going to go to districts with a city carved up into seven districts. despite public opinion being overwhelmingly against this, or to fight the lawsuit and take on legal uncertainty and financial risk. burbank is fighting its slavery lawsuit and has set aside $1 million for it, but that may not be enough. santa monica has spent $9 million, and after years of litigation, the case is still in the courts or three. find a compromise that both the school board and mr. rafferty can live with. with mr. rafferty being open to a compromise and given the other two bad options, it seems like it might be worth having a discussion with him about it. thank you very much. thank you. john hi. my name is

john palmer. i am a 30 year san francisco resident and voter, and i understand that you guys. have sort of had a gun put to your head in terms of making big changes to how you elect people to the board. and i just think this is a real opportunity to make lemonade from lemons, because the proportional ranked choice voting approach using district, of three free elected people each would be a fantastic way to ensure you have great representation on your board. so it's long been a preferred voting method of mine. and i hope you guys can take advantage of the opportunity. that's been presented to you in an unfortunate way. but i think it's really an opportunity to improve representation. and even if you stick with the seven and do four and three, you could still do proportional representation and get past this

lawsuit. good luck. thank you very much. thank you. eric hi. my name is eric eisner. i'm a usd parent, i'm also speaking on the same item, the agenda, the crt lawsuit, yeah. and like, john just mentioned, i feel a useful compromise that may be on the table is to keep the existing, election set up with four seats and an off cycle, three seats. but just keep it at large, but just switch to a proportional ranked choice voting. this would change very little about how san franciscans experienced the election and change. not that much about how you all have to run in the elections, but it would mean that you only need to get 20% or 25% of the votes in order to get your own seat, so you can still, run and try to solicit voters from different parts of the city, different demographics,

maybe one neighborhood, maybe the same group of people over multiple neighborhoods. and the results be proportional. so we might get, you know, different ideas of how to run the school for different parts of the city, regardless of where the demographics of people live, that's all i have. thank you. thank you. that concludes virtual public comment. thank you. and please note the board will take a roll call, vote on the recommended student expulsions when we reconvene to open session. i now recess this meeting at 506. net forward slash. player question mark. event. equal sign sf usd. dashboard. attendees who wish to provide public comment to the board and would like an asl interpreter, can use the q&a box in the zoom app to type their name or handle and list the item or items on the agenda they would like to comment on. the attendee will need to have a

functioning camera in order to communicate with the interpreter and the board, when it is the attendees opportunity to provide comment. the zoom host will promote the attendee to panelists and enable the attendees video. translation. go ahead please. thank you. as jose is offering interpretation services in spanish and cantonese, if any interpretation, please have the following phone number. after dialing, please introduce the following. his message will be repeated in spanish. in cantonese and this is cisco press services interpretation and si necesita interpretation por por favor mark el siguiente numero telefonico seguido de acceso uno tres uno nueve dos nueve 6864466 cinco nueve nueve

six. nueve siete six seguido de la morale o declarado gracias. interpreter, please. thank you. come on, get going. come on, get . me getting high. yeah. say that, say fat. say samsung. see how she. mama. shut me up. let me go back out. thank you, thank you, thank you. that does conclude translation services. mr.

sorry . i'm still. turn these in. that's fine .

thank you. thank you. thank you, my friend. yeah no. they have. yes. yeah. jensen, i'm with. oh, yeah, for our slides. do you have a clicker, i if you just

say next slide, i can go ahead and thank you, sit closer to you and then have my family. sure yeah. maybe i can just click if i sit next to you. oh, yeah. i can give you the laptop and then you can click. yeah. yeah. no problem. thank you. we're over here. yep. what are these came. these are student advisory, student advisor. all right, i will now i will now reconvene this regular meeting. it is 635. is that going to be budget? it's a budget. yeah. budget. okay e e is non agenda okay. so i will now reconvene this regular meeting at 6:36 p.m. we have a vote on expulsion matters. i move approval of the

stipulated expulsion agreement for one high school student. matter number 2023 2024. number 27 for the remainder of the current spring 2024 semester and the following fall 2024 semester through december 21st, 2024. during expulsion, enforcement in spring 2024, the student will attend the bay view care program . can i get second? yeah. roll call. mr. steele. mr. bogus? yes. mr. fisher? yes, mr. lamb? yes, commissioner. sanchez yes. commissioner award. yes. vice president. alexander. yes. president. motamedi. yes summarize. thank you. i move approval of the stipulated expulsion agreement for one middle school student. matter number 2023 2024. number 28, for one calendar year from the date of approval of the expulsion

commencing the day immediately following the expulsion order. during expulsion enforcement in spring 2024, student will attend civic center. can i have a second? second roll call? mr. steele? commissioner. bogus yes, commissioner. fisher yes, commissioner. lamb yes. commissioner. sanchez. yes commissioner. wiseman. ward. yes. vice president. alexander yes. president. motamedi. yes. seven eyes, i move approval of the stipulated expulsion agreement for one middle school student. matter number 2023 2024. number 30 for one calendar year from the date of approval of the expulsion, commencing the day immediately following the expulsion order. can i have a second, second roll call? mr. steele? commissioner. bogus yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez. yes, commissioner. wiseman. ward. yes. vice president. alexander. yes president. motamedi. yes. seven eyes, i move approval of

the stipulated expulsion agreement for one high school student. matter number 2023 2024. number 31 for the remainder of the spring current, the spring 20, the current spring 2024 semester and the following fall 2024 semester through december 21st, 2024. during expulsion enforcement in spring 2024, student will attend civic center. can i have a second second roll call, mr. steele? commissioner bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes. commissioner. sanchez. yes commissioner. wiseman. ward. yes. vice president. alexander. yes. president. muhammadu yes. seven. yes. item number two, in the matters of two matters of anticipated litigation, the board, by a vote of seven ayes, gives direction to the general counsel .

okay. moving into section d, i will now begin with the land acknowledgment. we, the san francisco board of education, acknowledged that we are on the unceded ancestral homeland of the ramaytush ohlone. 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, nor lost nor forgotten the responsibility as the caretakers of this place, as well as for all peoples who reside in their traditional territory. as guests, we recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors, elders, and relatives of the ramaytush community and by affirming their sovereign rights

as first peoples. at this time, i'd like to ask for the approval of board minutes for the regular meeting of january 9th, 2020. for special and special meeting workshop of january 23rd, 2024 and special meeting january 31st, 2024. i'll move approval of the minutes a second second. any corrections? okay. seeing none. roll call, mr. steele, student delegate to hear it's up or down. vote on the minutes. yes, yes. thank you, commissioner fisher. yes, commissioner lamb. yes, commissioner. sanchez. yes, commissioner. wiseman ward. yes, vice president. alexander yes. president. motamedi yes. seven eyes. thank you. you skipped commissioner. bogus. my apologies. thank you.

moving on to. oh wait, i almost forgot the superintendents. report thank you. and i appreciate the opportunity to share some highlights of what's happening around the district, as well as important information, and, and let's see if you. yes, if you want to go to the next slide. so, this sunday, i got to see, the addams family values musical at ruth asawa school of the arts. it was a wonderful way to spend my sunday afternoon at the musical. i got to meet one of the stars, morticia, you see, in the upper right. and actually, they have, you know, different leads each night. and so lennon simpson, our other, student delegate is morticia. on the other night. so, she's been busy with the

addams family values musical. what i really appreciated about attending and seeing how they do it. there's the students who perform, but it's really a school wide effort where students in various disciplines get to put into practice their craft. so you see here, students who are actually at the helm of the sound board, they were in charge of sound on the other side of them. the students did the lighting. you see, i'm with the principal when appreciate her leadership, miss kim, and then the director of the choir and the orchestra, the students, the music is by students playing the orchestra in real time, and then the sets that you see there are designed by the students and built by the students. so it's really, you know, a student led production where they get to put into practice all of that. they're learning about studying the arts. and so, encourage there's, the next group of performances are this weekend. so if you haven't had a chance to see it, i encourage you to go

out. it's again, a great way to spend a friday or saturday night or sunday afternoon, also got to go to, career read-aloud day at guadalupe elementary school and so appreciate that to read aloud day but also got to talk about what it, what my role entails as a superintendent and learn from the students about how we could better support their school, and then also last week was, school social work week. and i want to take the opportunity to express my gratitude for our school social workers and wellness coordinators who are essential to completing to essential parts of our school communities. and they promote family, partnership, respect and uplift culture. yeah, they can get a big round of applause and listen with their ears and their hearts and foster safe and supportive school environments and really welcoming environments. i like to do, drop in visits to schools and many times i'm welcomed by

the school social worker and get to see how they're interacting with the students and the staff. so thank you to our school social workers, our wellness coordinators, and you can thank them by sending them a note. our promote our share appreciation signs, then also last week i really a week and a half ago we had our school site, summit, where all school site councils come together to start their process of the budget planning. and we shared about our efforts to work on our resource alignment initiative. and so i want to take a moment to just share again about this critical work to align our resources with the strategies that will help us accomplish our student outcome goals. and so we call that our resource alignment initiative. and it starts with our unwavering commitment to create strong, supportive learning environments for each and every student in each and every school , each and every day. and this process, though, will require us to make some tough decisions. but we're ultimately working towards having schools that are fully staffed provide holistic student supports, allow more time for teacher collaboration,

and offer inspiring programs and predictable resources. and so we as we look to the future. while i'm saying we're having tough conversations, this is really an opportunity to think about our next chapter in our evolution as a district. so i know there's a lot of questions. i think we're going to hear comments tonight and want to encourage you to go to our website to learn more and to get involved, and most importantly, to come out to our community wide conversations. we'll have our first virtual town hall on march 28th, and then after that, we'll have meetings throughout the city. so really hope to see you there, looking forward. just want to let everybody know that the, superintendent's scholarship awards the application is by friday. so seniors, if you're listening and megan, get the word out to seniors to apply for that. last year we had six recipients who we got to celebrate, and the warriors foundation also gave each of them and since it's a

superintendent's award, i was fortunate to get a personalized warriors jersey. and so it was a fun night celebrating our student successes, also this month, actually, next week we have, we are sending out our school assignment letter. so we know families are waiting for that. so look for that, in the mail. and we're excited to welcome new families to the san francisco unified school district. and then just as we get into april, when i remind everybody that cesar chavez day is observed by san francisco unified. and so we're close in observance of that day. and school district offices will remain open. and i look forward to seeing i know there will be many lessons in our schools about the importance of cesar chavez's leadership, in this state and in this nation. so that concludes my report. thank you very much. thank you. and now i turn it over to student delegate or student delegate for her report. i'm happy to share

that the student advisory council to the san francisco unified school district is currently planning our youth summit, which is something that occurs annually. and this year it will happen on friday, april 5th, at fort mason center from 10 a.m. to 3:30 p.m. and at this event, we will have social justice and leadership themed workshops. student performances, guest speakers, a resource fair, and a fun field trip, we're going to have students from every single school in the school district attend, and transportation will be provided. and additionally to that, the student delegate nomination form is going to be live soon, and all of the updates will be put on sfusd sac on instagram. so if you're interested in being a student voice to the governance board, definitely check that out. thank you. thank you. student delegate to, i did forget we i made mention of it at the beginning of the meeting before we went to closed session, but i wanted to also make sure that all are aware

that child care is being provided from 6 to 9 for children's age to three, and child care is just across the hall and the enrollment center for here on the first floor. for anyone who needs, child care. okay, so moving on to public comment at this time, if you have not already done so, please submit your speaker cards for public comment at at the previous at the previous business meeting. actually, can i just ask? it's a little bit okay, getting a little distracted. okay, okay. i'm sorry. that's okay. apologies all good. yes. for public comment. yes. if you have not already done so, please submit your speaker cards for public comment. at the previous business meeting, i made an announcement regarding our public protocols and timing tonight. tonight i'm reminding everyone of the updates. thanks to all of you who are here for the business meeting. we intend to conduct our meetings effectively and in view of the public, which means they should

be held at reasonable and predictable hours in order to do so, we will begin the board business no later than 8 p.m. meeting. the board will begin its discussion and decision making process on agenda items. in addition, our child care ends at 9 p.m. and student delegates are only able to join us until 9 p.m. as a reminder, a draft agendas are for regularly scheduled meetings, and items are now published on our website. 12 days prior to the meeting date, and our final agenda is posted 72 hours in in advance. this enables you to have more time to review and provide feedback prior to our board meetings. and please note that the board accepts written public comments via email to board office@sfusd.edu. i'm sorry, this is interpreter. oh slow please slow down. yes i will slow down. sorry sorry okay. the board and district leadership emails are also posted on the sfusd website. we also began publishing a commissioner question and answers document over a year

ago. those questions and answers are now always posted with our final agenda and tonight can be viewed as item d three. and tonight and going forward, we are prioritizing comments on agenda items at the beginning of our meetings. after that, i will call for in-person non-agenda items unless otherwise noted or announced. all speakers will receive one minute to speak. we have clocks visible to help you. time and pace yourself, and you will hear a beep when the time ends. i ask that you adhere to your time, both out of respect for others time, and to allow for as many speakers to be heard in the time allotted. and if you're speaking, i encourage speakers who are speaking on the same topic to collaborate and combine their comments so the board can hear all viewpoints during the allotted time. feel free to raise your hand if you agree with the speaker. we will see you and understand that you agree at this time. all speaker cards for public comment must be submitted. all right, and i want to appreciate all of you who are

here in this room or and participating by other means and recognize the time you are taking to engage and observe the work of this board and staff. it's also important to remember and recognize that this board does not just represent those in this room or online. we represent many community members that are not able to participate in this venue, but are likewise invested and affected by actions this board takes. so i'll now be reviewing the number of anticipated speakers and will provide a timeline in a minute. okay, we're going to be calling you up by groups of schools to start here. we'll start with dianne feinstein. you can come line up at the podium. when i call your name. you'll have one minute each. katie hunt, lygia barahona, forgive me if i mispronounce your name. judson. could we have students go first? if there's any student speakers, i don't have any particular allotted student. we could do them for each school. some people can't come inside to give their speaker cards saying, well, so we've already. do you

have one? do we have any student speakers? yes, yes, yes. okay, if you're okay, let's just do. so why don't you come up with with schools and have students go first with the schools? can we do that? yes. so students can just line up and go first. yeah. but students like, if students are here to speak, please, step, step forward. yeah. from your school. step forward. okay. so the feinstein students should speak first. if you're a feinstein student and you would like to speak, please speak first. okay? okay. all right. okay. go to the next. yeah. and then who is the. pvm okay. does pvm have any students to speak? okay. sf community. if you are a

student, please come forward to speak at this time. okay. good to go. okay. people are on line. first of all, i'd like to thank you for letting me speak at this meeting, but i do have a concern about. oh, yeah, about you cutting pay to our student advisor, coach glenn, who's actually sitting over there. i love you. coach glenn has worked at harvey milk for 25

years, and i'm inspired by him daily. i know for a fact that countless students would be devastated if he had to leave. he sets up a volleyball net for my friend's soul and he also refs for me and some other kids. while we're while we play basketball, he teaches ukulele and martial arts to all grades in our school. i emailed the magazine, the week junior to make him coach of the week, and two weeks later i saw his face in the magazine. coach. oh yeah baby. exactly okay, ready? i'm rosie dalton, i'm rosie dalton. i go to i go to harvey milk. i

love coach glenn because i love coach glenn because i like his ukulele skills. i like his ukulele skills. i like when we say peanut butter and he turns into a robot. i like when i say peanut butter, and he turns into a robot. i love him, i love him. please don't take him from our school. please don't take him from our school. that's. my name is denise lacayo. i go to harvey milk and i love coach glenn for teaching me ukulele and. and he

protects us from bullies. and he teaches us karate for exercise. does he check in on you? and he checks in on us. hi. my name is madelyn portillo cabrera. and, so, so, in my opinion, you shouldn't like, take away teachers and put 33% in a classroom because it's there's a small place for us to stay, and we won't get any lunch. we will. for what? to go to the school if we don't have any lunch. and like, there's a teacher that i really love

because he has a sense of humor and his name is perry, and we wouldn't, we wouldn't like for him to leave the school. we would be so devastated and sad because he the sense of humor of him is like, not from the other teachers. he's the only one that has a very cute sense of humor. my name is miya masaoka and i am a ninth grader at galileo. i attended bessie from kindergarten to eighth grade. i'm here to ask that you keep two social worker positions at bessie carmichael fec. when i was in middle school, i had friends who had issues with their mental health. without miss katy, our social worker, my friends wouldn't even be alive today. i can't imagine what would have happened if miss katy had to travel back and forth

between the elementary and the middle school with students who need her help at both places at the same time. i understand every school needs a social worker, but taking away resources from one school and giving it to another is not the way to do it again, please keep to social worker positions at bessie carmichael fec. maraming salamat po and thank you for your time. my name is. my name is gerard balingasa. i attended bessie carmichael fec from kindergarten to eighth grade. i am here to say that bessie is two campuses that are three blocks away from each other. having one social worker for both campuses is impossible. thank you. my name is ashley mejia. i'm a ninth grader at galileo. i have been attending bessie from eighth grade. please keep two social worker positions at bessie carmichael. miss katie, our social worker at the middle school campus, has been working at bessie for many years

now and i've seen how much she has helped our middle school. there was times i'd be having a really bad day and miss katie was always there to help me out with my problems and i feel that if she were to have to be at both campuses, she wouldn't have. she wouldn't be able to help the students with their problems. so again, please keep two social workers at bessie carmichael. so all kids can have someone to talk to. thank you. sorry hello. my name is hugo, and i am a former student of coach glenn, a student advisor at harvey milk. civil rights academy. he's sitting right over there. and my past experience, he gave me a sense of belonging into the community when i struggled with it and taught me important things in life, which goes beyond the educational teachings. i believe that he will continue to play a pivotal role in guiding many kids with his teachings, and that his

position is very necessary. hi, my name is devin and i'm a former student of coach glenn at harvey milk. i believe that his position is a very important role in guiding kids through troubling situations and preparing them for any future challenges. having someone like coach glenn, taught me that i don't need to be a perfect student and that if i have trouble in the classroom, i could always go to him and ask him for help because he was always there for me. and so i felt like having somebody that's always there for you in the classroom makes you a way better student. no matter what. my name is paloma. i am a current student at harvey milk, and i would like to speak on behalf of everyone at harvey milk civil rights academy. and i would just like to say that coach glenn is such, such an important person

in our school. he shows everyone that they're important and they mean a lot to our community. our school would not be the same without him. it would fall apart and even though the district is having a hard time, our school, it would fall apart. if we didn't have him. it would not be the same. and he shows. he coach glenn is powerful, strong and he shows everyone around him that they are too. he means a lot to us and it would be absolutely horrible if his position would not be funded anymore. my name is alastair from harvey milk and i just really love coach glenn

for being at our school. i agree with paloma over there and that, if he left, it would be a big fall apart and he's also there to help us out. and kids that are disabled actually will get help from coach glenn. and they also he also plays football with us, there's a couple of kids at school at our school that are with us, and he's there to help us and be the ref to make sure no one's pushing and falling down. i don't want any school sites, budgets for my school because also, i don't like the teachers i have. like they work a lot. they already had enough. we don't want 33 students in my

class, and also some of the teachers get fired. the kids might miss their teacher and be really sad. you want to go back to child care? are there any more students who would care to speak? okay, we're moving to the first school. hold on just one second. i just wanted to say thank you to all the students who took the time to speak this evening. i know you've got dinner at home and maybe some homework you need to do. so we appreciate you coming and speaking to us, i also, i, i saw and appreciated the hand waving as speakers were speaking. i, i do note that and i appreciate that. it's a great way to get an understanding, of where people's where the vibes are in the room, at this point, we do have a lot of speakers and we have a number

