enter here on the first floor and public comment this evening will be heard under section e, which includes public comment for agenda and non non agenda items, the new protocols for

public comment are on our website. as ucsd.edu under board of education public comment protocols. and i'll speak more about that when we get to that point in the agenda at this time, before the board goes into closed session, i will call i'd like to call for any speakers to close session items listed on the agenda. there will be a total of five minutes for speakers to close session items. thank you. vice president alexander, do you care to speak for closed session items? your big chance. all right. none in person. vice president for our virtual participant. if you'd like to speak to any items on the closed session, please raise your hand. seeing no virtual participants for closed session. public comment. thank you. all right, please note that the board will take a roll call, vote on the recommended student expulsions when we reconvene to open session. and i now recess this meeting at 5:02 p.m.

if you need interpretation, please have the following phone number. after dialing, please introduce the pin number. this message will be repeated in spanish. in cantonese. buenos tardes. el distrito escolar unificado de san francisco ofrece servicios interpretation en el idioma espanol. te necesita interpretation por medio de google meet, por favor. marca el siguiente numero telefonico seguido de la clave de acceso. uno three. uno nueve three. ocho dos nueve 86 por la clave de seis. cinco nueve nueve six. nueve siete six. seguido de la. the numeral o. tecla gato. gracias. cantonese interpreter, please. thank you. sawai mansingh hall, san francisco general manager, taichung. zhong

okay, i'll show you how you mean. in a google meeting in my in my. yeah. say part, say part. say some. some part. see? see how it look, lin! go back. go! thank god. thank you. thank you. that concludes translation services. good evening everyone. i am reconvening this regular meeting of the board of education of the san francisco unified school district at 6:34 p.m, my name is matt alexander. i'm the vice president and president. motamedi is attending virtually this evening, so i will be presiding. it's great to have so many people here in the audience, if folks do not know that child care is provided across the hall in the enrollment center center, excuse me until 9:00 pm. for ages, children ages 3 to 10, also note

that public comment on all items will be heard under section e tonight. if you're looking at the agenda, which includes both agenda items and non agenda items, if you'd like to speak in public comment and have not yet done so, please submit a card to mr. steele here, if you're a student, please write student on your card so that you can go, at the beginning, there are new protocols for public comment that we've put on our website, sfusd.edu. and if you go under the board of education in the public comment section, it explains the process, and please note that there that part of the process is that we've limited the total time for public comment so that we can begin board business by 8 p.m. we recognize that that is, challenging. and it does put a limit on public comment. the reason for that is there's a tension between wanting to provide as much public comment as possible, which we do, and not having our board business start so late that we're taking votes and making important decisions late in the evening

when people can't hear us and watch the meeting. so we're trying to balance that, we know it's not perfect. you know, we've had some good conversations about public comment and how to improve. also the balance between in-person and virtual. we are prioritizing in-person public comment right now, but we've heard feedback on that and we're exploring other options as well. but for now, we're going to follow the policies and procedures that are on our website. so we ask your understanding, another thing that you can do that's really helpful is if you're here with a group, if you don't mind kind of consolidating as much as possible, folks can stand up together, even if one person is speaking or a couple of people are speaking. so we can see the level of support in the room as well. so just thank we just thank you for your understanding as we as we work through this, all right. so, let me first give the report from closed session and then we will move into the agenda. so from closed session in the matter of student jrf versus sfusd, oah case number

(202) 404-0364, the board by a vote of seven ayes, gave the authority to the of the district to pay up to the stipulated amount in the matter of student ac versus sfusd oah case number (202) 405-0669. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount in the matter of student co versus sfusd oah case number (202) 405-0336. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount in the matter of student cab versus sfusd oah case number (202) 404-0579. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount, and in the matter of student nz, ch versus sfusd oah case number (202) 405-0216. the board, by a

vote of seven eyes, gives the authority of the district to pay up to the stipulated amount. and finally, in the matter of denim, jackson versus san francisco unified school district, san francisco superior court case number cjq 22598157. the board, by a vote of seven eyes, gives the authority of the district to pay up to the stipulated amount. and in five matters of anticipated litigation, the board, by a vote of seven eyes, gives direction to the general counsel. all right. now we're going to move to our land. acknowledgment we, the san francisco board of education, acknowledged that we are on the unceded ancestral homeland of the ramaytush ohlone, who are the original inhabitants of the san francisco peninsula, as the indigenous stewards of this land. and in accordance with their traditions, the ramaytush ohlone have never ceded, lost nor forgotten their responsibilities as the caretakers of this place, as well as for all peoples who reside in their traditional territory. as as guests, we

recognize that we benefit from living and working on their traditional homeland. we wish to pay our respects by acknowledging the ancestors, elders, and relatives of the ramaytush community and by affirming their sovereign rights as first peoples. now we will move to the superintendent's report. good evening, doctor wayne, good evening. oh, sorry. yeah good evening, commissioners. good evening. members of the sfusd community. this is our final meeting of the 2324 school year. and our students are well into summer as we close out our business this year. and so just have a few announcements, tonight we're going to be talking about our resource alignment initiative and just want to remind everybody we post a lot of information on our website. so if you're interested in learning what we've been doing and what's

coming next, please visit us there. and then we have, you know, school the school year has ended, but we have a lot of summer programs happening. we actually have more students enrolled in summer programs than ever before. one of the programs we're proud to offer is our summer migrant education program, and this is a program that is our programs for migrant children to help reduce educational disruption and other problems that result from repeated moves. so we have students from age 3 to 21 who can be part of the program and drawn together is a curriculum theme for the summer migrant program, taking place at sanchez elementary. we have teachers and interns are using artists such as frida kahlo and jesus guerra in project based learning modules. with 60 students that's serving this summer. so we're excited about that. and on sunday, june 30th, the chair for us in the san francisco pride parade had an opportunity to walk with the district, those of

us in the district celebrating pride last year and what an inspiration. and we've been a leader in providing lgbtq plus services and an inclusive curriculum for nearly 35 years. and we're pleased to be able to participate annually in this parade and share our pride for those in our community. we also just want to remind everybody we are offering free summer meals and any san francisco youth, age 18 and under can access breakfast and lunch at no cost at 60 sites. over 60 sites that we have. so you can go online and see where those are to go to a school near you, and then summer enrollment for the 25, 20, 24, 25 school year is happening. so if you are new to the city and haven't done your enrollment, come to the enrollment office and it starts on july 8th. and then we have an open enrollment period as well, starting july 15th. and then

just a reminder, this summer we got july 4th coming up. so school sites, our summer programs will be closed. and the offices will be closed. and then monday, august 19th is the first day of instruction. that concludes my report. thank you, superintendent wayne. now we have our agenda item, from the cd fiscal advisors report, due to the fact that we recently had the california department of education elevate our, fiscal oversight, do we do we have a report this evening? superintendent so we do have, i believe, elliot and pam are on, and we didn't. yeah. so if they want to share. well, no, unless we have a prepared report, i don't think. okay. because there's something that's prepared. we'll check with elliot. okay we do have a couple comments. great. wonderful texting pam to see if she did so just very briefly, i just want to give kudos to staff who have

been working diligently on preparing your budget, there are, as you know, a lot of details in it and probably even more because of some cde requirements and thick mat requirements. so your business staff and i don't i think i'll miss people, but, jackie, sean, her, her staff, ann-marie gordon. people in personnel, hr, amy burson, i can't even remember everybody, but, there have been a lot of people working very hard, you know, just getting everything done due to schedules, which are very difficult, as you know, june is a tough month because you've got to have a preliminary budget and a final budget, and then it has to all be fit into a sacs report. so i just want to say they've been doing a great job, pam was on and i have been meeting with staff to go over,

your hiring lists, people being recommended to be hired by the district, your lists of who's needed in the district. and we have a ways to go. but we've made great progress, i think that age again, same people, hr staff and amy bear swan, and marie gordon, who am i missing? jackie. candy just have been great. and i will say it's not easy. it's a new process for them. and it's something that for a lot of school districts, even now, you are not alone, 2024 has been a year that have had you've had to make budget cuts, i do do want to say we've one cautionary word and that's that. now that it's on paper, some of the hard work begins. and planning for the next two years, this year and the next two years, as you'll go over your budget later on, requires

the execution of the plan and not the writing the plan and putting it together and bringing people together hasn't been hard work, but the commitment of the board and staff and the community, and i really hope the community will, will support the district because there's hard work to be done to really fix the budget deficit and get to where the district needs to be to really get the most out of the funding you get. but for right now, i want to thank the superintendent. doctor wayne, your cabinet and all the people involved in putting the budget together and working with us. so thank you. thank you very much, mr. duchon. and now i'm going to turn to my colleague. oh, no. superintendent wayne want to say something? just, appreciate the, acknowledgment. and i want to acknowledgment, acknowledge the hard work of our cdd advisors working with the team. they literally met for six hours today. we you've heard them talk about needing details, want to

appreciate our team, as he said, has been putting those together. and it is a matter of going line by line. but i will say it's been a helpful process to, you know, we don't have we've talked about how our current systems are limited, so it's taken extra work just to compile this, but it has been really helpful to get a very detailed, clear picture of our budget and particularly staffing. so i appreciate the time to go through all of that. and as you said, we have more work to do. we'll be in a room again, on thursday working this through. and until we are confident in being able to move forward with the right decisions, both to support our schools but and maintain fiscal stability. thank you. now i'm going to turn to commissioner lamb for a report. we're very grateful for her leadership in chairing the committee on fiscal and operational health. thank you. i want to first recognize the staff, in putting the materials in preparation for last thursday's, committee meeting. and this is really again, thank you to the superintendent, for

his leadership, because what we're doing is setting up this ad hoc committee to preview, stabilization plans, the budgeting processes, so that by the time it gets to the full board, it had it already had a chance to be vetted through the ad hoc and have those tough discussions and questions that occur. i'm fortunately, i missed last thursday, i was out sick last thursday, but i do want to ask commissioner weissman more to give a summary of the past thursday ad hoc committee. thank you, commissioner lamb. i'll just give a maybe a 32nd overview of the ad hoc committee , in attendance was myself and president motamedi and of course, our district staff and superintendent wayne, it was a really productive meeting. we had an opportunity to sort of revisit and remind ourselves about the collective goals of the ad hoc committee, we had an opportunity to continue to give thanks to staff for their just

tireless efforts and pulling together all of these numbers and making sure that we can present a budget that we feel comfortable voting on, a budget that is backed by, by facts and by by legit numbers. so thank you all for that, and most of the meeting was spent reviewing the budget reduction resolution, which i believe we're going to look at the updated finalized one today, getting some feedback from our cde advisors. we also discussed the modified fiscal stabilization plan and had an opportunity to inquire with staff and with cde, just getting confirmation that that what is being put forward, satisfies and meets the cde requirements, whether there's any issues that remain unresolved. we had an opportunity to discuss what obstacles are folks are encountering in terms of staff and hoping that folks will, continue to work collaboratively and collectively together and not in the typical silos. and then we talked about how we as a

board can support this work and how we can work again together. to make what needs to happen to happen, and that that's my summary. thank you, commissioner weissman. ward, just in closing to the public, please note that all of both approved minutes as well as documentation and presentations are all up on board docs for the ad hoc so that the public can certainly follow the work of the committee and that we're delivering on deliverables that was, why we came together as a committee. thank you so much. and again, thank you to the members of the committee and the staff for the hard work that's being done on behalf of the entire board. it's really an important service as we move forward in terms of fiscal stability. all right. now, we are, have arrived at public comment. so the order of public comment is going to be students sfusd students who are

present here in the room. and then we're going to do agenda items, and then we're going to do non-agenda items. so i believe my understanding is most folks who've submitted cards are here for agenda items, but if there's non agenda items you can submit those too. and this is sort of the last call for speaker cards. so if you haven't got your card in and want to speak please turn them in and hopefully we'll have some time at the end for virtual public comment, i can make an announcement in a minute as to how things are looking in terms of timing, but let's get started, mr. steele, with students, please. thank you, vice president alexander. i do have some cards here for students. i will call five at a time. please come line up at the podium. you'll have one minute each. so she. yes. alex palileo. catherine allen. tail and luna.

and thank you, students. and before you begin, just for everybody who's giving public comment, there is a timer up here so you can see your time. it counts down from one minute and it'll beep at the end. but please just wrap up. you know you can finish your sentence, but please wrap up when the timer goes off so that we can get as many people as possible and hear as many voices as possible. thank you. i think you shouldn't separate the schools, because then it will go back into segregation and it will not be fair, because you will not give other kids the same chances . dear sfusd, i think it's wrong what you're doing, because i

read most of the cards that kids said, and it said that they feel really sad if their other friends left. and yeah, thank you. as a student, i believe that it will be hard for me to restart at a brand new school to be able to have the same exact experience and being able to, like, start again and not having the ability to be with most of the people that i know now would be heartbreaking. it would be truly heartbreaking to lose the community that i have met at my school, and to have to start all over again. i remember when i was applying for schools that i was afraid that i wouldn't know anyone, and that i just wouldn't be able to see the friends that i had in middle school. and just to know that i have to start all over again. and just knowing that i haven't really, i, i just feel like it would be really hard and i feel like i will, just knowing that i won't be

able to see the people that i see every day have the same connections with teachers and staff that i've been able to at june jordan, i feel like it would be hard for me to just have that same exact experience. good evening, i'm catherine and i go to jean jordan. i'm also a wimk member, and i stand here today, today to talk about my school because we're one one of the many that are being affected with the decisions that you guys are making today, predicting our future, my future, our school services is just as good as a big school, except our school opens us with open arms to have a second chance that other big schools don't have. many of our teachers change our perspective in which we see the world and navigate throughout our journey. in high school, most of us, most of our teachers are leaving because why you know why? the school budgets are being cut? because their jobs were in jeopardy. we all can't make

decisions about you guys can't make decisions about our education without us. it's not okay for you to not take input or intake. students input our education. education is just as important as saving money for our district. hello. good evening. my name is alan tello and i'm a proud student at june jordan school for equity. i attended a large middle school when i where i often felt like just another face in the crowd. i struggled to receive the individualized attention and support i needed to thrive academically and personally. it was disheartening to feel like i was falling through the cracks unnoticed and unsupported. however, since being at june jordan, i have found a home, a community that goes beyond the typical definition of a school. at june jordan, i received the kind of personalized attention and support that has transformed my educational journey. the small class sizes have allowed me to build meaningful relationships with my teachers who not only know my name, but understand my strengths and challenges. this environment has

not only boosted my academic performance, but has also nurtured my confidence and sense of belonging. it's not just a school, it's a place where everyone, every student, matters and thrives. as a member of the board, you are accountable to us as students. our voices and perspectives are what matter most in decisions that affect our education and future. i urge you to prioritize the preservation of small schools like june jordan, which are essential for students like myself who flourish in this in a support, supportive, personalized learning environment. i never thought school was for me until i found june jordan. now i plan to pursue higher education in a small learning environment because i realize that i am not the problem. the system is. everybody that. hola! my name is alex. saw you a corner high school. so part of the msa. yo estoy aqui ahora para saber jane

austen haciendo un buen trabajo. the coleccion informacion sobre nosotros los estudiantes como personas can solo hablan espanol yo solo tenido maestros for me. ustedes interrumpir las escuelas pequenas yo yano poder tener ayuda. uno menos uno me primo tenia a situation similar to a su pais por la falta de ayuda discreto nos de los ninos. por eso, les pido in realidad pongan esfuerzo cuando hablan. verdadero thank you. translation hello, my name is alex, and i'm a student at o'connell high

school. i'm here to let you guys know that you don't know how to really make any research about, students like us. for those that we do not speak english, but we. but rather to speak spanish, we are. or i feel that i am, my teachers are taking care of me, the best way they can. and, you are about to interrupt my education, just like me, there's another student that, he couldn't continue his studies here, this high school. and then he was being sent back to his country. and we are just asking for you to help us out. thank you. hello. my name is luna. i

go to june jordan, and i'm also a part of y mac. i'm here today because i want to highlight how much some of the teachers have helped me out here at june. jordan. i chose to go to june jordan because my sister went there and i wanted to have enough support. teachers took the time to talk to me and help me through my tests, and supported me during my learning. it is unfair for us students to not be engaged in this conversation, as this is our education that you're talking about. i want to urge you to weigh the equity criteria more to ensure this process is fair to us. thank you, thank you. i just want to make sure that, it's rj and alexis here or they speak already. rj and alexis. all right. okay. got it. all right. good afternoon. my name is rj, and i go to june jordan. june jordan impacted impacted me by giving me a space to grow in a space that gave me people that

cared about me and my future. i feel like the district should listen to me as a student, because i've experienced both a big school setting and a small school setting, and a small school setting was more beneficial for me as a student. and many more students like me. and at a school like june jordan, i was more than just a number on the attendance list. i had people that genuinely cared about me and my future, sometimes even more than more than i cared about my own future. that's why i feel like small schools are beneficial for students like me. thank you. that concludes our in-person students. thank you very much. and thank you to the students speaking tonight. we really appreciate your feedback as we consider this process moving forward. so let's go on to agenda items. we'll do i'm going to call five at a time again. so if you hear your name please walk up to the podium right now. fatima luz wallanka. forgive me

if i'm mispronouncing names. ana aviles there's no name on this. it says parents for public schools, but there's no name. vanessa marrero. isabel estanislao and neveah nathan. oh, i start now. okay hi, my name is fatima. i'm a english teacher at june jordan school for equity. i just wanted to take a moment to speak on the importance of the school and the necessity of keeping it as it is, without co-location or merger. i understand the state's categorization of our district, and the negative creates a sense of urgency that necessitates immediate action. but i do not believe that the most financially viable option is to close, merge, or co-locate a school like june jordan. our student body has been pretty stressed about this, and the possibility of being co-located or included with schools like burton, which are very big, they did not come to our school for the options you guys claim are

only at big schools. they come for the physical and emotional safety and the teacher student relationships that make them feel like they exist beyond a physical body in a classroom. this is the need they have. and this is a matter of true equity. yes, the per pupil expenditure is more, but if the city county state does not deem the bodies of our black and brown students as human, then this expenditure becomes a necessity. this is equity giving people what they need on the same amount as everybody else. i urge you to be more creative in your decision making as you move forward in this process, consider the possibility of bringing in another school to the bottom two floors of our building, or even consider closing a big school instead of us. thank you. june jordan, being one of the first on the chopping block, is racist and classist and forever be a stain on a district that is already struggling to maintain its clean values of equity. i'm sorry, i'm sorry. as we have a lot of people wanting to speak tonight. so when your time is up, i'm asking you to please stop. okay. who are they? next. go ahead. please. buenas noches. my name is luz. i'm a middle school parent in the district.

