. you need to move it and we'll need a second on it as well. okay. can i have a second? second. thank you. commissioner alexander. yes commissioner fisher? yes, commissioner lamb. yes, commissioner mahtomedi. yes. commissioner sanchez. yes. vice president wiseman award. yes. president bogus. yes. seven eyes. thank you. thank you. okay. and with that, we'll move to item d. now i will read our land acknowledgment. we, the san francisco board of education, as knowledge that we are on the unceded ancestral homeland of the ramaytush alone. who are the original inhabitants of the san francisco peninsula as the indigenous stewards of this land

, and in accordance with their traditions, the ramaytush ohlone have never ceded, lost nor forgotten in their responsibilities as the caretakers of this place, as well as for all people who reside in their traditional territory as guests, we recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors, elders and relatives of the ramaytush community and by affirming their sovereign rights as first people. thank you. and now we'll go to approval of board minutes for the regular meeting of october 10th, 2023, and the workshop meeting of october 24th, 2023. can i have a motion and a second on these minutes? so moved. second, are

there any corrections by commissioners. seeing no corrections? roll call please. thank you. on the minutes. student delegate simpson. here. we're doing a yes or no vote on the minutes. yes. yes thank you. student delegate two yes, thank you. commissioner alexander yes. commissioner fisher. yes commissioner lamb. yes commissioner motamedi. yes commissioner sanchez. yes vice president weissbourd. yes president boggess. yes seven eyes. thank you. okay. and with that, we will go to our next item, which will be d five, which is the superintendents report and i will pass it to the superintendent for his report.

thank you and good evening, everyone. let's see the that just got the next slide. all right. good evening, everyone. on this week. san francisco is welcoming hundreds of global leaders and heads of government who are gathering during the asian pacific economic cooperation summit to promote cooperation and trade between the global largest economies and sfusd students are enthusiastically engaged in class activities to learn about apec and the importance of the impact of having such a large international meeting in our city. and that's what's so great about going to school in san francisco when know what other cities have opportunity. cities like this to use as an

educational opportunity for our students to learn. so for two consecutive days on november six and seven students in san francisco high school james denman and dr. martin luther king had the opportunity to participate in class discussions about apec and how the global leaders attending this international meeting will discuss proposals aimed at establish partnerships to strengthen international relationships and form bridges to make the world a more resilient, innovative and inclusive place for all. and i just want to give a special thanks to the participating teachers and principals who worked hard with the communications department to coordinate the various activities at their schools. so thank you to ihs principal nicholas chan and his staff, narcissi crosby and joel mcelvaney. james denman, principal jenny uji and her staff, holly touzeau and martin luther king. principal tyson fletcher and his staff member janani janae monterroso. and i want to thank the mayor london breed and her staff who worked with us to make sure that this was a real learning opportunity

for our students. thank you for the partnership. we are in. if you go to the next slide, our enrollment season is in full swing. we have enrollment workshops happening at cesar chavez on thursday, november 16th from 545 to 7 p.m. in english and spanish. and definitely check out our web page to learn more about all the neat opportunities that our schools and if you go to the next slide this week, we are this year marks the five year anniversary of san francisco's sugary drinks distributor tax initiative. this is called the sf soda tax for short. and we've had $0.01 per ounce fee on the initial distribution of drinks with added sugar and the revenue has generated millions of dollars for the communities most impacted by sugary drinks and the most targeted by the industry. the soda tax dollars directly fund sfusd and youth serving organizations to improve

school food and to improve school food access to water, oral health, education and services, and student led action . so last week, sf usd joined the department of public health in celebrating the anniversary. and on thursday, students at june jordan for equity celebrated the five year soda tax anniversary at urban sprouts, farm and kitchen at june jordan for equity. so if you haven't seen their garden kitchen area, it's a really great space. and the urban sprouts youth apprentices led sugary drink education activities as a smoothie bike demonstration. i've had some of those smoothies are very tasty and water tastings from herbs from the garden. the students received reusable water bottles or other soda tax promotional items and entered into a raffle for a chance to win another prizes. so it's just neat to be able to celebrate that in our community. i want to make people aware of a very important week in sfusd, december 4th through eight is inclusive schools week.

so during this week, school sites across the district will celebrate it. this is an annual event and an opportunity for all , for all of us to come together to honor students with disabilities as full members of our school communities. so inclusive school week is a disability forward event that promotes a sense of belonging and provides an opportunity for sfusd educators and community members to teach students about the intersection of disabilities with other categories of identity like race, gender, class, culture, cultural heritage, language preference and other differences. the theme for inclusive schools week this year is draw me in participating in art provides a pathway to self-discovery and sharing. art opens doors to understand and respecting different ways of thinking. the need to belong is a basic need of all of our students and an integral component of effective schools is to be inclusive implies a fundamental commitment to building relationships among students, families, educators and the community to support staff and positive learning

environments and i just love when i get to go to schools and see how that plays out in our schools and what we're doing to support students. i was at lincoln high school the other day and got welcomed by a student from our access program. that's our program that serves students 18 to 22. he's working the front desk at lincoln and really is a model for the kind of welcoming environment we want at all of our schools. so visit sfusd, dot edu for resources, activities and other ways to join in celebrating inclusive schools week in december and all year long and then lastly, just a reminder, if you go to the next slide, fall break is coming . the district will be closed in next week from november 20th to 24th. there will be some pre k and school age out of time programs on open on monday and tuesday. so you can go to our website to check out the list. that concludes my report. thank you so much. we'll go to our student delegates report. okay. hi everyone. the student advisory council had a wonderful

opportunity to learn from superintendent wayne. president boggess aj crabill and commissioner motamedi. and we want to thank you for your time, for coming in. we have split into committees and appointed committee chairs and we're ready to make impactful change in our school district. three goals that we've identified as primary areas of concern or improvement are our college and career readiness, student health and wellness, as well as student security and safety. thank you. and with that, we will now go to item e one, the payroll state of emergency c, and i will ask the superintendent to lead us through that. thank you. good evening again. so. one year and one week ago, the district

declared a payroll state of emergency, recognizing that we needed to take extraordinary measures to address our payroll system. that was negatively impacting practically all of our employees in the system. and it we were on a path where if we didn't take such action, it was going to continue to get worse and worse. and so we declared that payroll state of emergency to be able to reallocate resources and spend the time and energy necessary to address this crisis. and i shared towards the beginning of the state of emergency what it would look like to have a fully stabilized system. and while we're not there yet, we are in a very different place than when we were a year ago. so if you go to the next slide, we you know, first of all, we really have remediated many of the systemic issues we're able to resolve

challenges when they occur. so when we started the payroll state of emergency, if someone did have a pay issue, they might need to wait weeks or months before being addressed. but now we have systems where if there is a problem, it can be addressed and we're doing a lot to really prevent those significant pay issues so that now in our normal pay runs, people are getting paid. there are issues when we have the special situations, but we are able to pay people generally on time in as part of our regular payroll. we can do that because we resolve a lot of system issues that have existed, like dealing with union dues or our 403 b contributions or dealing with exception based pay like resetting up the system. so our teachers are paid and only need to record if they're out, not record every day that they're coming in. we also increase the transparency, me and one of the major frustrations is people don't even know where we were with the payroll system and we created a dashboard that we

updated weekly. i committed to providing these type of reports at every regular board meeting, and we've also communicated regularly to staff. and one of the data points we use to demonstrate why we needed to declare a state of emergency was the overall tickets. we had we had at that time over 10,000 tickets. and what was most for frustrating was we were getting in more tickets each month than we could close. so we needed to what we said bend the curve to really bring down the number of tickets which represented the number of issues our employees had. and we made great progress in those first few months. and you see if you go, yeah, you see we leveled off and we kind of got frustratingly stuck because we were dealing with more complex cases is really want to appreciate the work done by the team over the last month. we are now under 2000 tickets and are looking to be under 1000 within the next month or two and really get to a place where there's

very few issues or if we have them that they get resolved quickly. so as i said, we're in a different place. but if you go to the next slide, i've shared at the last two updates, we're not on target to meet full stabilization by the end of 23, 24. okay. so where are we if we're in a different place from the state of emergency? we're really looking now at looking forward and doing our due diligence and discovery to create the erp system that we want for the future. i've shared that's our enterprise resource planning system that's not just for payroll, but how we do our budget and accounts and human resources and purchasing in all of those areas. our employees and our community members have faced frustrations and we want a system that works. and so what we're focus on now is standardizing our business and human resource processes, improving overall operational efficiencies, and really looking at our capabilities with and

learning our systems to the new system. adoption that we're looking at doing for those areas that i said, because around budget and finance and accounting, because we only adopted for payroll and human resources and really thinking, do we need a new system? so we've been doing our due diligence around that. i've talked about this now for a little bit in the since the last meeting, we've actually met with companies that provide k 12 programs to schools, and we're in the final stages of that decision making. but what we what you can start to expect in the in the future as we move out of the state of emergency is continued transfer agency, continued updates and then kind of resetting what our kpis are for progress, what we should be looking at for progress. we still want to get to that fully stabilized system. but if we're not going to be there before the end of the school year, what

should we be expecting? so you can look for that in my next report next month. but again, i want to thank thank really the hard work of everybody in terms of in terms of helping us move beyond the state of emergency and get to a better place. as you know, just working with our labor partners, they represented the members who are impacted but committed to working with us to try to resolve these issues. the city and county have provide support and so just really appreciate the community coming together to address this. and while we still have a long ways to go, do you want to recognize we are in a different place than a year ago? thank you all right. thank you, superintendent. and with that, we will move to item f, which is public comment. just to make sure everyone is clear on the process of public comment. we will be having all public comment occur under this item. f there won't be a public

comment after each of the individual items that we have on the agenda. if you would like to provide public comment, we're going to ask that you submit a speaker card. if you haven't submitted a speaker card, it might be too late. we are going to give students the opportunity to provide public comment first. so as we start public comment, we'll actually begin with students both in person and then virtually and then we will call the cards for the people who have signed up to provide public comment for non agenda items. and so we'll do that for in person in virtual. then we will end our public comment with the public comment in person for agenda items and then close out with the virtual agenda item, public comment. and so that's kind of how it will flow in each speaker will get a minute to speak. and so with that, i'll

pass it to staff to start our student in person. public comment. thank you, president boggess. as president boggess mentioned in, if you're a student here right now, i'm not going to call your name. you can just go ahead and line up at the podium. you'll have one minute each to speak so you can go ahead and line up. now, if you are a student to speak in public comment this evening. one more time, are there any student in the room who would care to speak . okay. seeing none. if you do change your mind, you can just let us know. come up later. we'll go ahead and go to zoom. so at this time we'll be taking public comment. if you're a student and you care to share your public comment, please raise your hand. each speaker will have one minute to speak.

can we please have that repeated in spanish and chinese? i see. instead so por favor. no esto es para los participantes estan en linea. si usted es estudiante un comentario por favor levanta la mano tienen todos los participantes solamente un minuto. gracias. a san isidro de how are you? very well. right thank you. so seeing two hands raised, kenny and aaron. kenny. i'm sorry i'm not a student exchange. thank you. aaron.

aaron. that concludes our virtual. hear me? yes, aaron. are you just confirming that your student. oh oh, i apologize. no, i'm not sorry. okay. thank you. that does conclude virtual public comment. okay, great. so we're going to move on to now an agenda items. so most of the folks here are speaking to agenda items. so but i will call the ones who are non agenda items right now to smaller group. you can just go ahead and line up at the podium. you have one minute each if you do need translation, it will be two minutes. francis okay. i'm sorry, can we repeat that in

spanish? in chinese, please? buenos noches. para todos participar, por favor. uh bayan al podium su tarjeta. si. usted necesita interpretation la podemos ayudar. gracias so are you. oh, come on. okay. one second. come on. hi. come on, man. okay thank you. thank you, man. go, go, go, go, go, go! fun go. thank you. so, francis. karen rodriguez. mary collab. forgive me if i'm mispronouncing brenda cordova. maria martinez. catalina sequeira, margarita

solita. sorto daisy, come and geraldine. adriana matias castillo. okay, gracias. so, francis so immigrant ben vengo con mi hijo. he. nosotros estamos pasando una dificil porque estamos en un shelter a la shelter para nosotros otro pero también necesitamos mas espacio mas tiempo en la duchas me por un shelter mas gracias. hello everyone. my name is francis and i just recently came

into the country and i have a son and it's been a very hard situation for us. i've been in a shelter by the conditions of the shelter, not particularly good. and so i am here to ask if we can have the opportunity to be in a different shelter. thank you. buenas noches, todos. gracias, por la oportunidad de la comunidad aqui inmigrante de participar mi nombre es. brenda cordova de la mesa. monetario trabajando con esta familia de estamos pidiendo shelters, mas shelters. verdaderamente digno

donde tengan mas espacios mas tiempo de estar adentro porque la. mrs. de la manana es el frio . interpreter we need to provide consecutive translation right now. okay oh, sorry. okay. okay okay. también esta estamos viendo vouchers de hotel porque no, no. seria la soluzione. pero si seria un poco cuyos pueden dar es mas espacio in a porque en los shelter de la manana la familia salir practicamente todo el dia en el parque en el ninos como de no es justo de una ciudad sanatoria donde muchos edificios vacio y muchas

escuelas q no dado cuenta por nuestras investigaciones de esta aca incluso esta iglesias o el dia de nos demos cuenta de tanta familia yo abajo por ella agradezco la oportunidad para hacer la voz de ellos. no pueden hablar. muchas gracias y eso lo estamos solicitando yo shelter e voucher de hotel para ellos pueden estar seguro es su nino pueden desarrollarse en su estudio ya no lo pueden hacer porque si duermen en la ola cuando estan recibiendo classes por no complaints un sueno muchas gracias. translation go ahead please. so i'm here to talk about people that are

sleeping in shelters. they are are leaving the shelters and families are leaving the shelters at 6 a.m. and so and we i'm asking that because san francisco is a central city. we have found out that there are certain buildings and even in schools are empty. and so we are asking if they could perhaps receive a vouchers, hotel vouchers, so that they can go to another location in so that they can they can stay longer because students are going to school and they are, you know, and they are not able to stay awake in classes. they are falling asleep . and then there are families that have children that are ten months old and all of them have to leave and the shelter at 6

a.m. to go to a park and to be outside all day until they are able to go back to the shelter. so what what we are asking, we are vouchers for the hotels so that these people can go and have a better, more decent life. thank you. thank you. and can you make an announcement to remind speakers that we have one minute to speak and then we'll allow the translation after the one minute to speak. please thank you. buenos aires. para todas las personas q quieren agregar un comentario publico la recordamos es salaam un minuto por favor por persona. gracias tonto. dikeh thank. you. found it. okay. muy buenas noches. a todos mi nombre es margarita.

solito soy un soy madre migrante de el salvador. my situation is tengo cuatro hijos verdad de la edad de cinco anos carmelitas de tres anos y estamos en el shelter. buena vista es una escuela basicamente donde tenemos toda la manana de la manana en de verdad para classes nosotros tenemos q hacer tiempo en la calle en un parque verdad esperar practicamente las clases pues buen desarrollo por el hecho levantarse temprano e la quiero comparte aqui a la persona encargada una fotos.

monday me donde recibido a atencion de la maestra q classes q este solamente pedimos un poco mas de tiempo para los shelter de un espacio un poco mas digno con con el apoyo por ser immigrant. gracias a. hello everyone. my name is margarita solito and i'm also part of the in action group. i'm a migrant mother. i have four children. i have a set of points and so we are at the shelter. and one of the problems that we have here is that in the shelter, we have to leave at 6:00 in the morning and it is very hard because they we have to spend all day in the park. and we only have enough

time. and when we are asking for is actually if they can give us a little bit more time to get ready. it's not really enough time. so one of the things that happens is that my child fell asleep during class. and so this is the pictures that i'm sharing with you. and i just i know that it's not it's not all right. and i know that it's not good for their mental development and physical development as well. and so i just want to give i just want to thank you for helping migrant families like ours. thank you. buenas me llamo carolina soy venezolano. bien esther pies con me. and so lo quiero decir estamos en un donde nos levantar muy temprano mas alla de la noche no tenemos un espacio en nuestras cosas a en

mi caso me esta sofrendo de valores de espalda a la ella siempre la cabeza no esta desarrollando in classes siempre esta cansada siempre tiene sueno no como been no been and en el tiempo necesario para para la puedas estar las cuatro de la tarde y de verdad es muy pero la situacion. estamos aqui nos pueden ayudar seria the money and agradecimiento la verdad. muchas gracias. hi. hello. my name is catalina and i am from venezuela. i have a daughter, so it's. we are in a shelter and so we. even though we are going to

sleep at night, 9 p.m, we have to leave by 6 p.m. and the other thing is that we don't have enough space. and so it makes it really hard. and my daughter is suffering with back pain. she also has some headaches. she doesn't she doesn't sleep well. she doesn't feed herself very well. and it is a problem. so currently she attends school until 4 p.m. but she's always tired and we live in a very hard situation. and at this moment and so all i'm asking is to provide us with some other kind of help. thank you. bueno. noches soy venezolana madre de mis esposa. por eso esta una familia venezuela. diego practicamente bueno abierta

donde mi hijo con el pollo ahora estoy en el colegio junior e tenemos practicamente todo con la nina he queremos una solucion en el solamente un para familia. he nosotros como padres en el tiempo de realmente preocupado. pero muchas esperanza porque creemos en esta ciudad sanatoria . he principalmente también ya puesto muchas gracias. hello i am from venezuela. i just moved with my with my husband and my two children. we also staying at a shelter at and so we do hostel

struggling because my son cries a lot and feels her pets. he had been shown near and it's very hard. we only have ten minutes to shower and we are very concerned because now we have to be spending a lot of time outside and as you know, rainy, rainy season and rainy season is coming. and so we are very concerned about what is going to happen to us. so i am here to ask you to help us out. i know that we live in a in a sanctuary city, and i know that people here are gentle. so if you can provide us with any help. thank you. buenas noches. mi nombre es maria martinez. como este y viviendo de cerca la situacion de esta familia. nunca fueran administrado en forma humana

levantara las cinco de la manana para fuera de la de la manana es injusto para una persona. mayor ahora para un nino alerta in class es muy dificil necesitan lugares no se utilizan durante el dia para qué estas familiares tengan mas seguros en la calle esperando el tiempo de la clase con sus ninos los ninos tienen alimentos y descansar si no no pueden hacer nada en sus clases y margarita la foto de una nina durmiendo class todo aqui padres es nuestro hijos estan viviendo una situacion diferente te quiero la mano en la conciencia icu pueden ver el q pueda ser adecuado para ellos yo yo un lugar para esos sitios gracias.

hello. my name is maria martinez. i'm also part of action group. it is very hard to listen to this story and to see that how the shelters are actually managing in such inhuman way. so waking up children at 5 a.m. in the morning when they actually to be well-rested and it's not fair that they have to be suffering and going through this pain. if it's hard for seniors, can you imagine what it's going to be for little for little children? i know that there's some there's a lot of empty spaces in this city, so they can actually be there. and it's terrible to see that these families, they have to be waiting outside before they're sending their kids to school. as you see how my colleague, if you pictures of this girl sleeping in the

classroom and i know that there's space because i do live in the excelsior district and i know that there's a school that has some space. so let's just think about it and let's see how we can help them. thank you. thank you. action a las en las familias los ninos reciben consequencias ecologicas de la inestabilidad de inseguridad. giving en el enfermar en todos los sentidos recursos espacios para solucionar estos. problemas publicos said organizing is urgent attention in estos tiempos estan expuestos alfredo todo el dia necesita vamos a

trabajar juntos estamos haciendo para su solution estos problemas de los ninos. gracias hi, my name is daisy and i also work. for industrial group. i know that the way that these children are living their lives is that psychologically damaging for them. and it's not just physical, but is their minds and they have to live under these conditions when they feel vulnerable. i know that if the city and the people who work in the city, they can organize themselves. and i know that there's resources in the spaces to shelter these families and be have a better way for them. it is urgent to pay attention and especially now that winter is

coming up so we can help them out. and giving a more a more humane living. thank you. buenas noches. bueno noches. mi nombre es. violetta soy organizador comunitaria confederacion. estoy aqui con toda las familias. hemos vivido muy cerca con ellos todo lo sufren el dia. yo yo yo salir de la de la manana de mi casa porque estaba geraldine en el parque con el nino afecta en su edukasyon ahorita con todo respeto nos vamos a tener retirar por si los castigan cinco semanas. eso es no es injusto y todos somos padres e madres de familia somos abuelos somos todos y esta noche cuando se levanten quiero ser acuerdan de estos ninos y reflejado en

cada uno de sus hijos porque es el moral esto es el moral. muchas cosas q son les pedro morales y mas en una ciudad santuario declarado el regresamos el sentido de ciudad santuario a san francisco gracias los bendiga. hello, my name is violetta and i also work with pain action group. so this is something that we're being really closely with a lot of these families that they're being in the shelters and it's just the way that we see them and it's so inhumane not too long ago, a woman called being jailed in she i have to pick her up like i had to get up my house and help her because it was raining. she was with her child. and so i know that this is it's just it's terrible. i know that it that these laws are immoral.

they're laws, but they're immoral. they're not really helping. and so at this point, we have to leave after this because if we don't leave at this point, these families are going to get punished in the shelter. and so how they get punished by actually not giving them access to food or to shower . so this this is inhumane and it shouldn't happen. thank you. thank you. i believe that concludes this group. we do have one one more non agenda item, a speaker. dr. amos brown, reverend brown. where's he at? he's filter. there he is. yeah. he said that.

