ssioner b. >> here. >> commissionerfishing. >> here. >> a >> commissioner. >> sanchez. commissioner wiseman. >> is she here. >> okay. hi. >> um alderin andwc here. >> thank you very much. so the information and transcription certifies andparticipate virtually are um, posted online and two commissioners operating by telling yefrns is he commissionernd wiseman and childcare from 9:00 p.m. for children three to

cross first come, first serve and public comment agenda items on and at this timeore the board would into closed session i call for any speakers for the items given a agenda a 5 minutes per speakers in-person or >> so at this time, we decreed at 605. thank you. >>

one life to live can be found here. we got everything know, all kinds of. yeah. all right. bye sweetie. i love you, too. but i know who that is. so i'm going to start over. sfusd will. no longer. sorry about that. sfusd will provide closed captioning and american sign language asl interpreter services throughout today's board meeting. live tr here. h t t p s colon. forward. slas slash w w w dot. player. question mark usd dash board attendees who wish to provide public comment to the board and would like an asl interpreter can use the q&a box in the zoom app to typname or handle and list the item or items on the agenda they

would like to will have an. the attendee will need to have ater to communicate with the interpreter, and the board. when it is thement, the zoom host will promote the attendee to panelists and enable the attendees video. translation go ahead, please. thank you. sf usd is offering interpretation services in spanish and cantonese. if you need interpretation, pleasee number. after dialing, please into the sip number. this message will cantonese. buenos aires el distrito escolar uni servicios de interpretation en el idioma espanol sitation por medio de google meet, por favor, marca el sigu numero telefonico seguido de la clave de acceso. uno ocho dos nueve 66. por favor. clave si de cinco nueva 88 seguido de la tecla numeral q. gracias. cantonese interpreter please. thank you. josé manzano san janet yellen of how? by the way, we were taking venmo. get

this one. so you are s. but say but say. sam. sam yi go back and go. thank you. thank. . okayç;. okay. i so i reconvene the board meeting this regular 6:35 p.m. as a reminder, childcare is provided from 6 toldren's ages 3 to 10. and the childcare is just across the hall in the enrollment center here on the first floor. this evening, public c be heard under section e. this includes public commen agenda and non agenda items. a in

order to speak, if you are a student, please write student at the top of the anow quite a number of speaker cards have been turned in. if at this time turn in speaker cards if you intend to speak i willrom the from closed session on the matter of student rd versus sf usd. o c 2024 060531. the board, by a vote of seven ayes. gives the authority of the e stipulated amount in the matter of student k versus sf usd h. case number board, by a voteven ayes. gives the authority of the district to pay up to the stipulated amount in the matt of flint et al. versus san francisco unified school di francisco superior court case number 20 3-517987. the board, by a of seven ayes to resolve the matter and the matter of unified

school district at all, san franciscouperior court case number cpf 22597932. the board by a vote of seven ayes. gives the authority of the district to pay up to the amount in two matters of anticipated litigation vote of seven ives, gives direction to the general counsel and one matter of anticipated liti of six ayes, gives direction to the general council member. fish herself in one matter of public employee. discipline. dismissal. release the board by a vote of sev retirement and release agreement for permanent classified of public employee. discipline dismissal. release seven ayes. approved a retirement and release agreement for permanent ncreadout from our closed session. and now i am actively trying to find the reen so i can, to communicate

hold on. just a second. okay, so. and oh, i didjl one thing i did not mention is we have two commissioners that0e are virtually. we have commissioner weissman joining us by teleconference. and i also wanted to introduce one of our new student delegates your first board meeting. yeah and we will have, i'll have you introduce yourself when we get to the s delegate report out. but we're very pleased to have you. and the second joining us at our next meeting when the school year has officially st them behind when we first met, that he got a plus. plus plus for being here before this, the school year officially started, so at this'll move into item d. oh, and that was the other wanted to mention is public comment. we typically try to, start our5[ meetings at 8 p.m. so