of schools that would like to speak to us this evening. and so we're limiting each school to ten speakers. you have a choice of who you want those speakers to be, and at this point we will start calling up the speakers so we can hear from each school. thank you. so, harvey milk or excuse me, dianne feinstein, i have katie hunt. lygia barona, mike neff and jennifer jagger a one minute each. it's tough to follow that comment, but we'll we'll give it a try here. hello. my name is jen yarger. i'm a parent at dianne feinstein elementary school. my sons are in kindergarten and fourth grade, and i'm here tonight to call attention to a critical issue facing our school, which is the absence of stable leadership and adequate support. our school has been operating for nearly the entire year

without a consistent principal. our principal has been out on leave and has been extending numerous times. announced at the last minute, we've cycled through temporary substitute principals in a state of general uncertainty. our. vice principal was new to our school this year and resigned a little over a week ago. we haven't had a fully staffed social worker and lost our school clerk to another position within the district. so collectively all these vacancies together have really exacerbated every issue that's been facing our school at this point in the year. we're still struggling to meet basic needs, such as just properly maintained facilities. the remaining teachers, staff and families have really stepped up to do what we can, but we would urge the district to provide clear and actionable plans for securing qualified administrators. was good evening. my name is lygia barahona and i have a son at

dianne feinstein elementary school. our literacy program is being threatened by the budget cuts. my son worked with miss laura karchmer for three years thanks to her, he is reading at the level that he should be reading and losing her and her ability to coach all of our teachers would be devastating. we cannot do this on the fact that we are also having had enough staff. losing her would be devastating. we've already lost more than 40 families because of the chaos of not having principals, vice principals and a clerk, and we can't we can't afford to lose any more. our community is devastated. they're freaking out because you have not put in the proper staff members to support our teachers and our children. thank you. hello, my name is

michael neff. i am a parent of a tk and a third grader at dianne feinstein elementary school, our school has been plagued by lack of leadership. i know that you've already heard some of that, but we have had struggle being supported by the district in hiring positions, like a social worker and a nurse for more than, you know, this year. and i know that that's a district wide problem. but we have a soar program and we have a tk program at the school. the school has more, more needs than your average school. the lack of leadership in, in our current state is terrible. it is leading parents to act in staff positions. it is leading to asking our teachers to do all kinds of things that we shouldn't be asking them to do. the sorts of things that are going to lead to teacher burnout, communities and teachers, excuse me, community members and teachers leaving. we had 21 families leave over

holiday break to go to other schools. this is this is ridiculous. you need to help us. hi, my name is catherine hunt. i have a kindergartner and a second grader at dianne feinstein elementary school. there are basic security needs that are not being met to the school, and it is endangering the lives of children and staff. one thing i am going to ask of you right now is that we get someone, i don't care who it is, but someone at our front desk so they can oversee the school and oversee who is coming in and out of it. safety should be your number one concern. this is a large urban district. i heard about new traditions, people climbing over walls. i've heard about intruders at other schools. i've heard about pa systems not working. i'm not going to let that happen anymore. okay, so safety, you need to come to dianne feinstein and review some of the safety stuff going on. thank you. okay.

calling the next group bvm police. casey. nick chandler. aaron. maps or maps? maria nunez bridget dreyer, ava. castillo emily. villaluna. perry lee, sinead. ingrid. moran and brandon sullivan. make sure to say that. make sure. buenas tardes. my name is maria nunez. tengo dos escuela buena vista horace mann, un segundo e un

quinto grado. estoy aqui para apoyar a su decisiones. de verdad es muy bueno. eso es una y otra vez como ven ninos. padres todo mundo. estamos aqui porque no vemos buenas decisiones de su parte. no sé qué les pensar 23 estudiantes. es también en un salon. me va a traducir. okay. bueno esté en cuenta las palabras de las personas y no solamente la centra por un oviedo y la sal por el otro aqui estamos cansados de sus malas decisiones. esto no esta bien. ojala su lugar para realmente trabajar para los estudiantes. gracias my name is jose nunez

and i have two children, champ. and so we're here once again, for you to appeal your decision making. as you can see here, there's so many kids and parents , telling you about all the bad decisions you make, it's. i can't believe that you are trying to round up a classroom with 33 children in them, do you have to take action? and you have to think of our students. we are tired of coming here and telling you all the bad decisions you make and all the mistakes you make. please do something. thank you. and i hope that everything that we say here doesn't come through this. i'm translating later. aqui no pasa para la traduction. it doesn't come through this year. and except the other ones that you really do care for what they're

saying. who's gonna. hello. good night, my name is eva castillo, and i have two children at buena vista. horace mann. one is an eighth grade and the other one is in fifth grade, i'm coming tonight, to talk, for my kids and all the kids that are in the district, and i want to please, tell you guys that, you guys are working here because of us. we have our children in this school, and this is the job that you guys need to do it. and i just want to say that. put it in the position that teachers are. and if you guys go to the one, class with three, three kids, can you believe that that teacher is going to be able to teach the three three kids? and you guys, if you are parents, you have maybe at most four kids. and if you are there all day, every day, do you think how you going to feel and stay with

all kids and or teacher going to be like in buena vista, like six hours each day? how are they going to handle all that? and it's not just they're going to take care of them. is they going to teach each lessons? okay thank you. hola. buenas noches. my name is ingrid moran. tengo dos hijos bueno. un hijo en la buena vista in quinto grado. esperando me hijo de cinco anos esté en el kinder. este ano viene los temas son competitivos a veces este no se hacen creer perdon. pero como tuviéramos nosotros el poder de cambiar su decisiones y hay muchas dudas. una de ellas es terrible escuchar como madre de the me hijo de de cinco anos a las mamas decir. qué distrito escolar les llamando para decirle. sabes qué tienes buscar a la escuela. tal e tal. porque

la buena vista no es uno para ninos. por primera vez a kinder duele. porque mijo tiene cinco anos de la buena vista de entro a kinder y me encantaria terminara el octavo grado ahi y qué me otro hijo. también tenga ese experiencia. pero aparte de eso a los maestros 23 alumnos la vez pasado y se lo repetir ahora ustedes de verdad pongan ser un un maestro para 23 alumnos creen va a dar de verdad todo el aprendizaje. qué se nino necesita toda la informacion necesita ese nino nc disculpen. pero lo voy a decir algo y siempre lo hemos dicho los ninos son el futuro del mundo. pero los maestros son los ninos para una poca cosa o si los maestros de la escuela de tener por dos

alumnos, por lo menos dos maestros y este pagando bien porque esta. that's your time okay. that's your time. porque la estan dando lo over your time. thank you. translation thank you, well my name is ingrid moran, and i have a fifth grader attending pvm. and next year, i want my five year old will attend kindergarten, so, so something that has been happening is that you guys are repeating the same things, and, it's hard. and we do have doubts about your words and about what you say. it is terrible that actually the district is calling parents now and telling them that they cannot, enroll their kids at bhm because vivian is not an option, and, and they need to look for a different school, i don't understand why bhm is not an option. i would

like my fifth grader to finish, the eighth grade at bhm. and also i would like my kindergartner or my kindergartner to be to also be part of bhm and be there. and also, how do you expect 33 kids to be with the same teacher is not possible. everybody needs to learn and in my opinion, i'm sorry if i'm being too harsh, but i think every, classroom should have two teachers and the teacher should be paid fairly because it is very low what they are being paid. the teacher should be paid whatever they deserve. thank you. okay, okay.

hola. buenas noches. a soy mama de un nino de quinto grado de buena vista y la verdad. cuando esas noticias a me nino se pone muy triste. el ano pasado tuvimos una junta con el superintendent, porque nos dieron la noticia q quieren cerrar la escuela y hasta la fecha. todavia estamos con el pendiente. no sé qué va a pasar. si lo van a arreglar o lo van a mantener a me nino. por ejemplo, esta en quinto grado yo tengo empezar a ver si él se va a quedar ahi o voy a buscar una escuela. y ahora la noticia de qué quieren hacer recortes personal y para me para me nino el dia le gusta especiales los dias q el va a guitarra va a mariachis. yo la cuesta concentrarse mucho con dos ninos. él se frustra a veces a llega gerando porque dicen no puede hacer me tarea y cuando estar en la casa solo somos cuatro. entonces dice el mirar puedo hacer me tarea facil. ahora comparacion q quieren poner mas de 33 ninos me imagino

si me nino la cuesta hay mas ninos q son igual al mismo. entonces como quisiera yo saber si podrian por favor arreglar esto tener respuestas. gracias translation. hello i'm a, i'm a fifth grade students mom. and so it's very, it's very hard for me when i give my son, news because he gets sad. well, but the bad news, so last year, we actually had a meeting with the superintendent about the, the school closure. and so, we don't know exactly if what is happening with that, if they're going to actually close or not, and i know that this year it's been also harsh because you're cutting, positions in schools, so he likes, all the special classes, so i would like to play in guitar or to do other kind of activities. the fact that you

are getting 33 students in one classroom makes it really hard. my son cried because he said that he doesn't actually have the space to do his homework. it is terrible that you have to three kids in every classroom, and i just want to know, what are you going to do to fix this? or what? the solution? thank you . any more speakers for bvb? oh yeah, i have, i have, i have 12 cards. all right. eight cards for bvb. so if you didn't turn in a speaker card, you shouldn't be speaking. go ahead. thank you. good evening. my name is perry sinyard. i'm a fourth grade teacher here at buena vista. horace mann. and unfortunately, i'm not here to convince you of the merits of smaller class sizes. i'm not here to convince you that right sizing our district is inherently inequitable, nor am i here to admonish the effects of applying an industrial approach

to our inherently human centered work. according to the district's own vision, values and goals and guardrails, guardrail one states. quote, the superintendent will not make major decisions without utilizing a process that includes meaningful collaboration with the parents, guardians, students, and staff who will be impacted by those decisions at the inception. adoption and review meaningful consultation at buena vista has meant mixed messaging, poorly planned meetings, and a lack of appropriate translation. if you truly wish to cut our budget so severely, please review your own guidelines and genuinely include our communities early and often. i brought 30 letters from fourth and fifth grade students from pvm. i'll leave you with the fifth graders. insightful comments. having 22 to 24 students in one classroom is already enough. i'd like to see you show up and teach for eight hours with 33 students. thank you. excuse me. what was your name? yeah can you please state your name when you're coming to the podium? hi. my name is erin

mapes, middle school art teacher at cvm. and i'm here to protest the inequitable and unjust cuts at our school and other cuts. the district claims to be student centered and driven by social justice. and yet these cuts disproportionately harm under-resourced and marginalized communities. your budget directly contradicts your purported values. the district claims to prioritize strategy and policies that advance student outcomes. and yet you rely on deeply flawed and inaccurate data that does not reflect the reality in k-8 schools, but actually does have data accurate data to prove that our model is working, the district claims to be dedicated to a transparent decision making process, and yet not once did you engage with our community before issuing cuts that fundamentally alter our school programing in clear violation of your own guardrails. therefore your because you failed to engage with our community and understand how our model works, we demand that the board maintain current levels of

funding at bhm and the southeast k-8. thank you. woo woo! am i good? can i go for sure? hello doctor wayne and the board of education. my name is brandon sullivan and i teach at buena vista, horace mann as a social studies english teacher. and it's my first year. i wanted to start off by saying that in the six months i've worked here, i have yet to be paid on time. and with all of that being said, all that i ask you is do not dismantle our community school. i ask that you amend this budget. also, if you don't, i ask that you come in and tell my students why their education is worth less to you. moreover mr. wayne, before i taught, i was, a campaign worker for progressive campaigns in the city. and when

people asked me about the new superintendent, i told them, i don't know enough, but i think he's going to do what's right. i now know enough. you have yet to do what's right, so please do. thank you. please so my understanding, my understanding is we have two additional students who wish to speak. so i would ask that the two very shy. so let's be very kind to them. of course. okay. it's okay if it's a lot. okay. how about we're going to have them go for a second. they feel like there's a lot of pressure. all right okay. and is this the. so i believe this is the final speaker for bhm based on the cards we've had. yes okay. my name is nick chandler. i'm a social worker at buena vista. horace mann. this is what happens when you don't engage. and it was a mistake. and in education mistakes happen and they're learning moments. and when our students make mistakes we ask them to reflect and repair. so i'm going to ask you

all board to reflect on the fact that your budget did not include meaningful engagement. and it does harm to our most vulnerable students. i'm going to ask you to repair that by making a commitment to maintaining current staffing for the 2425 school year and engage. we will work with you. we will find a way to balance the needs of our community that have been released, clearly spoken here, and the needs that you all face like this is not us. don't cut anything. it's a let's do it together. don't do it to us. you said you wouldn't. this is your opportunity and your mechanism for quality control. use it because the folks in here at the front of the room get to decide how to allocate the funds. but the folks here in the back of the room get to decide who sits where. you sit. so at this time. mr. steele, at this time, are we bringing the children? are speaking so. 30 more okay at this, at this time, i think

we'll move forward with harvey milk. speaker if the students are not ready, we have heard from we need to hear from other schools that have been waiting as. okay. yeah. no, they're they need to hear from other schools. you're done hearing from buena vista. correct. as i as i stated at the beginning, we really we're okay. so there are multiple letters from the kids in our community to all of you, i hope you take time to read them. thank you. thank you very much. thank you. no, no. i also just want to mention you have no closed captioning. so this meeting is not accessible. so okay. hard of hearing people can't stop. no no okay. thank you. all right. if we keep can we please have order in the room. so other schools may have a chance to come forward and speak? it is now, harvey milk's

turn to speak about their experience. we have, as we told you at the beginning, we are limited to ten speakers per school. so please adhere to that. we have. the requirement is that we have cards before you speak, so please adhere to that. ten people from harvey milk, please. judson, i'll start the timer. now. you can please line up first. speaker begin. yes. so i'm putting a timer for ten minutes on. there were 12 cards turned in, so if you'd just, like, shave, like a slight amount of time off, everybody can speak. okay. thank you. all right, let's go. on. okay can you hear it? okay. sorry about that. all right, so, harvey milk, i have a fifth grader, and i have a third

grader there, i am born and raised in the city, from here, yeah, but, most importantly, the things that coach glenn has done for our school is just absolutely amazing. and the fact that he effortless put out his heart for these children. and no matter what they're going through, and i've seen other children that are not even my children that just go to him and just want a hug or just to talk to him and need his advice. and he's amazing. and i just honestly wish that as i grew up here, wish i had something like that when i was at daniel webster, when i was going through potrero hill middle school, when i was at issa. i'm so sorry, but that is your time. it's the buzzer is not working. apologies yeah. can you all see? okay hello. my name is mariah

and i have a third grader at harvey milk. i'm here to urge you to reconsider eliminating the student advisor. position coach glenn is more than simply an educator. valued sports coach , and music teacher for the last 25 years. he's a motivational coach working with our most marginalized youth. he partners with our social worker to identify the kids with the highest level of needs, with a particular focus on students that exhibit behavioral challenges. he works closely with those children to root out the base behaviors, builds their self-confidence, and teaches them that they're deserving self respect. he teaches tools to self-regulate, de-escalate, and creates a safer learning environment for all of our children. while coach glenn is an exceptional individual, i suspect harvey milk is not the exception. i suspect coach glenn's are all over the city in this student advisor position, whose roles are being cut. large schools and those with title one funding can absorb these costs. a school of our size and others like it don't have the level of

resources to fund this position, and it becomes an issue of equity across the district. we reducing this position makes our schools less safe, less inclusive, less able to receive to service the most marginalized in our community. and it goes against the values this board has set to uphold. i urge you to reconsider this budget cut, as it would create a dramatic, drastic change to our schools, culture, safety, and sense of community. thank you. thank you dustin. can you restart the clock so people can follow? so hi my name is jen. i'm the parent of a second grader. sorry. can you hold on for one moment please? i believe we have seven speakers left, so if we could restart the clock so we can for each speaker so that everyone gets their equal time seven minutes, one minute, seven speakers can i go on? i'm jen, i'm a parent of a second grader. and i'm not going to say anything else about coach glenn because he's amazing and everyone has already said that. but we are slated next year to be a school that goes down to one classroom per grade, and our

second graders have already done that this year. so we've almost had a pilot year of what that's going to be like, and it is a classroom of a lot of need. and when you only have one classroom with a lot of need, there's no opportunity to trade students with other teachers of that same grade. these roles, as you do that with, merging the schools down to one which i know is necessary. i know we're all working hard. this is an impossible situation. the roles like coach glenn and the other, social worker roles are vital as you make these changes for that situation, we have to have support staff that aren't the teachers to be with these students that are in these one classroom schools. we have to it's been very, very, very tough for our second graders this year to be in one room and that's it. thank you. hi, my name is lydia. i have a third grader and a kindergartner at harvey milk, we had, i think, over 100 letters

written by our students on behalf of our incredible student advisor, coach glenn. so i just wanted to read 1 or 2 quickly. dear board of education, please continue to pray for our student advisor, coach glenn. he is the glue that holds this school together. he is loving, kind, helpful, encouraging, inspiring and essential. coach has helped me get through some of the hardest times of my life. when my grandmother died, he helped me deal with my grief coach. excuse me, coach glenn has been at this school longer than anyone else and it would be horrible if we were to see him go. i have no doubt in my mind that he cares about this school, and would be as sad to leave as i would be to see him go, so please keep him at this school and keep the other student advisors for he is the heart and soul of this school. and i don't know what we would do without him. thank you. hello, my name

is kim burton lawrence, and i'm a fourth and fifth grade teacher at harvey milk civil rights academy. and i want to speak on behalf. thank you. of not cutting our, elementary and student advisors. so, coach friend is a dear friend of mine. and that happened because of all of the things you've heard about him. i can't imagine doing my job without him. i would not want to do my job without him. besides, all of the things that you've heard, he does for students and families, he also is an absolutely vital, person, confidant, partner, collaborator and so many other things for us staff members, adult staff members as well. and also we count on him to help us support the students. so he truly, really and truly is the heart and soul of our school. and if you take him away, you are

taking the heart and soul of our school away. and that is 100% for real. oh, i had student letters, but i'll add them to the pile. thank you. hello, my name is miles locker. i am the parent of a kindergarten student at harvey milk. i'm also an attorney for the state labor commissioner. so in that capacity. and you should figure out a way to pay your teachers on time. but leaving that aside for a moment, i have a great deal of sympathy for all of you, because i know you're in this position because of your dedication and commitment to public education. and i also have a great deal of sympathy for you, because i understand how difficult it is for any public agency to operate under conditions of limited budgets and incredible challenges is i'm not going to repeat all the

things about coach glenn. there's no way i could match the eloquence of the students that already said everything. all i can say is it is true. he is the heart and soul of harvey milk. leaving that aside for a minute, i implore you, put aside the cuts for one year. have an opportunity during the next year to engage meaningfully with the community to figure out how to how to function more effectively. thank you. and then if any schools are going to be shut down, use the funds selling those properties to keep staffing. thank you. where they are. thank you. turn the mic. hello i'm the parent of a kindergartner at harvey milk. though i'm new to the school district, i'm not new to the city coming for funding, valuable resources that benefit our children and families. i'm here to oppose the cuts to funding for student advisors. cutting coach glenn from our school would greatly impact the

daily functioning of the school and care for our children. he's not only the glue holding the school together, he's a pillar in our community and has been for literally generations. i'm here to demand you reconsider cutting funds for student advisors and start to think about cutting salaries in the leadership, starting with this board, i'm asking you to continue to invest in our children and our future, which is really what it's supposed to be all about. coach glenn is 100% for our children. thank you . do i need to touch that? no jennifer fonseca, my daughter, is a kindergartner at harvey milk, i could say whatever about your guys's budgets, about what you guys need to do. i'm coming. as a person who had the privilege to have coach glenn in her life, my brothers have had him. my nephew, and now my daughter. my brothers are in their 40s, almost 50. i'm 38. my

nephew is 25. my daughter is five. our core memories are coach glenn, the way we act is because of coach glenn. so if you want good behaving people in this community, you will protect his job. thank you. my name is rihanna martinez. my daughter is paloma. she's a fifth grader at harvey milk. she spoke courageously earlier tonight, and i'm here speaking on behalf of our student advisor, coach glenn, as well. he has been the most invested educator in my daughter's future in her entire journey at harvey milk, he has been the one educator who has shown up to all of her extracurricular activities, who has written letters of recommendation for her to support extracurricular pursuits . and he has been the really the strongest advocate of her future, and has really shaped her into who she is today and

given her the courage to come here and speak tonight. and i just wanted to finish with one final letter from another student. please continue to pay for our student advisor, coach glenn. he is so important to us. he has been inspiring and helpful. it would make me cry if he wouldn't be here anymore. he has worked with us for 25 years and has helped so many students in the past. and if i asked all of the students he has worked with, they will say he is encouraging, funny, kind and motivating. please continue to pay for him. thank you. okay, i'm calling the next school. the next school will be bessie carmichael again as president. excuse me. let me finish. please hold on, hold on, hold on. please. as president muhammadi mentioned, you have ten minutes. i'm going to call five speakers at a time. the five speakers, please come line up. you have one minute each. marathi ramelow. and forgive me if i'm mispronouncing names. carolinas kate chalum charm. cancellation

shari sarenas, maria tuazon, miya masaoka, gerard. those are students that already went. i thought we were able to use the ten minutes someday. how many of how many of these students? they're not. they're not. how many students are they? what ashley girard. yeah. maria yeah. my gerard okay, so i in addition to the names, i've already called. okay. that's the first five. so there should be five adults here. ready to speak. hi. my name is charity ramelow. i've been in the soma community for

