please, mr. steele. thank you, president muhammadu. commissioner. bogus. present. commissioner fisher. present. commissioner. lam here. thank you, commissioner sanchez. commissioner weisman award here. thank you, vice president alexander. here. president motamedi here. thank you, and this evening, public comment on all items will be heard or public comment will be heard in section e, this includes public comment for general agenda and non agenda items. in addition, there are two public hearings on the agenda tonight. and there will be public comment for those items as well, a speaker card must be turned into staff in order to speak. if you're a student please write student at the top. child care will be provided from 6 to 9. for children ages 3 to 10. and at

this point, okay, so yeah, i've got the we've got accessibility information, translation services is all on our website at. and at this time, before the board goes into closed session, i call for any speakers to the closed session items listed in the agenda. there will be a total of five minutes for speakers. thank you president. seeing none in person, there are no participants online. okay, so at this time i, will recess the meeting forward slash w w w dot stream tex dot net. forward slash. player. question mark. event. equal sign s f ust dashboard. attendees who wish to provide public comment to the board and would like an asl interpreter can use the q&a box in the zoom

app to type their name or handle, and list the item or items on the agenda they would like to comment on. the attendee will need to have a functioning camera in order to communicate with the interpreter and the board. when it is the attendees opportunity to provide comment, the zoom host will promote the attendee to panelists and enable the attendees video. translation. go ahead please. thank you. as of, usd is offering interpretation services in spanish and cantonese. if you need interpretation, please dial the following phone number. after dialing, please introduce a pin number. this message will be repeated in spanish and cantonese. buenos aires el distrito escolar, san francisco office services interpretation para en espanol si necesita interpretation por medio de google meet, por favor. mark numero telefonico seguido de la

clave de acceso. uno tres uno de tres dos nueve 686, por favor. si si cinco nueve 686 seguido de la tecla. gracias a cantonese interpreter. thank you. go go. manzano san josé, command nayako. venmo icu. are you gonna be getting in my yet? say, say, say. sam. sam iba si. yet? lo and go back out. thank god, thank you, thank you. that concludes translation services.

no, i don't. see. okay. thank you for your

patience and apologies for running a little bit behind. we now reconvene to open session at 645 on june 11th, as a reminder, we do have child care, from 6 to 9 for children's ages 3 to 10. it's right across the hall in the enrollment center, today, public comment on all items will be heard under section e this includes. in addition, there are two public hearings on the agenda tonight. and there will be public comment for those items. so the public can speak to those items that that they are at the time. they are called or in the open public session, a speaker card must be turned in to staff in order to speak. and if you are a student, please write student at the top of the speaker card. at this time, we will take a vote on expulsion matters. so i move to i move

approval of the expulsion agreement for one high school student matter number 2023 to 2024. number 43 for the fall 2024 semester through december 20th, 2024. can i have a second, second roll call, mr. steele? thank you. commissioner. bogus yes, commissioner. fisher. yes commissioner. lamb. yes commissioner. sanchez commissioner. wiseman. ward yes. vice president. alexander. yes president. motamedi. yes. six ayes. thank you. i move approval of the stipulated expulsion agreement for one high school student. matter number 2023 to 2024. number 44 for the one for one calendar year from the date of approval of the expulsion. commencing the day immediately following the expulsion order.

can i have a second second roll call, mr. steele? thank you. commissioner. bogus. yes commissioner. fisher. yes, commissioner. lamb. yes commissioner. sanchez. commissioner. wiseman. ward yes. vice president. alexander. yes. president motamedi. yes. six eyes. thank you, i move approval of the stipulated expulsion agreement for one high school student. matter number 2023, dash 2024, number 45 for fall 2024, semester through december 21st, 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. muhammadu yes. seven eyes. okay. and the report

from closed session and two matters of public employee discipline. dismissal, release the board by a vote of six ayes, one absent. commissioner sanchez approved a retirement agreement in the matter of student cb versus sfusd case number 2024 040884, the board, by a vote of six ayes, one absent. sanchez gives the authority of the district to pay up to the stipulated amount in the matter of s.f, usd versus student oh oh case number 2024 040758. the board, by a vote of six ayes, one absence. commissioner sanchez gives the authority of the district to pay up to the stipulated amount in the matter of bm versus san francisco unified school district at all. san francisco county superior court case number c g c dash 20 4-611949. the board by a vote of six ayes, one absent. sanchez

gives the authority of the district to pay up to the stipulated amount and in matters and two matters of anticipated litigation, the board by a vote of six ayes, one absent. sanchez, gives direction to the general counsel, and that concludes, reads. the report out from closed session. approval of board minutes. regular any regular meetings of february 13th, march 12th, april 16th and may 14th, 2024. monitoring workshops of february 27th, march 26th, april 30th and may 28th, 2024 and special meetings of march 5th and may 7th, 2024. may i have a motion and a second on the minutes so moved. second, any corrections? okay. no corrections. so at this time, roll call, mr. steele. thank you. commissioner. bogus. yes

commissioner. fisher. yes, commissioner. lamb. yes commissioner. sanchez. yes, commissioner. westbourne. ward yes. vice president. alexander. yes president. motamedi. yes. seven eyes. okay. item number three. and i feel like i've been talking. i'm looking forward to, like, speaking like a human. i'll just say that, so item number three, just directing the public's attention to questions and answers regarding agenda items, commissioners questions and staff's responses to items on the board or on the board agenda are posted at item d three. and i'm also making a slight change to the order of agenda items. please note that tonight will include discussion and action on budget related items. therefore, we're moving standing items six and seven of this section, which is the cde fiscal advisors report and the ad hoc committee chair reports to the beginning of section f after the public hearing on,

comment on that. so at this time , superintendent wayne, tell us about all the good things that are happening in the district. there's a lot happening in the district. and it was a great, end of year celebrations with our graduations. and, but, you know, we've been focused here on our goals and guardrails. so i wanted to start with the celebration of the progress that we're making in one of on one of our interim goals. so so, actually, i'm going to skip that. so you've heard us talk about our interim goal, 1.1, to ensure that our, to improve, the percentage of african american and pacific islander students who are meeting literacy standards by the end of kindergarten, because our long term goal is for 2027. and so these kindergartners will be third graders in 2027. so i just

wanted to share, an update we put together and highlighting the progress we've made in this area. so i'll turn it over to alicia to show by school district. our mission is that every day, each here in the san francisco unified school district, our mission is that every day, each and every student receives the quality instruction and equitable support necessary to thrive in the 21st century. well, this year we've used that mission to inspire a new initiative to support our most historically underserved students. this year, we launched the each and every by name initiative. we've made sure to understand and know the needs of each and every african american and pacific islander kindergartner in supporting them on their journey to become readers. and i am so excited to share that we actually have more than half of our african american and pacific islander students ending the school year in kindergarten meeting standards in literacy. the

importance of early learning is reading is that students love to read. this helped a lot because, i mean, you have apps like a mirror and the data actually shows me students reading and it'll show where they made the errors. it'll pick up their errors and pick up where they were. correct. when we talk about the achievement gap, right. it's something that we still see today talking about these things and these resources that are helping us to close the gap tighter and tighter and tighter, gave each of the families or the kids leveled reading books from jess. right. reader. and then we had five workshops for all of the families in the students to come in and to learn skills that they could use at home. they really enjoy, enjoyed being in community with each other was really impactful to them, and it gave them a sense of belonging. when you think about students and you think about them as individuals, they are human beings who deserve a quality educational experience. as all children do. the each and every initiative it puts a name to

those numbers. for me, attaching a name or knowing the name of each and every student, each and every african american student. it says to them, i see you, i love you. i recognize your abilities, i recognize your brilliance and you deserve a quality education. the contents of kindergarten literacy, it's basically the foundation of the kids education. a lot of families, they don't know what type of books to read with their kids or what books to use with their kids. and the phonics books are good because they incorporate things that we've been teaching in the classroom. our goal is to make sure that they are able to read and get prepared in life. my paraeducator, miss kelly and also miss sha'carri. they have been a tremendous support in doing reading intervention and with the kids. we would not have got the scores that we have without their help too. we know we need to do more to fully

eliminate the opportunity gap, and so we're committed to continuing this approach next year and beyond to ensure that we're realizing our mission. for every student in san francisco. all right. if i could do a mic drop, i would. but these mics don't move. and no, as i said, we know in many areas we have to make, we have a lot of progress to make, but it's important to, to celebrate where we see success and just, you know, i know we just gave a round of applause, but let's applaud our educators and our site leaders who did the incredible hard work . did you see some of that growth that was made in, you know, at malcolm x and at drew elementary schools like that? that's what we want to see. and what i appreciate our head of research, planning and accountability, doctor kana, we can appreciate her. she analyzed the data, saw these bright spots, and actually reached out to the teachers. and they shared with us this what was contributed to their success. so

we can think how to scale that district wide. so just really proud of this work here in the san francisco unified school district. hear it again. my mission is that every day, each and every student receives a quality instruction. yeah. now, can you get us to the next slide, and as i said this month here in the san francisco unified school, we'll get to that next slide here. you know what? let me share my screen, and then i'll skip, skip that slide here, where is it? here okay. yeah. so i can go back to some of the excitement over the summer, we have, our excel programs, and we've expanded them this year to, you know, to be a 20 with 28, community based organizations. and so we have the after school programs and summer programs and summer internships. and so, that's

exciting to see. and two programs i wanted to highlight is we have our sail program, our summer academy for integrated language learning. i went and visited that last year, and it was just great to see our newcomers. this is for newcomers who are, who are learning english and learning content at a really rigorous level. and then we also have students from everett who are part of the steam gardening lab, and they were the youngest content developers ever to have an exhibit at the exploratorium. so, yeah, and those are just the neat opportunities that where else can you do that except for being enrolled in a school in san francisco? and i do want to remind our community we offer free summer meals for youth. so any san francisco youth under 18 can access breakfast and lunch at no cost. will have 60 sites open this summer. so you can find the school dates and meal times on our website, and just want to remind you, enrollment still continues. you can still keep going, keep enrolling. for

the 2425 school year. we have new enrollment for families new to sf that starts on july 8th, and then we have our open enrollment period on july 15th. and you can always contact our enrollment center for help, the 19th we get celebrate juneteenth at. and already there's been activities around the district. appreciate our apac group for hosting an activity, celebrating this important moment in our history, and just a reminder, if we have dates coming up, that we have the, juneteenth holiday, we're actually our summer programs that i said they'll be closed and the offices will be closed. same on independence day. and it's hard to believe we're saying this, but monday, august 19th is the first day of instruction. and yeah, we'll we'll be back, but we're not finished. and so i'll go back to the very first slide, at our next board meeting, we're going to have a board discussion around our resource alignment

initiative and bring forward the work we've done, to establish, around our process for school closures, mergers and co-locations. so that will be talking about on june 25th and at our final meeting to set up summer work. and then we'll have a lot to share when we come back in the fall around that, as well as a lot to celebrate as we welcome back our students. that concludes my report. okay. at this time, if you have not already done so, please submit your speaker cards for public comment and if you're a student, please write student at the top of the speaker card, we do have updated public confirm public comment information linked to the board of education web page on sfusd.edu, and we definitely value hearing from members of the community and broader public , but given the fact that we have limited meeting time, we don't want our meetings to run

late into the night. so we aim to start our meetings, our business, part of the meetings by 8 p.m, we can always be emailed. our individual emails are on the sfusd website and we may also be contacted at board office at sfusd.edu, we are prioritizing in-person comments at our meetings, beginning first with students, then comments on agenda items with comments on non agenda items to follow and if time permits, we will offer virtual comment, so at this time i encourage speakers who are speaking on the same topic topic to collaborate, and each speaker will have a minute to speak, and i'm looking to see if there's anything else i want to say about this at this time. yeah. make sure all the speaker cards are in. and thank you for taking your time to be here tonight, so students first, please. thank you. i do have one student, héloise.

i'm sorry, mr. steele, i missed you. okay? okay great. okay. okay. my name is eloise. i go to pvm. please give money to our school. so when i'm in middle school, i can keep learning spanish. thank you. thank you. are there any other students here? the only card i've gotten. okay. at this point and at this in-person agenda item or agenda items, please. sorry. all right, we have one agenda item, supriya. supriya.

okay good evening everyone, this is supriya. ray i'm glad to be here toward one of the later board meetings of the year, first of all, i wanted to say what great news it was to hear about the each and every initiative and how well the students are doing. i am just thrilled, thrilled to hear about that progress. what i wanted to talk about briefly tonight was the lcap plan, and a couple of the recommendations that are in that plan. first, with regard to improved communication with parents, this is critical. i'm glad to see that this is here as the first recommendation, but i didn't see anything specifically about, communicating with monolingual parents, parents, for instance, who speak chinese or who, you know, primarily or only speak spanish, for instance. and that has to be, i think, a major feature of communication with parents in order for it to be effective,

because so many of our families speak another language. and the second thing that i wanted to raise is with the third recommendation about improving tier two supports and intervention for literacy. i recently heard, listen to a program that kareem weaver did. he's got such credibility and such incredible experience in the field, one of the things his his group notes is that 95% of all kids can be taught to read by the end of first grade. thank you. so let's pursue phonics and other things to help kids who are also in older grades. thank you. that was the only card i had for an agenda item. moving on to non-agenda items please. thank you. i'm going to call the four speakers up and you can come line up, you have one minute each, the first is bernie casey, kurt collars, bridget dyer or die, and oliverio.

good evening. my name is bernie casey. i'm a parent of two children in sfusd, i want to talk first about public comment. when you limit access to virtual public comment, you're not hearing from some of the most vulnerable parents. i would really encourage you to listen to comments that have been made by myself and other families about how limiting virtual public comment really hurts community. and then in the time i have, although the timer is not going, is i really want to urge you to read the emails that i've sent about buena vista and the budget decisions that you are going to be faced to make when you're not looking at correct data, please look at the data cvm has provided you when you're making budget decisions. thank you. hi, my name is kurt

collas. i am a parent of, bhm student. i would like, i would like, my younger child to have the same experience as my older child had. our school has sent you data showing our community school. our school has sent you data showing that our community school model works. we need to be fully staffed at middle school level. we need family liaison budgeted by the district . thank you. hello. my name is bridget dyer, and i'm a parent of two children at buena vista. horace mann, both of whom are on ieps. and i want to just reiterate how important it's going to be for their success in middle school, that they're not

in a large class size. that goes for all the children that are english learners learning english language learners as well. i also want to mention that this whole year we've been asking for materials in spanish and we never get them ahead. enough of the meetings to be able to have a meaningful discussion and participation from our spanish language speaking families, and that cuts out 70 some odd percent of the parents of our school. so you hear a lot from us who speak english, but you're really missing the voices of others. that goes for cutting off verbal, virtual comment as well. is that is discriminatory against people that don't have the same transportation often and, disabled access. also, closed captioning would be really nice for people who have poor hearing. thank you. thank you. good evening. when i was

overseeing a billion dollar plus local government budget, we experienced an implementation of an erp module. the promise by the vendor was one year for go live. ultimately, it was 30 months and 250% over budget. we had a deal of multiple missed deadlines, impact on the workforce, negative press, and trying to find money for the multiple unanticipated funding requests. a gartner study shared 70% of erp implementations fail. anaplan, located in san francisco, enables our clients who all have erp, to take the countless data silos of spreadsheets and enable all of them to be viewed in a secure cloud platform, enabling better decisions. anaplan users are individuals who use excel, and when there is attrition through the organization, our clients never lose any institutional knowledge. i asked the board to direct staff to meet with anaplan to learn how we can help to bring awareness to how we could help focus more on student

resources with the finances you have. thank you, thank you. that concludes in-person public comment. all right. at this time, since we do have time, could we move to virtual comment on agenda items first, please? at this time, we will take, public comment from our virtual participants. this will be on agenda items. each speaker will have one minute. can we please have that repeated in spanish and chinese? in this moment. vamos a recibir comentarios en linea. vamos a logan solamente a un minuto y esto es en todos los temas estan en la agenda. gracias. josé manzano recognition. getting good. thank you. so currently seeing, five hands raised. i'll call, aaron

horn. yeah. thank you, my name is aaron. i'm with parents for public schools of san francisco. and i wanted to mention speak to the item of, expulsion and expulsion. we have been we are one of the only community based organizations that's been at every board of education meeting and many of the district meetings all academic year. and we've heard around 100 students be, being expelled. and so what i want to ask the board is, what can we do to support these students before they get expelled? because research and data show that there's a direct pipeline from being expelled to then being in the criminal justice system, and i know none of us want that. so what can be

done? what is being done? what what can we maintain in this budget crisis that ensures that students get the support they need before they get expelled? thank you. thank you. miss marshall, thank you so much, young sister. good evening. happy juneteenth, and congratulations to all of our 2024 graduates, especially our african american underserved students. congratulations and job well done. to our to the two fabulous student delegates, number three, sadly, we met with the superintendent over the past few months, but because of some of the student, educational leaders and other elementary schools have caused severe harm to our students. it is the community's request that they not be returned to their positions. and in august. and lastly, congratulations to reverend doctor amos brown, who was inducted last night in the naacp hall of fame in sacramento with our famous danny glover.

thank you. happy summer. thank you. vanessa hi there. can you hear me? yes we can hear you. okay, i am waiting for laney to return my email that i sent a few weeks ago, but to assist the board, i'd like your legal counsel to look up governmental code. section 54954.3, which speaks to allowing for virtual comment. thank you, thank you. ana hi. can you hear me? yes, we can hear you. hi, i'm anna klafter. i'm a principal at independent high school in uasf. board member i can't help but notice the 16 assistant

principals missing from tonight's certificate. staff board agenda. i understand matt asked them to be removed, but i have to say i'm disappointed in this move. assistant principals are supporting students, families and staff every day at our school sites. this year it's been incredibly challenging to find qualified leaders to lead our school, and now we disrespect the school teams that work so hard to hire these leaders by delaying their onboarding and yet, last month, we approved 25 directors, executive directors, and this year we approved over $206 million in consultants and contractors. it doesn't make sense. we need educators in place to ensure that schools can open fully staffed this fall. thank you. thank you. harbor yes. i'd like to talk about the lcap presentation, what i'd like to see ideally is a through line from the school site councils to

the to the budget. we're not quite there yet, but i'd like to see that, and i just would like to comment. i appreciate the parent engagement slides, however, tier two for literacy, we really need a multi-tiered system of supports for all areas and for all students. also, i'd like to see more intentionality for low income foster care and homeless youth, as well as obviously students with disabilities. but i appreciate your work and thank you so much. thank you, president muhammadu. that concludes virtual comment. okay. and i had called for agenda items. so if there was anyone waiting to speak on non agenda, i think i think some people did speak to non agenda. but if there was people waiting to speak to non agenda, this would be the time. for virtual participants, for anyone wanting

to speak to non agenda items, please raise your hand. aaron. yeah. thank you. i would also like to speak to the matter of virtual public comment. parents for public schools of san francisco has attended. and like i said, almost every board of education meeting plus many of the other district committee meetings, i personally wish this big lcap presentation happening tonight, the report i want i've i've attempted to attend those meetings, and they're not always offered virtually. i am disabled and not it's a big, struggle to be able to attend virtually. i mean, to attend in person and so if i want to give a comment, i can't. so i'd like to cite government code 554953. which is

regarding allowing public comment, to be virtual in meetings that, you know, as i said before, many other, minorities might, might not be able to attend this way. and our voices need to be heard, too. thank you. thank you. tom hi. yes, i'm a parent and a special education teacher, in the district, just pointed out there that, we haven't had any board of ed members visit dolores huerta, as far as i know, in the nine years that i've been there, say we care about the schools. you know what's going on. but if you don't visit the schools, it's really hard to do so you don't see the day in, day out, our superintendent, wayne, did come, which was nice. he came

for a few minutes, but then it was kind of just. okay. so this is your problem. and then there was no follow up and nothing else. so i'm kind of tired of, like, hearing through their, like, you just heard a lot of people say virtual comment. they want to speak up. they want to be heard. but then it's just talk and lip service. if you don't actually show it through your actions. thank you. thank you. lailani hi, i just wanted to say, have you heard from all all the other people have called, schedules are very difficult when a board member continuously tells people, that there are too many people calling in or that, there's too many public comments, you are discouraging people from speaking up. and i don't understand why you would want to be on the board. if you don't want to hear from every individual person that is part of the responsible of the board. i know it is exhausting and tiring, but it's also very rude