following item d, item items, will go to, we will go to public comment. and given the number of in-person like we will also have time for virtual comment tonight. so i wanted to let are listening, who may be listening online. so at this te i would like to open item d with the land acknowledgment. w san francisco board of education acknowledge that we are on the unceded ancestral homeland of the ramaytush ohlone, who are san francisco peninsula. as the indigenous stewards of this land, and in accordance with their traditions, the nor forgotten their responsibilities as the caretake of this place, as well as for all peoples who reside in their traditional territory. as guests. we recognize that working on their traditional homelands. we wish to pay our respects by 5rs elders, and relatives of the ramaytush community as first people, at this time. moving on to d2, approval of boar minutes, can i get a

motion and a second? so moved delegate, please feel free to just abstain. meeting. okay. student delegate langston. bogus. yes commissioner. fisher yes commissioner. la yes commissioner. sanchez. yesmmissioner. weissmann. ward yes, commissione. alexander. yes. and president thank you. at this moment, at this time, i'd like to move to the superintendent. there's no changes to the order of agenda items. and so i will move. oh, i just wanted to lift up that, student delegates report isn't ™ i know you said you wanted to have it. at least i will ask that it be part of the superintendent's report that the student an opportunity to introduce and wish

to say at that time. so i'll call for. thank you for catching that. so. and going forward let's make a note to be sure that the student delegates report, standing item on the opening items, please, so with that superintendent's report followed by student delegates introduction you. good evening everyone, we ar very close to the start of the 24, 25 school year. monday, august 19th will be welcoming back our students. and we're ve excited to see them and our families and so i just recently sent out our back to school guide. so i encourage you and even though school is starting in a week, wait, where did you okay? even though school's starting in a week, we know that there's still enrollment happening, and we are sending out wa notifications. and we've made a bit of a our enrollment process to make it more simple. as you enroll for the

2526 school year. and just also jus families that might still be enrolling, we at the the start of the school year. we arebetter place than we were las know there's still positions we're working to fill. but then we' district to make sure that at every school we have the classroom for the start of the school so know that we're working hard on that we're also starting the with our resource alignment initiative to make sure to support our vision value goals and guardrails. and so that includes working on our newe schools year, which does include closures, mergers or co-locations. and so we'll have public update on our portfolio planning process at workshop on tuesday august 27th. and just as a reminder, we're about any school closures, mergers or co-locations at thismeeting. we're just talking about the process we're going through and what the public can expect after announcement in september, and then we'll also talk about how we're finalizing our plan to

inform and s communities. you can go to our website to learn more about on our progress towards implementation of our new enterprise resource planning system. this is what overall is called is commonly referred to as our payroll system. our financial or hr we shared that we have this dashboard from that shows the status of the implementation. so front system we're implementing. with and with red rover as being our human resources component. and so you can see on our implementation to successful implementation. our progress then looks at more detailed components of the implementation. and you can seewe're on track in one area. you'll see it's highlighted in yellow. we have iew this dashboard and identify where there are and what corrective action we're taking to stay on target. the full report is listed under information item. but i just wanted to let the community know, we are sharing this information and for real time updateswo our website where we keep this information current as we start, you

know, we know there are going to take the muni to get to our school and maybe some so proud that we have student artwork that is on the muni busses now competed in the tasty roots art competition created by the student nutrition advocacy crew, kids club. the snack club and their artwork depicts a range of california nutritional facts. so we're excited that literallyuni riders in san francisco residents will get to enjoy our udç; and then lastly, i wanted to end with just to share a little bit more about the work that it takes to get ready for school and to support our students andam those who are board watchers, you might remember at the a video celebrating our progress towards one of our goals and specifically our interim goal around literacy of our african american and pacific islander students met standards school year, and we highlighted work that's happening at our schools and in our classrooms. but really, it is a team effort and so we just wanted

to show this video as we start the school year. few other members of our team who make the start of school and the what it is for our students, families and staff. so if you c school district function well, so follow us for an inside look at of them. it all starts with enrolling students. that's where the enrollmentm just here to help families understand the enrollment system because the community. i love being around people and explaining things and just being patient because everyone is coming from a different you i get to do the paperwork end of it, but i also families as well. she's been with sfusd forometimes when you're in situations and you're just overwhelmed, you jo know someone cares, you know, genuinely cares for theon to sfusd. so that's why we really do our best to just we are the first impression of the district. of their school is stepping off a school and that's where we meet miss tina bell. i've always liked kids and i like to be with