closing, merging or co-locating schools is the wrong thing to do. it will destabilize our communities. take away resources and make hiring qualified teachers a nightmare. start addressing budget deficits, deficits from within, and stay out of our kids classrooms and get rid of the limit on public comment. the families are here sacrificing their time. let them speak. thank you. hello, superintendent. board of education, my name is ana aviles and i am a parent leader with latinx parent advisory committee and also the dlac chair. i also represent the school site council at daniel webster elementary school, elac at james lake middle school, elac at daniel webster. so as you can see, as you can hear, i'm a very active parent. the timeline with the rye resource alignment initiative has been rushed and hasn't really taken into consideration. families and student voice during this process. during the summer time in which families are having vacation, trying to take care of themselves, and you're making

this move where families are usually disconnected and sfusd work, quote unquote, is doing planning. the data shows that our marginalized community continues to be missing online service with terrible spanish translation. do not speak to equity. i had to email kim on april 5th, 2020 for sharing my concerns about the lack of quality spanish interpretation translation. i even spoke with sfusd staff and asked them if they had looked at the survey and they honest response was to. to be honest, i haven't and i will look at it tonight. i appreciate the honesty and to speak to how you are being thoughtful, quote unquote, and including our community voice before putting our servers this already challenging access up because of it's on my. make sure to have your native speakers review and survey with a big, big impact on our students and families. and i just want to read this. i know i'm last, but i was able to get this from sfusd social justice. we stand with this who are most impacted by the system of oppression and actively change those systems within our district. i want you to reflect and tell me what are you doing? reflecting on this value. next, please. there were

two students who didn't come up in their first call. so they're going to go now. okay. all right. hi. my name is hahn. i am a recent graduate from jordan high school and a white mag member. i decided to go to june jordan because we actually have real community there. my mom has taught me to be a leader in june jordan. and sure, i was prepared for the world out there. we are the ones getting affected by your decision and it's not fair for you all, for you all to make it such an important decision without us. i have a little brother who i want to go to june jordan, because in there they helped me become a better person and provider. the one on one support i needed. it is no joke for you all to be playing with our future and education. please respond to our email because in this process we need to have student input. but thank you guys for listening to throwdown.

thank you. and your name was juan. your name was juan. thank you. okay. sorry. is it on okay. hi my name is julissa. i go to burton high school and i'm also a yrmc member. i'm here today because i wanted to voice my concerns on school closure, first of all, i think it's unfair for schools to close down and more kids to be forced into the classrooms of other schools when in an average classroom at my school has 20 to 25 kids and our teacher can already is it it's extremely hard for them to give one on one support to all of us, and forcing more kids into these classrooms is going to make that a 100% more worse. and one second, y'all. it is unfair for you guys to be making all these decisions without us.

just to let y'all know, you guys will not be the ones who go through this. you guys are not living through this anymore. you guys aren't kids. you guys aren't in high school. we're in high school and we had to face those consequences. not y'all. thank you. hi. my name is nevaeh, i go to jean jordan, and i'm a emac member, and i wanted to highlight that a lot of us don't do good in big schools. and there's a reason why we choose to go to small schools we don't appreciate, we don't appreciate student impact not being taken care of, taken account when talking about our education and our future and our our voices do matter. and, we are the future to. yeah thank you. hello, my name is axel. i go to june jordan. i'm also part

of emac. i am here today to tell you how the teachers at june jordan have influenced me to be a better person. peer resources connected me with emac to be able to develop my leadership and stand up for myself and situations like this. my education is being targeted with the input of students. i want to ask for you all to weight the equity criteria more than any of the other ones, to ensure my future is not being affected by the decisions you take without input from them. students, thank you. i'm with parents for public schools of san francisco, the one and only celebrating over 25 years of serving all families in the city. and we need to talk, because i may be blind, but i can see right through what you're doing. you have spent the last year talking to us about the interim goals and guardrails, when we could be talking about this important

matter. instead, we're having to stand up here and speak super fast to tell you please stop. please stop and take a look. you could have taken a look two years ago. three years ago, when we were facing budget issues. can we please push this off? we need to talk. we are watching. everyone in this room is watching everyone online. this city is watching the nation is watching this city. to set an example, please do the right thing and think of the children. thank you. vanessa. thanks. good to see you, justin. hi, everybody. good evening. my name is vanessa. i'm the executive director of parents of public schools of san francisco. i hope you can hear me clearly. i encourage you all to look at our website and our twitter. we did have a couple press releases related to school closures, allocations and mergers. one of the things i want to just mention tonight is that sfusd is not the only one in the seat of

lower enrollment. there are plenty of districts across california in the same seat as you guys and the nation, and they're not closing schools. so what i'm going to ask is what i was asking, and the press release, we need to address the fact that we need to make sure that the critical parts of those negatives are addressed. and then we need to think about strategic equity enrollment and think of those four approaches. and how we balance schools. it is not incumbent upon us to balance schools on the backs of the poor or the working class. so in this case, what we'll need is a community solution together to get to that place. thank you. thank you. all right. i'm going to call the next five. please come line up at the podium. renee pena, sarah wilson, supriya ray, brandi markman and ava danziger. sorry if i'm mispronouncing. i'm renee pena

gouveia as a teacher at june jordan school for equity for the past 12 years. i know that equity means supporting different people differently according to their needs. it does not mean treating everyone equally as that does not address individual needs. jordan june jordan's small class sizes, guaranteed by this board's own small schools by design policy, allow us to provide specialized education to the highest percentage of low income, disabled and black students in our geographic area. more than a dozen of our students are here today in the summer. can you all stand up? june jordan students here on their summer and evinced the strength of the relationships in our small, tight knit community. you referred to pride and pay lip service to equity, and many promotional materials. small communities like june jordan provide intimacy and sense of belonging to lgbtq plus and other marginalized students who might get lost in a larger

school. we demand you prioritize equity as the primary criterion in your planning. we also have copies of the dozens of letters of support for each of you, and are asking you for a meeting with the coalition of small schools, so we can educate you on why small schools must continue to be an option in an equitable sfusd. thank you. hi, i'm sarah wilson, i'm a parent, and i work for seiu local 10 to 1, and i'm seiu s, appointee on the district advisory committee on resource alignment. after months of the dac meetings, a few things emerged for me. one is that the need to close schools has not been clearly and unequivocally established by the district in the way our families deserve if school closures are going to happen. district administration actually did admit to the dac a few times that the money that closing schools would save would not make a substantial difference in

terms of closing the districts large budget gap. secondly with community input, the resource alignment online surveys for the community were confusing and gave little opportunity for really meaningful input. and as dac members pointed out, the demographics of who took the surveys is lopsided and not representative, third, the reason that equity related criteria, as you'll see in the presentation later, were id'd by the dac was because there are structural inequities in our district that really should be addressed before shutting down school communities. from lopsided pta funding to school sites to a family choice assignment system that exacerbates segregation, to high spending on central office management positions. so please vote. it'd be great if you, all the actual board members would vote on the criteria because as you know, we're just an advisory committee. so, our students and families deserve this. thank you . good evening, everyone. this is supriya reay. thank you so

much for being here tonight. and for everybody else as well who's participating. it's great to see the students and folks being here. i've been working on school advocacy for years now, as, as you folks know, and i just wanted to report on some of what i've been hearing back from the community. one of the themes i keep hearing over and over again is that the community really, really wants an opportunity to have not just input, but a real sense that the district is focusing on what they want. and i've heard from a lot of people on language pathways for instance, on location of their schools being extremely important to them and on the importance of making sure that we are giving our kids a very high quality education. and i've heard that across the board from groups throughout san francisco, that the excellence of the education their kids receive is really important. we need to make sure if we're going to continue and be stable, that we can keep a reasonable enrollment and hopefully reverse

our enrollment decline. we need families to want to come, and we don't want to drive them out. thank you. thank you. hi, my name is eva. i use they them pronouns. i represent san francisco community school. i'm the. i'm the parent of an incoming first grader who has loved her kindergarten year at san francisco community school. i'm also a social worker, working in san francisco. and i've worked in schools and i know on a personal and professional level, the importance that having the one adult, strong adult in your life can help a child both physically, emotionally, educationally, in so many ways, i really encouraging you to weight the equity criteria from what everyone else has said, you know, the as what freya said, my daughter is please make the schools stay open if they're

closed, they will have to cancel the events. sfcc has so many community events and ways for the children to engage with the neighborhood in a project based learning environment, and i hope that her and her sister, who is not in school yet, can continue to attend this school for their education. thank you. hello, my name is brandy markman. i'm the parent of a middle schooler, also a member of the san francisco education alliance. in in october of 2023, our group members of our group authored a resolution that was passed by the san francisco democratic party, supported by nancy pelosi, against school closures and consolidations without a five year process, a year is way too short of a time to do any analysis, and i was surprised. but not actually not too surprised, to hear sarah wilson say that you don't have a dollar amount that will be saved from closing public schools. everyone should google debunking debunking the myth of public

school closures by the shop foundations. there are a lot of costs involved in closing schools and they are not the money maker that many people say they are, and we have seen absolutely no dollars from any of you forecasting that this will be making money. this is why many of us don't close, don't trust this process. and so we ask you, do not close. our public schools especially a year is very rushed. and when you call something resource alignment initiative instead of school closures, that feels really sneaky. and we have a hard time trusting you. thank you. all right. calling the next group tony hines alliance for a frank lara. i think it says nancy lambert campbell and phil ellis, please come to the podium .

i am tony hines, and thank you for allowing me to speak. i'm a little frustrated because i've been to a lot of meetings and a lot of committees, and it seems like y'all are not listening to what the people are saying, people have said, please don't close our schools. please be intentional about education equity. san francisco is going on a slippery slope, acting like texas and florida and other places who historically really don't give a damn about people of color, specifically black people. there's programs in this district that really work. there's like the alley program, the cac african-american parent advisory council, the dac is a lot of things that have been eroded that help families. so please, when you decide to co-locate schools, merge them, whatever you call them, you're closing the door on all these beautiful children's livelihood in their life. thank you. thank

you. hello, my name is galen spoor. i'm here as a parent and president of the parent action council at san francisco community school. i am deeply concerned about this threat to small schools. potentially closing. i had a whole thing. i'm going to jump to the bottom, though, because we've been talking a lot about money. as everybody has said before, data shows closing, closing and merging schools does more harm than saving money. you must close this funding gap from the top and within before coming anywhere near our classrooms. in a second, you have superintendents making $200,000 a year to run facilities and other, important jobs. but $200,000 a year when you cannot pay our librarian got checks for $0 like y'all paid money to send her blank checks with no. it's

incredible, the funding is here in the city. oh. tell london breed, though, to defund the police, because in no reality does it make sense that 60% of our city's budget goes to cops over education. thank you. nancy lambert campbell, on the behalf of ucsf, the ucsf board of directors demand sfusd follows through on the hiring of budgeted positions for the 2425 school year. after months of school planning and budget development, we are now left in limbo as our hiring of assistant principals and support staff is frozen. this spring, our principals worked on reduced budgets with our school site councils budgets. we developed in good faith, working to make the best of what we have now. we're not allowed to hire for positions that were approved in

march. we know what we need to run safe and supportive schools, but now we are being prohibited slash delayed from doing so. we are looking at starting yet another school year, understaffed and for what? to save a few dollars now at the expense of safe and functioning schools. this is not a sound strategy. many of us have already started the summer with vacancies that will affect the safety of our school, not to mention academic outcomes and student success. we are all working towards. when i know. good evening commissioners. doctor wayne, my name is frank lara, executive vice president of usf, and i'm speaking here as my official capacity, representing over 6000 members in the district. so usf is very happy to see the approval of the agreement between the district and the union on special education. it's these type of agreements that give confidence to families and educators, because it shows that we are collaborating and holding ourselves to high expectations.

this officially closes use bargaining campaign as we both know, usf and sav usd have been nonstop bargaining ever since we were forced into our homes with covid, and that means that usf has more time on its hands now, so just know that bargaining has showed us that tough conversations can have great outcomes with our union contract. the district has everything it needs to attract and retain educators. we know there are some tough conversations to be had next year. the union has and will continue to be transparent in our foci and demands as we, as well as relentlessly making sure the district is meeting its commitments to students, educators and families. the tough decisions you have to make as a board and as a leadership will have an impact on this district for the next decade. it took almost two decades of mismanagement to bring us here, so that is why, as a union, we understand the impact of the work you're doing, and we will not agree on the approach of your framing or what are the of the choices that you're making, because we know there's a lot of hurt in this district, a lot of

mistrust. but regardless of our disagreements, we think it's important that you maintain your commitment to transparency. then at the minimum, we can at least acknowledge that the district is finally doing things different than it did decades ago. so we look forward to that collaboration and continuing to fight for the schools our students deserve. thank you. thank you. superintendent and, school board members for giving me the opportunity to give you some background. i'm speaking on the general consent item number four, a donation from zurn lcc to the flynn elementary school of bottle fillers and filtered water, processing equipment. the pta president, autumn brown, took me on a tour of flynn elementary school, and we saw a young girl drinking out of the puddle of a drinking fountain. she wasn't pushing the button, getting fresh water, but she was drinking water out of the puddle

. when i went back to my car, i called the corporate office in chicago and asked them, can we make a difference in this school? and as a start, for san francisco public schools, they said, yes. and we've been working with the district over the past six months to make this $14,000 donation of filtered drinking water for the children at, at flynn elementary school. these products are nsf certified to reduce lead to less than five parts per billion. thank you. thank you very much for your time. thank you for your donation. thank you. i have two more speakers for agenda items. i have autumn brown and patrick wolf. good evening. my name is autumn brown garibay. i'm the pta president at leonard flynn

elementary. i've had the pleasure of working with phil over the last six months to try to get, clean water for our school. the way that this started was a simple google last summer, the water fountains and filtration at our school is abysmal. and so i wanted to see how much it would cost. and so i started going through, basically an rfp process of my own to try to figure out what it would cost and how much i could ask, someone to help me fix the water problem at our school, i met phil, and we have devised a plan to get water at our school. the issue is we are actually getting less donation now because it took so much time for us to figure out how to accept said donation, that we're only getting, a fraction of what we were supposed to get in the first place. and so now we won't have water filtration on floors two and three at our school because of bureaucracy. so i ask you to please help us figure out how to enable parents to know

how to better advocate for our schools. thank you. please vote yes. thank you. hi, patrick wolff, a couple of days ago at the ad hoc committee, elliott duchon emphasized the importance of communicating to the community, explaining not only the what, but the why of what this district is going through. i'd like to emphasize that i think as difficult as this process is, and we're only at the beginning, i think it's incredibly important for this board, for all of you to go out into the community and explain to people not only the what. not only that, we need both to cut our budget and to consolidate our schools. not only what that's attempt attempting to accomplish, but also the why this district did not get hit by a bolt of lightning. this district was mismanaged for years, and many of you on the

board bear responsibility for that. and you need to explain to people not a self-flagellation, but because the only way to build credibility is through honesty. you have to speak much more vigorously to the community. thank you very much. that concludes agenda items. vice president alexander, should we move on to non agenda items. thank you. i'm going to call the names please line up. rasool rajan sorry michelle. yes emily. caleb oliverio and brandy markman and virginia marshall. please come line up. you have one minute each. good evening. i'm a proud parent of a second grader at jose ortega elementary school in the mandarin immersion program. last week, we emailed a letter to the district and

school board that was signed by over 125 parents from our school , articulating why we believe maintaining an integrated mandarin immersion and ge model is crucial for the continued success of both me and ge students at ortega. i encourage you to read the entire letter, which we brought paper copies of tonight. here are some highlights. integrating ge and mi programs fosters diversity and resource sharing, both of which could be compromised by segregating the programs the collective student body of ortega mimics the rich diversity of san francisco, segregating the ge and me programs could result in demographically homogeneous schools that no longer reflect our community. 100 years ago, this community celebrated the passing of brown versus board of education, and we feel like this would be a major step back, from that integration. thank you. hi, i'm emily kaylor, parent at jose ortega, and i just want to

continue what rajani was talking about. so in 2004, ortega was on probation for failing to meet federal standards for performance. three years later, after manager immersion was introduced at the school, the school has now achieved high academic performance despite being a title one school. in 2023, ortega earned a national blue ribbon award, making it one of three only one one of three schools to earn this achievement, and sfusd elementary school. the reputation for ortega has increased and the demand is high. we're expected at 95% capacity this fall, so ortega has found a recipe for success, demonstrated by their success relocating the m, i and g program and not integrating. keeping the schools not integrated is going to stall the progress for both ge and my students. thank you. okay hi, my

name is michelle hamdani. i'm the jose ortega pta president as well as active ssc member and parent of an incoming third grader in the mandarin immersion program at jose ortega. our pta is made up of both parents from both the general education and mandarin immersion programs, and continuing on to what rajini and emily was saying. the reason why it's important to keep our schools integrated in terms of our language programs is that some of the important stats to consider 70% of our pta board members are actually made up of mandarin immersion families of the annual fundraising, about 75% has been fundraised and donated from the mi families men in immersion families. these numbers reflect that the significant support of our school actually does come from language immersion families, who represented only about 33% of our school. this type of support at jose ortega should be valued and strongly considered by the district as a reason for maintaining our integrated immersion programs and by maintaining the integration of the general education and mandarin immersion programs. at jose ortega, it's the best way

we can accommodate and support the diverse needs of our families. thank you. hello, my name is brandy markman. i'm a public school parent and a previous life i work in adult education. i've been quoted in publications like the washington post talking about the influence that private school privatization billionaires have in our schools. and so as an educator, i want the public to know that the person who recently just spoke about the need for school consolidation is the former hedge fund manager of republican billionaire peter thiel and all of you voted to put him on the c block. i also want the public to know that the san francisco parent coalition, who our superintendent does town halls with, is funded by two billionaires who have right wing political agendas. they are an astroturf. they are pushing school closure. and as a parent, they don't speak for me. i don't i don't believe school closures are necessary. and the fact that we have our superintendent doing town halls with astroturfs that are funded by pro school privatization billionaires makes me feel i can't trust him and