to parents, to students, to community members who want to help. please stop saying that. i've heard that in many of the opening statements for the last couple of meetings, and i believe it goes against brown. it's just i don't understand why , a board member would keep saying that over and over again. yes. please call in. yes, please do the virtual comments. yes. give people time at the podium to talk. thank you. that does conclude virtual public comment for non agenda items okay. and thank you so much. as a reminder the next section is item f is public hearing for local control accountability plan 2024 to 27 and recommended budget fiscal year, i believe so. we're that is a hearing. so there is public comment for if anyone wants to speak specifically to this item,

or these two items, the local control accountability plan or the recommended budget fiscal year, speaker cards should be turned into mr. steele at this time. are there any in-person speaker cards on this item? there are none. are there any virtual comments specifically on these two items per virtual participants? if you care to speak on the lcap, please. i'm seeing a hand raised. yes let me go ahead and take a public comment. okay so we will take public comment on the local control accountability plan. this is the only item we're taking public comment on. can we please have that. and the recommended budget for fiscal year 20 2425 two and the and the recommended budget for 2425. can we please have that repeated in spanish and chinese? mandelman

su mano hablar especificamente sobre plan de control. local de cuentas, asi como también sobre el el dinero para el ano de cuatro cinco. gracias from, local el capitan, my vehicle, he said me, give me using. how you guys got. thank you. harbor. once i made a mistake the first time. can i go again about el cap? is that okay? that's fine. okay. thank you. i also wanted to add mental health, we need expansive services beyond just wellness centers, because that's just for high school. and i'd like to see something intentional on college career

readiness. so that's where the el cap. and as far as the fiscal , trying to monitor what's going on, it's a little scary. and i'm wondering if at some point we can have a town hall to kind of break it down on another level at some point next year. that's just what i'm recommending. thank you, thank you, thank you. vanessa thank you. i wanted to appreciate doctor wayne for his inclusion of the opportunity gap, as i had previously shared with this board, the us department of education has shared priorities for all states, including california. and one key one is opportunity gaps. so really appreciate doctor wayne for including that. i can see it within some of the material, in the lcap. i do want

us to get better at effective decision making and partnering with community based organizations. i did not really see that happen during the lcap process, and i encourage you for next year to make your engagement efforts a bit more robust. thank you. thank you. miss marshall. thank you again. i know that in some of the schools, the positions of student advisors were were eliminated and power reduction and sadly, those two positions hold a lot of minority staff members, especially african american latino staff members. we went into our school site about a month ago to meet with the faculty, and in 2024 is really surreal to see that all

the faculty were were ws, in 2024. so i don't i have to look at the budget. but i do know that i encourage you to, when you do, reductions of staff to look at the whole picture and to ensure that student advisors and who do a great service and paraprofessionals who most time are african american latino staff members, are a part of this forthcoming budget. and no school should have only only oh, no, school should. but you do have that here. thank you, thank you. that concludes virtual public comment. all right. thank you so much. so now, i will call for the fiscal advisors report, mr. duchon, to be followed by ad hoc committee chair report out from commissioner lamb, mr. deshaun, do we have you with us? i am with you. thank you,

president mohammadi, first of all, i want to acknowledge i believe she's also online, my partner pam luzanne. and i want to say for both of us, we're honored and privileged to work with san francisco unified school district and really want to offer commendations to your staff who have taken a very complex problem with your budget , with many issues. and of course, you know what i think we would all agree is a crisis situation. and i want to start out though, by saying that the work of your staff has been incredible. i want to particularly recognize anne-marie gordon, jackie chen, candy, who are the real, pillars of your budget. put it together and then, of course, all the other members of doctor wayne's cabinet and other people in the district who contribute to this. there's lots of hands that touch

it. it's a $1.1 billion budget, doesn't scratch out on a small spreadsheet, for an area i think it scratches out on probably 4 or 500, excel sheets. so we are very pleased with the work that's done, been done so far, i want to start out by grounding this a little bit. the ultimate purpose that we have is your purpose. it's your goals. and we fully believe that you have the resources to achieve your vision, values and goals and guardrails and still adhere to a budget that will facilitate the improvement of students and make your budget meet a negative certification, which is pretty much dreaded. i understand it is a picture in time, and it says basically that on paper, your budget shows that you will not make your fiscal obligations over the next two years. it has

not been brought to you by the cdc. it is simply a measure of the state of your budget. and it's also a warning sign that says if you do not do something very clear and with deliberate action, that you will get to a point where your resources within the district will run out, and that sets in the stage a whole other set of circumstances. as i said, your staff has done an excellent job of putting together your budget and developing a stabilization plan. you're being presented with a budget and plan that can work, but this is one step in a long process, and i want to say it is also a preliminary step as time changes with budget conditions, staff will be looking into really every nook and cranny of the district and also gauging it against new information about the state budget. the process is this.

this is step one of a long and very difficult process, and it will require some of the following. it will require discipline, resolve and accountability at every level of s.f, usd, and it will require an effort by every person, whether it be a custodian, the superintendent or someone who is maybe never seen by the public, who sits behind a partition in the accounting office. it will require a lot of work, a lot of detail, and a lot of priority prioritization. excuse me. there are a number of places that have not even yet been explored that program cuts can be prioritized. i draw special attention to pif, and i'll talk about that a little bit later. part of what will be happening in the next few months, or should be happening, is an annual analysis of every single funding source

and every expenditure, so that your most restrictive funds, those are those that come from the federal government, from the state, from other grant organized nations can be used in their least restrictive manner to free up your unrestricted general course of and increasing and improving services, which is the crux of your vision. value, goals and guardrails. clear. excuse me? clear. benchmarks must be met. there must be an implementation of a strict hiring freeze and a thorough analysis of new and existing contracts. every time that's compromised, you lose an opportunity to not prune your budget. every time you lose an opportunity to not prune your budget, it pushes the can down the street. another year, another month, whatever. but it's going to halt your efforts. so an intense look at every

place where you spend money and every place where you get money is absolutely critical. and your benchmarks for the next few months. at this point, i'm i'm really speaking to the board. these should be the benchmarks you expect from the staff need to revolve around that. there is already in development a position control system. it is not complete. basically, it's critical to know everybody who works in the district where they work, how much they've been, how much they're being paid, and what their job title is, sounds simple, but with some 8 to 9000 employees, including your temporaries, your subs, it's complex. and of course, we all know it's been aggravated by a shift from one one from the empower system to your new erp, which, by the way, i think is very promising. i think the efforts on doing that are moving along quite well, with a clear

recognition by staff and all the people involved of the complexity and things that need to be done, both pam and i have the opportunity to observe those meetings, and i commend all the people working with that. there also needs to be a detailed and verifiable seniority list. unfortunately, the reason for this is because if you end up being required to do a reduction in force by law, it's based on seniority. and seniority isn't as simple as it sounds, it's critical that along with this list, there be an outside counsel who reviews this process has gone through it, and is able to take it through the final legal challenge, which is before an administrative hearing officer. the development of a rift process, reduction in force needs to absolutely exceed the determined need, because there

are many things that may fall out. it's a one shot opportunity that you have and i say this having gone through both sides of it, it is painful, you'll hear perm pain, i'm sure, from a lot of people and, all i will say it's better to have to go through that than have it imposed where you do not have any decision making in the matter. what's not completed yet is i mentioned earlier is an exploration of every single, funding source. pif is a big one, over $100 million. it's one that while it's restricted, it's fairly open to spending and really should be used as a major tool in balancing your budget. there are still numerous opportunities to consolidate departments, i know there are many places in the district that that can be done. there should be clear, following of any, any

excuse me, any people who leave the district who are terminated, who retire, resign, take leaves or otherwise. and many functions can be retooled to achieve, really more, accuracy. ab 1200 is really while it may seem like you're aggravating problem, it's a warning system and an accountability system and has prevented numerous districts literally from going bankrupt and coming under receivership, we don't want you to be to go under receivership. and i know you don't. our goal is your goal. we want to serve your students at the highest level possible, improving student outcomes, and do it with a sound fiscal budget. with that, i want to say, pam and i are honored to work with you and your staff and are here to serve you. the students and parents of san

francisco unified. and i don't know if pam has anything to add. i usually talk too much and she not enough. thank you, president motamedi and members of the board, doctor wayne. miss larson, was there anything you wanted to add to the comments just made by your colleague? i think i'm going to go along as what elliott's already said, real honestly, we are here to help the district be able to achieve what they need to with their budget. and so whatever we can do to help, we're going to be there to do that for them. all right. thank you so much. and as a reminder, sfusd recently had the california department of education fiscal oversight elevated. and so we are working closely with them to ensure that the district stays on track and are keeping will have regular report outs at our business meetings and also deeper dives at our ad hoc

committee on fiscal and operations health, of which commissioner lam is the chair. so please, commissioner lam, at this time provide us an update. thank you. we'll just wait for the presentation. so i'm going to take the next 5 to 8 minutes to update the commissioners and the public on the ad hoc committee on fiscal and operational health, specifically. tonight, i'll share the committee's reason for existence, its role, the main discussion points and takeaways from our first two meetings. and where to find the meeting summary memos so you can track the work of the ad hoc committee . next slide. i wanted to start off giving level setting of president mohammed's charge for the committee and some key points is that for many years, the district has failed to maintain an adequate fiscal and operational systems, which has led to numerous avoidable crises

and a loss of public trust. now i'm quoting president motamedi, board members have current accurate and complete information to fulfill their fiduciary duties and execute their oversight role and the assignment of the cdc fiscal experts who we just heard extensively from. mr. dushan is a direct result of, failures of oversight, both on behalf of the board and the superintendent and so then this committee was created to increase oversight of the superintendent's fiscal and operational leadership. and to improve the board's practices and skill sets to carry out its governance responsibility. and to be clear, this committee is not just a check. the boxes, so to speak, on the cdc and fcmat or our auditor have recommended in the various reports. but it's an opportunity. it's an opportunity about getting the district to more sustainable,

position. and both as a functioning public education institution. but having those core systems in place. and it's a and we take this core responsibility, seriously, not just in times of crisis, but over time for stabilization. next slide. the committee's role is to monitor the superintendent's plans and progress towards achieving fiscal and operational health, to make recommendations to improve the board's ability to carry out its fiscal and operational governance responsibilities, and to make recommendations to improve how the board oversees and evaluates the superintendent's management of the district and ensure the full board understands the district's financial and operational status and associated risk. the committee is expected to disband after december 15th, after our, the second interim, when the board discusses. i'm sorry, first interim. however, the committee

may extend its duration if it is found that the work is needed and to continue. commissioner lam, just for clarification, you're on slide three. correct correct. thank you. now on slide four is the committee members and other participants. so you have members including president motamedi. commissioner weissman ward and myself as chair superint wayne and other and additional staff and guests. doctor clark is the designated staff liaison to the committee, jackie chen, marin trujillo, amy bear, elliot deshon, and pam luzanne as our fiscal experts from cdc. so to give a summary around the progress over the first two meetings, we discussed the scope, purpose and timeline for the committee, which i've

given you a summary to find fiscal health and operational health. we discussed the board's work versus the superintendent work and being very clear about the governance work at the policy level between the board and the superintendents role in the daily operations. discuss the status of the staff's plans for the fiscal and operational health plan, specifically deficit spending and the use of one time resources as the budget development position control, fiscal systems and fiscal reporting and declining enrollment. i think you hear some themes throughout both consistency between our fiscal experts and what we will be addressing through this ad hoc committee. next slide to six around the progress continued is that we are we heard from the cdc, fiscal experts and what they need from fiscal stabilization plan and being really clear about the balance and the level of detail that cdc experts will need. we discussed the information, the committee

needs to monitor the fiscal and operational health, as i just noted to the specificity of the details, so that we will get the kind of stamp of approval and alignment of expectations means that the committee gives clear directive to the superintendents specifically for the fiscal year 2526 budget development process, and that it must be strategic and discuss reasons why sfusd doesn't currently have these fundamental fiscal practices in place and how we're going to address that moving forward. we agreed to create a fiscal and operational health dashboard, so the public can also see the progress that is being made. we brainstormed some agreements for how the committee, the board and superintendent will work together towards this fiscal and operational health and agreed to create a six month committee calendar with clear milestones, which will meet. next slide and

so you can find the meeting summary memos that are available on board docs. the agenda has been posted for this thursday's meeting, so you'll see both the, may 15th as well as the may 29th summary of memo notes. so ensuring that the public can see the progress, as well as encouraging commissioners to read those summary memos. that's how one of the best ways to keep up to date of the work happening. and we'll be meeting this coming, on the 13th on wednesday or thursday. excuse me at 5 p.m. and again, we'll review and give input on the superintendent's draft fiscal stabilization plan, how we align on the data and what the data that the committee needs from staff review and give feedback on the refined committee calendar. discuss follow up items and takeaways from the board's june 11th budget discussion, which we'll have this evening, and review and

agree on working agreements. so it's pretty hefty, but that is, present. includes my, formal presentation and update and welcome any questions or comments from colleagues. any questions or, so one one, logistics. thank you so much for that update, commissioner lamb, the memos are not linking, so i just want to let the public know that those will be corrected. we recognize that they're not currently active links, so we will make sure that that is corrected in, the near term, in the meantime, are there any questions from commissioners at this time, yeah. i really want to express my gratitude to commissioner lamb and, wiseman ward and president motamedi for, doing this committee. i think

it's critical, and i really think it's obvious from the first, two memos that we're making, really good progress and creating a space for the detailed level of accountability and monitoring that we need, i guess one question i have, i know that you know, you're working on sort of, creating a framework or dashboard to, to monitor fiscal and operational health. what are we thinking in terms of the timeline on that, you know, just for the public to know, like when, when might we do we think we might see i don't know if this may be a question for staff of when we might see that, so that the public can begin to see clearly what the milestones are and our progress toward them. yeah. i mean, we're , discussing that at the next ad hoc, and then we have another one by the end of june. so we're looking at, at leaving this school year with that in place.

i second vice president alexander, gratitude and appreciation. thank you all for this much, much needed work, on slide six, the brainstormed agreements for how the committee , board and superintendent will work together with the fiscal and operations operational health, would that fall under the vgs guideline framework or what? what would that, will we get to the point where we as board members have to sign on to agreement? what will that look like? can you help me understand that? yeah, the agreements are more principles, like how we show up with one another in the, in our approach around transparency, you know, and just as an example of some of those principles that how we work with one another in this, committee, ad hoc committee, thank you so much for that. i appreciate it.

and i also, really appreciate the guidance that this be credible, you know, with enough detail to really, you know, i mean, get us out of negative and back to qualify, at least back to qualified where we were before and hopefully beyond that as well. but yeah, thank you so much for taking on and to staff, for taking on this heavy, heavy work. much appreciated. thank you so much. yes. i just wanted to also thank staff. i know they are just every, you know, cell in their body right now is sprinting to ensuring that we do have have our budget to the fiscal experts in time for review and their commitment and continued commitment to work with the ad hoc committee, working with the superintendent, to really getting to that top, you know, strategic, long term, sustainability for the district, beyond just not just but beyond a budget, balanced budget, so to

speak. i really how we're looking at this as an opportunity to strengthen our district over time. thanks all and yeah, we have a lot of work ahead of us, but we've accomplished a lot in a couple meetings. and, thursday will be a meaty agenda as well, so now i am. we're bringing forward the lcap for 2024, 2025, kicking off a three, the three year planning cycle and alignment with goals and guardrails. superintendent, would you like to invite staff and others, yes, i'd like to welcome our, lcap manager, tim burke and the team. i think we have our. don't be shy. our lcap . okay, so. and but we're really pleased to have this year we had an lcap parent advisory committee that will have some representatives share and the

work to align the lcap to the goals and guardrails. so i'll turn it over to mr. burke. thank you, superintendent, good evening, president motamedi. vice president alexander, board commissioners. all right. thank you so much, my name is tim burke. i'm joined by my colleague casey harris and soon to be by our lcap parent advisory committee members to present the first reading of our 2427 local control and accountability plan. also known as the lcap. so for tonight's sorry, mr. burke. so i think i need to officially open the hearing like, say, the words. so i'm before you say anything more substantive, i'll just say officially, i'm opening the public hearing on the even though we had the comments on the local control and accountability plan for the san francisco county office of education. thank you. excited to dig in with you all. and for tonight's presentation, we have three major objectives. the first is to share highlights of the lcap development process and

the planned actions we have for clearly aligning the vision, value, goals and guardrails to our new three year plan, we want to be able to listen to lcap advisory committees, committee members present our priority recommendations on behalf of all parent and student advisory committees. in addition to the school site, council representatives on the committee, and lastly, to discuss your questions and insights. after reviewing our first draft of the plan. so first, i'd like to start by just thanking our lcap committee members, our parents, our caregivers, our students who are on the committee, our staff who represent our parent advisory committees. you can see on the slide our school site council, parent representatives, representatives from our labor partners across the district and our long standing cbo and other educational partners. we're grateful for your time, your dedication, your partnership in this work, pushing, challenging us, probing us all the while as volunteers on this committee. so

first we start with just a recap. some framing of why lcap and the local control funding formula. so it was the local control funding formula was introduced ten years ago. and the purpose is to give school districts more local control and decision making authority, and to ensure that districts were prioritizing three historically underserved local student groups those being low income students, english learners, we say multilingual learners in san francisco and our foster youth districts were then expected to submit a plan written every three years and updated annually, describing how we are allocating our resources in alignment with the state's local control funding formula. priorities. and as san francisco is both a county and a district, our lcap addresses all ten state priorities. so our charge from you, commissioners was to be clear, to ensure that our next three year lcap aligns with the clear, measurable priorities that you've established in our

vision, values, goals, and guardrails. we want to ensure that our district plans aligns with that strategic vision of accomplishing our goals and guardrails, that our priority actions are in alignment, as well as the measures, the metrics for which we are held accountable to accomplish. but whereas our last three year lcap told the story of every single action and every single dollar and resource allocated within our district and county schools, we wanted this plan to be more narrow in its focus. we want our plan to reflect the actuality of what is happening in our schools . you all have established, and we have set ambitious goals to accomplish by 2027. and in order to get there, we must shrink the change, so to speak, to break down our big goals into smaller actions, into accountable chunks that we implement with fidelity, and that we study through a model of continuous improvement to learn what is working for whom and under what conditions. i'll just pause here, just. and

just to ensure the slides, you should have a printed copy of all the slides as well. so that was a challenge, i'm lucky and fortunate to be in collaboration with two, county offices, alameda county office of education and santa clara county office of education. they're our current geotechnical assistance lead, and so with that guidance, we now have a new established lcap. you can see the five goals in front of you, they directly align to our vision value goals and guardrails. and these will be our goals for our next three year cycle. the goal is on actions they're in. like i said, align to the goals and guardrails. and yet they're also in compliance with the lcff priorities that extends beyond what are currently named in the goals and guardrails. and we're doing this in service, remember, of our mission and vision, right to live our values of being student centered, fearless, united, rooted in social justice and diversity driven. but with

that same charge. further, we know that the district plans are only impactful if they're implemented locally at our school sites. and so this year, as we've established our goals and guardrails, as we establish our lcap, we've also revised our school plan for student achievement, the section one that names that direct alignment, that expectation for aligning to the lcap and the school plan for student achievement achievement, also known as the cpa. it's asked of every school to submit those those local goals and priorities , and we've asked sites to name what are they planning and prioritizing? what are the goals around literacy or on math or on college and career readiness, or on student sense of belonging and attendance? and now i'm going to hand it over to my colleague casey harris, to walk us through our educational partner engagement in our process this year. all right. good evening, president muhammadu. board commissioners,

i'm casey harris. i work in partnership with tim burke as an education pioneers fellow. during my time here at sfusd, my project mainly focuses on strategy, particularly with lcap and family engagement. i'm here tonight to highlight the extensive seven month engagement process we embarked on for the 2427 lcap we began this cycle, this year's cycle with a transition from the lcap task force into the lcap advisory committee. this shift happened to better align with edco that requires this committee to be composed of 50% plus one parent representatives. the lcap task force was composed of cbo partners and district staff who were also parents in the district, and this shift into an advisory committee is an intentional separation of those two roles. this has given more of a direct line of communication from the lcap engagement process to caregivers, which is unique from district staff. district staff were liaisons were also also joined. excuse me also joined the lcap advisory committee.