the kids. a transportation department scheduler she's an sfusd alumni herself. it's good to see that some of the principals that they remember me. tina started driving school9> busses when she was 19 years old. we do care about the kids. we care about their safety. and that's you know, first and foremost that they're getting to getting home safe once they're dropped off at a school. we know it's hard for our students to function without something good and healthy to nutrition services come in. and where we find patty. i love it, and then i want to make sure thatet a good nutrition. six years ago, she walked in to fiveo five, five franklin with her resume looking to cook and was i'm really excited to come here. i love it and i never time when i step in, i'm really happy. she loves beingcreative with her, cooking and finding new ways to make students enjoy healthy]ó eating. kids, they always come up to me like i know, okay, good, let's make me happy. of our many incredible school sites and s. our students and staff work and

learn . that's where we find david lee, a custodialsupervisor helping his team. i love my job because i like started as a custodian himself seven years ago. everince i took on this role, it showed i see more importance of the team and the custodians. i think when they have a nice space to be able to learn in, it helps improve their learning success. that's what our students and it leads us back to our instruction staff. we asked some of them, what's their favorite part of my job simply because here at malcolm x i from admin to janitors to lunch staff to t10 security supports. everybody here just feels it just feels like family. and that's why i love my job. i love teaching p.e. run here. it's social, emotional, physical. it's cognitive there's so much that you can do to really accesselop those parts of students whole learning experience. my job is like seeing the winds. checking in regularly and just saying, hey, you know i see you. i care you to win. like

all those things like, have really, like long standing outcome. although 12 years for a student can fly by people that touch their lives are forever. we are we are we are, we are. wewe are sfusd. we are sfusd.x like that merits an applause. i you know, i mean, i, i often share how i'm the proud superintendent of sfusd and that's why i'm so proud to where we have so many dedicated adults who work as a team students have what they need to be successful. so that's a we're you know, how we're working to set you up for success.o give you an opportunity to introduce yourself and share any report chool year. hello, everyone. thank you very much for welcoming me so warmly. it's a it's a great a great experience so far, i am in six days. i'm going to be achool

and i've been throughhools since i can remember. i started at lakeshore elem apg in indy, and now i'm really happy. amazing programs across the city that i see every day. working for our students is amazing, and very brief report for s.f. for sacarting to build and get more, applicants and start to applications and building the sac for a strong been really looking on different strategies on reaching out to different admins and counselors at different schoolso get, more representation from one of the goals that i have for this year is to representative it's ever been. this year, because we're always missing some schools end that this year. so me and my amazing interim p, we've been working at it really hard. so we're excitedfor year. and to have a really strong sac this year. and i'm happy to be with allf you. thank you. thank you so much. and yes, we're very happy t

moving on to the our fiscal advisors report, mr.son, is there anything that you would on behalf of your role? yes. thank you both, miss lozano and i are here tonight. i'll start out. we'll both be reporting. so. go, president motamedi, superintendent wayne commissioners. and to the newest student board member. congratulations on on sitting there. i hope you find it an exciting and cha experience, and one that will help you navigate through the rest of your career, your school, career, college, and beyond. so you, i want to start out on a, very positive note and talk about howr staff have been working hours and hours and hours going through contracts, hiring reports, teacher allocat and lots of tedious reports me excitedhrough. and other people probably don't like it

quite as much. but i=s to talk a little bit about, you know all the people that hen been a major effort of your human relations staff, resources, staff, i mean, your business staff superintendent, doctor huntoon associate superintendent amy bear swain, jackie a lot of people have been involved in this effort, some in and o ann marie gordon, who did your initial staffing allocations the task has been to figure out projected to be where it's actually going to bes allocated to each school. so i want to tatle bit about what a hiring freeze is, because both miss suzanne and i were appointed as state experts and administrator advisers, which means we have stay and rescind authority authority that we haveully never will use. by working so closely with . so a hiring freeze which you've all heard hired, a hiring