that i can't trust this school closure process. if you want trust, you need to earn it. thank you. good evening. as you make significant decisions on budgets, school closures and layoffs, it is vital to understand the impact on student achievement, equity and effective use of resources. being able to generate accurate, data driven scenario planning allows decision makers to make better, fully informed decisions. some believe a new seven figure dollar erp system purchased earlier this year will solve the challenges highlighted by the audit. unfortunately, it will not, and a plan located in san francisco knows this firsthand as all our customers have erp. thus, it is not possible to alleviate all the challenges documented in the audit. in addition to the 70% failure rate of erp implementations, per gartner research, we asked the board

direct staff tonight to meet with anaplan and learn how we help 2500 other clients. we originally reached out to the board and staff on may seventh and have continued to reach out. thank you. thank you. good evening. on behalf of the naacp san francisco webex, let me go back again to vice president alexander superintendent wayne ford. commissioners, on behalf of the naacp, san francisco branch, reverend doctor amos brown, president. we vehemently oppose school closures, school mergers. you have wasted more than $44 million on a debunked payroll system. you waste another $10 million on a consultant. you hired a consultant to close schools. i don't know how you do that. what business course is that? i don't we don't we don't understand that. we ask that you have a fair system to educate all the

students who enrolled in sfusd currently, and those whose parents will choose to put them in public schools in the fall. so that means no school closures. we also request that you keep all the hold. ali is a program brought to you by the community. if functions across the district in an exemplary, exemplary way, we also want to commend to our deputy superintendent teresa rice mitchell, who retired. he was honored by the mayor and supervisor walton today. so again, our request is, please, no school closures. thank you. that concludes in person, public comment. wonderful. thank you again to everyone in the room who came to give public comment. we really deeply appreciate it. and hopefully you can stay to hear the those of you who were here for the agenda item on the school closures, mergers and co-locations can stay and hear the superintendent's presentation and the board

discussion as well. but for now, we're going to go to virtual public comment, since we do have some time remaining and we're going to follow the same process for students. and then agenda items. and then if we have time, we'll do non-agenda. thank you. vice president alexander, this is at this time we will hear, public comment from our virtual participants as vice president alexander mentioned, we will hear first from our students, and then we'll go into nonage, and then we'll go into agenda items, and then non-agenda items. can we please have that repeated in spanish and chinese? when i notice in a moment, mr. conn. comentarios publicos. vamos comenzar primero con los estudiantes. luego con las cosas . qué no estan en la onda y después por las cosas estan en la agenda. cualquier participant tiene un solo minuto. gracias. thank you. and also wanted to mention each speaker will have one minute. can we also have that repeated in spanish. and chinese. to let participants tienen un solo minuto para ser

su comentarios. gracias. so when i sang how are they sung? can you also. see how. let's go. mckinsey housing and housing. okay. can we have you go? thank you, thank you. if you're a student and you care to speak, would you please raise your hand? seeing no hands raised. moving on to a to our agenda items, if you'd like to speak to any of the items on our agenda, please raise your hand. okay rianda, good evening, board commissioners and everybody in attendance tonight. i am rianda batteast, and i am a proud apac parent leader. and tonight i'm calling in as just a mom. and i'm asking that you all very

closely consider the impact that it will have on students. and families with your school closures and co-location ideas. a lot has to be considered beyond just the school size and, test scores and whatever else, because our students are brilliant and they deserve to thrive in places that are nurturing for them, even though it's small in number. june, june, june jordan is an example of how mighty a school can be, despite it being, quote, being small, they are producing amazing students. and as a mom who's now forced with trying to figure out preschool options, i implore the board to make a decision sooner rather than later regarding school closures, co-locations or whatever, because leaving us in limbo is not a good feeling and it's not encouraging of future families to return to the district. thank you. thank you. allison hi. my

name is allison. i'm a parent of a high school student in the district, i'm really just appalled that you're accepting and using these questionnaire results that that so are so lopsided in, in, in the people who answered them and how they don't represent, the school district community, that, that the people who answered them in terms of, their race and their education level, they just that is not representative of the sfusd community. and you all know it, and also that there was no effort to include student voices in this. you so easily could have just asked all of the high school students to fill out these questionnaires. so i you're going to twist it to say

that you, you know, you manipulated this data to make it representative, but we all know that it's not. that's all. thank you. catherine. hi, i was really concerned at seeing the equity criteria as presented. nothing within the equity criteria that talks about considering the racial or socioeconomic segregation, i'm the parent of a student at the star king elementary, and we have a very similar situation to jose ortega, where we have a, an accelerated experiential learning program, as well as the mandarin program. we have incredible partnership amongst the two programs, but those would not exist any longer if we're separated. i know there was some interest in separating the or in combining all of the language programs, but to do that would exacerbate the segregation. and so we're really concerned that we're not seeing that. thank you emily, hi. yes.

can you hear me? yes, we can hear you. go ahead please, i'm also a parent at star king. two kids, two elementary students that go to my local school, we've also attended, early education at daniel webster. spanish immersion. i want to say that these are gems in our neighborhood. we were also at threat of being closed over 14 years ago, and it was a school district that implemented an immersion combined with a ge education to make these schools survive. rethinking that sort of setup and structure from all the language pathways discussions i've heard is really disheartening. these are really important to our community. i also want to say, as far as equity goes, i'm not saying single thing or piece of language that talks about the massive amount of housing and demolition that's been happening in our neighborhood. these

neighborhoods in general are densifying, yet you're taking past historic data and in particular at star king, they've been demolishing the housing. so our our school is having a decrease in, in ge because of literally that construction site. and it's going to be huge. so you guys really need to look forward not backwards. thank you . leilani. hi let me know if you can hear me. as a san franciscan, this is very, this is just very. it's very hard to understand the process here, you've had two surveys. the surveys aren't matching. many parents didn't know about the second survey, so i don't know how you're using that data as part of your requirements of closing school. you haven't talked about what you will do with the new mission. campus. so

if you're building up that school and closing other schools, you need it. to be honest, at the very beginning, third, san francisco has talked about the investment in children, which begins in education. so when you talk about closing schools, what are you presenting to parents, to students and to san francisco as a whole? on the final point, i don't believe this board understands the budget. i don't think they ever did. i don't think you have the qualifications to i don't think that, as we now know, the school district, representatives who are in charge of our budget knew what they were doing. so i really think that this should be a delayed process until we i know you have some guidance from from fmap, but to me, you're acting like it's a partnership. and this is not a partnership. you all. i'm so sorry to have to cut you off. that is your time. thank you. rory. oh, i just

wanted to check. are these non agenda items or agenda items? before i speak? we are moving on or that was the last agenda item. so either agenda or non agenda we're we're moving on to non agenda. now okay. great i'll do non agenda. so i just wanted to sort of note a concern i had with president madami in the way she spoke with mr. diaz at the last meeting and referred to him by his first name, edwin. and as a person of color and him being a man of color, i just found it very hurtful to hear that him referred that way when he's a director. so maybe director diaz, because nobody calls her laney, they call her president madame. so i just want to make sure that, you know, i talk to other community members, african american members, and they were also hurt. so i just think either a public apology or a private reflection so that we're using proper decorum. and our president of our board is using proper decorum when they're referring to staff who are all working hard to, you know, help kids. thank you. thank you, at

this time, we'll hear non-agenda items if there are any other, members of the public who wish to give their public comment on non agenda items, please raise your hand. seeing no hands raised. all right. thank you so much to everyone who gave public comment, particularly to the school communities, to jordan josé ortega, star king. and there maybe were others that i've seen. community. thank you, yes, i knew there were others. really appreciate. and everybody who spoke really appreciated. and, you know, we understand as a board that this especially this, process around considering school closures, mergers and consolidations is really challenging. and, you know, we're working, to improve with every step of the way. and your input really does matter, and i know it can be difficult in this forum or online to, to know or to even understand whether we're

listening. but just rest assured that that a lot of the comments you've made are comments that i've heard my colleagues make, and i think they're really we are hearing you even if we may not, you know, we don't know where we're going to land yet. and we're gonna hear this from the superintendent. but i just want to emphasize that i think it really matters. and we're going to also try to provide as many more opportunities for comment and, and community engagement as we can moving forward, throughout this process. so again, thank you very much for being here. it means a lot to us. and we really appreciate it. and with that, i'm going to turn it over to the superintendent for the agenda item on this topic. and he's going to he and staff are going to do a presentation, and then we'll have board discussion, thank you, vice president alexander. and good evening again. and yes. so tonight, will be sharing an update on our resource alignment initiative and particularly around our proposals for school closures,

consolidations and mergers. and we're going to be entering a critical phase of the process. and so we're seeking your feedback and guidance as we move forward with the next steps, but first i do want to, can you put up the other the presentation deck, so we have two, two decks. we have a 103 slide reading deck that has all the information we've gone over for the past several months. and then we have a presentation deck, which i'll be sharing that highlights some key, key information. and while the first, slide is still the other one, there you go. i want to echo, president, vice president alexander's, appreciation for those who have come out tonight. i want to particularly thank the june

jordan students who were there who are here this evening and just their, how they are sharing what is important to them. and actually, one of the students, alan, invited me to, june jordan and i had an opportunity to sit and speak with them and hear how much their school means to them, but really hear what kind of experiences that have made a difference in their lives, that make them now. you hear them excited about school and feeling cared for, and that this is a place where they are developing the skills and the agency needed to realize our vision that they leave here ready to lead productive lives. and as leaders in our community. so i just have really appreciated this opportunity to speak with them and other students who who we've spoken to along the way about this process and as vice president alexander said, we are taking that in to help inform our plans. and, okay, hold on a second. i think we still i think it's still not the presentation

deck. let me, see here. okay. see if, i just shared with

you again. okay. so thank you for your patience. so, again, i have

appreciated the opportunity to have conversations. and thank you for the opportunity now to share with our commissioners. we, talk about this as our resource alignment initiative. and we actually are being really intentional about using that phrase, not trying to obscure any intentions other than saying that this is about making sure that our resources are being used to fulfill our commitment to equity and excellence, not to balance the budget, but to make sure that we can provide the students with the opportunities they deserve. and we said to be able to do that. you've heard me talk about that. we need to have fewer but better schools. and so i want to just start off by saying, what does that mean? and really thinking from just a very practical teacher student, student centered, student centered, perspective. what what that means? well, if we're talking about having better schools, we need to begin with making sure that we have qualified teachers in the

classroom and this has been a struggle for us in many other school districts over the over the years. and right now, this school year, our this past school year, when we started the year, we had not filled 21% of our vacant positions and we had 15% of our classrooms then covered by substitutes or teachers on special assignment who had to be reassigned and couldn't support teachers, but instead were supporting, we had to had to teach in the classroom. and so we believe when we have fewer classrooms, we'll have a much better chance of making sure every classroom has a qualified teacher in every elementary school, has an instructional coach, and that we can follow through on this commitment to improve instruction. let me give another example. you've heard we have a commitment to our, to supporting our teachers and to making sure that our teachers have an opportunity to collaborate. and we know that for both our teachers and our students, when there's more than one class at grade level, that allows

opportunities for interactions that you can't have when there's one classroom per grade level. but the challenge is, is right now, we have 32 elementary and k-8 schools that have only one teacher per grade or a combination class, and 39 elementary in k schools have at least two classrooms per grade, and so we believe that when we have fewer classrooms and fewer schools, we'll have a much better chance of making sure that more teachers will have grade level peers to plan, collaborate, and learn with. and even for our elementary students, that they'll have different students to interact with during their six years at elementary school, and then one more. you heard our commitment. you should know our commitment to our language programs and you heard about how valuable they are to our families. and so, again, this resource alignment is about having fewer but better programs, not and not trying to stretch our resources too thin. right now. what that has led to is by having so many language pathway classrooms across the district, we have a lot of them with 10 to 12 students, not by

design, but just because of low enrollment, which has led to having 21 of our elementary schools with language programs having a combination class. and so we, you know, believe that when we have fewer classrooms, we'll have a much better chance of making sure every student has access to a qualified teacher who can deliver rigorous academic content in the language of the program and in english. so we have many more examples. but i wanted to start with these three, very, you know, concrete reasons for why we think having fewer schools will better serve our students. and ultimately lead us to be able to follow through on these commitments that we've outlined here that puts equity at the center and describes the conditions we need to support our most marginalized students. and we feel if we have these in place, it will also support all of our students. and so tonight is about sharing what, what what's our next step in the process of determining how to align our resources and specifically what schools we

need to consider for closure or co-location or merger to provide those better educational experiences? and what we're doing sharing tonight is how we've used community input, as well as looking at legal guidance and our values and best practices to develop criteria that will create a composite score for each school and this allows us to have a starting place to have the conversation about which schools to look at for closures, co-locations or mergers, and that every school will be receiving a composite score. and it's going to be based on the following criteria. so the we identified through our process ten criteria that will be using in three categories equity, excellence and effective use of resources. and then what we're bringing forward is a recommendation that the equity category, as this is a core value of the district, gets the greatest weight that it actually is, weighted twice as much as

the other two categories around excellence and effective use of resources. and then we'll use then you see here the different metrics, listed to then create that score that every school has. and as we, look at to look a little bit more deeply what these metrics are and the equity category, we had three criteria. school access, program access and historical inequities. and based on dac feedback, we expanded school access, not just to mean how far apart our schools are, how near our schools are, but also how many students live near our schools. because what we've heard very clearly, even in this round of community engagement, is that what matters to our families is having schools where near them. they want to have schools more in their neighborhood, where their students can go with other students who live near them to their school. then we also incorporated into this category another metric around the students socioeconomic status, as well as an avid program we

have at schools. and then there have been questions about what we mean by when we're going to take equity into account. we actually look are going to look at and use the opportunity. insight labs upward mobility index, which is a research based data point, to understand the opportunities, are inequitable opportunities that different neighbors neighborhoods have in the category of excellence. we're looking at school culture and climate, academic performance and socio emotional development. and so we have these metrics that will inform that area. and then in the effective use of resources, when looking at the community survey, we actually had four that came to the top, and these are family choice and demand student enrollment. the condition of the building as well as teacher turnover. and so i'm going to turn it over to, doctor richard o'connor, our head of research, planning and accountability, to speak a little bit more about

the input we received that help informed this criteria. and these metrics. thank you, doctor wayne. good evening, commissioners and members of the public, as was just said, we administered two surveys to arrive at the criteria just discussed. i would like to acknowledge, doctor pierman, who has collaborated with the district on the design, administration and analysis of both surveys. i'm presenting today, a snapshot of the survey participation and results for both surveys. for all additional details, please check out the link that is on the left side of the slide. or please go to our website. the first survey. thank you. okay, the first survey was designed to identify the most important criteria in each of the three categories. as mentioned earlier, initial criteria were chosen based on

what other benchmark districts used, research advised, and available data. this slide shows us the demographic composition of the 6849 respondents by roll and ethnicity, who actually completed all the questions in the survey. next slide please. the results of the survey led us to identify the top 3 or 4 criteria of each category, as you can see them with red arrows right there on the screen to account for possible bias arising from the composition of the survey respondents not matching the district as a whole are weighted. mean was calculated. so on the screen you can see both means the unadjusted mean and the weighted mean. as seen in this slide.

responses weighted by the respondents. racial groups produced quantitatively similar results. thank you. next slide. we also asked an open ended question in the first survey, where anyone in the public could recommend new criteria. 12 themes that you see right here emerged from survey one. most of them were already either included in the draft criteria or in the equity audit. some were added to the metric associated with the criteria, and for others, the data was not available to measure the suggested criteria. thank you. our second survey was designed to identify the weight of each criterion within its category. this survey was completed by

5357 respondents. you can see the response breakdown by roll and racial ethnic group. again, a detailed report is also available on the link that says community survey two results. okay. we asked the public within the second survey to distribute 12 coins within each category so that we can see the weight of each criteria within the category. this slide shows, the distribution of the weight of each criterion within three categories of equity, excellence and effective use of resources. thank you so much. i'm going to pass the mic back to doctor wayne to discuss the limitations of the survey, thank you, doctor khan, and appreciate the team

effort to gather this information from the community. on the one hand, i'm incredibly proud of the work that has been done here. we received more survey responses than we have in recent memory. when doing the our work around the vision, values, goals and guardrails or a superintendent search. we also had more participants in our community sessions that we've had in, recent efforts to hear from the community. at the same time, you know, we know there are areas for improvement as well. and to that, i just want to highlight and owner that we worked through are the needs for, you know, getting the response rate that reflects our community, as well as trying to find the balance between being, you know, a straightforward getting straightforward feedback with the complexity of this topic and in terms of getting the responses, you know, we made an effort to do that through having meetings across the city in different languages, meeting with our parent advisory committees, sending out emails

to our students. i went to the student advisory council, but we recognize that still, we didn't capture all the voices that are critical in helping make make these decisions. and while we did the weighting, we know that that as we continue with our community engagement, this is an area to continually try to strengthen. and then secondly, when we did the first survey, we kept it very simple of just what's important to you that we should be thinking about when we are making decisions around closures, consolidations and merger mergers. and one of the feedback we got was, okay, but what do you exactly mean by that? and then when we shared what we meant by that, it was also we got feedback that was to you know, that was can be confusing because there was a lot of information. the reason why we were trying to find that balance is we could have kept it very simple, like many other districts did. like actually san francisco did 20 years ago. they said, we're going to use two criteria enrollment and, enrollment and capacity. right. and what that led to was the majority of schools on the east side. and the western addition

being identified for closure. we had a commitment to look to be more thoughtful and nuanced in our approach, which meant we needed to include more criteria which created more complexity in this process. but the intention was, and what i think we'll see in how we develop our composite scores is, you know, a much more equity centered assessment of our schools than just using simple criteria like that, with that being said, i also really want to appreciate the district advisory committee. so no matter how well written a survey is, no matter how accessible a town hall is, you can only get so much information in an hour and a half. these are community leaders and who volunteered their time for over 30 hours to go in depth on this topic. so you might see that and you will see we actually took some of their recommendations and followed and incorporated them into what we're presenting tonight, because they had a perspective on these challenges that we just couldn't, you know, the community couldn't get from

the short time that we spent in the meeting. so when i appreciate their working up on the screen is how their recommendations were incorporated. okay. then i just want to end by emphasizing that as we make these decisions, it's not going to be one criteria on its own, like enrollment that matters. it's actually looking at all of these factors to make the best decision to provide the educational experiences our students deserve, so and then one other thing is to make sure, in addition to how we front loaded equity in this process, when after we develop our recommendations, we're going to go through an equity audit to ensure that we're not disproportionately impacting any one community. okay. so i want to just now speak for a moment about what is going what what to look forward, moving forward, what to look ahead at as we move forward. so when i shared in our community meetings, there's both an art and a science to this. developing a new school

portfolio. we do want to have some objective criteria for where to start. that's what our, composite score will provide. but then we want to look at other factors and need to look at other factors to help make the best decision. and that's where some of the art comes in. and you see here on the screen the factors we're going to be considering, we start with the composite score, but we're looking at also the optimal school size. and we've made a commitment to have multiple school sizes in this district. we're not we're not a one size fits all district. we're not going to have a one size fits all. portfolio. and we're going to look then at our other commitments that we've made to inform this, as well as our school staffing plan that we developed to demonstrate how we think we can meet our goals and guardrails. and, that's the work that we're going to do during the summer. and then we're going to come out in the fall with our recommendations. and when our administrators come together, we're going to start by talking with them about this resource

alignment process. and then we're going to convene as a, governance team in august to review what we have been doing to develop the portfolio. and then in september, we'll share the portfolio with our community . you're not going to take action until december because it's important to us to go out to the community. and again reengage with two key questions to understand what did we miss? we know there is knowledge that our students shared staff, shared families shared that we'll need to inform the final recommendations that we make. and then also what do you need to make sure that this is a process that while i don't want to pretend it's not going to impact students, but can, people can quickly see how it's going to put our schools in a better place and their students are going to be settled in their schools. so then we bring it forward by november, we bring it forward for a first reading on november 12th and then for action on december 10th. and, you know, so i've been sharing a

lot. so i'm going to i'm going to, skip to just a couple other key points here. one is something that came up a lot and want to just be very clear on is our recommendations are for a new portfolio that includes updating our enrollment process. the board had approved a new enrollment plan back in 2020, and but it hasn't been implemented yet. and this is an opportunity to really, re-envision how we do enrollment so that we can follow through on what matters to our community and what matters to our community is that this idea of proximity, having schools near where families live and also predictability, not having to wonder, you know, what's 72? you know, elementary, k-8 schools is my child going to get into? but have a little bit greater certainty of what the process looks like? and then while still maintaining diversity or improving diversity in our schools, then i just want to end by where i, end by talking again about our commitments. right?

