>> commissioners, any new items you want to put on the agenda? seeing none, that being said, there is nothing else on the agenda, we are now adjourned. thank you very much. [meeting adjourned]

stop meeting to order. roll call , mr. steele. thank you. president. mr. bogus present. commissioner fisher here. commissioner here. commissioner sanchez. here. commissioner wiseman. ward here. vice president. alexander, here. president muhammadi here. thank you, and as a reminder, public comment for the workshop item will take place during item d, just before the workshop items themselves, do we have child care today? i'm assuming no, we are supposed to get. yes, we should. all right. we should. all right, well, then, child care from 630 to 9 p.m. here at 555 franklin, first floor for children ages 3 to 10 and 630 to 9 p.m, so, so at this point, let's see, accessibility, affirmation, translation, server services, virtual meeting information, can all be found on

our website and questions can be directed to the board of education office at (415) 241-6427 or board office at sfusd.edu. at this time we will take before the board goes into closed session. we will begin public comment. i call for any speakers to the closed session items listed in the agenda. there will be a total of five minutes for speakers. thank you, president muhammadu. there are none in person. we have no virtual participants. okay, i now recess this meeting at oh, we will take a roll call, vote on the recommended student expulsions when we reconvene to open session. i 30. the report out from closed session on one matter of public employee. discipline. dismissal release the board by a vote of

seven eyes. approved a resignation agreement on another matter on one matter of public employee discipline. dismissal. release the board by a vote of seven eyes, approved a resignation agreement. i'll now move on to the student expulsions in the matter of student c k versus s.f. usd. oh case number 2024 04006, the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount in the matter of student sri versus sf, usd oh case number 2024 030105. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount in the matter of student mc versus sf, usd zero case number 2024 040497. the board by a vote of seven eyes, gives the authority of the district to pay up to the

stipulated amount in one matter of anticipated litigation. the board, by a vote of seven eyes, gives direction to the general counsel, and is that all of the readout from. okay. so that concludes the readout. so at this time i will move to public comment. members of the public may address the board on any matter. president, we need to do the expulsion votes though. yeah. i didn't wait, but we're i know, but we're okay. they're up . there at the top. oh thank you okay. thank you very much. sorry about that. i knew that there was i was okay. so vote on student expulsion matters. i move approval of the stipulated expulsion agreement for one high school student matter number 2023 2024. number 40 for the remainder of the current spring 2024 semester and the following fall 2024 semester through december 19th, 2024. can i have

a second, second roll call? mr. steele? thank you. commissioner, commissioner. bogus. yes commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez. yes. commissioner. wiseman. award. yes vice president. alexander. yes. president. motamedi yes. seven no's, i move approval of the stipulated expulsion agreement for one high school student. matter number 2023 dash 2024. number 41 for the remainder of the current spring 2024 semester and the following fall 2024 semester through december 19th, 2024. can i have a second, second roll call, mr. steele? 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. thank you, i move approval of the stipulated expulsion agreement for one high school student matter number 2023, dash 2024, number 42, for one calendar year

from the date of approval of the expulsion. 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. montgomery. yes. seven eyes. thank you. all right. thank you. and at this time, i will move to public comment, members of the public may address the board on any matter that's on the agenda. and and, it will be one minute each. and as a reminder, the board board members are not able to discuss comments or attempt to answer questions during public comment time, any public, in-person, public comment? yes, we do have one card, patrick wolf, you can step up podium. you have one minute. stage all to myself. all right. patrick wolf, speaking as vice chair of the bond oversight committee regarding the board's self-evaluation. two weeks ago,

you voted to put a $790 million bond measure on the next ballot. but here's what you did not do. you did not invite the bond oversight committee to present. you did not acknowledge the many years where no bond oversight committee had been formed, and where the bond program was severely delinquent in publishing its finances. and you did not seek any evidence or proof for various positive claims, such as that bond money has always been spent properly under budget and on time. i do want to emphasize that the bond program has made a lot of positive progress over the last three years in my personal opinion, if the bond program continues this progress into the fall, the public should approve it. the bond measure. but it's not a slam dunk, and it's your job to understand why you should invite the bond oversight committee to present in the very near future. and then once a year thereafter. and tonight, in your self-evaluation, please consider how well you think you have been overseeing the bond program. thank you. thank you. that concludes in-person public comment. thank you. any virtual

comment? we don't currently have any hands raised. if our virtual participants. if you would like to share public comment on the workshop tonight, please raise your hand. seeing no hands raised. all right. with that, we'll move to the center of the room and begin the monitoring session. thank you. all right. it always seem like right. okay. i respect. i do see there.

is no. but i see. no no no no no. i'm i'm not. because you are showing a slideshow. okay okay. okay do you want me to do the.

we're going to need. the laundry . we're getting. i dropped my slippers. i had

another one.

good evening everyone, welcome to our first progress monitoring

report on guardrail 5.0. and specifically interim guardrail 5.3, excited to bring this report forward because i think our first monitoring report, where we are on, track to meet the goal, are this this time, the interim guardrail, and, and so, with me, if you go to the next slide, is, is, davina goldwasser, assistant superintend. tonight, we also have patrick west, our interim executive director for college and career readiness, and aaron deiss, our interim director of college and career readiness. and we have two guests with us presenting tonight, genesis, a student intern, and fabiola de aguinaga, one of our partners. and if you go to the next slide and the slide after, so the guardrail. so the, the, actually the guardrail overall is around strategic partnerships. and so,

you know, in our council of great city schools process, we then identify how do we show progress towards achieving that guardrail by identifying interim guardrails or these measures. and so what we're seeing we did a progress monitoring report on community on the effective decision making that the guardrails can be a little more challenging to identify the what the inter measures should be, rather than the goals. because we have a literacy goal, it's clear some, you know, benchmarks along the way that would lead to making sure we know we're on progress to meet that goal for the guardrails, there's much more of an interpretation. and so the reason we're presenting this one as an interpretation of that, that guardrail is because the guardrail is about strategic partnerships and specific only. it speaks to the idea that the superintendent, will not impede collaboration with the city of san francisco state and federal

community based organizations, philanthropy and the business community to advance the district goals and values. and so in order to us for us to do these kinds of internships, we need to be partnering with, our community partners, such as you're going to hear tonight. i work with the ucsf, but also working with the city, working with dcf, working with others. so that's why this is a measure of that guardrail, but there may you all may want to have discussion as well about this guardrail and how well it captures what we're trying to do in the meantime, the specific measure that we are tracking is to increase the number of high school students participate in internships at any point during a school year by 20. and we have it for the next two years, from 2012 111. in summer of 2022 to 1453 by summer of 2025, so increasing it by 20% for this year would mean by the end of the summer, we would have, 1372

interns. and so we're on target to have 1379 interns, so we are meeting and slightly exceeding the target. if you go to the next slide just to share a bit more about the interpretation of the data, so we're looking at overall an increase of 160 internships at the conclusion of this year and by internships, these are actual paid internships that our students participate in, where they i do need to be hired to be a part of it. and during the fall semester, we so we have internships throughout the year. so during the fall we had 68 fall and 77 spring new interns on top of who already were interns. and during the summer, we have 330 new hires, and most of the interns were able to find placements in the education sector, followed by health and medical, and then, as we said, we're on track to meet or slightly exceed this goal. so

what steps have been taken this year to do that? well, for that to meet this goal, i'd like to turn it over to our college and career readiness team. and if you go to the next slide, they're going to speak to, the work they've done, starting with industry partner engagement and support. so i'll turn it over to aaron. good evening commissioner. superintendent, thanks for being here, everybody, really excited to share with you tonight some of the great work that's been done. and we know that there's more that we can do, but excited to celebrate some of the wins that we've had over the past year, and so specifically, when we think about the ways in which we are trying to engage with community partners, some of that is through e-newsletters, which many of you probably receive on a monthly basis, if not more often. we have an industry partner breakfast that we hold annually in the fall that we invite partners to, we have our cte district showcase that happens annually in the spring we had at the southeast community center this past spring. so we do have families who come and students that are are participating, but we have

folks that are partners that are there that get to be that authentic audience and give that authentic feedback to our students who are within our cte pathways, we attend chamber of commerce events where we're making, you know, building those partnerships. and we also are encouraging folks to try other things because it can be overwhelming to take an intern. and if you've ever had an intern before and maybe didn't have a plan for that, sometimes it can not go so great, right? for both of you. and it can be frustrating. and so we have other work based learning opportunities where folks can participate in mock interviews. maybe they'll come and do a career panel. they might host a job shadow that feels a little less like an intense thing. and then at that point, they're like , oh yeah, that's what high school kids are like. maybe next year we're ready to take on an intern, right? so we encourage that as well, as part of the process, when we bring on a new partner, we need an mou with them. and so we do, as a district have a specific work based mou. and sometimes that can be challenging, it includes

also pieces around worker's compensation. so we do hire our interns as classified employees for the district, and so as part of that, they need to have that worker's comp when they're at these specific sites and placements, and then also some of the ways in which we are supporting those hosts, right? we don't just say, okay, here's the kids go at it. right. so we do help them in creating a learning plan, kind of a scope and sequence of they're going to be with you for the summer for six weeks. this is a lot of hours. they're going to be with you, and you don't want to be frustrated because they're sitting on their on the phone because they don't know what else to do. so we are very clear around what kinds of projects and expectations that there are, and then in addition, we hold a host orientation where really talk about what to expect because for many of them, they've forgotten what it's like to be in high school. and we really talk about how we need to be explicit and really give explicit feedback to students and not assume that they're going to automatically know what to do. and then throughout the whole process of being a host,

we also have our staff who are coming out and supervising, right. and so they're talking with kids, and we're holding kind of that payroll piece. and helping with that, but then also helping them communicate sometimes with those hosts who might not know how to talk to a high school student. right. like that's not their job. that's not what they do. and so we try to help them out and help them in that process. so those are some of the ways that we're engaging with partners. so that's that slide. and so just looking as as we're looking at this last year for us it was important, we are predominantly grant funded in ccr, and there are only certain ways in which you can pay students. many of our federal grants, our state grants don't allow us to pay students. so that's through philanthropy. so it's important for us to secure that ongoing funding, which we do for the next couple of summers, and then it was important for us to increase our number of placements with our current partners. right. we don't have to go after a new mou. we have folks who have been

successful. so for last summer, we had a two interns who were with the junior giants, and they had such a great experience. the giants community fund decided to take on another two interns that were going to work in the office. right. so we increased that way. we also partner with a lot of community based organizations. and specifically we're going to have genesis talk about that in a little bit. and so when we're thinking about what that looks like, if i have an mou with a law firm and they're going to take one intern, that is a lot of work that we have to do for that one intern. right. the mou, the hiring, all of that process. but we're looking at the boys and girls club for genesis, right. in the summer, we may have 15 to 20 interns that are there. so it's helpful for us in terms of supervision as well. right? it makes it a little bit easier, and then also we try to guide, like i talked about, how we have different partners who have maybe been hosts for mock interviews or may have been a host for a job shadow this year we have the intercontinental hotel, who had done job shadows for a really long time. they're actually going to take on five interns this summer, so that was a way where they kind of dip their toe in the, you know, into