freeze which the district agreed to means that only essential staff will be hired and we could go around. everybody knows their we're talking about what does it take to open a schochool so that when the children come when the students come, ther+#e every classroom, a principal at the helm of the schoolortantly, is secretary or clerk to help run the ins and outs of the school, because we know they'reof the most community facing positions. so we have, as, approved all budgetedg positions, and i want to define that very specifically teachers, principals, clerical staffhzt schools. and because there's been a long te of custodial staff, we have approved, i think every custodial position brought to us. the only exceptions on any of, we've also approved all sped positions. and so the exception across the board is where they have not been budgeted don't have what's called a position control number or a place in the budget. andcally you can't, although probably at some point you've

or were not in the budget it later. we're getting ahead of that curve. we alsopproved, and miss larson will go through the actual approvals that we made other positions. i do want to say that at this juncture in time, when you're looking at staff, is lo at doing your the beginning part report and ultimately building your next i want to just put forward a cautionary note that while a great deal of work beginning last december budget process went through a fiscalhat plan needs to be dynamic. it will, and it needs to be re-upped as we you look at positions that are needed and essential and budgeted and money that's gone in and out, i. i tell my board this all the time, the budget is as goodtatic as about three seconds. it changes every moment. hopefully not drastically, but it always will see changing factors in your budget as you

year. so just just know that your staff and we will be working to support them. we'll be putting together budget analyzes for the coming year. and have to look at at staffing, how many positions are needed in the nobody wants to hear the word riy may be necessary. obviously, if there's any way to avert that, we will work with staff to do so. but know that your budget is we're talking over $100 million, close to $150 million deficit next year, and ongoing deficit in years to come. that's past, most of your deficit spending was in what's called unrestricted general fund. but some of youricit spending, which technically doesn't happen, shouldn't happen, but it is. and that needs to be correcte. so now to a cheerier part. well have miss suzanne take about those things that we have approved i just

want to has taken, you know, quite a while going through wth business to identify the positions that are out there. because as you all know, this has been an issue that's been brought up several times tthe district and to the board is that the lack of position control, that the district has. but now, after working through this with the districtover the last couple of weeks, we feel like we've really been in. and everybody is understanding more about why this is i look at a site and you say, okay, i have two hire, but when you look and there's only one position vacant, you know, you have to reconcile that and find out, well, what's wrong? why do you have two people when you only need one? you know, this type of thing. but of course, with your schoolrge, there are a lot of employees involved in this. so just to update even though it sounds like it's a lot, we started out with say 900 positions that we were reviewing in time that has increased up 1300 total that were on the list. we h 381 that are positions that are still up for

that, 113 are certificated and of thatto we have 38 that are, i'm sorry, not 38 we have 12 teaching positions and 22 special ed teacher posi that we're waiting for. the position control numbers on. so we need to see where they're budgeted and that they are in effect, budgeted before we can go ahead and work with the district and get those approved. and then inaddition to that, we have 66 civil service positions, which we are working through. and again, about half of those control numbers. and then we the, this was an, a lot of positions that were added just recently, 201 para positions of those 177 of we are waiting for position control numbers and funding status. so there's a reconciliation going on within special ed to determine exactly what the soon as we're able to do that anden many positions that have already been approved as far speech and language teachers. also not pathologists and also

your psychologist positions, all of those. so at this point, like i said there'sthat are out there being reviewed, but the largest i think, and most concerning for everybody was the tea really 12 regular classroom teachers aia the teachers. we're waiting for the position control numbers and th. once we identify that, then we'll be moving forward and approving those, you know, as quickly as we can. elliot, did you wantything else to that? you're muted. i guess i won'techo anything if i'm muted. how when we talk about position2a control, understand that this has not happened the budget to make sure that there is actually money set aside to pay a person when they get it doesn't have to come back as a budget change later on a process that's very meticulous. it will. it will become automatic, as to it and frankly, as you move to the new enterprise resource product to

frontline. so it will become a more automatic process. it will flow with your budget in a much smoother way without peopl ng through and say this positions in the budget this position isn't so i, you know, again, this has been a very steep have been here through that. go back through your peoes, through empower. and now the fast and working hard. so again thank you. and veryy point where we can go through this all day. and end of the day is how are we. are you ready tomorro should be very appreciative. i think well as us, owe a debt of gratitude to the have worked through this, and fielded a lot of questions on both pam's and my part, i don't want to say we've sat said, okay, okay, okay. it's been a pretty tedious, s close to grilling. and they've time. so thank you to them. thank you to the board. andor your