22 years. we need two social workers at bessie carmichael filipino education center. social workers like kate at our elementary school are so integral to the mental health and well-being of our students and families. she's helped tk to eight students, especially our students with high trauma and attempted self-harm and suicide. please, please keep two social workers at bessie carmichael. the development needs of middle school and elementary school are different, and there are those that have finally benefited after the of her years there and have improved because of her. please find the money to help our students and family. put the money direct into direct services for our students. we need to sustain the systems set in place by social workers. thank you very much. with a new staffing model, our school community is at risk of losing one of our two social workers. it would be a disservice to disrupt the connection our current social workers have

already built with our students and community for over six years, our students have gone through enough change and turmoil in the recent years. with the pandemic and teachers leaving due to burnout, and this is outside of the personal and systemic struggles they already go through every day outside of school. as an after school teacher, i've seen the significant impact abrupt changes can have on students, especially surrounding losing people they trust at the school. our social workers are treasured parts of our school community, and pulling one of them out would cause heartbreak to our students who need their support the most. please don't take away our social peace. please don't take away our a social worker from us. and please don't take away more from our students. i'm here to ask the board to really listen to our needs. we've advocated for three social workers in the past because that's how much our support, our school needs, to leave us with just one social worker would be negligent of our school communities needs and hurtful to our students. thank you. hi, i'm

kate. i've. i've had the honor of serving as one of the two social workers at bessie for the past six years, being close to the family shelters in the east bay. we have a number of families experiencing or just getting out of homelessness. many of our families face food insecurity in a large number of our students have had multiple losses and traumas. students from pre-k through eighth experienced a myriad of mental health concerns, such as depression and suicidal ideations. not to mention, we have a long wait list of students waiting for mental health services, as there's a citywide lack of therapists. having two social workers at bessie is vital to supporting our families. before katie and i got to bessie, it was a revolving door of solo solo social workers, none lasting more than a couple of years. earlier this year, i was a sole social worker as katie was on leave it is not practical or sustainable to have one social worker at bessie. please provide resources where they are needed, and bessie most certainly needs them. thanks hello. good evening everyone. thank you for being

here, being present for our families and our community. thank you. so my name is charm consolacion. i've been working over 15 years at bessie carmichael filipino education center, and i'm proud to be in that school because we are one of the only schools that have the inn located at the filipino filipino cultural heritage district. and we want to acknowledge that funding is really a big issue right now in our city. but we are a rich city compared to most countries, so i feel like we can find this funding and with our partnership with one another, we could work together to get that funding to ensure that all of our schools are, you know, provide the necessary things that we need to make everything equitable. i mean, that is what one of your essence or guardrails or whatnot, unless you don't believe in those things which is i highly doubt. so let's try to keep equity in place and keep

our funds to our schools that that highly needed the most. thank you. good evening everyone. i'm shari sarenas. i am the program coordinator of fsi program based at bessie carmichael filipino education center. our school is split into two campuses and we only have two social workers, which is already not enough to meet the needs of our student demographics who experience a lot of trauma, abuse, violence, and homelessness. year after year. safety remains the top concern for our whole school community and our school social worker directly address the safety concerns we cannot risk the safety and wellness of our students due to budget cuts or the new staffing model. we cannot lose one of our social workers. we are asking the school board to maintain or add needed staffing that k to eight school communities need. please

listen to us. we need equity, not equality. we need more, not less. thank you, thank you. i'm calling. calling the next five and final names for bessie. theresa douglas. forgive me if i'm mispronouncing, zachary friel, ashley mejia, ashley. okay. jody shuffles and charlie. you can go ahead. hello, my name is theresa douglas. i actually work for a south of market community action network, but i'm a former parent of the bessie carmichael filipino education center. and, you know, for almost a 30 year timeline of struggle, experiencing struggle with the school district. and it's sometimes i say to myself again, again and again. so, you

know what? we worked hard in order to become a pre-k eight school. please do not set us up to fail, okay? don't set us up. and now and i understand you know, that there's a there's a budget. but please don't just sit there. look for the budget. okay? and then we have, you know, we work so hard, all these communities have worked so hard. in early 2000, in the early 2000, during aquaman's time, money for allocated for the bessie fsi was embezzled by one of your staff. you know, one of your employee. we want that money back. okay, so thank you. thank you. all right. good evening. my name is zachary friel. i'm a d5 resident, and i also work at the south of market

community action network as a usd claims to maintain a commitment to equity. and i can tell you right now that eliminating one of the two social worker positions at bessie carmichael, a two campus school, is inherently inequitable. our community is tired of the school district treating us for nearly three decades like we are expendable and disposable. well, as you've heard from all of the schools here, our needs are important and they should be valued as such. listen to our community when we tell you that we need, at minimum, two social workers at bessie carmichael. thank you. hi. good evening, i'm jody shuffles. i'm the sixth grade math and science teacher at bessie carmichael and as our students and community members have already spoken to very articulately, we certainly need to social workers for a two campus school site. i also want to point out that these abrupt staffing changes caused by the rollout of the new staffing

model are at the root of most of the comments that we've heard tonight from not just bessie, but all of these schools we are clearly not the only school impacted by this. and we reject staffing cuts that seem to have been made in violation of guardrail one. trust us that losing a social worker at bessie would be a palpable and devastating impact. to put it in the words of a seventh grade student that i spoke to today, this school would not survive without miss katie, and i don't think that's an exaggeration. and i would also add, nor without miss kate. our ask is to maintain staffing for the 2425 school year at all of these school sites, not bessie, but bhm, sfc harvey milk. thank you. thank you. hi. good evening. my name is charlie santos and i'm a member of malaya movement san francisco. we are here to give our full support for the bessie

carmichael filipino community and demanding that s.f. unified school district not make changes to bessie carmichael staffing without consulting the very community that this school serves as. we are a grassroots organization advocating for democracy and human rights of filipinos, we know that for filipino immigrant families, the services that social workers provide are crucial for our students, especially those who are long standing and loved. members of the bessie filipino community. it is outrageous that this community has to keep returning to ask you for all what is basically the bare minimum for basic services for students. we demand that the s.f, usd stop proposing cuts to these essential roles and actually consult the bessie filipino community before making changes. thank you. moving on to the next school, i'm calling sf community. i will call the first

five speakers you can come stand at. the podium will have one minute each. our speakers like funny cards in there. sure, you can pick ten speakers. yes, you have one minute to do it. yes yeah. you can pick your ten speakers and then light them. all okay. how are you? oh come on. all right. yes. hi. my name is gina vargas, and i'm the teacher librarian at sf community school. i'm going to start tonight by reading the district's guardrail. number one, the superintendent will not make major decisions without utilizing a process that includes meaningful consultation with the parents, guardians, students and staff who will be impacted by those decisions at the inception. adoption and review. this has not taken place tonight. you can see the massive turnout from the four east side k-8 because we are deeply impacted by this. we're united

to reject these decisions, to cut our programs without consultation. k-8 schools are not small elementary schools, with a middle school tacked on as an afterthought. but that is exactly how you are funding us. how, for example, can the district justify revoking funding for middle school pe? the district has failed to consult with our communities and has not involved us to understand how we function or our needs. it is inadmissible to make these cuts in direct contradiction to the guardrails, and without the involvement of our communities at all. thank you. hello everyone. i'm looking up here and most of you know me, you've worked side by side with me for years and my name is mary lavallée. i have been an elementary advisor, a proud parent since 1986. i want you to

know that i don't know how you could sleep at night. i don't know how you could feel. right. if you cut k-8 schools. you know, sfc is where the school district got all of their best practices. you know that small schools started with san francisco community school. you know that we were written into the budget. we've been written into the contracts with, with united educators. you know, this, you know, where all of your good work has come from. it's based from us. how can you cut the mothership? we are the mothership. thank you. no. come on. before i start, doctor wayne, can i get your eyes up here, please? and everybody else. i know you're distracted and you have busy lives, but this is important. my name is

jen foxworth. i'm a sergeant with the san francisco police department. i get the budget cuts. both of my kids go to sfc. i've worked in five districts in this city. the tenderloin, the ingleside, and now the bayview. primarily i see the violence that happens to our children. everybody said when i became a cop, i wouldn't let my kids go to public school here. my kids go to sfc in the excelsior. i have seen children murdered there. i have been in those homes. i have had to hold those parents. my uncle was a superintendent for decades. my aunt taught elementary school for 45 years. my wife is a public high school teacher who teaches special ed. i know what power this board has. and doctor wayne, when my uncle was a superintendent facing budget cuts, he challenged his district to cut his salary to fund our schools. next speaker please.

next speaker. i don't know if i can follow that. hi. my name is sarah sullivan. i'm a parent of a second and a sixth grader at sfc, and i'm here to talk about what this school means to our family, so sfc has been a place that has nurtured and affirmed my children. my sixth grader is a transgender girl who came out between fourth and fifth grade, and in what felt like a small miracle, she was immediately accepted by her peers and by the staff at sfc. i know that my unique child is safe and loved, and her specific learning needs are respected. and not all children are best served by large schools. my daughter has a 504 plan to support her learning , and i'm able to communicate directly with all of her teachers about her progress and her needs. this school has been a godsend for our family and

honestly, it's part of why we stayed in san francisco instead of moving back to the east bay. our amazing small school deserves adequate funding so that it can continue its 50 years of history of providing dynamic, project based learning to its diverse student population. thank you. hi, i'm amy park, mom of a third and fifth grader at sf community school. i picked sf community because it's a small school by design, and the school tries to loop kindergarten and first grade teachers with their students, creating a strong bond that helped my kids feel safe and comfortable at school. my oldest child is on the spectrum, so making sure that he could feel safe and comfortable at school was a huge consideration when starting kindergarten. and even as he's thriving in fifth grade, i still need to know he feels safe so that he can learn and grow. i've heard my kids tell me about the help mr. abrego our t10 provides at

school, helping in disputes between students coming into classrooms when extra hands are needed. i am a substitute teacher and i've seen the way the t10 position has become an integral part of the way our school functions, providing support to all grade and class levels. i've also seen that our school needs and deserves an assistant principal, sfc provides sfusd families the choice of a small school and to operate at the level our kids deserve. we need the support of an ap. there have been enough cuts to our school. it's time to protect the safety and promote learning through adequate staffing. i'm galen, a spore. my kiddo is in first grade at sfc, draconian cuts have left us relying heavily on outside funding from our pac slash pta. as you may know it, schools should not have to rely on outside funding. our pac budget has almost doubled in the past five years, and that's in part because of the school asking us to fund more things than the site budget covers. and now

you're threatening to cut our t10 and potentially our whole school, we need funding for vital positions and we can't afford we can't fundraise for more positions, we need our t10 security position, a middle school pe teacher and assistant principal. we are the only k-8 in sfusd without an ap. we have kids aged 5 to 14 on our campus. our principal ends up being the first in line of defense. whenever there's a problem, she doesn't have the support staff. she needs. as you heard from miss mary, our school has been an incubator for all kinds of programing japan, math, restorative justice, etc. good evening. my name is me, tuan tran and i'm the mom of a new kindergartner at san francisco community, and i have every intention of sending my other two children to this k through eight school. we feel incredibly lucky to have found a gem like sfc at usf. usd it's one of the

reasons my family and i are choosing to stay in the city and to be part of the public school system. my daughter and her classmates are thriving with expert teachers who teach the abcs, as in autonomy, belonging and community. we love that we have a unique school that is project based and meets the needs of their students. my husband and i routinely share our experiences with other people who have negative perceptions of sfusd, and have successfully gotten them to be more open minded about sfusd versus moving away or sending their kids to private school. but our sfc community is strong and we do a lot with the resources we have. but in order for us to be a thriving school, we need to have the funding and resources that are equitable to what other schools have. that means a t10 security position, core teachers for our middle school, and an assistant principal for our school. i'm very concerned about all the decisions around the budget cuts. sfc is a small school by design and we need a budget that meets our thriving school. thank you. hello, my name is nadia conrad beck. i am a new parent

at s.f, usd and i was welcomed to sf community in december and my son has thrived. he has an iep and it has been so difficult to find a school and actually teachers that support him. sfc has become a second family in these few short months, and it's impossible to think that we cannot stay there and that my daughter won't be able to go there if we continue to cut the k-8 schools. just like the parents before me and the teachers, i want to make sure that you're aware that we need the current staff, that we have, and we actually need more funding. and i know that we can find it. our students and our children here in san francisco need your support. so please dive deep wherever where the money is, find it, because we need a vice principal. we need our safety and support. we cannot survive without it. we need more social workers and i. i just don't want you to forget

the pandemic has made it impossible, possible for mental health to be supported. our schools are the front line. thank you. hi, my name is ida ng . i'm the parent of a first grader at san francisco community school. i had comments written and prepared, but now they're out the door. because what i realize is that we can advocate for individual roles, but holistically with the entire public school community needs and want is stability, safety, and the right to a fair and equitable education that includes school advisors, social workers, vice principals, and t-10 roles, and more. as you can see, look who is present at the meeting. why are the west side schools not present here? there is. there is a huge there is a huge inequity present. and we ask that you correct this without further damaging. i'm going to just please ask that we

treat speakers like you would treat a student who is presenting and we behave as adults, as we would like people to behave in the classroom and allow people to speak and not be interrupted, and allow the board to be able to concentrate and hear what the speakers are saying. please thank you, there is a huge inequity present and we ask that you correct this without further damaging our community. like many that has asked you to consider to delay the budget for one year, please consider as i am one of the few families that left private school for public, so thank you. please do not help increase private school enrollment because you'll continue to see these. thank you. in okay. sorry, sorry. it was interrupted by the shouting thank you, thank you, thank you. and i pause it. when the president spoke. good. good evening. my name is maya piccoli. i'm the parent of a seventh and fourth grader at sf community, and i'm the, excuse me, parent action council president for seven years. it has been painful over the past

few years to experience cut after cut that has left our community with a bare bones staff despite our small school small size as a small school, by your design we deserve adequate staff. we are the only k-8 in sfusd that does not have an assistant principal, though we too have students the full range of ages and broad range of needs in one building to boot. next year's budget is stripping our t10 safety and security position. as you've heard, this rule, this role is crucial to the smooth running of our school. david is our t10. he acts as part of our wilderness team. he knows our kids and families. he de-escalates conflicts, steps in the classroom to support teacher, keeps our campus safe. he is definitely someone that we need on campus, particularly when we're lacking other wellness staff and support. not to mention this position was added to our school a few years ago because family input indicated a need for kids to feel safer at school, and now we're okay taking away that sense of safety. i am not. thank you. thank you. i know we're going to

move to comments on the non-agenda items. i just want to note that this was a comment on agenda item, and i know we are not supposed to respond to public comments, but just want to just want to appreciate people coming out. and later tonight when we talk about the budget, we'll be sharing the process we're going through as we're doing our budget and where there's opportunities to make adjustments. so we will have an opportunity to share about this as we're going through our second interim. and then definitely when hearing the kind of concerns we're hearing, make a note of them so we can follow up with our school communities, but really do want to appreciate this, having people come out and hearing what the concerns are. so we can make sure that we're following up and addressing them. thank you. thank you. we do have two more, on the agenda agenda items, agenda items? yes, it's supriya, ray and frank lara . you can go ahead. you have one minute each. good evening

everyone. my name is supriya ray and i wanted to speak briefly about the budgeting and fiscal situation tonight. i'm a parent of two kids in sf, usd and we share many of the concerns that folks have voiced today. i'm a parent from the west side, and we also have safety concerns and many other concerns. we worked heavily on safety and many issues. can you please speak into for folks? i just want to note that for folks that we also have many concerns. i'm just pointing out that we all have concerns. hold on a second. okay? please, please, no shouting from the crowd. sure so i wanted to speak to budget issues. obviously there's a lot of people who are upset. that's true. across the city. and part of the reason folks are upset is because there hasn't been a lot of communication with schools. it would be much better were there better lines of communication. so people understood things that were going on, why they're happening and had a role in a voice in being able to express their concerns. so everyone doesn't

have to come here to a meeting and bring their kids and be super upset. so our process is not working very well for families to voice their concerns. and, you know, in terms of decisions filtering down and those being explained and provided opportunities for engagement with regard to budgeting, i specifically want to express my concern on that. we do everything we can to make sure that we focus every dollar on student outcomes and student needs. we are facing a serious deficit. we have a fiscal advisor. if we go into bankruptcy, we'll be taken over by the state, and that is not a better solution for any of us. so please keep that first in mind. thank you. hello. hello. evening, everyone. evening, commissioners. evening, president. thank you, families. my name is frank lada. i'm the executive vice president of usf and i want to make sure i. i spoke today on the issue of the k-8 funding, but maybe the funding in general and also

expressing the full solidarity with the different sites, our members, our families, we know that the district right now and the district leadership and the board have been very intentional in trying to shift us to formal processes, and the union has been very clear in its position. and when we step in and when we don't, and i think what we're trying to raise today, as much as we're moving forward on a formal process, we have pointed out that we do have concern in terms of the formulas for k eights. and it's and you have to understand that when you're at a site, you already said what you're planning to do in the future, folks need to give that input now, the board has to also adjust and explain to communities now what those adjustments will be, because next year, when you show up next year and you just say, well, the program wasn't successful, the program wasn't this or wasn't that, it's not fair to a community because that never got changed. and in our document restructure, it right. we pointed out what we feel is a

systemic failure. you cannot provide leadership from above, right? you really have to listen to the families and to the members. that concludes in-person agenda item, public comment. okay, i believe we have a few speakers in person for non agenda. i would like i'd like to respect their time for turning out today so that they can speak. we will after that turn to our board business. okay five speakers for non agenda items. i'll call your name. you can come to the mic. chanel blackwell, jennifer francesca. thank you. kathy meyer susan fox john gerson.