the pool and decided to move on and try their their hat at interns this summer. that's that slide, jalen wasn't able to make it tonight. but i want to just tell you a little bit about jalen. so jalen is a senior. the last two years has been at lincoln. and jalen is really exciting. was with the va her first summer and then stayed on with us and worked with ucsf in her second summer. so definitely had an interest in health and medical. that's something that she wanted to do. and then went on to continue to be with campus for jewish living, and also had an interest in potentially staying with medical but working with children. so was able to be one of our interns at a.p. giannini, which is where jalen had been a middle school student. so was fun for her to be able to be back there and still is for the next few days working there, and then also as part of our cna licensure program this spring, and so has now finished that program is going to have a certificate to be a cna and can work right

after graduation. so unfortunately jalen wasn't able to be here. but i did want to highlight her story. yeah clearly. clearly she is. yeah she's got a lot going on. yeah. no for sure for sure. and so next up i'm really excited to share with you genesis. and so we'll go to the next slide. and genesis is going to tell about her experience over the last few years of us. hello, doctor wayne and commissioners, i have to pull up my bad. hello doctor wayne and commissioners, my name is genesis cerritos and i am finishing my junior year at academy. i am a college and career readiness intern at carver elementary school in the bayview district. i have been interning at carver with the boys and girls club for two summers and two school years. this summer will be my third. i took two dual enrollment classes at ccsf as part of my internship, latin american studies one and child development 67 seats. 67 was asyncronous and i could take it on my own time. it helped me understand how children's brains work and their emotions and how they mirror us. i have to be

thoughtful about how i speak to students and be affirming without scaring them. these past years, working at carver have been extremely special to me. they have helped me grow as a person. not only have i developed new strengths like patience and working with children, but this internship experience has also helped me learn to manage some of the professional challenges i have faced during the two years that i have been interning. i now feel a lot more confident and comfortable in the situations where i would have previously felt extremely anxious and scared during my internship, i have coached a soccer team of my own and have been able to progressively help the children learn new physical skills and emotional strategies to stay calm. it has also been a really good location for me, as i live around five minutes away and know almost everyone on my site from previous encounters. this makes it a lot easier to be comfortable around them. my site supervisors are also very supportive and understanding when it comes to my school, work and outside life. in my family, i used to have some anxiety when taking care of my younger nieces and nephews, but now i am able to help out my family in the ways that they need me. i can

see myself doing the same in the future with my own children. as a mom, it has also been an amazing help financially, as now i take some of the pressure off my parents and can use my own money to buy my own things. it has also helped me be able to speak up with adults. i have the confidence to walk, to talk to them and to raise questions when i have them. now i can say no when i need to and hold boundaries. this allows me to advocate for myself and for the younger children that i supervise academically. the internship has helped me manage my time and plan ahead, and i know i will need to be able to do that in college, which is my next step after high school, hopefully at stanford or usf. after i graduate. the boys and girls club has said that they will hire me as an adult staff in the summers while i am in college, and that is important for me to have that resource to fall back on. thank you for listening as i shared about my special internship experience and have a good day. we have. all right. that's a

tough one to go after. good evening. thank you for having me. my name is fabiola de aguinaga. i am the pathway programs coordinator at ucsf for one of the pathway program coordinators at ucsf in the center for science education and outreach that sits within the office of diversity and outreach. so my role specifically in this partnership with san francisco unified is to manage and process all of the students that come in for the summer and sometimes stay on through the entirety of the year, that come from the district. so i, i'm new to ucsf. this is my first year, but even just from last summer to this summer, there's been a huge growth in the number of students that we are bringing on to our campus. i know initially when the partnership started, the ask was anywhere between 5 to 10 students. i believe that was in 2020. and now this summer, we are accepting 46 students, which is a huge number, so ucsf is

really excited to partner with san francisco unified. there's a lot of, eagerness that's coming from the university as they're hearing that this opportunity is available for them to take on interns. so we're we're really grateful for the partnership, as a personal anecdote, last summer , we actually took on my team, took on an intern. his name was noah lopez. he was just like genesis starting starting his senior year, after being with us for one summer. but i cannot stress the just amazingness that it was having him as part of our team, he thrived. he worked along both. he worked hybrid with us, so he was sometimes working from home, sometimes working, in the office with us. but he was just such a delight to have on our team. and we work so well with him that we offered him the opportunity to extend his internship into the fall semester, which he accepted, and

then into the summer semester into, i'm sorry, the spring semester, which which he accepted, aside from just the daily tasks that we would have him do, so he would do things like help with the administrative work that myself and my manager had going on. he was doing presentations with us on college going behaviors on peak college applications, and he was in the middle of that. so he was the student voice for other students of what that process would look like. he learned how to public speak with us. he went from wanting to be a veterinarian to now committing to uc davis and wanting to go pre-med, so yeah, we are incredibly proud of him. we are so fortunate that we got paired up with him, but he's just one example of a student that came to us shy and quiet and not really knowing what he was getting himself into and just saying yes. and having ccr, you know, really support them

throughout the throughout throughout the whole process. for him to be as successful as he was with us. and we're taking on another one this summer. we're really excited to have another intern. but, also really excited to welcome those other 45 students onto campus. so thank you, yeah, we'll give five minutes to wrap up and then we'll get. so just really quickly, i do also want to share that ucsf when we started out as partners, we were looking for health and medical internships. and this summer we've doubled that and we've expanded that into their campus life services. so we have students that are going to be working in other career sectors beyond health and medicine. so that's really exciting as well, but just to kind of give you a heads up really quickly, this my team would kill me if they knew i was rushing through this slide because this is over the course of many months. we're really starting our recruitment process in december, which sounds wild and insane, but that is when

it's happening. we're making phone calls and we're texting parents and we're helping them to learn a little bit more about what's happening and what their students are going to be signing up for. their children are signing up for. we hire them. we go through the whole onboarding process with empower, which is a lot of fun, where our students who are 18 plus they're getting fingerprinted, we're doing tb screenings for some of our under-documented students. we're helping them with their ie10 support. and then for some of our internships, as genesis mentioned, they're also taking a city college class which is attached. right. so we're helping them through that process of applying and consent forms and registration again, and then interns have to come to orientations, right? like they have to know what they're, what they're signing up for and what they're doing, our team is supervising them throughout their mentoring throughout. there's that college and career council thing that's happening. of course, when there are issues with payroll, this is our first time many of our students getting a real check right? so when they've got a lost check or the dog ate it or they need help with direct deposit, we're helping them with that. and then obviously for our kiddos that

are taking a dual enrollment course, we're providing that support as well. so that is just a tiny smidge of what our staff is doing to support students, to set them up for success each summer. and during the school year. go ahead. davina great. so huge appreciation to the ccr team, and looking at, across all of our schools, what you'll see is that the internships are not isolated at particular schools, so they really run the gamut. and we use the ccr team as kind of our model. and then that model becomes inspiration for our school teams that even if we can't do the level of paid internships that we're learning about here, that's still inspires work happening at the school site level where we also have internships. so this year, sort of, you know, inspired by all of that work and really inspired, for example, at academy with genesis as an example of that inspiration in both academy and june jordan. you can see that kind of they've, in their redesign, really utilized the concept of

internships. as for all students, not just, you know, a few students participating and really trying to grow that work at whatever level, it looks like at each school and, the next slide is just for reference, just kind of showing you that even though the data that we're gathering is around paid internships, really that work is inspired across our whole high school division. and we wanted to give you kind of a sampling of what's happening out there in the field. so you can look at that for your reference, and the next slide as well, kind of shows you, another snapshot of internships that are happening throughout our high school division that are unpaid but still super meaningful. and back to aaron. oh, okay. yeah. and just, really want to, this is the next steps, but we need to turn off one of the. yeah, you know, and one looking at the goal might think, well, you're only trying to get, you know,

100 more internships. how hard is that? but hearing aaron and knowing the work the team is doing, you can see how much, you know, time and energy and real thoughtfulness it takes to set up the partnerships and set up our interns for success. so this is, you know, we're on target to meet this over the next two years. and so these are the steps that the team is continuing to take to increase internships. do you want to speak to one point that's continued to engage industry partners to increase current host capacity. this is really gets to the partnership piece. you can hear. really appreciate aaron's story about the intern continental hotels how they you know they needed to get their feet wet before committing. you also heard her talk about how we set up an mou with every organization. so this year the team worked really hard to set up an mou with the city organization, the public works administration. however, what we've learned this came up at our last, we've talked about this once before that we talk. why don't we have partnerships

with the city? so the team started working on getting the partnerships. and what they learned is every department needs to have its own mou, and then every department has their own legal counsel. so this is where the strategic partnerships come in. and thinking about this guardrail now we have a relationship with the city attorney, david chu. and so, we spoke with him and he's agreed to let his office centrally review those the ones that we have set up to try to create a template that all departments can use. so you don't need for each department to feel like they have to put their own, their, their own own, mou together. and so that's the kind of work that we feel like will then bring this to the next level where we can continue to stay on target for our goal. so i do want to give a round of applause to the team and to our guests. thank you for being here , and i'll turn it over to the board for questions and comments. thank you so much for

i mean, it was great. it's really nice to hear from like, the real life participants, as well as hear from the folks that have worked so hard to put this together. and i was going to encourage my colleagues just to say, like, in framing the next whatever, half hour, 45 minutes of conversation, perhaps we focused the first 15 minutes or so specifically to questions that we have for our students or our partners or, staff, and then we move into more of our wonky guardrail monitoring speak and spare them, that so if there's, if there's any specific questions for our participants, please let me know. i think, oh. thank you all so much. i feel like aaron, you should be, like, out there spokesperson for all of this. like, just the excitement is palpable. and i could see why folks would really

want to get engaged if you are one of the ones telling them about it. so. so thank you, and genesis, i know from having supported. i'm sorry. fabiola i know from having supported, interns myself. it takes work. and it's not just like. oh, so you have an extra body, extra hands, and so in order for it to be worthwhile for the person doing it and to be meaningful and also for the organization or the business, supporting. so thank you for creating and cultivating that space. my question then, is for you, genesis. so first of all, thank you, you do got this. you've been you've been got this, work. i'm wondering because it sounds like you've had these really, really profound and amazing experiences. part of that is probably just who you are and sort of helping to create them, because you have this vision of where you want to be. i'm wondering if there are things that were in place either through the school, through adults that you talk to, through

the, your internship placement, that that allowed you to sort of really hold on to this and say, okay, and now i want to do this, and now i want to do that. what were the supports? or i guess we call it scaffolding. what was there, there that made you feel like this was an opportunity that you wanted to take? because it's an investment on your part too. it's a lot. so what was it? what what led you and motivated you to do this and then to continue to see it through, well , i had an amazing, like, supervisor, her name is dixie carranza. she is an amazing person. she's helped me since i was in ninth grade, and she's actually the one who called me, she was like, we have this great opportunity for you. like, my counselor had talked to her, and then. so she talked to my mom. they both like. and then my mom was like, you should really do this. like, you should really take that opportunity. like, it'd be good for you just for

the summer. and in the summer, i learned that, you know, both at my site and off site, i was really supported by by miss dixie, by my site supervisor, mr. kevin and miss de, and they both really they both of them combined really wanted me to like keep going to the fall semester and the spring semester. and that really pushed me to keep going. and it has continued to do that. both of their supports have, made me who i am today at work. so that's really it. that she says, that's it. she's humble to know. thank you so much. and i mean, i think what i'll just say like that to me sort of, as we're thinking about this work suggests that, i mean, there's a lot of different collaborative partnerships involved, including, you know, engagement with your mom. right. like, how do we make this so that it is supportive and sustainable, and if you head down to stanford, let me know. that's where i am most days. so.