that we are doing this not just to solve a budget problem, but to be able to use our resources to follow through on our commitments. and this is and i say that because this is not the only initiative we have to try to align our resources to better serve our students. there's a lot of initiatives on that screen, but i want to highlight, like we are implementing new literacy and math curriculum to provide a better experience. we are looking at our use of facilities to provide a better experience. so this is this is a key factor in being able to deliver on our commitments. but it's not the only factor in doing so. and that's why our resource alignment initiative we've talked about has different areas in them. and then i just want to end we can go back to these if there's questions about some of the details, but want to end with, you know, again, as we've, as we've talked about going through this process, we've said we're learning from the research best practices, and

we don't want to and we want to learn from our history, not repeat the mistakes of the past. and the last time we went through this 20 years ago, it this process did disproportionately impact our most vulnerable students. and again, we use two criteria. it happened very quickly and there wasn't the kind of conversation and ultimately focus on student outcomes that this process needs to be about. and that is, you know, that is in the end, what will demonstrate that this was a necessary action by ensuring that these commitments that we have for our students and our families, we're able to say much more assertively, yes, this is what you can count on in your schools. and i'll end by saying, when i was in our community sessions, i asked families, raise your hand if this is what your child's experience is. when at our schools and unfortunately, most cases, there are very few hands that are raised raised that they could say confidently at their schools. our families love our schools, but they can't say that all of this is in there, and

they're always fighting for what they need for their students. in our schools. and so again, ultimately, this is to realize those commitments, in our whole school portfolio so we can meet our goals for our students. so with that, i'll turn it over to the board of education for, oh, you can leave that for discussion. and again, again, we've been working on this for yeah, for many months. so right now i do want the focus of the discussion is what is the next few months. look like. what are your questions and feedback on the process moving forward. all right. and wait before you take the slide. sorry. just can we leave the slide up for just one moment, so before we take the slide away, i just want go to the slide with the questions. yeah. the question. i just want board members to see what our framing is for this discussion, so and it says let me make sure i get it right, questions and feedback for the process moving forward. so the goal here, colleagues, is for us to give feedback and ask questions to

support the process moving forward, so if we have, you know, critiques of what happened before, let's try to you not to say that we can't make critiques, but let's reframe them toward recommendations or questions or suggestions for what needs to happen now, moving forward, i also want to thank you. i appreciate it, i also want to say that, this is a discussion item, right? we're not voting. and so the, the rather than doing the round robin that we sometimes do as a, as a, when we're voting, president muhammadu and i consulted and we're thinking that, that actually it might be more productive to have a topic by topic discussion. so i wanted to start by sort of asking each of you if, what are the issues, areas that you'd like to talk about in this area. and then we're going to sort of talk through each one so we can have a little discussion about whatever we think are the issues

that we want to raise. rather than, you know, just making a bunch of comments like, we really need to have a give, give the superintendent direction here. does that make sense? oh, go ahead. before we jump into the discussion, i was wondering if it was possible to have elliot and pam speak at least just a little bit about kind of the fiscal need of the district and how it relates to this. just knowing that we have these items separate, but they're kind of all interconnected between the budget, the negative certification that we got in this process and just if they had any comment or anything to kind of ground us in regards to that before we started, well, unless there's a i guess i the goal here is to give the superintendent and team direction moving forward. so if there's a specific question you have for them, i think it's good to ask it. but i don't want to. i guess what i don't want to have is just open conversation that's not focused on this goal. so i'm just i'm wondering, so is

there a particular thing you want answered from them? pull the question back and maybe there will be another appropriate time for, i think, just bringing up the fact that people have heard from staff that this isn't a necessary process, but more of an optional process and just, i think getting some direction and clarity around that. but that's not forward looking, that's more reflection of like where we are and kind of how we got here. but maybe that'll be for some of the budget items coming up. we can address that. but i hear the question is kind of is this necessary from a budget point of view? great, awesome. what other topics or questions we want to bring up? okay, i would like to hear more about what the equity audit is going to look like. equity audit. great. i like to, discuss around supports, for the school communities that will be affected. excellent i have a whole list. do you want me to just go for it? just list the

topics, because i just want to try to organize the discussion a little bit. okay. i have, the composite scores and the criteria. i have some specific questions there, this process being undertaken within the time frame of everything else, as referenced on slide 33 or 35, depending on what you're looking at, and, equity and also, feedback based and questions that i have forward looking based on some of the things i heard by attending all of the dac meetings since january and their feedback, the historical data on how school closures do harm and what we're doing to mitigate that, to make sure that we don't fall into that same historic trap. how this process falls within the guardrails of effective decision making and serving the whole child. those

are my main buckets, if that helps. yeah, that's really helpful. thank you, i have a question. about what? communities and specifically school site communities and families can expect in terms of engagement in the fall, and have a question about, sort of looking not just at the sort of immediate future, but if we are concerned about continuing declining enrollment, how can we ensure that we're not going to be in this place again in three years? commissioner lamm or topic wanted to discuss in more detail around the new enrollment policy and what implementation looks like, its timing. and going back to commissioner

fischer's, topic around school closures and historically of what we know, i would like to understand our approach that is evidence based and designed more centered around student educational outcomes. rather than, i think, other models that we've seen may have just closed for the sake of closing in the name of budget, but i think for us to truly understand, how are we embodying something different? okay. commissioner bogas and i haven't forgotten about you. president motamedi, i know you're online, so i'm just getting everyone here first. this might fall under the conversation or the topic around equity, but i think around the definition of historical inequities and just kind of i think getting, i guess, clear around how we're both looking at inequities and neighborhoods as well as the inequities that's been created by district practices, policies, personnel and other things. great. and don't don't stress. you can

we'll have time to if you need to add another one. so i just want to try i'm trying to organize the conversation. i'm not trying to shut people's down. so president motamedi, echoing many of the themes that i heard from my colleagues around the enrollment process, around, school site input and iteration, and also alignment of resources going forward to ensure that we are delivering on that vision and that we are aligning our resources towards the vision that the, the superintendent laid out, the problems that we're trying to solve for because we know our schools are not resourced as well as they could be, or they ought to be now. and, what it is that helping how things are going to be different and the verification that things are different and improving when we're at the other side of this. excellent. okay yeah. of course,

i don't think it's in our slide deck, but just how we if we do close schools, how we would use those facilities in the future as a community benefit. yes okay. okay so i'm going to pick a sort of let me list some of the big ones that i've heard. i'm going to pick a somewhat arbitrary order, but feel free to, you know, again, add in here. i'm just trying to facilitate. i'm not trying to exclude any any comments or ideas here. so the maybe we can start with the engagement process for this fall because i think that's, you know, and i think i would encourage in that part, we can talk about anything that we think is necessary for that, and then maybe after that supports for school communities and mitigating harm, and then equity and then kind of looking,

three years out and going forward, how the alignment of our vision fit, alignment of our resources fits the vision and then enrollment and facilities. and there are some other i think you listed, commissioner, some other details that might, i think fit in some of those, and they may overlap a little, but let's try this and see how it goes. so let's start with engagement in the fall. what was i forget who brought that up. did you bring that? yeah. did you have a specific question or recommendation there. yeah. well i guess i would. i think it's what we're hearing and what we've been hearing is that transparency is really important, folks feeling like they have a meaningful opportunity to express opinions and share voices and then have those opinions, incorporated into decisions, and knowing that obviously we're going to be doing a lot of work, you know, in august, but folks will come back, in the fall. what can they

expect to see from us? and specifically, what kind of engagement can folks be on the lookout for? i think setting expectations is pretty important , yes. so, we're going to be, as you said, working in in july and august. and, you know, this is where we were transparent with the community like that. we i shared this many times at the community sessions about the roles and responsibility in this. we wouldn't be doing our job if we just said, you know, what do you want our new school portfolio to look like? so we're going to do that work. but we appreciated we've already gotten recommendations and suggestions and, and, we're going to be looking closely to make sure that we have a plan that follows through on our commitments, will then do the equity audit, which sounds like we'll talk a little bit more about what that looks like. and then in september is when you can when the community can expect hearing from us about what the recommendations are. and so i shared it briefly in the in the presentation, but appreciate the opportunity to

expand. so we'll share that. we're looking at like a town hall just to the whole community understand understands. but then when we're talking about potentially impacted schools, we're committing to be going to each school community two times. like one thing that was really helpful about having the two community sessions was we heard things, we got to make adjustments and come back out, and there were people who came to both who was really helpful to continue the conversation, so we'll we'll meet with each community impacted community twice. and the key questions are , what did we miss and what do you need for, for a successful transition? and the what did we miss, yeah. we're going, you know, we wouldn't be doing our job if we didn't put out a thoughtful recommendation, but we're recognizing there's going to be things that that our community is going to suggest that we need to take into account. so we've been working with other districts, learning about their processes. and san antonio just went through this process. and they when they

after their sharing their initial proposals, there were communities talked about the railroad that went between two schools and how it was going to be difficult if there was a change in the portfolio in that area. and so they ended up adjusting their recommendations. so, we're anticipating learning, you know, what do we have railroads in san francisco, but we have a lot of freeways in san francisco, so, you know, we're we'll surely get feedback in different areas. and then the transition will come out. we don't have it settled now, but we'll come out with what a transition plan, looks like. and and what it means if you're, you know, in the, in different grade levels and what it means in terms of getting to know a new school and what the options are. and so that's why we want to have, you know, the multiple meetings with the school community. so they hear about that. and then really the, you know, planning all that out are implementing all that happens after the board takes action from january to june. to other i

feel like you started to segue into this question of supports for school communities and mitigating harm, which several commissioners raised, right. well, that's what i mean, so i don't. so let's you started to speak to that too, but let's make sure that are there other questions or recommendations around engagement in the fall. and then then we can come back to that topic as well? yeah. i guess just i guess to get clarity around the commitment to engaging communities, especially marginalized communities, i think it's great that we made progress in improving on the results from kind of our previous outing, but it just seemed really disproportionate and doesn't seem like a good representation of our district. and so i guess i'm curious if you could just i guess if there's a strategy or a change of strategy or if it's going to be the same strategy kind of moving forward into the fall, where the people who participate are the ones who are kind of the center of the process, yeah. and i'm looking at team members. if anybody wants to chime in on on what i, what i share is i think,

you know, a few things. one, what will be different is we're now going to specific schools and we'll be able and because families in the end are connected to their schools. right. and i think that was one of the challenges. we tried to have it throughout the, the city, but when we went to schools, we noticed there were often more members of that particular school community there, so that's one. secondly, we did this in round, after round one and need to do this more when appreciate. we ended up working with our family liaisons more closely, they have connections with the community that we don't have, and with some of the families, their job is to connect with families who in part we've it's been hard for our schools to reach. and so, working with them more as well will be, will be really important. and then lastly, you know, i think, we heard, you know, hearing from our students how that's important. it was great to be out at some schools and talking with our student advisory councils. do you think

we're going to need to leverage time with the students during the school day to be able to have some of those conversations? so we sent out the survey and we crafted a message directly. you know, for students. but i think if we're not thinking through how we're capturing students when they're at school, we're going to miss out on that voice. so those those are three ways we're thinking that this will be try to bring it to the next level of really connecting. so it's being at the school site, working with our staff who are connected with our families and working more directly with students. so that does that. that means there isn't a change in approach or goal towards kind of like the numerical aspects of who's hit, but there is going to be a consistent effort to do more things at particular schools. i guess i didn't hear a specific if there's going to be something done specifically to increase participation and engagement amongst marginalized communities or communities that were underrepresented in the initial first two survey processes. yeah. so i think i shared, yeah.

so i a i guess we don't have a i don't know, we don't have yet any numerical target to, to reach. and so those are the efforts to be able to more directly connect with those, those families. and can i ask one clarifying question? so as so what i'm hearing then is the next round will follow the same format. does that mean there will be another survey going out? is that what i heard you say? no. so it won't follow the same format. so first of all, when we met at a school, it was like anybody could come to that school. now we're meeting with we're going to meet with the school that's directly impacted, and it's for that school. secondly, right now we don't have any surveys planned for that. we want to have a process for collecting feedback. right. but, but it's going to be more through the, the meetings. and i don't know that we've planned other other steps for that. thank you for that clarification. commissioner lamb . thank you. my comment was related to, the engagement, and

i just wanted to know that we heard from public comment. we've been receiving feedback overall is the recognition is not only my ask is the engagement of that school community, but looking broader around the school community and how it lies that it doesn't operate in a vacuum. in beyond the walls, so to speak, or area of the school building, and i'm certainly sure you will hear from that school community about that in particular, because it is, you know, how do these schools operate within our city at large , and then another aspect around the engagement, is being able to, i think, do direct measurement around what progress we have made, particularly in hard to reach or hard to communities that we haven't been able to engage yet, to again demonstrate our commitment, our

ability to make progress in engaging, in folks and raising the voices that we haven't heard yet. so i'll just lift up some themes that i've heard here. one is, well, its main theme is a similar theme. the need to target marginalized communities more with specific goals that we've heard from several commissioners. you know, and i think there's that's been a consistent theme from the board so that, so not just the schools, but, you know, english language learner students or students from ethnic groups that have been underrepresented in the surveys, etc. etc. and then this broadening the school community point. so let's if it's okay with my colleagues, let's move on to number two. we can always come back. but, the second theme, which the superintendent already started talking about was supports for school communities. as this happens, how are we mitigating harm? how is our approach different from other cities? we heard a little bit already, colleagues, are there other kind

of concerns, questions, recommendations that you'd like to make? let's start with commissioner fisher and then commissioner lamb. yeah, i want to recognize, first of all, how much we have going on at the same time. like i mentioned, slide 33 and 35 really points out all the huge initiatives that we have going on. and, that slide lays it out visually very well, and so i think when we, we talk about, this process, okay, reframe me again so i don't go off on a tangent. what question. which of my questions. so this is around supporting for school supports for school communities and mitigating harm during the process. this impacted schools. so a school is going to be merged or closed. how do we mitigate harm. because we know and we should say this for the public. i mean, i think all the data out there suggests that school closure and merger is a traumatic experience. so we we're not going to pretend that

it's not. so what what are we doing that would mitigate that harm and to ensure that students there, you know, are actually going to again, we think in the long run, they're going to do better. but even in that transition, critical transition period, how are we mitigating harm? thank you. i'm going to try very hard to stay on topic here because i think so much is related. but so part of the reason i did reference that slide that shows so much going on at the same time is it is also interrelated. so at the same time as we are talking about school closures, co-locations or mergers, we also recognize that in order to meet our goals, we have a lot of work we have to do. and you know, third grade reading levels, eighth grade math. so we're adopting a new way curriculum. what what else? i mean, i don't want to get off on too many tangents, but we've talked a lot about how much money we're spending to send kids outside of our schools, you know, to nonpublic schools or bringing in

nonpublic agency personnel, because we can't hire the right people in-house. so at the same time as we're looking at mergers , co-locations and closures, what are we also doing to plan for the programs that we know that we so desperately need? you know, and where are we saving space or building those programs in? i mean, it into all of i that's i think one of the things that i see missing and one of the huge ways that we can mitigate harm, you know, if we had programs for kids with dyslexia in our schools and we weren't sending them out at huge expense to us and huge trauma to the families, right. and the students in particular. so where is that built into this program? so can i reframe this as a recommendation? it sounds like what we're what commissioner fisher is asking for is like when the portfolio recommendation comes out, you want to see how is this integrating those needs? am i right about that. yes. yeah. because again, we wouldn't necessarily see that yet because we're not getting the recommendation. but when we have the recommendation for the new