good evening. thank you for dedicating your time to represent the families as elected officials serving on the board of education. i also want to thank all of you for coming out tonight and participating in the public process. my name is kathy mulkey. meyer my opinions shared tonight are my own. during my day job, i'm grateful to serve the people of san francisco living who live here, attend school here, and work here, over the years, i volunteered as secretary of the to prop a oversight committee appointed by superintendent carranza, president of the second district pta. i've worked for the people as secretary of the human rights commission. lgbtq plus advisory committee. closed juvenile hall working group and african american reparations advisory committee. i'm consistently in awe of the courageous people who have

shared the most traumatic and painful experiences of their lives during public comment, usually caused large part by government decisions. one minute is not enough. thank you. hi, i'm chanel, blackwell parent advocate for two kids, ruth asawa and apg, 12th and seventh grade. and also remind you that, there's, people on the zoom that would like to speak, about this prior, so please, allow them to speak, also, i like to address the empower. san francisco was a disaster fair and employing a new payroll system. it has caused the district tens of millions of dollars. total cost not yet reported. so i would like to ask frontier. like frontier, the new erp that will replace empower san francisco.

please do so. thank you for being a service for our san francisco public school students . hi, my name is john gerson. i'll be brief. i see a lot of pain here tonight, and i just want to point out that i think a lot of this was avoidable for too many years. this board has kicked the can down the road on the budget and this is what happens when you run out of road. and i would urge you to take this process seriously to do the work, to find additional funding, to do the work, to align all of our expenses and to not let this happen again. i know it's a hard job. i know that some of you are newer to it, but we do need to take advantage of this moment any way we can to not make this happen again. thank you. good evening everyone. i'm susan fox, i am a teacher at marina middle school. prior to this year, i have been,

a long terme temporary teachers. i've done, maternity leaves. i've been at marina for many years and i believe that this non, reelect is age discrimination. and i'm asking that you rescind this non reelect age discrimination. you. i won't go too much into my background. you all received letters which i have here that from that teachers have signed and written on. one of the issues is that i was promised a mentor and i was on the mentor list, and then i was taken off with no explanation. and my mentor was given another l.a. teacher. another issue was i was

attacked by a student who had a history. he's well taken care of now, but i was attacked in my classroom and the principal responded, sorry, that's your time for today. pardon me? that's your time. today is one minute each for speakers. to finish. okay, go ahead and finish. i'm sorry or i can't go on. one more, please. go on. okay, okay. okay so. okay. thank you. okay. thank you. okay. can i just do one moment. we'll have staff follow up. so we will have we will have staff follow up. time is i'm so sorry. time is up. we will have staff follow up . right now. some follow up. so sorry that happened to you. all right, so. okay, so at this time

, we are moving into our board business. it is 812, we will be taking online comments on non-agenda items after we complete board business. i would like to reiterate that our student delegates are only able to stay till nine, and we are here to conduct business at a time that people can participate and watch. we are giving priority to those that are in the room, and i want to thank you all for taking the time to be here in person. and as i said, we will return to non-agenda items after we close out the business portion of this meeting, so at this time we are moving to item f advisory committee reports and appointments, item one, district english learner advisory committee. dlac. i'd like to call on jansen damdinsüren, to

come forward. and i don't know if the superintendent would like to make any remarks. all right. no, i just, very pleased to welcome our district english language advisory committee to present their annual report, and appreciate their leadership not just on dlac, but in participating in our, lcap, advisor tree and making sure that the voices are of our multilingual learners are included in all aspects of our planning for the future. so with that, i'll turn it over to the dlac team. great thank you. good evening, president motamedi commissioners and doctor wayne. my name is johnson damdinsüren and i have been serving as the district liaison for the district english learner

advisory committee. it is my pleasure to work alongside our dedicated moment. may i can we please have quiet in the gallery so we can hear the speakers? can we please limit the amount of. yeah, thank you very much. president motamedi, do we maybe want to give families a minute to get out of the room, then to so that and then start it? yeah, let's give it a couple of minutes. yeah great. okay. thank you very much. of course. it has been my pleasure to work alongside our dedicated parent leaders present here with me today are dlac chairperson anna aviles, board member and dlac delegate to the lcap advisory committee. jeffrey fang, and dlac board member and language representative myrna vazquez, also representing here today the multilingual pathways department, our family liaison maggie zhao, program

administrator for elementary schools. jose gomez melendez and supervisor amy gottesfeld, and director of humanities miguel dellosa. the dlac is a state mandated advisory committee comprised of parents, guardians, and caregivers of multilingual learners exemplified by our members anna, jeff, and myrna. the dlac serves a vital role by providing guidance and advice to the district and schools regarding goals and objectives for programs that serve multilingual learners, students. at this time, i would like to share some, updates on the recommendations that dlac made last may. on the screen, you can see highlights indicating the current progress, status, increasing multilingual learner parent engagement at schools through functioning elacs remains a top priority for dlac. we will continue ongoing reflection and monitoring of elac activities with dlac

representatives and board members this year. we have updated elac training materials incorporating additional translated ready to use resources and also the family liaison professional learning community initiated in the fall semester has been a valuable platform for directly supporting site based family liaisons and community school coordinators on improving communication, access and effectiveness. a survey conducted by dlac last year showed that only half of the respondents used parent view to receive communication from their child's school. in response, the dot, in collaboration with department of communication, is working on parent view activation drives for schools with lower participation rate in parent view activation and translating parent view interfaces into the district's major languages to improve navigation, communication and information sharing among teachers, school site staff, parents guardians remain a major

challenge and concern for dlac and anna aviles will share more later in the presentation on improving access to college and career planning and exploration services for english learners. the crs college access team has been working at 11 high schools this past school year. the goal is to increase college access through 1 to 1 support collaboration with cbo partners to on financial aid events and workshops. this summer, the college access team also will be working with seniors, including multilingual learners that are enrolled into summer to ensure they have a post-secondary plan. at this time, i would like to invite the dlac leaders to present the dlac recommendations for the school. 2425 i will hand over to anna. good evening, president motamedi and commissioners. doctor wayne, my name is anna aviles. i am a mother of two. my children attend daniel webster elementary school, james lick middle school

. i'm a proud product of usd. i have served usd as a parent leader for the last seven years. as i am showing, as i am showing my commitment present support to our students, families and staff. i urge you all to show your support as well. the dla recommendations are being presented at a time when the district is engaged in a process of vision and goal setting. the board adopted vision values, goals and guardrails in 2022, outlining the vision through 2027. additionally, this year, the board will approve a new three year local control and ability plan for 2024 to 2027. a resource alignment initiative, and our school sites have just concluded school planning meeting for the next academic year. with this planning initiatives underway both at the district and school levels, we aim to elevate the voices of multilingual families in the process. it is essential that the recommendations we present today are not only heard, but also reflected in the plans

being undertaken by the district . i will hand it out to myrna. good evening, superintendent and commissioner and delegate. so my name is myrna vazquez. my children attend willie brown middle school and independent high school. i'm here today as a concerned parent advocating for the improvement of literacy resources and tutoring for multilingual learners for learners, students who unfortunately are not making the progress. we hope for. to ensure that every multilingual learner student receives the necessary support for academic success. the recommends that the school staff identify struggling multilingual students using the app and start reading assessment. additionally, we suggest that school sites implement focused tutoring sessions targeting the identified areas of need and work closely with teachers to align tutoring efforts with classroom instructions and student literacy and language

development goals. we urge the districts to allocate resources for evidence based tier two and three liters of support for multilingual students with ieps and special education services should guide site administrators and teachers implementing effective intervention. now we're going to pass to maggie. good evening commissioners. superintendent and commissioner, my name is maggie. jodi liaison. since it is late for jackie fang to stay with his kids. so he had to leave early. and i will read jeffrey's statement on his behalf. so jeffrey fang has two kids. attend star king elementary school, and his younger one is applying for kindergarten in the next school year. and the recommendation is family literacy plays a crucial role in a child's overall development and academic success. therefore, i support

dak's recommendation on organizing workshops for parents guardians at school sites on family literacy. schools should inform parents and guardians on multilingual learners about their student's key academic literacy skills at each grade level, and provide guidance on supporting their children's literacy growth at home, school sites can do this in collaboration with selects by incorporating at least one family literacy workshop into each school site. activities. during the school year. so now i'm going to hand it over to anna. thank you. and i'll be sharing about, recommendation number three, multilingual learners families continue to encounter challenges with parent view due to accessibility and navigation difficulties. if this

issue persists, they will worsen this disparities in accessing information and resources that dilek recommends that the department of technology conduct district wide user experience research and a needs assessment to evaluate parent views. effectiveness in meeting the diverse needs of students, families, teachers, and schools. additionally, we invite dot to present its findings at a select meeting during the fall 2024 semester. the department of technology should gather data on the percentage of families using parent view, compared to the percentage of families that have activated their accounts. that is a big difference. furthermore, the dla recommends that the board of education review the district use of synergy and implement necessary changes to its policies and practices as a parent of a middle school student, the information documents are available to the families are not as easy to access in a timely manner. read or

interpret. this is not the first time we make recommendations on our communications parent view system. how many times do we have to make the same recommendation to the board for you all to take action? shows that you are here to support partner and work in collaboration with the families that are donating their time to our district. on this slide here, dlac has shared these three recommendations with district staff and departments who may be responsible for prioritizing and implementing these recommendations. as you can see, there's, highlighted progress indicators on the slides, and we believe that the recommendations have we have presented here will have positive impact on our multilingual families and multilingual learners students. and at this time, i want to thank our dlac leaders for their leadership and for uplifting, uplifting, the voices of multilingual families and communities. i would also like

to express our sincere gratitude to dlac and elac members for their ongoing advocacy for our multilingual learners, students and families. now, we urge you, the board and the and the district superintendent to prioritize these recommendations and take concrete steps to implement them. additionally, we strongly encourage the district to actively engage and partner with our multilingual families, working collaboratively to ensure that their voices are not only heard, but also that their needs are being met. and now my question to the board and the superintendent is when and from whom should we expect a written response? to the delight recommendations? thank you. that concludes our presentation. go ahead. okay. thank you for sharing and both appreciate seeing the progress, excuse me, the progress on implementing recommendations and hear the

frustration that not enough progress has been, has been made. so i think, we have here our staff from multilingual and as well our associate superintendent of educational services to be able to make sure you get that written, follow up on on next steps. i'd like to open it up. at this time, i'd like to open it up for discussion. if any commissioners have questions for clarification or any, any, any questions that they'd like to or comments at this time. thank you all very much for that. a lot of information in a very succinct presentation. appreciate both, so i wanted to follow up on recommendation three, in terms of the parent view usage, and i know that this was a question that one of my colleagues posed, and there's a response that's been posted. but i wanted to follow up on that response that

that came from district staff. as a parent of a middle schooler, parent view is has changed my life. i would have no idea what was happening in his seven grades if it were not for parent view. so access is huge. it allows me to be an engaged parent. i think when we talk about community engagement, we talk about transparency. when we want our parents to be involved in knowing what is going on in the schools. this is an important tool. so i guess my question to it's a thank you for raising it again. and my question to staff is to sort of dig in a little bit more because the responses that we got, i don't know that there is responsive as we might want. i don't i don't see that, dot was involved in the responses. and so i don't know if there's anybody from dot that can talk about what a timeline might look like to, to, to get this done, it's not the first time that folks have ever at any district has ever had to work to make

sure that that users, that platforms are, are multilingual and accessible. so i would like a little bit more information either from, from you, superintendent or from staff about how we can actually take concrete steps to make sure that this platform is available to all of our community, yeah. i'll ask staff, either jetson or i see, that we have miss scotfield here, and associate superintendent aguilera fought, to be able to share a bit more about how we're going to make more progress in this area. yeah. so as dlac, we have reached out to staff and departments who may be responsible for these recommendations, and we have, spoken to and had conversations with dot, and, that's something that we will have to follow up. and invite them for how exactly this could be panned out and planned. can i say something like, once again, there's like communication between staff.

where is the family? where's the ones that are using it? communicating. i think we really need to, like, really step back and like, i am very compassionate with you guys of role. i'm upset and angry as the other parents picking up. my kids are going through the cuts as well. but also we all always every year that i come and sit down here and i present about the recommendations, the always the thing that i ask you is please collaborate with us, let's partner, let's work. and i just feel that there's always this inside communication and we leave. we leave the families that need to be informed of what is the process. right. and i think for families can tell you like you have. you speak english , you know how to use technology. not everybody has that accessibility. right. and so i think we need to create those focus groups and find those families that are having the struggle and really understand where they're coming from, so we can better this system. so i want to say i, you know, really then what i'm hearing where there needs to be follow up is actually in the

dlac meetings, because that's the that's our opportunity to come and really hear. so maybe we need to make sure that the right folks are at the meeting, that it's not reliant on dot to connect with the coordinator, but actually hearing directly from the families about how, you know, how to make using this as the example, how to make this work. and can i just i appreciate that your, your, your response and comment. and i think what i want to do is make sure that people who are going to be responsible for implementing are actually engaging. so that's my sort of reason for pushing in and on, on the district and on the staff who are getting i appreciate you guys. but like i said, i feel like we're trying like superintendent, i'm sorry, but i feel like you're trying to throw the ball back at me. and it's just like, i'm already doing a lot, right. and so i just want to be very thoughtful of how we can collaborate in partnership, you know what i mean? and just like the dlac, not everybody attends delex how many

multilingual learners do we have? it's we need to figure out other spaces and not just one. we can't rely on one space. we need to look at other opportunities to bring this information. thank you. i want to add my thanks. and also just kind of follow up on this point that you're bringing up, which i think is a really important one. and i think it relates to, the conversation that we heard from several of the public commenters around guardrail one. and we've talked about this as a board of how do we do what what is meaningful consultation, particularly with non-english speaking families, which in fact are a majority of students in sfusd. and i just want to remind everyone of that one more time. it's a majority of students in sfusd come from families that don't speak english at home. so this is not a minority issue or a fringe issue. it is actually about all the majority of our students. and so it needs to be at the center of everything that we do. and i and i guess that's

that's my concern. and i guess my question maybe for you all is if you were making recommendations on how do we do a better job of centering non-english speaking families in particular in terms of, as you said, actively engaging in partnering with multilingual families? but for many of you, what if you were giving us advice because we're we're embarking on a lot of really tough decisions this year, right? i mean, this the budgets for next year is just the tip of the iceberg, right, and so what do we need to do? if you were giving us advice and the staff advice on how to how to effectively engage families that don't speak english at home. i can answer a little bit. so what we can do as collectively, i work for a common advocates. i have a lot of connection with parents that are not speak english. and one thing that we do every time a school starts helping them to navigate the

parent view. so each school should have somebody to help them to do that. so that's one thing that we can improve. so yeah, and i just reiterate that building and strengthening that cbo relationship that the cbo's already have at their school sites. we're not reinventing the wheel. we're not creating a new car. the car was ialread there. we just need to put some oil and gas in it and let's get it rolling. like, let's talk to cbos more. let's communicate. go to the spaces that our families are latino task force are very heavily where families go to. we as a district should go to the families as well. right. and because the trust has been broken for many, many years, how we gain trust is by putting the effort and the work in. and there's always open invitation to our dlac meetings that are scheduled monthly as well. thank

you, as always for being here. parent volunteers for getting paid nothing to do the work you do, and yet continuing to show up and give your time. and chairperson avila, we've worked together for many years, so i know how long you've been doing this work. and i know that the exhaustion and the frustration in your voice comes from all the time and energy and love and passion you've put into this. so thank you for through all of it, still being here and still speaking up and still reflecting what all of our families are feeling right now. we heard it through public comment and we're hearing it again here, so, and, and i think it's, it's really telling, as my colleague vice president alexander pointed out, that this is the theme of the night. right, you know, that we're hearing from families that, and community members that they want more ways to engage, and we all know showing up here

at the board of education is not authentic two way engagement. this is not how we reach our families. it's not effective for anyone if we're doing it here, so with that in mind, my question to the superintendent is, as was referenced in guardrail number one earlier, the all the conversations about guardrail number one, what we're hearing here and seeing in the report, with things being in process not started, not one thing is completed, not one thing in this report is completed. that's you know, for me, a little as a parent, former parent advisory committee, you know, an advisory committee, that it's a little triggering for me to see everything that's still in process and not so, and understanding. we have a whole lot of hard working staff behind the scenes who are doing great things with very little

resources. so. and in many places we do have bright spots. and so thank you for all who are doing the work, having said all that, my question is what are we doing from an overall strategy perspective on on developing means that meet families where they are, strengthen relationships with families and cbos and don't require our families to come to us here at the board meeting to make their voices heard. yeah. and i'm going to invite our associate superintendent, of services, doctor aguilera ford to come come down as well. i'll speak just in, in general. and then, excuse me. yeah. all right. yeah, he can neither. there he goes, and then doctor aguilera. ford can speak specifically to working with our multilingual learners, but. yeah, yeah. so

when we, you know, again, we'll we'll talk a little bit later this evening, but i think as we're going through our processes and new processes, we've got to be clear where there is opportunities for feedback and how it's taken in and what changes are being made and if changes are not being made right. and so actually, there are examples of things we have heard tonight where those changes, those issues have been brought forward and they are being being addressed. and so then, you know, we'll we'll need to make sure we're following up. so it's clear where and how that happens. and i think that's going to need to you know that's work. we need to continue in to continue with, to change that pattern, where as we're kind of going through the process, making sure it's understood where then that voice is included and what changes are being made on specifically with, i think, engaging our multi lingual learners and families, i'll let our dlac team and

doctor aguilera fort share. well, and i do as much as tonight's presentation is about dlac i the big the overarching issue is a strategy, right. and so that was the crux of my question. i'm very, very excited to hear from you, mr. aguilera for doctor aguilera fought, but the strategy and naming the strategy where our entire community can see it, i think is going to be a big, big part of this. thank you. good evening, commissioners, and good evening. buenos noches. there are the only two pieces that i am going to mention are the follow up that we are committed to doing, as a six months, seven months into the job and, and getting the reports. there are a specific set of actions, and i will name just two, because i have also, to be honest, this

work has not been developed yet, so i don't want to present a perspective that will make the parents feel okay. someone else lying to them and telling them something that is not happening. so i just want to be clear with that. so the number one piece that is coming out of this is my personal follow up with the team and other families to really look at the previous report and this report. based on that, we are we have two levels of work. one is the central level, which we know may impact but doesn't make a difference if we don't go to the sites. so the second level of work is connected to the actual sites, and we can organize centrally the work that could happen with the schools and the, the, the elacs at the school level, and we can regionalize that. so those are two concrete commitments that i am making, and from it i can get

from the families, the other pieces. i don't have control over dot, but i can commit to actually immediately following up with dot and identifying exactly what is it that we need to do. so that families can know. so and the report will get back to the families and will come back to the board in a way of a written report. here is what we are doing. this is when we did it. and this is the accountability piece. so you know that indeed, hopefully by next year you won't have a parent saying, we presented this last year and we are presenting this again. so those are the concrete pieces that i can commit to doing. and regardless, i'm here now. so my apologies on behalf of everything that you, the team and all of us, because we haven't provided that piece. and based on the report, there are bright spots that we can learn from. so thank you. and again, my sincere apologies on