about what's your problem. we're going to ask members of the public of the public to stop commenting during the board meeting. please, please take all conversations outside of the board meeting. thank you. only take care of this ahead. mr. chairman, members of the board, ladies and gentlemen. i'm here as president of the san francisco branch of the naacp. i'm begging you and i'm beseech you to not kowtow to the

division of negative made spirit and politicking that is excluding us from having civil peace. full conversation. and we just saw a classic example of it from this person sitting in this audience. secondly around the issue of law, i use the words of rodney king. why can't we just get along and sit down around the conference table and stop this exclusion, ornery politicking? we have not been included. members of the board, so let's deal with it. thank you, reverend brown. that's your that's your minute. you sick. want to encourage the members of

the public to not call out during the board meeting or you will be asked to leave to be removed. you don't deserve being in here. just move on. okay. all right. i'm going to call the first group here, please. we have virtual public comment before we move forward, right? yes, we this is. yes, we do. thank you, alicia non-agenda items. to let's go to zoom. so please raise your hand if you care to give your public comment . each speaker will have one minute to speak. can we please have that repeated in spanish and chinese? when i noticed for those appeals to get davis on a telephonic consumable and. in in solamente un minuto por favor

ecosystem con la agenda gracias. got it. i got facing. yeah. you're gonna fight on and when i no longer got. thank you aaron. aaron. yeah. sorry okay. okay. thank you. can. king charles justice san francisco. hey, folks. yeah. presenting doctor

justice. obviously, we've been part of the table of laboring community organizations that worked really hard over the last couple of months to determine some community priorities for district staff to take on. and in those conversations with district staff, the staff have been pretty hesitant to accept some of our larger demands. an and while there wasn't a lot of time in the process, i mean, the truth is we were brought in in month 18 of a 20 month process. so with the bond likely being delayed until november, our expectation is that district staff will roll up their sleeves and take on some of the advice that we worked really hard to develop and that we can work together over the first six months of next year to develop a bond program that everybody can stand behind. and the kind of things that we'd like to see include a bond roadmap. we want to know exactly how much money we're looking for in each bond and when that money will be spent. and where it'll be spent. we'd like to see a larger bond to address a lot of the concerns that the district has focused spending on hvac and electrical issues and then also investments in the kitchens to prep fresh

food for students on site and i did just want to add one last thing, which is was mentioned earlier today by superintendent lane. a lot of cities have a lot of folks, residents in the city and their families have been impacted by a lot of political violence and economic violence. thank you so much. that is your time. thank you. tom hi. yes, my name is tom. i'm a parent and teacher in the district. it's weird that some rules are being upheld, like the time for speakers, but then the signs are not being put down. so are you going to not you said that earlier that it's okay to put the signs up for a second, but not just to block and then they keep doing it. but i guess certain groups are allowed to do whatever they please. dr. wayne i feel you're being very dishonest as a parent, as a teacher. email earlier, you know, about a month ago or so saying that you were the district was bargaining in good

faith. i was invited team. that was just a lie. you made school staff and us really upset and you still have not come to dolores letter? i don't know what it will take to get you there. maybe you can go to buena vista. check it out as well. she's on. instead of going to the same 3 or 4 schools to get your picture taken and be in the news, you're failing because you are not helping support non white families. and i don't think you really care. one one person that was affected by the payroll is one too many. so when you say we're saying thank you, tom, i'm sorry to have to interrupt you. that is your time . just a gentle reminder, everyone will have one minute to speak. so at the one minute mark, i will mute you. and that's so that we can allow for everyone to have time to speak. can we please have that repeated in spanish, in chinese that everyone will have one minute to speak? altos one, por favor.

muchas comentarios publico solamente un minuto un minuto solamente. gracias. one can i see that? can the second gong? i think i'm gonna hang on. i you so the gateway again, right? thank you. chris. hi, i'm chris. close is a teacher at washington high school and our rank-and-file member of the bargaining team. i'm calling in tonight to ask a very important question as a your steve has recently reached a tentative agreement with ucsf and the seiu, while seiu is still in the process of ratifying an agreement with their vote closing tomorrow, you yo senate ratified the agreement last week on our end. why are neither of these tentative agreements on the agenda for tonight's board of ed meeting? after making both of our unions wait for these agreements and only being moved to reach them after decisive strike authorization votes, why is used slacking off on its

homework? us was trying to reach an agreement in may. i want to alone is months past due as it is. why are you waiting a single day and longer than necessary to ratify it? when will you truly prioritize our students by meeting the needs of the educators and service workers on the ground serving them? thank you. thank you. parents for public schools. hi there. it's vanessa. i'm actually going to be in a different role for this time. i'm i'm going to be in the role of regional advisory committee member for the us department of education. i wanted to share with you all that a team of us has met about about california alongside some other states, did some work around need sensing and hearing from parents, teachers, educators, governors and state

department of ed, we have some key recommendations of which i wanted to share with you all. one is related to enhancing student engagement equity and educational access and integrating mental health support. and the other is focused on personalized learning support for students with disabilities, social, economic impacted population, and to strengthen family and community engagement. a full report will be published once the secretary reviews our report. and i'll send it to superintendent board and the community. thank you. thank you. yolanda. yolanda.

ryan. for any new board missionaries in superintendent and. seems none of them had a hand leader. and i'm calling in tonight just to implore the board to ensure that we have equitable access to resources. and regardless, instructions throughout every public school, within the failure to have rigorous discussions throughout the entire district has created a this environment that you see right now of a wave of racism and it has to be dealt with no family should have. to i'm sorry, i'm getting off the word, but the board needs to be a supportive environment for everybody. and the policies need to be in place to ensure that everybody coming to the board needs to be supported and feel engaged. no one group to be able

to allow a special privilege to make others feel uncomfortable. well, thank you. thank you. hope . good afternoon. as a mother of an incoming pre-k, it's disheartening to see this space of where where we're trying to develop spaces for parents that are coming in that don't know the history of the school district, continue to not have a safe space. and so again, challenging you guys that if you can't continue to hold rules for one group and not it's not safe, a lot of us don't even feel safe coming to board meetings anymore because you continue to allow and silence our voices by allowing people to yell at us, scream at us and make us feel unsafe. so it really needs to be addressed that every parent should feel welcome. despite

your voices or how you feel about certain things that you as leaders are responsible for making a safe place for all of us and for our kids so that we can be active partners in this work. we can't do this in a community and encourage parents to be a part of the work and partnership. if you're not going to uphold that same practice that each and every child, each and every parent, each and every value and voice mattered in this space. and to create the space. thank you. hope thank you. tracy . i. you hear me? yes we can hear you. good evening. tracy uyghur here with justice san francisco on behalf of the coalition of labor and community groups who want to see a robust school board to gain widespread public support for the bond proposal must include key priorities, including upgraded

hvac and electrical systems on site kitchens. transparency accountability and equity provisions, and strong labor standards for construction. the district's facilities improvement plan is a long list of necessary improvements, but it doesn't contain a long term plan for how to actually complete these improvements. and it makes each bond cycle a band-aid without any plan to stop the bleeding. we urge you, the commissioners, to instruct district staff to develop a long term facilities improvement roadmap by june 2024, the district must show its work and detail timelines, budgets and proposed revenue sources to make critical upgrades over the coming decades. with this, we can design a large enough school bond on the november ballot that inspires confidence and keeps us on track to make critical upgrades. and the longer we wait, the more it will cost and the more student and educator health and safety will be compromised. thank you. thank you. tony. good evening. my name is tony hines and i'm an pack

leader. and i was hoping that this board would focus on equity for all. why are you not following the guardrails to help all of our students succeed so every child can learn and every family can feel welcome. the process today has been unequal, inequitable, and frankly, just sad. please get it together. and i'm glad to see those signs are down again. that makes me personally feel unsafe. i'm a brave person, but i do not want up here. go sign there. going up the sign just so disrespectful. i can't even really eat and watch this. i to not eat and watch this board. thank you so much. thank you. you gotta keep the signs now. caller ending in eight, seven, six caller ending

in eight seven. yes, yes, we can. oh, wonderful. thank you so much. i'm an alumni and an employee of usd and listening to the presentation by superintendent wayne that was quite upbeat to be able to portray the ongoing payroll fiasco which one way also called wage theft as moving into a non crisis state. i want to point out that staff has never been asked if this is asking variance. and to date in including in the uss tentative agreement usd is represented by the superintendent have yet to commit to making current and former employees whole and going forward neither and how you prove myself by no more than people that i'm comfortable with to continue to have a ticket ghosted essentially some in the last week some in the last month, some have been out for years. when people are harmed, they need to be heard. they need

not to be gaslit. so the presentation may be cute, but to heal and have reconciliation, we need to listen so unified, take accountable for making staff, including staff do less over this board. thank you. thank you . rachel. okay hello. my name is dan. my spacex and my committee member. i'm a measuring, measuring and test specialist. i work on large scale assessments like the national assessment for educational progress, other state assessments. i just want to encourage the board to not to consider a large scale state assessment as a measure to judge students, for instance, to know those are developed specifically to look at large systems like a school or a school district. how

they're doing and how to improve, not to look at individual student. and they're not accurate enough for making that type of judgment. i would encourage you to use teacher feedback recommendations, grades, gpa, school based measures. if you want to be more equitable in accepting students of that that deserve building to a specialist program. and i encourage support to adopt measures to make improve school district. thank you. lashawn. hi, my name is lu. i'm a community member. i'm a mother of school kids in public school. i'm also asian and chinese american. i want to encourage the school board to really think

about what san francisco stands for. san francisco stands in this country as a beacon of hope of bringing equity and diversity and inclusion for the rest of the country. we are we doing enough at the school district level and my children can definitely benefit from a more diverse environment. so i really encourage you guys, when you're thinking about bold initial policies, are you doing enough to make it less stringent and setting up hurdles to prevent black and brown children from entering and enriching our children's educational environments? thank you. thank you. sarah.

sarah hello, sarah. hi. yes, this is sarah. go ahead, please. can you hear me? yes i. i just want to speak out on potential changes to lowell and soda emissions, as my name is sarah stetler. i'm the mother of an eighth grader, sarah, who is sarah? i'm sorry to interrupt you. that item is on the agenda. so the one. oh, okay. thank you. hello. is this yolanda? go ahead. go ahead, please. again i just wanted to say that as a former law graduate, it is my hope that you will consider this is also yolanda. yes. i'm sorry to go shouting out here. i'm sorry to have to interrupt you. this item right now, we are

speaking to non agenda items, so items that are not on our agenda are what we're speaking to. now. when this item comes up, raise your hand again, please. thank you. miss marshall. yes. good evening. board commissioners. president bush's 17 know. wayne. i am very saddened at home watching this board meeting that you all allowed out older american community in san francisco to be talked to or yelled at or said something inappropriately. every one has a right to speak in america. everyone has a right to be safe. and as a usd, especially our students, especially our elders, no matter what the color i always taught my students, when you write to many of us, if you see an elder, get on the bus, get up and give them your seat. if you see a pregnant woman on the bus, get up and give a car.

give her your seat. so you all are responsible for keeping our elders safe. so please do not let this happen again. and i took a photo of a couple of minutes ago and i still saw a red lawn sign with white writing. it's about four minutes ago, so make sure the people on one take their signs down, export them out of the building. thank you. and my last thing about the payroll, still not good enough. it's been three years. absolutely not good enough. the people still are not getting paid. thank you. thank you. allison yes. yes. good evening. you have this rule where you talk about student behaviors. don't change until adult behaviors change. and when i'm watching tonight here on zoom is that when someone mentions things like the signs in the room or the behaviors in

the room, what happens is the signs go back up. if i immediately can see for signs here on zoom and i am just going to echo those other callers who have asked you to keep your rules consistent and to treat our students and our adults, especially our elders, with respect and courtesy and so that everyone in that room feels safe and so that all of our families feel safe coming into the boardroom. thank you. thank you. the signs are on the seats that does conclude our virtual public comment. thank you for that. we do want to encourage members of the public to not speak directly to the board. if you would like to speak, you need to do so during public comment. just want to kind of issue, i think, a final warning for members of the public. please, no outbursts. please do not hold up signs to disrupt the meeting, to block

the view of the public virtually , as of right now, i don't see any signs being held up blocking the view, but really want to let folks know that we will ask folks to leave. if they disrupt the meeting and prevent us from moving forward. and i think with that, we want to transition to our next public comment that needs to go to all future meetings. please excuse me. what did he just say? it wasn't fair. i've been here many times. if you cannot be quiet, we're going to ask you to leave. please stop commenting. i do have two more cards. i'm sorry for in-person non-agenda items as i missed earlier. as rex ridgeway and alana merchant. you can come up now and then we'll go ahead and move on to agenda items right after that, you'll have one minute each to speak. please okay, so this is the non-agenda item regarding the bond issue. all right. so the district is going to put out a $1 billion bond. i believe it's pushed back out to november. the key thing

that people need to understand, that the last bond listed school sites, the $744 million bond that was issued in 2016, listed school sites. the law says that a school district does not not does not have to list school sites when it puts together its bond issue. so i want to challenge those parents who have kids at certain schools that are thinking they're going to get bond money or because the bond, the legal fees, says that a school district does not have to list school sites on bonds or these schools targeted for school closures. i don't know. i'm putting it out there for you guys to start thinking about what the hell is going on. a school district does not have to list school sites and when this one is put out, i bet you my bottom dollar there will be no school sites listed as they were back in 2016. think about it. thank you. thank you. you can go. hi there. my name is elena

merchant. i teach at roosevelt middle school. i'm here for a few different reasons today, mainly all around the feelings of disrespect that that educators and staff members across sfusd continue to feel daily. i personally am owed money from being paid wrong for many years. a year ago i was promised back pay when i did finally get my pay stub fixed and i i've still not seen a cent of that back pay. despite many help desk tickets. as some other public commenters have said today, the fact that the board is not voting on our ta today continues the feelings of disrespect that you are now waiting over a month to vote on a ta that we already approved. 86% of those of us who voted approved it and our contract expired in june. and finally, i'm here for my school because we have an elevator that is constantly broken and that is deeply affecting everyone in our school, from students to staff who have mobility issues. and every time we ask to get it

fixed, it breaks within 24 hours or 48 hours. so i have a petition here from my school site around our elevator. thank you. i also there's one more. i have a colleague who's with me who thank you so much. i'm ashley prang. i'm also from roosevelt middle school. a little more about the elevator issue, too. i've worked at roosevelt for eight years now, and the elevator has not once in that time been reliable. so students and staff have both gotten stuck in the elevator many times over the last eight years. it's known you don't go in there without a cell phone. this issue impacts our special education students as well as teachers who have legal accommodations to use an elevator. one teacher had to switch her classroom this year so that in the middle of the year. so that she could get to class on time. we have filed williams complaints with no real reply. we were told that the elevator is working now and within 24 hours it was broken. again, this is unacceptable. if someone were to get hurt at

school, they would have no access. finally i also have not been paid correctly in the last ten months. i've put in 20 help tickets and no response until a week ago when my response was still not helpful or timely. thank you so much for. thank you. so that concludes all of our non agenda items. we will be moving on to agenda items. i'm going to call excuse me, i'm going to call you five at a time. so please line up at the podium. you'll have one minute each. there are a lot of speakers, so please try to be concise. if you did list several items, you'll i would prioritize which one you'd like to speak to because we're not going to be able to speak to unless you could do it in less than a minute. yes please repeat that in spanish and chinese pronouns are hard and i drank way all failures. hangkong i'm sorry. sorry. eating pork publishing, public xicana community highlights of high hong kong

high. there we go. there we go. you're gonna see me dancing on. i'm going to see. i'm sorry. this is a spanish interpreter you were cutting up in. you please repeat it and then i'll do it in spanish. i'm so sorry about this. no problem. i'm sorry we are moving to agenda items. each speaker will have one minute to speak. if you. i would. if you have multiple items on your. you want to speak too. i would prioritize one of them because there won't be likely enough time to speak to multiple. thank you. and then some. los comentarios estan relacionados a la agenda as almost todas estas personas solamente tienen un minuto para poder comentario si tienen diferentes anos para esta agenda of our priorities is most important. gracias.

okay, supriya array mikhail cousins, cousins. that's me. okay sorry. david chan. selena choo and philip shin, please line up one minute each. are we ready? okay. hi, my name is mikhail. i'm speaking in strong opposition to again imposing a lottery for low diversity can mean many different things. some kids like sports, some like art. art. and yes, some kids like academics. these paths are not better or worse. they're just different. these kids need an opportunity to challenge themselves. san francisco has many specialized schools, including dual language immersion arts schools. please make just one specialized school available for kids who want an academic challenge. i agree with diversity is a worthy goal, but i think you can't do this using shortcuts like the lottery.

other high schools in san francisco are perfectly good. there's many ap offerings. maybe you can consider some transfer outreach to other current high schoolers from other underrepresented groups to give more opportunities to transfer to lowell. in summary, i strongly urge you to keep the three banned admission system. i don't want to give up on public schools yet, but i felt exasperated at all these attempts to bring hardworking students down. thank you. thank you. good evening, everyone. this is supriya ray. and i'm speaking here about lowell and high school admissions. more generally. i'm very, very concerned that all this attention on lowell all the time is not only extremely upsetting to the students and family and staff at lowell, who seem constantly under attack, but also that this takes all the attention away from all the other schools in our district that need work. it takes all the oxygen out of the room every time that lowell is attacked, people start focusing on that and they stop thinking about everybody else in the district.

that's a huge problem. i'm also going to comment on something else i didn't plan to comment on, but i am super disturbed by how many people here are talking about being concerned by seeing signs. i have been attending meetings for three and a half years and i have never once seen any group told that they have to keep putting down their signs. they have signs here. this is very, very strange to me and it is evidence of to me, of the anti-asian sentiment among many folks in this district. and i find that personally very, very upsetting and disturbing in a place that claims to welcome everyone. thank you. good evening. my name is david chan. the number one recommendation coming out of the high school task force work should be that the district needs to ask for a refund of the half million dollars paid to california's consulting. the leader of this wasted opportunity, california was hired to obtain input from the community, but they left out asking for input from the asian community, which is more than 30% of the district. they also

did. they presented no insight on colleges, universities and san francisco's vast business community, despite the district having a 2027 goal of graduates being college and career ready to get from here to there. california was asked to summarize the current portfolio of high schools as a starting point. they plain didn't do it, ignoring their own 10,000 response survey, which showed that students, families and staff want merit based admissions. at lowell high school. they used ideology rather than facts to justify recommending lottery admissions. they had an entire year to generate valuable information and recommendations, but instead submitted a five page report citing no data and cherry picking opinions of a few in the normal world, this is a breach of contracts. i think california would be sued. they have no right to benefit from the district's precious half million dollars students and teachers should. thanks. so my name is selena chu. i am a mom of two

sfusd students, one of one child actually goes to lowell. she's a 12th grader since eighth grade. you've been attacking her school and people looking like her asian americans in her school nonstop. when the focus should be all school, all all the students in our school district deserve your attention. why focus on one school when i went to high school task force on day one and two meeting, still, we're talking about one school. i have to continue to remind the organizer, please focus on all school. and we went into hours debating why why we're not talking about our schools. still low, low, low. keep it where it ain't. 8% of the survey that you saw, they asked to keep merit students like their school. i want to rush into high school. that was my choice. okay believe it or not, we love our school. just fix it. don't want to tell one school to match your

failures at teaching. thank you. good evening. my name is phil shin. i served on the high school task force. i'm one of the vice presidents of the lowell alumni association. i wrote a 31 page set of recommendations to the superintendent over the past ten years. some of the current and former members of the school board have tried to close the racial achievement gap in san francisco. not by lifting up those who need the help, but by taking away educational opportunities and lowering academic standards throughout the city. this has caused untold harm to a generation of san francisco students, and in fact, if anything, it is widened the achievement gap between san francisco and other districts, as well as between san francisco's public and private schools. this is the opposite of what educators should do to the district spent $500,000 on a five page report. the report fails to mention that according to the task force's own survey,

89% of san francisco public high school families support merit based admissions to lowell, as do the overwhelming majority of san francisco's voters. it's all in our report. we're happy to share it with you. there will be no charge. thank you. okay. thank you. i'm going to call the next set of speakers. forrest liu and xu ross wong, frank chung and susan dean. please come up. you have one minute to speak. hello. oh hi. how you doing? some i see how they sing. d.o.j. di how you die. your hong sang kwan tai chin john locke. why you go yao hong kong peng chow tai. go soy yo, go john

gets up some fancy francisco how gehlhausen thorgeir. i am a parent from unified school district. please don't let leave our voice leave us behind. i support the three banned emissions and a equitable way to equitable way for students. and please raise raise up all the schools and raise up all our public school students. thank you. i'm commissioner shu. hello former colleagues, new commissioner and superintendent wayne. it was almost exactly a year and a half ago that i sat where you are and voted to restore merit based admission to lowell high school and create a high school task force to examine our whole portfolio and propose ways to improve student outcomes for all of our students

. it is deeply saddening and frustrating that a year and a half later i am standing in front of you now to ask for the same thing. we cannot hide behind the harsh reality that many of our students are not academically prepared for high school at low or any other high school. just lowering standards, inflating their grades and admitting them into low will not fix that problem. we need to create high standards at every high school and help our students achieve those high standards so that they can survive and thrive in our modern day society. that was the job of the high school task force, and they failed miserably. if i were sitting there, i asked for our money back or redo their work. thank you. hi, my name is roger wong. sfusd alumni. parents of two students

in the district eight i stand with 89% of the survey. high school parents in opposition to the proposal for lowell high school. all this focus on lowell is a flawed distraction. the proposal only addresses superficial symptoms under faux equity and avoid the larger issue of how can we provide quality education for all our kids? well, the answer is not in high school. it's too late. the answer lies in k to eight, where the foundation of solid education must be laid out in itself. the proposal is basically a return to lottery. lowell, a 3.0 gpa minimum is an insult to the potential of all our kids. neither the gpa or standardized testing are perfect alone, but together can be used concurrently to assess learning properly, you need a mix criteria half $1 million later, we are nowhere near addressing the root issues of equitable education. i do not support this super social equity proposal. it

doesn't add up. my name is susan dean. i'm a lifelong san francisco resident, a lowell. i'm sorry, susan. i want to speak directly into the microphone. if you can. just not too close. there you go. yeah just want people to hear you. all right. thank you. my name is susan dean. i'm a lifelong san francisco resident, a lola alum, and on the lowell alumni association in the lowell alumni association is sponsoring a tutoring program for willie brown middle school in the bayview. the goal is to acclimate eighth graders to high school, whether it's lowell or any other high school. we sought to address a crucial error with the lottery admission system. at lowell, students were admitted with no support system. many students struggled. many failed.