portfolio, we want to be able to see how are we going to be better serving kids with dyslexia, how are we going to as an example, but as one example, but across the board, is that right? and i can also speak to it some when we get to the how are we using our facility? how will we use our facilities? right. i just i just wanted to make sure that was part of the plan, that's all. i'm not asking for specifics now. i just want to make sure that's. no, that's perfect. commissioner lam, something that we heard over the weekend in meeting with colleagues across the country that have undergone school closures. was around student supports. and one thing that, a reflection from one of the school districts mentioned around i had asked about tutoring as an example, and they recognized that high dosage tutoring is something that they wish they would have been more intentional and invested up front, both. not only once it was made an announcement, because we've seen the research around academic, you know, outcomes. educational learning does have a drop. once those announcements are made. but then

also then how do we follow the student to their new school and be able to support that? the students and their learning? so that's one recommendation that had came out in learning that came out from colleagues. the other thing that around mitigating harm and intervention supports around, you know, we've seen really strong progress and success within each and every student by name with our kindergartners, particularly with our black and ppe pacific islander kindergartners. and so i think that's something that i would encourage us to look at, that each and every student impacted by school closures and consolidations. and how will families have navigators to be able to support them through this process? and i think often we've heard it's, you know, it's also the heart of this, right? how are we being empathetic to understanding that this is going to be hard, and that as a district, we want to be here for our students and our families

and our staff, and so that's just something for consideration. and how do we leverage those? resources through our out of school time partners, both within our system of funded programing to the city resources of our nonprofit providers. so, wonderful. thank you. so i'm hearing to summarize from commissioner fisher, i think others of us share this as well. how how will the new portfolio be improving education programmatically from commissioner lam? how will we be providing individualized support through things like tutoring, personal navigators, those kind of things for those kids that are directly impacted. and i think those, again, are themes that we've heard from other districts, anything else on this topic or can we move on to the next one? do you want to comment? yeah, no, just this is really helpful. and i when i went over the timeline of what to happen next, what will happen next, i did, not mention again,

the august 27th workshop. so these are really helpful. and and why we're having that workshop then is to be able to share more detail. okay, here's how we've taken this feedback and incorporating it before making the announcement. so both you and the community as confident that, okay, there is more specifics about how you're engaging families or okay, this is what the transition plan looks like. so this is really, really helpful guidance. okay, there was a question that was raised around looking forward, several of us, i forget who said all these specifics, but, you know, somebody said three years out, how is this alignment of resources going to maybe this was president muhammad going to help us meet our vision, how is it going to be different? do you want to comment on that, superintendent, or do you want other. well, did you say you go for it? yeah, i probably was. i was trying to combine themes. so do you want to comment first? yeah. i mean i guess more specifically we've heard from the public, well, if we're doing better, we won't have declining

enrollment. and so why don't we focus on doing better so that we can fill our schools. and so i guess my question one question is like how do you respond to that, and then and then based on the response, how do we ensure that what we're doing, you know, we will be able to see meaningful gains and improvements for our students and that if there is continuing declining enrollment and we can't do anything to sort of like stop that floodgates, how do we make sure that we're not in this position again, which, as you mentioned, is disruptive and can hurt and feel very painful to communities again in a few years? yeah. so we're looking at this, as you know, setting up the district for the next, you know, 20, 30 years, right. not needing to just do this again. and that was one of the challenges. we have a slide in our reading deck that shows, you know, when the when san

francisco did this before they ended up, i think the initial recommendation had 19 schools ended up moving forward with four. and then immediately, i mean, even since then there was talk. this is something that the district needs to do. and so, you know, so we are looking at the long term and then but we are looking at both, you know, when you look at our enrollment, the reality is, is that, you know, san francisco, the bay area, california is facing, you know, a declining population. you know, fewer kindergarten births. we have less students now. we know we hear about development in the city and, you know, trying to make things more affordable. but we're planning so we're not if we have right now, 48, you know, let's say 49,000 students, we're not planning for 49,001 students because we're want to give ourselves some flexibility. but we, you know, but we do want to plan and we want to give us that flexibility while being, you know, recognizing we want to serve the 49,000 students who are enrolled in us now as best as possible. and then lastly, like, i feel like this is

something that also when we when we come out with our portfolio can offer more specific examples. and this is what i've heard both from the board and from the community about like that, you know, okay, so what is going to be different? what is going to be going to be better? so we are trying to, you know, center this around the goals and guardrails. so an example i've given is, you know, the guardrail of serving the whole child. right. and so we have some strategies like having a coordinated care team and having a social worker at all of our schools right now with the social worker at all of our schools, we're deficit spending, right? we're stretching our resources too thin. so we want to do that in a sustainable way. this is why we need to think about how many schools we're trying to serve, but why that's so important. and i've talked to social workers in our in our district about this. they've said we've had social workers have had to go between sites. they said how hard it is because you can't tell students at a school, you know, tuesday is not my day here. so please don't have any social emotional needs on tuesday. wait till wednesday when i come back. right. and so that's where that's the kind of

better experience we're talking about. and i do recognize when we have our general like the commitments and specifics. but i think when we come out with our portfolio will be more able to name like, okay, here's why this school or this group of schools that historically have not had these opportunities, well, we'll get them. do you want to add to that or comment on this topic on this topic? yes, i that's a helpful framing. and i think one of the other themes that i heard attending dac meetings and heard here in public comment to you know, and commissioner lamm alluded to, mentioned it as well, you know, our schools don't exist in a vacuum. they exist as part of the social safety net within our community, we are part of the larger community, and so where is that reflected in the planning? like, for example, we've got, the, the housing element in the city. right. so where are we taking into account, i know we contract with demographers and i would

love to see where that's taken into account here in our planning, in our portfolio planning as well. just as we move forward. yeah, just briefly, there's. yeah. so there's the demographer studies, but then there's the collaboration, that we're planning for with the city that we haven't detailed out here. but the key departments are dcyf department of early childhood, mta. and then, yeah, anything, the housing or anything there. but those three in particular are critical because we already have partnerships with them. and, you know, and we're serving the same students you know, it's just from different perspectives . related to the engagement and kind of the forecast of three years is my you know, plea again, around while our preschool programs for sfusd is

not included in the kind of portfolio analysis, my ask is, what is the role of early education in the universal pre-k that's occurring in the city through a mixed delivery model system that includes sfusd, where the largest preschool provider in the city. and what does that continuum look like with children ages three upwards to when they graduate with us at 1819 years old? all right. so again, it sounds like these are recommendations for things that the board would like to see in the new portfolio, that these questions would be answered, that there's been some strategic thinking around them. and that relates back to the continuum of preschoolers to our district is so that it mitigates harm, and that there feels like oftentimes i hear from early educators the importance around a warm, you know, handoff or a warm continuum, because our families, like in early head start and

head start, are very much used to something very robust, comprehensive. and when they land into the district, at times it's kind of like a bit of swimming on your own. jumping into the deep end. there's a lot of metaphors that i've heard directly from parents and from early educators. so, i think there's just a real opportunity there. and to ensuring that that enrollment of our students, continue. okay. so that was a whole big topic of items around looking forward. and i think, you know, around the early ed, housing element, you know, planning, planning for the years, the years out. all right. let's, so we have three topics left and we can add one if necessary. but the three left are equity, the enrollment policy and use of facilities that that then aren't used for educational purposes. so let's jump into talking about equity. so equity equity audit historical inequities. i see

some hands. let's commissioner sanchez go first since she hasn't spoken. yeah, i brought that up because, that to me is the linchpin of whether we do this right or wrong. so no matter what we do, it's been referenced. it'll be very, very difficult for families and students no matter what happens. closures mergers or relocations or co-locations. but an equity audit, which we're we're apparently the only district that's employing in this process, is so important. can you talk more about what that entails and what it could mean for us? because there is the language in here is a little slippery. it says it's kind of an aim. i would like it to be really, really secured that the equity audit will mean that no single population or populations will be affected more than another in this process. yeah yeah. and can we go back to the slide with the equity, on it. let me just look and see which number it is. it's slide. slide

the one after. no single right. keep going back. just look at it here. yeah. slide 26 okay. yeah. so as i was saying, what we've learned from other districts is, is what other districts have not done is said that when we are, you know, we're going to need to go through this process around school closures. what should the criteria be? and it's typically been then enrollment, you know, building use, sometimes bringing in the academics, you know, we had in a previous presentation, i think it's in the reading deck. what what other districts have done in california? there's this assembly bill, 1912 that some districts have tried to follow in a in a few instances, but was relatively new. and then the attorney general, rob bonta, gave some additional guidance on this. and so while we are not

required to follow this, we're using the principles of it to guide the work. and so up here it describes what an equity audit entails. and so i think what you're looking for is the reassurance that this is under f, that we're looking to make sure there's a balance of pupil demographics, including ethnic, including race or ethnicity, pupils with disabilities that, you know, list all the, the pupils and that the replacing and the resulting demographic balance of placement after placement in other schools in order to determine if the decision to close or consolidate will have a disproportionate impact on any one particular demographic group. so that's key . so like when we did this in 2005, that it was about 3000 students who were impacted, 30% of them were african american. but they only at that time it was a larger number. but they still represented. yeah, 9% of the group. and it's the same thing was the case for our

latino students. so that is now formally baked into this process that will actually happen before we make the recommendations. you know public we're going to, you know, develop our recommendations and run it through this. we'll have a couple scenarios and if they come out, i don't know the lack of a better word. wrong. right. like inequitable. we'll have to go back to the drawing board. i have a lot of comments here. okay. so framing everything from the standpoint of equity, i think, you know, i think it was commissioner boggess who had mentioned the historic inequities. right and you touched on, you know, commissioner sanchez and superintendent wayne, just how inequitably the last round of closures was. and the harm done there, so i really, really appreciate that we're learning from the past here. and we have heard so much fear and so much mistrust from the community. and

so i think to me, my definition of equity through this process is going to mean an overabundance of transparency and honesty. i think that's going to be critical through the process, and i appreciate that you recognized that we haven't captured, the voices that we need to so far in this process. some of the things that i've heard at the dac, though, that i really want to lift up, we have our three buckets for our criteria. right, excellence, equity and alignment of resources. and what i hear over and over again that excellence is equity, appropriately aligning our resources is equity. and so there's tension in in having them as three separate buckets. when i see them all as the same thing. right. and so i to me that feels like cognitive dissonance. so i'd love to hear is that that so that's one, i have some

questions about how equity is reflected in the criteria that i don't know if this is an appropriate place to ask or if i should wait, because i think the criteria, we're going to talk about that a little bit later or should i know this is the time if you have a concern, name it okay, okay, so first question is for the superintendent is why is equity listed separately. that really is should be the same. right. okay. so second my second question is when we've heard so many comments about the survey, we've heard from so many different communities about how the survey was so confusing, the language translations were, community members just said terrible. that was not my word. that's community's word, you know how we had about half of the folks actually abandoned the

survey, too, because it was so confusing, i'm wondering how i'm wondering why we think this is a valid measure to use in helping to develop our equity criteria. so that's another question. so another question is back test scores. we know that sbac test scores are a measure as much of socioeconomic status as they are more so even than academic outcomes. what our students know, what they can do, and i think that everyone agrees that academics are important, but i'm wondering why we think the sbac test measures are the equitable criteria to use, and i also want to name that underutilization is often a used it's often a useful the it's often a euphemism. let

me start over. underutilization is often a euphemism. euphemism. i'm going to just euphemism. that's the word i'm trying to come up with for being under-resourced, for historic under-resourcing, and so i'm afraid that when we use underutilization as a criteria, we're really just measuring the chronic under-resourcing and inequity that already is aligned within a school. so when we look at some of so we try to get responses on these. yeah i could keep going. i'll stop. no i know, but again like i, i and i really respect and appreciate the points you're making. commissioner fischer is making i just think again like we need to at this point, if we need to make a recommendation to move forward, right. if we want to change something, we got to say it right. if we're like, we shouldn't use this, we should use this instead. right. so again, what's our what's i i'm just trying to encourage us to move forward rather than to.

yeah. rather than to say, because i think we all could make critiques. right. and which are fair. and the question is, what do we do moving forward? so i don't know if the superintendent has thoughts or other commissioners. well, i do, you know, to the first question you said i actually i'm not trying to shift responsibility here, but part of the reason of having this meeting is and having this as a discussion is we haven't really had a chance as a governance team to talk through this. so i want to i would actually i think it would be helpful for other board members to share your thoughts on, you know, we put out and you were aware we were putting out equity, excellence and effective use of resources as three values that were important. right? and when i shared about them, i said, if we you know, we i explained why i thought all three were necessary. right? like if we made decisions without thinking about how we're using our resources, you know, then then we're not really accomplishing what we need to align them to our goals and guardrails. but if we make decisions without taking into consideration equity, we're

going to replicate, you know, the inequities of the past. so i'd be interested more to hear from you all. and that might lead into some specific recommendations of moving forward about how we're talking about equity, because it is a word that can mean a lot to a lot of different people. so having this conversation would be helpful. can i make one clarifying point before we hear from everyone? i just want to name that a lot of what i'm i'm stating now. it's not new. it's things that i have heard and i have pages of notes from the different dac meetings that i've attended since january. these things have all been named in those dac meetings. anyone can go back to the recordings and take a look at them, and part of why i'm naming them here is i have also been naming them in our briefings behind closed doors. and one of the feedback, one of the points that was made by a member of the dac was that, hey, we keep bringing you this feedback, yet nothing changes. we're standing on business here and there's no response from the district. that's why it's being named here. yeah. and i think it's good to name it. i also

just i also want to focus us on how we want to address it moving forward. and what is the will of the majority of the board. so that's all i'm just trying to facilitate the process here. so but the superintendent's asked for other let's what are the other. well can i just clarify. yeah. because i think it's a good question. but the dac did recommend that equity be weighted much heavier than the other two buckets. and that and then the, the district obliged and maybe you could talk a little more about that process. well let's see what the other okay. let's see. okay. let's see what other questions or concerns around this are. do you want to go. yeah specifically around kind of the equity piece equity audit, yeah. i think for me, it did feel that the in the past, as we look forward, the process pitted equity against some of these other things that are related to. and i know we kind of have made some adjustments to the process to kind of reflect

that. that's not our intention, but i think it kind of creates a dynamic where people are picking equity versus other things. and i think that creates, obstacles for us to kind of have a collective vision together. i think i'm still really interested in how we're defining equity as a district. i know we kind of offer you offered up for us to fill that in, but i think i'm interested in what is the equity that's kind of at the center of where we have started at and where we've kind of tried to get to, it feels, to me that we've kind of taken a let's start from kind of a blank slate and build up, which kind of leaves out a lot of the historical inequities that the district has done, a lot of the things that have kind of historically happened that created the dynamics. i think i'm really interested. as we move forward, how do we ensure that school sites aren't punished by bad decisions, by administrations, by boards that led to sites not being well kept, not sites not having adequate staffing, and how i think, how do we balance what we are penalizing an individual

school site for versus, you know, how we're building our perfect portfolio, if that makes sense. around the topic of both equity and effective use of resources criteria, i know that just reflecting on, some things that were raised in slide 18 around some themes that came out, that emerged from survey one, something that i've been thinking about a lot over the years. in working with our labor partners, you know, around the retention, retention of our workforce and our our educators and improving working conditions so that we don't lose such a significant amount of our educator workforce within the first five years of their teaching. so i'm really curious, looking forward. you know, as a district with our labor partners , what does that look like

around being able to support, our educators to stay, in this sector and in this work and in their schools, we've tried different things over the years through our labor agreements. you know, to ensuring, you know, hard quote, hard to staff schools, don't have a revolving door, and so that's something i'm, i'm really intrigued about for the district to, to further explore around that teacher turnover. and so while certainly i am proud of the compensation and, you know, agreements that we've landed on and i think there's so much more opportunity to look at what are some possible other, options to ensure that there are educators of different years of experience at the school sites. we've traditionally seen the highest turnover. all right, i think i mean, in the spirit of

recommendations, i think one thing that i'm hearing from colleagues and one thing that i think we've heard from community is, is a desire to understand when you're using the term equity. what does that look like? what does that mean? and i and i know initially you you had said it's ensuring that we are, that there are that some communities aren't disproportionately impacted. and i think we need to be even more clear, because if there's a particular community that is very close in access to power, i am much less concerned about an impact there than a community that has that has been historically disenfranchized and farther away from access to power. so i think we need to be really clear about what we're talking about when we talk about disproportionate impacts. and on who, i also think, i mean, i know that there was feedback when we were looking at the different, equity excellence and

effective use of criteria in a way, i think it felt as if folks were being folks were asked to weigh them. right. and and i think inadvertently, it suggests that these are at odds or at mutually, they're mutually exclusive. when they can't be. they have to be held in parallel. and that doesn't mean that we don't weigh equity more. i really, really glad that the dac made that recommendation and that the district has adopted it. but i do think in the communications and in our sort of thinking about how the how the portfolio is established, how it's rolled out, that we are thinking about how we hold them in parallel, and how we make sure that it is really clear that you cannot have excellence without equity, and you can't have equity without excellence. so i think maybe i let me figure out what the recommendation is. i think being really, really clear when we say we are centering equity or when we're we're giving it 50% of the composite score beyond the three

metrics that are listed there, what does that what does that mean? it may be a little bit more around there. okay. i'm going to i want to ask i made a list of some questions. can i ask you the questions in this. so okay. my first one is, kind of this one that commissioner weisman was speaking to that several commissioners brought up of like, what do we mean by equity? right. it was sort of it was it was sort of this concern that it may have been pitted against other categories. what really do we mean by it? yeah, maybe to start there, yeah. so for the question of what we mean and what we mean by disproportionate, impact, you know, i gave the example of the, you know, student groups who might be impacted, like if african american groups. but i think, you know, what? we're so but i appreciate the push to say, okay, but what do we mean? and here in san francisco, i mean, what it means is like, you

know, i named certain neighborhoods that have been disproportionately impacted, right, where school closures happen. and so i do i mean, i understand the skepticism comes from the experience people have had. so for me, what that would look like is if what comes out of our recommendation is that only two neighborhoods are impacted, then we're not following through on our commitment, you know, to equity. right. and that doesn't mean. so that's that's kind of on the, you know, the impact side. and then can i sorry. just can i follow up because i think i heard commissioner weissman word say something different that had to do with access to power. right. because if it's just two neighborhoods out of seven neighborhoods, that's different, right? rather than two neighborhoods that you know are majority low income, that experience most of the school closures ten years ago, which also relates to this question around historical inequities. i think i think the board is wanting to hear a little more clarity around what. yeah, like how we're thinking about that. i

could just get like a hot take. maybe not hot take. it's fine. it's being recorded. but if the two neighborhoods are nowy and park heights, that might look different than if the two neighborhoods are the mission and bayview. so i don't think they that's not the same. that conversation doesn't look the same to me. yeah okay. yeah. no, thank you for. yeah. that that is what it, if i wasn't clear that that is what it means. and i think that's also what we're saying when we talk about our definition of equity, it doesn't mean the same for everything. so you might see differences. and then to your point, if the differences are though, that the groups that have historically been, you know, negatively impacted are the ones who who face it more then we're not. that's not the kind of difference we're talking about, and, you know, and then i have said, and this is where i do think i mean, it's going to be this is what's going to be challenging when we share the recommendations. i said very clearly, this is impacting the whole city. and when you look at where our kids live, right? and

if we're talking about having more, students go to school near where they live, it is going to impact some areas more than others. it might be unexpected, right? because kids go to schools where there are fewer children who actually live near those schools. right. and that's why i mean, the board has been, you know, also in our briefing has said, like making sure we're addressing enrollment policy is critical, the only one other area is going to talk about is which again, i think commissioner lamb gave an example then. so that's like the impact area. then there's also the terms of equity of what support is going to be provided for those students who aren't impacted by this. and if those students are impacted by it, are already, you know, further behind. right. because overall, we haven't done well educating. are they going to get additional support like tutoring, you know. and so again, that's what we're coming back in august. this is really helpful to help shape what we need to share in august.