all right. well, thank you so much, yeah, i, i echo all the sentiments that commissioner weissman ward, expressed. and so , so are we. we're we're that excited to get into the wonky part. it sounds like, so really appreciate the overview. and i just want to remind my colleagues and those that may be following along, that when we review these monitoring reports, it's, we're we've we do have a attachment. that's the, the whatever the monitoring evaluation document, if that's helpful, so we look at does it clearly show which specific guardrail in this case interim being monitored. does it clearly show data from the three

previous reporting periods. and i want to say like this is, and, you know, this is the first time we've monitored this, does it clearly show the current reporting period? does it clearly show the target reporting periods and then the interpretation, does it clearly show the superintendent's understanding of system performance relative to the goal and the evidence in the plan? does it clearly show supporting documentation that evidences the superintendent's understanding of system performance. so we have this conversation ask questions that are along those lines. and then and then, we move on to whether or not, you know, whether, you know, we agree that the, the report, is reflective of where we need to go, and decide to accept it or not accept it or table it if there's additional questions that folks have. so with that, i will turn it over to if this keeps going in and out. but i'll turn it over to my colleagues. if folks have questions that they would like to put forward

such a quiet group. no surprise, since it's guardrail number five, thank you to the team for this amazing work, and thank you to our student. it's really wonderful to hear about the birx experiences. what's made you feel both accepted, supported by the adults, and it just brings me back to my youth development days. it's really great to hear from you, specifically, my question is related to coordination between city agencies. so certainly we know that through mayor breed's initiative, opportunities for all with human rights commission as being the overseeing city department as well as dcyf and its many decades of funding of, you know, youth employment work. we'd love to hear more about how does that if you can talk more to the overall ecosystem, while certainly i think it's really clear about the, infrastructure that it's taken to build out for

our program in sfusd, i'd love to hear a bit more kind of a bird's eye view from the city level, because this is it's amazing. it's amazing to have the investment in our young people, not just through the district, but as a city, and to be able to pay paid at minimum wage and then knowing that also acknowledging a recognized people often are also helping, not just contributing to their own development, but also to their family, and some of the economic, you know, responsibilities as well. yeah. and from a strategic questioning point, also, what have you all learned and what are some areas that you want to strengthen? sure so, so one piece that i will name and you hit the nail on the head with dcf, right? so we talk about the ways in which we can pay interns. and so a lot of that is through philanthropy. but it's also coming from dcf

right. so that's definitely funding that we're using to pay our students. and that's huge because we know for the students that we want to be able to participate in this, they're not going to do it if it's volunteer right like that. that has to be a piece of it. we have to pay students. and yes, it's 1893 an hour that they're getting right. so that's super important, i would say that in terms of and i heard you mention ofa, and so for us, we know that there's no way we're going to give every single high school student an internship. we just we can't like that. we would have to have, you know, quadruple the staff that we do to maybe make that happen. right. it's not going to happen. so definitely focus like ofa folks like enterprise for use. these are folks that we partner with. and so when we're unable to provide students who have applied with us, then we're passing those names on to them. and we're asking families and students to then reach out to those folks as well and apply, because we and we say that from the beginning, we know that not everybody is going to be able to have an opportunity and we want to be very clear with that up front. we don't want them to put all

their eggs in the basket with the ccr basket because we just we don't have that capacity, but ofa is definitely one of those partners that we would be sharing with, i would say on the city side of things. so you mentioned puc. so that's one place where we have interns that are placed, we have two that are going to be working in like a greening type situation, this summer, and then another who's going to be working in more of an office space. and i want to just say that we, i know internships that i had and oftentimes that was making copies and making coffee and things of that nature. and yes, there are pieces of that in an internship, but we want to be very clear that this is a learning experience. right. and so a lot of that when i talk about when we're working with our partners to create kind of that scope and sequence, to create that learning plan of like, what are the kids actually doing? what what is that going to look like at the end of six weeks? one example that i'll just give really quickly, we were with an ad agency last year. we had two of our interns that were there and yes, they were making copies and coffee. yes, and also they were doing this amazing research on gen

alpha and like their habits. and they presented it to the entire ad agency at the end. so like, think about that. like that authentic audience to be able to get up and give that and you are the experts, right. and just to see that was just really beautiful. and that's just one example. right. but that's that's an important piece of this. so we will have folks in greening and in the office at puc. and then we've had students for the last few years at mta and so those have looked very different. we have folks that are working in maintenance, and a lot of times those are our students who have if they don't go to wash, because wash is the one place where we have our auto cte pathway, but we also have after school automotive that students from across the district can then also take that class as well from those instructors. right. and so a lot of those are the students that are then at mta with maintenance with us in the summer. and so they're really getting and then really like mta has created their pre-apprenticeship program based upon our internship with them. like they've really just copied and pasted it, which is kind of exciting, and then we have also other things that

we've had, folks that have worked in hr and mta. right. we've had folks that have worked in the shelters, we have, folks that have worked in like creating signage as well. right. so there's lots of different opportunities within those. we definitely want to expand. there's definitely a want from city departments to expand, but also like when we talk about the fact that like we're in december , starting this process of recruiting students, we have to kind of have an idea at that point who what kind of internships are we going to have, right. and so for us, that process is really this summer, like we've got students that are placed, but we're thinking about next summer already. so i appreciate that response around that. centered around the student. right. it's like the student experience. it's centered around like, don't put your eggs in just one program. i have a junior rising senior year, so i understand that kind of experience that they have to go through. my question would be more related than a part. two is the coordination between the city agencies to kind of project out exactly to your point, right

. ofa starts planning in the fall as well. right? and i know that coming back to in person, they also had to pivot from, you know, during covid of hybrid or just remote. so just curious around like is there an opportunity, have you all been approaching to be able to scale, knowing that we are meeting our goals and exceeding? but i'm curious around, you know, hrc also ofa has their own targets that they have and a number of employers as well to be able to say, you know, you know what those scaling and overtime goals might look like as a city, i would say that that's not been a part of our partnership in the past. not saying that it can't be, but that's definitely would need to be a focus moving forward. but it has not been so getting wonky on the strategic partnership. that's actually some of the intention there is. so that it is a looking at a systems level, around because there are lots of different parts of everyone going out to secure internships that are also

student centered experiences. so that's kind of, my intent when i had thought about the strategic partnerships and how would we measure that? so thank you to the team. i wanted to piggyback on that because that was a lot of my questions, too. thank you so much. this is so exciting. and actually, my kid benefited from a lot of this work. she just finished her second year at sonoma state, and we actually she had the opportunity to take her cna at mission high school, and i didn't understand the impactfulness of that because she wants to go nursing. you can't get into a nursing school these days if you don't have your cna, and if you don't have that experience. so she's actually doing that this summer on her own dime instead of on it would have been a great opportunity, but that's really a lot of it seems to me that a lot of this work has been built out, from our, our pathways and our

current partnerships with city college. you know, when those dual enrollment programs. and so to commissioner lamb's point about scalability and, and connectedness there, i appreciate the specific examples here, but i'm still trying to understand the overall scope, right, of, of the different offer. so i think that my real question here is, i mean, the level of connectedness in the city is ridiculous, right? and the different strands that you can so how do we as a system manage all of this to make sure that it doesn't matter if you're in the yao's pathway at mission high school or the automotive pathway, you know, at wash or wherever you are, like, i guess that's where i'm trying to understand is, is the, the coherence of the opportunities with the, you know, and the connectedness to the cities. and

i think maybe that's based more on my experience as a parent. is it all came from mission and from ccsf. and so i appreciate the intentional work to build out, so i guess i'm just starting to from a resource alignment standpoint, what do we need to do to make sure that we are doing this in a way that is coherent and provides access to all those dual enrollment? and i know i'm rambling at this point, i apologize, wow. that's impressive. because i think using my own kid as an example. yes, we're talking about career opportunities, but also like her, a lot of her work is, i think actually what got her into the many colleges she got into as well. right. so this isn't just now. this is and to genesis's point, right? like after you graduate from college, this is setting you up for great college success too, right? so

this is a lot of questions in one. but i think that over you know, that through line is what i'm trying to understand. if from a resource alignment standpoint, let me speak to one, because you did, maybe you could turn that off. i just did one. well, one thing i want to speak to and then, erin and the team can add on is just when you said all the connections with the city you saw in the report, that the highest area where we have internships is in the education sector, because and working with the boys and girls club. but that's one of our providers. right. and is through, you know, our collaboration with dcyf and the connections we have with all our different providers is that we where we're able to, place that's why we place so many students. and as we develop our career pathways, we do do a lot of work in the, you know, we have career pathways in the health and education. i mean, the health, sector, like, that's, you know, the second most. and so those connections are there when you talk about,

automotive or others, i think you're getting a little more into private sector too, which which you heard aaron speak to some of the challenges. but i think as we particularly this opportunity of trying to get more departments connected will help us broaden the internships now in terms of connecting them to the different. i think what you were asking is how are they connected to the different educational experiences people have in our schools? so like, we were just at you and i were just at the, mission bay hub, showcase, where we got to hear students partnering with ucsf departments. now, that's not through a paid internship, though. that's a different program, so i appreciate both your points and the larger ecosystem of student opportunities to get connected to college and career readiness activities. how does that all play out in our schools in a more coordinated way? so if you want to speak to any increased coordination that's happening, but i think it is a lot to take in. but we you know, we have our

partners that are well established and we're looking to broaden that as well. i think the piece that i would speak to is when we think about our portfolio schools, as i know this group has talked about a lot. we know that not every student has the same opportunities, right, because there aren't the same pathways at each of our schools. and so for us, it was really important with this internship program is that we yes, we wanted our students and our cte pathways to have opportunities and absolutely they do. but it's not limited to those students because we want to provide those opportunities for all of our students who may not have an opportunity to be in a cte pathway. one, because, you know, like genesis, they may not have cte pathways at their school, right? or they may not be in a cte pathway because perhaps they're off track. or perhaps that's just not something that they think they're interested in. but they we still want to be able to provide that opportunity. so for us, that's been a really huge piece of this as well. is being thoughtful around who these opportunities are provided to, and so that we are ensuring that all of our students have opportunities for work based learning and not just