meetings alongside their parent representatives. so by engaging in this process directly with parents, we increase awareness and knowledge throughout the district. as you can see on the slide, the advisory committee is composed of caregivers from across the district. delegates represent a widespread number of parents with a focus on focal student populations. at the beginning of this cycle, there were seven parent advisories, each with both a staff liaison and a parent delegate. 12 cohort delegates for student advisory delegates, and five ex-officio former pac members. this year, we embarked on launching three new parent advisories who would join this engagement process. you can see them outlined in the blue box on the screen. the asian and the asian parent advisory committee, the latinx community council, and the queer trans parent advisory committee. while each of these advisories

are at various stages of launching, all of them have had the opportunity to provide feedback that is included in our lcap engagement strategy. i would like to take a moment right now just to thank everyone who put in the time and work to help these advisories launch. it is and was a long a long process and is still continuing, and we know that it is well worth it to increase recognition and voice from these essential populations of educational partners. a major task that these delegates in this lcap advisory committee embarked on this year, as a part of the purpose was to deepen our collective understanding of sfusd lcap goals and priorities, which are extensive even for those of us who work deeply in this, in the lcap work, and to particularly engage in the development of the lcap specifically by bringing families, school communities and other educational partners together to gather recommendations for our local control and accountability plan.

so during this seven month engagement cycle, we shifted strategies. so we went from lcap town hall sessions to the or town hall presentations to targeted listening sessions, a challenge that we ran into this year during this lcap engagement cycle was balancing the multiple district initiatives that were happening around the same time. these initiatives had a large demand of the public, and in an effort to honor all of these processes and still wanting to gather representative feedback from across the district, the lcap advisory committee decided to shift to a more direct engagement through targeted listening sessions. the lcap advisory committee took the opportunity to go to local communities and to hear directly from these populations about what is working, how how have investments really impacted and how have investments. excuse me, been really impactful while also identifying places that need more support, more recognition, or just more time and energy to address the concerns of the

community. targeted listening sessions were an intentional move to better connect this narrow lcap that speaks more clearly to the experiences of our local students, to the direct words from that community, district staff and lcap advisory members went into these communities to listen to, to listen to direct feedback and offer responses where appropriate. these conversations were accompanied by outreach directly to the ten parent and two student advisories, peer resources and other community based organizations. the information from this these sessions were captured and shared at lcap advisory committee monthly meetings. at the same time as lcap internal staff met to review and share connections to initiatives derived from the analysis and feedback from the advisory committee. a new approach that was added this year into the engagement strategy in the was a

district wide survey. now, this is something that many california districts implement, in addition to their either in-person or virtual sessions. and was a strategy that the lcap advisory committee used to capture the voices that may not have been able to attend the listening sessions, and to ensure that we heard from all educational partners, each of these engagement points created or continued channels of communication. while the process may not have been perfect, many of these things we were attempting for the first time or stumbling our way through, strides towards improvement have led to more voices being uplifted and beginning a strong network of communication specifically for the lcap. so some of these key themes that consistently came up in our engagement were around five topics. i will uplift some of these. some of these themes. and our advisory committee members will actually speak to the lcap advisory committee

recommendation recommendations. more specifically, first, i'd like to note that throughout this engagement process, we heard from many folks from across the district that hold various and unique roles. these lenses to some of the district's most pressing topics are invaluable. and the few moments that i have here tonight, i can only begin to capture those sentiments. but i encourage you to look into the lcap to see the details, to read the direct quotes from these engagement process, from these engagements and hear the feedback from the community in that way, in many of the spaces we heard, for a need for improved communication and ensuring that all systems are effective and aligned to the goals and guardrails, we heard frustration about the frequency accessibility, and cultural relevance of communication strategies at all levels across the district. the knowledge of where to find information, and how that information gets disseminated to all educational partners is a process that can

be confusing for even the most active and involved caregivers, and the pathways for newcomer families and multilingual families, or those that have experienced past harm, is mired even further. these focal families rely on communication at all levels to fully participate in sfusd and aid in increasing student outcomes. san francisco unified school district has not been immune to the staffing crisis that the nation is experiencing. this shortage has been felt across the district and is reflected in the feedback from students to cbos partners to parents to caregivers across the district, we've heard an increased need for reliable and representative staffing these are the people that create supportive spaces in classrooms, maintain self safe facilities, and ensure that all students have a safe and supportive school, increased academic supports was also a

consistent topic of conversation . while many folks noted the potentially positive changes in the new k-5 literacy curriculum and the changes to middle school algebra programs coming in the next school year, many also had concerns around the supports for students that are not included in these programs as reliable and rigorous. tooting tutor tutoring for all students was expressed in the discourse. in addition to specific plans and for intervention for identified students, a need we heard from high school students particularly were supports that include college counselors for students. in addition to college and career courses that are rigorous, informative, and accessible to all sfusd students . moving on to the fourth. when it comes to facilities, we received feedback directly speaking to ensuring that all bathrooms are functional and well stocked with essentially with and in in in our

engagements were products for students who menstruate and making ensuring that bathrooms are functional and in an overall also an overall urge to improve maintenance on facilities by improving hvac systems and air purifiers in all classrooms. in addition to making sure that the maintenance system for tracking is up to date for all schools. and last, but maybe the most important is the mental health and wellness in our schools. we often point to wellness centers as a place where students can access mental health and wellness supports. but the inconsistency from school to school impairs students ability to seek support in these spaces. it is vital that sfusd provides consistent and predictable services through these centers. students mental health is directly linked to their sense of safety and belonging in their schools, so improvement in these

areas can only improve our student outcomes. and i will am so happy to hand it off to our three parent advisory and student advisory members that will come to speak to those in more detail. good evening. my name is yvonne dunkley and i'm a member of the lcap advisory committee representing apac. i am here tonight to speak about the lcap advisory committee priority recommendation, as you've heard earlier. but to reiterate, our lcap advisory committee is comprised of parent delegates or

staff liaison from each of our ten parent advisory, as well as parent representative from our school cohorts, from early education through high school and county schools. these recommendations were compiled from both direct input by our respective advisories, as well as our community engagement efforts included lcap representation, targeted listening sessions, and a community survey. the first two recommendations we are presented have presented on the screen throughout our community engagement. we have heard and saw in the response from parents and caregivers, especially from dlac apac and migrant ed and sac parent leaders. we learned that communication is communication. communication channels greatly varies from school to school depending on what factors like new principal. if there is an established skilak or pta or not yet, or if there was a family liaison who drafted a weekly newsletter. this priority is especially important to reach our goals and guardrails.

because of my 13 years experience in us, san francisco unified. my daughter graduated, just graduated the lcap advisory council has recommended that sfusd develop a system to establish predictable and consistent communication channels and staff, staff bias training on communication style communication is a two way street, so there has to be a dialog, a received and a given. so there has to be a mutual understanding and right now in some schools for african american, they're not being recognized. so it's talking to one person, and the other person is not realizing, taking into account the culture of who they're talking to. and that makes the kids feel like i'm not important. i'm not represented. the curriculum that we have doesn't necessarily shows the african american culture anywhere, except for february and it's only martin luther king

where we have lots more african american, people who have done great things. so and the other thing is the expectations for kids, for african american and all students should be the same. there shouldn't be a difference in okay, the predominantly white. we expect this expectation of you all kids should have that high expectation so that they know they're accountable and they're being noticed and talked to, the parents school have to learn how to incorporate the parents into the kids lives at school, because the parents are the ones who are taking care of them and helps to guide them. so the parents needs to know what's going on. and when parents come to school, they need to feel respected and included into conversations. and also to create and build a community. so our suggestion is to develop a curriculum that identifies african american into the syllabus so that the kids can

identify and have. i'm a part of the system and not i'm out there floating on the outside, communication styles to include culture when talking to parents or the student, soc and parent educational. and another thing is partnering with community based. so if we're not getting all the curriculum, having a network with outside community, such as 100% college, you had third baptist that has training, you have apac that has reading. having that community line to support that student. so having that list. so if the kidneys mentoring, they're seeing somebody that represents them, teaching them the next one is addressing the staffing crisis. we all know that san francisco is expensive. we don't have, teachers that's going to stay in the city. but we have to have

teachers who have better training when dealing with kids of color, also, so when we're having we all have intrinsic biases and teachers subs all need to be trained on dealing with kids of all colors and ethnicity. so. so our delivery is staff training and, if we do and support our kids, we can get them. and looking at their culture, we can get our kids college ready and career ready, because right now our apac or black african kids are being left on the side because they're not being included in a lot of things. thank you. guess i'm this. can you hear me? hi excuse

me. this is my first time at this table. these comfortable chairs. good evening, madam president. board commissioners. my name is chanel blackwell. i'm a member of lcap advisory committee presented. i'm representing, school counselor for ruth asawa. i have a graduate now, so i won't be representing that anymore. but i do have a income. an eighth grader and i will be on that school counselor for in the fall , i'm here tonight to speak about the lcap advisory committee priority recommendation, which is recommendation three, improve tier two supports intervention for literacy. areas of concern. intervention needed for upper grade level students 5 to 12. as you can see on the slides, why it matters importance of phonics and supporting literacy

development in all classrooms. new curriculum that addresses elementary but not middle or high school students ideals for implementation is high impact tutoring for literacy and math. tier two three interventions in partner with community mentoring programs and i would like to address that. the phonics, the five element of keys to reading of success is these five elements. and one of them is the is the phonics. the importance of phonics is supporting literacy development in all classrooms. yet the new curriculum address the elementary but not middle or high school, which i just spoke about on the slide, and also want to like personally say that my son benefits from the phonics because he was a he had an iep in 2011 when he was went to kindergarten. i was worried about that. but because of the phonics, he learned how to read

sufficiently to the point that he has, he's ready for college. he's a graduate. he's going to he's going to college. he was, he had five colleges to pick from, which shows that how much that phonics is, is very important and that it works. also, i am a paraprofessional that i worked in since february, and i have seen the phonics that work with the kindergartners that i work with, i work with. i'm a one on one with autistic student and he reads very well through the phonics. so it just tells you how it works, i witnessed the positive impact of research based literacy program and others from across the district are excited about the new program for k and five students. since this curriculum is set to be implemented in the next school year, many middle and high schools may need additional support in their literacy skills, there's need to be explicit intervention for these students so they can make

sure all students are improving their literacy skills before they graduate, the lcap advisory committee, with feedback from people from across the district, developed these recommendations means we want to see high impact tutoring for literacy, literacy and math. tier 2 to 3 intervention intervention plans to get students on track and partner with community programs to support both students and parents. because we need to have that built in awareness of phonics awareness, it's really important, especially the ones who dealt with the pandemic and the post pandemic, and also the ones that, though i was fortunate that my son learned this phonics in his in their elementary school, and i've seen other elementary, but there was some elementary school did not benefit or did not get the phonics, so we had to. there's ones who didn't get in 2012 or 13, so they need to be taken care of, and we need those

resources for that to make sure as well as the ones that we get, that is going to be universal for all the schools now, which i'm really happy about that. but you have to think, we need to think about the ones who did not benefit. that's not going to benefit. that's not going to be benefited the one in the fall. so that is why it's so important. and that is needed. like the prevention i believe prevention is the key. and it will help with college readiness. just like my oldest is ready. he was ready for college and i just want other kids, other students to be ready as well. and also second is the improve operations facility. restrooms have that. i want to spell that hvac systems areas of concern. spending millions on our facilities with upgrades that do not go far enough, unclean or dysfunctional bathrooms. why it matters. heaters. come on when they want

to. it's like sometimes hot, sometimes cold. it's when they want to. classrooms are at the extreme hot or cold. just mentioned that many facilities are unsafe, negatively impacting attendance, belonging somewhere else. what what's that? excuse me. oh, okay. ideals for implementation in intentionally create spaces that make students parents and caregivers feel welcome. a planned timeline for facilities improvements, i would like to address and add this throughout our, community engagement. we heard and saw in response from parents and caregivers, we learned that facilities can drastically vary across schools. many educators and parents expressed that there are family facilities, sorry facilities upgrades that do not go far enough, as well as dysfunctional and unclean bathrooms and the temperature of

the classroom impacted attendance and sense of belonging. i have witnessed going to many schools certain that when i go in the bathroom, there are not enough, sanitary napkins there. and in the middle school and i see some in in high school, a school may be older buildings. so improving their functional will only help our students want to attend classes, which explains the schools are so old. sometimes it is really hot and sometimes there is cold. but the reason for this the kids won't be able to focus. and then there are some kids probably want to leave the class because it's just too hot, so we just want to keep them in the classroom because attendance attendance is very important. there are some schools that have broken up, broken up, semi-functional, hvac systems and windows. bathrooms are accessible part of the school building that should be functional and safe spaces for all students. this means invested in, like i mentioned,

menstruation products. i just want to say that again because i have not seen some of it. not enough available for students to use custodian and moderating staffing is very a good way of, showing and systems to identify and solve facility issues. these will expect will increase student safety in the bathroom, hallways and sense of belongings over overall students outcome. and now we have one of our students representing talk about the last recommendation, good. good evening, madam president. board commissioners, can you guys hear me, my name is compassion chang. i'm a student member of the lcap advisory committee representing the queer trans advisory council. i'm here tonight to speak about the last lcap advisory priority recommendation on mental health and wellness supports for students. if you were to ask the

average high school student in sfusd if they liked their wellness centers, they probably answer yes. however, if you ask them if they use or can use the resources, the answers are mixed . on one hand, we have washington and local students, which are academic campuses that casey informed me of, with better resources than other schools in the district. in washington and lowell, to my knowledge, have significantly less staff relocation and are not as impacted by staff or teacher turnover. therefore, the wellness centers are are open almost all the time, allowing more students to receive the help they need when they need it. on the other hand, in my school, galileo, the wellness center is seldom open. galileo has a strained history in sfusd higher staff turnover rates and significantly less resources for staff and students. when the wellness center is open, it can be used misused as a way of skipping class or become overcrowded, making it difficult to get the help you need now

included to galileo. but classmate and friends of mine needed to go to wellness centers to get feminine hygiene products, which are also not available in bathrooms, however, it was closed. or there were situations where staff were not able to attend to the students across the district, reduced attention towards the mental health needs of students creates inconsistent, inconsistent distribution of resources and mental health counselors or social workers. even when resources are available. students lack schools, lack promotional materials for these wellness programs. teachers should have an appropriate wellness resource to better teach students. it matters if students mental health state is not addressed, because then each child falls through the educational crack because of misunderstanding, behavioral issues and not mental ones. students, therefore, are not mentally in the right state to

learn and come to school and cannot reach the other aspects of student achievement and success. our lcap suggestions for this are wellness wellness workshops for teachers and students by investing in our teachers well-being, where are investing in the well-being of the entire school community workshops also provide our students with the resources they need to succeed, both in school and in life. parent discussion on wellness for students and themselves by engaging our community and bridging the gap between parents, students, and teachers for strengthening the community. these sessions offer a safe space for parents to discuss their parents wealth, children's well-being, and their own. of course, with student confidentiality in mind. and finally, and probably most importantly, equipping our schools with fully staffed wellness centers with trained, qualified, dedicated social workers and mental health counselors. recognizing that mental health is as important as any other aspect of health, and

ensuring that everyone has access to the support they need to thrive both in and out of school. thank you. okay i got it. thank you to our parents and our students. thank you all so much. okay. as you can see, we have a lot to share with this plan. we are very excited to it. but i also want to honor that. there are also two other sessions coming up tonight. so at this point i'd love to open it up to you all for feedback. you can see additional information in our slide deck, but i think at time to be able to take your questions and what you've reviewed so far, what's been resonating and other things that we haven't addressed at it's top of mind for you all. so at this time, i'll open it up to commissioners for clarifying questions. the first is, are the clarifying questions, and then it looks like no. so oh, just to

clarify on i believe it's slide nine where we list lcap goals, goal four is anti-racist culture and equitable supports. and there's nine actions listed. it i just wasn't able really to find anything in the material that covered it. i guess i was just hoping you could both direct me and then just share a little bit, i guess, about what that looks like and what those actions are, and kind of how they are meant to address those things. great question. thank you, commissioner boggess, so the question was around goal four. goal four named anti-racist culture and equitable supports. in this lcap we wanted to shrink the number of actions. you see, we went from our last plan with 55 actions, with over 200 activities underneath that, some of those actions very measurable. some of them with zero measures at all. every action that we have in our current plan has a measure connected to it, and sometimes more, in total, though, i think

we have all of our interim goals and guardrails, but a total of 59 metrics, this specific goal is to name the purpose of why lcap exists, and that's to lift up improvements for our local student populations. our low income students, our english learners, and our foster youth. but we know in san francisco that we've, well, long failed our african american students. our native hawaiian pacific islanders, students with ieps. and so this goal and the subsequent actions therein call out those focal student populations and the specific intentional work we need to do to intervene and to support them. better not not not just those student supports, but in other places, continuing to develop the capacity of parents and cbo partners to do that as well. so in the actual lcap plan itself, in the document in goal four, you'll see the list of the nine priority actions connected to that. and is that and so is that goal listed as anti-racist culture and equitable support in

the document? yes, yes, a page number. i just i couldn't find it as i was going through. maybe i missed it. it depends on which version mr. steele had for you. if you look in the goal, sections, in the document i have, it's page 50, commissioner bogus start on page 47 on the 108 page online document. yeah. which is smaller than what we've had in the past as well. all right. i will open it up for commissioner questions. and can we do a round robin style. so each commissioner a couple minutes as needed. yes. so first of all, having said on the lcap task force in its previous iteration, i just want to thank everyone who takes the time to do the deeper dive and i mean, this is a 108 page document and, it is a lot. and so, first of all, i really appreciate the work in shifting to 50% plus one parent representation on, slide

ten, where the connection is made between the vision values, goals, and guardrails. the lcap our cips, i mean, that's that's critical. that's the whole point of the lcap, right? this is supposed to be an accountability plan, i would still love to see. i still think this is, honestly a little too high level to be useful or actionable. and so, to follow up on commissioner bogusz question, i'm going to use an example in the materials here. so we have one of the 123456789 attachments that we have here for this is a dashboard with the lowest indicators, and one of the line items. let's just take like there's a the chronic absenteeism of aptos students. right. so that's in one spreadsheet. so then if you go into the lcap, the, if you go into the actual report that we

have, it says there that relates to goal number two and goal number four. so you find goal number two on page 38 of the report, and then within that you can see the metrics and you can see the actions. but you have to go down to like page 39 and then 40. so when you get like so around chronic absenteeism, let's take that's metric 14, there's a baseline of 21.51% for middle school not broken down by middle schools. but then the three year target is green. so i'd love to see a specific data number there. right. but then so when you go into the description and the total funds, you see total funds of 17 million, which is great, wonderful. i'm so excited that we have targeted funds. but how are those being used? right. and i think really there's still a huge amount of work. and i think some of this part of why i use this as an example is this so directly

relates to the what we're going to hear from what we just heard in fiscal health, what we're about to hear next in our budget. right. we have these overarching strategic, larger strategic plans, but we don't have the tactical details that really make this actionable and implementable. and that's no disrespect to our lcap team who's doing great work. that's no disrespect to the parents. i think this is a huge system flaw. and so what i would love to see is so this is more to the superintendent, how are we taking this larger overarching dollar amount? and where are we seeing the details in and the account? the real accountability a $17 million pot doesn't show me accountability. i want to see where it's being spent. i want to see at what school, who's benefiting. all that fun stuff. short answer. yeah, the short answer is you're referring to action number three. safe and supportive schools coordinated care team. we see that in our progress monitoring reports. so

we met the dashboard requirement because we reduced chronic absenteeism this year. we had shared in our it was back in october. so it's been a while. our progress monitoring report that for this year, the first time where we had real accountability was all schools were expected. all coordinated care teams were expected to turn in a, a coordinated care team, chronic absenteeism attendance plan and that helped contribute to the improvement in in reducing chronic absenteeism. so really like i know this is our local control accountability plan, but the way you all have organized and i think rightly so , to have ongoing progress monitoring not just once a year when we do this lcap is through our goals and guardrails. that is a super helpful clarification and i would love to see those connected dots made. that is i think the huge yeah, there is no connection, and i think that part is from a standpoint of accountability, which is what

this is supposed to be all about . that's missing, frankly. yeah. and if i could jump in, commissioner, we did not put those spreadsheets in there and the nuance because we want you to suffer even though this is a fiduciary document, really it should tell the story of the plan and the reason why our positions were created and stuff is to be that glue, to be the hub between the very fiduciary nuance of the system, to tell the story of how it comes alive and the leadership that you are all showing as board members. progress monitoring is ideally the cascade we want to see down at every level of our system. that advisory committees are doing that work, that school site councils are also doing that work with the particular lens for focal students in those schools. all of those spreadsheets and reports were required as per new updates in this year's lcap. we need to be able to tell the story of where any school or any student group, for any specific action is read on the dashboard where that's being addressed in our plan. and yes, it does need to be spelled out more clearly. what is

encompassing in that 17 million? it's the chows. it's the coordinated care team roles. how do we unpack that to that level of detail to then learn? is this investment working? that's the key, so thank you, and for the record, i learned how to read that by becoming an lcap task force. like, we spent multiple meetings 3 or 4 years ago actually digging into the document to learn how to read it. and you shouldn't have to do that to be able to make these connections. so i really appreciate that work. and my last question, the recommendations that we see here in the past, we've we've asked for those to follow up, you know, or what will we see as far as follow up on these recommendations? when can we expect to see those either added or some more details on what action looks like on these recommendations from our our families? yes. and so an open invite to everyone as well that this is a first draft and the critique of lcap across the state have been that 90, 5% of

districts bring the lcap as the first reading, more or less baked. and we want this to be actually a draft to get input. and so between now and the second reading, we will take that feedback. we'll take that input. i can't promise that every single action will be unpacked as such. but we do have ten priority actions that are in alignment to what the superintendent's name is. these these playbook initiatives, the priority actions within our plan. these will be monitored closely in our lcap steering committee work internally, but also publicly at our lcap advisory meetings. and i would like to see at any, community based space, whether it's a parent advisory committee, an ssc, an elac, i think in the interim, specific questions or recommendations for more clarity can be included both in the lcap documents themselves. but moreover, in the in the appendices that can be used as either slide decks or presentations to socialize this work so that people can better understand and they don't have to sift through 100 plus page document to find that nuance.