and i think commissioner lamb was also referring to sort of the systemic issue of schools serving high numbers of low income kids with high needs, that then have churn and turnover of educators, which means then kids don't get a good education. they're not through no fault of the educators. they're brand new. right? we all we all know that a first year teacher, right, is struggles. often if you have a school full of first year teachers, then that school becomes perceived as a less good school. fewer families choose it right, and it becomes this negative cycle. so i think the question is, how are we thinking about interrupting that? right. yeah. and i'll add a question that we've been asking ourselves too. right. so this has come up already? commissioner fisher has brought it up. and the you know, and this is that some schools are able to raise funds that other schools don't have access to. so what we've been asking ourselves is, where do those funds actually providing at schools that make it, you know, the schools seem more desirable than somewhere, somewhere else, right? because we do intentionally direct funds to our lower, you know, to our schools that serve higher need

students. but still, it's not necessarily translating into those types of experiences that that families are saying, like, oh yeah, this is what makes our school special. so that would be another example where we're looking at like, okay, what does that look like? so then when we come out here is where, you know, where there's maybe additional resources or support. so commissioner sanchez also asked about the dac recommendation. and i know that has come up a bunch. what do you want to comment on that? yeah. so i think you know what i asked for the discussion. what i hear you saying is, is the same tension we dealt with when trying to address this. right? so in our first survey, and if you can go to slide, if you can go to slide 19, we had the categories but we didn't ask anything separately about the categories. and but you can see from the initial responses and we recognize we've already talked about who's responding. right. so you could see from the initial responses that the equity category was scoring lower right. and that if we just said what are the top ten or top

seven criteria, maybe none of them would be included. so we intentionally did not ask our community to weight equity excellence and the categories because we thought they would be doing what you said, pitting against each other. now at the same time, i feel like maybe the unintended consequence of that, the dac picked up on was, well, wait a second, though, if we're saying this is a value that we need to lift up, what are the ways to lift it up? and so dac did again, they spent 30 hours of their own time. so they got a little leeway and they got to actually weight the categories. and when they did it came equity came out higher. and it wasn't necessarily unanimous, but the consensus of the group was, you know, higher even up to 80. and so then we followed through, didn't want to be transparent, didn't adopt exactly what they said because we felt like, you know, the effective use of resources and the excellence categories were important to consider, and so but, but giving equity twice the level, twice the weight demonstrates a

significant commitment there while still holding on to these values that are, you know, we feel like need to be incorporated into the criteria to help us make decisions. so let me ask before we move on, do you feel like as superintendent, you have a good enough sense of what the board standard around equity is to where you're able to bring us recommendations that you think will support, i do, and, you know, i've said this in some of our briefings, and i said this in some of our community meetings, too, that to some extent i feel like i do. but the proof will be when the recommendations come forward. but i do have a sense and i know again, if the recommendations, you know, are, you know, dis you know, are more significantly impacting our, you know, african american or latino students, whatever. you know, qualifying, you know, language around that, that well, we can't do this. we can't do that. i got a sense

that from this board that's not going to be acceptable. or if the recommendations again, don't, you know, address this proximity in the density of our of our schools and our enrollment policies? i mean, how we've incentivized students to leave neighborhoods, to go to other schools that you're you're not going to be, you know, appreciative of that. so i, i really appreciate that question. and so i do feel like. yes. and then really the proof is going to come when we bring forward the recommendations. okay. so i'm going to if it's okay if i don't have any strong objections, i want to move forward to the last two topics, which is enrollment policy and facilities. and then give everybody a chance to comment at the end. if there's stuff that was missed, just given the time, was that included in the equity comment section? let's do enrollment policy and facilities and then see if it gets if it's we need to come back to it. okay. so enrollment there was a question around. and again i know i've forgotten who brought it up. okay. do you want to

frame it. it was just more around the admissions policy, given that this is complex in itself, let alone what the implementation of an enrollment policy, and we don't have to do this now. but i know that staff have been working on what that implementation timing might look like, but would like to see more detail because because i think families are going to be, it's going to be top of mind for them. and that we've heard that throughout the town halls that we were at as well. and to build on that before you answer, doctor wayne, as you mentioned, we had the resolution from 2020. we also had a separate resolution from 2018. this topic has been attempted multiple multiple times, but there are a lot of complexities, like making sure if we're going to develop zones that we have language pathways and special education programs and all that in the zones that we account for. the disparity in the condition of the facilities. like there's all

this that we tried to do, but we weren't able to successfully get there in the past. so what will be different this time? yeah. and i think to overlay on that, it goes back to the criteria that we're looking at, which is access to programs. and that's what i had heard consistently throughout. the, the admissions policy, you know, we also went through a pretty intensive community engagement. so that's going to be top of mind to families of how we're delivering on that. yeah. so let me name a few things that to look for. and i think that will be different. so one is, when the zone policy passes is before my time. but i've learned about it. it was the idea of kind of having some larger zones that that's where what you're describing, commissioner fisher ran into the issues of like, you know, setting it up in a way that met all those criteria of proximity, predictability, diversity and programs was creating, you know, maybe, you know, park crossings and you know, things that

weren't, weren't going to work. so we are so we're looking at, you know, different configurations and not limiting ourselves to the, you know, the policy that, you know, had just maybe 4 or 5 zones for all of our elementary schools really looking. and again, because we've heard so much of that proximity matters, then you should be looking for and we're thinking, okay, what does this mean? and where do we find the balance between citywide programs versus neighborhood programs? right. because our k-8s are citywide and all of our language programs are citywide, do they need to all be citywide in that way? so that's what we're we're asking our ourselves. and then three, can we provide in our enrollment process. you know, you heard me say that you you know, right now for families, it is really, you know, one of 72 to some extent. i mean, yes, there's clear on the tiebreakers and all that, but it is a pure lottery not having the lottery. and so then what's the role where people can have that predictability? okay, i know i'm going to be assigned to this school now. what are my

options if i want to choose something differently. but but the assignment is set versus, you know, i'm going to figure out all, you know, all of all of my options. and so that's what that's what you could look that's what you should be looking for. and like we're we're considering for this to be different. oh the one other thing is then oh i want to speak to the timing question you asked to. so the other thing is, you know, we are going to be looking at but is even at the secondary level, like there seems to have been some success with the middle school feeder patterns. what that might that look like if that got extended. so now for timeline. here's the tricky piece. the way we do enrollment is, you know, we start early, right? so we want to come out with the plan. so our community has a clear picture of the plan that we'll need a transition year, though to implement that. so we'll need we'll we'll have more details on what that looks like. and then same thing if we're going to do anything for high school that would come

after, elementary school, i think that's the first place we need to start. but we do want to look at that whole picture. i mean, this is, you know, a generational shift we're making for the next 20 years. as we said, we don't want to be back here because of enrollment, and we don't want to be back here because of our policies. i was like at our historian. i mean, they, you know, they tried to get involved every, you know, every few years. we haven't find the right recipe. we want to, you know, really try to get it right. and that's what we think needs to be done to do that. great. let's talk about facilities, use of facilities that get closed or merged into another place so that that building is no longer used, yeah. was there a specific question or do you want to frame it? go ahead. yeah. well, i think you get it. we've talked about it, so there's so how do we want to use our building? so, and what commissioner sanchez has talked about is making sure that for community benefit. so one thing i want to say are two, two things we're very clear on one, we are not interested in selling our properties. right.

we want to give ourselves that flexibility. selling properties. you only get one time funds that you can use only for facilities you know, other way generating revenue through leases or other ways you can use it for ongoing two there we are not intending in any way to have our properties used by charter schools or other kind of any other private organization that that is not. yeah, that is not part of our plans. and in fact, we, you know, signed on to legislation that we hope passes that says if districts close schools, that it's actually five years before even charters can consider coming in. so what will they be used for. so we're looking at multiple things. so one is we do we did already the board approved expanding teacher housing educator housing. we got nine over 900 applicants for 135 spots in the first one. so we have some room to grow for that. yeah, that can be applauded for that. and then secondly, is then, how support really wanting

to use a lot of it for supporting our own students or and programs for our students where we can start to be creative. so the two areas are the ones you two already named. so one is in early education. so and while they're like our own or now, you know, they all belong to us in the city when they're under five. and so, you know, we know that the department of early childhood is expanding. and then also special education programs. right. and where how can we do, use our facilities better for that? so we want to have more, you know, one to support our, our needs. and then also one of our needs is, is having a swing site when we're doing renovations. right. we are going for another bond. we already have schools in the pipeline. they don't have. we've heard a lot of concerns like buena vista. horace mann doesn't have a place to go because we have you know, we don't have the space. you know, we want to have swing sites. and the last thing i'll say, i know i've shared a lot, but is then where are there other partnerships to be had

where we have community based organizations that run programs in our school already, and maybe would do well with having, you know, having a site to run them out of and what you said last thing, sorry, what you should expect is we're not going to have like signed mous when we come in in, september and december with the plan, but it's going to be more than just these intentions. i have asked the team like, we want to identify who the potential partners are so they can be named well, then we work work through those. so it's going to be somewhere between just, oh, we want to work with dec or we want to work with the cbo to it's not going to be we have the mou, but somewhere in between there is what you should look for. superintendent thank you for that, i also just would like to request because i often hear from parents and families and educators and providers around the importance around, you know, how can our schools also be available as community assets,

like for sports, right. and how tough it is to find gyms and. yeah, and just overall athletic space, and then also certainly with our arts and music. so just those additional considerations. excellent. commissioner bogas, what was the question or point around criteria that you wanted to bring up? yeah, i think just trying i think to get more clarity around the measures that are being used to calculate the historical inequities and kind of, i think, essentially like what we view as like the benefit of that and how that kind of reflects kind of what we want to address within equities, seeing that we're using the opportunity insights labs upward mobility index that looks at neighborhoods. great. and before you answer that, are there other questions or issues that have not come up that folks want to

raise? just one other clarification there. i'm just going to stop talking. and one other clarification. no i'm not. i don't even know why i said that. one other clarification about the, criteria is teacher turnover. i thought we discussed removing that at the dac because we were concerned that empower had an outsized impact on that. so just love some clarification on that. any other issues, questions, comments that folks want to bring up? again, this is not the last time we'll talk about this, but okay. so i will just make my last comments then because, i wanted to give a whole bunch of appreciations, you know, for this process. so i will have closing. do you want to do that? do you want him to answer these questions. and then okay, so let's do that. and then if there's any final quick brief closing comments one minute each maybe. so let's let the superintendent answer these last two questions though. first, clarity around historical inequities and criteria. the opportunity insight lab. and

then the teacher turnover okay, yeah. so the doctor connor, can you speak a bit more about the opportunities insight lab metric ? i think. yeah yeah. if you can just speak to it briefly. yeah, i think, i think i think i was just trying to give a quick, i think quick response. yeah. okay. well, so this is doctor perryman who, i actually i'm going to actually interrupt. so sorry. so we don't actually need a long explanation . yeah i think we just want to know real quick at a high level. and if it's not possible, i would recommend we wait because this really a lot of these

clarifying questions probably we already should have had. so sorry. so don't want to okay. yeah yeah. so no i think again it's a way to look at how neighborhoods have been impacted through a variety of measures that that capture, whether they have the same kind of, you know, again, opportunities in terms of what access they have to resources in their neighborhood compared to other areas. and so that's the one we're using because mainly because we needed a quantifiable measure to be able to incorporate. and again, just to so i guess, could you just draw the connection between neighborhoods and schools and just i guess what we see as the link and how that is a powerful. yeah. so if, yeah. so we're seeing that if a school is in a neighborhood that scores high or low, whatever, that, you know, it has less opportunity, and is more severely impacted by, the, these historical inequities, we're going to say they're actually less likely to be to be

closed because we want to i mean, to the point, commissioner , wiseman ward was making earlier, we want to make sure we're supporting those with, you know, those who have been furthest from opportunity and furthest from power. so we will actually be looking at each student in the school that goes to that school and seeing what zip code they come from, and what is the opportunity for each student. yeah, thanks. and the reason i'm i'm trying to cut this short is not because this isn't important information, but we've been this is this information has been out there for several months. and so this is really the opportunity for the board to like give high level direction to the superintendent. so that's why i just don't want to get caught in the details and have the meeting go on forever. that's all. okay. and then for the second one that was brought up. so i will say thank you, doctor pearman, but we're good. we're we're good and appreciate your support of this process, the second one that was, brought up was the oh, the teacher turnover. and so with

the teacher turnover, doctor connor, where are we with that? yeah. so the teacher turnover rates that we have that we are using is from the 2122 school year. and this is what we'll be using in our calculation, that is the most reliable valid information that we have on teacher turnover. no i think the question was that the dac recommended taking it out or something. is that is that what it is? is that right, commissioner fisher? what you're that was not. let me go back and find my exact notes and i'll forward them later. yeah let's just turning it into a huge conversation. i think the bigger, more important to go through pages of notes to find the exact. yeah. and i think the more important point here is none of these individual criteria are going to make or break a school's rating, and even a school's rating is not going to determine on its own whether or not it's closed. merger co-located. so i think that's why i don't want to get sort of down a rabbit hole of

all these details. it was really important work. and i think that's why we had the dac. that's why we had, you know, several months of kind of process around it. so, that's is that. yeah, that's the only reason why i'm, why i'm sort of encouraging us to stay at a high level here, so i just want to ask if colleagues have up to if we can keep it to a minute. that'd be great, because we really should move on. and we're going to talk about this a lot this fall as well. so i want to offer an opportunity for final kind of wrap up. if you want to leave anything in the superintendent's mind. right. because he's now they're going to go off and consult and do their work to come up with some recommendations for us. so your last opportunity to leave those thoughts in terms of this meeting, is that all right. if we just go around and see if everyone wants to. yeah. can you do that? that'd be great. thank you. all right. do you want to start? let's start down here with commissioner bogues. if you can keep it to a minute, that'd be great. we'll see, i think for me, i think the big takeaways

are really centered around how do we really create authentic equity for marginalized communities in this process, and how do we do a better job than we've done already? how do we create a higher standard of both engagement and understanding for communities, and how do we balance out the historical inequities? i think really around the scoring, it seems to me that we've created a neutral criteria for an unneutral calculation where all the schools have different resources and assets based off privilege, based off bias based off historical inequities, and that's not a part of the process at all. it's left to the art aspect, which makes me see less value in the composition score and the way that it's being calculated, as well as the way that individual measures measure equity, don't seem to match with my vision of equity or my definition, or i feel that the definition that the district has historically had and has centered. and so i do appreciate the commitment to equity, but it

does feel really similar to where we have been before. and i'm really interested in seeing how this transitions to something that's more authentic and more tangible for folks. let's go to president motamedi. hi all. i've been following along and i really just want to appreciate the amount of effort that was put into, into gathering all the information that brought us to this moment, both from the public district advisory committee and, from staff's hard work. and i also just want to remind or let the, let folks know, there was a number of us that were had the opportunity to go to, to participate in a conference with other districts that have gone through this process or are about to i want to underscore, underscore that we, we're not

unique. sfusd is not unique. we're where we are with our, our, you know, our resource constraints increasing and also declining enrollment. and, you know, all the things and every district that's gone through this is, you know, it's been difficult, but it was also really clear that sfusd has done a significant, amount of upfront work that many, many districts did not go through and typically have not gone through. and so we are at the forefront of doing the work differently, and a student centered manner. and i really appreciate the board's commitment to focusing on students and thinking through all the different, you know, it's not just about buildings. it's not this is not just about, you know, trying to save money because there are costs associated with this that we

know. and huge student and educator and family impacts. but i just really, really want to thank staff for clearly laying out the schedule and the process for decision making and community input, going forward. and that's really where my focus is, is, is looking forward and ensuring that our school sites are involved in this process of input and that our students are at the center. and what i've heard from staff and what i've heard from commissioners, is reflects that. so thank you for everyone's, you know, comments this evening. and, and that's, that's what i've got to say. so i appreciate the opportunity to, to help, help close out this item. hopefully thank you. okay. commissioner fisher, closing comments. all right. i just started a timer for myself, yay. okay. thanks. and appreciations. thanks to everyone who was here giving comment. thanks to anyone who attended a meeting. thanks

to everyone who completed the survey. thanks to all the communities that organized our k-8s. we heard from you. thank you, thanks to doctor khanna for being a thought partner throughout the process. really appreciate you, we need to recognize that this is not part of a cost saving measures in fact, we know this is going to be painful. it's going to cost a lot. we need to be transparent with the communities as far as art versus science, to follow up on what commissioner boggess said, the more we can bake into the science and not leave to art, the more transparent and honest we'll be able to be with communities throughout and hopefully use this process to not repeat the harms of the past, and i'll close with some of the comments that we heard from our students here at the beginning of the meeting. they have a fear of segregation and being separated from friends. their education is important, we are accountable to them. the students we as a system are the problem, not the students. the students need to be and want to be engaged in the process. we