and our program into highly funded by the lowell alumni association, provided transportation to and from willie brown middle school to lowell lowell. students are tutoring the seventh and eighth graders from willie brown. they help them with math, civics and language skills as snacks to transportation. the salary of the credentialed paraprofessional are all paid by the lowell alumni association. without a support system, the lottery proposal under discussion will never work. please come check us out. thank you. thank you. good evening. board of education superintendent lane. my name is frank chung, lifelong san franciscan. my comments primarily are directed to superintendent wayne. we had hope in you. you know, you

mentioned that there were issues with the math education for the past ten years as you seem reasonable. but then after having seen the product of the high school task force, a task force which deliberately excluded asian americans special education and immigrant s, you still insisted on moving forward. and here we have before you today, you could see that they want input. so therefore i ask lady trimble bay di hoc bakery bakery, little guy like a okay let sudh perintendent wayne clearly see how you feel since the superintendent did not want to hear your comments during the high school task force. please, if you could please lower the president. ferguson was at my request, sir. they're representing. we're representing each other's views. we have to make sure that the public can view the meeting and that the signs aren't blocking them. and especially if signs are larger than what are allowed in the boardroom. we're going to ask

you to please hold. they are compliant with the board rules. yeah, but in any event, d.o.j. thank you. superintend wayne, if it isn't clear to you, then if it isn't clear to you now, at some point the board of education will face an election in november next year, so perhaps it'll be clear then. thank you. i'll call the next five. john transylvania. christine lindenbach. wendy fung . josephine. there's no last name. johnson lay one. hahn. i'm sorry if i'm mispronouncing. i can't read it, so go ahead and come on up. good evening, superintendent and board members. i'm john rossini. i've been coming to the school board meetings since the 1970s. since i was a junior high student here in schools. i'm a proud product of our schools. but what i see tonight and what unfortunately the superintendent has has perpetuate dating a very

divisive and unnecessary process going forward. you said you spent $500,000 for a task force. the first priority of the task force was to find out what san franciscans wanted and needed in their high schools. the people spoke 89, not just lowell non lowell. parents majority of students at lowell and outside of lowell, said lowell academic admissions. you're now see a very spirited atmosphere this should have been decided by that the sound educational policy that you promised superintendent wayne is based now on something from the university of chicago that doesn't say what you believe. it says. so i urge you to go back and focus on all the kids and all the middle schools and high schools. that's what will bring san francisco together. thank you. thank you. hi my name is winnie fong. i was a preschool teacher and retired

from the district. lowell is a music school. it works this way for so many years. please spend your time, energy and attention to help other students who need help in other schools. choose to succeed instead of bothering lowell high school. personally. personal experience in my family, my grandchild and my granddaughter graduated from her fifth grade, but. but her reading skill level is on second grade. third 3.0 is way too low. please stop. chinese exclusion at san francisco unified school district. thank you. hi i'm christine lyneborg from the friends of lowell foundation. i

encourage all of you to read the contract that your superintendent signed with california consultants because of your legal department doesn't sue california to get the $500,000 back, we will initiate a taxpayer lawsuit and go after the $500,000 that this school district squandered of not your money, our money taxpayer money that you continue to just throw napalm on lowell matters. your school district has cancer. and you talk about lowell like you're getting a nose job. for god's sake, fix education. our african american students, only 10% can pass the eighth grade admissions or the standardized test. and you're worried about lowell. this is nothing more than woke anti semitism. your policies are racist. you are disgusting. all of you. and this task force was a racist sham using our tax dollars. shame on

you. welcome back from tokyo. commissioner alexander. hello, lowell gordon. lowell, gao zong. she she sang wang liao jia, san francisco chu woman. she she, she, she curtain she neiman fauci louis caodong san lu cao shuang, gao, san francisco. she said she she. hi i would like to talk about lowell high school. i hope that lowell high school can keep its curriculum. and the three the three bands admission

process to provide an equity admission for our students and to and to improve all of the qualities for all of our high schools. thank you. thank you. i'll call the next five. first name is na na zhou. i i can't read the first name. last name is lo l o w e liana. louis terry hong and diane. yep, yep. okay thank you. hi, my name is robert lo and i'm born and raised in san francisco. i've seen a lot of changes in san francisco. some good, some not so good lows . the most famous academic school in the nation, even in other parts of the world, you've heard of them. why would you want to make low and average

school academically high? achieving students need to be challenged and to be motivated and low is a place for these special academic kids. leave lo alone and focus on other schools that need work like a sports team playing an under par team is no challenge. they gotta be up to par or you can't play with them. the elite top elites. i support three band based merit admissions. no lottery. thank you. good evening. my name is leanne and louis, resident of san francisco since 1978 and a graduate of mission high school, class of 1990. mother of washington high school graduate class of 2023. i'm here to support a three band merit based admissions at lowell high school. i did not apply to attend lowell high school despite having a high gpa from the gate program at marina middle school. why? because mission high school has a world class performing and fine arts

program. famous artists like carlos santana, graduate from mission high school. every school is different and it is best that way. so that every person with different talents and academic aptitudes can grow and learn in the best environment that is suitable for them. so again, i encourage you to support the three band merit based admissions. here's what i see. according to some of the board members and superintend that there are too many chinese students at lowell, any admissions is based on skin color is racist. stop the racism and stop the chinese exclusion at sfusd. now. hi, good evening. my name is terry and i have two teens in district schools. and over a year ago in june in the boe restored sanity to lowell's

admission process. and i can't believe we're back talking about the same single school still discussing solutions to problems that lowell simply doesn't have. back in may of last year, concerned parents, including me, were pushing to reinstate lowell's previous admissions policy, and i brought out this sign. it says, merit is not a four letter word and i never thought i'd have to bring this thing back again. but here we are as you can see tonight, we have a zillion parents and students here who care deeply about comprehensive, merit based admissions and eighth grade algebra. so instead of driving these stakeholders away, wouldn't it be great if we could build another merit based school, a lowell on the east side and let's call it soda too. so it's less controversial. okay. and now that's an idea that i think everyone can get behind. thank you. to lowell.

who may. hi hi. i would like. to i would like to comment on lowell curriculum. i would like to lowell to expand this curriculum, not decrease this curriculum. and i would like lowell, our students, to be ready for college, more, more courses that would that would get students ready for college and keep them free than admission system. and that's. to

maintain its quality and please know what our students and families need in this district. thank you. why change lowell admission is diversity. well, do you want the diversity party to get good grades and graduate ready for college and career? or do you just want them at lowell for esthetic reasons, as the report cited as justification for moving to gpa only shows that students are more likely to succeed when they attend a school with other students of a similar ability level. it also shows that gpa plus test is the best predictor of success for high performers like lowell serves. the recommendation should be adjusted just slightly to maximize success for those who attend lowell and those who don't make the cut at lowell should admit those with the highest gpa and test scores. thank you. okay. calling the

next group, peter lee. lie ching lee. diane liu. sue lynn zheng and lee c. hi, i'm peter lee. i'm a native san franciscan and proud parent of two young boys. i'm the current treasurer and officer of lowell alumni association. as i walked into this room, the principal of the district is student centered. we put our students needs first, so let's do that. in this process, we have lots of data around student outcomes. we have two years of lottery experience to understand how kids did we can also track current students at lowell and their middle school academic achievements to understand why that what or the factors that lead to their success as opposed to some report that you pulled off the internet. i think it's key. one of my favorite teachers at roosevelt who always taught me when i was learning math was show your work. so i'm asking you here today to show your work

, because 89% of families, both inside and outside of lowell support merit based admissions. i frankly, as a native san franciscan, can't imagine any issue where 89% of the people agree on. so thank you very much for your time. hello. good afternoon. my name is lee tian lee. i hope i will come up facing high when we are going congregacao title. so you. go one point go. so high, one pfizer what someone said go k i told my junip kasut i'm both van . i come the whole wiam wahhab

kuih chido yo yo. soon yo tombi ong peng bang or that someone say go tong po yang to go now go go by say po yang kang why not someone say go by a go football league, go by something hey monday deep so thank you. thought. i'm happy to very happy to be able to join this meeting. the education system is getting worse and worse. we have a lot of san francisco high schools that does not create a high quality personnel. while san francisco is a high tech place and the career and the career

technical cannot save our children. this is making me feel very sad and i hope to be able to change the educational system. please keep lowell high schools three band merit equity based admissions. raise the quality of our students so they can contribute to society and have a high tech career. this is the voice of the chinese community. thank you. hello tiger. how much your hope in the yang gong gong dong ding venmo. hey, young lady. kiffen guestyes something. jack. yo, choi. gong peng. pavlovo. go, go. title bayfront de yo no korean. we go to taxi dortchen it. hello everyone. in order to save the time, i'll talk about important points. i hope you keep the three band mayor and equity

based emergency system for low. you have the space for the students that want to learn. thank you. hello hello. welcome. that loiter geechee lord. chief yellow hawk. how are yo lo today. how authentic zipay lord okay i got okay. hello everyone i'm here to support lowell school today. i hope that students that get the good grades will be able to go to the school. that's it. thank you. hello. hi so super superintendent. when so you made us very disappointed. when? at the 32 page report, which. is 89% of people support the merit, you you still choose to mention

only law school and other school in your report. it's we expect you can uplift our all students in other school but you you didn't do that another thing is for superintendent or also board of board members. i hope that you guys notice that the students still move out of san francisco. it's pretty bad. i hope you can have better job performance, save our children. okay thank you. thank you. i'll be calling the next five to come up. i'm sorry. lee kin. lee lee chun lee. meena young and yan.

and jian. okay. thank you. hello tiger. how come ho. hi, sam. yan sang tang. titi san mansi kong. how hong sang tang. hello, how look look. choi kong. peng chido tang. hi. go hong sang aja. so danny yao hong sang and yong. kang ho po yang. kang ho hong kong. peng thank you. hello, leaders. i'm very happy to be here to be the voice of the

chinese community. please support san francisco public school students. please support lowell's three band, merit and equity based admission system for higher quality schools to for students to be able to select better in school and have equitable chance. hi jojo. like i'm a good good evening. come on go home and hang. go, go, go, go . hi. so go yang something there by low. very local. okay, so go low. hong kong. poor local like go song ti sam. si gung ho hong sang so good ganga yang sam hong by very very very mother kong

hong liang so god the more y'all can see you know hong sang sang johnson hamburger so thank you. thank you. hello leaders and parents. good evening. i'm very happy to be here at unified school district. i'm here to speak for the chinese voice, for community advancement and high tech. please support the laws that three band merit equity based support system. excuse me. admission system. thank you for support. our public school students for them to give back to society. don't be racist to students learning and mental health and let them learn. thank you. lavar hirsau. pfizer's

vaccine. yao shagohod. how canyon ling. how doong son lao julia. regarding what they so you can talk. why go chong lady hock how? why go hong kong peng san goi seng yao gojong cheng thank you. low, high school is a tremendous school. losing it will be losing a lot of students and families. we need more schools like lowell. please support the lowell three band merit and merit based and equity admission system and please change a give better courses for high schools. good good evening. my name is marina yang. from personal experience as a sfusd alumni, i was every student is in the virtual and has different

needs. as a student, my counselor encouraged me to enroll in an cal even though i was a new immigrant because he saw potential in me, even though i didn't know. so i really appreciate that. and my kids, my son was very visual visually board in middle school and then a mass student encouraged him to participate in mathcounts and track, and he just become very lively. so it's very important to see each student at their own potential and help them realize their potentials. so lowell provides that environment for my kids and other kids, and i think we should keep it. and provide other students to realize their potentials in other ways. thanks. thank you. yemen, kong,

yemen. some golden gate bridge. golden gate bridge in san francisco. when you. look boat boat launches san francisco giving you more hope and lola. so yingwei can we can go tie hockey junior. come lounging my son how we love hockey doordash. i blue. oh sorry. hello i am a parent and a immigrant and coming to the united states, i

heard two things about san francisco. lowell and the golden gate bridge. and i put them together. both lowell and golden gate bridge is a landmark. please keep those three high school three band merit and equity based admissions in order to save the save the face of san francisco. we should have more things like our like college courses can help keep our families here and lose out less students. thank you. i believe there's an announcement. yeah at this time because we have student presenters for our item as well as a hard stop for our student delegates. we're going to put a pause on public comment in order to have our next item, but we will come back to public comment before our board commissioners comment. but student delegates will give opportunity to comment before they're dismissed from the

meeting. and so at this time, i want to call on the superintendent to call on the staff to present on item g one. and so just to remind folks and to clarify, right now we are taking a pause from item f, which is public comment. we still have i want to say around 30 people for public comment between online and the cards we have in person, give or take. there's 20 something in person. i can't tell you what online is right now. okay. and so we're going to come back and we're going to get all of those hands, but we're going to pause that item and we're going to transition to item g one, which is a discussion item on the high school portfolio recommendations. and i'm going to pass it to dr. wayne. thank you, president bogus. we'll get our presentation up. and thank you. we do appreciate our students who have stayed to

share. so i'm going to do some introductory comments and we'll hear from them and we'll be pleased to hear from our student delegates as well. okay. so good evening again. i'm excited to share tonight our recommendations for how to re-envision high schools and sfusd before we begin the presentation, though, i just want to explain what is happening tonight and what is not happening tonight. so tonight, i'll be sharing a set of proposals to re-envision the high school experience with the focus on instruction so that we are aligning what our students are passionate about with what we can do to set them up for lifelong success. so what's happening tonight is first, you'll hear our our vision for high school so that our students will graduate as independent thinkers with a sense of agency who have attained academic and creative skills to lead productive lives and contribute to our community. that's quoting our recently approved vision and how we'll meet our student

outcome goal of college and career readiness. we'll also share a few key moves we think are important to make over the next few years to improve student outcomes, teaching and learning student supports and equitable access in addition, you will hear how these recommendations have been informed by the work of our high school task force in the past year and also where they differ and lastly, as part of an ongoing process, we will share what the work will look like in the next six months and over the next several years. i also want to be clear on what's not happening tonight. so this is an information item or discussion item. the board is not taking action. we're not presenting a plan for the board to adopt and the board will not be voting on or approving any policy changes. we're not presenting how our recommendations will be operationalized or implemented. you'll see that's part of phase two. so if we are not asking the board to take action, why are we presenting tonight? we're sharing the information tonight to remain transparent, accountable and responsive to

previous commitments. the district and the board have made so in june of 2022, the board of education passed a resolution to launch a high school task force to support the superintendent in developing recommendations on ways to improve policies, practices and programs pertaining to the district's portfolio of high schools. the resolution gave the task force 12 months to complete its work at the end of september, the task force ended and district leadership has spent the last month developing a recommendation lines before moving into the next phase of operationalizing the recommendations and implementing them. it's imperative that we share with the board of education our recommendations to get your feedback and direction to make sure that they're aligned with the vision and values we have for our district. so our objectives tonight are the following acknowledge and appreciate all community members and particularly our high school task force members who spent their time and energy on this topic. he from high school task force members about their work

and the process for developing recommendations present the superintendent's vision and recommendations for the high school portfolio and then receive board feedback and direction to inform the next phase of the work. with respect to our high school portfolio. so so just as again, a little background you see on the screen the charge, you don't see it yet . oh, i went too far. you see on the screen. oh, actually, sorry. first i want to share the appreciation and do want to thank the task force members who came out, the students and parents who participated in the looking at student journeys team work and the community members and the staff who really supported this process, including davina goldwasser, our assistant superintendent of high schools, and tammy barnow, our director of special projects, and really it was a year long effort of engaging the community and appreciate again, the countless hours spent on this

project. and so, again, the charge of the task force was to gather input from the community and to help understand our current portfolio and provide recommendations on policies, practices and programs, as well as our admissions and then it was very clear from the resolution, from the beginning the task force is making recommendations to the superintendent and then i would be presenting recommendations to the board that were informed by the task force. but ultimately, considering what the task force shared as well as considerations for what where we are as a district, what our goals are and how we would operate and analyze some of the recommendations as and so i want to give a chance to have a few of our task force members share their reflections of the process and their participation in the task force. so i'm going to turn it over to davina to introduce our task force members who will be sharing. that's all right.

that's really. yeah. well, we can start with langston can introduce himself. we'll start. we'll start hearing from our students and can share. hello, everyone. i'm langston montgomery. i'm a sophomore at george washington high school. my experience with the high school task force really broadened my view of school districts and how they operate and how in the future, sfusd can operate as a whole and i say as a whole, because i feel like we typically, when we think of schools, we think of the ones that are most popular or the ones that they get most attention at. and when i see the overall draft recommendations, i see topics that we as a task force discuss at length to really expand and better the entire portfolio of all of our high schools. i have hope and

excitement for the future, for all of our high schools as we continue to strengthen our entire portfolio and that will continue to be the best way to address the issues of all students, because all of our students are special and they all deserve the best. thank you. thank you. and our next student. hello there. my name is charlie noel tevis. i'm a current 11th grader at lowell and i was a task force member. so i'd like to also share langston's message of i hope for the best of all, san francisco students, because all students are special regardless of who they are and what their abilities are. granted, the work of the task force was not easy, i will admit that from the start. but from the many people who have helped us with the task force, from students who are very key and

are very helpful with the work of the task force to the staff and teachers who dedicated their time and to the many parents who have helped us get us this far. with that in mind, i'd like to thank all of those who have helped us with the task force, and i'd like to share a bit of my experience. the task force would would share data and complete and excuse me and share data from numerous sources, along with many more people. and in that, of course, included members of the public standing by behind me. and of course, we couldn't have done it without the support of the people of san francisco. and with that, i thank you. thank you. we want to hear from a parent participant on the task force as well. good evening. board of education dr. wayne staff, parents, community members, students, all of you who have come out here to display not just your support for the district and the importance of this work. my name

is orlando leon. i'm a san francisco native. i am also an attendee and graduate of sfusd k through 12, and i've worked in public higher ed for about 15 years in the cal state system and the uc system. i have a parent i'm sorry, i am a parent of a hoover middle school student and in my second year supporting the scc, i want to say thank you for this opportunity on the task force. it's been a blessing and it's been a big, big challenge. i think there were 22 meetings over the course of the year. i counted them, i believe correctly this time around. i tried to attend as many as i could and actually many of some of our community members here also probably attended most of them. so thank you for everyone who showed up, especially our staff as well. it was a great start and i personally learned a lot. i would say i learned a lot more about our school district, even though i've been here all my life, i've learned a lot about the challenges that we face in k through 12, and especially from our community members learning about all the different complexities and challenges across the unified

school district, not just on my west side of town. so i really am deeply appreciative. there's still a lot of work to do. the group itself was quite diverse, although i would say it could have been a little more representative of our community and looking at the charge, at first there was a really, really big ask and i would say we didn't realize how much of an ask there was when we first started. and i kind of wish that we would have been able to consider p through eight as well, because we ask that in meeting one and we're asked to stay in the scope. now the group itself, i would say, grew over time. we had good, healthy debates. i would say trust took some time, but we did grow over that course of the year and there was a lot of good community input. at the same time, we hear some concerns that we could have been more inclusive. so again, challenges of trying to engage everyone at the same time. there was a lot of great data yet maybe not some of the right data at the right time, even though there was just too much in some ways to really grasp and understand and read

through as we went toward that september time frame, i am hopeful, though i see the work that the board is trying to do, all that really tough, complex and challenging conversations. and i urge you, yet i don't envy you at the same time, same for you, superintendent. i would say a lot of hard work, especially in your first months dealing with empower. so thank you for all the work there. i am hopeful also because the community and the passion behind us, while this may not represent all of our unified school district, i do think we are hearing a lot of people come out and being supportive of what's what's best and what we want. as i close, i just want to encourage the board here and our community all feedback and all perspectives are valuable. so it's hard to hear sometimes, but it is so valuable. let's try our best not to close our hearts, minds or ears as we especially hear the same thing sometimes and maybe have not heard from everyone. how might we come together to find common ground and then work from there? and how do we do that in such a complex

environment? but i do encourage you, this is the future. these are our future leaders of the world. and so i encourage you as you work together. thank you for your work. but also rich, this is for our students and for our children. thank you. thank you. yeah, let's give our three task force presenters a big round of applause. um, yeah. and appreciate you coming out tonight, but more importantly, appreciate you for the 22 meetings and speaking your truth at those meetings and giving us a little bit of an insight into what it was like participating and so i think davina is going to speak to let me go to the next slide. you just go to the next slide. you heard some of these themes already from the comments of our task force members and davina will speak to the major themes that came out of the task force. sure. thank you. so i want to say in my

role, it was really a unique opportunity to have the luxury of hearing from so many students, current students, prospective students and families. and it's not often that it's a new role for me that i came into last year and most people, when they go into a new role, they think about how am i going to do a listening campaign? how am i going to learn about what the needs are and really understand how i can help our system? and i really was given that unique opportunity that i'm so appreciative of and i just want to just emphasize how much work all of these community members and our students put into this. and also the work that went in at our school sites. and so every school site that participated had their own focus group and they had their own task force. and it was just an opportunity to really learn. you know, we hadn't looked at our high schools across the system. i don't know as like a holistic group ever. and so that learning has been put into action that you'll hear about. and it was

just such a gift. so really appreciate that. and our key themes that we learned are that the task force focused on was around equitable access. students should have equitable access to the programs and courses of study that they need and want, equitable instruction. students should consistently receive instruction to acquire the skills they need to succeed in today's workforce and society and equitable support. it's that students should have the support they need to thrive. okay, thank you. and so from those themes, those themes have definitely informed our recommendations as and so i want to speak to then the recommendations that we're bringing forward tonight and really talking, really talking about what the path forward, because we've started a journey now with the work of the high school task force and that the board of education launched over a year ago. and it is just the beginning phase of the journey

and if we're talking about re-envisioning our high schools, this is going to take some significant time and energy to and resources to do that. and but first, i want to speak to what are we working towards? what's our vision for our high schools? and our vision is that every sfusd student is enrolled in a high school that engages them in discovering their passions, is supports their physical, emotional and intellectual well-being and ensures they graduate college and career ready. and so we are looking at this, what our vision is for our whole high school portfolio, recognizing that this vision is coming from what we learned from our students. so you heard davina and our task force members talk about the looking at student journeys work, where we really got to hear from every from every student, from every school. and we heard the students talking about wanting to have choices at their schools, and they shared their frustration that there is not a clear baseline of what is offered at our schools. and that