i guess. okay. sorry so maybe i don't know if this is the same question or similar question to commissioner fisher, or if i'm asking a different question, but in some ways it's i had sort of the opposite reaction. i was feeling like there was too much detail. not that i don't want the detail, but what i wasn't seeing was the big picture strategy. and so i but i think we're in some ways we're saying something similar, but it's coming at it from a different angle. and so i guess i'm just curious. and i know part of this, first of all, i should start by saying i'm also really grateful. and i love this new approach. i love the engagement. i think it's i think the way you all have done this and pulled the advisories together and created a sort of cohesive and comprehensive way of providing feedback is fantastic. and i'm frustrated because these are the

same themes we've been hearing for a while. right in fact, they've informed our guardrails when we went out and did community engagement. you know, communication, staffing crisis, the need for academic intervention in operations and facilities, mental health and wellness all were themes that came up, that we've been talking about for years that we've framed some of our guardrails around and that i don't still see a clear strategic plan around or let's not say strategic plan, let's say big picture strategy or theory of action, saying, you know, how are we going to get from where we are now to where we want to be? and this isn't really a question for you all. it's really a question for the superintendent of, you know, what does that look like? right so we've got all these pieces, you know, when i look at the budget, which we're going to talk about in a minute, i see an investment in goal three of, you know, $2,750,000, which, you know, we're going to talk about. that's kind of the targeted

investment in goal three. when i look at the lcap on slide 36, action seven, i see $16 million in college and career readiness investments, for high school credit recovery, college credit courses, other programs for college and career readiness, which is directly aligned with goal three. so i guess my question is where's the you know, where is that? where you know, where are we bringing all that together? you know, it's wildly different amounts. it's you know what? how is all this coming together to make our kids college and career ready? i picked goal three as an example there, but i could apply that. so i'm not asking for that specific answer. but the question is sort of like how are we thinking about making all this into a strategy that's coherent across the system? yeah, two thoughts. i mean, one is and this is helpful, as i said, we could revise the, the lcap, i mean, the and how we're presenting it, the goals and guardrails are our goal. so the strategic actions we're taking

are identified in those priority initiatives and those when you know, so ten is still a large number, but they should tell the story in each area of what we're, you know, what we're doing and how we're prioritizing, you know, professional learning curriculum implementation, and things, you know, credit recovery at high school, things like that. you know, the to your second point, i'll just say there, i mean, they are different frameworks. so the lcap requires us to account for a certain amount of dollars. the council of great city schools soon outcomes focused governance is what are new expenditures. so that's why the numbers don't don't line up. so i'm not i have to think through how we'd reconcile, reconcile the you know, there's a reporting requirement. well and to be clear, i get i understand that piece. i think maybe what i'm asking about is more around the strategy. right. so rather than the technical technicalities of what's reported, where we're but how are we pulling it together? because there's so many things

happening. right? there's so many things happening. how are we driving toward, you know, goal three as an example. again, as an example. yeah. you know, i think that was more my question. could you talk a little bit about the shift from the task force to the advisory committee? i think just specifically just kind of how the advisory committee is able to address some of the historical concerns around the lcap work and essentially around people who participate and people at sites not feeling that it's an effective process to see change, recommend actions that don't kind of get fully implemented through, and just kind of where i guess the shift is in that. and like, do we expect for all these recommendations to happen? and how does the budget implications and the reductions that we have to make in staffing and at sites kind of impact what we're projecting both for our success with these goals, as well as our ability to live up to the recommendations that have been made, in addition to what

we have here. it's a great question, commissioner, and you previously were on the lcap task force, as well as with president motamedi and commissioner fisher, by all means, honoring the work that we stand on the shoulders of those giants who've been in this lcap task force work. and yet we weren't in a in a compliance with the state because there was oftentimes more staff or more cbo partners than parents themselves. and so it's a two, two pronged belief. one is that by getting parents directly into the work, we're going to build their capacity to bring it back to the school sites. right. this work is only going to be so strong as it lives within school site. council meetings, within elac's, within our advisory work happening locally. and that's what we learned last year in our town hall engagement, that people really what matters to them is what's happening for their child's experience at their school, and how is the district reinforcing that or not , so with that, by all means, the task force as a whole, it does encompass our cbo partnerships. and you'll see in the document where we've engaged our core like ten groups, meta

mission graduates, coleman advocates, new groups as well, in addition to building the parent capacity in the meetings and also going outside, we know that the work, you know, we're privileged to being here in the boardroom, the real school district lives at our school sites out in the communities that are folks who can't make it here tonight, who can't necessarily even call in our targeted engagement via elac, for example, in a lot of those sites proved to be very promising. translating these materials even into spanish and chinese and breaking that down into concepts that could be understandable is, i think, a step in the right direction, yet still much more work to be done. i think to build on your question, in addition to commissioner alexander's, i think having, as you said, you haven't fully featured this, but these playbooks, what's going to be different about this is the measures that will tell us whether we're on track or not. and our last plan often, you know, in continuous improvement language, the actions were double barreled or triple barreled and they didn't like staff, didn't even know who was

responsible for what. like i worked internally with casey and with our lcap steering committee that every single lcap steering committee member, cabinet member in their like had direct input into our plans and know that they are the owners of these actions, and they know that the measures that were going to be progress mounting towards in these are ones that are in direct alignment to the goals and guardrails, but also further beyond that in direct alignment with what the state's expecting us to do. and we're indifferent. we didn't name it, but we're in differentiated assistance for two factors african american suspension rate and african american grad rate. next year, we may be in differentiated systems for additional factors as well. and lastly, to your question about how are we taking all these recommendations? you've seen dlac has a tracker. you've seen a pack, has it? i think we need a one now. we have 12 advisory committees. we need one master tracker. you know, i joke with the committee one ring to rule them. all right? like we need to have those in there and we need to say which ones are we starting and are we expecting to do in alignment with our priorities, and which ones are we not yet? right. and we can.

do you know what is doctor wayne say we can do. help me out, doctor wayne. we can do anything , but we can't do everything on that note. but i actually just just want to say to your to your question about what was different. there are two things different about the lcap advisory committee. one was that it was parent driven rather than partner driven. and then two, it brought together parents across our advisory committees. so actually the ideal we want to get to is not, you know, three recommendations per 12 advisory committee because they're all our kids. they you know, there may be unique needs, but like we want to get the lcap, you know, advisory committee is the place where like, what are the key recommendations for our students and both our local students and all of our students to move forward with. so i just want to say, as we think next year, it's about getting even greater alignment among our our advisories in terms and our recommendations so they really can become part of our system.

no, i appreciate that. i guess i'm i guess what i'm concerned about, and maybe this is to be addressed in the future, is how well prepared and educated parents have been who are participating in things that the board has already committed to or past, or isn't able to do because of financial constraints and how that impacts recommendations that are being made. so i guess i don't i don't see that that through line. i guess the next question builds off that is just understanding that you kind of did targeted listening sessions. i'm curious kind of how you're assessing the reach to people who aren't in the listening sessions, understanding you are going to kind of targeted groups that are representative but aren't actually in communication with kind of the broader community and represent our most active parents and not the parents who are maybe most turned off or frustrated with the district. and so i guess i'm curious of how you're gauging that and how how you are attempting to address that. or is that outside of kind of where your focus is? no it has to be our focus, and we can certainly do better. right i think what casey had

named was being up against the ray initiative. right. we have we have one community, right? and multiple pieces of input to seek them. our advisory committee named let's go to targeted school sites. and we went to school sites that were are multiple indicators on the dashboard where they showed needs for improvement. and we leveraged where they had meetings or other existing spaces where parents were convening to go and listen to them, to speak with them, to gather their input. and yet a small team of two staff and parent volunteers, we know we can grow that and we can. we've tried a survey this year, and by no means did it have the robust engagement that the ray survey did, but it could be one that we intend to grow. and i think being mindful of the seasons of when this happens. right. our ai and lcap happened to coalesce into the same time period. what can we start earlier? right. it was a charge from current president motamedi last year to launch a fall soc summit. right. we did that right. we started to build that muscle towards being

an sec member and bringing back to sharing best practices and aligning around the resources. there's so much room to grow and go beyond, but i think the foundation that we're setting to both be targeted in our listening to go to communities that historically have been underserved and continue to be and then try, try to find different pronged approach to get, at, at large feedback, is an approach that we want to continue with and expand. and the more capacity our parents on this advisory committee have, the more reach that we'll be able to have to, to both understand and communicate what this is right? as former members, like even learning the lcap, it's like drinking from a fire hydrant and let alone the state has said this has been the hardest year ever for lcap reporting and, and so they're not making it any easier to kind of get a sense of what's in this plan or what's expected to be in it as well. and just to add on to what tim is saying, this process process started in what, september for parents on the advisory committee. so they've

been in this work, we've been working with them to build their capacity and their knowledge. with the february budget coming out with all of these new initiatives and new information regarding the lcap regarding the process and they have come to a place where, like tim said just now, like it's drinking from a water, a fire hydrant, i am new to this work, and i just now feel like i feel like i can speak pretty well about it. right. so we're building the capacity of these parents to talk about this work in a way that is receivable to their own communities as well. and so it is both twofold that, like, we're trying to reach these communities by going into them, but also we're trying to build capacity with these parents to speak into their own schools and their own communities and their own cohorts as well. no, i appreciate that. i guess just i guess i'm curious, do you have a standard of like how you're measuring your reach, the impact that like this is like as a parent at a school site, i probably didn't hear anything at my school site about the lcap process or like these recommendation processes at my

particular school site. and so i'm just curious, how are you gauging? i mean, you're doing everything that you can to reach everyone you can. the families who are engaged are doing everything they can to reach everyone they can. the advisory committees are doing everything they can to reach everyone they can, and they're still reaching a relatively small percentage of people. and i know that you have the intention, but i guess, are there metrics in place for you to gauge that and to see how successful you are in reaching and educating folks, or is that something that's not developed? i think it's in development, and i think in collaboration with, like i said, alameda county office in santa clara to learn what other districts are doing. i do think if you look at our caps compared to others, we are exceeding the standard, other districts will put out a survey on thought partnership and that's that, and that's their engagement. i'm not going to name names, but i think we are in middle of the pack and we can go we can certainly go beyond and, i'm optimistic, as casey named that our committee members

are on for two years. and so they've kind of signed up for the long haul. and yet, i think lastly, i'll say in alignment with guardrail one is we've been rolling that out thinking about how we're having targeted outreach across core committees and focus groups, i think continuing to be in that cohesive experience. so that our communities also experiencing the same thing, our lcap development process, should not feel different from other community development processes as well. and i think as we know, those are in development as we speak. i just want to say thank you very much for the work that you've undertaken, that you all have undertaken, and the committee itself, this is such a change from where it was a couple of years ago. and i want to underscore what superintendent wayne was saying as far as bringing bringing parents and school site communities together in addition to strengthening what's happening at the school sites and their connection to, developing and understanding

priorities at their school sites. so, i am just deeply appreciative. and i know that this has been a really heavy lift on your part, but i also can see how many people that you're bringing along in this. and i look forward to the fall summit. president motamedi, though, i just want to make sure we're not losing the historical perspective about it. i mean, the work here is great, and it's building on there are parents and district staff who for years have worked hard to build recommendations and do this, like, create exactly the reports. so to i respect this work and it has been done before to say that this is the very first time that the parents have gotten together and put together a report that's disingenuous and it disrespects the report. when i was on the committee, i never saw the lcap at all period. the end. so i understand it's been

done in the past and i apologize . i was merely trying to. so i appreciate, but i would prefer not to be interrupted. if you would like to comment at the end or add on that, that is fine. i do not need to be interrupted. after listening to several questions from commissioners, so i haven't spoken yet. so if i may complete my thought, absolutely. my apologies for interrupting, so anyway, in conclusion, i'd just like to say thank you. and i'm looking forward to seeing the crosswalk with the budget that is going to be presented after that. is there anything you would like to add? thank you. yes. my apologies for interrupting, yes. this work has been done before. so to say that this is the first time that we've gotten parents together who have provided aligned recommendations that that ignores the history of what has happened over the past years. i've sat upstairs for hours with with leads from other advisory committees. it might

not have included when you were there representing as well, and i apologize for that. but this work has been done to align the recommendations, and the ongoing frustration is that those parents have very often felt like we've spent a ton of time putting together recommendations that reflect the real experience of our families and our children at our schools, and they just get ignored. so that's part of where these questions come from. now, what are we actually doing to honor and to the experience of our children and our families in alignment with the vision, values, goals, and guardrails and improve outcomes? that's really make this work count. that's my point. and just to be clear, i said, i, i truly believe we are standing on the shoulders of giants like you and yourselves who've been in this work for years, and knowing that change takes time. i think the implication of that work is that the parents did that work, and yet it was it was like the wizard of oz behind the curtain, what actually landed in the

plan. and when you saw the plan itself, i think what's different now, from my perspective, is that i could speak to every action in the plan that somehow addresses what the parents have been saying and what we're trying to do, given our limited resources to address that. right we are. we are pulling together. it's a committee of the willing. at this point, the way our family liaison network launched this year, that was not any one person's job description or recommendation. that was people seeing a need and going to serve that. and that's, i think, what we need to be doing differently in the district by showing where our plans, not that they're made behind closed doors. and the parents would come and we'd say, thank you very much, but actually walk me by the hand and show me where this is playing out in action. and that's what i'm excited to carry forth and standing on the great work that's done before. so by no means did i mean to communicate that i haven't learned i wouldn't be in this role today if it weren't for folks like danielle and you commissioners up here and for, our, you know, we have in the room, leticia is in there as well, on top of the many other folks that have been doing this work for years. thank you very much. i really

appreciate your time, so i'm now going to close this public hearing and making sure, mr. steele, that we didn't miss any comments for, the as we're now opening the public hearing on the superintendent's proposal for fiscal year 2024 to 2025, recommended budget, budget. are there any speaker cards that we missed? there are none. okay, so at this point i will call on superintendent wayne to introduce, the superintendent's budget. all right. thank you. the presentation. all right. okay, for our budget workshop, we heard the lcap, and

we want to first start off by sharing just how our we're aligning our budget to our goals and guardrails, and then we'll get into the details of the budget, and then talk about our fiscal stabilization plan that's required to go along with the budget, i shared this at our may 7th board meeting. we have a little bit more detail attached to it through the council of great city schools framework. one of the expectations is that we align our goals and our expenditures to our goals and guardrails. now, there's a lot of expenditures that are ongoing expenditures. so what we have done is identify what our new expenditures. that's what the framework calls for that we're doing to meet our goals or guardrails. now, the new expenditures might be paid for by existing funds. it might be through reallocating funding, but it's new activities that we're talking about. so we link to document that shows the details of that, and really what we're talking about is our inputs that go into creating the outputs that what we want to see

happen in the system to improve student outcomes. and so we've identified what services were increasing here. and, you know, and again we note new expenditures. so it's just like what i want to highlight here is what we've done is just provided a summary of increased investment. so for example in professional learning, you see that's the greatest the greatest increase we've had. that's because for 24, 25, with the implementation of our new curriculum, we want to make sure that there's coaching support. and we're considering this a new investment. we've had coaches for a long time, but we did a new job description. and through doctor carlene aguilera's leadership, we asked any one interested to apply for this position. understanding that there are some system wide expectations around how coaches are working at schools, and so that's considered a new investment. so again, the details are in the spreadsheet that's attached. and we just

want to show the that, you know, how much more intentional we are in in investing in our goals and guardrails through some new activities and strategies. and so we've put together this comparison. and then just for reference, we had looked at last year, des moines, that was a district that our coach, aj crable had shared had started this work. so you can see we modeled this after their how they organized that, so that's the investment in activities, and then did want to provide a brief update on, we're submitting our budget that needed to have incorporated budget balancing solutions when we presented the budget balancing solution, progress in, in, in at second interim, we were at a yellow level where there was risk that we wouldn't meet them. and frankly, the kids assessment was we were at the red level because they were serious concerns that we would not make the necessary project progress. we did meet our

targets for planning for 2425, but we met them through, you know, some, you know, through taking some different steps than was originally laid out in ab 1200, mainly because we received additional revenue from the city and the state around the student success fund and community schools. so i'm going to turn it over to, jackie chan, our financial services officer, to talk about how we accomplished those budget balancing solutions and then get into the budget. so just as a reminder, there were two major ones, one was shifting unrestricted expenditures to unrestricted expenditures from our unrestricted funds to restricted funds. and then the other was identifying 103 million in budget balancing solutions. jackie. thank you, doctor nguyen. and during the interim reporting, the district has transferred $48 million from unrestricted to the restricted.