need to weight equity in a way that makes us more accountable and makes them feel more included in relevant. our students are more than numbers on an attendance list. they are the ones facing and feeling the consequences, so their input impact needs to be taken into account. and they are the future . i'm done just closing. a big thanks to our community, our board sfusd community for engaging in this process. and thank you to our staff that i know have poured, endless hours into getting us where we are today and just so much more. many, many more hundreds and hundreds of hours that are going to be coming forward in order to put the most, thoughtful, transparent processes and details forward. because our students and families and staff are really counting on us for that, i do want to note in final closing words for the

superintendent, for consideration around and some of the feedback as you get ready for the mandatory admin institute, the encouragement of a time for collaboration and engagement, of administrators, rather than presentation. i think we've heard time and time again over the last several years. is the importance of being brought into a conversation, not only being told this is how it's going to happen, and they're going to be instrumental of being the ambassadors of the face to face, of carrying out the decisions from the superintendent's plans, as well as ultimately, the policy decisions that are going to be approved. ultimately here at at the dais and by board members. so, just really encouraging the superintendent and the staff, in the coming month, as you plan for that institute, of how it's going to,

you know, create more sense of, engagement and a path forward collectively. yeah, a lot of slide decks of those, i guess i'd say, that to avoid the past is prolog or to avoid our own history in the city, we owe it to ourselves and to everybody in the city to have a process that doesn't affect black and brown kids and families the way it did back in the early 2000. we closed more than ten schools in a relatively short span of time, starting with macarthur high school, then ben franklin middle school, luther burbank middle school, john swett right across the street, golden gate, gloria davis, 21st century, a lot of schools were closed, the vast majority of which were serving black and brown families. that helped to, speed along the process of african american families leaving our city to the

point where, you know, 2000 the city was 15% african american. now it's about 4 or 5. and that was a huge, help out of the city by closing the community hubs. the support systems for african american families. so that's why i've been talking about and we've been talking about a lot the equity aspect of this process, so the proof will be in the pudding when the list is brought to the school board. i'll just say thank you to, to staff for the many hours, thanks to the dac, thanks to community for continuing to provide input. and, it's not going to be an easy process, but i think we're committed to trying to do right by community and get it done as best as we can. all right. thanks. so much to all of my colleagues for this car. and furiously confronted them. don't flash your lights. it's

dangerous, he shouted, warning of accidents and danger to his family. the same problem. oh, is it okay? all right, thanks to my colleagues for those questions and comments. and again, i think the question to the superintendent, maybe i would the one i asked earlier, i'll just sort of wrap it up by repeating that. do you have what you need to bring us something that you think that the board will support? yes. excellent okay, and again, to the community, you can see this is part of our role, i think constructive role as a governance team working with the superintendent to reflect the vision and values of the community. and i hope that folks hear a lot of the things that have been reflected in public comments and other places coming from board members asking the superintendent and his team to really address those. and i know they want to as well. so that's kind of part of the how this process is supposed to supposed to work, all right. we're going to move on to item g or the

section g, which is our action items for tonight. and the first we have, i think eight if i'm not wrong, but the first five of them are all related items g one through g five. and so i'm going to ask for a motion and a second on these five items, which is the fiscal stabilization plan, the local control and accountability plan for both the county office and the san francisco unified school district. the recommended budget for 2425. the expenditure plan for the fiscal year 2425, education protection act account, and the approval of the public education enrichment fund expenditure plan for 2425. all five of those items. i'm going to ask for a motion and a second on them. together so that we can discuss them together, and then we'll have a separate votes on each one if that's appropriate. if it's not, i'll do it separately. but they're all

related items. i'm looking at our general counsel for confirmation because we discussed this, but not with him. we wanted to discuss them all together and then have separate votes. is that permissible? to be honest, this is the first time i've ever seen this. i've attended probably thousands of meetings. i've never seen this before, but i also don't see why you can't discuss them so long as you at the end of the day, take a separate vote on each in that case. so moved. okay, so is there a second second. so that just to be clear that was commissioner sanchez moved and commissioner lamm seconded all five each of the five, yeah. g1 through g5. and i'd like to amend, just for clarity as to why what makes this kind of work is that public comment occurred at the beginning of the meeting. right. and so just technically

speaking, the public was given its opportunity to address this before you're even allowed to discuss. so i'm just rounding that out for those that keep watch. yeah, i really appreciate that. and we could it was just because we could have a discussion on each one separately. but there's so much interrelatedness that we thought we would discuss and then take separate votes. so i'm going to turn it over to the superintendent. but before i do that, i want to just remind my colleagues that these are all action items. so unlike the last section, we're not going to encourage discussion because these are items we've discussed before as a board, i mean, we have we will have opportunity for discussion for board members, but we're going to do the round robin, because we're really trying to get to a decision point. so superintendent wayne, thank you. yes. and i will say in my previous district, through our board docs, we were able to kind

of bundle the items, but here they're listed separately. so i appreciate, you know, but they are all connected because it's our lcap. it's our budget that first requires a fiscal stabilization plan. and then it's our a required education protection act. and then it's our pif plan as well. and so i actually want to start off with the lcap. we don't have a separate presentation from the lcap. we spent a meaningful amount of time hearing from members of our lcap advisory committee, and mr. tim burke, on our lcap, director on what is in the lcap. but we did say from that meeting at that meeting that this was the first reading and there may be some revisions. so i did want to just highlight some some shifts that have been made, in the annual update section, we shifted from describing the results to really identifying where in the lcap goals and action sections we are addressing how we plan to improve student outcomes and

experience based on the results. right. because you're supposed to say each year, what did we do before? we'll hear the results. but now we're saying, what are we doing with that, and then for the measuring and reporting results, based on some feedback from cdw's review, we have more specific numerical baseline data that we're using around our our targets, and particularly related to way to the way the dashboard, you know, the california dashboard is used to measure districts project progress, then, we did an equity multiplier goal and actions for the eight total sf usd county office of education schools that will receive this additional state funding. so when you get we're getting some additional state funding. so we want to be clear on what actions are going to be supported by that funding. and then, last we just tried to provide still even more clarity around that alignment piece, which we know we talked about a lot, still ways to go, but, you

know, really in the increased or improved services section, we added budget information to the be clear on like what how we're using the base and then the supplemental and concentration grants and then the additional 15% of lcff concentration grants. so, so not any major changes to the strategies, but felt like it was worth highlighting some of the shifts that were made from the feedback we got from this discussion around alignment, as well as the ccds review and what's required from the state. so that's the lcap. normally we would have the lcap and then budget go next. but first we have our fiscal stabilization plan. we do want to spend a few minutes talking about this because we attached it at the last. we attached the draft at the last. at the first reading. since then, we have refined the two documents that were attached and added a third document. so there's three documents attached to the fiscal stabilization plan, a board resolution, a fiscal

stabilization plan narrative, and then the specific reductions we're proposing for 25, 26 and 2627 to eliminate deficit spending. the board of education may recall that you approved a resolution in 2324 that laid out, our commitment to engaging in budget, balancing solutions to start working towards eliminating the, the, structural deficit. and that resolution names some generic actions. that would be our general actions that would be taken. we followed through on those and did, identify budget balancing solutions from our unrestricted general fund for 103 million. but since we have not eliminated our structural deficit to go with the plan, we're submitting to the state, it's important that we have this resolution that continues that commitment. this time, though, you see, is much more specific what we're going to do. and actually putting a date when we're

eliminating deficit spending, that's by the 2627 school year. so the resolution think of it as, as, at our ad hoc, mr. ducharme called it like the preamble to the specifics of the plan, but like saying here, here's what the board's committing to do. so then the narrative you have, the long narrative. we went over each section at our ad hoc, but just wanted for the full board and the community to hear what's in that fiscal stabilization plan narrative. so doctor clark, who helped take the lead on putting this together, is going to share. good afternoon, commissioners and superintendent wayne, in the packet, you have a copy of the fiscal stabilization plan that, if approved tonight, will be submitted to the california department of education. they've received a draft copy as well as that draft copy. went to the fiscal advisors. the plan includes an executive summary. it highlights the background that goes back to 2018, when the district first started to see signs of fiscal

distress. it highlights the plan that doctor wayne previously discussed, which was last year's plan. and then it brings us up to date. as of july 2024, included in the plan is responses to cd's opinions and concerns about the district, as well as recommendations and the district's responses to those recommendations, it builds upon what happened last year. and then again, brings us to the current year in addition to that, there is a section that highlights the fiscal health risk analysis that was performed by fcmat, as well as those recommendations and then last but not least is plan includes what we call phase two of the fiscal stabilization plan, which is updated as of june 2024. overall, this plan also includes and we'll, as you see on the screen, a detailed plan of expenditures that is broken out by major object codes not only for 2425, but for 2526 and 2627.

for 2526, there's an additional $113 million of reductions that have been identified. and then the remaining 13 million for 2627 as doctor wayne indicated, the attachments are there. but that's the overall gist of the documents. and we went over them through the ad hoc. i'll stop now to see if there are any questions. i see here. let's just finish before the questions. so that's the narrative. and then what cde has required. and this has been where and i really want to appreciate mr. duchon appreciated the team. but the work that's happened over the last 3 or 4 weeks is doing something, that is important but is not has not typically been done by districts, but is actually identifying reductions in 2526 because as a reminder, this is one of the reasons why we ended up in the negative certification is we had we had

generic, i had identified basically a placeholder of saying we will make these reductions. and they said, you know what? we need to see specifics for us to really, know that you're going to do this. so, our financial services officer, jackie chan, is just going to explain how those specifics are organized. the team has already identified 535 ftes and divided by job classification and funding resources. and we have been already sending the details to the cde advisors and the cde to review and attached with the on the, on the board agenda item. and you can see there is 113 million in total, 2526 year and which represents 535, full time employee. and then 2627 year, around the $13 million with 82

full time employee as well. and so, so this is the components of our fiscal stabilization plan. and then for so that's the that's so you'll be voting on that. and you notice on the agenda it's prior to the adoption of the budget. because what cdd has asked is they want to see that commitment explicitly around these reductions before putting it into, before before accepting the budget. and then for the budget, so basically we had the long conversation on may 7th about our budget. we had the, first reading of our budget, and then we've had for have we had for ad hoc three ad hoc committees, meetings about them. so there's not much new information in the budget. what you will see new in it and what's attached in the, in the presentation is that the

specific reductions that miss chen just described are actually now in the object code, as appropriate, in the multiple year projection. right. because that's where we have the issues. we knew we were going to deficit spend in 2425, but in 2526 and 2627, that's where we needed to eliminate the, the finish, eliminating the deficit. and so cde wanted to see those specific reductions in there. so those are in there. and then if miss chen. so i'm not going to ask you to do that presentation. if you can give like a one paragraph summary of what the education protection act is, and then i'll end with pif. of the sorry, i forgot, the epa funding is a component of the state total, lcff it is a voter approved additional personal income tax. and to support the schools and the county of

education. and the epa funds cannot be used for the administrators salary and the benefit or any other administrative costs so attached at the board agenda item and the district staff and recommended to use the funds to pay around 114 classroom teacher salary and benefit in 2425 year. it is required for the board's approval during a public meeting . so this you approved last year . it's approved every year. this is more of a compliance, approval that's needed. and then lastly, for the pe funding, we had a, you know, a tough discussion around the pe funding, you know, appreciating the resources it brings. but really, you know, heard from the board the challenge of how is the pif funding, aligned to our goals and guardrails. and, you know, how is it, you know, how are we you know, we produced the long report around it, but how

are we really integrating those expenditures into our overall approach to the student educational experience? so there's the meeting the goals and guardrails. and then like the science sorry, science sports library art and music experiences. so what's attached not for action but but what you're approving is the pif expenditure plan. so we are asking you to approve the plan as is. but we attached a memo that makes a few key points. one, it notes that that the plan can be changed. you know, during the year, we're actually going to communicate explicitly with the city controller's office that the board approved this plan. but they asked us for a greater alignment. and so as that comes, we'll communicate with you where there might be adjustments, two, we share a proposal for that. we, on how how to help create that alignment. and that's really we should as a district have one, one plan and that, you know, we have our goals and guardrails and that plan is our lcap, and

we, you know, this year, i think, made a lot of progress on developing an lcap that's aligned to our goals and guardrails. and that had, you know, meaningful conversations with our new lcap advisory committee. and so what we propose is that pif gets incorporated into the lcap, process. and so and that's to some extent what the one of the recommendations or one of their questions was like, how does all this fit into where we're going as a district, and so what we'll what we'll do is have that incorporated into lcap. we'll actually ask two members of the fcac to serve on the lcap advisory, but then we're going to go to the fcac and say, okay, you know, here's how you know, here's how we're working towards alignment. so let's talk about your role and your responsibilities. right. because i think we heard a little of the frustration of like, well, what what are we trying to do. so rather than answer that at a board meeting, we said, let's go to their meeting and let's have

that have that discussion. so, you know, so any everything is still in compliance with how pif is, is organized. but that is a shift, you know, we call it the realignment proposal of how we would shift pif into lcap. so that's what we're planning for next year. okay. so i think those are the five items. so you can start anywhere. there's a fiscal stabilization plan pif. so here's our well here's our process. so what i'm going to do is a round robin where everyone gets two minutes to either make a statement or ask questions. if we complete that and there's still more discussion that we want to have, we can decide to go again. but i want to try to like because again, these are this is, these are all decision points. so there's not as much of a need for lengthy board discussion. can i ask a clarifying question about, pif being the pif cec being rolled into the lcap? wait, is that i'm going to start the timers? which is fine. we can extend it if

necessary. no, i just is that part of the action or is that a recommendation? is that that's what i'm trying to understand. yeah. no. so that's not something that's on our action agenda tonight. you don't need to vote for that. that's something we're going to operationalize. and we're not, so to be clear, we're we're going to ask the pif cec to send to they'll identify the two members. they want to be on the lcap advisory committee. and then we're going to meet with the fcac about their, you know, what it looks like for them moving forward. so, do you want to go? yeah, i have huge concerns about that. having sat on the lcap task force for many years, it's it takes it takes folks years to learn how to understand and read the lcap, i mean, these are two separate funding sources that each are large enough that they deserve their own oversight and accountability. mechanism. and

if we have concerns about the oversight and accountability mechanism of each of these individually, to me that doesn't say put them together, it says beef up the accountability of both. so i, i have huge reservations about the two of them being combined. huge huge. no, that's, i'll, i'll, i'll let everyone else comment on other things. i've taken up enough of the time tonight. i will be very brief. i think we've had a lot of discussion in both the ad hoc committees and at our last meeting on the budget. appreciate, continued. appreciate all the work that you all are doing, i will just say in response to commissioner fisher, i don't i don't i didn't

hear this as a concern about, accountability as opposed to wanting to make sure that there's meaningful, intentional alignment, and not working in silos as a, as a. so that will be my response, and that's it for the other items. thank you. i think the question, i guess i had was, i guess, to just put a little bit more context to the pending reductions that are coming that are kind of planned out. i know we have them kind of listed out by their code, which kind of gives us a reference point of kind of what positions in the district and what roles they play. but i guess thinking about it from a site level, what i think kind of insight or direction do we have not for individual sites, but for sites in general about kind of what to expect over kind of the course of this stabilization? knowing that there's a lot of pieces moving. but i think just any

more clarity as well as if there's any shift in expectations of what individual sites are being asked to accomplish or produce, kind of giving these staffing reductions and other fiscal reductions at the site. yeah, i can answer that briefly there. i mean, yeah, the so we've named what needs to happen in 25, 26 and, and we've talked with our advisors. it will evolve. but the evolving evolving needs to be tracked. right. so that we're still following. but but really the main thrust is going to be the big shift in working with our schools is defining what is core and then what outside of core. do we want to continue to supplement. so an example i think you heard this at the ad hoc but but i'll say is like we you know, as we've started the alignment, we can afford in our unrestricted general fund, 70 councilors that would have our secondary counselor to student ratio at 350 to 1, which is still better than the 450 to 1 state average. but it's not where we are now because we have