didn't just come out in looking at student journeys. as with our student advisory council last night and heard the same thing, they want to understand why are there some gaps at some schools and not at another, or how one school can have a pathway while other schools don't. and so we want to talk about having some universal opportunities for our students in our portfolio, but still being to have the unique experiences that different schools might be able to provide . and then also we heard clearly that our students want to feel connected in learning communities and they want to feel connected to their classmates as well as they know that there are adults in the school who care for them and are helping them develop their plan for the future. and so we're talking about re-envisioning our portfolio and coming from a current state where we're not meeting our outcomes. we shared in our report, we're significantly off track in meeting our college and career readiness goals and one particularly where we're focused on supporting our students who are furthest from opportunity

and really realizing our, our, our vision that it's not going to be race or socioeconomic status, our language ability, that our predictor of success, but what our students bring and what we do to support them, and then focusing in on instruction and supports and access. s so that there that we have them done in a way that is helping support our students and meeting our goals. and so as i said, we're at the beginning of our of our journey and the feedback we're looking from the board is to make sure that as we continue forward, we're on the right track. and so we're putting forward some design principle goals for re-envisioning our high schools and re-envisioning our whole portfolio so that students have access to so that all students have access to comprehen of high school. we need to define what that means and what that looks like. that prepares them to be college and career ready, and that they'll then also have options for alternative high schools if the comprehensive setting is not right for them. and then again, a focus on instruction that

really challenges them to work towards our deeper learning framework of critical thinking and problem solving and where we're also supporting them as a whole child and again, prioritizing the needs of our historically underserved students and have an enrollment and assignment process that's clear, consistent and transparent. but with the focus on matching students with their interests and all of that is to lead to our student outcomes that we've talked about. the main outcome we've described the goal, the goal that the board has set is around college and career readiness. but being sure that our kids have a plan when they graduate and that they develop knowledge and skills as described in the graduate profile and feel a sense of belonging as well. and so we want to talk tonight our recommendations, what's attached, our full recommendations from the superintendent. and there's a lot of components to that. but we want to highlight three key moves tonight in our

presentation that we think will help us re envision high schools and achieve those outcomes. so one is defining and delivering high quality instruction in every sfusd high school classroom. the second is, is really supporting our students to have a plan for post secondary readiness readiness that looks like a common set of artifacts and milestones to ensure that every student is ready for their future. and then third, create a portfolio that has universal opportunities by establishing a baseline of academic opportunity at our schools while still having unique learning experiences to support students interests and passions. so to talk more about what that looks like, i want to turn it over again to davina. thank you. so in regards to equitable instruction, what are the needs implementing common instructional strategies across all of our high schools and aligning staff professional development. this is an area where we are well underway. we now have a common, deeper learning framework and our core rubric and this really lays the

foundation and sets us up for the work that we need to do. through this, we're able to provide common professional development and really think about how we can utilize our instructional walkthroughs to hone in on the student experience and really ensure that all of our students at any high school that they go to are getting a quality experience in the classroom. last week i was able to facilitate instructional walkthroughs with groups of principals and assistant principals at lincoln high school, and we went into three ninth grade math classes. every principal and assistant principal is in a community of practice where they are going and visiting regularly each other's sites. and this is to really open up and make public the practices that are happening in every single classroom and every single high school. we used our common tools, has had great instructional conversations around what we saw or how the students were doing. it was a chance to tune in to our focal students, then talk about what feedback the site leaders were recommending we

would provide to those teachers to just continuously improve and make sure that we're meeting the needs of our students through that work. what's exciting about that is that we are working towards a set of instructional videos really showcasing the bright spots happening in our own classrooms where we see exactly the practices that we say and the vision that we're striving for, how that is being enacted in real time and creating that bank so that we see how things are working and where our own sfusd students are thriving so that we can really learn and grow from those experiences in the next area around equitable supports, what are the needs? so all students need consistent graduation and post secondary guidance. in my experience in talking with parents and students, are we okay? okay this is an area that there was a lot of wonderings about. so parents and students saying to me, you know, i don't know which high school i should

choose because i don't know which high school is going to prepare me. the best for what i want to achieve for my goals for college or for career. and i just feel uncertain and it's very unclear to me which high schools i should put down. what do you think i should do? tell me what i should write down. and so what we want to do is demystify that process and really ensure that no matter what high school you go to, even though the types of experiences may look different that all students will have a common a common portfolio and set of artifacts that set them up for success and that common foundation and that is what we're going to guarantee for every single high school student that comes out of our high schools that five year plan that includes their financial aid, their personal statement and that will be unified across every high school. and we think that that will build confidence in students and families that wherever they land, we're going to take care of them. the other aspect is around communication about schools being inconsistent. this is an area where i would share with students or families, oh, did you hear about marching band at

burton? did you hear about this pathway at burton? and they say, that sounds great, but i never knew about that. and so no matter how much we publicize that there was still a gap between in what our students and families were aware of, that we could offer, you know, and that disconnect was there. and so we have a variety of ways that we're going to be working towards that we're really excited about our high school course matrix that for the first time really illuminates. what are the courses being offered at every single school so that it's not, you know, this mystery that you can really look through the matrix and you can see that that these courses are being offered at this school and you really understand what that program is. and it's not something where you have to go to the website of every single school in the other area that we're excited about that i got to speak with our student delegates about that. they were also excited about is a new app that we want to be launching. and so what this app will do, i'm sorry that there's a discount between what the what

the slides are. i think, and doing okay. what the app is going to do is allow you if i'm a student and i'm interested, it's really important for me to find a school that offers french . i want to play soccer at and i want to take ceramics so i can plug that into the app. as an eighth grader and it is going to spit out for me a whole range of schools of what i might want to look into and learn more about. and so again, we're really focusing on the matching to really make everything more trans parent and lift up all of these exciting programs happening at all of our schools. the next area around equitable access to courses and programs. what are the needs? so not all schools offer, which we heard about pathways for college and career readiness. there's fewer courses in smaller schools which can limit opportunities for mastery of content and advancement with multi-leveled courses. and in this area, this was really helping us learn through the task force during

our transcript review and when we looked through all of these transcripts, this was an area where we really saw discrepancies between course advancement being offered at different schools. and so it really allowed us an opportunity to dig deeper to figure out what was going on. and so to address this approach, we really want to be innovative. our solution is not around creating the same programs at every high school, but it is really looking at things through the student experience. and so not that every school is going to have everything, but how can every student don't have the experience that they want to have regardless of what high school they go to? what that looks like is if i am a student at galileo high school and i want to take arabic, i may take that course. last period at my own school online, when connected to my peers across all san francisco schools. it might look like if i'm interested in the health sciences, more opportunity to engage with the mission. bay hub and be provided access. that way it may look like city college courses. so

the idea is for us to be really in tune with what our students are asking for and to be planning around that and using our resources effectively and not creating all these different programs at different schools that we can't financially sustain or staff. so it's really taking that different approach. in addition, it's looking at two of our alternative schools of choice and really diving into a revisioning process to ensure that we are planning for unmet needs that our students have and that we're hearing about in order to address what it is that they're bringing to us that they want. okay. now, thank you. and i'll just take a few more minutes to wrap up. but that that really appreciate the highlight. those are the again, the three key moves. our focus on high quality instruction, focus on post-secondary readiness and then creating a portfolio that provides some universal opportunities while also having unique experiences at our schools. and then just to end the other the other, you

know, charge for the task force as well as the superintendent was to look at our policies around comprehensive and selective admissions and over all we saw, i think what came out clearly is that our process for getting into high schools, while people appreciate that there's choice, that process can be confusing and frustrating. and so and that families aren't feeling like that. they're getting access. their students are getting access to the choices that they want. and so we also bringing forward some recommendations for how to re-envision high school admissions and really looking overall at the experience as well at our comprehensive schools as well at our selective schools and can you go to the next slide and so looking at having students just need to fill out one application and working on our assignment process, more students get their

top three choices and really their top choice because that's where we see that students are then most most excited to attend and then trying to have a more standardized process for the risotto where admissions process. so it's clear again how our students are getting into that program and still maintaining, though, criteria for that program as well as maintaining criteria for roles and missions, but shifting the criteria to be focused on establishing a minimum gpa. i do want to clarify, and there's a note here that i shared earlier, an example of what might a minimum gpa is. but we want to look at what we think would be the most effective criteria to ensure that students are are successful at the school while again, making sure that it's clear and straightforward process for how students can get into the schools and so those are our recommendations. we've already started the high school enrollment process for 2425. so none of these would go into

place until next year. and before talking about the phasing, just if you go to the next slide, i do want to highlight one. oh, may i interrupt you? our students do need to nine. would it be all right if they is there a good stopping? i'll just i'll do the last two slides in 20s so just recognizing that we do need to do more around intervention supports for our students and if you go to the next slide, that's just how we're laying out the journey, as we said, that we would have if we finished phase one, moving into phase two to operationalize the recommendation and then actually work on implement ing and making the changes. so with that, i know our students do need are coming to their time and we're eager to hear from them, so we'll turn it over to them if that's okay. board president yeah, i really appreciate the high school task force and all their efforts to really involve the student voice, especially with like equitable instruction. and these are really innovative ideas. and i really believe that having these universal course offerings will bolster the

entire students experience, because at many high schools, even basic like ap classes that correlate to like stem acceptance with like majors and such because when i'm researching colleges and i definitely want to be a stem major, i see that it's definitely like a component to being a competitive applicant to have access to like ap biology and ap physics, which my school has neither of. so definitely having these classes online for us to take after school will definitely give us an advantage when it comes to applying to colleges. and then additionally with the matrix, i feel like a lot of times when applying for college for high schools, it's something that we all rely on is like preconceptions and on social pressure with like wanting to go to one of the big three. so knowing like what offerings are around and what other schools have like a special program with can definitely like benefit us in terms of like finding a school that fits our personality and how we learn. thank you. i think

i can do my best to speak to the recommendations regarding ruth asawa school of the arts. i don't speak for all sota students because that would be literally impossible. but as a sota student, i definitely agree with the fact that the application process and the audition process has to be way more transparent because working that audition process, i see a lot of students very scared and very confused. and i can attest that on my own audition day, i was terrified. and a lot of the support they get is from the students at sota and having a more streamlined process for that support would be super beneficial to kids who are really just looking to achieve their dreams. and they think that can be at sota. additionally, i think having a streamlined process for showing kids where to pursue the arts if they don't get into sota or even if sota is not what they think they want with their education. because i can speak specifically to i know that lowell has a robust and very, very talented

theater program at and students should be able to know that, say, i don't get into theater at sota or say i don't want to do theater at sota. i can do theater at lowell, i can do theater at this school. i can do marching band at this school. et cetera. et cetera. and i definitely think that students on the ground are already doing so much to make sota more accessible. and i think i would really love to see a lot of work with those students. for example, there's an organization called artistic aspirations, which provides a lot, which provides classes for students at elementary schools and at middle schools. and that's led by two juniors at sota, i believe it's two juniors at and programs like that. a lot of them already exist. and i think a lot of what the task force and what the district can do is just connect with those supports that are already there. thank you. thank you. student delegates, did you want to speak on any of the other issues on the agenda that we haven't got to before you

have to head out. okay. thank you so much. and please enjoy the rest of your evening. okay. and so with that, we are going to pause this item and go back to finish out our public comment. i think like what i will ask for staff to do is if we could make the announcement to our virtual participants and let's start with the hands there, then we'll finish up with the people in room if that's possible. so at this time we will resume our public comment for agenda items each speaker will have one minute. we're going to start with our virtual participants. s can we please have that repeated in spanish and chinese? oh, and people have

please be sure to raise your hand in moment. be applied in a the person the same participle and. for interruption for there is less athletic online participation. gracias come on you got some some of our meeting . are you gonna. are you there? come on. hi monson. hi how you doing? good thank you. miss marshall. did you. thank you. we asked you not to comment. there

are two separate agenda. there's a non agenda item on their agenda items. miss marshall spoke on the non agenda. she'll be speaking of the agenda item now. thank you. thank you so much. she's on call for cheerleaders. thank you so much mr. lieutenant board commissioners i want to applaud these two young student delegates who are always on task. and i love your comments and your tenacity. you thank you so much. mississippi tourism board commissioner, on behalf of the african-american community in the naacp, we support your recommendation and we do support the idea of gpa and not test thing. testing is against the law in the united states of america. and what i always say that every school should be an excellent school. and the students should have a choice. for me personally, i did not want any of my children to go to rural high school. not one of them. and the council has always called me mr. marshall like they

this child, that child should go. and i said, absolutely not. and what i want to also say that every school should be excellent school. wherever you go, wherever you choose to go, who the parents of the city on your own. every school should be an excellent school in the city and so every child can graduate with a and be able to go on and get a good education, call it a vocational school or start their own business or do whatever they might want to do. thank you. i've said a lot of time. thank you. not a statement. time for a certain ethnic group. thank you, miss marshall. thank you. i get it. too many asians, too many asians. rionda good evening. board commissioners and superintendent wayne. my name is rionda batiste and i'm a proud parent and also a former member of the high school task force. i'm calling in tonight as a mom who is wholly committed to

equitable access for each and every student within a heavily. oh, i'm so sorry, rhonda. i'm pausing your time and i accidentally muted you guys go ahead, please. sorry about that. you know, what are you, my first? no no. but i'll talk about pulling it tonight. as a mom who is wholly committed to equitable access for each and every student within sfusd, i heavily encourage this board to be bold and courageous and honor the year long process of the high school task force. no one should never have had an admission test from the beginning. the fact that it's illegal, according to california state law, and creates barriers to enrollment plus it creates an environment of elitism and racism, highlights why the test based admissions process needs to go. we're moving an illegal testing process is not anti anyone. it's extremely important that we honor the wishes of each and every student who wants to attend an academically rigorous high school. i also applaud the

board to create guardrails to prevent unnecessary harassment regarding how students were admitted to low, each and every student deserves access to a rigorous education within the us. thank you. thank you. every year, year after year, additional tony. good afternoon. board my name is tony haynes and i would like to thank the high school task force for their hard work in this wonderful report. money, power and respect. that's what we're talking about. some people have it and they're hoarding it. i'm against the three band, the legal merit inequality based admission at laurel high school. i am proud of all the students who gained admission at laurel. i have friends and family who are awesome students and people who attend lowell make all of the san francisco schools high quality and end the illegal

admission policy at lowell or have lower funded cell. please spread resources to schools with underserved students. we have a great day. thank you, sarah. yes hello. hi, my name is sarah butler. i am a parent of an eighth grader and a graduate of lowell. and a lifetime, a lifelong resident of san francisco. we are one of the families that fled as usd for private school. for middle school, part of it was algebra. part of it was the district falling apart. part of it was distance running. but we're looking at potentially jumping back in to sfusd and i can tell you that this whole thing of the high school task force that was supposed to come up with ways to improve all of the schools in san francisco is really discouraging to me as someone

who's. wanting to get back into the district because they are a law and to tear apart soda, the very study that is cited by matt wayne shows that it you need a 3.7 in order to have a good chance of getting a's and b's in any high school that you go to, you need a 3.7 in middle school so that should be the bare minimum admission for lowell. if we're because lowell is a school where people who need an accelerated. thank you, sarah, i'm sorry to have to interrupt you. that is your time. thank you. hope thank you. board and thank you task force for your dedication. an i want to echo what the delegates were saying as a parent of an alumni that went through that process of high school and enduring that same process of where if the right school, this is a great opportunity for every kid. i

agree that the band should be taken away from lowell and that there should be opportunities that, as the delegate said, having more opportunity for arts needs to start in elementary schools so that each and every child has the opportunity to be able to explore their potential. i ask that you, as this is a first start, that you look at the gpa process. please don't penalize a number of kids that are still recovering from covid and distant learning. we are still in that process. so as you're continuing this journey, look at the gpa. definitely eliminate the application process. don't penalize the students that despite what was going on, they did their best. they showed up and they tried. but i think that this is an excellent opportunity to really think about every child and echo the words that would say having a safe, inclusive hope, value hurt, being seen, and having voice values. those are the words, even though they were not

saying it for each and every student. i know that. thank you. hope i'm sorry to have to interrupt you. thank you. for vanessa. i i do remain. my name is vanessa, and i'm the executive director of parents of public schools of san francisco. and i was also a high school task force member, a very proud of the members for working on the high school textbooks, looking at the data, hearing from community. and i'm proud of my team for contributing as well. i wanted to just surface a little bit of care related to the selection of the district alignment council or advisory council. i'm going to send superintendent a larger letter which details it, but i'd like you to look at the representation because it appears that represents is off and that students, families for

underrepresented groups are not really at the table for the selected folks that you have. so thank you. thank you. for leah. yes, we can hear you. all right. my name's julie. i'm a former high school student. and i agree with the recommendation of the task force. i just want to hone in on to number three, bullet point to i would hope that the admissions, though, based on not gpa, but like the consistency of the student, i don't feel like they're testing is useful for that because as you know, those testing are not it's not equitable for background students to get, you know, assistance and, you know, tutoring for consisting. and i just overall this whole meeting,

i found it utterly disgusting and weird to see those staple scenes to admit students based on their contiguous persistence of their education, not just because the standardized testing is that benefit white and asian students as opposed to their please. thank you. thank you. anna. good evening. thank you for giving me a chance. speak. my name is anna. my eyes. second year before i am an alum from kindergarten. always the 12th grade was originally. i'm not speak english. when i came to kindergarten and i made it through 12th hadrian's wall and then i went to college to graduate school. now an educator . so i want to say task force has done some great things. they definitely put in a lot of time. i want to first, however, the big issue that occurred where i was listening into task force meetings, specifically the one that you transitioned and after

listening, i believe i was the one who was have it after listening for a long time, we finally get to the public comment and the moderator tells the task force members that they're volunteers. they can go ahead and he will record it for them. now you tell me if that sounds to me like a brown act violation either that or we should just cut out this entire comment period right now and just have people record their voices and have board members listen to on their own time. so i like that's being investigated . i would also just speak on behalf thank you for your time. thank you. julie. julie julie. yes. yes we can hear you okay. thank you. and my name is julie

robertson. i'm a parent of a middle school, middle school student, and i want to challenge the idea of expanding the admissions process at all. is an attack on the school improving the diversity of the school, like lowell and ensuring that it supports the needs of a wider variety of types of learners, improves the school. education is about learning and change over time. if you can only ensure the success of students who are selected because they have the same markers of success that you're measuring, i'm not sure that you have a good school. i am sure that a research project testing intervention with that methodology would be challenged. but having a selection bias in it sample, please pass the resolution tonight as a measure to improve lowell and bring it closer to a good and equitable mission system. i'd also like to say, as someone calling in on line, there's chatter in the boardroom, which is very distracting. it's hard to hear what people are saying. i also find it very disrespect hurtful. the first time that i saw that happen at a board meeting was when students cook became

president of the board of supervisors and a community members, white lowell community members. thank you, julie. i do apologize, but to have to interrupt you. but that is your time. thank you. thank you. rachel hello? yes, hi. i am rachel kaiser. i'm a latina and chinese 11th grader. hearing parents here about racism and misusing words like racism and equity and using words like woke to provoke misinformed arguments is incredibly disheartening. if any peace is to be had over this, i think that violent and disrespect, awful language and fixed mindset echo chambers will have to go. if they want. for lowell to be a meritorious school is really the goal here. it's essential and actually equitable that all talented students for more representative demographic groups in san francisco are considered for a more accurate representation of

merit factors such as standardized testing are no longer the national standard for merit. so i agree with the task force recommendations. i'm questioning the legality of arguments for a state test for admission and saying that it is a racist practice that has marginalized black and brown students from attending lowell, which is a public magnet school. increased diversity and chances for military students of all races is not losing lowell and anyone or tearing apart anything that currently exists. thank you . thank you. andrew. hi yes, i'm a father of a lowell high school student and a middle school student. and i just like to express my appreciation to the high school task force. i know some members who have already left the meeting. it's kind of unfortunate, but they spent a lot of their personal time and you know, in my communication

with them, i learned that they did a lot of research and consideration in this presentation of diversity, of points of views and discussion. and i really think that they've made a reasonable academic, merit based compromise for admissions, which will increase access and availability for lowell's unique programs to a more diverse population of san francisco. so just like to express my thanks for the superintendent for working with the task force. i encourage the board to strongly consider the recommendations. hopefully you can can get this done, move on to address other pressing issues such as improving middle schools . and, you know, like we were hearing about shelters earlier, those are really things that we need to be spending our energy on. thank you. thank you. kate. good evening. my name is kate basas. i'm the president of the alumni association. thanks for letting me speak tonight. i heard the superintendent lay out three goals for usc high schools

for instruction, student readiness, universal opportunities. i think we can all agree those are worthy goals, but i don't understand how lottery and mission process will accomplishes any of them. and in fact, the proposals seems disconnected from the goals and a complete distraction from the important work that was laid out in terms of elevating all of the high schools. i also heard the superintendent say we want a clear and straightforward admissions process, which also seems like a good goal, but doesn't seem to me that a lottery provides certainty to anyone in. and it's also just disappointing that after a $500,000 consulting process, we're hearing about a new admissions proposal that was never considered by the task force and clearly has not been subjected to any rigorous research or analysis. thank you. thank you. wendy. whitney. trent

. oh, hi. can you hear me? yes we can hear you. yes my name is trent green and i'm a loyal alumnus, class of 1992. i'm here to implore you not to go along with superintendent wayne's proposal. all i benefited tremendously from the academic rigor that was at lowell when i was there, and it drastically changed my life from my beginnings as a vietnamese refugee. we are not going to have that kind of academic rigor under the superintendent's proposal. so please listen to the 89% of your constituents who want to keep merit based admissions. please think about the kids who are academically focused but will be deprived of a school worth they can thrive. and please don't discourage hate against asians in the name of increasing diversity because

that is racism. thank you. thank thank you. demand. this is damon. i'm just it's a good call for me. i was kind of wondering if like there are any videos of the force task force meetings i heard from a community back that they were recorded. i couldn't find any of them except for some that maybe some of the community members took. that's another question, which is regarding measuring interest. so how would that be done? i mean, applying for a school already been showing interest in that particular school. that's it. thank you. thank you. your jonathan. hello.