behalf of the entire team. okay thank you for that clarification , to follow up on what chairperson avila had asked for is she said her question was when, when and from whom should we expect a written response? so the when would be the second part of that that i'd hope someone can answer for her tonight. okay, i will take care of it. and by when? give me a week to get the key points and the response with timelines and some of the timelines will happen with you. so i need also to learn from you. here is what we have tried. i don't want to make assumptions, and then the ways in which we are going to engage the rest of the team so that we can respond. okay. and one exciting news is that the board, few months ago approved the multilingual roadmap, which you were informed of and we need to use that as our framework. we need to we need to use the

multilingual roadmap as the guide and piece. so we are not trying to recreate when we have already a map that can take us to that goal and to that level, so we can do that. okay but i am two weeks and in two weeks parents, and you will get the report. thank you. okay. the point that i really appreciate from this presentation is really the efforts and the recommendation to bridge the gap between, non-english speaking families and technology. so bridging the gap is so important. and i think that given the efforts to like, log into, parent view and learning how to navigate these systems is so integral. but also we need to figure out, like, how effective is parentvue? actually, once, once the parents can actually log in because as a student, i've witnessed that some of my teachers do not like do not enter grades until the very end

of the grading period or the documents, like our transcripts, are not available until quite a while after a period or semester is ended. and i think just to ensure that tracking is on point and that students are getting the help that they need right when, right when they have those circumstances or right when things kind of falter, we should try to figure out how can we increase that communication between parents and teachers? i want to say thank you to the family leaders and the staff, and everyone who took part in creating the presentation, i think it's really important for us to focus on our english language learner families and students and how we can really improve outcomes for them because of the gaps that we're seeing for the students. i have a few questions i think are relatively short and brief, and i will ask them quickly not to

not take up too much time. i'm curious, has the district done any work to transform the current recommendations from the dac into smart goals? have they been budgeted for? have other staff allocations, or are there any metrics, timelines or staff leads kind of outside of dlac staff that have kind of been identified to ensure that these recommendations are fulfilled? and the next question, maybe i'll ask them all at once and let you get back to me is has the dlac whether members or staff been supported to engage and communicate with the greater community of english language learners and english language learner families and the district? and i think just trying to get an idea of if that's something that we've prioritized as a district, that resources, or if that's something that we haven't, that we should consider as we move forward to really improve the outcomes. and so, i guess is there a response to those two questions? have the

recommendations been transformed into measurable smart goals with timelines and staff leads? and also, is there any effort or resources to support the dlac and engage in communicating with the broader community that they're representing? the answer to the first question is no. and the piece of can be done. yes. even though they are very broad, we can really look at the actionable pieces and time frames similar to the commitment that i just made, that's one piece, could you repeat, please, the second question? yes. and is there any support, resources, staffing, kind of outside of the kind of staff lead for dlac who is responsible for the engagement and communication of the dlac kind of externally to the broader community that there representing? so we have, so i

am the district liaison for our dlac, and we also have family liaison support on chinese speaking families, and we currently do not have a spanish speaking liaison. thank you for that. i guess just to say i appreciate what's being done and all the attention that is going in to make what we have work. it does seem like there needs to be another level of like dedication and focus to really support both the work of the dlac and really support all the families connected. and i think like my big question, i maybe will save an answer for this for later is i talk for a long time is how are sites facing reductions in resources and staffing going to be able to kind of ensure that these students right, who we're talking about, who we're focused on, are able to still get what they need. so i'm really interested how we as a district are kind of taking in these concerns already, kind of for multiple, multiple years in a row and really putting them into

part of our solution and our plan forward. and so maybe that's a question i will bring back up as we talk budget things in the future. but i guess i just want to kind of lift that up, that i think we really need to figure out what is our commitment to these students and these families and how are we ensuring that school sites have the things they need to be successful? hearing from sites now that they don't feel like they're going to have those things, they don't have enough as we currently stand. thank you so much, commissioner, if i may, one of the central roles that dlac does, and also from mpd, is to support our sites with elac functioning elac's. that's where we could make a lot of differences. and starting this year, we have started, incorporating more resources to really empower and engage parents at the site level. so it is really key to actually have functioning and well resourced elac's that are at the site and how dlac is structured is, at from each school site. elac we are supposed to have

representatives joining dlac, and it's an assembly of elac's. thank you for that additional information. i guess maybe as a request for information, if we could, i guess, get a report on the status of the elac's across the districts, the amount of participation that we're seeing and kind of anything of that nature. i don't know who would be the best staff to support with that. but if there is someone who can note it and if it could be maybe added into the board questions and answers. so it will be available for the public as well. and i want to say, i've been working with janssen since he started, i was very upset. i'm going to say it. sorry. janssen because he didn't speak spanish, but that i don't care right now because he has been so supportive of and we've been able to like, really partner like i really do believe that, janssen and the dlac team, we really have a strong partnership and we he's really listening to what we're saying and like taking actions. i

haven't seen that much in the district. and i'm just like, oh my god. so hopefully, please take care of johnson. give him what he needs, but, this has helped not just, you know, our dilek, but also the school sites, because i've sans going to the documents that janssen shares about, like, this is a skeleton agenda. this is the skeleton presentation. and just the school sites are just adding their own information. that makes it a lot easier for them to present to the entire community of their school site. it's like you're providing them with a scope and sequence and, you know, scaffolded lesson plans. that's awesome. we have a team working. thank you to our dlac members, i really appreciate and value all of your contribution over the years. and to the dlac team. i worked with elac members and parent leaders

in the community, monolingual and immigrant families for years and this is the work that they led. so a question that i like to hear, from our dlac members is, what do you see right now as being, where you're seeing roadblocks or things that slow progress? yes. between the connection of elex at the site level, to be able to get their voices or perspectives heard centrally, which you all also, you know, as the representatives at the district level. so i wanted to hear specifically from the dlac members first. so elacs have so we've been supporting the strengthening our site elacs and where elacs have, their recommendation is in the development grant, and we

encourage our, elacs to submit the recommendation forms and also have community engagement process in making their recommendations to their sis and we provide trainings to our, elac side members and also the staff who is supporting at the site, to make sure they understand the process and making the recommendations to see at the site level, i can share personal experience, having a leader that does know anything about how to do a budget and like understanding the cepsa has been very challenging this year, at my school site, daniel webster elementary school, the communication with our site leader has been horrific, and i think that's the challenge we're we have able to experience, at least for myself, is that not having someone that knows the

process and understand it and then i know the process and come and i give you this written response and expect a written response back. it's really demoralizing. and it's frustrating that we have a leader that should know, hopefully. right, and then they come to me and ask me, what? what should we do? i don't know, you're getting paid to do this job. i am a parent that i do get paid. i know you guys said i don't. my kids education is my payment and that's why i do it. i'm not expecting a paycheck from the district, but their education is what importance to me right. and so i think that i would say that that's been the, the, the obstacles or the barriers that we face is like dealing with people that not not dealing, but having interactions with people that don't understand the process. and when families are very well informed, that hits like a, you know, a really difficult situation there because i expect you to kind of answer my questions and not wait three months to give me the data

that i'm asking you to make a recommendation in next morning, right. i asked for this data two months ago. you give it to me yesterday and now i have to submit my recommendation by 9 a.m. the following day. there's no way to process that information and get a good recommendation that we want. we really want to be thoughtful of the process. and commissioner lamb, looking at how effective and, could be more functioning is really having a local site. families ons and well trained and this just past fall semester, there's an initiative to actually, create and provide those resources to our site, family liaisons and school community coordinators. and that has been a good practice to support. our site elects. and i would like to also echo that because, i understand having parents who be part of the elac is always a challenge because of

so many different reasons, language could be language barrier the time and so right now, that's why, on the recommendation as we mentioned, we encourage have a family literacy nights at the school to hold at the school site. so for parents to understand the importance of being part of the elac and joining the elac, how they voice being heard, not just like, having kids to the school, but also be part of the school. so that is also part of the something that we encourage. we will push on to have the work with the school sites and reach out to the school site if they need language support, that we are available, we can, have a back support because if they have, especially for some school that do not have the liaisons, that would be bring up a challenge as well. yes thank you . all right, well i will i'll

make the final comment to wrap it up. but first, first of all, thank you so much for your time. i also served on an advisory committee. i know how much you all give to the process, so i appreciate it. and i also felt similarly to commissioner fisher when i saw the progress between last year and this year. i did notice in the q and a that, there you will be participating or presenting your recommendations to the lcap task force tomorrow. and one of the areas that i'm personally interested in is what you've all been talking about, those connections with the school sites, the elacs and then the lcap process and how, all of those recommendations from the school sites as well as your work on the dlac, are rolled up and, you know, put forward in the lcap process heard by other parents so that they too understand and, the, the needs

and what, what you all are asking for. so how do you see that? have you participated in that process to date? how can it be improved so that your recommendations are getting responded to and you're seeing it in our budgeting process? so our current level of engagement with the lcap. so, prior to the advisory committee being established, the dlac, was, represented in the task force, and now we have a delegate from dlac who, represents our, dlac and multilingual families on the advisory committee, and, tamara, as you mentioned, we will be presenting these recommendations to the lcap advisory committee as well. so that's, and at the site level in the, roadmap and

the multilingual learner roadmap, the goal there is to engage our elacs at the site level in the cipsa process and here at the district level, engage in our dlac, in lcap. yes all right. well, i look forward to hearing the progress and seeing the progress and thank you so much for, doctor aguilar for committing to, responding in very short order. much appreciated. and thank you all for your time tonight. okay. yeah. no, no. thank you, yeah. thank you. to our dlac team. we look forward to incorporating it in the lcap and the follow up .

okay. at this time, i will bring forward action g. we'll move into section g, we have two action items. the first one is the fiscal year 2023 2024. second interim report. can i have a motion and a second, please. so moved second. okay. and i do know, i'm, i know elliott duchon had wanted to participate, so i may i'm going to start with the superintendent commenting, but if he pings because i know he has, limited time to participate, if he is able to join in, i may interrupt you. so full disclosure now. okay. oh, and before we start this item, student delegate, whenever you need to leave, please feel free. thank you for your time this evening. yeah. let me see if he's ready.

actually, see if we. all right. good evening again. so this is our second interim report, and, and, a financial report. and so i'm going to turn it over to our financial services officer, jackie chen, to share on second interim. and then i'll join her in sharing as well on how we've been addressing the budget, balancing solutions. we identified in the first interim. and with our ab 1200 back in december. so, jackie, good evening. microphone. sorry, good evening everyone. the board of commissioners here and the community members. and tonight i will present the second interim along with the multi year projection and as well as the updating for the ab 1200. before

i dive into the agenda, and i would like to take a moment to express my thanks to, my colleagues in the business services since after the december meeting and the whole entire team and over the last past few months and, tirelessly and work toward to the solution and for the budget balancing solution plan and as well as the second interim along at the same time as the district and the county of education, we are required to submit the second interim report to the cde and the governing board to approve by march 15th. there are three types of certification which show the district's ability to meet its financial obligations for the current year and the outer two years. they are positive of qualified and negative. we recommend a

positive certification for the county of education. here's a highlight level of the county of education fund. this table shows side by side from the adoption to the first interim and then to the second interim. the comparison covers the key components beginning from the balance, revenue, expenditure and the surplus, which would ultimately decide the ending fund balance based on the 2223 year closing the beginning fund balance to improve the by 3 million. we have also revised the revenues and expenditures using the latest information available. revenue has increased due to our enrollment growth, resulting in a higher expenditures. to meet the growing demands of the program. overall, there is no deficit spending for the county of education. in addition to the

restricted beginning fund balance, we revise the both the revenue and expenditures and for our restricted funding as well from a slightly shortfall at the first interim, we have built into the carry over budget at the second interim for the revenue resulting in a surplus of about one half million, which enhanced our total ending fund balance by half million dollars. as you can see, the county is projected to remain balanced through 2526 year. the fund balance is committed to support our school program as well as the offset of the negotiation cost. let's shift our focus to the district unrestricted fund. here's a comparison between the

first and the second interim for the district. unrestricted funding similar to the county of education, the beginning fund balance improved on the after the year end. the closing of the 2223 year revenue increased about 2 million, primarily due to the enrollment growth and with lcff revenue updated accordingly. out of the 52 million increase in expenditure, that's a net of the increase of the $95 million in salary negotiation and a one time shift of $48 million from the unrestricted to the restricted, and a 14 million contributions increase in special education costs. the increases and estimated about $12 million in the vacancy savings. this resulted in the ending fund balance being reduced by 59

million from the first interim, mainly because of the salary was built into the budget. at the second interim from the ending fund balance reserve. compared to the first interim restricted balance restricted budget revenue increased about $41 million, which are are 13.8 million are carrying over revenues from prior year, about 2425 million from the dual settlements and $3 million from the other low local grant updates. there was a 48 million increase in expenditures, mainly from the prior, slide. and you can see from unrestricted we transfer the $48 million into the restricted and to cover the salary increases as a result,

the ending fund balance will be decreased by the end of the year . this table shows the overall resource of the general fund, including unrestricted and restricted. we are projecting an overall deficit spending of $88 million, which includes the $59 million from the restricted and 29 million from the unrestricted in the recent year. in the current year, the ending fund balance were cover the deficit and the district will meet the 2% of the minimum reserve. after setting aside the budget stabilization reserve and the salary increases. let's review the multiyear projection from second interim and to the outer two years. continue with the previous presented due to the

salary increases, the ending fund balance will be reduced as the expenditures growth outpacing the revenue growth due to the demographic report enrollment declining and the also the cost of living factor dropped from 8.22% in 2324 to, less than 1% in the 2425 year and a 2.73% in the next year, which resulted in additional, which resulted an $18 million of lcff decrease in 2425 year and additional $2 million in 2526 year. as you can see, we use the 48 million budgeted stabilization reserve, and from the 2324 year and the $25

million salary increase to cover the 2425 year and the 2526 year. the district is projected to remain financially solvent only if the budget balancing solution are board approved and implemented immediately. next therefore are qualified. certification is a recommended for the district based on the projected revenue and expenditures and a recent negotiation. settlements the district is projected to meet the current financial obligation. however the challenge is that we are deficit spending. so we may not be able to meet our financial obligations for the next two years. and so normally this is when we would end a second

interim report with the announcement of where we are, i'm going to move past this slide because we'll hear from our state expert a little bit more of the takeaways from that. i want to move to, how come it's not, yeah. next one, but as i shared, we submitted the first interim with the budget balancing plan called ab 1200 that we were required to submit when we sought your approval for the salary increases and what you heard miss chen say at the end is if we don't move forward with those budget balancing solutions, we're at risk of not maintaining financial solvency. and so i wanted to provide an overview of where we are with that. and just in very simple terms, we've made progress, we have put in place many of the measures, and we're working to have the task completed by the end of the year, but we're not coming to second interim yet, saying that it's a full green light and we've accomplished everything we need to in our budget, development process. and

so the next few months are critical. i guess, just to use the metaphor of the of the stoplight to keep the foot on the gas and make sure we are following through on those actions. we stated back in december and so jackie will share this is an overview of those actions. and you actually have a document attached that will goes into more detail that we were required to submit to the cde about, our progress on the budget balancing solutions. as doctor winchester shared, and we have set up the target, but we haven't met the target yet. this is the budget solution plan. and from the first interim and as of the second interim, we have successfully shifted $48 million from the unrestricted to the restricted resource. and also as of the second interim, we have eliminated around 15.8 million of the vacant positions

and out of the 40 million, part of the $103 million balancing plan, which leaves about 24.2 million into the budget adoption process. we are going through line by line, and you can see here on the top is the 103, million dollars. and the first is the $40 million. you know, we are working on the $24 million remaining into co-operated into our 24, 25 year adoption and the rest of the 63 million ongoing expenditures reduction will also be incorporated into the budget development. and in the 22, in the 2425 year. i would like to update you with the eliminating of the vacancies as you remember, and we target about listed about 927 targeted vacant positions from the first

interim. so far. we are able to eliminate 668 out of it. and as of january 31st, we have not eliminated the full because the staffing is dynamic and our vacancy changes since after the first interim, when we first identified those positions, most of the remaining positions are in the restricted. now we are we want to focus on the budget adoption rather than continue. and revising again. with the 2324 year staffing. because we are three months and left for the current year, and we did not include those savings in the second interim, even though they are still on the book. but we will realize the vacant savings by the end of the year when we close the book that is why. and at the second interim shows we are using more of our reserves

this year than the first interim report. so that's a great example of i want to appreciate the hard work of miss chen and our business services team working with human resources and our program leaders. i mean, we had 1113 vacancies on the books when we presented first interim. so we've eliminated half of them. but again, we're not yet at our target, so we need to keep pushing on that. i just want to talk about two other areas that are on the sheet. one is school site staffing and budget plan. so they shared this is not the budget development meeting. i'm going to talk about our next steps around that in a moment. but we did share a school site staffing and budget plan that was to ensure that we're able to provide clear, transparent and predictable allocations while still meeting our strategies to while still being able to meet our strategies to work towards our goals and guardrails and maintaining fiscal solvency and we're still in that process of finalizing the budgets, but we already had gotten feedback, and that process included

implementing staffing to agreed upon contractual levels and then making adjustments to the plan as we saw necessary. so i want to give an example of an adjustment we made. we saw that there were concerns about being able to ensure that we're providing enough support for our local students, let's say, like our unduplicated students, our english learner. that's the technical tum, but it's our english learner, our multilingual learners, our, foster and homeless youth, our students from low socioeconomic background. and so we increased the funding per school for students who are serving those populations. so tonight we got to hear from k-8 schools from some of the k-8 schools who they're still needing to make tough decisions about their budget. but for example, if you look at their budget, a schools, a k school with the same population, depending on the students they serve, will have different budgets. so a school that's serving, say, 80% of students with unduplicated students will receive five times more funding than a school that's only serving 20% of those students. and that translates to

like for k-8. it's about $500,000. being able to bring on four more staff to be able to support the students. and we're giving schools some flexibility about where they think that staff will be best used. but i do want to celebrate this school staffing and budget resource guide, because it's the first time in, many years, and i was in the district 12 years ago, and we didn't have this where we clearly lay out what is allocated to schools and why. so it's not a mystery. why does one school have an elementary advisor and another school doesn't? why does this school get a social worker? and that school doesn't? so we're trying to be very clear about our allocation patterns. the challenge is we're doing it in a time where we also need to implement budget balancing solutions. and so that's what's making this really, really a difficult process, then, lastly, i just want to highlight we recognize also that the support needs to be at our schools. so in our budget balancing plan we identified reductions at the

central office level. we actually have met those targeted reductions by eliminating positions, both vacancies and positions that are filled, as well as eliminating district administrator positions. the challenge is, while we've met our target, we think there's more that needs to be done because as we are seeing, there are school needs that we need to figure out how to meet, and we want to prioritize ensuring that we're able to follow through on those commitments to school, even if it means fewer services from the central office. so i said, we're still in our budget development process over the next two months. we're going to need to look where we can make additional reductions to offset those increases we're making to the school site, so we can preserve some of those services, so just will end with i want to be clear as we're going through these budget developments, we're in that yellow phase. so there are risks, you know, we are wanting to make sure most importantly, we can follow through on meeting our goals and guardrails. so we have built in, you know, how we're serving the whole child by having a social worker at every school or how