students who are in our cte pathways. okay. i think the question i had was, i guess maybe in regards to access to the current internships that are available and i guess i wonder if there's any constraints on students who are academically off track who need to participate in any type of credit recovery? are they still able to kind of access and utilize the programs or those things kind of prohibitive for them? yeah, that's a really great question. thank you for asking that, so what i can say is that for our internships that are working with children and youth, we have kind of half day split shifts. so students might work in a morning shift or an afternoon shift. and we set that up initially because they're also taking that city college class. and we want to give them time in the afternoon for our students who may be off track for our students who need credit recovery. we try to sort it out with them when we see when

they're signing up for credit recovery, so that maybe they don't take the city college piece. maybe we drop that city college piece that they're just going to concentrate on their credit recovery course, and, and the internship. and so for all of our programs, that's not necessarily the case. and we're we're thinking through ways in which to do that because of when city college classes are offered, etc. but i think for the most part, we are working and trying to work with families and students to ensure that if you are taking a credit recovery class, you're not excluded from these opportunities. thank you for that, the next question i had, i think, was just in regards to the scope kind of understanding that we have like a limited amount of reach that's possible and kind of only a limited amount of reach that's like doable based on kind of the size of our district and how it's made up. i guess i'm curious, is there what's the intention to support additional students to be able to access, i guess, the benefits of this kind of understanding, the limitations, maybe that's more directed towards the superintendent of kind of like

seeing this as a valuable thing. as we lifted it up as an interim goal in our guardrail, kind of understanding that we have a limit that not the majority of our students can participate. is there any commitment, desire or plan to figure out ways? maybe not to expand the internship, but some of, i guess, the elements out of it. and i guess how does that fit into the overall plan? yeah. you know, i was thinking as just even as i was presenting and looking at the chart, are we going to set an increase target, you know, for 26, 27 because there are only going to be so many students who are interested in able, i mean, at least able to take the internships. but overall, this is related to our strategic partnership. we have our college and career readiness goal where we want more students engaged in career pathways and those those kind of activities that set them up for the future. so i don't know if devina wants to speak to that at all, but we i think that's that's where we'd look at what you're asking is like, how do we make sure even if it's not an internship, every

student is having experience that or experiences that prepare them for college and career, you know, or get them ready, prepare them to meet our college and career readiness goal, which includes exposures to different careers that are out there. if you want to hear more okay. sure. so i think one way to do that is by increasing the number of students at a particular internship and then that's something that i feel that the school is already taking on, kind of, as you can see in some of the slides. and, and also in that redesign, process of boosting that up for all students at jordan and academy and their program design, where it really is, all of the students have that opportunity, but they're able to do that because they're partnering with very specific organizations. and then their in-house staff is able to support that. and so even an example of a shift in, you know, a seven period schedule that would free up staff, current staff members to be case managing, checking in on an internship during a period

that is an unassigned, you know, period where they can check in and make sure that a student is doing well in their internship, where we can grow some of those roles that ccr is holding, at the site level to increase that. but a lot of it is really around having specific organizations where you have more students involved, because then that can be managed more at the site level. thank you for that. and then this will be the last question before i pass it to the rest of my colleagues, i guess are we tracking? monitoring? i guess the academic success, the completion rates of students who are participating in these internships. i don't know if i saw that within the data that was shared. and i guess i'm just curious if we can say that by participating in internships, students have better outcomes or are better performers, or if there's any indications like that. yeah, we actually do track that and we can get you that information. absolutely. yeah. edina they have better bank

accounts. i just want to say again, thank you. so much to the team and to our students, because i want to recognize and acknowledge we went from 251 interns from 2018 to 19 to now looking to exceed and meeting our goals of 1453. so thank you all so much. i know, i remember in the early years, just as you all are building the infrastructure and getting the grant money every year, writing those multiyear grants. and so just wanted to say thank you again so much, because i know that, that it's the staff that has been really writing the grant, securing that funding and making this growth happen. so thank you. yeah. that i was thinking the same thing. so thank you, commissioner lamb. yeah, i just wanted to say like a huge appreciation for the progress. and it's very exciting to have on track, report. and i

also, i just wanted to also say, like, i think you are now an incredible resource within the district about how to pursue partnerships, where the where the roadblocks are, how to remove those roadblocks, even your connections with city partners. and you know how as we move forward, thinking through strengthening strategic partnerships, not just within career and college readiness, but throughout the district, you , i'm sure, are an incredible resource. so i just want to thank you. and i should have started there, but i'm happy to be ending there. oh, and then did you. oh, yeah. oh, i was going to. i was going to wrap us up and have us vote. but if you want. if. yes. and then it looks like the superintendent. yeah. and then, and then we'll take a vote. thanks. i didn't know we were ending so soon, i want to thank the our team as well. and, genesis, for your hard work in

this area and for being such a wonderful, i just as as the principal of horace mann middle school back in the day, we started a seminar program, and one of our partners was an organization called spark sf, which created internships and apprenticeships for middle schoolers for eighth graders. and my question is, do we have any kind of partnership like that in our middle schools currently? we, and the reason i ask that is because my sense is that, having that early touch with, outside organizations as a middle schooler can provide that leverage when they get to high school to pursue it even further, so i have no idea. actually, this is quite a while ago when we were working with spark sf. i'm going to speak just really quickly to a couple of things. one, i would say definitely avid has a huge touch in middle school, right? and so there's career panels that are definitely happening through

avid. i know that they're doing a lot of college visits. they're doing a lot of job shadowing as well. so definitely at the middle school level, you've got avid. i would also say that through the sfst folks, they, they are doing a lot of work, and i'm going to i'm going to get the acronym wrong, but they're doing a lot of work around food justice. and so there are some things that are happening at the middle school level, at some of our targeted middle schools. and they're paying, students sixth, seventh, and eighth graders to participate, kind of a stipend through the vendor process. so there is something happening. and yes, there's definitely room for growth that feels like amazing as a former middle school teacher and administrator, that sounds amazing. and also like i want to be real around like our capacity and what we can hold. and so for right now, it feels like high school is a lot. and we want to be able to serve our high schoolers. but yes, absolutely. as someone who loves middle school, that's definitely a place that we would want to think about for the future. for sure. i want to echo the

sentiments of i'm so excited sitting here, like talking about a positive report where, you know, we're building such great programs and meeting meeting the goals that we had set. yay! so as as commissioner boggess said, you know, like expansion and we've talked about scalability, what would it take to build this out to reach every single high school student and get every single student involved? what resources would you need from us as a district and our community and our city in order to make that happen? i'm going to i'm going to speak to one thing i the part i when there was the appreciation for staff, i wanted to add on to it. and i put up this slide here about the next steps, because this goal interim guardrail was accomplished with limited staff and the college and career readiness team got, hindered by, you know, two factors. one is we put a hiring freeze in place and kind of did

across the board. and so even though they're grant funded, we had to take a moment to say, well, let's sort things out when we were going through all our vacancies and to determine what to keep or not, so they weren't able to hire. and secondly, they also have been hindered by the fact that certificated staff are in short supply. so, you know, we're limiting the number of csas that can that are out of the classroom because we need to fill our classroom positions. so in preparing this report and talking about the next steps, one of the areas i don't know that this is something the board could do, but i just wanted to highlight, like they're thinking how am i classified staff be able to support the, you know, the internship placements? because while even if the grant funding, grant funding allows us to move forward with hiring, we you know, we still need to have the classroom teachers fill. so that's an area we talked through. so i do want to highlight they accomplished this with less staff than planned at the beginning of the year. but they're thinking creatively about how to bring in staff that , you know, in our system in a

way that still meets our overall system goals as far as then expanding it for everybody. i if they want to add any more. but i know staff staffing is the big the big issue. yeah, i would definitely staffing is it and the piece that i want to share you know genesis mentioned dixie who was one of our amazing head counselors that works in that role as one of our supervisors. and we do have classified supervisors as well, we do have we do have head counselors, but we also have classified staff, the most important piece of this and i was reminded of this last summer, is around student safety . these are not educators, right? there are people who, you know, want to be able to make a difference in whatever that means across the board, right? but they're they're not educators. and so when we're putting students into host placements, we want to be really thoughtful around that and the ways in which our students are emotionally, emotionally and physically and intellectually safe, and, and, and thinking about our students of color who are going into predominantly

white spaces oftentimes, and what that can look like. right and so that's been some of the work that we've been doing in our work based learning seminars, where we have our interns on fridays, where we talk about some of those microaggressions and macroaggressions that might be happening in those spaces, because we don't we don't ever want students to say, oh, i don't want to go into nursing now because they had a horrible experience where they felt like, i don't belong here, right. like that should not be the reason. it could be that you hate blood and you hate old people or whatever that is, right? that could be a great reason, right? but that reason should not be that you were not, that you didn't feel like you belonged. and so that to me is really important when we talk about expansion, is that we're really thoughtful about the way that happens. it's not just on our staff who are amazing and do an amazing job supporting our students, but it's the ways in which we are being selective because, yeah, people want a picture with our kids on the front of a you know, their their board report for themselves, right, and that's not all it is.

i don't i don't want to say that, but, but, but we want folks who really are invested in our students as human beings. we say that about our educators, but we want that in our partners as well. we have someone right here who is who is the prime example of that? fabiola and angel max, who she works with. they're amazing at that. but that's not everyone. and so i think when we think to expand, we want to be really intentional about who are the folks that we're expanding with, and how is that going to be a safe space for our students? all right. well, with that, i say it's 730, but move us to, vote. and so once the board has completed our monitoring conversation, we choose to accept or not accept the report based on three questions. does the reality match the vision? is there growth towards the vision? and

is there a strategy and plan sufficient to cause growth towards the vision? if the answer is yes to all three, then we can accept it, and if it's only 1 or 2, then we can opt to table the matter. so at this point, we how do you know we haven't set up a normal process of how we're doing this? i am just going to say we can. should we just go around them? so move to. okay so i moved to accept the report. can i get a second? all in favor, then? then we go around. okay. roll call. let's do a roll call about that. great idea. well, all three of the questions except for to accept the report. i'm sorry. in the process, it. in the process, it lifts up that we would have the option to talk about the goal itself. after we voted. and i was just wondering if there's space for us to be able to do that. the guardrail in this case . absolutely. all right. so let's yeah, let's go ahead and

vote and then have a conversation about that for, i'd say like a short ish conversation. okay okay. all right. and so we'll do roll call but it should start. i'm going to hand it back to you since you're okay. go way back, commissioner. bogus. yes. thank you. you can just pass it around, commissioner lamb. yes. thank you, commissioner fisher. yes commissioner sanchez. yes commissioner. wiseman. ward. yes. vice president. alexander. yes. president. motamedi yes. seven eyes. all right. great and then as we move to talk about the guardrail, i'm going to spare staff and our guests, unless you're feel free. but yeah. yeah, but thank you very much. yeah okay. and then did you want to. okay. or do you want to start. okay yeah. yeah.