and in the second term. and the district incorporated $28 million in back to the unrestricted and remain left 20 million in the restricted funding and during our budget adoption, we identified a new resources and a one time funding over the restricted. therefore for both 28,000,020 $28 million was originally planned to be transferred back to the unrestricted and the 20 million in the expenditure of restricted are incorporated into the 2425 budget. adoption the next. the district has balanced the 103 million on unrestricted general fund budget through eliminating the vacancies, reducing the staffing cost and using the new grants. here's how we did it 25 million saved by reducing the

staffing and eliminating vacancy . 23 million reduction on consulting services, materials and supplies. we also identified 5 million from the increased lcff revenue to reduce the un general fund and contribution to special education of 10 million by using the pe funding. we also shifted 40 million of cost to the restricted funding using the new grants, such as the student success fund and other one time funds and this is where i just want to interject and highlight what our our cte advisor said and why. there was the great concern on when we submit a second interim. we didn't yet have these funds assured for and accounted in our budget that 40 million represents mainly staff, right staff that we had brought to you as potential layoffs

like, you know, family liaisons and, and intervention teachers that that's where the concern was. if we had to move forward with those layoffs that the we didn't have the appropriate information to do so. so this year, we were able to avoid layoffs. but moving forward, that's why you hear such an emphasis on the seniority list and the position control. because if you'll see, when we present our fiscal stabilization plan, the funding doesn't materialize, which we're not expecting it to, we're going to need to have fewer staff in the district. okay. and now for our 2425 budget, i'll first go over the country of education. here's a very high level overview of the county of education. the table provides a side by side comparison from the second term to the estimated actuals and the 2425 budget adoption. the. this comparison covers the key

components from the beginning, from the balanced revenue expenditure and the ending fund balances. the beginning fund balance improved. about 2.7 million in 2425. we also revised the revenue and expenditures using the latest information available. revenue has increased due to our enrollment growth and resulting in a higher expenditures in the. to meet the growing demand of the program as well. overall, there is no deficit spending for the county of education fund. for the restricted county of education fund, the revenue decreased about 2 million in restricted funding related to the one time federal stimulus covid related fund and a slightly shortfall in 2425. and we have built into the carry over budget. the total

ending fund balance remains flat around the 5 million. next. as you can see, the county is projected to remain balanced through 2627. the fund balance is committed to supporting our school programs and also offset the salary increases. let's now shift to our focus to the district on on on unrestricted general fund. comparing the second term to the estimated actuals and the 2425 recommended budget, due to the deficit spending, the beginning fund balance of 2425 decreased to 160 million, and by the end of the year it will reduce to 88 million. in the same year,

revenue increased as the estimated actual, primarily because of the p 288 is higher than projected at the second term. the decrease in revenue in 2425, mainly because of the declining enrollment and with other federal and state and local updates. the expenditures increase outpaced the revenue increases, resulting in the ending fund balance being reduced by 71 million. in 2425 year. this was also primarily because of the salary increase were built into the budget in 2425. over the restricted in 2425, among our 64 million decrease in revenue, 14 million are related to the carrying over revenues, 25 million are one time funding through the

settlements and others that are grants, updates. there was also 17 million decrease in expenditures, primarily due to allocation of the budget. based on the restricted revenue available for the current year. as a result, the ending fund balance will be reduced by 72 million at the end of 2425 year. this table shows the overall resources of the general fund, including unrestricted and restricted. we are projecting an overall deficit spending of one 44,000,000 in 2425, which included 72 million from the unrestricted and another 72 million from the restricted. in the coming year, 2425 the ending fund balance and the new grants will cover the deficit spending and the district will meet the

2% minimum reserve after setting aside of the rainy day funds. let's go over the multi year projection for 2425 year, as well as for the next subsequent two years. continue with the previous presented. due to the salary increases, the fund balance will be drawn down as the expenditures are growing outpace the revenues due to the enrollment decline. the cost of living and factors and dropped from 8.2% in 2324 year to from 2324 year to the 1.07% in 2425 year. our state funding lcff decreased by 15 million around in 2425 year. as you can see, we

use the 48 million budget stabilization reserve and a 23 million salary increases reserve to set aside for the next two years. and please note here, the total expenditure in 2526 year includes 52 million reduction plan and the 62 million reduction plan in the restricted funding, and that 62 were showing up at the next slides. the detail is highlighted in the proposed reduction plan in the fiscal stabilization plan. and so i think that's a good transition for to speak to that. so the next slide was the restricted funds. but it also shows some deficit spending. and then we so we do want to talk about the fiscal stabilization plan. so thank you jackie sherrod. you know this is the analysis that we need to submit to the state. so just stepping back what what does this mean.

we have a structural deficit of $71.8 million, right. for this coming year, we had planned to deficit spend. we were transparent all along. we weren't going to make all of our reductions in one year. but if that continues our ending fund balance goes away. we and we were able to do that is because we had a significant ending fund balance because of the prop c funds that were still with us, among other reasons. and so we're submitting now a fiscal stabilization plan with budget balancing solutions to eliminate the deficit over the next two years. looking at for 25, 26, 51.9 million in reductions, plus another 18.5 in 26, 27, those are reflected in the slide that jackie shared that we showed our multi year projections. those were projected the 51.9 million was projected in our second interim, but the cde said without the level of detail and with the fact that we still

can't, confirm that you have position control and seniority list, we're going to put that back in. and so in order for us to get an approved budget and to really move towards fiscal stability, we need to provide cde with what that looks like, what those reductions will look like. and you've probably heard the oh, here we go, you probably heard that, in the, in the in numerous times when talking with mr. dushan that we need to use our unrestricted funding for the core funds. even said it tonight. you use the most restricted funds for the activities that aren't part of your core, and you use the restricted, the unrestricted for your core. we started aligning to that with our school staffing and resource plan. but the school staffing and resource plan considered a number of different funds. and so really we need to make sure that we align our core expenditures to the unrestricted general fund.

so you see that category. then we look at our ongoing restricted general fund expenditures. and that's where we need to make sure they're aligned to the vgs as well as any guidelines from those restricted funds. they're restricted for a reason. right. if we use title one to support our local students, our pif to support slam, and then any one time funds can be used, but those will be subject to reductions because they're only one time. and then just i know this is technical, but with cte is asked for is all this in the object code? that's how we account for things. so like any certificated salary, teacher, counselor those are in the 1000, so on and so forth. so what does that mean. well in the long term we're building a budget that for 2526 where the unrestricted will really reflect the core. and we've actually already started doing that, even though it's june of 2024. we're looking ahead. and so this slide sorry the next slide shows what that starts to look like like. so for our unrestricted funds we have

about 400 million. that's that goes to the school site operations right after contributions to special education required restricted maintenance and central office. so what are some core expenses we that would be principals, classroom teachers and counselors. but you'll see in the core we can only afford 70 counselors. now that actually can serve our students. that would be for if you have a counselors at our middle school and high school. that's about a 350 to 1 student to counselor ratio, but it's not going to serve them in the way we intend to serve them, to prepare them for our goal of college and career readiness. and in fact, we have a total of 160 counselors in the 2425 budget. so what we're going to need to talk about and plan for 2526 is do those counselors remain in the restricted funds, or do we need to reduce our eliminate some counselors, and we're going to need to do that for every

expenditure, because that is really what our, oops, where do i that's what our oh where did the slide go with our new reality. oh i skipped it when i let me go back to it, because that's really our new reality. sorry. it's right here. oh. it's not, yeah, there we go. yeah. so that's what our new reality is, right? our new reality is that we're working to eliminate the structural deficit while ensuring that we're still working towards our goals and guardrails. and to do that, it means that we need to make sure that we're looking at every expenditure now. and that's what you heard, mr. ducharme, share that. even though we have a budget for 2425, we are needing to look at our expenditures. and if an opportunity for hiring comes that we are we have in place a hiring freeze that says

only essential positions will move forward. so we're operationalizing that in partnership with them to be able to do that. and it also means that, you know that. well, i can say that again, any expenditure, even if budgeted, is we're going to be reviewing, so with that being said, sorry, i, our next steps are, so we just attached our fiscal stabilization plan. so we want to recognize you haven't had time to go in depth into that because we've been working hard to get this organized, because again, we're planning the 2425 budget while also identifying specific reductions that meet cdas criteria for 25, 26. but we want it to be transparent with you and the public about what's in it at the ad hoc committee, the plan on thursday is to have an in-depth discussion and know your colleagues who are representing you. there are really going to push on like, what's in this plan? how is it organized? why? then we'll make any revisions based on that or feedback you give us

individually. having reviewed it , and then we will submit the final lcap and budget to be approved with the fiscal stabilization plan on the 25th, and then all required materials to the california department of education by june 30th. so that's the plan. clarifying questions. or. yeah. yeah, yeah. thank you. i have two things. first is like, thank you to jackie chan. thank you to doctor clark. thank you to emery gordon. and y'all's team like you all are doing here. or should i say shiro's work? i mean, the work that you all are doing. i it's certainly long overdue, but that doesn't mean that, you know, we don't need to do it now, in in this moment. and you all are working at like

i don't know how you're doing all of it. so thank you, and i think one of the what feels really good none of it feels good, but what feels good is that, the we can trust you all and that the work that you're doing is solid and thoughtful and intentional and accurate. so thank you for taking the time to do it. and my question is for you, doctor wayne and i will probably get into this more on thursday. but obviously we cdc is telling us and we know we need to be making these cuts. we cannot continue to deficit spend. we certainly don't want to take over. we will not be able to do anything with, vg so i guess i'm wondering for probably other commissioners have similar questions. and i certainly think the public would have questions. what do these how do we think about doing what we have committed to do for improving student outcomes? how does that shift? when we think about a smaller pot of money?

and how are you thinking about how we there's obviously an inherent tension, but how do we how are you thinking about how to be able to stay true to our commitments, to continue to improve student outcomes and meet our goals and guardrails with this new reality? we started that process in the 2425 school year with our school staffing and resource guide that i got to present on may 7th, because that outlines some commitments that we have made that we think are essential to meeting our targets, such as the coaching support. i described another one is having a social worker at at least one social worker at all of our schools to meet our guardrail of serving the whole child, where and then is in the budget planning for this year. as we went through our process, we did start identifying, you know, areas where we're going to need to let go of our shift, our plans, our let go of some investment outs that aren't completely aligned.

so i've shared as an example, you know, we were previously planning on some social studies textbooks, adoptions sooner than than in the next two years, but we put those on hold because we're focused on literacy and math and an adoption, as you hear, takes staff to implement. and so, we're feeling we can't invest in that area. i think, though, to be real, what we did this year in like the 103 million in budget balancing solutions represented a lot of low hanging fruit, right? so there's still a lot of activities that may not be as clearly aligned as we need them to be. for the goals and guardrails that we were able to do, because the funding came in, because we had a lot of vacancies that we couldn't fill. things like that. so, you know, while this year there was i mean, you know, to achieve 103 budget balancing in solutions, even with $40 million of new revenue is a big accomplishment. but again, a lot it still was low hanging fruit compared to what we need to do. and so but

as we do it, it needs to be then really, you know, with that litmus test of is this an activity that's directly addressing the goals and guardrails or not? and that expanded analysis has to be done, i mean, immediately. and i think some up here feel, you know, and i know i think all of us feel like we know it's overdue or that, like, okay, how do we keep getting to the next level of it? you given some great examples, but we need to see, like every single activity we're trying to do. thank you. i echo my appreciation of the of my colleague, commissioner wiseman, just if you can throw up slide 13. i don't know if i just have two questions on two of the bullets. the reduction in consultants, materials and supplies. so to help us reach the $103 million budget balance solutions, when we talk about materials and supplies, are we

talking about materials and supplies that reach the classroom, or are these primarily central office, which i'm hoping it's a primarily, central office. and then my next question is, the $10 million reduction in, unrestricted general fund contribution to special education by using available pe funds. so what how are these pe funds available and or is this just, carryover from this last fiscal year or is it funds that the pe kak has committed toward this endeavor? and are we committed about 10 million using the pe funding available because each year the pe funding 50% allocated to the slam and the other 50% and the we are using it for the, unrestricted general fund. and so that's part of the general general fund. we haven't, allocated yet. so those 10

million we committed to the, special education in. yeah. no, but so i think in the pif plan, i mean, i saw it and we're going to sharing next, but we asked them to share after we did this so they could here we could put the whole context, but right there was available funding. and so yes, we you know, this has been an area where we need to, where we thought it was appropriate to use. so it's the other general uses funds, the uguu that is being dedicated that hadn't been allocated in the initial plan that was submitted to, to you all. yeah. echoing the thanks for the work. and i know the pace has accelerated and, you know, recently and so much gratitude to all the whole team, my question is similar to the one i

was asking before around strategy, you know, and maybe building on commissioner weisman's words question to like, as we, as we do the really difficult work of closing the deficit and we have to do that. we have to we have the high level plan now we need to document and verify, and we have to be, having a strategy to meet our goals and guardrails. and i guess i just want to say, you know, i don't yet see it at a level where i have confidence that it's going to work to achieve our goals and guardrails. i think we're going to get there. but i don't think we're there yet. and i just want to just name that discomfort with this budget. like i don't, you know, again, to use the example, i used before with goal three, a $2.7 million investment is not going to be sufficient to get all of our students college and career ready. and i'm not saying we need to like the superintendent said, this may be about reallocating funds. it may be about reuse using the funds

we're already using, but using them differently, right? we could count our counselors as part of that new investment if we rethought about how our counselors were interacting with our students. right. so this doesn't have to be like new dollars. i mean, one thing that i would put on this, i'm looking at slide seven, which is the sort of new investments. one thing i would put on there, frankly, is our investment in raises for our teachers and paraeducators. if again, we have a theory of action around how that's going to result increase staff retention, which is going to then increase literacy, math, college and career readiness, i mean, i don't know how we would quantify that, but i think it's worth doing, again, to be able to say that was an investment, a strategic investment the board decided to make. now we're paying for it, which we agreed to do right. and we're going to make some other hard choices. but it's because we made this very deliberate investment. we heard from lcap, you know, staffing schools is a huge challenge. we just made a big investment in that. we're going to see the results. i hope starting next year, we're dramatically increasing pay for

paraeducators, dramatically increasing pay for teachers, counselors, all those positions where we've had a hard time filling them. so so on the one hand, i think we're actually doing more even than is said here. but i think that's what's missing. maybe is that strategic story, like what's the strategy? what's the story of how we're going to move from here to, to meeting our goals? and how is that reflected then in the budget? so again, that was more of a comment than a question, but i just want to name that as something that i'm not comfortable with. but i think i also see how we're making progress toward. i guess what i want to say is i think we're not there yet, but i think i do see us making progress toward it. thank you. yeah, i think to echo some of the comments from other commissioners, i do feel a concern that it feels like we are kind of backing into this effort a little bit, and we aren't kind of showing the leadership that we need to really try transform the district in a sustainable way.

being on this board for the last four years, it feels very similar to other budget processes where staff will come, they'll present a budget and whether they know it or not, that budget isn't capable to do the things that we are asking the district to do collectively, whether it's because of inability to hire staff or lack of consistent resources allocation throughout the district. and i guess what i'm curious about is with what we're presenting, are we saying that we can cut our way to more success as a district through these reductions, which i guess ultimately comes to the question for the superintendent, is, are we confident that we are going to be able to reach the vision, values, goals and guardrails that we have as a district, given the financial circumstances we have given the reductions that are planned for both the upcoming school year and the following school year, i guess i guess i don't see how we're able to live up to the

things that we need to increase investment and support in, and i guess i'm wondering, what is your perspective on that? and i guess, like what guidance do you have for us as a board and as the school community as we kind of pursue this endeavor? yeah, i mean, you know, success is not guaranteed by any means. even when we look, you know, we celebrated some progress tonight, but there's areas that we haven't met it. and i think, you know, i appreciate what commissioner, our vice president alexander, saying, which has been echoed by, you know, commissioner fisher and the other board members, is like the continual pushing of the what, you know, what's the strategic actions that we're taking and how are we certain that we're investing, you know, the investing appropriately in those . right. and i'll say for me, what has felt, move slower than i would have liked is and we saw this at the math, progress

monitoring report is like we have some clear strategies we're saying around literacy. we're starting to see some progress in that. we couldn't say the same around math. right. and, you know, and for our college and career readiness, our next progress monitoring is coming in september. we'll have the data. you know, that's an opportunity to show more. okay. here's what that looks like when we do something different strategically. so yeah, i'll say, you know, we're definitely, you know, keeping moving forward. but but yeah, success is not certain, but staying focused on the strategic moves it would be is important, i guess just to follow up, i think, i guess to get clarity. so i'm a parent at an elementary school right now. we have issues at my school site where we don't have enough adults for all the things that are happening at the school site. so there's incidents that are occurring and there's problems that are happening looking at kind of what we have to do, it's telling me that we're going to have less adults at that school site. i guess you could tell me that

that's wrong, and that's not what i should expect as a parent. and i guess i'm wondering if that if that is true, how are we going to see the progress if we have less support and resources? i guess what i'm worried about is it, i don't want to be a commissioner here telling staff and families at school that we're going to give you less and expect you to do more, or even expect you to do the same. as we were saying you were doing before, because you have less. and i guess i'm trying to get clarity from you whether or not our message to staff is we are making reductions and we are shifting the way we are approaching our goals in the expectations to meet these reductions. or are we telling site leaders that the goals are the same? we are expecting you to execute them as we give you less resources. that's a good question. i think as we're as we're planning how to move forward with, like i said, for the 24, 25 school year, we feel like we've given,

you know, through our school staffing and we're deficit spending by $70 million, in part because we're saying this is what's necessary to, we're giving what's needed to be able to meet the goals and guardrails in the future. that's what you know, why we're going through this whole resource alignment process, and so, in short, we don't want the message to be, and that's not our message that you're expected to do more with the same. but i understand that that's, you know, going to be experienced that way unless we offer the concrete examples of here's what you're doing less, commissioner lamb, thank you to the team. and i just want to acknowledge we have not seen this type of, challenges. i would say for the district in decades. and so i also just want to be, just be appreciative around the staff's work on the budgetary side, but also this work on the governance side, for vg, because this will be our

guiding post, and guiding light through some really tough choices ahead. so i also just feel like trying to be rosy picture to the realities ahead is then i would be, frankly, sharing a false narrative. so it's really going to be about as a city, as a district. what are we going to do to support our students, our families and our staff, collectively. so this is more of a comment, because looking even in the projected budget of 2627, you know, the fund balance, both, both unrestricted and restricted, are shrinking at quite a pace between, 24, 25, 25, 26. and so, i actually would put a challenge

to the team and to the, to the board to think about increase the reserve. and i think you all have heard me say that before. i mean, if you think about our burn rate of a $2.1 billion institution, how far would that 2% get us? and so, to name that, you know, we're going to have to contract so that then we can hopefully in the near future. but future, to be able to deliver, you know, more fully, but i just wanted to ask around to the team. i know that you all have been shifting a bit to the team. you've been working intensely with the fiscal advisors, experts, and, i know just last month they had conveyed about a higher, a total amount of reductions. and now, because of the shift of to restricted funds, what's the sentiment? and, perhaps,

elliott, if you want to comment or pam or to the team, how are what's your confidence level that this that's being put forward, is on the path that cdc feels like is an approachable one. so, as you have seen, doctor wayne and jackie talked about the $103 million worth of budget balancing solutions that were implemented this year, and then looking at, excuse me, looking at 24, 2503 million and then for 25, 26 additional 50, 50 plus million in the unrestricted that needs to have a budget balancing solution, which we've given a proposal. and then on the restricted side, 2526 and this is my opinion. this is candy talking. 2526, i believe is going to be a very

difficult year for san francisco unified because you have a amazing vgs and doing a lot of wonderful things for kids. however, when you see a budget that is, constricting at this pace, it is a true reality that you will not be able to do everything that you set out to do, and it's going to be very important for this governing board to work with the superintendent and the team to figure out what your top three, five district wide priorities are, and how do you put together a plan to ensure that you implement those things with fidelity for at least the next three years, versus trying to continue to do everything in the small pots. and that is going to be a very difficult thing. having done this for 26 years, when you start looking at that and going granular and deciding what's a priority and what's not, you hear all of the groups that come out and have those different opinions, but i

believe for you in that year, you're going to have to get comfortable making some very difficult decisions. we were able to back off of the reductions this year because we got an additional 30 plus million. when you look at what's happening at the state level, it is reasonable to assume that you may not get an additional 30 plus million in 2526. and so knowing that for 2425, start to gear up for those specific things that you cherish the most within this budget. commissioner alexander talked about highly compensated staff. that's already on the list because it's done right. and so what are your next 2 or 3 district wide priorities that you want to implement? and see implemented with fidelity? because what you do in your lcap should really match what's in the budget. the budget should tell a story, what you're trying to do. and this is my opinion, my words. i think right now you're still in this,

this, this situation where you're trying to work to figure out what those top priorities are and how do you fund them. and then what are the things that you're going to institutionally let go of. and that's a hard decision. it's not an easy decision because every time you back something out of this budget, you're going to hear folks coming give an opinion. but i have been with you long enough to know i have faith in your leadership in the superintendent and this team, that you'll be able to make those difficult decisions and pair this budget down to where it really needs to be, because if it doesn't happen, the stakes for this district are just too high. you. there is no other option at this point but to do the work that's necessary to make sure you're on the path. so yes, you've started and you're on that path, but you've got to stay the course and make those tough districts, those tough decisions over the next 24 months. i'm going to build off

of that. i think that was great framing. thank you very much, doctor clark. and thank you to everyone. thank you, miss chen. thank you, doctor clark. thank you, ann marie. i don't see her here, but, i think for me, you know, as, as mister duchon just told us earlier. right, you know, so glad to hear that. i'm pleased to hear that fcmat is pleased with our work. right this is preliminary. more work, deeper dive, discipline, resolve, accountability at all levels, and for me, above and beyond what we've already talked about, that means making our money work smarter, not harder. we have i'm we're going to implement a new erp system next year. new payroll system, we've seen a lot of challenges in onboarding people through hr. i think a couple of the things that i think about are, you know, i'm really excited about