we're supporting instructional improvement through coaches. but we know there's a lot we need to do. so we need to keep mindful of that, be mindful of that. we also have to be very mindful of, as we've shifted funds to one time funds, how we then either are able to continue those services and expenditures in multi year budget planning or how we transition away from those in a way that doesn't have such a huge impact. i do just want to share. it's with our systems. we're going to talk in the next item about bringing in a new system. it's just very hard to still get accurate and actionable data. you'll see that. you'll see why very clearly in a picture in our next presentation. and then just we still are waiting for the budget, the official budget from the state to come out. and our cte expert will share some of the concerns, that we're seeing from the state. so our next steps are, again, we're still in the budgeting process. we're going through school sites are determining how they'll use their funding. we actually get inquiries from school sites to determine what other support we might need to provide. i

mentioned the central office. we're also going to be reviewing doing an equity review to understand the impact of these reductions and make sure that there's not any community that's disproportionately impacted. and we're we're living our values of educational equity. and then we'll have a chance to talk about this. board leadership requested that rather than wait to the first reading, which typically happens in june, and then there's not really time to make any adjustments to have that happen sooner. so we're going to have a study session in may. that's time to finish the budgeting process at the school sites at the central office. but but still be able to make adjustments. and that's when we'll really get to go into detail about what we're doing and how we're honoring guardrail, not just guardrail one but guardrail four around resource allocation. okay there's a lot of information, but this is an important report. and so we'll turn it over to board president for discussion. and this does need action, well, at this time i'd like to bring forward elliott duchon, who is our fiscal expert, if he is ready to say some words. and,

regarding his review of second interim. thank you. i'm present. if you can hear me. yes, we can hear you. thank you. president mccarty. doctor wayne, members of the board of education, actually, my report is going to be a little bit different tonight because i'm going to reinforce what you've heard from staff, basically, ditto some of it and highlight some of it and tell you where it falls. sorry but i want to start out by really commending the work the district has done, cutting at any level, at any time, at any amount is never easy. it's always something at stake that's lost. but at the same time, i think it's been pointed out and really don't have much of a choice. so i want to start by thanking particularly the work of jackie chan, amy bear and

mary gordon on your staff, the staff that supports them and your consultant, doctor kennedy. but the information that you've been presented tonight, we believe is it kind of taking doctor wayne, your words, we rely on data that we're not quite sure about, but we believe what's been presented to you is the most accurate. that's possible at this point. so i'm basically agreeing with the district only highlighting the risk. that all being said, this second interim is really a best case scenario, not a worst case scenario, you're being faced. we all are. with the potential 70 billion that actually makes your shortfall look pretty good, shortfall at the state and the governor is going to have to do something about that, 40% plus of that is goes to education. so there's good reason to be concerned about where the

budgets are going to go in the next couple of years. your second interim is predicated on all of the budget cuts that have been started that are far from completion. and as presented, some of them have been harder to make than others. for example, eliminating vacant positions is not as easy as it sounds. it may sound like the low hanging fruit, but really, when you analyze and the district has to look at why are they vacant, are they being filled someplace else some way else or with some contracts? so eliminating them is not a one step solution. it has to take a lot of effort, many of them are a substance that may not pan out. you know, ending balances are going to change as you make cuts in the budget, you have a substantial number of layoffs that are still going to go through an appeals process. and we are not sure how that will pan out, eliminating

that, excuse me for a second. your staffing model is a good start. it's not bare bones. and i realize when i say bare bones, that means lots and lots of pain. but you are still ending the year. and the next two years with structural deficits. they're less than when i came. that's good. but they're ongoing, and that's not good. you transfer $48 million in the unrestricted funds that will be gone next next year, and the year after 20 million will have to be left, will be cut next year. and again, that's unfortunately more positions. we planned on saving $40 million, but eliminate vacant positions. and i mentioned that earlier you were only able to eliminate 50. again, a good start, a substantial start, but it

doesn't get you to the finish line. even if all the budget reductions take place and the budget ends up as predicted, you end the current year with a $59 million deficit, $77 million deficit. the next year in a $33 million deficit the following year, and unrestricted funds when you prepare your adopt budget in june, you will be bringing in the 2627 year end the year mit, at this rate, you're looking at more cuts and i, i want to both be the voice of caution, not doom and gloom. but please don't quit. don't stop what you're doing. it's going to be. it's not going to be easy. there will be backlashes and unfortunately, there will be people hurt and when you run out of money, there will be people hurt us. so we

highly recommend that you continue the budget balancing plan and accelerated of possible that you put a freeze on all non-essential hiring. and if an essential position is vacant, if at all possible, fill it with an existing staff member and add training if that will help. we're aware that the staff is reviewing contracts. we would recommend you put an aggressive stop to contracts unless they stop the district's business. so, for example, we would not say stop your contract for an erp. we recognize that's essential to the district's business. in conclusion, that we when i say we i'm talking about pam, who could not be here at all. so i myself we are aware that the staff is really doing a yeoman's job, as are you, the board, and you're not doing it

without pain, without pushback and without a lot of grief on your own part. but please, what's at stake are not just today's jobs, but future jobs. and i don't want to say this is all about money, because in the end, when money is focused, the district is better able to serve its children. so we want to see you continue and accelerate your progress to end the structural deficits in the district. we do not think there's going to be any big breaks from the state. there's not going to be big holes in your plan. i'm happy to answer questions. i think your staff's done a great job in presenting them. they can probably answer them better than i can. and thank you. it really is an honor to work with the district. and i have to say, i'm glad to see the accuracy of this interim report is probably the most accurate that i've seen since i've been in the district, so thank you. thank you so much,

mr. dushan, and at this point, i'll open it up for discussion. are there any clarifying questions before we move into general comments and questions? okay at this, at this time i'll ask if there's anybody or any commissioners would like to come forward with questions or comments for any of our presenters this this evening on this item. thank you. president i think the question that i primarily have is partially related to the vacancy savings, and really about the way the vacancy savings and really the overall savings approach that the district is taking is reflected in our achievement of our goals. i feel that what i see is well presented, does a great job of balancing the books as close as we can get. but what i don't see is any transparency

on how we're going to ensure the outcomes for students in the classroom, and just kind of that through line between it. i know you talked to it a little bit, superintendent. i saw some notes kind of in the presentation about the different areas, but i think i'm just a little bit i'm very interested in hearing staff. maybe the new superintendent actually talk a little bit more about how we are able to do the things that we have as our goals, given the fact that we have less resources , given the fact that we're hearing from school site communities in this space, outside of this space, that the way things are structured for next year, they won't be able to meet the goals and the objectives that we have and fully serve their school communities. and knowing that this is the beginning of more cuts coming, how do we balance that or what is the message, i guess that we would have to commissioners, parents, students who i think have concerns about our commitment to our goals and how we're balancing that with our budgetary needs to reduce and to cut back, yeah, it's a

it's a challenging conversation, but it's one we're trying to be very clear about where we feel we need to invest in order to meet our goals, because i do think some of what we're hearing is about, you know, net changes, you know, changes schools might be experiencing, not necessarily how what might is changing is connected to either the school strategy or our strategies to meet the goals. so let me be clear about what i mean, you heard let me give in the school staffing and resource guide, we share how a one key goal we have is around elementary literacy. we share how improving instruction is a key focus area for us. and so you heard mr. dushan say how this isn't just a bare bones allocation, right? bare bones would be an elementary school would get a principal and a clerk and that's it. but we're making sure that elementary schools have an instructional coach because we're adopting a new literacy curriculum that we believe will

really help improve student outcomes. but a curriculum by itself is not going to improve student outcomes. there needs to be additional support. so we want to make sure that coaching support is there to support the teachers, but also to support the structures we've committed to in our schools to improve to student learning, such as instructional leadership teams, or expanding on lesson study as a as a practice that we've heard, we've seen success in some of our schools and so that's an example of where you see the commitment. so then you might have a school though that has a different position that they've wanted to keep. and but you know we do give schools funds to decide what to do with those additional positions. but this is where we as a system can say we're committing to improving instruction. and so there's other examples like that throughout the school staffing and budget plan to try to make it clear how we're following through on our on the strategies

that we think will meet the help us meet the goals and guardrails. i appreciate that. i guess just one follow up. i think the thing i guess i'm struggling with is i definitely hear you saying that, and i guess i would love to see the data and information that gives us the confidence in that, because i think what i'm hearing from sites and families is a lot of that concern. and so i'm really interested in like where do we get the confidence that we will be able to execute this? how are we sure that the plan that we have in place is reflective of the needs of the individual school sites, especially since this is the beginning of a larger process? i guess i want to say i understand we can't give everyone everything they want, right? and that there's limitations, but i think what i'm still hoping to see is clarity that we can make a commitment to families, that when we do this, that they won't lose and suffer in unexpected ways. but it'll be really clear what we're sacrificing in order to balance the budget. and i think that isn't clear through this process. i think it is maybe even misrepresenting the amount of pain and suffering

that sites might have to go through because it does seem like this is a very rosy version of us just kind of transitioning. to me, it feels like it's going to be a lot harder for sites. and so i think for us to figure out if i'm wrong, like, what are we using to gauge that so that i can tell people i'm wrong and make them feel more confident? or how do we engage in the conversation about the difficult times that are coming so folks don't feel as surprised and come to our board meeting very upset and not kind of knowing that this is coming. so i think since i've been on the board, we have been setting these things up, but people are still finding out about it for the first time right now. and i think it kind of represents a gap both in expectation and communication, that i'm really hoping that we can figure out a way to address. and so however y'all are kind of coming to your conclusion, i would love to just hear a little bit more. yeah i just i will give two brief, brief answers. one, you're right. like so actually we are trying to be transparent. so to be transparent, one of the things we say in our staffing and resource guide is that we're

staffing to agreed upon contractual levels, which we think would put staff, puts classroom arms at an appropriate level for student learning to happen. so like at the elementary school and the lower grades that will it will end up being more likely an average of 20 to 1 and then 30 to 1 in fourth and fifth grade. but some schools have decided had decided in the past to use their funding for their class size reduction at the upper grades or at middle middle grades, like if they're a k-8 and that isn't one of the strategies that we're investing in. so i think that's where you're like hearing the real tension about, something that they were used to be able to do that they could possibly still do, but there's going to need to be something that they they don't continue. then if they use their sites funds where they have some control to do that versus something else, then to answer your second question, that's actually what will be the focus of our next progress monitoring is showing how, with the curriculum, our progress towards the literacy and what we've learned about the piloting

of the curriculum, that will inform what i shared we intend to do for next year. so you'll get some of that data next, in two weeks. all right, i do have one, one question. can you talk a little bit about what we can expect on june first from the end of year projection projection, third interim, which i think is, part of the qualified certification. it was mentioned in the second report is that what what difference will we see between then and now or. and that's a new thing i haven't i don't recall seeing a third interim in the past, there are three kind of certifications and, we recommend a qualified because we can meet our current year, which is, 2324, and the outer two years will be 2425 and 2526. we may not be able to make

, the financial obligations and then when we do the adopted budget and the outer two years, and would it be 25, 26 and 2627, what elliot just mentioned, you know, on the phone call and it says we are going to bring additional year on top of the second interim. so which going to decide and if we can make the qualified or even like a further the negative and certification. so, does that answer the question that does answer the question. so add one more year. and for when we bring the adopted budget okay, so i want to i wanted to just say thank you because i and i had the opportunity to be. oh. did you i had an opportunity to be briefed and get a lot more of a detailed, deep dive. and i also saw the work. this was i want to

echo what mr. duchamp said earlier. this is the first time i've seen, real detailed work between first and second interim, so i think when we get to the when we get to where we need to be at in june, we'll have and with also spending a may 7th or in early may will come together and do a budget deep dive, i think we'll be much better positioned to be able to talk about what we can be expecting to see going forward and work with their communities so that they're not surprised. that's always been an issue. first to second interim. there's not been time for discussion or to make adjustments if necessary. so that is something that we're working hard and diligently to do. and it will be the first time. so we'll learn as we go. but thank you for doing the hard work between first and second interim so we can, prepare to have those kinds of discussions more proactively. and i also want to appreciate the way the funding to our sites

is now aligned with state guidelines and priorities, which really is for the first time, where the money is actually following the students, and i know that it's hitting different sites in different ways, but it's also becoming more clear where the intention of our local control funding formula dollars are going to the students where they're intended to go. so i really want to appreciate the work that it's taken to unpack that and, not the next agenda item, but the agenda item after that, we'll see how difficult that it's been and how hopefully this process will become less painful as far as getting the information that we need to budget and have our budget reflect our values and how we want to show up for our students. so i really want to appreciate you. and i know it wasn't just you. so thank you to all staff that were engaged in this process. very, very appreciated. and with that, i

will call for roll. did you have a question? oh comment. comment away. thank you so much to the team. is i know been such an sprint, so to speak, over the last several years, and thank you to our, fiscal advisors who've really also helped guided our work to stabilization, and clearly, we have more work and tougher choices and decisions ahead. i do just want to recognize that that we have an economic uncertainty reserve only at 2. that is like the bare , bare minimum. and if perhaps, jackie, you want to comment on that, that's the state requirement as our size and a close to 50,000 and students. and that's a requirement and other school districts. and if it's smaller, they are normally average is about a 3. yes, yes.

thank you. and so that's what i wanted to comment. if of best practices, you know our run rate as $1.2 billion public institution would total about $100 million per month just for simplicity of math sake. and 25 million doesn't come, is one fourth of that monthly burn rate . so i just wanted to know, if anything, a fiscal sustainability. we would need my rack. you know, of course, if i had, the, you know, the stability that is needed for the uncertainty times, and i recognize that we're not in that position, but 2% is the absolute bare state minimum, so just to for consideration, as we have heard, that even in the out year of multi year projections of 26, 27 is going to even put us

further, in uncertainty that that's something that, you know, i would like for future consideration to increase that reserve. so i just wanted to recognize that. thank you for the comments of, the 2% of the minimum reserve as you can see, under 2324 year, we still would be able to put $48 million of stabilization and then $25 million for the salary increase. and but for the outer two years, you know, we are depleting our reserves and because of the deficit spending. so that's very important to keep that all in mind. and we need to immediately and implement and what we plan for. and through time we restore our, our, our reserves and to further recognize that in 2526,

we have already we're we're, you know, projecting to utilize the rainy day reserve. so bringing us down to 3 million. so i just wanted to acknowledge that, just the year three currently and which will soon to be year two of that three year of the continue, closing of, you know, the reserves that we have at. thank you to everyone for this work. it's. it's nice to actually see something that, listening to board meetings initially with mr. dushan, felt very chicken little like, in the best possible way. mr. duchamp, if you're still listening, and it's nice to hear you, less doom and gloom in his words. and to see that we are on the right track. so thank you very much

for, the fact that we've gotten to the point where it's not all doom and gloom is a huge testament to all of you doing the work. so thank you very much for having him not yell at us as much. we appreciate that. so my questions really are in relationship to, again, going back to community engagement and the theme of the night, one of the things that i heard at our most recent district advisory committee, we heard a lot of comments from folks about the relationship between our resource allocation plans. you know, re staffing for next year. and i think that also ties in very well to the multi year projections and everything we're talking about here. lcff lcap. none of this happens in isolation. and it feels like all of these are being treated as silos. and so, what are and we heard in public comment tonight,

many people saying, hey, we want to be involved in this process. we heard them say things like, you know, we know that there's a need for cuts. we just want you to involve us in choosing what they are so there is a lot of hard work being done by the staff at central office. where are the opportunities for the public to engage in this work? more effectively and efficiently, without them having to come here? yeah, so yeah, we're still in that process. so again, where i would say, what is where you are correct in that the these kind of budget reports could be presented in isolation, but that's why we included our school staffing and budget resource guide. and i encourage people to really look at that because, again, it's the first of its kind in san francisco. or maybe i'll look at our historian here. okay, first of our kind in san francisco. second, i'll say we're going through the process

right now. so i know people are anxious. i don't want to minimize in any way when you hear about changes, the kind of anxiety that that creates. but you heard me say that, schools get funding, that they get some decision making power around. that's, first of all, where they talk, how they want to use that funds. and then we also have what's called an inquiry process, where schools can say, hey, we've looked at our funds, but you maybe miss something with how k-8s are organized. so now we're reviewing those inquiries and we'll provide follow up to, staff as they submit their budgets over the next. they submit their budgets over the next week, we receive the inquiries, then we'll provide follow up. and then by april is where it will really be, you know, pretty much settled. and then we'll have the board conversation about where we're going. so the ways to engage are really at the school site through school site council, that who makes who, who is making those decisions and then working with your site leader on what inquiries are concerns you want to share with

the district that we then follow up on. so like the ones that we've heard tonight are ones that i know and was checking with staff that we've heard and are following up on as well. and the follow up, do you want to say doesn't mean everybody gets everything as we've talked about, but we're clear about why we're making our decisions and where we've made changes because of the, the, the inquiries we received or if we didn't, why not? and what are other alternatives then to do something. and i think that's very impactful from the school site budget perspective, we're making huge strides in central office, and there are a lot of other places in our budget that we don't see show up in these reports. right and so i think a holistic look at everything we're doing is what a lot of our community members are asking for. and so i guess that is that's my question, is where is that holistic way to engage in the budget as a whole? we have above and beyond site budgets, above and beyond central office. we have so much related to

facilities, so much related to some of our restricted funding. we have consultants out the wazoo in our district. right. so where where can community members engage in the overarching in every what impacts the school budgets is more than just the funds that are provided at the school site. so i think two ways over the next, the next two months. so one is through our lcap process, because you're right, that's where we look more systemically at. and we look at some of those other, you know, programs, our student groups that we serve across schools and how we're supporting, say, you know, our students who receive special education support. so one is through the lcap process. the other is through our resource alignment conversations. we've identified five areas that we're working at. so i know the focus recently has been that we're going to be having discussions around our school portfolio, but when we'll have the community conversations that it will

include conversations around staff we want to see at our schools and really the criteria for what we want our school portfolio to look like. so all that's on that website i shared, and we'll share it, you know, trying to share it as many different ways as possible, but includes, you know, ten community meetings, school site, council touch points, a town hall, and then connecting also with our advisory committees and other partners we've had in the district. so we'll keep getting that information out there because there's opportunities over the next two months to engage. so with that, i call for a vote roll call. mr. judson. okay. commissioner boggess. yes. commissioner fisher. yes commissioner. lamb. yes mr. sanchez. yes, commissioner. wiseman. ward. yes vice president. alexander. yes. president. motamedi yes. seven eyes. so moving on to item two.