thank you. okay. thank you, i guess looking at this guardrail in the interims that have been created for it, the work feels very positive. especially, i think, what was highlighted with 5.3 today. it doesn't necessarily feel as impactful as some of the other things that we have listed. and i know the things that i kind of had in mind in regards to this, i think were more of like a larger scale in scope of impactful ness and

reach for students and families collectively, and so i think it's something for us to think about and to kind of consider collectively, if like the manifestation of this guardrail, is kind of reflective of what we all want to see, or if there is the room or possibility for us to adjust or modify things to have things that are more, impactful, kind of for the collective students and for our larger, larger goals as well. yeah, i agree, and i think, i think i said it at a previous meeting that i would be in support of having a guardrail that really focuses on fiscal and hello, that really focuses on fiscal and operational health, which i think is an area that we've all kind of identified as an area of need, and an area of increasing need given the recent actions of the cdc. and so i think, i agree

that i, that, i think there's a need for some revision and i'm wondering if, i see, commissioner lam just i was going to ask her if the ad hoc committee is going to be thinking about his board leadership in terms of guardrail, just to let our colleagues know kind of what a process might look like for that . sure. i mean, within so within the committee, this is very within the ad hoc committee. it's, definitely within our purview to identify recommendations to improve board governance and oversight as it relates to fiscal and operational health. so this could very well be one of the recommendations that we put forward in short order. i'm going to migrate over here. yeah, there we go. i just didn't want it to echo, so okay, so i

would just say that can be part of it. also so, i mean, not speaking for commissioner lamb, but i do i would argue the, the, the role of this guardrail has, has demonstrably been met in many ways beyond just the interim guardrails that have been put forward by the superintendent as far as openness to, collaboration with city partners, cbos, etc. so i think there is, i would argue, opportunity for, for, strengthening, rethinking this guardrail number five and how to best utilize it, given where we are currently as a district. are we on? okay. woohoo well,

going back to this, this specific interim particularly so i just want to take us back to the call. well, our college and career readiness goal is the percentage of all high school 12th graders who are college career ready, as defined by the cdc. california department of education will increase from 57.5% in june 20th 20 to 70% by june 2027. so we have a goal of college and career readiness of 70. yet our interim here, is we want to, let's see, increase the number of high school students participating in internships at any point by 20, so to up to essentially 1500, i think there's a lot of alignment here in, in the intent, but i'm not necessarily seeing it in the numbers. right. so making sure that if our goal is to get to

70% college and career readiness by june 20th 27th, are the numbers in this particular interim aligned to getting us there? no. but that's because this is an interim about strategic partnerships. and so it will help with the college and career readiness. but it's not actually saying that if we're not presenting this as a measure to having kids graduate more college and career ready, this is presented as a measure of how we're increasing partnerships to give kids more opportunity. and i understand, you know, so intent versus impact the impact of what was decided. this is how we are here . to me this relates more to our college career readiness goal than it does actually to our strategic partnerships and again, to commissioners. commissioner lam's comments earlier about the intent of what the goal was, so i think when we get to the point of revising these goals, many not so many

years down the line, that's something to think about as we as we talk through, how they're worded. okay. all right. so i am going to work to wrap us up in the next five minutes, if that's possible, but i did want to bring you up to speed, commissioner lamb, where we. no, no, no, it's okay. we had just we had had a short amount of conversation about the potential for the ad hoc to be, making recommendations around a possible guardrail as it relates to board governance and fiscal and operational health. so if you wanted to comment on that, you're welcome to. but i will pass it to commissioner passing it over. i'll just say, we shared a draft, calendar. we're still working on it with board leadership, but basically saying there's an opportunity in september to talk about the goal, the guardrails, again, because you're going to do yourself evaluation tonight. i'll do my evaluation. and remember the interim. the

interim guardrails are my interpretation of them. but there's also then is are these the right guardrails. so this is really the start of a conversation that i think will continue over the next couple of months, but can't continue forever because we need to if we're going to revise them, we need to take action. but there will be further conversation. okay. one controversial thing that i'll be done just to board leadership. as you're looking at the guardrails and the goals and kind of how we potentially put some operations side things in it, i guess i'm a little bit worried about them being unbalanced in the operations being so much significantly more important than some of the other aspects that it kind of overshadows them. and i think really wrestling with, are we able to execute these goals and guardrails in the way that we need to when we have these operational struggles and how we figure out the way to prioritize them? so, i mean, even though i, i do agree with our goals and guardrails, i wouldn't be opposed with the only thing that we're focused on is improving our operations and business management in the short term,

because it is so directly connected to how we do everything else, and it feels like we've run into a lot of obstacles in these other avenues because of those things. and so i just wanted to highlight that. before i stepped out, i heard that vice president alexander did raise about the incorporation exploration of, the interim guardrails to be focused in on operations and strengthening our business functions. and i think that really makes sense. i think that was also came through in the first ad hoc committees, conversation around how we ultimately could put together, and have that discussion and ultimately move it, move that forward to the full board for consideration. all right. well, and with that, i will move us to the next agenda item, which is the board self eval, and i know

we do have aj crable i've seen, i know he, he's on the zoom. aj, are you there, and as a reminder, we were all given, all right. we were all given homework, to fill out a quarterly or a self evaluation evaluation here at the end of the year. that and to review the student outcomes focused governance handbook as we went through that process. so aj, i don't know if you want to, say anything to introduce this since you have been the one that has gathered that information as the holder of the information that you've received from commissioners. thank you, madam chair. so the purpose of the quarterly self evaluation is just for the board to take stock of where are we relative to doing our part as a governing team and setting the

administration and the school system up for success at focusing on student outcomes? that's all that's happening. the ideal scenario is certainly that you're growing, but a large part of the value of a self evaluation of this nature is also to identify what are we going to do next. and so as you all think through what where are we right now and how do we currently score. also be thinking about what are specific things that we want to take on over the next 3 to 6 months to continue our progress in this work? and so what i would encourage you to do is just go through the six pages of the instrument, rather quickly. you all have some familiarity now. and so if there are questions you can ask me, but i suspect you have an understanding of the instrument. and so now the time is best spent quickly arriving at consensus on each of the six pages on where do you collectively believe that the board is right now, and if

there's unanimity, that's great. if not consensus, is great. if not, actually, polling to see where the majority of the board is, for each of the six pages. and then as soon as you've done that, hopefully you can knock that out in, less than ten, less than 15 minutes. and then pivot to, okay. so given where we are now, what are some specific things pulling specific indicators from the instrument. what are specific things that we want to get done over the next 30 to 60 days to keep growing in our effectiveness as a school board, as you all need support, i am here to help you every step of the way, madam chair, back to you. okay. so in which case does everyone have. and that's, there's a quarterly self evaluation tool, the student

outcomes thing. so i mean, looking at page, the first one is vision and goals. i mean so having aj so i'm going to welcome you to interject. since we haven't done this with we don't have like a cadence and we haven't done this quarterly. so i'll just i went through the page by page and made my own estimates. and i can share what my feedback was. i didn't look at the next steps as far as what to do next, but when i reviewed vision and goals, i one of my big questions was the achievable part and i was wondering of a smart goal since all of these are supposed to be around smart goals. my question was achievable. hasn't really been consistently demonstrated and i'm. upon reflection, i don't know if that's because of the goal themselves or because of impediments within the district to achieving those goals, if that makes any sense. so i was

waffling between giving us a zero or a ten, but to your, to your point, like what would we need to do to move on? and i don't know if folks have, where you all landed in scoring. i mean, how many? yeah. okay i landed on a ten, but i was waffling as well. yeah well, let me just ask you a and what were you what was your cause for waffling about achievable goals being achievable? yeah. i, i gave us there we go i yeah i ended up giving us a ten in this category and where i gave us credit for achievable was the fact that, when implementing the goals, we heard a lot of pushback from the community about the goals. we're not ambitious enough. right. and that they wanted us to set

higher targets, especially for math and reading outcomes. and so that's where i gave us credit, might not be necessary, only achievable based on certain standards, but they were what our community expected us to do. so i think that's i don't know if that was appropriate, but that's how i but at the end of the day, we did adopt them. so yeah. so i'll give them a five then. just kidding. kidding just a question. i have a point i would make is when adopted, i don't think any of us adopted. well, i don't know. i, we, i remember there was even commentary about how ambitious they, they were, but they were adopted with the intent of meeting them. part of the progress monitoring, i think, is an opportunity to reevaluate. we haven't gone back, but we're going to meet two of our three interim literacy goals. now is that going to get us to the third grade? well, we have the

goal. will let's see how the spark comes in, because these are off of our benchmark assessments, which we adopted, though to be more in line with the sbac. so you know, so, you know, we didn't meet we're not meeting our math goals that one definitely feels ambitious. but like, did we know that a year ago when they were adopted? and i feel like maybe the question for ag or for you all to consider is if it doesn't get revisited in september, then are we really not? you know, after looking at the data, after a year of fully doing this, then are we really not doing what we need to do? sorry i would actually so another point is why i think we should give ourselves a little more bit more credit about these actually might be achievable. we are adopting a new ela curriculum next year, which is actually going to teach the foundational skills of reading to our children for the first time in i don't know how long, right? so and a lot of training and so, anyway, i guess i'm really confused by this

whole conversation because i don't like, i'm trying to read the rubric really, literally, and the only place i see, i don't see the word achievable other than in the smart where it says smart there, but where it says under ten. it says the board has adopted only smart goals that include a specific measure population starting point ending point, starting date and ending date, which we have all of. so like when i read this, this was the one i actually gave us. i gave us a 25 because i was like, this is the only one we're doing really well on. i rated us much lower on the others, but i like when i read the language here, i don't see the emphasis on achievable that you all are talking about. so i'm maybe i'm confused, but let me pass it to my colleague who agrees with me. no, i, i'm like, i'm doing control f to look for achievable, and if we're supposed to, i will say mr. crable, we are supposed to be very, very literal in every one of the words that's used. and so