that's a young commander. i was alone on this and i've benefited greatly from being around similar academic level students, especially since at the time that i went to school, we had neighborhood schools and my neighborhood school was much less rigorous than lowell was at the time. um, so i think there's something worth preserving there . i read the task force report. i think it was a good effort, but i think it's important to understand what kind of evidence it is. it's primarily survey response is about what people want. i mean, i'm reminded of henry ford's quote that if you survey people about what they wanted, you would find out that they wanted a faster horse. not every recommendation can be implemented, such as the speaker suggestion that everybody should get into their first choice of school. now every recommendation should be implemented such as large changes without careful experimentation because it didn't collect that kind of evidence and not everything in the report is true either. i read the report, which said that

we should eliminate test scores because gpa is the best predictor of high school success. but if you click on the source and scroll to appendix e, you see that the gpa is only the best single predictor. if you look at the test and grades in combination, doesn't even better predictor of high school success. so the evidence is for the opposite of the recommendation. speaking generally, i think that. thank you, jonathan. i do apologize, but i have to interrupt you. but that is your time. thank you. that does conclude virtual public comment. okay. we'll continue with in person and i'm going to call the next five members. please line up. you have one minute to speak. kent wendy, silvia, jesse and amy.

dagger. ho how come you guys see how yelling, yelling, punching. got zhongtai high five. we go also yo yo, tiktok go for some more fong hey, yam ho ho, go. just yin yoga chow time. look look at some. see how hot, hot, how. good evening. i would like to ask the superintendent. one and a half years ago, we already had the decision to go to the merit based admission system. why are we talking about this question about this? again this is a waste of taxpayer dollars. uh, each high school should have a high quality, have high

quality courses and please keep those high, high schools. three band merit equity based admissions and raise the quality of all high school support. the students. getting darker can hold your show. you, your team. my toxae khandaker tuktuk. go for chang kai fong yang hoya go yao sorga hoxha. go zack yao gong peng. if each school is a specialized, each high school, each high school is specialized in their own way, and law has their own specialized school and they have a very hard working students. so don't let down the students. please keep lowell high schools three band and merit and equity based admissions. okay hi. i'm not

speaking english is not my first language, but i still want to speak in front of you and my personal experience. i had three kids, two kids, one. the older one is from lowell, graduate from lowell. now she is in really good college. my second one is the senior now in of school, not in lowell, but make a lot of difference for both of the boer kids, even though in the same family, same parents. so my youngest one is in middle school. i'm hope you keep the low for us. the merit based and. equity metrics for our kids, my younger ones need more opportunity for that. thank you. i support the three band merit mission system for lowell high school equity is not about holding students back. it's

about meeting every student where they're at, including smart and talented individuals at lowell high school has long been known for its academic rigor, a place where high achieving students to feel challenged in their learning. the mayor of mission system in place serves to keep low as an academic center of excellence data from recent low lottery admitted low classes demonstrated decline in academic performance, showing the steep consequences of discarding academic ability in order to meet diversity goals. as a news report stated. so instead of wiping out low as an option for academic driven individuals, the focus should be to bring other high schools to the same level. continue merit based admissions to low, improve the level of high school and improve the level of education to used schools as a whole so that all students can be met where they're at. hello tuckahoe. how could you saw your son shizuka

hong sang though your thimphu, your home, your son haiphong, yamaha hockhockson go go, go, go. zhong yao, hong kong, peng tai go soy yo go chichi san francisco ho hong sang hello. hello everyone. the school district should support all students from our special education students to students that are performing in very high . we should have high quality schools. please keep lowell high schools three band merit and equity based admissions raise the quality of all high schools and support all san francisco public school students. hello all. good evening. as we know, we are living in san francisco. san francisco are facing a shortage of housing because of high tech. workers are here for the good job. also, san francisco has the highest paid job in the world, but somehow now our own children are not

qualified for those jobs and they have to move out for job. and because they are not qualified for some for california, u.s. so they will go out, move out for college. why so as you know that because san francisco, united states district because san francisco, usd is not good enough. so compared with other districts, schools also tonight, i'm supporting lowell high school students by merit and equity based admission in prove all the high schools offering and support our students. thank you. for calling next calling the next group bruce eugene lee. aisling prawns. i'm sorry if i'm mispronouncing amy lily and kwan kwan. i'm sorry. it's q u a n c

a f e i think. all right, good. good evening. i think sfusd is curriculum is lagging behind our ever growing technology society. and the blame is being placed on lowell. even though they didn't do anything wrong. it's the problem with our curriculum and i think the right solution instead of implementing a lottery system is to improve all schools. thank you. good evening. my name is eugene lee and i'm a an alumnus of lowell's class of 1987. i've i was very much a beneficiary of lowell's academic environment. and so i went to cal and enjoyed a very good professional career every where i went, all the companies i went, i ran into people from lowell, and whether it was international through asia, hong kong, singapore, you'd run into people, you know, in various management positions. in lowell, i always ask myself, you know,

why is that? that just seems a little unfair, you know, therefore, i really applaud your proposal. i think your proposal is wonderful. i think getting rid of the three band will definitely bring lowell down to the point where when i go elsewhere, i won't see anybody from lowell in the future. i mean, we can all be basically more equitable if we bring lowell down. so thank you so much, dr. wayne. i appreciate it . okay. i'll call the next group . jackie. jackie zen. shaitan and have of you, tiger hobo. so okay. okay. jackie nankai. how. soon is your town to or how come

you silent tiger? okay. when young you icu's our young. you how you want and we go sanchong okay, we come lock way you go some time tiger south san diego gay polo zhang young. okay jake polo. kung peng seng. someone see psychiatry. kung san malaysia. yao chong. kita jen psaki yang. tiger. nana. thank you. low income immigrant. we have no choice but to ask the school district to give us

choice. although my child may not be a proficient, we think. i think we should give other families and other children more choices. but not because that my child did not meet the standards that we should pull other others down. please keep laurel high schools three band merit and equity based admissions. we need higher quality personnel. so that others will not take jobs away from san francisco. this is josephine. it's a wasted opportunity for svusd to take down lowell high school in stead of focusing on uplifting all high schools, it's a wasted opportunity for sfusd to learn what low means to many low income families in the marginalized community. high school task force excluded the voice of chinese community and it has been a pattern of sfusd in the past few years. it's not okay to move without us. our

graduates are not competing among ourselves, us, but the highest paying jobs for the highest paying jobs in sf in san francisco. when sf usd is not doing its job, our city is suffering from housing crisis because cause we have to import skilled professionals. it is disappointing when we advocate for merit and equity. we were told it's unsafe speech, but it is okay for people to say chinese exclusion and anti-asian words. those are safe speeches in it is disappointing that sf usd all ways operate in a dichotomy and a scarcity model. we want an abundance model so that students of or talent k can thrive. let us support both

equity and excellence. sorry, this one looks like suey. chi chi li chan chi chi chi. okay that concludes in-person public comment. okay thank you everyone for providing adding public comment and for showing patience as we allowed everyone an opportunity to speak who submitted a card at this time, we will end public comment on non agenda and agendized items and we will resume. um the already started discussion in g

one around high school port folio recommendations. and we will start with questions comments, clarification from commissioners and i'm going to ask if commissioners can hold off on follow up questions as much as possible. but is there anyone who would like to start and get the conversation going in? i can go then. that's great. i'll call on myself, then we'll have other commissioners go. i want to thank the committee, me, the superintendent and all the folks who went to the meetings and participated in some way, shape or form. i just really want to appreciate and value the people who volunteer and commit their time to help improve our district and to make things better. i definitely am not opposed to it. i think that the outcomes that the superintendent

is recommending, i do feel that the outcomes and the results. schultz and the report from the workgroup didn't match the expectations. i had when we initially started this process. and i was really hopeful that not only the outcome, but that the process itself would be able to help bring together our school community and be able to have some of the more difficult conversations, ones where folks are in disagreements to really try to bring folks together towards a shared vision of improving our schools. doesn't seem like we were successful in doing that, which i think is a missed opportunity. and i'm hopeful that as we move forward, there'll be much more community dialog and conversation at various school sites across the district to really highlight what we need to have happen, as well as understanding and sharing out some of the concerns and restraints that we have on what we're able to do. i think a big thing for me that i feel

that i don't have 100% clarity on on is in regards to the way that the vision relates to where we're at. and i was hoping the superintendent could talk a little bit about staff staff's analysis and on kind of like why things are so far from where we want them to be right now and how that fits into kind of our plans to address them, understanding our goal around seeing all of our students to be successful and to have access to the best options. and just i think having more of an answer about kind of why we're falling so short in this moment and how that reflects the directions and the shifts that we're going to make. and so if you could speak to that, some superintendent yeah, i think i'll go back to what davina shared about this is the first time of stepping back and looking at our whole portfolio. we have a lot of

individual schools that have designed some really neat programs or have created an identity for their for their school and those seem over the years seem to have been driven by work being done at the school, but not stepping back and say as a system, what kind of you know, what kind of high school portfolio do we want? so what ends up happening is now we have a portfolio that's less, the whole portfolio is less by design and more by circumstances than that that have evolved over the years. so in terms of the number of students we're serving in terms of the available funding for different programs, in terms of the different focus areas. so i think that idea of having the design we're talking about is having some universal opportunities for kids. so that again, families can have confidence and students can have confidence. if i'm going to enroll in one of our schools, i'm going to get what i need to be ready for the future to

graduate college and career ready. but then recognizing that we need to have some alternatives and for our students and that every school is not going to offer exactly the same thing, but they will offer each one will have some different unique experiences that students can pursue. but i think it's that idea of looking at the whole portfolio, the whole system. that is the shift we're making rather than thinking just school by school, what how we each school will develop. thank you for that response. i think the only thing that i would add is i think viewing the difficulty and actually implementing that because of the variation across our district. and i think just just really wanting to get clear about how we will kind of fulfill that vision, knowing that this is kind of the first time that we've done this collectively. it does feel really reminiscent of a lot of other efforts the district has done previously to address some of these issues that have fallen short of their goal and haven't really, you know, for me, really captured the hearts and the vision of our school community

and got that buy in. so i'm really hopeful as we move forward, we can learn from the lessons in the past and some of the mistakes that we've made and really figure out how to both solve this problem from an implementation standpoint point understand that we kind of have an idea of what the best practices are and what will work. and also if we can figure out how to do a better job of engaging our school community and city around this conversation and discussion and really having an opportunity for everyone to kind of share and learn and understand each other's perspectives and really depoliticize this issue, really can center around students. thank you so much. are there other commissioners who want to comment? commissioner mctominay i have a number of clarifying questions there in reading through the reports, i didn't hear in the presentation. first of all, thank you. i also want

to acknowledge before i ask my questions, i want to acknowledge the amount of pain in that we heard in this room and on the phone tonight. it's really unfortunate. this was set to truly set out to be focus on the comprehensive high school, the portfolio of programs and how we serve all of our students. we have 4000 incoming high school students just about every year. they don't get airspace. s and so i also want to thank my board members eyes for not speaking to the media, for being on holding the line and upholding the behavior as we've all committed to, and coming together and giving the district space to do the work that they need to do. and i want to acknowledge that there were unfortunate interviews given in the public that that created an atmosphere

where we reverted to where i very much never wanted to go again to where we were about a year and a half ago. it is unfortunate. so i want to say i my focus is the 3200 kids who have had zero airspace and focus . so my clarifying questions are really around what we're doing, what the game plan is for all the other high schools we know that the top the top demanded high schools are the comprehensive schools we have outstanding demand for. i mean, i have numbers in front of me for lincoln and lincoln has a weight pool of 180 kids. we have wash with the weight pool of 100 kids. bal with weight pools and galileo with 90 kids on the wait list. so what is the time frame?

um, to be responsive to this demand to meet where the demand that our students are telling us, our students sitting here tonight didn't really want to talk about lowell. they were interested in equitable outcomes for us. and so i didn't hear in the presentation what we're doing to serve the demand that we're seeing at our at our large comprehensive high schools which do the best job of providing the widest amount of opportunities for our kids. so can you please speak to that at the same time, speak to the suppression that that is now has been administrative put in place to give access to where we are leaving space at schools when there are wait lists. so that we are not serving the demand that we see. so what is the timeline to really focus on the comprehensive schools and do the things that you prioritized in your presentation? yeah okay. so

the first thing that i'll say is kind of what i started with was that every comprehensive high school, an alternative high school, really did have this opportunity of a deep dive into what was working at their school and the areas that they wanted to improve of that process that they went through was very intensive. i think many of you were able to witness that and come in person and see how students engaged in that, that opportunity to take a deep dive into all of the transcripts across their school, make connections with other students and really, for the first time get to talk with students at other schools and learn about, oh, your school has this. i didn't even know that was possible. and so i guess i want to reiterate that really those learnings really were deep learnings for us. and illuminated things that we hadn't seen before. and provided that level of conversation. asian the commissioner bogus is talking about that were cross school conversations and also

within school teams. so where a school team got this information from a focus group and then decided, you know what, i'm just like our student delegates said, we really need to boost up our college and career readiness and we're going to invest our resources in hiring an additional counselor because that's the data that we got immediately from our student focus group. so i will say school by school, each school made plans in order to implement things along the way. and then we made plans of what we could take action on right away, such as the matrix and such as improving our enrollment for all kinds of things. data that was coming to us right away. and then the opportunity for students across all of our schools are some of the innovative ways that we're approaching that around. course, access for all students. and so looking at different modalities for learning, like i mentioned, and really thinking about what is it that students are asking for. so right now, you know, we don't we may have tomorrow students saying we really want an ai pathway. well, we haven't created that yet. so how are we

going to work with community college then to get students in that? so it's dynamic. can i just i just am not clear. like after a year later, like what? what is when will students see a difference? so will it be different. so let me so let me speak to two things that you talked about so when we're talking about what our student delegates talked about, when i say that we would have a baseline of courses that could be offered and we need to define what a comprehensive school is, that's what we're doing. that's then going from this idea that we want some baseline to operationalizing it and defining what that is. so that will be doing in phase two, which is the next six months. davina's talking about the fact some schools are already moving in that direction, but we do need to look at some structural issues, right? so one of the reasons when you talk about the schools that you cited that have a lot of requests, they're able to offer for the courses that they offer, also because of the number of staff and students that are there to serve the

students. so we're looking through it like, what if we're going to have that baseline? then also, what's the structure of the school that will allow for that in terms of the enrollment of a school? and then if a school doesn't have that enrollment, where do we do the innovative moves that davina was talking about, like providing the hub are virtual learning. so for our for the establishing the baseline and offering the opportunity system wide that's going to take us the six months to develop what that looks like then probably another year to start to start staffing that. but in the meantime, there's the moves the schools are making. and then we are when we talked about having more students in their top three choices, we are looking at the capacities of our high schools and what you were talking about in terms of suppressing is saying, are we filling the schools to capacity that that students are requesting? we want to move get towards having more students at those schools in and having, again, more students being able to be accepted into their top three choices. so that can

happen. that is happening for next year as we go through our enrollment process. okay. because i also wanted to follow i thought the high school task force, it was very illuminating to see the statistic that about 33, 35% of our students who do not get their first choice high school leave the district. and so i think it does behoove us from a retention and a recruitment standpoint in sfusd to consider how we can do both a better job of communicating and offering our, you know, equitable or what what students are asking for. and i also i think so much of the pressure on what we've heard tonight is because of the lack of transparency and the lack of sense that there is a commitment and there are going to be courses consistently offered and pathways consistently offered. it's not just that. it's not transparent, it's just that it's totally inconsistent year to year. so i want to emphasize

that. and then the other question i have is i looked at an i went through the data. we looked at 60% of our kids coming into kindergarten or kindergarten ready. 60% of our graduating eighth graders are high school ready. 60% of our graduating high school kids are u.s. and uc. csu eligible or have or have established a career path. and so this is or career pathway. so it's really, really essential that we look at the entire system, um, and how we're preparing kids. and so how is that we can't, we can't get mad at what's happening in ninth grade or 12th grade without looking backwards and looking at the commitments that we're making all the way through and the interventions that need to be in place. so how is that part of the coherence so that so the last slide i was was sharing was to recognize that what isn't in

the recommendations is to much any level of specificity is what for students who are coming into high school, who aren't prepared or aren't at grade level, what our high school is doing to support them now, there are interventions happening at each of our high schools, but this again has been when it's been, it's left to schools individually to decide that we need to have in place more system wide. like what? what are we doing across our high schools to ensure that students are getting additional support? like what are the agreed upon intervention programs and tutoring and even before that. so but the charge was not about what's happening in k-8. what's happening. k-8 is what we're addressing in our work towards our goals for student outcomes. right. and ultimately, the this is why the recommendation that the that the that the superintendent put forward emphasize instruction as the first like it was actually very intentional to say focus on

instruction, focus on support, and then focus on access, because you're right, if 60% of kids are coming in at grade level or readiness and then only 60% of them are entering high school, we're not having that impact that we need. and our best opportunity to have that impact is in the classroom, in the time the students spend there. and so that's where the focus is in all of our other work around our student outcomes . okay. so my i've got i could go on, but can i do one more and then i'll let other people talk is i also want to understand the grading because it's very if we're seeing that there's no if we're seeing we're graduating. 90% of our high school kids are graduating, yet 60% of them have already only completed a to g or have completed a career pathway. what. and we're considering

grading alone an my understanding is the district does not have a proficiency based grading policy or practice . can you talk to me about how how is grading what is grading reflective of in our district? yeah. and i'll i wanted to thank you for the question because i do want to distinguish the difference between a grade and a grade point average. right and so you are correct that individual teachers are doing grading in their classroom and we have not, you know, there's not necessarily a standardized expectation around, you know, here's what this grade means in this individual classroom. i'm a grade point average, though, demonstrates, okay, across the various subject levels, across the various teachers, students have what do what you know, the average represents how students have attained and what level of grades they've attained across that. that does represent some level of readiness for moving on

to the next level. right. and so that's what the that's what just the distinction between the gpa and the grading is where then that's what when citing the research about gpa as a predictor. that's why i'm saying it's the gpa that that cumulative gpa does give an indication of how students will perform in the future. i guess i would like greater clarity about how we're assessing students so we know that so that they know what they can do and what have a good sense of what they need to work on. and also that our educators can help support them to be successful and achieve their potential if it's not based upon actual assessed of proficiency in any sort of consistent way. i'm just i'm baffled. i'll stop for now. i have plenty more i could ask about. thank you. other comments from

commissioners. if not, we will transition. we'll go. okay we'll go. vice president wiseman ward. then we'll go commissioner lamb. then we'll go commissioner fisher and then we'll go. commissioner alexander and we'll round things out. thank you and thanks for all of the folks that participated in the work of the task force. i know that for those that participated regularly and consistently, it was a lot of hours. so appreciate that and appreciate the meeting. realize that dr. wayne, you and staff put together for today. i had a question at first. i want to i want to echo commissioner bottomley's point that and i think what was the one consistent thing, no matter where folks were on a specific school issue, was we want better school rules across the board. like that was that was we hear that that was consistent from every body that spoke. no matter what your thoughts are on low. i

also want to note that i appreciate that of the entire presentation, there was only one page that even mentioned a specific high school. so again, i want to bring back that i see the work that we're doing here focused on our high schools and what we're doing and what we need to be doing to make sure that we are not operating from a scarcity mindset and that students feel like they have access to as many opportunities as possible. so my question relates to it. it's a slightly different version of the timing question that commissioner motamedi mentioned. so on the slide that talks about three key moves to re-envision our high schools, the first one, high quality instruction says define and deliver high quality instruction. so that feels a little bit vague. and i think the defining is probably the easier thing to do. and then when it says deliver, i'm just wondering what does that mean? how does that match on to in terms of timing, goal 3.0 and

the 2027 dates like where like we're almost to 2024. so we can't start delivering in 2026 and expect to be meeting our goals in 2027. so i'm wondering if and maybe this is part of the ongoing work, but really would feel a lot more comfortable with some more details about when we're going to see these these changes. as yeah, and this is one also i could talk for a lot on but i think in short this recommendation we have started a lot of work on it. so the task force talked about like project based learning, they mentioned our capstone projects and that's happening in some of our schools. but we have already laid a foundation of defining what what high quality instruction looks like. you the way we talk about it is through our core rubric that identifies what the culture of learning in the classroom should look like. academic ownership essential content and demonstration of learning. and then this will come out in actually guardrail 3.1. so our guardrails of the

guardrail three talks about curriculum and instruction and how we're delivering that. and so we're actually davina talked about we're visiting high schools and going through really like learning walks to understand what does that high what what are we seeing in the classrooms and how are we defining that high quality on a rubric? it's not just what do people think and then what support is needed to help ensure that kind of instruction is happening. all the, you know, consistently. so i feel like that will that's the over the next several years, we're just going to continue to go deeper on that process. s and feel like and we'll actually have evidence of the level of instruction that's happening in our classroom. so i hear that answer to me linger on and i think helps clarify the defining part. i guess it's the delivery. i mean, i know that we're not they're not sort of bifurcated. you don't spend only the amount of time defining and then start

like we start. you have to start integrating the delivery sooner. but i would love to hear a little bit more about like the, the delivery. and i know it's not going to it's going to happen over time. but just wondering if there's any more specific on, i guess i can give more specific, professor, because i left out the part. i said we can talk about this a lot. then there's the professional learning component for principals and teachers around this. so this is really a multi-pronged approach. and so we have this happening in various arenas. so as you know, lead partners with our curriculum and instruction department. and we're all clear on what it is, what is our foundation, what is our look for is based on the deeper learning framework and the rubric through curriculum and instruction. our course leads and department heads. they attend their own monthly professional development once a month on tuesdays in the afternoon, and that trains them in their teacher leadership role to go back into their departments and to be working on those instructional practices or

those instructional practices are also month by month in a professional development plan where we partner with curriculum and instruction, we bring our site leaders together once a month and we go through, for example, we just did text complexity and so we go through and talk about what does that look like in the classroom? how are we preparing all of our students to know how to cite textual evidence? and so our site leaders go through preparation where they have a model slide deck and they think through how can i deliver this at my school site? so it's going to map on to what we're doing and really work for my school site and then they can get content like q&a from our cni partners so that in areas where they need a little more support or they have questions around any resources they get very prepared to deliver that. and then at our early release, professional development once a month, they are bringing that back to their school site. and so that is like a monthly cycle plan. and then all of that maps on to our walkthrough process that is also happening on a regular basis. so everybody is

now it's taken a while to get there and you know, sites were really attached to kind of their own, you know, just 100% their own professional development plan or their own walkthrough tools. so this really allows us to have common instructional conversations across our system. and so that's a whole sort of multiple pronged approach that we're using. yeah i go ahead, commissioner fisher. okay. i know i said we weren't going to ask follow up questions. i'm sorry. and this isn't we're not supposed to ask our own follow up. okay all right. so this is fair game then? okay. so that was really informative, that example of the model, the cascading model that we're using there. um, and to my non teacher ear, frankly, it sounded like trickle down economics because what we've found and what we've seen in the sorry, what we've seen in the past is, is the train the trainer model is a lot

less effective than actual professional development for our teachers with ongoing coaching. right? and so, so this leads back to one of my actual questions that i have is this is big, heavy, meaty work. and it's going to require a lot of resource realignment to get this done. and there's going to be some strategic abandonment we're going to have to do and some things where we're going to have to heavily invest to make this work. you know, we've got teacher shortages. we can't have high quality instruction without highly trained teachers in the classroom. so as we move into resource alignment, i think i'm wondering, you know, how are we doing this work as part of the resource alignment conversation to make sure i'll just go into, i think the tension that i see here in the task force. and thank you, everyone in the task force who did the work. but it's like every other task force or committee or anything i've ever

been part of. we do a whole lot of work. i mean, i said this last month with the attendance working group example that i used. one of the three questions we asked was, what is your biggest fear? and without fail, everyone said that all this work would be for nothing. we'd spend a whole lot of time, gather information, putting together a presentation, and then not aligning the resources to actually make it effective. so that's my big overarching question here is resource alignment, and particularly love the highlights of, you know, the planning for unmet unmet needs. it's great to hear the sac's priorities tonight about college and career readiness, student health and wellness, student safety and security like how are all these pieces fitting together and what's the strategic plan with that? and just in case that isn't enough, i'll stop there. all right. thank you, commissioner. did you have a response? sure i appreciate what you're saying

about kind of that trainer of trainers model. i think the idea for us is really around supporting our site leaders to serve as instructional leaders and really honor the expertise that they bring to the table. and so we have heard in the past that, you know, teachers go to a professional development and it doesn't feel like it is responsive to what's happening at their site. so i think of it less as a trainer of trainer models, as like, let's agree on a common foundation of what kind of we want to see across our system. and then let's think through in a responsive way how we're going to address this at our school site. so we're going to do textual evidence. but if we're a project based learning school or we have a pathway, then we're going to design our professional development to look at a text that relates to what we're doing in our classroom, in our in our, you know, community of practice. so it's kind of more in that way of how we're looking at that trickle down economics.