support and we're looking more optimistically at things right now. i just want to say, i think that going throughas opened, a lot of them as far what they need to be looking at and justouor were just kind of caught up in the process of this is theay really thinking about what it is that they need. and knowing that one time process that we're going through, this is something that isp on going. you know, in the future, because this is the way you need to be able to have that control over what you're hiring. as far asns, making sure they're budgeted and that they're actually necessary at your district. but yeah, they've been wonderfule superintendent wanted to make update. and just want to echo theciation for staff and for our cdd advisors to meet. ando just want to be clear, as i said, they have asked, they just ended by saying they've asked a lot of questions. and as mr. duchamp explained, theyained rescind authority, which means if the board takes action, they can put it on hold. but we as district leadership have agreed

it's in everyone's best interest these issues before they come to the board. and so and the questions that they're asking are the right questions for us to ultimately be on the path to stability. so for example, you heard kind of a technical explanation of that pam liaison shared aboutsition control numbers before moving on with the position in the deficit spending and relying on our on was, you know, it wasn't okay from a practice standpoint went forward that wasn't budgeted, we'd cover it in the end, we're not in where our funding status is from the from the, the state. and so i want you know, to underscore, though, aseducator of this district, i am acutely aware ofay we're waiting for a paraeducatorition control number, that when you're that student in the classroom ort support, feels like, you know this, this can't wait. this needs to be that's why it is, you know, for most weeks it's literally every day we're meeting to respond to these questions. but in the long term, questions we need to have answers to. and this is the system t n have in place. and so again we're

working hard to make that. so )>do ongoing process. but until that's the case we're going to continue to work with our, before presenting positions to the boardrather than have the discussion happen herevery much. and i appreciate the candor and support, to the district. so i thank you both to and miss liaison for your continued work in helping us get our systems and practices normalized can move forward without further bumps in the road and a good transition. is the report out to commissioner lamp from commissioner lamb regarding our most recent fiscal and operations ad hoc meeting? thank you, president mahtomedi. i wanted to give regarding the committee met7th, and we had a robust discussion on the status of and operational health priorities. the committee did and operational health dashboard, that dashboard 35 items

that we believe need to be from fcmat as wellscal advisors, along with the analys in our consultants, ben rosenfeld, the former city and county of san francisco's comptroller, and before each committee meeting staff will update the sta of those items. then we'll discuss as a committee, as are off track or on t really, the essence is to get an some of the causes, root causes at may be taking us off track to fulfilling, timelines? i want to thank, doctor huntoon as beingn on working. so closely with ben rosenfeld as well as our council of great city school this committee is absolutely imperative that this work is do in collaboration and partnership. and as part of discussion,

for next month to look forward to is president motamedi had asked, you know, how will we items are are on or off track? and so we the staff to also, filling in thathboard around how ownership will be clarified wheng that those items by the next, committee will have 80 to 90% of those items ady of owner. so that was a key highlightm the dashboard. and wanted to also update the public as well as my colleagues around theall had, brought to the committee of, you know, should we go look at revising our guardrails and some context for the public, on our third year of goals and guardrails. we originally did extensive community engagement the goals and guardrails. and since then there have been numeroions. more so than i think since i've beentudent outcomes monitoring, we review the goals an an annual basis and then determine if any

revisions june, the board flagged potential revisions to guardrails three and five and the potentialr a fiscal and operational guardrail. then, as i charged the ad hoc committee with considering those either making changes to the guardrails or proposing improvemen monitor the goal and guardrail consideration and discussionded that we no modifications of guardrails at this time. and some of the reasons mentioned, is rather than responsive to our current situation. the new dashboard will help with transparency new guardrail in the process of that guardrail be redundant. we're also mindful of not saturating our community with requests for input, especially at this time. and instead of revising the guardrailsnt wayne will propose updates to interims to all five guardrails and the