, i also had us at 25, but yeah. i did when i was 25. oh but what i'm a pretty i feel like i'm a high grader. i like i was 25, but i do i did feel convinced by the people who said ten, you know what i mean? like, i don't think i was as strong in my 25 as my fellow commissioners. but so if we vote, you know, i'm down to, to make it spicy. but i definitely would hope we could find consensus as we move forward. actually so that i thank you because go ahead, rj. so one great conversation on, two, two wherever you see a word in the instrument that is in bold, that means a full definition is available for it in the glossary. so when you look at smart, it's bold. that means if you want to understand what that means, go check the

glossary. it'll tell you that the a refers to attainability, that being said, third point, when you all adopted this, you had a rational basis to believe that it was very challenging but attainable. and so i would encourage you to second guess that in the middle of the process, if, however, i think it was a superintendent who made this point, you all reached the conclusion that circumstances have changed, that have made something that was previously attainable, unattainable than it is appropriate to review the goals. so, for example, many districts wound up doing this in the middle of covid, in late 2020, early 2021. they went back and made modifications to their goal targets simply because the circumstances had changed. but that is a judgment call for you all to make, you have to decide, do we believe that circumstances have changed and that's

prevented us? do we believe that this is a governance fail, that we simply picked ones that were ineffective? do we believe it's an administrative fail, that they simply haven't executed it? like all of those are reasonable things for you to consider. but if you reach a point where you believe that it is currently unattainable with the resources available to the district, then it would make sense to revise it. but right now, your question is, did we adopt it as an attainable goal, yes or no? if so, then i would check that off of your list and keep moving, and having been there for the process, i think you did. i think the only germane question is for next steps. do we believe that for some reason it is no longer attainable? and if so, that's something i would put on your next steps after you all have decided what you're how you score on this, then i'd come back and say, is that something we want to do? and so i'd recommend you all identify if you have a consensus on this one and move on to the next. okay. well, so i'll just say that i

actually was persuaded, and especially because i had kind of i have to admit, i had stopped and not read through the rest of them when i felt like i, i'd hit a wall. and what has persuaded me is that the last one under meeting student outcomes focus, the goals and interim goals will challenge the organization and will require change in adult behaviors. i, i see that as holding true and that and actually are achieving the goals are predicated on that. and then i do i do see the next step that we're making the leap of is into the mastering where, where we really have to look at the interim goals being predictive of the respective goals. so i am i am persuaded to, wow, to give us 25 points. so i don't, but that's for me. but i don't know about do we have consensus? yeah. do we have consensus on or

do we. well no no no i don't no no no. yeah yeah yeah. because i was waffling between zero and ten. yeah. so look yeah when i got to anyway i just said i don't need to say the thing again. our words to help motivate. so i think my biggest issue with goals is really and again, i wasn't here for the robust discussion that was held around actually implementing them for the first time. but i have serious, serious, serious reservations about tying goals to annual test scores like the

spec, and so i think that's, that's still my big struggle, right? i think with the new reading curriculum, when we have, you know, benchmark assessments built in and things that are actually that. that's when i say we'll get to 25, i just, i don't yeah, i'm, i don't know that we have data that we need to get us to 25. so i totally agree with you about spec. and i even had, as aj can attest, an hour long conversation with him about this in the last few months, which i would recommend you talk to him about this. but, but i don't think that is i don't see where that is on this rubric. where is that stopping us from getting to 25 and the definition of smart, in the definition of smart. on

test scores, that's that's you're saying that's not a results focused because it's not it's not really what we want to be measuring. yes, it is the only measure. it's the only, well, richard's here, it's the only tool or measurement or metric we have for summative evaluation, which is the outcome portion. right. so and i'm also not an spec person, i guess i would say i mean, i think we can have a lot of healthy conversations about the value or lack of value of standardized testing. but i think when we say like it is a result, is it the result that we want to be using that's i think, a different question. and so i think here when we say smart, there's got to be, you know, there's got to be some way to measure. and i think the question of do we like the way we're measuring it is separate from whether there in fact is a way to measure, it

would be my only thought. and i'll just say, i mean, i don't want to. point of order. with permission from the chair, i think consensus there can be a consensus unless someone decides, blocks, which is a totally fair thing to do. but it doesn't have to be. so may we move on to page two, i, i am putting forward 25 and or saying that we are at the, yeah. at the 20 meeting. student outcomes focus not not meeting student outcomes but students meeting student outcomes focus and yeah, that's what what i'm putting forward 25. okay. all right. okay. we can. yeah. just. yeah. that was consensus. if you have

a if someone's blocking, then yeah. okay. okay all right, yeah . yeah. okay. so aj, was that a sufficient, discussion? okay so moving on to values and guardrails is, does anyone want to i start at the last one. so does anyone want to. should we just go around. look, there's seven of us, so. yeah. okay okay. oh. what? okay. we have to discuss why or should we just say if we all agree, we all agree. hold on. i think so, i. okay so my little. so i'm sure it can be persuaded. but. so this is the why we're having this conversation. i just i felt like the collaboration of

bringing forward the interim guardrails was not as maybe robust. but i also take responsibility for not, for maybe going along and getting along a little bit more than in retrospect, i would have. so because when i look at the interim guardrails, i, upon reflection, realize that there there are questions that i had, but that may also just be the, the luxury of hindsight. so, i could easily be persuaded, but i am curious if other people's, experience of the adoption and collaboration with the board of the of each of the interim guardrails. and if each of you know, they're now all smart, but they weren't initially. we just had a robust conversation about

5.3. i mean, that's like exhibit a right there, right? yeah. so you know. yeah. i mean, but then no, that's what i'm talking about is the like the back and forth around the interim guardrails, they are the superintendents. there's not they're not ours to pick or choose or to, you know, decide upon. but i guess upon reflection, i just that's all. but i can quickly move on from this conversation and agree. five. is that good? okay all right. here we go. all right, who wants to be the monitoring and accountability, go. oh that last one. yeah. of course. no, i just want to say the last one, like in terms of do we have a next step on guardrails? and one thing that caught my eye was the one on theories of action. and i'm curious if the superintendent has thoughts on this, you know, see what i'm

talking about. superintendent and the board has considered adopt adoption of one or more theories of action to drive the school systems overall strategic direction. there's been a lot. cutting out again, there's been a lot of conversations about culture change, among board members. and i think with the superintendent and how we need to shift our culture within sfusd in order to achieve our goals. and i think in many ways, the guardrails reflect values, obviously, of the community, but values that are then reflected in the culture of the organization. and so i guess one question for me was has have you, superintendent, thought about this or should we think about it collectively together about a theory of action that would allow us sort of encompassing all the guardrails you know, in terms of thinking about culture shift? i'd say yes and no. yes, in that we actually have, you know, aj introduced

this to us playbooks around our efforts to meet the interim guardrails. and the playbooks kind of include what our our theory of action is. why i say no, though, is you're talking i think about a bigger step back of like all the guardrails are speaking to things to way of being and the way being around as a, you know, superintendent. but really saying the superintendent and district and this a lot broader than the interim measures we've identified. so in that sense, i say, no, we haven't really had that more holistic conversation so that that could be worth having. and i see i get to be a part of it. agreed cool. thank you. okay. oh. oh, yeah. you were going. no, sorry, i was. unless anyone else has comments, we can. monitoring and accountability. who would like to start that one off? me? hey, me. oh, do you want to start? i

don't know, i'm just looking at my. okay you go. i had a set zero. i had a set zero. i feel sad about that. let me look at my notes. so i know so. and maybe you all can correct me if i'm wrong about this. i think we're at our 10. yeah. have i know that there is a monitoring calendar that's being developed? have we voted on it? so there was a monitoring calendar you had for this year, too, and we voted on it? did you vote on the calendar? so. but it was presented with the all you vote on actually is the dates for the meetings, but it was presented

with the governance calendar for this year. it was it was it was. you had to click through to see the three year monitoring calendar. so would that be then? i think maybe i was caught out in board, adopted like did we adopt it? okay, so then that's that i might have i didn't stop reading there, but that's where i was like, okay, no, and then on. yeah, i'm looking at the rest of the things on the ten, but the specific. and i'll say while it's passing by me that i think i'm, i had put ten. but now that i hear you, i feel like the thing on the monitoring calendar where it says the board's monitoring calendar spans the length of the board's goals, i feel like that's not the case. right? right. actually, can aj clarify? because then it is other guidance of what we were following was doing a three year

monitoring calendar. i know, i know, there's rarely inconsistencies. so we're probably missing just as there was the follow the bold. but aj is it a three year or a five year. because what we were working on was a three year one. but now as i read that, it seems like it really should have been four years because we adopted the goals in year one. and. yeah, the recommendation is that the monitoring calendar last however long your goals last. so if all of your goals last four years, then i'd aim for a four year monitoring calendar. if there are three years left on your goals, right now, then i would have a three year monitoring calendar right now. but if there are four years left on your goals right now, i'd have a four year monitoring calendar. right now. and when you say a dot just like aj does, adopted mean, the board voted on it, that is normally what it

means. yes if you all's process for the board approving its annual calendar is something else. and that is your standard process for approving your calendar, then using that is perfectly fine, most boards actually do vote to approve their annual calendar, but if you all have a different process, as long as you use that exact same process for this, that would work, but if you normally do adopt your annual calendar and then you did not adopt a monitoring calendar as well, then that would not work. for this. we do adopt our calendar. the first, the intention here is that the board has expressed ownership over when it will receive data, that it is not subject to the arbitrary decisions of anyone, that is, the board expressing ownership of when it will receive which data we do adopt, that we right correct. we adopt. we adopt the board meeting calendar, we'll actually do it at the june 11th meeting, but we

don't adopt concurrently a monitoring calendar. so and much less a three year, one. so yeah. so and adopt does mean the board has to vote on it. right. well so i shared a draft, got some feedback and we talked about it. and so board leadership we're meeting. so i feel like and on the june 11th meeting is when we're the board's approving the calendar for their meeting. so let's see about getting it on there for that. that meeting. yeah right. well, and one of the conversations that we've had that i think one of the conversations i've had with you, aj, that i think is important to share publicly here is that especially in in instances where we're not meeting our goals, that making sure that we get more regular monitoring reports in between the public monitoring sessions is going to be critical. and so, you know, seeing more of those playbooks publicly, you know, and i think that's something that i would like to see in the monitoring

calendar that comes before us in june, is not just when are we going to review what a workshop meeting like this, but what other reports will we, as the board get from leadership? how often, you know, does it differentiate whether we're meeting a goal or not? so some of that detail is what i would want to see in order to get to ten. and ultimately 25 and 30 or 20 and 30. yeah. so i, i had the same, hang up, but i would also say like moving on to the next to the column, the green column, the bolded implementation instruments is something that i would like to see us moving towards in order to move to the move out of this. so it's not just while having the calendar is helpful, it's the greater specificity of how the implementation, is happening.