san francisco unified school district audit report for the year ending june 30th, 2022. can i have a motion and a second, please? so moved. second. so yeah. so we don't have a presentation on, but i can give just a very brief overview of this. i'll give a very brief affair. the 2122 year audit and the california department of education mandates all of the school districts to have an external audit firm and to review our financial records, internal process and policies annually. i'd bailey conducted the audit for the year ended june 30th and the 2022. however, the auditor disclaimed that to express an opinion because as of our potential material risk related to the implementation of the hr and the payroll system which we are using right now,

our team has been working toward a solution highlighted in the prior audit and on june on january 29th, and we submitted the comprehensive corrective action plan to the california department of education and the detailed plan. you can find the starting on the page nine. and, from the document, upload it to the board doc in order to strengthen our effort. and we have also brought christie white, our new auditor, on board. and to assist in rectifying the issue highlighted in the prior year audit. the good news, on march 1st, the california department of education approved our corrective action plan related to the nutrition program. no further actions at our end are needed for the nutrition program. of the $17 million question, the cost and we are currently finalizing the fiscal year 2223 year with christie

white and anticipated the completion by the end of this month. our plan is to present it to the board in april with all that, and i would request your approval for, have the prior year, 2122 year auditor audited report and to be public and to be, available for the public and also as well as grant applications. thank you, any clarification questions? i just have one and it's more of an observation, i noticed on the first page of the letter from the cde, the audit finding resolutions that we may also receive separate communications from our county office of education with regard to audit, finding and the county office of education, rather than the cde, is responsible for reviewing and

resolving any audit exceptions related to blah blah, blah, blah, blah, isn't that like putting the fox in the henhouse as far as we're concerned, we are one in the same. so who's actually in charge of overseeing us other than us? i was just looking at that too, and i was wondering if it's just boilerplate. that's right. i'm pretty sure they missed it. i see a former county associate superintendent of business. i think it's just boilerplate language and the cde, you know, just sent sent this uses that as a share. but doctor candy clark can share. i would agree it's likely boilerplate information because you are a single district. you're under the auspice of the california department of education, and they would be responsible for resolving any of your audit. so i would disregard that part and continue to assume that cde will be responsible for your audit. thank you for that clarification. but i will note

that what you point out is has a big role in how we got here. so and it's with because of our fiscal experts and the work of our budget team that are now starting to work in those different roles and understand what those different roles are meant to be. so that is part of the process. thank you. and with that, are there any, general comments or questions that any commissioners would like to make ? so again, just want to thank you because i know that this was a heavy lift and huge appreciation for the for christie white and the work of the district staff, especially in, pulling together the information around the federal grant money and so forth. it's i mean, it was superhuman. and i know that you continue to embark upon superhuman feats. so

appreciate your stamina. i appreciate the entire team. thank you very much. and with that, i will, ask for roll call vote. mr. judson, thank you. commissioner. bogus. yes, commissioner. fisher yes, commissioner. littleton. yes. commissioner. sanchez. yes commissioner. wiseman. ward. yes. vice president. alexander. yes president. motamedi. yes. seven ayes. item h one. special action items. adoption of a new enterprise resource planning system. can i have a motion and a second, please? enthusiastically moved. enthusiastically seconded by second. okay and so. yeah. please thank you. and so, so, i'd like to, bring up our head of staff, maria trujillo, and as well as from education experts, doctor candy clark. and we're going to do a presentation on the new erp adoption. it's

getting late, if you can put ten minutes, judson on it, we've attached a 27 slide presentation, which is really our report. so the public is very clear on the process we've went through. but we're just going to highlight a few slides and, you know, the key thing i'm going to say is just to start off, is that, you know, the cde, when the experts got assigned to us, one of the first things they recommended was we needed to upgrade our financial system, our erp, because we had just adopted a new a system that we were using for payroll and hr. but they saw the financial system was out of date and needed to be updated, but recognize that we were in the middle of our just beginning to implement this system, and so we should wait to stabilize that before moving on to implementing a full erp. well, two years later, it's somewhat stabilized and we now had to decide, do we want to stick with our current erp and implement the other modules, do a mix and match or

move to a new system? and our recommendation is that we move away from sap. that's the empower system, and we implement a full sorry and implement a new fully integrated erp system. we went through a very thoughtful process to reach this conclusion that's outlined in further slides. but the one point i do want to emphasize is we also really took to heart this idea of avoiding the sunk cost fallacy. and this is the phenomenon whereby a person is reluctant to abandon a strategy or course of action because they have invested heavily in it, even when it is clear that abandonment would be more beneficial. so think about if you're, you know, repairing a house and every time you need to keep putting in more and more, at some point, it's just not worth it. that's where we were with this, and we didn't want to fall into that because it would have resulted in continuing to invest to make this system work for us, when we a new system ultimately with while it takes

an upfront assessment investment, it will be much more cost effective, but more importantly, much more effective for us as a district, so then that explains, again, the process we got to in terms of this system. but what we're what we're recommending for adoption is the front line erp system. one of the things you'll see is that this is used in over 50% of districts in california. our current one is only used in one district in california, granted the largest one. but it also had similar problems in terms of implementing it, and one to give our head of staff an opportunity . oh, no. i want to say one more thing. the also, you'll hear us talking about a fully integrated system because we are also adopting a human capital management system that that's think of it. that's more as a forward facing for employees. this is a part that's been particularly frustrating for people from trying to hire, you

know, have been trying to apply and get hired in our system. so this is more forward facing and it's going to be fully integrated. so to explain what it looks like, i'm going to ask our head of staff to share in simple terms this very complex diagram which describes our current state. very simple to explain. so what you see on the left side are, the landscape of the multiple separate systems that we currently have that require to be connected manually , often on a daily basis, and that often fail in this transfer of information, which then results in additional staff time having to ensure that the system is updated, next slide here is the proposed future state, next slide. this proposed new future state shows, two systems, robust systems, frontline erp and a separate second module for human resources. seven of those 11 of

those systems turn into two systems with, robust integrated support, no manual uploading, this will greatly increase our ability to streamline, reduce staff fatigue, and ensure that our data is clean as doctor wayne alluded to earlier, our data is not clean at this point. there's a lot of back and forth that happens. so this is a visual representation of the before and after that. we believe will be possible through this erp and yeah. and again going from using literally 11 different platforms to these two. and so the key question on everybody's mind i think is as we go through this is what's going to be different. how are we not going to repeat the mistakes from the past. and so we've definitely learned from the mistakes from the past and have identified what it is. you know, these are characteristics of what a failed erp looks like.

and unfortunately we met all these characteristics in our previous implementation. so we're planning to do the opposite. and to describe what that looks like. i want to turn it over to doctor clark who helped us stabilize in the first place and is going to help us with this transition. so she'll highlight some of the key learnings we're going to incorporate it, thank you, doctor wayne. so here you see a list of several different bullet points of things that we plan to do different. i want to highlight a couple of particular areas, one thing that we will work very hard to do is to assess the staffing capacity in each department and make sure that if we need to make any calibrations or recalibrations for staffing, that that's known and done upfront. that was one of the things that i think was critical to some of the challenges that faced that the district faced with the prior erp implementation, another area that i want to highlight is the parallel runs. our goal is to

keep empower up and operational as long as we can, while we are in the testing phase for the new frontline system, so that as we transition off of empower edcf, we'll be able to look in both systems to see that the data is tracking and then last and certainly not least, one of the last thing i'll highlight is what happens when we have issues or challenges. and we need to highlight it and surface things up. we currently have an erp governance model where we're bringing issues and challenges forward and working through them. if there are situations where we are not able to solve it in the larger governance, we have a smaller internal governance group that meets to triage those things. and last and certainly not least, is if we need someone to make the final decision, we'll go to our fearless leader, doctor wayne, to make the final determination, a couple of things here. we have, included an implementation

plan that looks at maintaining sap through 2025 as we continue to address some of the outstanding issues in your packet, you see a detailed implementation plan that includes which modules will go first, and then it also looks at the different, trainings that will be necessary to go forward. so when you see that plan, you should see trainings all the way through. and then once we sign the contract, we will be able to sit down with frontline and revisit the plan that we have in place. and if there are any adjustments, we still have additional time and room to make those recalibrations as well. and so attached, we have just so you can see the detailed implementation and i do want to appreciate, as we went through this process talking with our labor partners, ucsf, ucsf, and seiu in particular. and you know, one of the things we

highlighted in the plan is that training will start as soon as april for, you know, a sorry, as soon as january for an implementation, you know, six months later. whereas we learned in the first in the previous implementation, the training was just, you know, very close to launch or did not occur at all. so our labor partners have been, you know, critical in, in our process, in reaching this decision. they're frustrated, you know, from the previous implementation and are concerned to, you know, and want to make sure that we do this right, but recognize the need to do something differently and also recognize that while we are, you know, we spent much of this evening talking about our limited resources, we are able to do this without needing to change our budget, because as i shared two years ago, the board set aside funding for this from the, based on the cd expert guidance. and then we already have some money allocated each year for operating our erp. and

after this implementation, that's all we'll really need to keep spending. so we have the detailed expenditures that show not just what it costs for the implementation, but also some of the other actions we're asking you to bring tonight. because we do need to keep maintaining frontline, sorry. sap over this next year and a few months. and so we need to make sure that continues to work. so staff continue to get paid and we follow through on that while doing this new implementation. and so i'll end, with, saying we're asking you to take action to adopt a frontline, and know that in giving me the authority to make sure that we do this implementation. right, and we're going to work with frontline and appreciate they actually showed up here tonight. and we have the frontline team here, drew karaminas, paul smith and dan terrell because they're committed. they know what our previous implementation looked like. and they're committed to have it be a successful one.

like they've done with, you know, literally hundreds of other districts in california. thank you. ready to go ahead, commissioner? bogus thank you. i appreciate the presentation. the work that has been done to correct this, appreciate the level of detail that is in the plan as well as a lot of, like the context setting around what folks across the state are doing and how this is kind of a move to something that is more safe and less of kind of an overall risk. and where we're from, one, i guess i would just say two things that concern me is i do understand that a lot of the additional information about what this is going to look like as far as the rollout and the details of the plan, kind of beyond what we see here, is going to kind of be identified after this point as things kind of hit when the rubber hits the road. what i'm wondering is what is the role for our labor partners kind of outside of the

consultations that we listed, and how are they centered and anchored in the process? kind of reflecting on the process before, it seemed like our labor partners weren't fundamental to what we were doing, and we're really kind of left outside of a lot of that key decision making processes, which has been a habit, something that happens relatively consistently in the district. so i guess how is this happening differently? looking through the implementation plan from frontline didn't see where labor played a role in kind of our staff, even who aren't representative, kind of have a voice in where these things kind of take off and i guess i'm wondering what is the district's approach to that. and i don't know if you want to respond to that or if you want to designate somebody, but i'm curious how we aren't just, i guess, tokenizing the participation of our staff through the process and our ensuring that their expertise and knowledge and the harm that's been caused to them is at the center of what we do moving forward, i'll say two things. and then if the team wants to add any more. so one is, yeah,

is as were. so what's different from, frontline than sap is? we don't need to configure everything is used for say i mean it's set up for california school districts. but there were things that were particular pain points by not having asked a talk work with our labor partners that we will make sure we're checking in with them, and they're giving us a feedback for how something that works, how it can work well. so, for example, we switched from you might recall this from exception based attendance to positive attendance, where employees needed to input their every day and if they didn't input it correctly, that was part of what was contributing to them not getting paid. that was exactly the kind of change that, you know, needed to have been talked to. everybody talked. we needed to have talked to everybody. if this made sense and that we wouldn't make a change like that of practice without talking to people to make sure it it works. the second thing is, i hear what you're saying and i'm going to look at our front line friends

as well as doctor clark. what we presented was kind of the generic like, here's what, you know, front line having been implemented in numerous districts and education experts having helped with that, here's what you know. generally it looks like you heard doctor clark say, when we now get this approval to move forward, we'll make a specific plan and let's make sure that where those labor partner touch points will be, are is highlighted in that document as well. doctor wayne, could i add something to that? oh yes. we have another member of our education experts team here. that's, kathy hopkins, who's also been a key member of the stabilization team that's helped improve, empower sf. thank you. i would just like to add two things. the first is that we are already and have been for a while looking at the processes and procedures that the district is currently holding that aren't necessarily best practice or standard to california k-12 and starting to

work through some of those potential changes and we are already requesting meetings with the labor partners to review those. we've done a couple, and we have many more on the books in the upcoming months to really walk through what our proposal is and make sure that it, fits their needs. right. so we're trying to attack this now rather than waiting until we're late in the game and don't have any options, the second thing that i would say is that throughout the project plan, even though it's not specifically identified, that it will address members or of each of the different bargaining units, those that are serving a role will not be told this is how you do it. it will be a conversation that will include them and frontline through each of those to understand their current practices. review those processes for better efficiencies. working with those members, and then they will be part of the process of any configuration that is needed

through the user interface, not customization, as well as training and other features or other tasks during the implementation. so so both the labor partners as a whole, as well as the individual members that are responsible for those tasks, will be part of the process throughout. i appreciate hearing that. i guess i would love to see that in future documentation. just where we're breaking that out, whether that's in an overall implementation plan or if it's something broken out specifically to address that. and i guess i would just also say to the superintendent that if we for the next presentation we have on this, it would be great to have our union partners here as well, talking about their perspective on what we're doing and giving, i guess, that perspective i normally i don't think i would say that, but given the way that our current system has failed them and has led to so much trauma ongoing, it really feels important to me for their voice to be a part of the presentation, and that they have as much confidence in what we're doing as staff does, and kind of what you're sharing.

yeah, i hear you. and i will say you may have noticed they did contribute to our announcement about it as and frankly, i didn't think of asking them to stay to this late. but i hear you and all of all of our union partners who will be affected by it as well, too, not just our our bigger ones. i will keep this short because it's 1006 seven, a couple things. first of all, thank you, doctor clark, i, i only know the half of what has gone into this. and i know that in the early days, you explained that we needed just to understand what was happening and that because there was questions months ago, why don't we just drop in power right now? and you were really focused on stabilizing, because our partners and our educators would

be harmed, you know, in infinite ways if we just dropped it in that moment. so i appreciate sort of the steady hand, the steady course, and the thoughtfulness, thank you, frontline staff, for being here. i know that there was begging to get infosys to make any appearances or have any conversation, and they refused every time, doctor wayne. so i wanted to put that on the record. doctor wayne, you said that, you know, you thought the key question is, you know, what's going to be different? i think i have i think that's one key question. another key question is why didn't we do this before, and i think that it would be really useful in terms of community understanding and transparency, like and not and not i don't want i don't expect this to be like, let's throw people under the bus, but why did we are whether we were at this dais or not? we are a district and the community is looking to us as an entity. so why? this seems like a really

great option. why did we not do this before and why should we trust? why should community trust us then in this moment, we are in fact making the right decision? i think we are. but i want to hear it. okay, i'm going to share. here's here's my, kind of broad assessment. san francisco unified in many ways. and again, i was here a decade ago. i appreciate how we can be a vanguard in, certain areas of education and in some ways that has served us very well. and in other ways, though, it has proved challenging. so give two. i'll give a different example. right. we have people have worked incredibly hard writing our own curriculum and incorporating in that curriculum some very innovative ideas. but at the same time, it's created a situation where teachers have had to kind of do so much on

their own by not having at least a foundation of a clear curriculum adoption. right. and this is where i think this, this board of education and this leadership team has said, we want to start with that strong foundation of research based curriculum and then support our teachers because, again, curriculum by itself is not going to improve outcomes, but then support them on how to use that same thing. we adopted a system three years ago that it wasn't empowered, that we adopted. it was sap. we renamed it empower because we wanted to empower and do something individuals to be able to take control over how we did this, this work. and so we went with the system that isn't used in a lot of california k-12 schools. but again, i think it reflects that, like, you know, there is an idea of, of doing something, you know, different and perhaps unique. we don't want to lose that characteristic of our district, like when we're talking about how to serve our most vulnerable students in our commitment to educational equity. but for things like some of the basics, like curriculum and, you know, our financial

systems think we are now saying, let's start with, you know, where we have seen some proven results in other places to implement. again, that's just a high level. like when you say what is different? like, why did we do this before? i think part of it was just this was, you know, as a district, kind of how we approached problems and trying to find solutions. and we're approaching them differently now. i appreciate all the work that it's taken to get us here, and being the newbie on the board, you know, i think my first closed session was drinking from a fire hose and understanding empower. so to everyone who was there before, just thank you for everything you've done and doctor clark for righting the ship and getting us to where we are. i think for me, one of my big questions and especially looking at slide 24, as just one example of all the details, that's the front line project plan, has a lot of

great. and then the, the, the huge document behind it, you know that with a lot of really great information in those 42 pages. thank you very much. my question here in looking at this timeline on the duration hours, hours from us, hours from frontline meeting hours, dependencies, things like this, as far as the staff that's going to be required, do we currently have these people in place right now? do we have the staff in house now that is going to be needed to do this, or do we have to go out and hire people to meet this? where do we stand? because we've got some pretty darn tight timelines coming up here, project kickoff is, less than two months away. and knowing our hr systems, i'm really, really, really hoping that we actually do have the staff in place to do this.

otherwise i would question this timeline. so that's, question one and then question two. as far as frontline itself, i think part of our problem with, sap was it was sap slash emphasis. and a lot of back and forth and finger pointing. and is this just frontline or do we have subcontractors? anyone else we have to deal with here in this system, or are we just are we able to just point the finger at frontline this time? i'll answer the second question and then i'll have marin and doctor clark answer the first one. so for the second question, it's, front line. and one of the reasons we're going with frontline is they don't require an external provider for. i like to like because we adopted sap, but they required us to work with infosys or someone like that, it's also who we adopt for our human capital management system. so that's two. and then it is education experts. we are bringing in their expertise to help us do this. but what is

wasn't highlighted. but i do want to say one thing that's different about this implementation. this was a recommendation from the city of san francisco, that we're following. we're hiring an outside evaluator to, to kind of monitor the process because the district education experts, front line and the human capital management, we all have an investment in this to be successful. so it might be, you know, we may miss something because we're so invested in being successful. this is a group we're bringing in whose job is to make sure to tell us no, no, no, you're off track. here's what you need to do. and we did not have that in the last implementation either. so that's who. so you can still fit it on a hand. there's five, but that you could point the finger fingers to. but it's much more clear in terms of the staff. that is a an area we really need to accelerate. i'll let i'll let them respond to that. so yes, there is staff within the organization that can manage this project. and there are also

vacancies that we are currently working to fill. so our so there is a couple of different things that are going to be working simultaneously. one is to make sure we have a sufficient amount of staff that can hold up, empower sf and continue with the day to day operations, there is the track to make sure that for all things that are not necessarily empower staff in the business services or hr department, that we have a sufficient amount of staff that can handle those things. and then over here in this last bucket is to make sure we have a sufficient amount of staff that can work on the front line transition within business services, there are a couple of positions that are in the pipeline for being filled. we finished some interviews. other interviews are currently being set up and i believe in hr. they're they're in the process of filling those positions. so, within the coming weeks, we, maureen and i, as well as the hr department and other members of the business services department, will come back

together and review all the positions that are still in the pipeline to be filled and determine where those positions fall. so, for example, if it's a vacancy, in i'm going to say a the payroll department and payroll training is eight months out. it's okay to continue and move forward. recognizing that position is something that's in the pipeline. but if it's something, let's say, related to the position control department, and we know that's one of the first things that we're going to have to do, then we're going to have to make sure those positions and staff are in place very quickly compared to something else that may be further downstream. so once the contract is signed and we're able to bring frontline in, we'll all be able to come together, look at the plan and work together to see if there are any other gaps that we need to fill before we actually move this project out of the gate. that's super helpful. thank you very much. so let's say we get

to may 1st, and someone that is critical is stuck in the hiring process or looked at us and said, man, i got a better offer somewhere else. what do we do then? so in in those examples, we would look at potentially some of the robert half staffers that are already in some of those departments and potentially redeploy them or look at some other temporary solution that we could potentially move pretty quickly to make it a long terme. position placement until we can get the permanent position in place, it's doctor wayne has said i have additional resources that i am also working with my company to, to redeploy. boy. so, you know, individuals that have payroll leaves benefits and retirement experience is not just one. it's actually 3 or 4 that will be readily available, and if it's necessary, working through front line to see if they have additional resources, if i have resources, some other external entity may have the resources to make sure that we have someone in that seat that