board. continues to monitor those guardrails with moretion. iddi also extended the committee through its work for june 20th, 25, reflecting the importance monitoring the fiscal and operational health and thede, i also want to share t committee meetings can be found on boarddocs and in the a webpageic for the committee so the public can easily find all committee related information. you can follow along on the public, on thecountability progress that's being made. our next meetingsc september 3rd, and we encourage the publico attend that concludes the fiscal and operations health ad hoc committee report. so much for the thorough update much appreciated, at this time we will move to public comment item e, and i will plan

public comment till about 815. so please, already, submit your speaker cards we the order we usually go in is to have, comments on agenda items first, then comments on non-agenda items, and then wee to virtual comment at that time. so can we please call the first group of speakers on agenda items any speakers for agenda items right now. welll move on to speakers in person for nonll speakers in groups of five. we'll with students. i'll call julia starley gabriel chloe. you're all welcome to line. each speaker will have one minute to speak. have our timer here so julia. hello. my name is. michael the middl.

hello. my name is julia. and i'm a rising freshman in the creative writing department at situation less than a week before school starts is incredibly frustrati sure many of my classmates here share this sentiment. wort and courage to pursue creative writing, knowing full well it'sio being able to have oneerfocusing on us at a time is not only unfair to us, as we won't the full experience of creative writing by a single teacher. this situation also puts strain on she will be stretched thin over two departments. instead of focusing all. this not only affects us, but also affects it impacts the quality of arts teacher and the students in her department. it's hard to think that the upcoming school year might not offer the full creative writing experience that wehoping for the opportunity to have one dedicated teacher guide guiding us through the ups and downs of creative writing is immensely valuable. withmiss out on important feedback and personalized guidance. this lack ofed attention to the creative writing department could delay our ability to grow and improve. as writers, this not only. thank you, julia, i'm so s have to interrupt you. that is your time. thank you. and before the next speaker, can i please see who is

in attendance on this issue from soda oray really helpful, and then may i ask the have staff here? that could be could speak to them. you're welcome to continue with public comment. i ju since we have we're constrained as the board. this is just a one way conversation responsive in this time. however, if staff isdp present, it would be it would be most welcome, yes. we'll make s follows up, doctor aguilera and miss beyer are back there and can can provide an update. can they provide how do you mean providea conversation in the lobby or is there okay. so at this timeow to meet in the lobby for those? okay. so if:á there's people you're welcome to stay and continue to listen to public comment. absolutely staff is available to also have conversation in the lobby if that is and we are familiar with this issue, i believe the teacher has been hired. so if so, if there's no they'll clarify when they talk. i would encourage that clarification to

take place sooner rather thanere that are wanting to speak to it. okayo have staff that could if if there are members presentudents presence that would like to have that conversation now. we can put that here. we'd be happy to talk to you after public comment if your folks showed up. we can response for you. okay. we'll talk to you after public health. thanks. all right. sounds good. thank you. okay. there you go. okay and i'm a senior at soda in the crve writing department. at the end of the last school year, our art director retidmin stated that they'd start the hiring process. however, in the mont process has been inequitable, disorganized and not transparent. replacement teacher to lead our department, the principal a p arts department to be the writing department director, effectively mergingtiart forms into one. this action places arounder the teaching of one teacher, and pushes two distinct a same curriculum disregarding their differences. as one of the many studormed decision. i am incredibly frustrated because this

likely lead to deficiencies in my learning. peers and i will have to teach creative writing st placed on the teacher by both departments will become too much. creative. writing and spoken arts at at soda both deserve strong teachers leadingky our cl only one person teach both departments will cause the learning to go down, no matter how strong that one teacher is a position for one person to take on. we all worked hard to get into sota with the expectation that we would have fullime teachers ready to pour into us, and with this move we definitely won't have that. we ask that y reconsider the hiring process and set us up for successming years with full time instructors for our departments. thank you. can we please be sure to start the clock so everyone has equitable time? thank you.. just checking if the mic works okay. got it. all ri gabriel, and i'm a senior. i'm senior for the creative writing department, just to highlight some the samesue, we basically only have one, director for two separate

departments that, although are both based in wri to their performance, the way that they implement everything, their that our both classes in a way that's that of disadvantage to both considering that we have to sh teacher, even though we have two vastly different curriculums, and it also comes at a disadvantage to all of the students who came fully with the knowledge that they would have, full in depth learning of their specific craft. and therehe past that's come with this, and we hope to remedy this with a, refurnished, refurbished hiring process. hello, i'm chloe schoenfeld. i'm a rising junior in the creative writing department. last year, our running the department successfully for 22 years. goi year, we are going to have one teacher for two separate departments for both departments, each department deserves a director of their own and one