our new reading curriculum because as i mentioned in our may 14th meeting, we spend a total of $26 million on nonpublic agencies and nonpublic schools where we send kids when we can't serve them in s.f. usd. and so a big part of that is students with dyslexia, students with autism. and so by building a reading curriculum that actually addresses the science of reading, teaches kids to read in kindergarten, first grade, as we heard, you know, members of our lcap advisory committee say we can teach kids to read in house instead of sending them off to very expensive other schools to be taught to read, write, and save ourselves a lot of money that way. hopefully building more programs in house. tier two, tier three reading that works. but also that's one example, i think that there's. where where is the analysis? and i think that mr. duchon flat out mentioned we need to do this, the analysis, looking at everything to make sure that we

are spending money in the most effective ways, like i look at this like i mentioned, i'm going to keep saying that $26 million over and over and over again. that is not an effective use of our money. so where where are that and the other opportunities that we have to make initial investments. now do we have that opportunity to take maybe a couple extra million dollars and build a pilot program at a school or 2 or 3 skills schools to maybe save ourselves five, ten, 15, $20 million over the next five years? is that an option that we have? do we have the leeway to do that in such a tight budget scenario. and i through the superintendent, do we have the will to do that. so i use i use that as an example. but i think we have so many other opportunities to look at, you know, if we hired more behavior technicians instead of hiring them from nonpublic agencies, not only will we get unionized employees, but we would spend less money

outsourcing that. right. so i'm wondering where where we are in in looking at those opportunity is to be smarter with the money we're spending. where do we stand in that work? is my question one of the one of the first steps that the district has taken is to bring in fcmat to review the special education program, for that particular reason, because i agree with you , sometimes there are missed opportunities to look at particular programs, especially those that serve high need students, and look at how a district can be creative and retooling their thinking around those supports, and so yes, there are i believe there are opportunities to look at those programs and figure out which ones that you can potentially bring back. you have to be careful because for some of the programs, depending on the student population, if you have a really small group of individuals, students that meet the criteria for one particular program, it may not be as

advantageous to do that right versus another program. and so there's also opportunities if the district desires to partner with neighboring districts to do joint programs where, like, you may not be able to bring them all the way back, but you can at least bring them to the region and get closer to home to serve them. so there's a lot of different ways that that you can do that. i've worked in a school district where we did the same thing many years ago, where we brought programs back from the county office of education and other places. but then there were other programs that were just too specialized that we had to leave where they are. but that's very thoughtful. and it was something that we took over a year to walk through to make sure that we got it right, not just for the district, but for the students that we serve. and so i'm hopeful that as the district embarks upon this, review with fcmat, that by the end of this year, you will have a plan to do exactly what you're asking for. and then there are other opportunities, you know, within the budget to have that same type of recalibration and retooling around how you're

meeting the needs of the students, how you're meeting the needs of the sites, and what are some areas where you can be more efficient and streamlined as you go forward, and thank you for that. mr. duchon, wanted to respond to commissioner lam's earlier question. so if this is a good moment, please, i think the question was specifically about the confidence level to do this. and i'm going to be very blunt, history does not predict a good confidence level. there have been a number of budget stabilization plans. so it's falling squarely in at this point. i'm going to say, on the board's shoulders to hold the entire district accountable, to do the kinds of things that the commissioners were talking about the past couple of minutes. the good news is, if you look at your contracts, i'll just say one thing about the curriculum

side. you know, even though i'm fiscal, i spent a fair amount of time in curriculum and go through those contracts. you will see multiple curriculum platforms in every subject area in support for students. that is a lack of coherence, and it's very costly, both in terms of dollars and cents, but equally in terms of student outcomes, it is a sea change for this district. it will not come easily. i learned a long, long time ago as a cbo that people have a big investment in those programs because they like them for one reason or another. you know, give you an example. we banned accelerated reading in my district. right. even years after it was banned. there were teachers using it. that is a level of discipline and communication that you need to work on intensely and assure that everybody in the district,

as i mentioned earlier, understands that you are using a lot of resources on a wide diversity of programs, and i'm not using diversity in a positive way. so that's part one. part two. the exercise of a reduction in force is difficult in the best circumstances. it's going to be beyond difficult in your circumstances. you have employee records gained over three systems. you're old, you're old system, the peoplesoft system, whatever happened during covid, which may have been spreadsheets and empower, which is going to make it all almost an individual audit on each employee to find out their seniority, their credentials, where they are and how they fall in a rift in a seniority list. the confidence level lies in how hard you are

going to press to get this done and focus on this, and you may have to put aside other priorities at the same time and understand. i know you understand this. it's not going to be easy. those programs involve people. they involve commitments and they don't go easily. so the confidence level i'm going to just put it right back to the board is up to you in the board to make sure the district staff follow through with this. i think it needs to be clear. it needs to be accountable, and you need to have a clear understanding. and if you don't press until you do, thank you. okay. i'm going to i want to wrap us i do want to wrap us up. it's 930. it's 930 and we're getting close. so is this a quick like okay. and then

and then i do i have i also have a question i'll keep it quick and efficient i guess my ask is maybe if board leadership could work with the superintendent and the team to be able to come back and to address, i guess, what is the change and expectation for sites with kind of these reductions, or just what families can expect to see differently? i think i guess i'm just worried that we aren't keeping our commitment to be transparent and honest with folks. we've known that we've had to make major reductions for more than three years. it feels like, and we haven't, i think, been fully transparent with folks about what that will mean for them and knowing that it's not fully fleshed out at this point, but just i think being able to give a feel of some of the reductions and some of the sacrifices, folks are going to experience at their school site feels really important in this moment. before we head off all the way into the summer and start the next school year, well, that's very much aligned with the work that we're doing in the ad hoc committee. and i guess i have comments, but i also do have questions because i

think what i'm what i'm seeing is we have a budget. thank you very much. that is acceptable. but there's a lot of questions about whether it's implementable, and so you're reminding us that we received a letter in early may from the cdc that not just asked for a budget to come forward for them to accept, but, but confidence and verification that we can deliver on it. and i'm hearing that from mr. deshawn loud and clear. so, i want to be clear that this, plan that's been brought forward or this budget that's been brought forward is predicated on a functioning seniority list, and it is predicated on reductions in force. it is predicated on a hiring freeze. and that means refilling, retirements and vacation vacancies with existing staff wherever possible. prior to

considering bringing a new individual in. so there are a number of pieces that we have to be real about, and i do want to i do appreciate mr. duchamp's comments, and my colleague's comments, because we have been talking about strategic abandonment prior to my even being on the board, and the timing never seems right. and i think we need to stop negotiating about when that may happen, because it is going to happen and it's happening right now, so i so what we're focused on right now is to get a dashboard that we can all share to track the board staff, cde, the public understands what's how we're moving forward and the big questions, are around how and when do these decisions get made at the school sites? i think in our next presentation.

and thank you for folks for waiting. i know that you were hoping to go a little bit earlier. i think what i'm hearing loudly from the board is acknowledgment that, we haven't done the work of looking at the programs right now. it's been focused on ftes and the amount of reductions, but we haven't focused on the program. so, can i get an update on where we are on the seniority list? and i heard a call from our, fiscal advisor to bring in outside counsel to assist with that. and i would like to understand what the process is, because that is the linchpin for any of this to work, yes. i'm bringing up, amy baker, our associate superintendent of human resources, who did do a lot of work this year to start

establishing a seniority list, so she can describe what has been done and then what still needs to be done and then what that verification looks like. thank you. so the, seniority list, for the first time in recent memory for this district, we did publish a certificated seniority list and put it out to members to verify their own information. then we collected over 500 errors through that process. so we've made a lot of progress in cleaning up the list , the work right now is taking off. the people who have retired and resigned from the list, adding on new hires. and then again, it will go out every fall. that will be an annual practice that is happening in most districts. we'll send it out to all of the people to look at their own information and verify. they can see where they are in relation to their peers. it's a public document that verifies their credentials and their date of hire, so that that's the critical piece that

needs to be in place to go through any kind of reduction in force is that the union and its members agree on the information included in the seniority list, and i am going to just hone in on this for just a minute. so are we. and i know we'll be talking about this in greater detail and in the ad hoc committee, but i think for the purposes of we're all together now able to have this conversation, are we going to engage with outside counsel to verify and are we putting together a process that we know will prepare us and keep them, keep us on a timeline so that we can implement what the fiscal team has brought forward? so the outside counsel would not actually go through the list and verify that the employee data was correct. it is a living document, right? so, you know, once people once your, seniority is verified, you stay on the

list unless you resign. but also people are hired. people get new credentials. right? so it is an updated living document that changes periodically. we would retain legal counsel to ensure that they were comfortable with the process that we went through , and the list would be defensible in the event that a reduction in force was challenged through the hearing process. and that is an understood part of this process. yes i mean, we had, you know, with mr. you know, working with mr. duchon, we had, an outside counsel look at the this year, and that's how we look at the process this year, and that's how we knew that it would likely not withstand a challenge within . it goes before an administrative law judge, so, so yeah. so we'll we'll do the same thing this next fall. but we're putting in you heard the stats, we're putting in place to make sure that it's established accurately. i just wanted to

chime in that this is also part of the work of the ad hoc committee that we're going to be identifying, training for the board as you can hear, from, you know, once this budget is passed from july to the first interim of december, our second, second interim, first interim, i'm getting my numbers mixed up at the end of the night by december 15th is going to be some pretty intense lifting from, around the budget planning. so get ready, folks. we're going to have another intensive, fiscal training series coming up. okay. and then lastly, just to close out when will the board, have a response to the accomp the response as requested to from the may cde letter for fcmat audit, response on hiring freezes, etc. it's it should be attached. now that's the draft. okay, i totally missed that. no,

no. so that's what i was saying. we just attached today the fiscal stabilization plan has two parts. no, no, we just it was it's the it's a narrative that responds to all those and provides a history. and then it's a spreadsheet that actually details that. so it wasn't expected that you would we look at you would you would have seen it. but we again wanted to share . so the public and you all can have it as you look at it before it gets approved on june 25th. and i'll just just add that that document includes all of the budget balancing solutions for 24, 25, 25, 26. it addresses last year's cde district requirements, plus this year's cde district requirement. it includes the fcmat, recommendations and then gives updates from what we said in may versus where we are now, and then also includes the prior year, prior year july 2023 update to cde. now to the excuse

me. yeah. no. july 23rd, 2023 update to cde and includes the june 2024 update to cde. so it's a comprehensive document. when you read it, it may read as some some areas may feel redundant, but we kept them separate because the district has had multiple school entities saying the exact same thing. so we just wanted to make sure we were very clear. and each entity could follow the information that we shared. yeah, sorry i missed that. i'm so busy managing the meeting. so, okay. and so with that, i'm going to i'm, i am going to wrap us up at this late hour and thank you very much. and we'll see you in two weeks. and we'll also see you in two days at the ad hoc committee. and with that, i now close the hearing on the recommended budget, for, 2425, moving on to item g, this is a discussion

item. the superintendent's proposal for the, public education enrichment fund expenditure plan for school year 2024 2025. thank you, as i'd like to bring down our director of ppe, edwin diaz. and then we have the two chairs of our fcac. appreciate them waiting. we did want to you know, pif is a meaningful amount, but one part of our larger budget and plan. so that's why we wanted to share that, that first, and so they have a brief presentation on the work of the fcac, and then we'll share the plan. what i appreciated is, is i just want to thank the two co-chairs they initiated. we had a chance to meet earlier, and they shared some of the recommendations. and staff was able to provide a reply, but it'll be good to hear from them directly. on the work of the pif cap. yeah, and thank you for waiting for this really

late hour, much appreciated. especially for our student. all right. and i think, as i say, every year we'll do our best to keep this as short as possible. so, given this late hour, good. well, good night, commissioners and senior leaders. i'm edwin diaz, and i'm the director of the public education enrichment fund. and with me this evening are our co-chairs, maggie furey and melissa yan, we'll be sharing, information today on the current fiscal outlook for pif, our projected revenues for 24, 25 and beyond. the proposed pif portfolio for 2425 and the cacs recommendations for fiscal year 2425 as well, next slide, i just covered this one so we can keep going. i will skip the introduction to pif at this late hour. i think everyone's mostly

familiar with pif. it's a local revenue that comes from the city of san francisco for the public, and so we receive it on an annual basis, and it mostly comes from the city's general discretionary funds, so now we'll jump into our pif revenue projections. so on the screen you'll see the five year projected estimates from the city of san francisco. so you'll see that this year we received a small reduction in from the number you saw at this point last year. it was about 90.3 million. it's now about 90.2 million. so a very small reduction. but it exemplifies the fact that our overall funds health is connected to the health of the city and how much tax revenue they collect. so we'll see those numbers fluctuate, given that, we'll see that in for fiscal year 2425, we have a projected budget of $97 million. this is slightly higher. this june estimate just came to us, a week ago. so it's

slightly higher than the march, actually more higher. it's $3 million higher than the march estimate that we use to build the expenditure plan. and so you'll see also see that in subsequent years, it's the fund is projected to reach approximately $100 million over the next three years. next slide please. and so now we'll talk about a little bit about our budget overview, so as i mentioned, so first we'll talk about our projected revenues and our fund balance. so as you can see on the screen, i just mentioned we have a projected revenue for next year of around $97 million, we have a sizable fund balance, that i can explain how we've gotten to that fund balance, of about $25 million. and for a total available balance of about 112, $122 million available, as i mentioned earlier, we built the

expenditure plan on a projected revenue of $94 million. and so that is what you'll largely see in the expenditure plan, the difference between what we budgeted and what is now expected is about $3 million. and we still have that fund balance of 25 million, what you don't see on the screen, which i've shown in past years, is how much money we would be using from the fund balance, we don't have that number yet because we did reach labor agreements with our labor partners this year. and so we expect that we will be using a good portion of the fund balance dollars to cover those increases this year and in subsequent years. so as soon as we close the books for this year, we'll be able to provide that information. next slide. so, and hopefully here we can answer a previous question around, the, the new additions

to pif. so here you'll see what the proposed portfolio is for 2425, highlights here that you'll be able to that you'll be able to see is, at academic mtss, is a long standing was a long standing pif program that provided academic supports to, to the district that has been shifted to an education recovery block grant. so those expenses are not going to be on pif for 2425. and that was around $15 million of expenses that were there in this current year. and so when we were talking in the previous presentation about money that had been freed up, to cover additional programing in pif, this is where the source of that funding came from. and so new additions to the portfolio in the og section or other general uses. include the county school supplemental services. so

similar academic mtss services. but for our county schools for approximately $1 million. and then as previously mentioned in the, prior presentation, there is a contribution to cover $10 million worth of special ed expenses, in 24, 25, we still have approximately $2.5 million that is unallocated. and so we those will we're still identifying programing to, fund with that 2.5. and as we identify that we will come back and share that information with you. in the next academic school year. next slide, and so one of the things that our office does is we, liaise with the sf controller's office, as i've kind of mentioned earlier, our funding comes from the general discretionary tax revenue of the city. they give us projections

on an annual basis. sometimes when those projections come in lower, they, you know, we get less money. but when those projections come in higher, like we did this year, oftentimes, umms that projection doesn't come in time for the city's appropriation, their budgeting process. so what tends to happen is any money that's collected over the projected revenue then falls into a city fund balance for pif, we've been tracking their financial reports for quite a while. and notice this year that that fund balance had reached $19 million. and so we began conversations with them this year to see how we could begin to access that funding, and so just recently, we reached an agreement with the city to appropriate that money to the district over three years. and so that's what you're seeing here in this budget. this includes the pif, annual allocation and the pif baseline,

which are the two components of the law. so the baseline are, previously funded programing that existed before the pif legislation. and so, that's what you see there. 15 million for the annual allocation, which is the large pif, allocation that we're talking about right now, but also 3 million for the baseline allocation, i won't go into detail for the late hour, of what this is, but you can ask me any questions about it if you'd like. during the question and answer period, next slide. and last but not least, we do, are required by both city law and by board resolution to report on our spending. so we have financial reports and evaluation reports that are can be found on our website. we'll have physical copies later this week, but yes, if you're interested in how the fund is performing and the programs that it funds, you can find that on our website, next slide. and with that, i will turn the

presentation over to our co-chairs for their recommendations. okay. hello thank you, edwin, and good evening, board members. my name is melissa yan, and i am a current or i'm a recently graduated senior from lincoln high school. yeah. and a co-chair of the pcac. and i will be starting off the community advisory committee presentation. okay. thank you, so the pcac serves as a conduit for informing as well as receiving input from sfusd stakeholders. in order to assist the superintendent and the board of education to effectively allocate funding. and so the pcac reviews pif program information and data, advises the board of education and superintendent, and contributes to pif communication and awareness. next slide, and so this year, one member ended

their term with the ccac. and we currently have 14 active members. next slide, and then our guiding principles are to prioritize programs that offer immediate and proximate benefits to students and families, address access and equity with a view toward advancing social justice. increase the social and emotional safety of students, promote creativity and innovation, and demonstrate an ability to be sustained over time. all right, and good evening. my name is maggie furey. i am a proud school social worker, this is my fifth year in the district, and i'm going on my second year kind of one and a half years as pcac co-chair, so i will continue and so, you know, some of the things we did this year, we took a lot of the feedback from our fcac to really make sure that it's working for the pcac members. we had a lot of turnover, as you may have heard last year, especially with the board recall and new commissioners coming on, and so this year provided a

little bit of stability. and we took that feedback, we started the year actually with really grounding ourselves with the vgs and the lcap. we had tim come present so that we could understand how we interplay with all of that. we heard from programs both in the fall and in the spring. we actually created recommendations for sfusd leadership. based on our the presentations we heard from programs in the fall, and not you have not heard them yet, but you will hear them, tonight and we are we are finalizing hopefully tomorrow evening, spring recommendations, which will be forwarded to sfusd leadership and the board. we heard presentations from our, financial services officer, jackie chen, who came to talk to us about the budget. and we reviewed program expenditures and achievements. heard again, program managers really come talk about their programs. and we worked in our in kind of small groups with so we could really get more in depth, with each of these programs to really hear what is going well, what

are some of the challenges that they're facing. so we can really try to understand as much as possible, we reviewed all of the program proposals, which i don't know if, if you've had a chance to look at, but some of those are like 20 page documents and really, really deep and really great to learn more about what each program is doing. and then lastly, one of the things we did, which doctor wayne spoke to a little bit, but we actually the co-chairs, the melissa and i got to meet with doctor wayne and some senior leadership to actually review the recommendations together. next slide, so lessons that we've learned this year is it was really helpful to have a more robust committee, and would love to see the impact of having all spots filled. so this is my little plug for commissioners and superintendents who have spots to fill. we would love to see them filled. the other thing was meeting with doctor wayne and senior leadership was really helpful to have that more in depth conversation around the recommendations. so i do i'm going to go off script a little here, but i really want to highlight this and thank doctor wayne. doctor aguilar for doctor

rice mitchell, marin trujillo and doctor khanna for the opportunity to meet together for, it was, you know, one of the things we ran into last year after we made this presentation was kind of similar to this year. we went after all of the board or after the budget presentation, and we were kind of like, what are we making recommendations for? everything's done right. and so it felt a little bit performative to say the, you know, to say it best. and it really made us again wonder, well, what are we doing this for? and what is really the impact of this? what's the point of us making recommendations? so so we said, okay, we're going to do earlier next year. so that was this year, so we aim to create recommendations earlier. and as you know, changing things, especially in a big system, is hard and takes time. and there are bumps in the road. so we made these changes and as we were in communication about getting on the agenda to make the recommendations, doctor wayne actually invited us to discuss these recommendations. first with him, and it was it was really nice to and