i think commissioner lamb wanted to jump in and we can let. okay so we'll let commissioner lamb jump and then we'll see. okay. thank you. thank you. to the high school task force and to the team. i know it's been a tremendous lift when we put forward the policy and approved, you know, we really, truly wanted to embark on a deeper vision for our high schools. i ran on that at my second school board run was for a clear vision for our high schools. my questions have already been put forward by my colleagues. one thing i wanted to ask was how will we know? so when either high quality instruction and post-secondary readiness, universal opportunities, unique experiences and all the three key moves, how will we know when it's impacting our student outcomes? and i think that's a key piece. i've been having

conversations with the superintendent is that i recognize that we're in phase one, but for me, in order to really engage deeply or and i'm pretty critical, i'm very critical, i've been critical in our briefings around the realities of what we're actually operating operationally using. and the activities that it's truly going to take in order to reach this vision. been part of this district now for 15 years. as a parent and i haven't seen the details quite yet around how we are actually going to deliver on those because of this resource alignment work that we're going to be embarking on and that it must be tied to those student outcome goals, particularly around goal number three, but one and two are tied into it. so that's one maybe opportunity superintendent or staff, if you want to be able to

walk us through this process around the alignment to how we will know that it is linked and impacting student outcomes. yeah, i mean, i'll speak to, i think again the like for the focus on high quality instruction. that's where there already is alignment being built . and so i spoke to it. you'll hear that when we present on the guardrail around curriculum and instruction. and because that should should be informing how we're doing towards our goals around student outcomes, literacy, math and college and career readiness for the college supports. this is the piece we need to operationalize. we got good recommend sorry for the post-secondary supports. we got good recommendations about the need for more planning and for that just like to create a picture is more than just saying to students here's what you need to do to be a to g, right? but it's like really what you know understanding what a plan is, what a plan for their future looks like, but that we do need

to operationalize more than the first one. i think around around what you know, what that's going to look like and then how we tie that to the and that one specifically will tie to the college and career readiness outcomes. i think the third idea around the access piece and providing universal opportunities, that's more i do see that one is more structural. we'll see it connected to the outcomes in terms of like one thing that that davina has talked about is there's ayodeji ayodeji requirements, but then there's also ayodeji recommended courses like if you really want to qualify for u.s. three years of language is critical and that's also one of those indicators for college and career readiness. so while that's a structural piece when she's describing the ways we're going to create more access to those to those sort of courses, we should then start to see the outcomes change for students in terms of being college and career ready. i appreciate that.

i think overall around the supports i have actually seen it with my own student being able to understand and as a as a student embarking on their interests and their passions and to your point, superintendent, like how do you actually build that plan for that student? they themselves need efficacy. they need skills building to actually even think about, okay, if i'm interested in stem, yes, i have the guidance of the flier of what courses i need to take in order to fulfill my units for high school graduation. sure, i have the guidance of the uc and csu, but we looked at the dashboard of the number of slots that are being accepted for stem at across the ucs or csus. there so impacted and so how do we then make a connection between, you know, and i want to you all know this, i say it every time i'm 100% college ready person. i

don't first thing i say about getting ready our students ready for college and then folks bring up what their cte. there's this and this. and other students have passions for. yes and every child, when they're ready, need to should be college ready. so i think that's my question as we're thinking about those equitable supports, how are we making the connection between that post-secondary goals for that student and how we're actually making it a reality, not in their junior year, but day one of their ninth grade year? because right now the high school experience is now don't worry about that till your junior year and that's going to be too late already for that young person to get ready, particularly for a stem or a highly impacted major like business administration is an example. those two are the highest right now impacted in our public universities. so that's one point. i also just want to name around the admissions re-envisioning high school admissions. i do just

need to put on the record i do not support a solely gpa for our admissions. i'm in support of a comprehensive academic admissions based upon the work, looking at the different reports , it is, you know, recognizing the compliment of not just gpa but also other academic considerations like assessments. so i just wanted to note that and being able to be clear about where my position is and has been consistent since i've served on this board since 2019, and that is why i ran on brazing our comprehensive portfolio of our high schools because we have not given the opportunity for our young people at each and every high school that they deserve in this district. we're going to go to commissioner

alexan alder, then commissioner sanchez, and then we'll go to see if any other commissioners have final comments. thank you. i'm going to echo probably some of the themes that my colleagues have already raised. just first in terms of thanking the task force and staff for this really comprehensive look at all of our schools. i think that part was really solid and it provides us with a great foundation, both the report itself. but then the staff analysis, i particularly like slide 13, the design principles, which i think lay out a really powerful vision of what our high schools could look like. but but like some of my colleagues, i think my concern is how are we getting there and how are we getting there relatively quickly? because as we're so far, far from where we need to be and i think, you know, so that's a we're in a crisis moment, but it also, you know, there's that saying that

the crisis actually is an opportunity. right. and i think there's a lot of openness right now. folks recognize that we're not where we need to be. right. so i think there's openness for new approaches. and my concern is that some of the specifics and i share this in the briefing too, with staff that i feel like they're not going far enough to actually match this vision. so i want to give two brief examples not to be prescriptive, but just as like thought experiments. so the first one to address the trickle down economics comment of my colleague, which i think was a great way to put it as an educator for, you know, when i think about and i love instruction, all walkthroughs as as davina knows, we've actually done them together. we did them with students years ago when i was a principal. so i think that's a really powerful strategy and if it's like done by the principal once a month or a once a month staff training and then kind of going through, you know, infrequently, it could be very surface level, right? so i know that's not the intention, but but just as we think about

culture shift, how is that going to be embedded in teacher practice? how are teachers, classroom teachers going to own the process? right. and so i'll give a little a counter example. somebody welcomed me back from tokyo, which was very nice. i was with an sfusd delegation looking at schools in japan around their elementary math instruction and something called lesson study. lesson study is an intensive professional development methodology where teachers teach research based lessons to their colleagues. like one school. we went to the whole faculty of the of the school was in the first grade classroom watching the first grade teacher teach a lesson, and that teacher had selected the research question based on school and district research themes. right? so if we're trying to improve instruction in x area, the teacher actually gets to pick that theme. but they don't do it alone. they do it with their colleagues partnering with a university professor who's a mathematics expert and they say, i'm going to tweak my lesson in this particular way tomorrow in this research lesson, not tomorrow. they prepare it weeks and months

in advance, and they have a lesson plan that's very detailed . then they teach the lesson in front of all these people. and then there's a 90 minute long debrief, including their colleagues, including the university professors and everybody learns, right? so a teacher obviously only does that maybe once every couple of years because it rotates through the whole school. but everybody in that process learns and it's an incredibly deep process that the teachers themselves have to own right and have to run. and so that's just an example of like, how do we go from, um, yeah, we want to improve instruction. and this was kind of this maybe to your comment. vice president wiseman more to around what is the delivery? how do we go from defining to delivery, right? and there are methodologies out there. and i think the question is how are we how do we adopt them? and then how do we make them system wide? does that make sense? like, i think that's where i'm not seeing that yet. and i'm not i'm imagining that folks are thinking about these things, but i do want to really appreciate that example and say too, we have our associate

superintendent of educational services here and we've talked about what is our this is again related to guardrail 3.0. like what is our profession learning model and where is the instructional walkthrough is one component of it. where is the role of lesson study like like that? or we also have at our schools, but to varying levels of degrees. and this is something i remember when i was back at when i was here in the district a decade ago, which was emerging as a powerful tool, our instructional leadership teams, because in reality at high schools in particular, it's going to be department leaders and other leaders because they know their content much more than any single administrator could could know. so, yes, your point is well taken that that we need to be in these next six months, we need to be defining what are those, what's our professional learning model and what are the various ways in which that professional learning can happen and it can't just be, you know, a top down way. it's got to be i mean, davina's right. we need to put some guardrails around it, like, where's our focus? but then what's the learning that really

happens among the professionals to support their practice? yeah and so part of that for me is also just being real about where we're at, right? because high schools, i mean, this is an sfusd, this is american high schools. teachers are very isolated. they operate in their classrooms. they have a lot of autonomy in their classrooms. right. there's a culture of teachers kind of doing what they want or maybe listening to their department head. so let's be real about that and say if we really want to get at instruction at the high school level, we've got to do things differently. and it can't just be a few walkthroughs like it has to be, you know, so another just real quick, another example would be around enrollment. several of my colleagues have mentioned this and we heard tonight, i think a lot of fear. right? there's this part of the issue here is the scarcity model that one of the public commenters said right? so you've got folks who are like, well, the only place that i think my kid is going to be safe and challenged is lowell. there are people who feel that way now, those of us who know the district well know that's not true. but that's a real feeling. and we it is on us to change that. and part of the problem is the enrollment model, because if

my kid doesn't get into lowell, where are they going to go? i don't know. i'm going to apply to nine schools and i might get one or another. and i don't know and i probably won't get lincoln because it's really hard to get into and i probably won't get you know. so like, that's the experience of parents and kids and it's really stressful, right? so i've said this brought this up before too. could we look at feeder patterns for high school? is that the right thing? i don't know. but let's i want to think outside the box so that we really so we're not just saying, oh, we're going to market our schools better and do a little bit tweak around the edges of the enrollment system. let's maybe we have feeder patterns for high school and we open a new academic magnet on the east side and then we look at the we look at the whole picture. we're like, we got comprehensive schools. everyone's going to get into one. then we got lowell, then we got another magnet, then we got the small schools to me. then you have a compelling vision on and then then the lowell question is a little bit we can breathe easier, right? and then it's like, okay, we can figure out the admissions thing, but it's not as it's not as high

pressure because we've actually had a vision around the rest of the system. so i guess that's what i would just encourage us to think bigger. but but really do it in this moment. commissioner sanchez, thank you. i as well want to thank the task force and staff for the work and the superintendent. thank you so much. i just want to maybe this won't be a lecture. i don't want to be mr. grumpy pants tomorrow with my fourth grade students. so i know this meeting is going to go late, but i'm going to put my $0.02 in around the history of lowell. as i see it. and i spoke about it last time we voted about the long past history of racism in this district and how racist school boards created a school that was originally in the western addition and more in black and brown and other families moved in that area. the district through its race racist policies, moved the school to a white neighborhood, which is lake merced. and then the

history goes on from there. so we have a history of making racist racial charged decisions in this district and in the 90s. this district had a policy that allowed it went all the way from the 80s to the 90s to allow students to get into lowell. if you were african american, you didn't have to score as high as a white or an asian student. if you were latino. same thing. families filed a class action lawsuit against the district based on that policy and they won. the district lost and so then the district was forced to come up with another policy all along at this point, the district was trying to make non racist decisions and trying to provide more diversity at the school. and so that's where the three bands came in. when i first got on the board, it was being voted on and i had no idea what was happening really. and but i did know one thing. when i looked at the bands, i was like, this is not going to work. because the point of those bands was to provide more actual

diversity at the school because we couldn't use race anymore as a criteria to get in based on the class action lawsuit that the district lost. so we went to the band system 23 years ago, 22 years ago, totally failed. it did not provide the diversity that we had sought. and so it's been a sticking point for me. you know, i taught in the district for years. i was a principal in the district for four years. you know, part of the system of the bands was to provide every middle school with a committee that would be a lowell committee that would try to get kids access into lowell. and when i became principal at horace mann, that committee didn't exist. so my two years at as principal at horace mann in the mission district, not one of our students got into lowell because we didn't have that committee, nor did we have the bandwidth or the wherewithal to get that committee going. so it's been a failure for the bands because the point of the bands was, again, to create diversity. so now here we are again. we had the lottery system

for two years based on what happened with the pandemic. basically a lot of anger, grief over that. clearly and now we're back with the system that we've had for the last 22 or 3 years. and now we're trying to do something different again to try to provide more diversity at lowell. in my mind, that's a good thing. we should be trying to provide more diversity at the school that has the most resources of any school in this district. maybe save ross soda, which is another issue, obviously. so i'm inclined and i'm glad that, you know, some board members are telegraphing where they are on the gpa issue. commissioner lamb is clearly uncomfortable with just using gpa. i'm actually uncomfortable because i still think that that breaks the law. i think that does not comport with the state law, which says that comprehensive high schools

cannot use academic requirements or athletic requirements to for entrance. however, i'd prefer that than what we have right now . so my question is, if we are going to land on gpa, how superintendent are you and staff going to decide on what that gpa is? so as i as i said, we're reason why we haven't proposed a specific gpa is because we would be looking at it and running some data analysis. we have data from the last several years of what is a criteria that seems like we'll set up the students for success, right? we do want them to be able to enter into the high school and knowing that they are well equipped to do to be successful in a rigorous program. so we would that's what we're we're looking at several years cohorts worth of students to see what that where that number might be. okay the last thing i'll say is part of the history of the district. also,

people might not be aware. i think president bogus is aware of this because he went to thurgood marshall. he attended thurgood marshall, graduated from there. and thurgood marshall and burton had higher requirements to graduate up until 2002. so so they were supposed to be the lowell of the east side. and so you had to have x amount more credits to graduate from those two schools. they never actually attained the status of a lowell. and but clearly they they had higher criteria because you had to have more classes to graduate in four years. and it's something we probably should consider moving forward, even for lowell and just get rid of all criteria and just say you're going to have x amount more classes to graduate. and just so people know, the reason we don't have those programs at those two schools is because we closed mcateer in 2002, and we knew at the time that the majority of mcateer students that hadn't graduated from mcateer were going to go to those two schools because they had room and they wouldn't be

able to graduate with that criteria. so the district unilaterally wiped out that requirement unilaterally. the superintendent did it with. and so got rid of that criteria. so we didn't have any more. the lowell of the east side showing my age. mine, too, commissioner. thank you. what we want to do right now is see if there's additional comments on commissioners before we close out the discussion and move forward. do you want to jump in before. i need to close it out. okay. then we'll let the superintendent close out. so we'll go commissioner fisher, then commissioner motamedi, and then we'll go to the superintend . and this has been a wonderful conversation. i did forget to thank the task force earlier. i do. thank you very much for all the work and especially the volunteers who showed up at a pay grade of zero and knowing that this was going to be a contentious issue and still being willing to jump into the work, i have to say, the meetings i attended, like, for example, the march 11th meeting

at mission high school, it was really informative and i really appreciate it and have pictures of them on my phone. the posters that were put together by the schools and the students and it was all distilled down into great ideas, you know, things that the students want next steps, things like that. and a lot of that was actually really actionable. and so i'm wondering, i don't see any of that student voice actually reflected here. and i would love to see more of that, especially as we move forward into operationalizing and the other thing, too, going back to the planning for unmet needs, we have a huge problem with chronic absenteeism. we have. so when we talk about programs that we don't have and that we need to build, we have an amazing program in independence high school. right. i'm wondering, are we looking at other ways to reengage students who haven't

been able to come back yet, like virtual programs, more more space at independence, the you know, more programs like we have some counseling, enriched programs in some of our schools. and again, not to be overly prescriptive, like you mentioned earlier, commissioner alexander, but i'm just wonder thing if we've really you know, when we talk about building out programs and our guardrail around serving the whole child if we've if we've taken some of these other social emotional needs into account in our planning, i would say the. one key example of that is the redesign of two of our alternative schools of choice and so their school communities, you know, basically high school task force ended and then they got to work right away. it was almost i don't know, it was like a month after the task force recommendations or days after that. those teams convened all grounded in that data that

emerged from the high school task force. and so those two schools are planning 100% on unmet needs. gather that data, figuring out what it's going to take to reach students differently, what is their community telling them. but then also tapping into our incoming students and engaging with them at the enrollment fair. what do you want to see? you know, what don't you see in the portfolio right now and their entire program, you know, that they're designing around? is based and grounded in that. so that's that's where those two schools and then there's, you know, the voices that we heard around college and career readiness and all of that, that is kind of our whole next workstream around how we're boosting up those counseling supports, what that's going to look like. there is a platform that we're going to be engaging with with post-secondary success that allows students to go in and see all of those requirements for college. that's going to be standard once we resource that across all of our schools. so i would say that that was a big surprise to me that no matter what school students were coming from, that was a key thing that

came up in the focus groups was that they wanted more on the college front and that i didn't realize is how much that cut across all of our schools. so i would say their their recommendations were definitely embedded in that. but we need to operationalize all of that and dig in because what the task force provided was that information source for us and that engagement. but we mean that their recommendations came at the end of september. so at that point, we now need to kind of in that phase two, we know which staff, you know, what teams we now need to convene to dig into, like the real specifics of how we're going to deliver and get into all of that. but we first needed to collect all of that information, which was the role of the task force commissioner mahtomedi so i'm just i want to get i appreciate commissioner lamm, you bringing up the student outcomes and folks on the goals. so i really do want to understand what the timeline is

here and when we'll get an update. and so i have i've written down like the areas that are of particular interest to me at least. and i think i've heard them echoed by several of my other colleagues. but so prioritize and fosters access to the programs, courses and skill development that our high school students want and a comprehensive course catalog or some other communication means that communicates these commitments like commitments to the guarantee that every student has access to a comprehensive high school with equitable resources. and to your earlier point, i do think it's important that that there is some sort of proximal consideration, some sort of geographic consideration in attempts to keep cohorts together. it's been ten years since the middle school feeder system has been put in effect and there's been, from what i've gathered, zero reflection or

review within the district as to what that has done to retain families in the district. if people are choosing their middle school feeder of choice as you know, our absenteeism has jumped from 12% in 2019 to 29% in 2022. proximity does have an effect. i would argue, on people's on students attendance. so how is that factoring in? i would like to see some consideration of zones in neighborhood schools, feeders in a proximity measure. i will tell you as a parent that the mental health effects of our kids going through this process as 13 year olds, as eighth graders, and knowing it's coming throughout their middle school experience, that they're going to be spread apart. most likely, and they're going to have to go through the uncertainty through a citywide lottery is ill advised and detrimental. and i

don't know any 13 year old that wants to go through this. it's unpleasant as a parent and we need to do away with it. and i do think that that came up through the high school task force, but it was not emphasized. and frankly, it is a point of frustration that i've expressed repeatedly throughout this process that our comprehensive of application and mission process was not reviewed, even though that that was one of the primary charges given to the high school task force. so i would like to understand the timeline and consideration, and i don't want anything coming back without some thoughtful response to that . i want priority around proficiency in assessments and grading so that students are aware of what they know and how to improve and offers to an opportunities to remediate and accelerate. and it needs to be a k through 12 effort waiting until high school is too late. so i want to echo i mean, i think this is no surprise to anyone. i don't support grading

alone, especially given the state of our grading policies and practices currently. i don't think it's a solid enough to use as an indicator. and the other thing i do want to raise is around commissioner sanchez's point and not only are these historic, all issues are transportation policies. embed complete, divest from parts of our city and emphasize ways to get out of your neighborhood and rather than ways that the district is going to partner and invest, it happens in our in our elementary school transportation and placement policies. and it happens again in our middle school placement policies. and i think this district, it's time enough that this district owns up to the fact that it's continuing to perpetuate the kinds of things that we like to pretend are in the way distance or not waste for those of us in