160 counselors. right? but looking at what they're doing and there some have caseloads, some don't have caseloads. and so thinking through like, okay, what are we using our counselors for? and, you know, is this where we want to invest and so if so, then we're going to have less supplemental funding for other areas. or do we want to invest somewhere else so that that's what we need to work through. and it really is going to be defining that core that will be critical that we haven't done in the past. i guess just to i appreciate that. and i guess the clarity i guess i was looking for that, i guess i still am looking for is then should sites and families not expect to necessarily know what kind of changes they're going to see? because there's a larger shift happening in what is like the core responsibilities of staffing at school sites? and i guess if that is the case, it is it is it fair for families to assume that the way their schools are currently staffed will not be the same as we move

forward and that they will see and engage in those changes as they happen at the school site. i guess i'm curious of the communication with families from site leaders and kind of how all those things are going to be kind of mapped out as we kind of move through this. yeah, i think it's a so yes. and i think what you're highlighting then is we're not at the level yet where like, here's the specific impact to your site and so we need to get there and also engage some with the site because some of the funding is how, you know, sites decide to use it through their school site councils and their school plans. so it does need to be that that dialog. but yeah, i think i appreciate that. yes, we do need to be clear. there's going to be an impact to this. great. commissioner lamb, did you have comments? yeah. i just want to comment about the pif, i am glad to see greater alignment between the lcap and pif, specifically around vg,

because i had not you know, certainly both, as individual board members, we've raised that as long as well as advisory committee, i think so. i'll be certainly, be intrigued around monitoring the discussion, particularly particularly on the role of the pif moving forward, as well as discussions that are happening at city hall around, possible, adjustments to the charter amendment and looking at how city departments are being impactful for their intent of the pif dollars, as well as the school district is part of that, review of that charter and the abilities for the for the district to talk about the impact of its work. so, i'm looking forward to the alignment work, ahead. a follow up on

that. okay. yeah. just i to follow up on commissioner lam's question. i would love to learn more about what is actually like. i would love to learn the details of the fcac and lcap task force. what what is being proposed here? what is there? where? where is that data? where is the information about what the new alignment would potentially look like? or yeah. so, in terms of when it outlined somewhere like the. no. but i think you can look at the lcap as a model because pif isn't organized that way. right. the way pif is organized is by program. and then what the program, you know, outcomes is doing. lcap is organized now with our changes by goal and guardrail and some of some and then some of the other lcap required activities. so i mean, the change in structure. yeah. like the change in like is there going to be an official change

in reporting structure like pif will fall under like help me where where is that outlined the changes so that we, we still be working on. but what what i, we put in the realignment proposal is we still submit a budget and a report to the city. city has not dictated and neither has our own resolution. what format that looks like. so that's what we're saying is the formatting of the reporting would mirror more the lcap than than how we do it. and so hopefully you could hear when what i was saying is why mirroring the lcap will help create greater alignment, because the lcap is now aligned to that. and it's not program is aligned to the goals and guardrails is not program based. right now. our pif plan is always is presented. and here's the, you know, number of programs that we're doing. and of course, you know, they they speak to what what they're trying to accomplish with those programs, but they don't they didn't get organized first with the goals and guardrails in mind, you know, and you heard in

the discussion that a lot of it gets rolled over. we want to start with, okay, how is this aligned to goals and guardrails. and if i can just i think what i've heard from you is just to say is again, the, you know, the concern around for you when i hear you say accountability is how are we being transparent and communicating with community invested community members in what we're doing? and that's why we want to talk, actually have a conversation with the fcac because i do feel like not i feel like, i mean, what we heard from them was the role and responsibilities aren't always clear, and it feels like we're sending off feedback and who's really responsible for this. so that's why having that conversation is important. and as i said, it's a conversation that needs to happen with them, not, you know, not not here. they're the ones who've given their time to do this. thank you for naming that. we heard that loud and clear at our last meeting. that was actually a big part of my push to an understanding is where the decision making is actually occurring. and so before we have

that hammered out and aspirationally what that will look like in the future, i guess i'm really concerned that that that's what i'm trying to understand is what we're talking about. with the alignment between lcap task force and pif, like, until we know more about what both are doing now versus what they should be doing, i think it's premature to do any consolidation or anything. so i just want to make sure that i'm not misinterpreting. like we're not talking, we're not talking about moving the pif under the lcap task force. can i can i say something here because we haven't completed the round robin and i mean, yeah, and i was oh, sorry. i was going to call on you, president motamedi. yeah, i was just going to ask that if we do want to if commissioners do want to reopen, that's one thing. but if we could all please have an opportunity to speak. prior to reopening, that would be great. sorry that was, my fault. and what i was actually going to suggest is that this. i feel

like this conversation, what we're being asked to vote on tonight is actually the pif expenditure plan. and so i think this conversation can continue. i think it i would it feels like it's gone far enough. so now there's like some issues identified and which is good, but i'm going to ask that we go to commissioner. sorry, president motamedi and then, move to a vote if that's okay. that that's great. by me. thank you, i just wanted to say thank you to staff in the fiscal advisors for getting us to this point with the with the budget, and the hard work is yet to come to operationalize what we're approving tonight. and i recognize that there has been an enormous lift internally to address position control, school site staffing, and so forth. so, i'm and i'm really, thank you to commissioner lam for the work in the ad hoc committee to getting us to this place so that we are

in a position to vote on a budget that, we have been told by our fiscal advisers is acceptable, you know, and also contingent on the passage of the resolution. so thank you for that work, and i just want to say, like our school sites and our families and our educators don't really care what the funding sources are. they want to know what what they're experiencing at their school sites. so, from my perspective, it's overdue for pif and other funding sources to be considered together as part of an integrated planning and budgeting process and also, alignment with our goals and guardrails. we, you know, we to treat those as silos as not effective. and we've demonstrated that it's not effective. so i want to appreciate the responsiveness of, the superintendent given our last conversations. and i just want to say also that effective use of our resources is always

important to us. and it's especially true now, as commissioner lamm indicated, this is not just a sfusd effort to look at impact of funding sources. the city is doing the same, and i do want to underscore her comments that there is increasing interest in understanding the impact of the pif funds on student outcomes at the board of supervisors, so it's incumbent on us to be responsive and thoughtful always, but especially, given our our own context here in the district as well as what is happening in the city around us. so, thank you to the superintendent for his, his, responsiveness on, you know, after that discussion that we had just two weeks ago, and so, yes, this is a decision point. we already had an opportunity to discuss these items in greater depth a couple of weeks ago. and so i am ready to move to vote.

okay. so first i'm going to ask mr. steel to have a vote on whether to extend the meeting since it's 10:00 and then, if that passes, we will vote on the action items. thank you. can we have a motion and a second on this to. right. sorry second. thank you. commissioner. bogus. yes, commissioner fisher. yes, commissioner. lamb. yes, commissioner. sanchez. yes, commissioner. wiseman. ward. yes. vice president. alexander. yes. president. motamedi to extend the meeting. i think you're muted. okay. all right. thank you. we're excited. okay, let's vote on item g one. we can't i can't hear anything. can can others i see interpretation as interpreting when i speak. but the we can't hear. or

whatever's happening in the room . yeah. and we can't hear you on on. interpretation. can't hear what's happening in the room. testing. can you hear us on zoom? president yes. we're good

now. yes. and i can see interpretation is good to great. okay, so we are going to president motamedi. there was a vote to extend the meeting, your vote was not recorded, would you can she vote on that item? i don't know how we do that. i was okay, that's fine. okay fine. all right, so we're going to vote now on action item g one. 24625 sp one. the sfusd fiscal stabilization plan. thank you. was there a comment? yeah. i just wanted to respond to president muhammad's comment about how we've discussed all of this related to pe in the last meeting. i just went back into the june 11th agenda items just to make sure i didn't miss anything. the memo about, no, we realignment commissioner fisher, we did not discuss the memo. right. that's what i just wanted to point that out. like this is

new. this is brand new. yeah. and then and the superintendent has made it clear that it's new. and that is in response to that conversation. and he's going to have further conversation. so then i will go back to my original clarifying question. are we voting? is this recommendation part of what we're voting on in this action item? that's what i need to before we vote. i need clarity, 100% clarity on that memo item. though, to move the pack under the lcap task force. so are we voting to do that kind of thing? that's what i'm asking for. clarification. yeah. so two things. one, i'm it this isn't these are operational issues. that's why i think i said that in the memo. so that's why i'm not asking for action. and two, just to clarify, it's not saying that ppe is moving under the lcap how we're organizing is we want fcac representation on the lcap advisory committee and then we're going to work the fcac on the roles and responsibilities.

so and to be really clear, the vote is on the expenditure expenditure plan. the memo is an informational item that it's attached to that. correct? yeah. that's that. thank you for that clarification. yeah. is that that's correct. yes. okay great. so we're not voting on that now though. we're voting on item g one 246-25 sp1. the sfusd fiscal stabilization plan. thank you, commissioner boggess. yes. commissioner. fisher. yes commissioner. lamb. yes, commissioner. sanchez yes. commissioner. wiseman. ward yes. vice president. alexander. yes. president. motamedi yes. seven eyes. okay. now. thank you. we're going to now vote on g. 2246-25 sp two. the 2420 24 to 2027 local control and accountability plan for the san francisco county office of education and the san francisco

unified school district. commissioner boggess. yes. commissioner. fisher. yes. commissioner lamb. yes. commissioner. sanchez yes. commissioner. wiseman. ward. yes. vice president. alexander. yes. president. motamedi yes. seven eyes. thank you. now we're going to vote on item g324625 sp three. superintendent's proposal for the fiscal year 20 2425 recommended budget commissioner boggess. yes commissioner. fisher. yes. commissioner. lamb yes. commissioner. sanchez. yes. commissioner wiseman. ward. yes. vice president. alexander. yes president. mahtomedi. yes. seven nine. thank you. now we're going to vote on item g for 24625 sp for expenditure plan for fiscal year 20 2425 education protection account commissioner bogus. yes. commissioner. fisher. yes commissioner. lamb.

yes. commissioner. sanchez. yes commissioner. weissmann. ward. yes. vice president. alexander yes. president. muhammadu. yes seven eyes. thank you. now we're going to vote on item g 5246-11 sp five. superintendent's report. superintendents proposal. excuse me. approval of the public education enrichment fund. expenditure plan for school year 20 2425, which again is a vote on the plan expenditure plan. the memo itself is an informational item that is related, but we're not voting on that, commissioner boggess. yes, commissioner. fisher. yes, commissioner. lamb. yes. commissioner. sanchez. yes commissioner. weissmann. ward. yes. vice president. alexander yes. president. muhammadi. yes. seven eyes. thank you. we're now we're going to move to item g six, which is, 24625 sp five. tentative agreement between united educators of san francisco, usf regarding

reopener successor agreement and ab 1200 disclosures. can i have a motion and a second, please? so moved second, superintendent wayne, is there a, does this need to be read into the record, this is item six, right? miss beyer can just briefly explain. so the next three items, are tentative agreements and ab 1200 disclosures with three of our bargaining units, the one we're on now is the district in usf participated in a special education workgroup and reached agreement on five tentative areas there a job study for nurses and social workers, a group to review class size and caseload numbers, early childhood staffing, classified training and supervision, and equitable caseload and workload. and this concludes our bargaining with usf through the 2425 school year. thank you. are there any questions or comments from the board, i would just

like to really, appreciate all the work that's been done here, you know, there's a lot of work that went into this after all the other negotiations had closed. so thank you very much. and i really appreciate the reflection of not just caseloads, but workload that goes into some of the sped agreements as well. and i think that this is definitely for the betterment of our students receiving special education services, so thank you. okay. we'll move to a roll call. vote, please. thank you. commissioner bogas. yes, commissioner fisher. yes, commissioner. lamb. yes, commissioner. sanchez commissioner. weissmann. ward. yes. vice president. alexander. yes. president. montgomery yes. six eyes. thank you, now we'll move to item g724625 sp six. tentative agreement between international brotherhood of

electrical workers ibew regarding reopener successor agreement and ab 1200 disclosures. can i have a motion and a second, please? so moved second. all right. thank you. superintendent or miss beyer. so this item, provides salary increases for the international brotherhood of electrical workers effective july first of 24 and july 1st of 25. and the financial information is included in the ab 1200 disclosure. and so these are also we you know, we've been engaged in negotiations for with them and for comicraft. i think literally for years. i mean, it's been a while since since we've reached agreement, but that, you know, started prior to the fiscal oversight. do want to appreciate our cdd partners did review this in advance, as well. and that's what we'll need to happen for any further negotiated agreement that they'll need to know. they'll need to review it in in advance.

and, you know, we're we're going to need to do some work before we're in a position again to actually negotiate agreements like this. thank you. are there any comments or questions from the board? all right. let's have a roll call. vote please. commissioner bogas. yes, commissioner. fisher. yes, commissioner. lamb. yes commissioner. sanchez. yes, commissioner. ward yes, commissioner. alexander. yes, president. motamedi. yes. seven eyes. thank you. let's move to item g 824625 sp seven. tentative agreement between common crafts regarding reopener successor agreement and ab 1200 disclosures. can i have a motion and a second, please? moved second. thank you, superintendent miss baer. so the last item is the agreement with common crafts. it provides the salary increase retroactive to july 1st of 23 and another increase on july 1st of 24. and

again, the financial information is included in the ab 1200 disclosure. thank you. are there any questions or comments from the board? if not, we will go to a roll call. vote commissioner bogas. yes, commissioner. fisher. yes, commissioner. lamb yes. commissioner. sanchez. yes commissioner. weissmann. ward. yes. vice president. alexander yes. president. muhammadu. yes seven eyes. thank you. okay. now we're on to item eight, the consent calendar, are there, is there a motion? can i get a motion and a second, please? on the consent calendar. so moved. second. thank you. are there any items withdrawn or corrected by the superintendent? no no. thank you, let's do a roll call, please. commissioner bogas. yes commissioner. fisher. yes, commissioner. lamb yes. commissioner. sanchez. yes commissioner. weisman. award. yes. vice president. alexander yes. president. muhammadu. yes. seven ayes. all right. moving on

to item i. i one reports from board delegates to membership organizations. are there any. if not, we will move on to item i two. any other reports by board members. if not we will move on to item i three. any other advisory committee appointments? and if not, we will move to adjournment in. this meeting is adjourned at 10:15 p.m. thank you.

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trying to resist evictions and really just continued to be able to thrive in this community. i did work outside city hall for a long time. finally a point i got tired of going to politicians to ask them to dot right thing. i decide that it was time to actually throw my hat in the ring and become the decision maker. we have everything in district 5 from the haight ashbury. fillmore. japantown. haze valley. north of pan handle. western edition and the tenderloin. all within this district. >> i'm kristin evans a resident and small business owner in the historic haight ashbury neighborhood. i own the book smith. haight ash burr seunique.

it was the most colorful part of the city when i was a kid. i ended up moving here and owning a book store here, which was the dream. we have people of all walks and visitors and tourists around the world this come to the haight ashbury. coming to seat history of the neighborhood. the rock stars janice joplin -- people are fro spirited. we have many second handled clothing stores. people are eco conscious. we have people that are enjoying the vibrancy and it is a place to shop and people watch. >> while you are doing that, stop have lunch. we have [inaudible] restaurant, cha, cha, cha is a classic. a place next door peurto rican food. prada 22 this is yummy. can i go on about the great, delicious places to try in the

haight. >> i'm part of the haight ash burref merchant's association. people don't come to haight street to one destination. they come and visit 3-4 places when they in to visit. so if we have vacancies we have few reasons why people criminal we had between vacancies in the pandemic and increased to that. one thing we advocated for was a store front vacancy tax. voters passed prop d. we have gone from 32 to 14. come to the haight ashbury enjoy our weather and get a meal. shop in our boutiques. >> got so many things we have been active on and i'm proud of district 5 gone above and beyond to create a network of slow and safe streets yoosz the city and page is our success.

you see bikers and pedestrians out on page street and it has been the most successful slow street in the city and the golden gate green wachl car free haze. parts of the city this used to be where folks were afraid. being hit by cars and now safe to walk and bike. >> after having lived all over the city i wanted somewhere where i never needed to use a car and i wanted somewhere where i have a bit of separation from my job downtown. i drew a 25 machine radius around downtown and haze valley seemed to fit the bill. >> i found this neighborhood helped like the most community experience. people linger remindses me of european city. people are hang out outside and pass people and know people in the neighborhood t. is a pretty

special environment. >> one of my favorite landmarks is patricia's dream. the former site of the freeway. named after patricia walker part of a group of people that lead the movement to get the freeway taken down. and this was the embarcadero was the best examples of what happens when you remove a freeway and give space become to people. there are tons of places to shop and eat. pretty much something for everybody here. my frenzy kid had their first birthday party last week and i got a present for them if it is warm you hop to home town creamery and get ice cream. another favorite is mercury cafe a few blocks down octavia. and another favorite is hairz valley baker where they not only have incredible baked goods and breakfast and sandwiches but employ and train at risk and disabled people.

well is a social anxiety toll when they do. every friday/saturday since covid the 400 block of hayes between octavia and going is pedestrianized. we open up for people. a band and doubles the size of our town square. for everyone in d5 or the city, it is a great gathing space. to linger and hang out. [♪music♪] >> fillmore is in the heart of d5. one of the last remaining black neighborhoodses in the san francisco. went through really challenging periods in redevelopment and so much displacement. in the left few years we are seeing new businesses only there. >> i'm erika scott. we are here at honey art's

studio. grew up here in the neighborhood. and feel fortunate to have my business here. we are a multipurpose place. we teach art classes. and we have live entertainment. and community meetings. private event space. the history of the fillmore dates back generations before me. that was a big per of our studio here. there is a book the harlem of the west that depicts when the harlem of the west was. which is the fillmore and people from all over the world would come here a huge everything this was the place to be to experience black culture and just to live, you know. i want to pay honor to that. >> to my generation they are will new businesses we have something special sxushgs instinct dh is in the black.

sits on the corner of gar and he fillmore it is a home to 30 entrepreneurs. like a marketplace. super cool. a lot of things are custom or really unique. jazzy's hair salon and jazzy hair salon are applying for a legacy business ownership they have been in business for over 25 years. there are cottage and home based businesses. >> i'm brother mohammed here in the fillmore. since 1999 established since 1999. you see -- cosmetic items and clothing, how is it going >> good. good to see you. >> i still have my old customers are coming to support. this is a sense of community. we have remnants of the old vibe

here. >> come visit the fillmore the famous jazz district and we have elements of that you want to experience it. friendly people. and this is a place where you will take a piece of san francisco and the fillmore back with you. [♪music♪] >> since 2022, when there was redistricting the tenderloin district was added district 5 and that brought in the entirely new communities zeechl amazing history, really, veterans alph~- net tenderloin we renamed shannon street inveteran's honor. starred by gregory. veterans started doing murals in what was a blighted alley at the time. and it is become a garthing place for veterans to express themselves and interact. >> i was involved in helping the tenderloin museum get off

the ground and excite to see all the amazing programs there. >> the tenderloin a collection of history of the neighborhood. and have art galleries featuring artists. >> we are known for having historically inspired programs. and makes us unique. we are producing a play about the cafeteria riot. which strifes to work with as many neighbors and organizations as possible to create diverse programming. >> tenderloin is a close nit xunt and like almost decade i have been working here you are able to make connections with people. >> an incredible neighborhood working and the last queer bar in the tenderloin neighborhood

which was the first queer neighborhood in san francisco. joanne incredible organization that shows performing arts. and great part sdmers do a lot for the neighborhoods >> we have little saigon. the sandwichers a classic. and a restaurant opened in the neighborhood i recommend. the phoenix a legacy business. >> and like people in the neighborhood this is might not stay here. so there is more to the tenderloin than what you read in the news. one of the stories from the people who work here. >> probably the most unique feature in japantown is the

[inaudible] built as part of japan's trade center. the other is the japan center itself. the oldest indoor shopping mall in san francisco. built in the late 60's. despite the changes japantown is going through it is authentic. still i japanese-american community you find a lot of japanese-american food. japanese ice cream stores that are popular. we have what is matcha drinks here. the other thing that is really preponder lar here in japantown is all of the new [inaudible] opened up. before the restaurant had been it was anything you could order now it is all specialized. say come from different parts of japan and feature their home town style of ramen.

you know it suspect a will really safe place to hang out. you come down here and you will get a sense of it is japanese-american history and culture by being down here. >> just one of the great places to visit in san francisco. >> this is an incredible and diverse district with so much to offer for residentses and visit sxors i encourage folks come visit and experience the amazing people and businesses in the district. [♪music♪]>> --@sfgov.

or you may send written it comments to our office in city ha