refreshing to actually be able to have a conversation about it, not just present, but really we met for an hour together, and then actually, doctor wayne and senior leadership created a response to each thing, a more formal response, and one thing that was actually great that came out of that was we saw there are ways that were actually already aligned. so even though again, we these recommendations were happening kind of after the initial budgets were going out, they were able to say, oh, look, we're actually aligned. we're actually doing that already, and again, this is just merely the beginning of the conversation between the ccac and senior leadership to think about how we can continue to work collaboratively together. and we do look forward to continuing this conversation in the fall. we already have a date on the calendar, to talk through how we can really strengthen our communication and recommendations between our ccac and leadership so that we're more aligned around budget priorities, pif priorities and timelines again, so that it's feeling like where there's a lot more back and forth and we're we're understanding, yeah, the impact of each person and each

person's role or each group's role within how this pif money is spent, another thing we learned was to always have a plan b, since we have been inviting presenters that aren't always available, sometimes we we're planning our calendar, you know, 4 or 5 months out. and if someone's not available, we've really got to reshift things, as i'm sure you as a board, also face, following up really helps, especially with rsvp so we can reach quorum and to get all of our recommendations in on time. and we really just again want to say thank you to everybody who has supported the pif cac's work. we always welcome public engagement and participation. and now i will start in our official recommendations. so, some of these again, we, you know, will hopefully be moving forward. but but before sfusd moves money from the ogyu portion of pe funding, we would really like for the district to

present the pif for recommendations. again that's part of that, you know, two way communication. so we understand what's happening with the money, we would like and then additionally, we would like sfusd to provide the full spectrum of financing. if pif doesn't fully fund a program and explain how the programs that support students will be provided as we know. right. many programs are funded by multiple funding sources. and so for the ones that are pif funded, we want to know really well what part is p funded and what about the other portions of funding and then pif would also like for each p funded proposal to include a budget line that indicates how much each program spends on a pupil per pupil served basis, and then really having research or data behind it so that we can see how it impacts student performance. so again, as we're really looking for that for that number to understand where our dollars are going and how that's impacting student, student performance, is it helping their attendance, their academics, and if they're

able to support this or provide the evidence then understanding why. right. i know we talked, in the conversation with doctor wayne and leadership that sometimes there are things that we may not be able to provide data for, and that's okay. but we just want to understand why can't we provide data. and sometimes qualitative data, you know, qualitative and quantitative are different and sometimes one is better than the other. so i will pass it back to melissa, and then our third recommendation is per the recommendation in mr. holland's opus report, make the instrumental music program in elementary schools mandatory and not an opt in pull out program to ensure the participation of all students. and then the fourth would be increase the pipeline for current cte pathways and expand the breadth and depth of offerings and connections to more industries, including but not limited to trades, buildings and grounds. many cte offerings like computer science and music can also satisfy ada requirements, next

slide please, and then this one's a little long, but these are recommendations around math and science funding. and so the first would be to increase math and science department staffing and coaching to math and science department recommended levels and install a stem educators advisory group, which would be chosen by the educators for consultation regarding purchased technology, curriculum, pedagogy , scheduling courses and other decisions impacting stem equity and students. and this would reduce the cost of unnecessary, unhelpful and expensive technology and allow consistent and direct feedback on what is working in classrooms for students and then for the second one would be education, we'd recommend educator led and co-facilitated professional development to support teacher leadership, collaboration and planning with resources to review student data and to support equitable student outcomes, safety training and coaching, especially for new teachers. we also recommend professional development for

teachers to teach students central content and academic ownership, especially for a rapidly increasing number of english language learners. special education students and underrepresented students. and math needs staff to pilot and adopt a new curriculum for k through eight, and lastly, we recommend to review funding allocations to determine if more needs to be allocated to elementary education in light of the eighth grade math goal, and additionally to have grade level and equitable high standards for all students. and then back to maggie. all right. this is another quite wordy one, but very important. i just want to shout, ali, i think you're still here. so thank you to ali for being here, so this one is ali should be held harmless from budget cuts to adhere to the guardrail as a priority group. there should also be expanded support within the apac to meet the district's guardrails with increased operational support and identify scores and outcomes with the ultimate goal of academic success and advancement

after high school. we'd like to see more specific funding and resource breakdowns outlining how many students are served in each program under ali. and further, we really would like to see the expansion of the following services for ali. so mastering cultural identity to expand recruitment and retention supports having black credentialed teachers in every middle school and expand mci courses to high schools. wellness supports to provide direct services to african american students that support and correlate to improved attendance and scores. and lastly, black star rising, expanding from 2 to 4 credentialed teachers in order to serve more students and expand the grade levels. starting in sixth grade so students get school support, increase our state report card, and reduce the achievement gap for math and ela in alignment with the board's goals, and then our last slide, we will not read, but we just wanted to highlight those were last year's recommendations. just i know often we can lose sight of kind of where we've been coming from. and so this is just to, to keep

our, yeah, our eye on that as well to see, some of the ways that some of those are continuing. and with that, that is the end of our presentation. and so, i just wanted to comment before board discussion. thank you for the presentation. and, thank you for again, your, engagement. you're giving your time and energy. and i know as a student and as a social worker how much you work during the school day, and i just wanted to add, i'll be appreciated. maggie gave her unscripted moments. so i'm going to give my unscripted moment as well and say, attached rr are the responses we gave to the recommendation. so there could be a discussion. but we did this because in the end, right, we and you've been challenging us to do this is like reflecting on our roles as a governance team and board versus staff. right. and it's staff that prepares the budget. it's not the governance team. so this you know, to some extent this was performative in that it was, you know, presenting to the board, but it's also a

requirement. right, and but i say this to say what i, i, i don't know if it was appreciated , but i appreciated getting the, getting the recommendations and having the opportunity to respond. and you'll see in our responses that she said there was alignment. right. we are, expanding black star rising. we shared that as part of our, algebra one, implementing algebra one to help make sure underrepresented kids are ready. but you didn't highlight in the unscripted moment is there are places where we said you know, we can't do this. you know, like they asked, you know, understandably. and board has asked for this. like, how do we make sure that that, programs are doing we can make the connection between student outcomes and the expenditure was, you know, kind of by line item and the response was, honestly, we can barely, you know, we're struggling because of our systems to just understand what we're spending per line item, let alone connect them. so we need to implement our new erp system before we try to do something like that. anyways, i just share that to say welcome to have the

discussion. but you know, we did have a robust discussion. we have the response. so the that's where we are with with the recommendations is, for incorporating, for as part of the pif plan. i'm actually going to ask a kind of a clarifying question, if you don't mind me going first, can you, superintendent, explain how this is the superintendent's pif expenditure plan? how is it drafted, how proposed and iterated upon, especially given the conditions in the district, the goals and guardrails, alignment. and i know that there was this feedback towards the end of your process, but but there's a proposal that comes forward to begin with. so explain that process and how it aligns with the rest of the budget. yeah. well, if you if you want to explain how the proposals come forward, then i'm

going to say kind of from where i picked that up, what i think also might need, not where how this can evolve to be better aligned, i think in the interest of time, i'll do my best to be succinct, but, for the most part, programs that are already on the portfolio tend to roll over year to year. there isn't a lot of change in the portfolio from year to year unless, we either lose funding or we gain funding. and then there's space in the portfolio to increase the level of programing, or we shift something off because it's a better fit on another funding source. and then that creates space in in pif for us to add additional programing. but for the most part, the, the plan itself continues to continues from year to year with the programing that's already exist on it. and so i just wanted edwin to confirm that because i think so. this is where where as we see the report and you heard in the conversation, there's a ten cent alignment, but we're

not seeing it at the level like that is with the lcap. and i would say, you know, i think the moving what we were able to accomplish with our school site staffing and budget plan is not something yet that we did through the pif planning process, which is for the school site staffing and budget plan. as i said, we've been doing a weighted student formula for 20 years, right? and we stepped back and said rather than just letting schools decide their budgets, what are we saying? if foundationally we need to provide programmatically, we need to provide. and going back to one of the previous questions for the first time, we've provided funding specifically for materials and supplies to schools so they don't have to try to raise money for the classroom. anyways, that process has not been done yet with pe funding and i. this might be where your question was was leading to a suggestion, but i'll make one of my own is that it needs to be done like that with the pif funding as well. right? and so just where previously we didn't just say, okay, everything that schools

had would carry over, you know, we're this is what we just talked about for the last 45 minutes. we can't do that. we need to do that in every area of our budget. and i think that i think that does include pif. can i have a couple further clarifying questions, so i guess specifically here tonight, my, my clarifications are where is the ccac in that process? right. specifically because i was going back to resolution 190 4-981, which outlines the pif responsibilities, you know, there's supposed to be a clear and transparent process for gathering requests and proposals from staffs. and, i guess i don't, you know, as, as i've shared my frustrations earlier, you know, it can be i don't want our advisory committees to be

just a rubber stamp that just approves what our district staff and allows this $100 million that the city and our voters have generously provided to us to be a slush fund for us to make bad decisions with. the pif is supposed to be our accountability mechanism, and they're supposed to be involved in the decision making process with this money. and so that's what i still haven't fully heard us outline is, i mean, there's a reason why we have an oversight committee and an advisory committee associated with the pif. so i still don't fully understand where what what the decision making authority is with the pif. like where is the accountability mechanism here or is it just, hey, we've decided to move $10 million of sped into this and guys, you're okay with it, right? you're going to rubber stamp it, right? boom. done. that's in my that's not oversight. i mean like and that's not what this committee was meant to be. as i understand

it, if my understanding is wrong, fine. please correct me. but i would like to know what the. yeah, i'll stop there. i just would love to hear some clarifications about where the actual accountability lies in. in the budgetary decision making , i'll speak up a little bit because that actually came up in our in our discussion of this kind of. yeah. who said who's decide who's ultimately deciding how this money gets spent. are we the holders as the ccac, the holders of the money and saying this is how we think you should spend it? or is it really the district who's then saying this is how we think you should spend it, or we should spend this money? what do you think? right. and so i think those are part of those things that we're going to have in that fall discussion is to really, again, try to understand where each of our roles is and what does that interplay look like, because i think, yeah, you're kind of you're naming that, that it is still, it has been a little bit

unclear. and it sounds like historically it's also shifted over time. right of who decides. and, you know, and so that's one of those things we want to systematize and, and make a lot more clear and transparent because right. fcac does roll over and, and we know superintendents change from time to time. right so we want to make sure that all of our leadership that there is a level of continuity and clarity on everybody's role, i would just add that, i mean, the recommendations that you brought forward are very, very much aligned with what, i guess it's now now been six years of tracking what the cacs work is and also around the confusion around the role and the frustration about everything just rolling over, including slam. it's not just the unrestricted. so i'm actually at this point and this is not a surprise to the superintendent, but i'm going to just convey to my colleagues i am not, comfortable with doing this again for 24, 25. like i think

given, you know, the, the, the questions and answers that went back and forth through the q&a document and the that the commissioners asked, the it's not it's $100 million. we're in a very, tenuous fiscal, situation. this we've had clear and consistent feedback from the ccac, i think it's my recommendation as an individual commissioner, but i would invite my colleagues to, to chime in that this, that the current recommendation needs to be reviewed, and potentially modified for greater alignment with our goals and guardrails, and also in reflection of the current fiscal situation to make changes prior to coming back for a vote, because right now i, i

so am appreciative of the thoughtfulness that and, you know, if the two of you are representable, the two of you are representative of the work that the ccac has done. and clearly the diligence and the thoughtfulness, but the rollover attitude towards $100 million and i'm and again, i'm going to, i'm going to, recall what mr. duchamp said at the beginning of like, this is the time where we are to look at our programs and how we can be more efficient, more effective. and there are a lot of, expenditures that have really not had staff attention. and and it is the superintendents expenditure plan. so i'm conveying that to you. and i don't know if my colleagues feel similarly. i think it would be helpful if you do to provide that direction if possible. so i don't know if. yeah i, i, i agree, i just don't know if it's feasible. can you

address in the short timeline given to do it. president muhammadu is suggesting, yeah. i the any changes between now and the june 25th board meeting would be, you know, cursory at best. i mean, to significantly change it will take more than than two weeks. i'm just going to reiterate that right now i if it takes more than two weeks, this is a self-imposed deadline we have. i mean, this is money that has been allocated to us. i suggest that we not punt in 2425. if there can be, greater redirection to aleve, the fiscal situation that we're in and use the money more effectively and i'm just i'm going to just state that to me, this is an indicator

that the work that we are doing as a board and as a district, if this is the end product of $100 million fund and the alignment and the thoughtfulness and it is just being rolled, rolled over, it's it gives me pause. so i don't know what the, the, what the result is, but i am i am concerned about the, what has been conveyed in throughout this district, about the work that is ahead of us and the work that we are actually embarking on now. and also, did we need to vote to extend the meeting? okay. so i'll break the vibe that i just set by voting to extend extend the meeting roll call. mr. steele, do you need a motion? we do. so move. second jinx. yeah. double jinx. got it. thank you.

okay. thank you. to extend the meeting, commissioner. bogus. yes, please. commissioner fisher. yes commissioner. lamb. yes, commissioner sanchez. yes, commissioner. wiseman. ward, can i abstain? just kidding. not really. yes. vice president alexander. yeah, i agree with commissioner wiseman. ward, yes. president muhammadu yes. meeting extended, there's a lot of hands raised, so i'm going to i'm going to go with, vice president alexander, well, i was just going to respond to your question. i agree, with president motamedi and i think, i mean, similar to my comments on the budget, i feel like for everything we need to have a strategy, and that strategy needs to get us to a balanced budget and it needs to get us to our goals and guardrails and if we can't defend that, we shouldn't be approving it, in

terms of a budget, and i think and, you know, in addition, we have these committees that have done such fabulous work and, you know, they keep coming forward with with suggestions that then, you know, often half of them just get sort of we say, oh, well, we couldn't do that. oh, we couldn't do that. we couldn't do that. so fair enough. but then what is our strategy. right. i mean to say, if the response is we can't do that because we're just rolling over $100 million, that's not, acceptable either. so, so yeah, i think i think it needs to i think everything we do needs to be, aligned to a clear strategy that's aligned to our goals and guardrails. and that gets us to fiscal stability. can i use an example here that maybe connect some dots? do you mind, well, i'm going to do it. so i'm going to do it, okay. so the programmatic recommendation number three here of the fcac,

per the recommendation in mr. holland's opus report, make the instrumental music program in elementary schools mandatory and not an opt in pull out program to ensure the participation of all students. now as it's been explained to me, we actually have data that shows that every student who participated in this program, every student across all demographics, socio economic, everything, their math and ela scores improved significantly. so i would say that this is one area where two of the recommendations, like we do have data that shows the increase. it does completely align with our vision values, goals and guardrails. and yet we have district folks who are saying we can't afford to do that. so that shows a huge disconnect to me where we're just, you know, we're we're missing the low hanging fruit, like, so this is where i think we need a whole lot more alignment. right. and this is where i think there's tying to strategy, just bringing it all

together. thank you for lining that up for us and tossing us that softball. and i want to add one thing to that, because i think it is also true what doctor clarke said earlier, if we made that investment, this hypothetical, we're not let's be really clear. the board is not directing the superintendent to make that investment, but we're using a hypothetical example. if we did that right, that's a research based sounds like strategy. we'd have to abandon some other things. we'd have to say, oh, we're not going to do these other things right. and those would be hard choices. and people would say, well, we love these other programs. and we say, no, actually, we're going to invest in music for this reason because we know this approach works. and we believe it's going to help us reach our goals. then we would monitor and we'd say, oh, did it work or not? we'd look at the data in our monitoring reports. we'd, you know, and then if it didn't work, we would adjust. but right now it's there's, it's like everything. it's just like we've thrown in everything but the kitchen sink again and again and again and again and it's and the

status quo is producing the results we have. i mean, i think that's the thing we have to keep remembering that the, the budgets we've approved over and over again are producing the results that are not meeting our , our goals. and so if we want to actually meet our goals, we need to do something differently. and it needs to be based on a strategy. i'll just be brief. i would agree, i think with the sentiment, i think the concern i have is it feels to me that for a long time there has been a practice in the district of using pe funds as a crutch for kind of everything else that is happening, and it kind of comes and fills the gaps, which i definitely think it's going to be helpful for us to figure out as a district how to address that and change that dynamic. but i also feel like without a broader plan, district wide, that incorporates all the funds as well as all the strategies we want to go into. i mean, i appreciate that there are strategies in pif that are successful, but i guess i don't know if those are actually what

is best for us collectively as a district. and even though i do appreciate it coming from our pif experts, i would also love to hear similar things from our educational leaders and experts about kind of how it all fits together and if not, a, then maybe it's b or c, but kind of figuring out how we bring all these pieces together and have some of those larger conversations. so i would say i support the efforts, but i guess i'm worried about the time frame and how doing one without doing the other might create confusion or actually might hurt some of the awesome stuff that's kind of currently happening in piece. so i think just being considerate of that. but definitely feeling the urgent need for there to be a shift in kind of our approach and how we view these funds. thank you. thank you. it's so late. appreciate not only that you're here now, but the work that has gone into this. i do have my two appointees on pif and i know that you all are busy and engaged and really in the weeds, i guess in, in as

president, president motamedi directed a question to doctor wayne or, i guess, not a question, but like a concern. and i think it's a valid concern, especially where we are in our fiscal budget crisis. and there is like it's not an ideal moment in terms of timing, but none of it is ideal. and things are just going to continue, i think, to get progressively worse and more problematic and harder to fix if we don't do it when we can. so doctor wayne, i hear you saying two weeks or do we have more than two weeks and what what feels realistic from your perspective and the team's perspective? in order to make sure that we can do as much as possible in the right way with this very generous, not insignificant amount of money? as it relates to our our overall budget plans, yeah. what i'm

saying is in in two weeks, right, is when you're supposed to approve the, the, you know, 2425 budget, which includes the unrestricted and restricted funds. right. and so to meaningfully change this, proposal in two weeks is what i'm saying is difficult to, you know, there is alignment here, in some areas and in other areas, maybe it needs to be, you know, better determined. what i would say is that we, you know, you're approving the budget on june 20th 25th. but as we've noted, these are living documents that could be changed. and to your you're correct, commissioner motamedi, that all of this around pif is really self you know, self imposed. there's some requirements around pif, but we do a lot more than what's required. what i would

rather what i feel like we'd like to do is like i said, the pif, you know, how we're using pif and how we're approaching this whole process is, merits, you know, re-envisioning along the lines of what you described of like, how what does it mean to strategically abandon. and that's the question we need to not just ask in pif as as commissioner boggess said, to ask in other areas as well. so what, you know, so that's what i feel like, you know, from the full budget conversation is the real next step of what does it mean to show, you know, at the next level how systemically we're strategically abandoning and not just carrying over. so i showed how we did that for a huge portion of our budget, which is the school staffing and resource plan that accounts for, you know, $450 million of our budget. okay, then how do we do that in all the other areas as well? so that's what i'd like to come forward with of what is

that what is that. you know, strategic abandonment look like, which really is what is a strategic plan look like? i just also like to add sort of a process thing, so by law, we are supposed to submit this plan on april 30th. since covid, we've gotten an extension to submit the plan by to june 30th. we could the plan has to be approved by the board before the city releases the funding to us. so just for your consideration, is the without in a board approved plan, these funds will not be released in the next fiscal year. additionally pif is already woven into the overall district budget. so as you make different choices, it will have impact on the overall district budget. so as you replace one thing with another, then you know you're also having a

downstream impact on the overall district budget. i'm not saying these things to prevent you from doing it, but just to kind of point out that, what you're facing, in two weeks hasn't received report for ten years. can i ask who you're who you send the report to? who? who in the comptroller's office. is there an individual or. we send it to several individuals. so we send it to the comptroller's office, the mayor's office of budget and planning, the dcf, who is the city's, sort of financial arm, and there's one more person i can't remember off the top of my head, but but those are the three major city agencies that we so i'm are you sure that the city's release of fund is contingent on this report being received? i will have to relook at the legislation. but the but the understanding is that the city can withhold the funding if they do not receive, board authorized plan. that is not correct. and i

know for a fact that the comptroller's office has no record of receiving the report for a decade. so it may have been it's being emailed. it is not being connected. the dots are not being connected in the comptroller's office or with the supervisors. so the funding as to date is not contingent upon the receipt of this report. sorry to clarify. when you say the comptroller is not receiving, is it that because i, i do email it to him directly? i'm sure you're emailing it, but it is not it is not, the release of these funds is not associated with the receipt of this report currently. i mean, i understand what's in the city charter, but this is this is actually an indicator to me of what of the management of this funds and the connection and the and the with the city of the use of these

funds. and this is why, for me, i would like between now and june 25th, some clarification about how we are approaching the funding from the city. there's also work being done to redo the city charter as it relates to the city, in part because of the lack of confidence around how the funding has been used with fidelity and with, student outcomes. focus. so i am i am just raising this is this part of the i'm sorry, is this part of the city charter or is this a ballot measure that the pif is the city charter? it's a it's a ballot. it's gone to the public for vote twice in 2004. and right. so right now there's city hall is now looking there are there are members of the board of supervisors that are looking to write an update to this. okay. it wouldn't change. right. not to change the funding but

changing the oversight. and it's and it's not only sfusd, it would be for the city as well. yes. just appreciate what you shared. president motamedi, i guess i'm curious if we can get a written statement or i guess a clarification as far as how the process works for the board as a whole. i appreciate the information you got. just i would just love to see it in writing to ensure just kind of what are the parameters and kind of what we have. i don't know if you've been shared anything, but i would love if we could get that and share that out before we vote on it. that'd be helpful to know. what information are you asking for, president told us that we do not need to submit the funds to get the. we do not need to submit the report to get the funds withheld. and i guess i was just trying to i guess that's different from, i guess, what we've historically have been told. and i guess i was just trying to see if we have confirmation of that from staff

or other folks or directly from the comptroller's office or the appropriate people at the city. yeah, because it sounds like what what you're saying what, edwin, you're saying that the legislation states is the district needs to submit a board approved budget. it doesn't need to be a report like this, right? i mean, it's taken many forms over the years. yeah. but the district needs to submit something that the board approves that demonstrate that we how we're using the expenditures. and what you're saying is that that needs to be submitted. it was supposed to have been submitted by april 30th, and but then it got extended to june 30th since covid has been extended. so we're submitting that to the city and they're releasing funding to us. now, if you're saying that we're submitting it to the city and that whether we submit it or not, they're releasing funding to us. yeah, i would just want to know, have some evidence from the city that that's the case because, you know, whether they're reading it or not is one thing, but we're submitting it to the, the, the, the, to the city as required.