the 90s aren't that long ago, but that are not just historical. we're still practicing them today. so i want to understand when i talk about proximity, this is not about access to the west side schools. this is about delivery. trying to, in a fair and proximate way to all parts of the city. and so last to the band's. i don't want to hear about selective admissions until we are delivering on our comprehensive schools. and i don't want to hear about selective admissions until they've actually been reviewed and thoughtfully put forward. the bands two and three never happened. and you know, as you as the commissioner said, there was no committee that was supposed to exist. and this may be a really great segway into our math policy because we have math policies around intervention that similarly have never been implemented. so i really don't want to spend my time as a commissioner. now, at 1030 on the first item, pretty much if we don't have solid ad

timelines and deliverables of how we're implementing and delivering, we've spent enough time talking. i've i've sat over there and listened to these same kinds of conversations. i am ready to move and deliver for our kids. we have budget problems. we have all sorts of problems that we need to spend our time on and we're going to have to recalibrate and do things differently. this is an opportunity now, now to disrupt what is not working. it is an opportunity to do something better and is going to be hard and difficult. but it's better to do something hard and difficult and get to the student outcomes that we need than to do hard and difficult things. and keep failing. so that's what i that is what i'm directing. that's that i have said this before. this is where i'm at. i'm exhausted from this conversation in. this thank you so, yeah, i wanted to wrap up because i wanted to go back to the purpose of this. this

conversation which is, again, we're not bringing forward action, but definitely seeking direction. so we got to hear from one commissioner about the direction commissioner mahtomedi captured. i captured much of the same points here around wanting to, you know, hearing from. so this is what i'm saying. i heard collectively from the board. so i heard individually what commissioner mahtomedi said representing a lot of what was said. so what i heard collectively, and that's what i just want to affirm this is the direction that there's a clear desire to focus on our whole portfolio and move quickly on establishing those universal opportunities for students. i think your first couple couple points i heard the priorities ensuring that there's system wide supports for our students, academic supports and social emotional supports. i heard you speak specifically to the grading as well. i'm i think we need we need to look at how we're setting up those academic supports. i heard support for

the guiding principles, but a strong desire for more details and specifics. and i heard want to make sure i heard this and this is what the board is saying is well, that there's considering other ways how we might organize enrollment into our schools and i'd hear a lot of questions about how this connects to resource alignment. so i do want to take a step back because right as a district, we have two big focus areas for the next six months. i mean, one is continuing our work toward student outcomes, which we heard a lot about tonight because one of our outcomes is college and career readiness and the other is resource alignment. how we're going to align our limited resources to meet those outcomes, you know, and so i want to make sure as superintenden that that like our high school students, they are spending time in the classrooms where they are joy filled classrooms that are really meaningful. and i understand our current portfolio doesn't do that. and i'm particularly concerned for what how that translates into persistent barriers to opportunities and success, particularly for our black and brown students and so

like thinking of those big picture priorities, you know what, you know, and for the remainder of the year, i mean, that seems to be what we all agree. we need to focus on. and so while there was discussion of admissions, i heard a much greater need to address the program and support of all of our high schools, then narrowly focusing on admissions. and so i mean, i think challenges we've named that i named about our comprehensive selective admission processes are real and in the initial proposal is meant to address those. but there's clearly more need for discussion and planning. so i'm going to go back to the timeline. and so i named what i heard is the direction and then i think the timeline is the first three bullets on the timeline are what you should expect. so when you ask when commissioner motamedi asked a question, if that's for the board, what would we see in the next update? you'd see how these these recommendations are operationalized and specifically in the areas we just talked about, like the universal opportunities, the enrollment, you'd see how we're implementing these activities and more

details on that change of instruction and then not bring back anything around comprehensive instruction for either really be, you know, for 25, 26 or beyond until those steps are taken. i don't understand that last part. why would why would you leave? because i mentioned that as something i thought was really important and i thought commissioner mahtomedi did too, and others that the admissions piece and how we do enrollment for our for all of our schools, including the selective ones. but but i guess i'm distinguishing between that's why i want clarity on i'm distinguishing between enrollment to all of our schools . right so that that's what i what i heard both of you say and that's why i'm checking if the board is interested in this is like, you know, is it just pure, pure choice or do we look at having any zones or look at feeder patterns or anything like that? and then there's the selective admissions question in and right. and that i feel like

is a separate question in and what i'm hearing is that there's a desire to first answer the question. i mean, what i was hearing based on some of what you said, well, first, make sure that our high school we're offering strong programs before focusing on admissions to any particular school to me, i see them as linked, right? so i would i think they should be together. so then it's like because because part of it for me is what's the logic? why do we have lowell, right. what is the what is the purpose of having an academic magnet school. right. and then from that and how does it relate to the comprehensive and how does it relate to the other alternatives? and then, okay, do we have admission standards? what are they and why and how does that fit with that logic? so to me, it's kind of the there there related questions, but i don't i think they could happen together or, or i guess sequentially, but i wouldn't want to. i think they're connected. does that make sense for me? i don't know how others feel. yeah, i'll let others chime in, but i'll say i think they're connected. but i think there what i'm hearing tonight

that's different than what i originally presented is there is a sequence because part of the sequence is, is families understanding that if they don't get into one school, our other our other schools offer what families need. and right now, resoundingly, i'm hearing from the board, we don't do that. so let's do that. so that's where i am saying the sequence. you know, the sequence matters that i, i presented them as linked. but if, if we don't have confidence that the other alternatives are real alternatives, and i know you're saying i heard what you said, that's there's some perception, some reality to that, but that's why i'm proposing that's why i'm shifting the direction is based on what the conversation i'm hearing. but so they're connected. but i think there's a sequence to them that i'm saying needs to be followed in this way . one thing for me in regards to this timeline, i think that would be really helpful if you could even go through a little bit of it now. and i think at least for phase two, when would we expect to get the information for the respective bullets? i know that we have a time frame of december through june. does

that mean that we're going to get some of those things in december? we're going to get some of them in june? and if so, can we differentiate from which one? i just think having a big time span like that isn't as helpful as having specific dates next to specific items so that we can have clear expectations about when we're going to receive this information. yeah i hear so, yes, let me we can do some work on mapping out. so just to say like so like when we talk about changing some of the work was again, just around the enrollment of just providing more access to the comprehensive schools like that will happen over the next couple of months. the changes that we've been doing around, you know, other changes that have been happening now, but particularly when we talk about operationalizing the recommendations and like the design work that davina is doing with some of our alternatives and identifying implementation activities, that will be some of that will be coming in march as we're making our plans for next year. and then the rest, i

think, would come in june because there are budget dependencies on this. so that's why i say i wanted to step back and say this is related to our resource alignment. so if we are, you know, expanding ng, trying to develop a pathway that does cost money. so we have to, you know, now start putting some numbers to this and saying where, you know, where those resources will go. so that would come in december. so i mean, sorry, that would come when we're bringing forward our budget. so i know that's i understand what you're asking for. i share that to be to try to illustrate like i hear that direction. here's what then that looks like is giving you a timeline of what the next six months look like of what's coming forward when. thank you for that. and i think if we could just maybe update this slide and reshare it with commissioners and the public of when these things we feel like we'll have them with like months on them, i think that'd be really helpful to get away from kind of the window and maybe that's a good place for us to transition. i know you want to transition, but i did for this one. just we've agreed it's been a long conversation, so i do want to make sure that there i

said this isn't an action item, but if any other board members i stated the direction, i'll follow it up in writing. we have notes from this. i stated the adjustment to the timeline. i just want to make sure everybody understands that's what's coming forward. and if there is a different direction or a concern or something you want on the record, now's the time. now's the time to say it. commissioner alexander then commissioner bowman this isn't different, but i but i want to make sure because i don't know if you exactly said this, but the piece around this is the opportunity to make fundamental changes or as commissioner, to use the word disrupt. but what that's that's what i see. if to me it feels still incremental. and so i think and i'm seeing some nods from commissioner so i just want to make sure that that part of the direction is clear is that the only way we're going to meet our goal, we set a very ambitious goal. i think the only way we're going to meet it is if the system changes in a somewhat dramatic way. and right now it feels like the what's being proposed is incremental, right?

so, again, we're not suggesting that it shouldn't be research based or that it shouldn't be, you know, all those things. but but it needs to be it can't just be incremental. we're not going to meet that goal by 2027. yeah and i think davina and i have talked and i'll speak for davina for a moment. i think where the that's what will be key in the next thing we bring back because we think there are some, we think some of these moves really do disrupt when we say the key moves do disrupt the experience. but i that's why i said i think one of my comments is you're eager to hear more details and specifics of what that looks like. so i think when we come back, what disruptive means is also there's not like i mean, we all understand the definition, but then we'll calibrate like what is disrupting. so i hear what you're saying. i think i understand what it means is i think you'll see it when we bring back how this gets operationalized. and if we if you don't, then there's the opportunity again. but you're right. i understand that's part of the direction. you understand what i'm saying? that that's also it's less clear than saying

we'll have ten apps in every high school. that's easier to come back and say what we'll do. the only thing i would add to the phases is i guess i don't see to the plan or the what i would want to see moving forward is i don't see an engagement strategy for communities, for school sites that goes beyond what we've already done. and so i think how does that reflected in what happens in the process where or is there an opportunity to get input by in and also to have some of the hard conversations with community before we get to a phase where we're putting everything into place? and so i think just being really intentional around what the community engagement looks like moving forward and how we're checking in with the community to ensure that we're moving in the right path. so i do want to be clear. i think as part of the direction and next steps, we do need a map out more specifically, what what the next six months look like, because davina and the high school team have done incredible work of bringing bringing those those teams together at the schools.

and so we need to show what that what that work has looked like. so i'm seeing nods for that one as well. yeah. yes, commissioner mahtomedi okay. this is so i just really want to be clear because you've heard from me very, very consistently and it's been over a year since we passed this this resolution over a year since actually the task force began. so so my urgency is even more like i feel like this was pretty my consistent feedback was that this is what you're hearing tonight. so i'm going to just be clear that the delivery is i don't i'm i'm beyond listening and learning. i'm beyond listening and learning. well, i will just my final thought will be something from our council of great city

schools training that i've learned recently, cascading an end. to quote aj responsibility cascades but accountable city does not write. and so i'm really interested in the alignment here of how. just i think that is a good place to leave us is responsibility cascades. but accountability does not. so we look forward to being part of this journey. all right. thank you, commissioners, for your comments. thank you to staff for your presentation and your responses. with that, we will move from item g one and we will go to item g two. and i will call on the superintendent to introduce the item and the presenting staff for this discussion item five five. let's go, go. okay. are we going? okay

. so let's go to the death. all right. are we okay? so thank you. so we have of a. one of our goals is around math achievement, particularly in the eighth grade. it's an area where we're, you know, again, significantly off track from our outcome. um, and we've talked about about needing to look at our practices in the classroom. you hear me continually emphasize what's happening in the classroom and that's our curriculum, the instructional practices, the approach to teaching and learning. but for math, we also need to look at our policies and our course offerings to make sure that we're challenging our students. and that then connects to our

goal around college and career readiness. and so similar to what the conversation we just had around the re-envisioning high schools, we're talking about what our vision is for math in terms of teaching and learning. but in this conversation in particular, what our vision i guess it is around that as well as what our vision is for math in terms of the kind of math offerings we want for our students, and particularly opportunities for students to accelerate, including having algebra in the eighth grade and so to share our vision and again, a set of principles to make sure we're our direction is in alignment with what the board has said. our vision and our values. we're going to briefly share ten minutes or less that with and i'd like to introduce dr. carlene aguilar, our associate superintendent of educational services and the ed services team, to present. thank

you, dr. wayne. good evening, commissioners. kathleen aguilera, fort associate superintendent of educational services. so i'll try to be as brief as possible. and just highlight the key pieces of our work today. the superintendent, jesse stated the outcomes so i will do we have let's move to slide. let's continue you so the superintend and always reminds us that our work needs to be grounded on our mission. and so we have our mission and hopefully we will be able to fulfill that. and as you know, our three main goals are connected to learning and academic achievement from third grade literacy to eighth grade math and hopefully by the end of their career, our students will be ready for college and career

of their choices. let's go to the next slide, please. so here is what we are. the board asked the superintendent and the superintendent work with us in developing this vision for mathematics. i will highlight the key pieces and we envision that through their teaching and learning that will happen in our schools, we will develop students as critical thinkers and proficient mathematicians who are prepared to solve operational, critical and logical problems across contexts and this is one key component related to the operation component. the low logical thinking and the foundational skills that are connected to that. let's go to the next slide, please. so as we move forward, we know that we are not there yet. how ever part of our

work that we have started right now includes this idea of looking at what is happening in our schools and looking at the professional learning model that we will be implementing and designing and implementing in the district so that teachers are equipped and staff are is equipped as well to provide our students with these concrete experience. so here are key components of how we are going to achieve that. we definitely right now you have heard this. we are focusing on essential content in math and academic ownership. but here are the three key elements for mathematics from elementary kind and up. we want to make sure students have mastered number sense computational skills and operational skills connected also to the high level of thinking. so those are not

mutually exclusive. and we want to highlight that. and as we do this work, we are adjusting that math policies so that we will provide algebra to eighth grade students and then to make sure that students are ready. we are right now looking at the academic intervention for students and through that, we are also looking at the professional learning opportunities for our teachers. i will pass this one. so in terms of time, i will ask my colleague, mr. van krugman, director, executive director of content, to continue with the next slide. thank you so much. we wanted to start by just naming where this work sits within our overall goals around instructional coherence, not just in math but across content areas and across grade bands. if we can go to the next slide and

what we wanted to name was through our partnership with tna, we know that high quality resources are critical in building a strong foundational flaw, but those resources must also sit within an overall program that includes strong instruction, deep engagement and high expectations on the part of educators. as to the next slide, please. and we know further ensuring access to quality and rigorous, essential content has the highest impact on our students of the highest need. in addition, this access requires that educators know the grade level standard, believe students can reach it, and consistently provide students with opportunities to build proficiency. next slide in order to support specifically this work in math curriculum and instruction must be based in the shifts of the common core in focus, coherence and rigor. the combination of these shifts allows us for spending time on the major work of the grade for a strong mathematical foundation content linked across grade levels and a balance of conceptual understanding skills,

tools, fluency and application. next slide, please. this work begins with math foundational skills that support students developing and experiencing numeracy and computation so they can productively navigate everyday life. these skills are critical in having students develop deep knowledge of the content in math and our efforts are to ensure that there is a focus on these skills and they are built upon each year as students matriculate through school. next slide, please. and more specifically, looking by grade level, you can see the foundational skills that are outlined in kindergarten through second grade. these areas are the major work for each grade with a focus again on numeracy, fluency and operations. these areas are continuously reinforced across pk through 12 and build students readiness for secondary acceleration in which i will pass to dr. priestley. thank you. good evening. so as part of our math vision, we do

anticipate bringing algebra one into eighth grade, and we know that we will require some update to our math policies. currently, we are working closely with a focus group which is comprised of representatives from our community organizations and through a series of meetings they are giving us input on how we might do this, while also upholding our principles around equity access and support. and part of this work also includes reviewing core sequences and reorganizing them appropriately, as well as consideration for the expansion. of course, offerings. it is critical that we want to center the student experience and their opportunities in this process, and we will bring forward math policy recommendations to this board on february 13th, next slide. both of my colleagues have already in

some form or fashion, alluded to these guiding principles, but they are certainly worth repeating. we hold these principles in the center of our work. we are continuously focusing on the foundational skills, the serving of all students, but primarily those who are most underserved and focusing in on targeted interventions, including acceleration opportunities to include algebra one and eighth grade and have the acceleration opportunities that do not result in tracking our goal is to center these principles so that we can continuously improve our tier one instruction and intervention, support, as well as make these challenging policy changes to support our students here is our timeline. you will see the different aspects of this work on the left hand column around curriculum and instruction assessment, intervention, professional learning and math policy. and you will see that our current status is as a quick update as

well as implement ation that we expect to have in the year 2025 and 26. there are clear opportunities for intervention and acceleration and we also will simultaneously be building a strong foundational piece around curriculum as well as instructional opportunities for students. thank you. and we hope that met the ten minute timeline and we will be open for feedback and questions. thank you so much for the presentation at this time. we'll see if there are questions or comments from board members. no public comment. oh, that's right. we did already. but what we what we will ask of commissioners is that you keep your initial comments to 2 to 3 minutes. after that, i will ask you to stop talking. we would encourage you to keep it to one

and a half to two, but we will let you have the flexibility and then we'll come back around for additional comments. but we do want to, i think, make note of the time. so ask folks to be efficient with their words. is there someone who would like to get us started, please, mr. sanchez? thank you all for the presentation and thank you, president boggess, for having the time timer set for these presentations. my question is around and so we are very focused on eighth grade algebra. it's a very big topic. obviously my question around it is what are other districts doing so successfully with eighth grade algebra serving the students that we're talking about that that we knew when we had eighth grade algebra? we're not being served well with that policy. c, which was statewide at the time. so we had that. when i was principal at horace mann, we had eighth grade algebra. it didn't work out so well. so how are we going to do that? and at the

same time avoid tracking, which is what this district had for decades and decades and decades, is a really good way to sort kids. but it's not good for kids. so i'm just those are my questions. two pieces to that question. one, we are still researching what other districts are doing and we have some preliminary information about districts like us in terms of the size of long beach, la unified, and we have districts in the neighborhood and in the bay area that are doing providing algebra so we don't have that concrete information because that's part of the work that is taking place right now. the task force is meeting. this is the second time they have met . so we do have and we can provide you the email through

the superintendent and some of the findings that we have so far. but all of those are not explicitly yet provided because we are still in that process. okay. then the second part of the question was around tracking . so how do we do this? so it doesn't we don't default into a track system, does part of the work again, the task force has been provided or the focus group has been provided with that specific we are right now looking at prototypes and the prototypes will be given to the entire group so the group can help us to determine how we can achieve that goal without tracking. and the focus group includes teachers, parents, parents, staff. so people who are doing the work already as well, and students, but i do want to share. we put it as a guiding principle because we hear that that's a concern. there is one thing that's very different than what are you

talking about? 12 years ago, 14, ten of our 13 schools have implement weighted the seven period day. you know, our initiate wonder model, which gives some flexibility in the schedule that we didn't have before. right. and so again, we're working on prototypes not saying how that's going to play out, but i feel confident that i share that because that gives confidence that there's ways we can think of doing this differently than before, because actually the structure of how middle schools are organized is different than it was was before. so felt confident in putting that in as a guiding principle, as not just aspirational, but something we can actually implem ment. but we'll look at what those models look like and give more details as to the work of the task force . i'm going to jump in and then we'll go with commissioner lamb and then commissioner mctominay and then we'll see commissioner fisher jump in. my comment is also around the guiding principles, specifically the second and third one, prioritize

addressing the pacific. the pacific and opportunity gap for our most underserved students and provide targeted interventions in a timely manner to address the current gaps in learning the mathematic concepts and skills. and i guess i'm just i like these being here and i think they represent good guiding principles. i guess i wonder what are we going to do different to reach these goals? is these being things that we've kind of been working on for a long time in the district, as well as understanding the issues we have around our staffing capacity at school sites. so i guess i'm curious if you could just talk to how are we going to turn these guiding principles, especially number two and three, into something tangible and operational that actually ensures that all students are as ready for algebra as they need to be in the eighth grade. so there is one concrete piece that is taking place right now as we speak. we are actually contracting with services that

do not necessarily mean getting teachers that we don't have to provide the intervention and the tutoring for the students who are not meeting the grade level standards and the services that we are looking at have the component of intervention and have the component of tutoring across grade levels. we are looking at the students who are not meeting the standards and the students that for so long we have not been able to serve and that is part of the task that the superintendent assigned us so precisely today we have that specific conversation and the schools are being identified. the students are being identified, based on the most recent assessment that we just completed. and those students will be named and will be addressed and given that particular platform that addresses that part rticular

issue that you just named and this will help us, this is now because we need to act now. and as we do this piece right now, we are then also designing. what will that look like? what intervention will look like, what acceleration would look like? so we are finding ourselves in this space of acting with the needs that we have, while we also plan for the students as they move forward in their career in the district. right. thank you for that. and i do. i'm excited to hear that. and i think also feeling the need to hear that and also to see kind of what additional budgetary requests or need or what other kind of organized national shifts are happening in the org chart to really make sure that this can be a shift in the culture and not just a flash of a change in our practice. and with that, we will go to commissioner lamb. thank you and thank you to the team for your work on the lines of the

acceleration or i'm sorry, the intervention aspect that you've spoken to a little bit. i'm curious around and you know, the connection between the math policy, all the work that's happening, that's outlined in this slide. 15 around next steps , if you all could speak to how that connects with our goals, particularly our interim goals, i'm very concerned that we are very off track to our interim goals for our grade three of african-american students. interim 2.1, as well as our interim goal 2.3 grade seven for latinx students. and meeting that interim goal. and so i think the theme of tonight is

this board is. wanting to see the acceleration. i think you all feel it, too. you're doing this work every day. and so if we can just speak more to what the reality is, is where the vision, where we want to go by 2025, because it just 2027 is just around the corner and we're saying that we're going to improve in our interim goals by 20 points. that's right. and we're so off track already. so can we can you just have an opportunity to speak to that? glad to. it's a great question. i want to address. i think i've heard from the commissioners tonight. we know we need to start early and something can't happen in middle school and seventh grade and eighth grade. what are we doing all the time before that? before students get to that critical place where we have some decision points. so one of the things we are being a lot more strategic about and dr.