okay. yeah. i think are we i think we're out of zero. so aj, can i ask for clarification around the implementation instruments? because that and the role of the board there, because the implementation instruments does not seem like it's something under our purview. just like the monitoring reports are not under i mean, we receive them but we don't. so how how do boards, support the superintendent in developing those? well, i read the definition, but, do you want to talk about that that that sort of evolution is the. so the short answer is you you don't, the board doesn't support the superintendent in creating implementation plans. the

superintendent does their job of creating implementation plans. what this is indicating is that the superintendent does have a proactive obligation to make those plans transparent and available to the board, not for the board's adoption. so reading the specific indicator the board has been provided copies of, but unless required by law, did not vote to approve or disapprove the board has been provided copies of the superintendent's plans for implementing the board's goals, and works to ensure that the plan included both an implementation timeline and implementation instruments. and so what you all the work that you need to be doing is placing a demand on your superintendent for when you provide us with a plan. if it does not have a timeline and some type of clarity around how will you monitor progress, those are the implementation instruments. if it doesn't have clarity about the timeline for the plan and clarity about how it will monitor progress toward

the plan, then you all need to communicate to your superintendent. you have not yet showed us a plan, and so that is your part of it is to hold a high standard for what you expect to see in plans, but it isn't your job to support the administration creating them. but it is your job to, place that demand when you receive them. and if for some reason that isn't present in one of a plan that the superintendent brings forward, that he is asserting is the plan to accomplish the goals or under the guardrails, then you all should would likely table the matter and ask him to bring it back when the plan is complete. is that responsive to your inquiry? yes, for me? no, i was just checking with doctor connor because we have the playbooks that that's what the playbooks are. so i think we can share them with you and then go from there because as i said, it's

not necessarily something to be shared for board adoption, but it's good for you to see see how we've organized them. and these are ways you looked at aj. you've seen those too. remember we looked at them at our last check in. yes absolutely. that is entirely the purpose of those playbooks. yeah okay. okay. great, so who wants to do communication and collaboration. okay. do you want to. communication and collaboration. i gave us a one. if we're all in agreement, do i need to or do we just. are we. woohoo! all right. shall i really read it? i just yeah, i think that where i got stuck was not reading too fondly, for five and ten, it's about how long the board meetings are. no board meeting. that's where we lose. but otherwise we do other things that are in the green column. so yes, it's a one it sorry. yeah.

that was the last sentence of the policy paragraph. we haven't done a policy right. yeah. okay that's right. okay. so it's a one. i think we're all there for one. policy cleanse low low carb low carb, policy diet. okay. to that. okay. so actually, i mean, honestly, to that point, i, i mean, i know we probably don't have capacity to do it this minute, but i would and aj, we have had discussions in the past about what this policy diet or policy rehoming, might look like. do you have, knowing where we are as a board right now and everything that's on our plates, do you have, but also knowing

that there's this massive opportunity because of the amount of change and also constraints that are on the district right now. what are your thoughts around policy, diet and how to introduce that? so we at least see it on the horizon. you all have a lot on your plate right now with the existing ad hoc. i would recommend that only after that ad hoc, the current ad hoc committee completes its work that you consider spinning up. then a separate ad hoc that then puts together a rough draft of a rehoming effort and brings that back to the full board. but i don't actually recommend that you try to do that concurrent with the other financial oversight work that your current ad hoc is doing. okay. all right. gives us something to look forward to, unity and trust. who would like to talk

about unity and trust? okay, so i'm hearing 103 or. no, i did. okay. so talk us through the threes. let's hear let's. yeah so we did the application first. yeah. mike it up. you got no. well it seems like the bulk of this of that column is meeting student outcomes. focus for three is around the ethics and conflict of interest statement. and we unanimously agreed, during the most recent. no, not during the most recent self evaluation that all board members have honored the three aforementioned ethical boundaries. so we haven't done that. yeah. well the last

paragraph and the green column. yeah there's actually, the paragraph above. that was where we got stuck. the board has included language in its ethics and conflicts of interest statement, requiring the board members fully recuse themselves from matters involving individuals or organizations who made campaign contributions to them or or who appointed them. but isn't that in the that's but that's in the ethics and conflicts of interest statement that we adopted, isn't it? it because we knew that that would mean you can never talk to anybody. no we would never do that. i think that there was some concern. i think if i'm remembering correctly, when we were going through the language that we proposed and that we all voted on, this we may never get a three, this felt very, very

specific. and it wasn't, i mean, i think if recuse is recuse based on a financial, question, then then that might be fine. but i think it was we were it was uncomfortable, recused from matters, felt like it was too broad to actually be meaningful, and potentially could hinder just general engagement in life. well, and the well, again, my understanding of this is that we are meeting it because the san francisco ethics law requires this. if matters is defined as financial interest, then we are definitely meeting this. if matters is defined broadly, then perhaps not. but but the san francisco ethics law, which we don't have a choice as to whether we, we adhere to or not, and which is referenced in the ethics and conflict of interest law, requires that if, for example, if, you know, there's a contract that comes before us for someone that made a campaign

contribution, we have to, recuse ourselves. that's in the law. so so and then our ethics statement refers our conflict of interest statement refers to that law. so again but but i think our question was matters felt much potentially broader than that. so we weren't sure. about that, but i yeah, but you are. you're reminding me that maybe we were assuming that matters was had to be interpreted in a way that was consistent with what we're already bound by. but the last paragraph is where actually where i did get hung up on, the board unanimously agreed during the most recent self-evaluation. so it it wasn't during the i mean, i guess we could do that today. can we do that today? aj yes. oh okay, and are you aj

does what, vice president alexander just described as far as our current commitment, regarding ethical boundaries and how it fits with this language. if those two things are aligned, definitions, that's fine. and if we agree that everyone's been honoring the ethical boundaries, then yeah, but can you clarify, aj? yes. so almost every single time, the third indicator is referencing financial matters. however, i could imagine and have seen non financial matters. the boards have found themselves voting on at the behest of a campaign contributor. so i don't know this to be true for you

all, but i'm going to make up a scenario and you all can decide for yourself if you feel like it's realistic, if the mayor appointed someone to the school board and then the mayor came to the school board and said, i need you to, vote to, partner with the city on this thing that is really important to me, i would be concerned that there's some ethical boundary where the influence of an appointer is being used to, drive district decision making and business in that moment that is not a financial matter, but i would encourage the board to consider that there's an ethical question that needs to be contemplated and that's not included. yeah well, and do i mean our unions, actually, you know, usf to name

it spends a lot of time working with campaigns. and then we turn around and we vote on labor contracts. right. does that i mean, wouldn't that fall into this category, yes. aj. because the i mean, so the language in here describes any matters. i think what you all are trying to decide is whether your view of matters is predominantly financial or not, what i've done is offered an example of a non financial scenario that i think would, i would want the board to contemplate. is there an ethical boundary that's being violated here. but ultimately that is on you all as a group of elected appointed officials who have authority to make the call, is this an ethical violation for us

or not? can i ask a follow up about your hypothetical? because i like hypothetical questions. i guess, like within the context that you're putting it where someone is potentially benefiting, someone who did something to kind of help them get in office and put them in power with like that mayor dynamic. i guess with that concern, still be around after kind of the appointment has ended and that person has like won an election or is it? i guess i'm trying to understand like the like are we saying like forever because they are appointed by the mayor. they would need to recuse themselves from issues that come forth from the mayor, or is it more of like , i'm. yeah, i guess if you could provide any more clarity or insight or additional questions for our reflection. yeah. so the boards that try to maintain this high of an ethical boundary as a standard are generally only applying it to the current term of the individual. so whatever is true

for their current term is what they generally applying this ethical standard to. can i pivot here because i actually got hung up before this part where i got hung up was the board has adopted a policy or procedure requiring that information provided by the superintendent to one board member is provided to all board members. so like i send a boatload of emails asking for clarification about things on closed session, you know, like what about this policy? what about that? hey, you know, this this doesn't does this comport with ed code, blah blah blah, i'm those don't get responded including everyone. right. so, so and i don't think you all want your inbox clogged with some of my minutia either. so i'm wondering really, i don't that's where i got that's where i was stuck at one. so even before we get to the ethics, for what it's worth. oh, yeah, i

guess i am a zero. yes, i am a zero. so to clarify on that particular point, you all have adopted a policy that requires teachers this behavior from the superintendent, whether it is being honored is not subject to this evaluation, whether you have adopted one is. yeah. so that's why it's in the 9000 series. and then let's we can have the debate because it's not for here whether it's being honored or not. and it's true. not every single point. but i you know, i think that the general questions you ask do get shared either through weak leads or like happened in closed session. so but we do have a policy for okay. yeah. it says provided it doesn't say email response. all right. so we're so we're landing it. i'm hearing arguments for one or for three. so do we just want one and then

move on. okay. or if we or we and is there a reason that we wouldn't do the vote anyways right now i don't know. i think that we're under so much political pressure with different i mean, i have to say, i don't realistically think we can give ourselves a freedom. no, no, no, i know that. but can we still do the. yeah, sorry, sorry. thank you, thank you. sorry about that. no i a separate let's say we're going to be at a one, but can we still use this opportunity to, unanimously agree. can we do that. can we agree to that last paragraph even if we don't give ourselves the points now, just so that we're not in this situation next time, assuming everything else is okay? no because we haven't actually honored the. we can do the

process well when i wonder if we should. that just made me think. i wonder if we should review the ethics like i wonder if we should do that in january, if that's when we're going to adopt the ethics policy. i don't know. and to say, have we i don't know. there should be a is there a point at which we review that? i guess the question is my question is when do we review and say, okay, but then when do we say, have i met these. right. can i certify to all of you that i've, that i've recused myself from when i needed to or whatever, you know, i think it would make sense that we just have to remind ourselves that as part of that re-adoption of we would also add this, and we have x, y, z. yeah it seems like what you needed to do is fine. yeah i . i actually think we have the policy. we adopted it. we had an ad hoc that vice president

alexander led that i participated in. and we did sign it in january. and that also was aligned to the ethics san francisco ethics law. so i actually had measured ourselves against three now as individual board members, if you have not recused yourself from certain votes because you have been influenced, then that's on the individual. as far as the body, i feel that we have set this policy and actually that paragraph does say the board has included language in its ethnic conflict. so it is okay to clarify in the policy, in the ethics policy that we adopted through committee, through the committee that commissioner is referring to, we define matters the same way the san francisco ethics law defines matters right . so just to be clear, like we did define matters and we defined it the way that san francisco ethics law defines it. now aj suggesting we may want to

define it more broadly. but but right now our definition isn't that our definition is the one we adopted. right so and we went through a process which i think is what you're saying. so i think the maybe the best way to leave this is regardless of which points we decide on, if people wanted to find matters more broadly, we probably need to do a new ad hoc committee and go through that process because we already did. that is that what you're saying? yeah. does that make sense? so if we if we do that. we have to agree now. so have the board. but we have to unanimously. and that's different than consensus. we have to unanimously agree during that that all board members have honored the three aforementioned ethical boundaries during the previous evaluation period. so i would and we're just we're just agreeing. we're not voting. so judson, you're off the hook, animus three. okay okay. three.