correct. so let's get some verification on that. could we i will i'll follow up. yeah. yeah. because i think so. i'll say, you know what i think would be. so i want to go back to this concept of strategic abandonment. right in and we've talked about there's never a good time to, to do things. but one of the things this board has talked about and commissioner fisher has said is the need to do a policy diet. we haven't actually talked about what that entails, but there's a lot of things we are required to do as a district, per the state of california, per the federal government, and per and per local government. there's a lot of things, and we've decided to do above and beyond that over the years that for many good intentions, right, that we don't have to do. so this would be a starting place for when we're talking about systemic strategic advancement, not just going, you know, issue by issue. i'm saying, okay, what are all the

things that we say we need to do that maybe we don't need to do those when moving forward. and so for pif, there are things that we're required to do. but like i said, this, this we're not required to provide a report at this level. right. and so this is where the opportunity entities come. and so that's that's what i would like to explore is like, you know, and i think that what you're asking for, what's required of us around this. and then let's build off, let's do what we need to do based on the requirements, not based on a system that we've just done, because we've done it for 20 years. and i know there is a resolution passed for very good reason, you're probably here. maybe you ought to have me as attorney to the historian. yeah. you know, your name is probably on it, but. but what i'm hearing from the board and what you're saying loud and clear is like, just because we said five years ago, ten years ago, 20 years ago, this is what we should be doing. now's the time to say maybe we don't need to keep doing it. so that's what that's what i'm saying is i would like to come back with is

say, okay, what are we required to do for this? and then let's decide then how we want to move forward, and let's decide how we want to move forward. and that's where i will own that. this report is not as reflective like when you say it's a superintendent's report. i would want us to move forward in a way where there's much clearer alignment between the funding and the others. so even when, you know, when i was looking at it, there's $19 million that goes to student support professionals. we did not draw the line between what i said, which is every school is going to have a social worker to meet our goal. a guardrail around chronic absenteeism and sense of belonging. the school social worker serves on the coordinated care team, which you heard me say is a key strategy to getting the results we want. and now we're having pif support the social workers because we can't afford that as part of our core. but that whole narrative is nowhere to be found here or anywhere else. i own and recognize that. but i'd rather not create a new narrative. i'd rather say, okay, how do we show? how do we make a more simple narrative where it doesn't need to be in a report

here, in the lcap there and the vg's there, and, you know, the other five other places. so there's my, request. so take a look and tell us what you think. a couple of weeks. okay and actually, i have an idea even i think this would be good at the ad hoc committee as a as a topic as well, because that's a place we could. oh, you're two former pif chairs get to. yeah. there we go. back to our roots. i appreciate, both president motamedi and, superintendent, your, reactions because i just as a historian, i do want to bring back that for many years it was the fcac that provided the leadership as an example of ongoing, you know, facilities operation, custodial costs. and we did a lot of work, as a fcac around the values. how does this , you know, tie back to our

values at that time of vision 2025? and so even now, and i don't want to highlight specific areas, but there are some areas in there just that, you know, that you can see. it's like need to have stronger alignment to the vgs and its impact. now, not to say that it's not worthy that it's supporting staff time, but again, how is it strategic to vice president alexander? like how is it strategic rather than it kind of being piece you know, it's like point two here, point ten here. and that was also some of the feedback years ago, like how difficult it was to track and let alone, you know, the evaluation team and the data team to be able to measure that impact. so, i just wanted to provide a little bit of context of kind of well, over a decade now where we've been. all right.

are we ready to wrap that up? okay, okay. and so moving on to well, first of all, thank you. jeez. god yeah. this is what happens. this is why we try to end by ten. yeah. you see what happens to us? we're two hours past my bedtime, so i'm with you. yeah so thank you for staying up late with us. i'm very, very appreciative. and thank you for your hard work and congratulations. you're graduate and you're still here. so thank you for giving your time. even, you know, after after, you know, leaving us as a, you know, as a student anyhow. so much appreciated, and with that, go home and go to sleep. thank you, thank you, okay. so now okay. so last thing. wait. is that. oh my god, not even last thing. okay. so action items. oh my god,

okay. so now we're to action items and this, third interim report for the san francisco unified school district. can i have a motion and a second, please? so moved. second. okay, and then, superintendent. yeah, i mean, this. so this is a was a required report as part of having, the negative certification and increased oversight, and it really meant what a third interim does is show how are we doing with our with our estimated actuals that updates to show the expenditures for this year, as well as updates to multiple year projection. in the end, we originally may may recall we originally were required to submit this on june 1st. the cdc extended that to june 11th. recognizing that, you know, we the multiple year projection that was done for the third interim should really match the

24, 24, 25 budget. so the third interim updates, the expenditures and the multiple year projections. but we did talk about that for the budget. so i'll leave that as the opening to it. i saw doctor clark and miss chen nodding that my explanation was accurate, so if you'd like to ask questions about the third interim, there, there. miss chen is available to respond. but that's what's what's in it. we're very tired. yeah. just a oh, well, i just had a clarifying question. we are confident that the as it's drafted, it meets the updated requirements that have been laid out for us, if miss chen, one wants to come up and i do see ellie elliott. elliott elliott and i unmuted. my mistake. sorry. i was unmuting because i

thought i. so, jackie can share. and i see elliott and pam are on, and i know pam worked with with, jackie as well on this, so if they want to share anything. thank you. doctor nguyen. summarize what what? the third interim. this is our last interim report in 2324 year. and we also use the 13 term to as the base to project the estimated actual we previously and presented it to the board along with the first reading already. i would like to highlight the difference between the 13 term and the estimated actual the unrestricted fund side. they are identical, the same, and then for the restricted side and after april 30th, we kids starting from which represents the financial data as of april 30th and we made some changes but not significant. and operating expenditures increased about 1.2

million between 13 term and the estimated actuals. and then there's another side. and we noticed that there are double counted revenues about 7 million and which we corrected that at the estimated actuals already. so the total impact about $80 million difference. and the comparing with our 1.3 billion. and it doesn't impact the for the multiple year, plan that much. and so i highlighted those changes in between the 13 term and the estimated actuals. and the multi year projection for the outer years, that they are the same and identical, the same . any other questions? i see pam on, put on our camera. yeah. i was just going to ask if the fiscal advisors wanted to make any comment or statement. thank

you, actually, i did work very closely with jackie, as she went through and put together the third interim report, and it did become your base for your estimated actuals on your, 2324 fiscal year, moving into 24, 25. so we feel, that the detail that was needed on this is, has been included. anything that was added as far as any type of salary negotiations has been included, along with any increased or decrease in revenue and expenditures. so again, we will still be monitoring this to see what happens at your unaudited actuals, which will come back to you, probably somewhere around i would say beginning of september. but at this point in time, we feel comfortable with the third interim report. thank you, miss liaison. thank you very much, and thank you for staying up very late with us, with that,

can i have, roll call, vote? yes. thank you, on the third interim report, commissioner boggess. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez. yes. commissioner. wiseman. ward. yes vice president. alexander. yes. president. montgomery. yes seven. ayes okay. so item two. appointing. voting delegates for the 2426 csba. delegate person, and, council of great city schools delegation. so as a reminder, there's three delegates to the csba, i have put forward myself, commissioner fisher, commissioner lamb and there is one delegate seat available for kcs. and i have put forward commissioner lamb for this, can i have a motion and a second? so moved, second. okay. and any comments on that?

exciting news. thank you. okay. thank you, and roll call and you're invited to join us whenever you should feel inclined. roll call. vote, commissioner. bogus yes, commissioner. fisher. yes, commissioner. lamb yes, commissioner. sanchez. yes, commissioner. wiseman ward. yes. vice president. alexander. yes. president. motamedi. yes item three. board adopting. board of education. governance calendar for school year 2425. yay! super excited. what could be better than this? a motion and a second, please. so moved. second, is there anything that needs to be read into the record for this checking here? no, i mean typically adopt the calendar on the consent calendar. so i mean, yeah. yeah. so, any comments? i just had a couple clarifying questions. i'm very excited to see this. thank you so much. just as far as some

of the updated reports that we're going to be getting, i see that we've got the dlac listed, we've got the speakak and those are required. absolutely required, but we also have like the apac mature pack pack pack, latinx pack, foster youth advisory council, indian and migrant and cboc parcel tax oversight committee. i'm sure i'm missing more. are we going to hear from them at all? are they going to be providing written reports, or are we making other time for them? how? i mean, frankly, that's like some of the only way we have to get input right now from community. so what does that look like? yeah. so, a few responses. one you see noted in there that we actually have a, an additional lcap, advisory council presentation to the board at and earlier in the year as an update and want to use that as and the final one is an opportunity for the other packs

to be involved and share what they're doing, having it share their thoughts and integrated into that. secondly we're thinking through because even the presentation of the board, you heard how meaningful it was. now, we've heard from two cecs how meaningful it was to have dialog. right. and because i'm talking about the special ed ccac also, and it's meaningful for staff as well. so we're thinking through how to set that up, more systemically with staff in our context. and then third, what other forms might there be for our board, our commissioners, to have an audience with the ccac? that again, doesn't need to be in this board meeting dynamic. so the two the last two i said are still, you know, ideas and need planning, but know they're like more than just ideas like, you see, we've taken some action on them. the first one is though, how we formally are intending to bring in the voices of our various advisory committees through the lcap process. i look forward to updates on that. and

for us as board, i would defer to president motamedi and vice president alexander. but one of our obligations as commissioners is to hear from community. i think we have some work to do on community outreach strategies, community engagement strategies. so, unrelated to this, but agreed. yeah. agreed definitely agreed. yeah. and i just noticed that we there's an issue with the time use monitoring or i think no no no no no no, you didn't do it. i think that we didn't. it gets blank for the fall and it's anyway i think the i think what i would suggest is that this is a first draft of this calendar and that we want to get the dates right, and we want to get the, you know, the, the, goals monitoring sessions in there. but i mean, typically board leadership has made adjustments as we go and checked with the board on that. so yes, i would say this is a this is a first draft we want we really wanted to get it out there and

have it be comprehensive. but i think there are some things that are going to need to be adjusted. and so maybe we that's another response to that question to wait, let me just check one thing. but i think in general, yeah. like we're doing something different this year. typically what is brought forward for approval at this time of year is just a list of the dates. so thanks to board leadership, it was like, no, we want to we want to share where we where we are. we had, attached this, i think, with the previous, with the yeah, with the monitoring workshop. but we didn't really. no no, we had shared this for, for feedback, but then i'm just the thing i want to. so just let me look at one thing that was attached because, i think that that can be, updated. because what you're saying is i'm looking at it here under leadership evaluations in the first column. it's blank. yeah, yeah, i think those should be the i think the ones that are listed for the spring should

actually be for the fall. yeah and i'm looking at i'm looking i think the, we didn't upload we have one because like for actually in august it's, it's a lead officer who's assigned. so i'm looking at one that it was corrected. so we'll sub. so basically what we had noticed that and the fall and the, yeah the fall, the what it was done in the spring needs to be done in the fall. so if you just approve it, we'll upload the corrected one. and then if we still need to make adjustments we can. but but i think the point was that the, the main point that the superintendents making is that the thing that we're really trying to approve is the dates of the meetings and then the, the plan for goal and guardrail monitoring, which again, might we might have decide to adjust. we might adjust our guardrail, we may decide we need more monitoring of something. but this is right now our plan. right. and we provided, as he said, more detail than normal because president muhammadu and i were really trying to you know, have it have a more comprehensive

plan. so that's the intention. all right. totally. so okay, so now okay. so now, i say we just vote on this thing. so shall we do a roll call vote with with that with knowing that it will be modified slightly, adjusted slightly, but the meeting date stayed the same. okay. before can i just ask one clarification? sorry. i'm sorry, so the timeline on the community engagement and the advisory committee engagement from the staff perspective, what's the timeline on coming up with a more robust plan on, you know, numbers two and three that you outlined? let me let me think. let me get back to you to think about that. yeah, yeah. let's make a note to get that in boe. indeed. okay we'll get the boe weekly friday. all right. okay. roll call. vote. commissioner

boggess. yes, commissioner. fisher. yes, commissioner. liam. yes commissioner. sanchez. yes, commissioner. wiseman. ward. yes. vice president. alexander. yes. president. motamedi. yes. seven ayes. okay. last item in this section. employment contracts for district executives. can i have a motion? and second. so moved second, any comments before we vote? yes. madam president, i just need to read something. for the record, according to the law, the board will consider approving the employment agreement for hritu kahana, the head of research, planning and assessment. that will commence on july 1st, 2024 and run through june 30th, 2026. with the placement of grade eight step six on the management salary schedule. why thank you, okay, so now we'll call vote. okay mr. rhodes? yes, commissioner. fisher. yes, commissioner. lamb yes, commissioner. sanchez. yes, commissioner. wiseman ward. yes.

vice president. alexander. yes. president. motamedi yes. seven eyes. okay. so now public hearing item i public hearing on initial proposals from sfusd to the united administrators of san francisco and from us sf to sf, usd. so in the previous. oh yes. sorry, so i, i now open the hearing on on the initial proposals. we will take comment public comment on this item should there be any public comment? none in person. okay anybody online seeing no hands raised. okay, so please go ahead . superintendent. and this is a required public hearing last, last board meeting, we presented the sunshine as an information item, and then it's required to be shared as a public hearing. and then in consent, you accept the proposals. and then we begin the negotiation process. any

comments before we close the public hearing? okay. moving on to consent calendar, any items withdrawn or corrected by the superintendent okay. motion and a second. so moved second roll call, please. commissioner boggess. yes, commissioner. fisher. yes, commissioner. lamb. yes, commissioner. sanchez. yes, commissioner. wiseman. ward. yes. vice president. alexander. yes. president. muhammad yes. seven eyes. okay. and then i'll just note that there is an information item, and board member reports. any board member reports, to be shared at this time. okay. at this time, at 1059, we are adjourned. thank you.

>> in august 2019 construction began on the new facility at 1995 evans avenue in bayview. it will house motorcycle police and department of forensic services division. both sfpd groups are in two buildings that need to be vacated. they will join the new

$183 million facility in late 2021. >> elements of the cfi and the traffic company are housed at the hall of justice, which has been determined to be seismically unfit. it is slated for demolition. in addition to that the forensic services crime lab is also slated for demolition. it was time and made sense to put these elements currently spread in different parts of the city together into a new facility. >> the project is located in the bayview area, in the area near estes creek. when san francisco was first formed and the streetcars were built back it was part of the bay. we had to move the building as close to the edge as possible on bedrock and solid elements piles down to make sure it was secure. >> it will be approximately

100,000 square feet, that includes 8,000 square feet for traffic company parking garage. >> the reason we needed too new building, this is inadequate for the current staffing needs and also our motor department. the officers need more room, secured parking. so the csi unit location is at the hall of justice, and the crime laboratory is located at building 60 sixty old hunters point shipyard. >> not co-located doesn't allow for easy exchange of information to occur. >> traffic division was started in 1909. they were motor officers. they used sidecars. officers who road by themselves without the sidecar were called solo. that is a common term for the

motorcycle officers. we have 45 officers assigned to the motorcycles. all parking at the new facility will be in one location. the current locker room with shared with other officers. it is not assigned to just traffic companies. there are two showers downstairs and up. both are gym and shop weres are old. it needs constant maintenance. >> forensic services provides five major types of testing. we develop fingerprints on substances and comparisons. there are firearms identification to deal with projectiles, bullets or cartridge casings from shootings. dna is looking at a whole an rare of evidence from -- array of evidence from dna to sexual

assault to homicide. we are also in the business of doing breath allyzer analysis for dui cases. we are resurrecting the gunshot residue testing to look for the presence of gunshot residue. lifespan is 50 years. >> it has been raised up high enough that if the bay starts to rise that building will operate. the facility is versus sustainable. if the lead gold highest. the lighting is led. gives them good lights and reduces energy use way down. water throughout the project we have low water use facilities. gardens outside, same thing, low water use for that. other things we have are green roofs on the project.

we have studies to make sure we have maximum daylight to bring it into the building. >> the new facility will not be open to the public. there will be a lobby. there will be a deconstruction motorcycle and have parts around. >> the dna labs will have a vestibule before you go to the space you are making sure the air is clean, people are coming in and you are not contaminating anything in the labs. >> test firing in the building you are generating lead and chemicals. we want to quickly remove that from the individuals who are working in that environment and ensure what we put in the air is not toxic. there are scrubbers in the air to ensure any air coming out is also at the cleanest standards. >> you will see that kind of at the site. it has three buildings on the

site. one is for the motorcycle parking, main building and back behind is a smaller building for evidence vehicles. there is a crime, crime scene. they are put into the secure facility that locks the cars down while they are examined. >> they could be vehicles involved in the shooting. there might be projectiles lodged in the vehicle, cartridge casings inside the vehicle, it could be a vehicle where a aggravated sexual occurred and there might be biological evidence, fingerprints, recovered merchandise from a potential robbery or other things. >> the greatest challenge on the project is meeting the scope requirements of the project given the superheated construction market we have been facing. i am proud to say we are delivering a project where we are on budget.

>> the front plaza on the corner will be inviting to the public. something that gives back to the public. the building sits off the edge. it helps it be protected. >> what we are looking for is an updated building, with facilities to meet our unit's needs. >> working with the san francisco police department is an honor and privilege. i am looking forward to seeing their faces as the police officers move to the new facility. >> it is a welcome change, a new surrounding that is free from all of the challenges that we face with being remote, and then the ability to offer new expanded services to the city and police department investigations unit. i can't wait until fall of 2021 when the building is finally ready to go and be occupied and

the people can get into the facility to serve them and serve the community. >> come shop dine and play. taraval street is open for business. >> [indiscernible] the owner of tabita's on taraval on-my business is focus on [indiscernible] my mom's res aef and we make muffins and scones and cookies and everything home made. for me, it is being able to be

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>> the san francisco public utilities call to order. can we have roll call, please? >> paulson, here. rivera, here. ajami, here. stacey, here. you have a quorum. >> thank you, the san francisco public utilities commission acknowledges we acknowledge that we are on the unceded ancestral homeland of the ramaytush ohlone who are the original inhabitants of the san francisco peninsula. as the indigenous stewards of this land and in accordance with their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretakers of this place, as well as for all peoples who reside in their traditional territory. as guests, we recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors and relatives of the ramaytush commun