can get the project moving forward. now, that will cause a little bit of recalibration to make sure that we've got training modules in place and a sufficient amount of time to get that position filled. but the goal is to make sure that for all of those things that we need to front load, that we've got the staff in the right seats moving forward. the other thing i would add is that we're entering i think it's an exciting phase and that there are hundreds of people who know how to use the system. thousands of people in california. so whether it's phoning a friend across the bay or trying to actively recruit someone who knows this, it just increases the pool of people that are interested and available who might say, i know how to do that and you need my help over here, i'm able to help, and i think we can get really creative in how we can get some of those people to come and play with us and help us with this implementation. yeah. and i'll just add one other thing that, you know, now that we've picked this system, as marin said, there are school districts and county offices that have that expertise. i've also started reaching out to some of the neighboring county offices to

see who might have staff that they could potentially loan us for a period of time to work on some of the projects they may not be with us forever, but if we get into a situation where we really need an expert and we can't find that the county offices in the area of several of them have, you know, said that they were willing to support us in any way they possibly can. i think everyone has a vested interest in making sure that, you know, we are out of the headlines for a pay related issues and that we transition to, a system that works well for the organization. thank you. thank you so much to the team. i feel like we've been through it together from the long nights of me losing my level headedness, pounding. i feel like my fists on the table because of just pure frustration in, out of body experience. because we know what it has, the

harm that has been done and how we are responding. bill, for our staff's livelihood each and every day, so, doctor clark, thank you so much for spending the extra time in addition to this team, the board briefings, i will say i am cautiously skeptical. that's my role because i was one of the leading supporters of the modernization of our payroll system. i've been on the board, as you all know, for five years now. so it was a complete heartbreak to have wanted to support the modernization of our systems and to just actually end up having complete failure of that system. and so i want to give a chance to maureen and doctor clark to share with us. where do you see the greatest potential risk currently in this implementation plan? well, first, let's state

the obvious and erp implementation is never easy. this one included, right? i'm not an expert in erp, but i've learned enough about this on a personal level. i had more hair before i started this whole thing. okay, so it's a very stressful process. it this. but we've learned so much about what not to do, again, and i think our team internally is also though they're tired, they're so committed to they're asking us to not waste their time as well and make sure that we do things the right way, because i think many of them are really tired, right? they they themselves want to change, so we're going to have an external entity to come and be an accountability person, right? for, for this process, i think getting the right number of people to support the implementation, it will be

critical, i think keeping you directly involved and updated will be critical, i think some of the biggest modifications will be in our labor agreements. if we need to modify or change something in a labor agreement, that complicates a basic business practice that we need to, and you know, review immediately and begin talking to the unions. and by the way, we've already started having those conversations, right? so if our labor agreements have a very complicated process, that really frontline will not modify, it's our job to simplify that. so i think that's potentially one of the areas that we need to. and we're already thinking about what can we do to simplify and engage with our labor partners. i know, doctor clark, what comes up for you? there's a lot that comes in my head, but i think i'll focus on three things. as we've already talked about staffing, making sure we have a sufficient

amount of staff to fit in those three buckets, the other thing is the data that's coming out of the sap product, you know, working very hard to scrub that data, make sure that it's clean before we move it into a new erp system, our, our best case scenario is to try to avoid any situation where we're taking garbage data and putting it in a new system, because then that's going to cause problems on that end, and then last and not least, is holding true to that timeline, which means that there may be other projects or things that come up that are important, but not necessarily the priority of the day, because if we start deviating from that timeline, then we may miss that window of opportunity to hit the july one mark, which could push us over into another year of implementation. and so those are probably the top three things that i think, are where we have

to work to make sure we're mitigating any risk around those areas. thank you, and i just want to note, another area that i'm also concerned about is around the change management. so it's not about the product tonight that we're talking about, and you know, seeing in the presentation around, you know, the gap that we had with the previous implementation and, and what we're committed to around those investments. but i just encourage as we all know, change management, particularly in this district, requires extreme, lifting from everyone. and i think that is my call to action publicly, collectively, that in order for this to also be successful is that we have to understand the deep change management and the investments that we have to lead in order for this to be, while we know we'll have bumps along the way,

but it's a collective, outcome that is imperative, so i do want to request a board leadership, given that the, superintend is committed to the external evaluator, that the public has been very vocal with us, and for us to deliver on a more public progress monitoring, so certainly would like to have board leadership around the consideration, working with the superintendent, what that might look like from a cadence to public facing tools like dashboards, so that we can closely see where implementation is if we're off track, the supports that the staff's going to need, and how are we remedying those, potential, you know, challenges, as we have a very tight, implementation plan with i feel very little margin of error. that's allowable. and

thank you. so much. my deepest gratitude. and for, the entire team's efforts. i'll be brief, but i just want to appreciate commissioner lam's request. i think, as several of my colleagues have said, this whole, episode in sfusd history was outrageous. and shameful and unacceptable. and the way we treated our employees and i think, but but i am really hopeful that we're on the right path. and i think that kind of accountability is, is what we actually owe to the public. and to our employees, as we go through this, this process. and so i think, i really think that's great. and i'm just really excited. i think the staff's already done fantastic work. that's why i was enthusiastically, moving this this item. thank you. and definitely hear the call for

accountability and transparency and progress monitoring. and so i think, you know, one thing during the, payroll state of emergency, we started sharing the metrics around our tickets. right. it was both shocking to see the 8000 tickets, but we were open about it and we got to see where there's progress. and then we're open when we didn't make progress. so we will definitely, make sure we're sharing progress on this implementation at least quarterly public updates. i will work with board leadership about how to share all that. but so that and we'll have then, you know, have identified it, have identified up front. what are the metrics we should be looking for that we're we're trying to make progress on rather than after the fact. i just had one question. one, around cost controls and scope creep, if you

could talk a little bit about the chain of command, if there are configuration, modifications that are above and beyond what is currently scoped, i know that the system is designed for, for our practices and culture to adapt to the system and to normalize around, you know, what are are common and best practices in districts. i mean, this is software that's designed for california districts. and so there's a lot of things that will be done in regular updates with the software that that no longer require us to customize for. but i am i know there are some components that do have, still have some scope work. and so i just want to understand chain of command and who will be part of making that or who will be responsible for making that decision? and how will the board be appraised along the way? and, you know, as part of these, updates so that there are we

don't find ourselves surprised and. so, i want to point out one thing like this is really and truly more of an out of the box type system. so a lot of configurations is not what you're going to experience here. the area that i'm aware of right now where a configuration is required, is the interface between the city and the county, and between the school district and the county for the, the retirement system. and then also the health benefit system. so those are the two known areas. but outside of that, i'm not aware of any situations where we're going to have to configure the system. it's more about what we've already talked about, understanding how the system works and how our business processes will fit into the system where there may be opportunities for scope creep that we're going to monitor and try to avoid is, you know, if we

have a deliverable that we're supposed to do for front line for this project, and let's say they give us five days. if we don't get that done in five days, let's say it takes ten days, then that's an area where we may be utilizing more time than necessary on our end or on front lines end. and so one of the things marin and i planned to do is to make sure we have very tight controls over, the project deliverables and then other competing demands. you know, even though this project is moving forward, it doesn't stop the work of the district. and so if we have to move, move other projects or redeploy other individuals to support with the project to meet, in my example, that five day timeline, that's what we're planning to do. so, now, there may be some anomalies along the way because there's no secret here that a lot of that data that we're going to try to pull out of sap is going to have challenges. but absent anything, you know, where we can't get the

data out of the system or we're having a delay with staff, you know, doing the work that's been assigned to them. i really don't see any situations where we're going to have a lot of scope creep, but to your point, it is important to monitor that because we don't want to spend an exorbitant amount of money. you know, on additional time when we could if we can just stay focused and stay on track for this project. now the timeline is aggressive. i agree with you that that is, a very tight timeline. but when we think about the other option, which is to stay in the system longer, i think that for many people in the organization, they're going to want to help us meet that timeline. so so there's an incentive there. i'm i would just add one risk of scope creep that we will we'll be definitely keeping track of. and it it falls right along line of what you just just went through. but it's the need for additional trainings. so it's

going to be really important for our implementation team to keep the staff attending all of the trainings as well as participating actively in the trainings and follow up working sessions and things of that nature. because what we don't want to do is have to repeat multiple trainings for no reason, so that's going to be an important part of what we're going to be trying to monitor and maintain as well. and maybe just to close, we want to welcome our, front line representative here. and as you've been hearing the conversation, but maybe more importantly, if you want to share what you're for as you come in your approach, you're coming into, i'm sure you've read the headlines, you know, so it's a risk for any company to be coming in, you know, why do you feel like this is going to be successful? and what are the risks? and what do we need to be paying attention to? because you have implemented this in a lot

of other districts. we have. and, thank you for having us. and let me just say and introduce yourself, brief. my name is dan terrell. i'm with frontline, i'm kind of a middle layer between product and services and sales. so we, we work together. i spent a lot of time with the product and the services is, there's a from our perspective, there's a couple of things that i'll just bring up to two points. the first is collaboration, and the second is expertise. so when we came into this project, the very first conversation we had with doctor clark was we came to an agreement early that the best then instead of coming out and selling and going through a standard sales process, the best first step for us was to have folks come out here and spend days on site, and we brought in consultants and expertise, to work with your folks so that you guys could evaluate us and we

could also assess, you know, where things were at and that. so i think that we really started this project collaboratively and that's important. so we were meeting with your, you know, your, your, your, labor, partners early on in the process and trying to, to just discover, you know, what, what are your pain points, what are the needs? what are your processes look like? and that was a that was a really, i think, good way to start the approach, and i see that continuing. that's, that's been, that's been the tone and the flavor of our conversations from day one. so that's great. you know, that's great, on the expertise side, the person who truly masterminded the, you know, this detailed project plan and is very well known around the state of california. she's

not here because she's meeting with 47 districts, down in santa clara. we're having a user group here, i say that just to say that we're we're very engaged and involved in the california k12 community. so this, you know, this is not a part time thing. this is not, we're not a big corporation in that, you know, will, you know, sends a couple of people we're committed to california. we're involved. we're engaged. and we do have that expertise with what you do, and we're very comfortable with that, and there are a lot of things that are configured the way that you, you know, need it to work. so i think these are these are our strengths that we bring to the table, what are we most afraid about, change management because one of the things that we did discover is that a lot of the processes, and

some of it is because of the, the systems, there's so many systems involved are really disparate and disconnected and so when you now come together and say, all of these departments and all of the policies and all of your business processes, now have to talk and play well together, and we're going to be focused on getting along and not, you know, each each group doesn't get to do it. maybe exactly everything they want to do, but for the good of the whole, this thing will streamline. so i think that, and i think doctor clark hit it, nailed it on that just nailed it. if it's a collaboration. so if there are things, there are things that we're responsible and we'll be responsible to do, but sometimes we'll leave you with homework. and if it if we need it in five days to hit you know, then that's going to be again. that's where we're going to have to

collaborate as well. so just some thoughts about that. but we're very excited. we're very appreciative to be here, thanks for that time. thank you, yeah. yeah. so to emphasize what he was sharing is, is our current system, you know, is used in multiple industries, multiple companies. and you're, you're an education company. you focus on school systems. so thank you. thank you so much, really appreciate this. and just having having frontline staff here in person ready to collaborate is really a nice way to start off this partnership, and thank you to staff to doctor clark and to mister trujillo about all the work that you've done to scope this and make this a reality, because i know, yeah, you know, it's been another journey, yet another journey that we're on,

but i look forward to implementing this and getting regular updates as a board and also to the public so that they can continue to have confidence that things are moving or to understand if there are things that are slowing down or needing additional resources. so with that, i will, ask for a roll call vote, mister steel, thank you. commissioner. bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez. yes, commissioner. wiseman. ward. yes vice president. alexander. yes. president. motamedi yes. seven eyes. and also just as a point of order, we should have done it at ten, but we need to vote to extend our meeting, so can do i need a motion for that? i don't recall. okay. so moved second. okay, and so that according to our board rules, our meetings are supposed to not last or the business or business meetings are not supposed to last longer than three hours. so at ten,

ten, the pumpkin shows up at 10 p.m. but here we are. so roll call vote please. commissioner boggess. yes, commissioner. fisher. yes commissioner. lamb. yes, commissioner. sanchez yes, commissioner. wiseman. ward yes. vice president. alexander. yes. president. muhammadu yes. seven eyes. okay. and moving to the consent calendar, are there any items withdrawn or corrected by the superintend ent, yes. s let me get. oh, i'm sorry, do i need to do a motion and a second first, i don't know. or can you withdraw? yeah. okay. so let's just move it, can i get a motion and a second, please? so moved second. okay. any items withdrawn or corrected by the superintendent? yes. i would like to withdraw item 18, revisions to board policy 5145.10. we need to make some

corrections, and then we'll we'll bring it back. thank you, roll call, mr. steele. mr. bogus. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez yes, commissioner. wiseman. ward. yes. vice president. alexander yes. president. tommy. yes. seven eyes. okay. any, i think we have a very exciting board member report. first time ever, as we have mentioned, previously, we are monitoring our time of use in our meetings. and commissioner fisher, we are supposed to rotate every month. but commissioner fisher, did both january and february. february for us. thank you, commissioner lamb is doing time keeping for march, so we will get a similar report at our next business meeting. but, commissioner fisher set the tone for what these look like. well, we saved the best item of the

night for last, because here we are, no. just kidding, so this is just january, and i happily will bring february back, at our next business meeting, if you're if you want, but it's an overview of. and i have to give a shout out to my husband for helping me set up pivot tables. and now that i know, pivot tables. holy guacamole. my life has changed. pivot tables are the bomb, okay, so, anyway, what we did was monitor various categories as we're starting to monitor whether things are, goal monitoring, board governance, public comment. and it's basically a way of measuring how much time are we spending on our vision values, goals and guardrails? monitoring and accountability. so, what you'll find as an attachment to item j two is, is first and foremost, it's the, it is a time breakdown minute by minute for how we

spend our meetings. that is pages two and three, but the first page is an overview of how that fits into the vision, values, goals and guardrails and the student outcomes focused governance, time management, and we spent 36.14% of our time in january on student outcomes focused governance tasks. and that was out of a total of 332 minutes. we spent 120 minutes on goal monitoring, 104 minutes on voting activities. action items, 20 minutes on our board of self-evaluation for that total, and then the rest of our time was spent on public comment, and other compliance mandates, all important stuff, but not as student outcomes focused as we would like to be. our goal is 50. so we have some work to do. which would one of the, you know, and a lot of that being, public comment, if we had other

ways for the community to engage, we could improve that. so thank you. all right. thank you so much, are there any other reports or committee appointments, with that, we are going to return to public comment, i will call for virtual comment on non agenda items. as mentioned before, we are working to provide transparency and conduct our business. when the public is able to observe us work, we have significant decisions that will be affecting each and every site and late night meetings deter public participation. can affect the board's decision making ability and can be a burden to staff. we also have a board rule to end our meetings at 10 p.m. because of these reasons, as you may have noticed, we voted to extend our meeting for this very reason . and because of this, we are prioritizing beginning board business by 8 p.m. and prioritizing in-person comments. at the start of the meeting, public members who wish to participate by phone will have

the opportunity to provide non-agenda comments after the board conducts its business at time permits. i also want to reiterate that the board accepts written public comments via email to board office at sf ucsd.edu. the board and district leadership emails are also posted on the sfusd website. so at this time, are there any virtual comments on non-agenda items? i'm currently seeing of five hands raised each one minute each? yeah each speaker will have one minute. again, this is for non-agenda items. can we please have that repeated in spanish and chinese. participants. quieren hacer un comentario publico. no esté relacionado con la agenda en estos momentos tendran la oportunidad de compartirlo durante un minuto. gracias. anthony, go ahead. painting como you guys. how you guys. how you

got. thank you julissa. hi. can you hear me? yes, we can hear you. okay, this is my sixth grade daughter that goes to buena vista. horace mann, that she's already in bed. of course, so i really appreciated this. she wrote this. my name is gabriela winton. i am a sixth grader at bbmb. me and my classmates are loving the school and getting good grades because i have the most amazing teachers and get to participate in activities like dance. if these budget cuts go through, one of my teachers will cut, will be cut, and so will my dance teacher. i highly doubt me and my friend will succeed the way we have been. if this happens, please don't do this. thank you, thank you. kathy. hi, my name is

kathy belen. i'm a special education teacher at starting elementary. i'm the kindergarten to second grade moderate to severe autism. focus special day class teacher, and i'm proud of that long title, our program also has a third through fifth grade class, and this is an urgent situation. we have not had a speech therapist for our special day class classes this whole year, you know, we would be told all of our hiring special. they're hiring speech therapists. they'll be coming soon. and so here i am. and march informing you of this. students, parents are deeply concerned, and they're asking that we have a speech therapist. about a month ago, a therapist came from an agency, and she arrived to start providing

compensatory minutes. but we're talking about minutes going back to august and students should be receiving speech for their ieps on a weekly basis, recently, a district therapist arrived to conduct speech assessments for students who have triennials that will be three students for this year. thank you. kathy i'm sorry that is your time. thank you. miss marshall. well thank you. i'm not going to call your names because she don't deserve the kind of respect from her, from the public. you have done a disservice to the public tonight. you chose to run or be appointed as commissioners. you are doing a disservice for the students. public comment is very important, as the only way that we can hear what the what our colleagues and our and the public is experiencing across the district. if you had a large group, you had two hours, you

could devote two thirds of the time for in person, one third of those of us on zoom, that would everyone gets gets to be heard. it is now almost 11:00. you have parents making public comment. shame on you. we're going to look into filing a complaint against the district. thank you, thank you, thank you. lillian. lillian. haiti.

haiti. mr. stewart. good evening. i hope you can hear me. yes, we can. we can hear you. commissioner. superintendent. doctor. wayne and those remaining in the audience. i'm here just to only speak on behalf of glen. coach as a student advisor at harvey milk civil rights academy. as you all may know, some of you may not know that are served by school district. for over 30 plus years. i was harvey milk's, principal during the pandemic, and i have the utmost respect for coach glen. and so i just want you to understand the importance of making sure that that position at that school site is secured in a place where

coach glen can continue to do the work that he has earlier tonight, i believe, superintendent doctor wayne said create meaningful school environments. and coach glen, if you can only imagine this has always put forth an educational environment where students and families feel that they can bring their true selves and their authentic selves without coach glen being at harvey milk civil rights academy. as many of the students and families have said, the school, the school will not be as successful without his presence there. somehow. i hope you will work with the current principals to make sure that that position as a student advisor is not cut. thank you that thank you. lexi yes. hi my name is lexi bautista

and my children are in fourth and first grade at rooftop and i'm here to advocate for timely and accurate information from the district, promoting a clear and transparent decision making process, closing high demand classrooms while trying to boost enrollment doesn't align with offering what parents want, and it feels like a very shortsighted approach. rooftop truly is the citywide school with a diverse student body that matches the diversity of our city. coming from a mixed race family and raising a mixed race family, the diversity of rooftop is widely weighted. for a moment here. thank you. thank you. haiti. that concludes virtual public comment, i know we don't

respond to public comment, but there was a pretty, the we had a teacher from a particular school with a pretty significant violation. is there some way that we can follow up on that and. okay. thank you for that. okay. and i adjourn this meeting at 10:52 p.m. thank you francisc

>> (bell tolling). >> wow. >> (clapping) welcome, everyone. here we are high on a hill. little morning fog, no rain are we lurking or not we're san franciscans. we're here to celebrate a beautiful man in our beautiful cable car cars what better day to do it in valentine's day can you bring our hearts all right. >> my name is rick i'm the president of the market street railway an independent advocate for the history cable car