three. okay. my gosh. okay, so the last one. last one. guys. continuous improvement. who wants to do this one? okay, continue with let me look at my notes. i, i did a02, but i can't i didn't make notes to remember. number three. oh, yeah. that's what it was. that's what it was, we. yeah, because we track our use of time and reports. we haven't been reporting monthly, but close to it. we're getting there, but, yeah, the tracking, the average annual cost of time invested in governance, governance during our annual self evaluation. so. yeah and no retreat. okay. it's a zero. okay. all right, all right. okay. better than nothing. so

it's 32, right? wait wait wait. not not 33. oh. was there a one where we get a one for do. can i just ask a question on that one? wait. because this would then, as sometimes happened in these the board. but it sends i know this is never, aj's intention, but it's the board evaluation. but staff need to do things. so for this one, the board tracks the estimated annual cost of staff time invested in governance during its annual self evaluation. i'll say we haven't been organizing. we haven't done anything to do to track that. so if we're trying to meet that one, is that something that staff needs to do? and if so, i'd like we can then talk about it offline. but i want to understand more what we're talking about. so aj that's something that staff would need to do right. yes i

can email you. okay. you can email me what that looks like, process that most districts use. okay. okay. that'd be helpful. you may include judson on it too. please okay, so to recap, vision and goals. 25 values and guardrails five monitoring and accountability zero. communication and collaboration one. unity and trust three. and continuous improvement zero. okay. and so yeah. so the big takeaways were the only one of those. the only one of those i disagreed with is on values and guardrails. i do recall you all having a brief conversation about theories of action and essentially passing on that idea back at the time that you were adopting goals and guardrails

for that reason, i actually had you at a ten for values and guardrails, not a five, but that is the only one that i disagreed with you on. i agreed with the three for unity and trust for the reason, that alexander described at the end, that being said, i've also taken notes of what your recommended next steps are, and i will email that out to the full governance team, at the conclusion of this session. all right. thank you for taking the notes. and how frequently does that happen that you grade higher than a board? i just want to know. yeah not often at all, you know. all right, well, thank you for facilitating this evening. and, thank you, superintendent, for hanging out and being available. so. yeah, well, i mean, staying late on

this tuesday. all right, well, with that, i mean, i'm ready to adjourn unless there's anybody else that wants to. okay all right. eight 837. adjourned. no. and i appreciate sticking through this process. i mean, this is year two of doing a self-evaluation. be easy to just say, okay, we got it. let's move on to the next. so appreciate the consistency and the commitment. oh yeah. and i will say we are committed to also doing this. you saw that this was a quarterly the format that. so we are committed to doing this on a quarterly basis. and i think and you get yeah, we need to get that on the calendar. and then the superintendent is mid-year. yeah, yeah. okay. great. thanks. all thank you. thanks. thank you. locals.

>> (music). >> the work go ahead offered i didn't the rec and park friday's local young people between 14 and 17 to be part 6 the workforce and eastern responsibility and professionalism and gain job skills and assignments in neighborhoods parking and recreation centers and includes art and crafts, sport, cooking, gardening and facility support

and so many more. >> (multiple voices). >> i think we're part of the this is the fact we're outdoors and it is really great to be in nature and workreation is great first step to figure out what you would like to do workreation covers real life working skills and expansion can be allowed (unintelligible) it is a really great program because um, students get placed all the time for what they like. join us in the experience and opportunity and i really like the workreation program it is fun to

workout at the summer camp with all the kids each is different and the staff is really nice. >> why? is because i used to go to the local park often when i was a little kid. with my mom i often had to translate for my mom i applied in the hope to provide assistance for other people with first language was for the english. >> i like this job we have fun and working and i feel welcome. >> hi. >> like how a job actually works like maybe before then i didn't know like all the jobs i don't know any of that now i do. >> it has to be self aware of

things and independence of value of this taught me how to be progressiveal but still learning as i go on. >> i learned a lot like a got to adapt and challenges and obstacles come up everyday and . >> i like that we're able to really work with other people and gaining experience like how in the real world hoe how he work with other people. >> if you're looking to develop your live skills as well as cash and working in the parks, and meeting great people and working with great staff i definitely recommend the corporation. >> it is fun. >> i definitely do the

scombrifrm again that the workreation and park and i'll do that again. >> i will [music] >> really special, because of the rich history of service and that service is rooted in resident centered care. addressing the needs of the whole person. it served generations of people probably in some pretty dire times of need. for more then 150 years, laguna honda has sort of woven itself into san francisco's history. when we heard that laguna honda didn't regain our certification, our hearts sank. >> in april 2022, the center for

medicare and medicaid, cms, took away laguna honda participation in its program, which is extremely devastating. participation in the cms program is the way laguna honda is funded and able to keep its doors open. laguna honda takes that very seriously and we report incidents appropriately, and cms and [indiscernible] come out to review those facility reported incidents. what happens during that is enforcement cycle begins and the cycle is only 6 months, so any time there is a deficiency noted you have to train all your staff and the expectation is you get 100 percent of staff with training and the entire time the clock is ticking, there is no pause on the clock. >> our office legal strategy to figure out that we could through the federal government and the actual lawsuit

itself, was a important part in allowing the facilities to not transfer any resident out of the facility and also to buy additional time and funding for another year to allow the facility to do all the important changes that are necessary to resociety in medicare and medicaid. the settlement agreement didn't just expend the funding and the pause on transfers, it also set out fairly stringent requirements for improvements that laguna honda had to do. cms and cdph survey the survey which means they inspect the facility. any sort of interpretation and advice around the surveys, around inturperateing the laws and regulations that applied to the facility, we were all-- >> after each survey we had, we

identified gaps in knowledge that needed to be closed before our next monitoring survey. the turn around was pretty intense, but we had to do it because of the timeline with the recertification, and we had 1300 staff on average go through different modules. everyone has a role in this building to help contribute to the best care of our residents. kitchen staff, security, people who are not traditionally thought of in skilled facilities who are a huge support to all the clinical care and it was really exciting to watch the whole community come together. >> the relationships with our federal and state partners, the center and medicare and medicaid service and department of public health, so important. the open lines of communication we had with them from the very beginning is going to serve laguna honda very well

in the long-term success. >> congratulations to teams from department of public health and city attorney office for leading the fight to save laguna honda hospital. >> together you helped secure the future of a critical piece of our healthcare safety net. >> we celebrate front line staff and union partners mptd >> we are in ah of your and responding to a challenging situation can such grace, compassion and tenacity. >> gratitude to residents and their loved ones throughout recertification. >> the future is bright for laguna honda hospital. san francisco is surrounded on three sides by water, the fire boat station is intergal to maritime rescue and

preparedness, not only for san francisco, but for all of the bay area. [sirens] >> fire station 35 was built in 1915. so it is over 100 years old. and helped it, we're going to build fire boat station 35. >> so the finished capital planning committee, i think about three years ago, issued a guidance that all city facilities must exist on sea level rise. >> the station 35, construction cost is approximately $30 million. and the schedule was complicated because of what you call a float. it is being fabricated in china, and will be brought

to treasure island, where the building site efficient will be constructed on top of it, and then brought to pier 22 and a half for installation. >> we're looking at late 2020 for final completion of the fire boat float. the historic firehouse will remain on the embarcadero, and we will still respond out of the historic firehouse with our fire engine, and respond to medical calls and other incidences in the district. >> this totally has to incorporate between three to six feet of sea level rise over the next 100 years. that's what the city's guidance is requiring. it is built on the float, that can move up and down as the water level rises, and sits on four fixed guide piles. so if the seas go up, it can move up and down with that. >> it does have a full

range of travel, from low tide to high tide of about 16 feet. so that allows for current tidal movements and sea lisle rises in the coming decades. >> the fire boat station float will also incorporate a ramp for ambulance deployment and access. >> the access ramp is rigidly connected to the land side, with more of a pivot or hinge connection, and then it is sliding over the top of the float. in that way the ramp can flex up and down like a hinge, and also allow for a slight few inches of lateral motion of the float. both the access ramps, which there is two, and the utility's only flexible connection connecting from the float to the back of the building. so electrical power, water, sewage, it all has flexible connection to the

boat. >> high boat station number 35 will provide mooring for three fire boats and one rescue boat. >> currently we're staffed with seven members per day, but the fire department would like to establish a new dedicated marine unit that would be able to respond to multiple incidences. looking into the future, we have not only at&t park, where we have a lot of kayakers, but we have a lot of developments in the southeast side, including the stadium, and we want to have the ability to respond to any marine or maritime incident along these new developments. >> there are very few designs for people sleeping on the water. we're looking at cruiseships, which are larger structures, several times the size of harbor station 35, but they're

the only good reference point. we look to the cruiseship industry who has kind of an index for how much acceleration they were accommodate. >> it is very unique. i don't know that any other fire station built on the water is in the united states. >> the fire boat is a regional asset that can be used for water rescue, but we also do environmental cleanup. we have special rigging that we carry that will contain oil spills until an environmental unit can come out. this is a job for us, but it is also a way of life and a lifestyle. we're proud to serve our community. and we're willing to help people in any way we can.

>> >> (indiscernible) faces transformed san francisco street and sidewalks. local business communities are more resilient and our neighborhood centers on more vibrant ask lively. sidewalks and parking lanes can be used for outdoor seating, dining, merchandising and other community activities. we're counting on operators of shared spaces to ensure their sites are accessible for all and safe. hello, san francisco. i love it when i can cross the street in our beauty city and not worry whether car can see me and i want me and my grandma to be safe when we do. we all want to be safe. that's why our city is making sure curb areas near

street corners are clear of parked cars and any other structures, so that people driving vehicles, people walking, and people biking can all see each other at the intersection. if cars are parked which are too close to the crosswalk, drivers can't see who is about to cross the street. it's a proven way to prevent traffic crashes. which have way too much crashes and fatalities in our city. these updates to the shared spaces program will help to ensure safety and accessibility for everyone so we can all enjoy these public spaces. more information is available at sf dot gov slash shared

[music] welcome to this over vow of san francisco ethic's commission. we are excited introduce to you our work and serve as a resource for city employees and officials. the ethicky commission created by san francisco voters in 1993. to impartial low over see rowel and guidelines for i cleaner government. we help those work nothing or with local gentleman follow the rules through education, support and enforcement the commission shapes the rules to make them strong, practical and enforceable. the public expects and deserves the government this serves them. this means serving the public without improper influence or seeking personal gain.

the government's decisions made fairly and open low. however, this is not always the case. for this reason, rules and guide lines exist to steer people away from violating the law or engage nothing unethical behavior. the ethicky commission provides education and assistness for people working with local government includes city employees, officers, candidates, lobbyists and others engaged in or with government. here are examples of our work. we create new ethic's policies. help officials avoid conflicts of interest. manage public disclosures, over see campaign finances and including recordkeeping and the administration of campaign

financing and aid the registration and reporting of lobbyists, campaign and permit consultants and mirj developers. audit campaign, lobbyist and city filers. we investigate complaints of violation and it is commission's jurisdiction and fines for violation. the san francisco ethic's commission is lead boy 5 voluntary commissioners. who each serve a single 6 year term. the ethic's commission is here for you. we welcome to you engage with us by phone, on line or in person. thank you for watching.

>> welcome everyone. thank you so much for joining me today. the round table discussion. i actually have background in youth work. worked in china town before so having you four from youth commission join today is very interesting to hear your thoughts and concerns and what you are talking about