ford just mentioned this, naming the student, where are the gaps finding them, addressing the need early and consists early and we informing a plan for those students. so that when they get to seventh grade and eighth grade, we're not seeing those big gaps that we know are existed. we have a comprehensive i've heard our assistant superintendent of high school speak to this. we are working on a more comprehensive professional development plan that's preparing our teachers to deliver that strong tier one, as well as owning the additional support that students may need. so we're trying to put provide ongoing professional development for our coaches who are in turn working with the teachers and making sure that those those areas are being addressed. so we're trying to have a more of a multi pronged approach, perhaps than we've had in the past. i appreciate that. and i just want

to voice i was tracked as a student and so i know firsthand what the limitations were placed on me, told that i was not good in math, and i just forget about it. right. and so that's why i feel so strongly about while not tracking but the longitudinal data is in evidence is absolutely important because and i'm happy to hear around, you know, doing this, being much more strategic and wrapping truly our arms and centering around that student and their academic journey with us. because when i hear in the high school presentation that we don't have a system wide approach of interventions and i'm kind of hearing that this is a theme right, that we're also seeing with the students journey around their math experience. that's my, you know, expectation to the superintendent. while i'm one person, i hope, colleagues,

you'll support me in this that as a value too. and i'm glad there's the guardrail around not tracking but at the same time, we need to absolutely be informed and how we're supporting that child from the time they are with us, hopefully from tk. all the way through 12th grade. so i'm really happy. thank you all for the work that you're presenting on moving forward in this work. commissioner mahtomedi i think commissioner fisher, thank commissioner alexander. um, so superintendent, can you clarify it sounded like you were suggesting that one of the options would be doubling up for students or having them take an elective space to, to take algebra. when you said taking advantage of the seventh period is that on the table or are we talking about is are you suggesting doubling up either during the school day or before or after school as the solution here? i'll let the team speak to

what if, what, if any of the prototypes we're talking about at the task force? i was just speaking to the fact that having seven periods does give some more flexibility in the school day to, you know, to provide courses. so that could be one way to do it. and but there's other ways as well. it just it gives us you know, it gives us more flexibility than just having the six periods. i can speak a bit to the question that you have around the prototype models. so one of the things that i want to emphasize is we have a range of prototypes that we will be presenting to the focus group and within that range of prototypes, there are a myriad of options for students to be able to excel at and accelerate and have that access. some of those could be options that exist within the context of a student school day. and so it could be, for example, a compression course which combines courses. it could be a

double up as you're saying, for example, like a math eight plus an algebra one. there's also a series of options that exist outside of a student school day. so before school after school or during summer, as part of our intention is to have a pretty wide range of options or prototypes that we would put before the focus group to get that feedback across all the stakeholder groups to see see how it fits within bell schedules, how it would fit within an enrollment sizes of different school models to try to have the most equitable path that doesn't lead to tracking, particularly as we often see happen outside of just math courses. is there a prototype where a student can just take algebra and not take another math class in the school day? so algebra one in place of a math seven or a math eight? yeah we do have options that look at that to the comment that was made earlier around separate districts. we have a series of districts. there's almost as

many prototypes as districts that offer it. some of them do skip courses and some of them do compression, which is combining courses and dropping some standards. so we have both options in place. can you clarify, because i've heard repeatedly we don't worry math eight actually has pretty much all of the algebra that anyway. okay, so they're already getting it. and there's only a couple different things that are missing. so is there a way that math eight could be modified to just be an algebra course as. so just to give a little bit of a standards history. so historically, where we saw that algebra from one in eighth grade was prior to the common core adoption and part of the common core adoption was changing the course sequence where we see that happen most dramatically is that the middle grades level, what is defined by the common core is math. eight. i think for lack of a better term, in some

ways can be considered predominantly pre-algebra standards, although it does include standards from other for sequences within math as well. and so part of what we want is the greatest likelihood of success for students. and so we want to make sure that they've been had the opportunity to demonstrate proficiency in all of the standards that will build that success in algebra one. and so where you see districts who are doing things like compression, they're hanging on to some of those eighth grade standards in order to build readiness for the algebra one standards. so what we want to look at are all of those different examples. we don't see many districts, you know, full scale drop in math eight for that reason. we do see some examples. if you look at other districts where they may have dropped math seven, which is a more a cross disciplinary math course. so would you say that there's any sort of is there a disposition towards us having it be an elective type thing or a

before or after school versus just being the math class that a kid can be enrolled in in order to have algebra? i would say that's the core work of the focus group. and what we hope to get feedback from all of our stakeholders on. and i do also want to note, i mean this focus group is different than the previous committee. we were talking about, just in the fact that there are more middle and high school math teachers on it. so that's part of devin krugman. you here is our executive director of content and knows it well. but we're going to be hearing from some of our department chairs and math leaders on this as well. commissioner fisher, then commissioner alexander, thank you. um, to build on a lot of what is already said before, particularly commissioner lamb, i think i too was tracked. but in high school it was more my

pre-calculus teacher told me, you're a girl. when are you ever going to need calculus right? i went on to become a mechanical engineer, so screw him. um but anyway, that goes back to sorry. my comments tonight are not. it's late. okay um, so. yeah, right. so i'm glad that we have so going to slide nine, you know why the essential content and academic ownership that fourth data point of, you know, our students can improve by 7.9 months more academic progress when their teachers have higher expectations. so to me, that shows us, you know, that that aligns very much with the work we're doing and the peer work and making sure you know that. and talking about tracking like

we eliminate the implicit bias, right? we eliminate the racism we make sure that all of our teachers are warm demanders. they have those high expectations. right and that top down, you know, we are setting that expectation that everyone can be a high achiever. right? so and i'm excited to see that work happen in multiple, multiple spaces. is but i think in that vein, my ninth grade son is taking an algebra lab on the weekend. and in talking to his teacher teacher, one of the challenges that he's finding is in the first couple of weeks, he really struggled to figure out where all the students are because he couldn't start with algebra. he's going back and now he's he's working on pemdas with the kids now order of operations right. and he's having to do this student by student over the

weekend because we don't have a system in place to provide him with that data. we don't have that foundational understanding of where our students are. you know, and what the gaps are. we don't know. we don't know. and especially now he spent a lot of his middle school in the pandemic. you know, and let me tell you, math instruction in the pandemic for him, at least was not he needs proximity, me. and he's not alone. um so just questions about how are we actually understanding where our students are when we talk about effective progress monitoring and making sure that our kids get to all of our goals of eighth grade math, college and career readiness, we've got to know what they know of the foundational skills and we don't. the sbac tests don't give us that, uh, that, you know, map level data, 10,000 foot level doesn't give us the street level data. the classroom level data that we need that's missing in

my not so humble opinion. um, and the differentiation in and intervention, the cac has invited curricular, um, and instruction in many times. thank you for always coming in and talking to us about math interventions and, and what we find very like if you've got a kid who's struggling to read, you know, we know. let's talk about structured literacy. you know, let's, let's get the science of read. let's, let's work on the foundational skills. i'm not sure we have a full understanding of what those you know, what's the equivalent of the science of reading for math for numeracy. right. that's why we as a cac have heard district leaders struggle with that with us. and so i'm i'm wondering where we are in identifying what those interventions and those differentiations actually are for our kids who are struggling. there are three different kinds of assessments that i am going

to name right now. one is the district wide interim assessments. they called through the star and that gives us a set of data just right now that that data informs us where the students are in general, even at the lower grade levels in some of those pieces are connected to some of those foundational skills. so now last year, the board and the district went in that direction and we are collecting that data right now. we have baseline data that allow us to do that. that's one, two, with these interventions that we are putting in place, it has a component of diagnostic assessment it and that diagnose assessment will give us what the students are include in those aspects of foundational skills, numeracy and computation from

lower grade levels and up. and third is, is this more conceptual math that is connected to the standards that miss groopman just mentioned? so those three pieces are right now included in this process. i want to remind again that we are beginning this process. we are gathering this data right now, and we know that what we had had in place hasn't helped us to really support the students. we cannot undo the past. and we are acting on this right now. commissioner alexander, thank you. i'll try to be brief. and just two quick points. one is around ad tracking moving into high school. so and i mentioned this with the superintendent, but i don't know if you all are looking at this or if the focus group is looking at this of like

what happens once kids go into high school and the possibility of maybe doing something like geometry in ninth grade or other ways of ensuring that that if we do when we offer algebra in eighth grade, which i think is a great idea, that it doesn't also lead. right? does that make sense? so you don't have to it looks like you're already thinking about that. so that's great. i was just wanted to make sure that was on the radar. but the other point was i, i know a lot more about elementary mathematics. after my past week with lessons study in japan. and one of the things i learned that that japan really moved from a from a traditional mathematics teaching to teaching through problem solving is what they call it. and so a dramatic increases in their test scores across the nation. and now they are one of the top nations in the world. and it was all around the elementary foundation of mathematics. and so and what they what i learned was that there were three pieces. one was the curriculum. um, another was the pedagogy and another was the professional development for the teachers. and there's, i guess, assessment would maybe be the

fourth. but those first three in particular, my understanding from this past week is that our curriculum is completely inadequate. number one, and that what we're using right now doesn't actually, in most this is not unique to cdc. most most american elementary math curriculum is not very good. and elementary teachers are not trained as mathematicians. so they don't. so they're given an inadequate curriculum. and then they're trying to like, sort of feel their way through a forest blindly because they're an elementary teacher or the multiple subject credential. right? so one thing is like having a really good curriculum. um, japan now has a really great national curriculum and there's multiple models in the us. my understanding is now they have this kind of teaching through problem solving method that are very similar that we might look at and think about piloting. so i'm hoping that can be on the table. the and then the pedagogy of how does the teacher actually deliver that curriculum in a way that centers student voice and student thinking and again, these classrooms we saw in japan, the kids were so excited

about math. i mean, there was just like first grade or second grade or third graders were like, you know, debating and discussing and jumping out of their seats with ideas about math. something that is rare in schools in the us right. and so the teacher, the methodology of the teacher delivering that curriculum was really important. and the third piece was the lesson study piece of teachers really going deep working with university math professors. i mean, the level of discussion they had on elementary problems like the lesson we saw yesterday, the problem was 13 minus nine and it was the first time kids had done subtraction with numbers above ten. this was an entire lesson. and then a 90 minute debrief with university mathematicians talking about what do they learn before this? what do they learn after this? how is this learning sequence important for young people? how is this leading to algebra? they talked about that, you know, this is what's going to happen in fourth grade and fifth grade and sixth grade, and this is what happens in algebra. and if they don't learn these skills now, they're not going to get it. and this is how they all sequence. so i just feel like all those pieces, you know, it's this is again, not just sfusd,

but i think, again, because our math is in such a difficult and strong juggling situation, i think we have an opportunity to do something really different and to and to really transform how math instruction looks like in our district, so that taking algebra becomes a norm for many kids because they've learned those foundational skills. so i don't know if you all have thoughts. i just love to hear any thoughts you have about that sort of the elementary piece. so i'll start with this foundational skills sense of number. those and exclude mathematical thinking and doesn't exclude excitement about problems solving. so that that's one concrete piece. the fact that we are naming foundational skills, it doesn't mean that we are going to negate the possibility for kids to explore. so that and we part of what we are looking at right now is that balance between the reality is today are students are not able

to do either one of those. that's that's a fact. and if i may, what i learned this was an insight that i learned this week was that there actually, according to the japanese approach, they're actually the same thing. so to do the problem, 13 minus nine, you actually have to know you have to have enough number sense to be able to decompose the number 13 into three and ten and then to say, you know what, nine like you have to be able to take numbers apart and put them back together again in order to do that problem. i don't know if that makes sense, but it's so it's not it's not just memorizing foundational skills are not memorizing. they're actually understanding that 13 is comprised of ten and three, and that ten is comprised of five and five and 5 or 6 and four. and then you can combine those and do all kinds of math with yourself. and so that's it's not about just memorizing and that's the kind of the excitement that you're just sharing. is that the excitement that we want to see in the kids. but to do that, we are also looking at the right coaching

model. and that's why our executive director for professional learning, dr. hernandez, went because she will bring those lessons so that we can create a universal professional learning and professional coaching model across the district because another fact that we know is coaching models in the district as of right now, they vary depending on who is the entity providing the coaching and who is the entity, providing the professional learning, the superintendent has tasked us with really looking at what will be the professional learning model that we can have across the board and every school and every teacher will have access to it. therefore every student will benefit from that excitement and that content learning that the teacher is doing. thank you for your response. staff and for your presentation. i think at this point we are. yes, please. just

clarifying. so before february 13th is when you come forward with the proposal. so when will we have an update on the prototype and what's happening in between now and then. we. will actually be back in january to report out on progress towards goal number two. and as part of that part of that progress, we will be giving updates on all of the actions that we said we would take last spring, which will include an update on the focus group. it will also, which we're very excited about, include a presentation on the k-8 math audit, which is the move towards curriculum adoption. so that will be january and will that also include an update on. yeah, that's for the 14th. that's in the february. is it the 14th or

13th, 13th the 13th. yeah, that's yeah. all right. once again, thank you so much. and we will move to our next item which will be h one an appoint moment of the resource alignment initiative district advisory committee and i call on the superintend to bring forth the staff are presenting thank you. we. we have shared about this year doing going through a process of resource alignment and as part of that process since the resource alignment involves making major decisions, we want to make sure we're honoring our guardrails on engaging the community in major decisions that impact them. we laid out the way we're engaging the communities at various

levels, including reaching out to school sites to the scs, having town halls, surveys, but as well having a lead committee to help us represent various stakeholders to help us look at the feedback we're getting and the proposals we're developing and give us feedback and their feedback and perspective on that. so we've gone through a process to recommend members to the district advisory committee. so i'll turn it over to our associate superintendent of operations, don kamalanathan, to share about that process. and who we're recommending to be appointed to the committee commissioners. good evening. a very brief presentation tonight on the resource alignment initiative, district advisory committee and our recommendations on the appointments to that particular committee. as the superintendent said, in keeping with our guardrail and our intention to consistently engage with the public, we do re recommend the

creation of a core committee and in this instance, the district advisory committee would serve as that core committee for all the proposals contemplate started under the resource alignment initiative. we received 71 applications from across the city, many different neighborhoods. and within your staff memo, there is a hyperlink to a mask list of all applicants so folks can see that information. and of course, without revealing people's individual names, addresses, etcetera. and as we met as there was a small committee comprised of the superintendent, commissioner boj's, commissioner lisa wiseman ward, and also commissioner sanchez. and we reviewed the 71 applications in that review process. the applications were masked. neither the superintendent nor commissioners could see the identity of the individuals, but instead just the information

that folks submitted on their applications, including the seats that they self identified as being appropriately qualified for, as well as other personal background information in the conversation around the selection and recommendation of the committee members, there was an emphasis on trying to make sure that the composition of the committee to the extent possible, given the application pool rather resented as ucsd's community and particular making sure that the geographic zip codes where most of our students come from were represented, invented as much as possible in the committee. and you can see in our proposal we have named in the staff report 11 different committee members all of whom have been contacted and confirmed their willingness to serve and many of whom were able to attend a preliminary orient ation where we walk through their duties, responsibilities

and expectations. as for their participation in and in addition, we've identified two alternate candidates. so that it is over the course of the year. folks are very busy. if there are conflicts that arise that we don't hopefully have to go through a new appointment process but can draw on one of those alternates to step in and fill a space. alternates will be invited to participate, though, in all meetings. um, so with that, i think we have our recommended seats that are outlined in the staff memo. we expect that the district advisory committee will meet on a biweekly basis with their first meeting on november 27th and that we will meet through the end of the fiscal year. and with that, i'm happy to take any questions. thank you for that. before we take questions, we will see if there is a motion, a second on the item. so moved.

second, thank you. commissioners, are there questions or comments from commissioners. commissioner tom. commissioner tom. thank commissioner bowie. i just want to say thank you to my colleagues who spent the time to do this. and i also want to thank miss carmela nathan, just to say you have spent quite a bit of time with me on this, and i appreciate you answering so many of our questions and putting together whether a process that ended up being much more robust than we contemplated and i feel really good about the outcome. so i appreciate you and staff's support. thank you, commissioner. i also want to give a shout out to hongmei peng , who also helped staff the committee. definitely want to thank staff for their work on this. i think being a part of the process, i definitely felt

that i would have liked to see more represented station from different zip codes than who applied and seeing more intense banality from the district to ensure that certain communities were included in the process. and we got more applications from those neighborhoods and those communities. and i think that without doing that, we do a disservice to the process. yes, and to our school community. and i think that we as a district need to figure out how we can authentically engage with our community and really reach out and be responsive in more meaningful ways. i think it's very important for us to figure out how not to always do what we've historically done and really figure out new ways to engage and work with community and really help us during this difficult time to build legitimacy and trust in the public as we as we go about making our decisions. any other comments from commissioners,

commissioner sanchez? that being said, i, i agree with you to an extent, but having been here as long as i have, i've not seen this kind of. i don't know, people wanting to be part of this kind of process as this has been. i mean, 71 applicants to do, you know, free work, free labor, right. for the district over an uncertain amount of time is in oppressive and it can always be better. but this process has been better than in the past, in my view. so again, thank you. staff. for seeing no other comment from commissioners except commissioner alexander. no one more thing from me then i'll be the person who i would say. i do feel that there is still a need for there to be a

broader community engagement process around this whole process. that both explains it, the intentions and how it will work that goes beyond what this group will do that i'm really hopeful that the district will invest time, energy and resources in doing in the next coming weeks and months and with that, i believe we're at a place where we can have a roll call vote, please. thank you. commissioner alexander. yes commissioner fisher. yes. commissioner lamb. yes. commissioner motamedi yes. commissioner sanchez. yes. vice president wiseman. ward. yes president bogus. no. thank you. six eyes passes. thank you to staff. thank you, commissioners. and with that, we will go to item h two, which is the resolution to appoint members to the independent citizen bond oversight committee. i will pass it to the superintendent for his staff presentation. thank you. we had some vacancies on the

cboc and the cboc was interested in expanding the membership and so we went through the same process we did before. we had established a process for appointing members to the cboc. so licinia ibarra i don't know if you want to add anything but that basically covers it. so these are ones who are recommended to be on it. and the process was it was two members from the cboc, two of our state advisors and two district leaders. is that correct? yeah, that reviewed the applicants and then made the recommendations. all right. is there a motion a second for this item? so moved second. okay are there any comments or questions from commissioners? seeing none. we will have a roll call vote. commissioner alexander. commissioner fisher yes. commissioner lamb yes. commissioner motamedi yes.

commissioner. yes. thank you. yes commissioner sanchez. yes vice president wiseman. ward. yes president boggess yes. seven eyes. thank you so much. and with that, we complete our items and we'll go to items i, which are our action items, which is the external auditors financial and performance audit reports for proposition a, 2006 2011 and 2016 school facilities bonds fiscal year 2021, 22, and i will pass it to the superintendent for the presentation. i was looking at. yeah, this is an action item and i'll turn it back over to licinia to share about the audit. great. thank you, superintendent. good evening, commissioners. lucina ibehre, director of the bond

program. you've now seen, i think, three of these independent audits for the bond program. this calendar year. this one is the final outstanding audit to bring the bond program current with the prop 39 annual independent audit required. if you have been, i'm sure you all have been reviewing closely these audits and you might notice a stylistic difference between this one and the last few. and that's because we do have a new auditor, christie white is our new auditor and david ruiz says heather riley there. but actually david ruiz from the auditors is here. if anybody has questions they'd like to direct to the auditor. this audit was brought before for the cboc, both in october and november. in october. the cboc accept did the financial audit and in november the performance audit. and both audits were cleaned, did not find any. there were no material findings and. that's okay. okay.

and that's it. that means i'm done. so great. but yeah. so david is here. if there are any questions for the auditor and this was christie white. that's right. christie white. yeah. so just this is so yeah, just to say we, we had been behind in our auditing. so you're getting the subsequent years and getting caught up, but this is the first one done with with christie white that's right. yes okay. thank you so much for the presentation. and can i have a motion and a second from commissioners? so moved, so second. thank you so much. are there comments questions from commissioners at this time? seeing none. we will call for a roll call vote on this action item. commissioner alexander. yes. commissioner fisher. yes. commissioner lamb yes. commissioner motamedi yes. commissioner sanchez. yes. vice

president wiseman award. yes. present bogus. yes. thank you. seven eyes. thank you so much. thank you to staff. with that, we will go to item j, which is the consent calendar and i will ask for a motion and a second on the consent calendar. so moved. second, thank you. any items withdrawn or corrected by the superintendent at this time? no thank you, superintendent. at this time we would ask for a roll call vote on the consent calendar. commissioner alexander . yes. commissioner fisher yes. commissioner lamb. yes commissioner montgomery. yes commissioner sanchez. yes. vice president weissbourd. yes president boggess. yes seven us. thank you so much. and with that, we will go to item k board member reports, seeing none.

yes, please. commissioner land just wanted to report that we attended the council of great city schools national convening in san diego last month and i was able to represent sfusd on our governance works. we were on i was on a panel with two other school districts around from tulsa, as well as charlotte and we highlighted our work around the self evaluation. and it caught, i think, a lot of our colleagues eyes in ears interest because we were so real in our self evaluation and giving ourselves a lot of zeros. but i think it sparked a really great conversation and just again, the recognition of the really, you know, intentional, real measurable work that this board and this body has put has put in and now being featured at the on a national level with our

colleagues. thank you so much, commissioners, for your hard work and for your report out. did you want to add something? well, no. just since i think didn't also commissioner fisher did you complete the course? if not, i'll stay quiet. i'm almost okay. i'll wait until you. there's a couple more weeks. all right. thank you. with that, we can plead item k and we go to item l, which is information items, and we'll make the superintendent report nothing to report out, but we will make note that in the agenda you will see the quarterly report on williams complaints attached as well as the annual report on williams complaints. as those are our two information items. one and two. and with that at 1146, we adjourn this meeting. wow.

>> i'm san francisco's first drag laureate and the first one in the world. the drag laureate program and the position is one this celebrates an artist for being the best in their craft and i'm proud to have received that

xroel it it is afternoon ambassador role. a role that represents the lbgtq+ community in san francisco the focus on the drag performers and trans-activists and performers in san francisco as well. when i heard the city was creating the drag laureate role i was so excited because it did foal like they were paying attention to us. and cared about when we gave culturally and economically to the city >> here is your new drag laureate for the city and county of san francisco! i'm getting the call from the mayor i was chosen was fantastic day. i will always remember. i thought that it would just be about the bay area. because of what happening in the world it became a national story. i hope it can shine a light on

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this meeting will come to order. welcome to the monday december 4, 2023 meeting of rules of san francisco board of supervisors. i'm supervisor dorsey chair and i'm joined by walton our committee member safai is on his way. like to express gratitude to our clerk mr. victor young and the team at sfgovtv for broadcasting meeting and our producer today. mr. clerk do you have announcements. >> public comment taken on each item when your item come upin