teacher cannot, cannot fully support unreasonable to ask. and it is un for a separate creative writing director with full benefits. thank you hello my name is cameron freshman at the soda creative writing so i just last night learned about the, situation we're in putting one teacher in charge oftw this, in my opinion, iwue right decision. it's merging these two very different forms of art together that, disregardsof the differences that they have. and i also learned thinking of giving, the upper classmen in the creative k, writing department, some of the

responsibilities of teaching the class, in my view, it is unfair to put high sch in charge of teaching high school. it's unfair to them. okay. w student. general publomment. so i will call you in five. jennifer, before just can i just clarify, have all students who speak did have an opportunity? we do ask that people wri names on the card or the student on the card, but if you havnd in for a student, please come up as the next wave. and if you're gi not sorry, miss burlesque. okay. thank you. so iill call jennifer. marissa amberchael and leslie. and again you will all have one minute to speak. and there's youou. hi. my name is jennifer lynch a rising senior in oops in the creative writingt at

soda. as has been stated, the hiring process has been quite, they've known from the beginning of last year that the director was leaving. she was the person who department and has been running it for 20 years. she's created aally rigorous really special department. and i kind of feel like maybe this hiccup and that people don't understand what it is used to do and why it's so important that someone with the and experience and focused dedication, can really take over w# artment instead of as has been said, giving one person two to 60 people, thank you. hi. i'm speaking regarding director for the creative writing department at soda. tool ministration have failed to do their job w filling this position. the creative writing students have been doing their summer work reading novels and books of poetry, attending reflections

and new works of fiction. they've even been working their classmates. this is in stark contrast to the lack of planning or serious work done by the district. the behavior of the district and school administrati disingenuous to deceitful, failing to make any serious effort to fill the director position. the current plan is for the sam in two different classrooms at the same time. that doesn't actually seem like a plan. we demand that the district and school administration hire a replace the retiring director, as was promised to the families. we destruction of a premier high school creative writing program 20 plus years strictly through the lack ofm those whose job it should be to promote and expand the type of learning experience. hi, i'm amber parent of a rising junior at sodaarted at sfusd. ever sinceoponent of the district and all that sfusd hashile there have been times when i didn't necessarily agree withsions, this is the first time in 15 years that i feel like i've been kicked in the stomach. from what i can tell, there's been little to nom5 hiring

of our new department head. for the last two years, the soda been as close to a perfect fit for my child as could be possible. there have been challenges since we started. we've tried to maintain our faith in the leadership andx the issues are. unfortunately this situation feelke the latest debacle in a series of events that have been completely mishandled staff of soda and or our district leaders parent volunteering at every school my children have attended. i have staff members deserve my utmost respect and support. i am deeply saddened in this moment. thank you. superintendent wayne commissioners student delegate montgomery, thank you, my name is michael, parent of an incoming freshman at sod to, register my protest at this decisionsition. and basically scuttle what is a prograr history here in san francisco, so i'm here to ask that decision and have an equitable, open role. and clarify, you know, what what the intent really is here. and then finally, i just want to

to actually the ethos of san francisco as a city, as a and writing. you know, we know we y and a huge roster of successful writers. and i believe that any o could be the next people who are appealing to the hearts and minds and really making a difference in their writing. and i is not going to do that. so let's, reconsider. thank you very much. hi. my name is leslie. i'm a parent of a senior soto, i just situation has been already mentioned by everyone. the but as part of the interviewing process, just just finally off the entire summer, there was plenty of time and energy and input student community to try to collaborate on a new a new teacher for creative writing, and it was dismissed, all summer. so just the thought that was not intentionally kept from our community. is very much felt

being part of the interview process, i can say that myself students were blindsided by the candidates that were presented by the format and by the decisions and the feedbac was, we need two teachers. and that didn't. thank you. that concludes in board given california law of how boards conduct their business, we can'tengage in the back and forth. but i would just like to speak and say, i students and family members coming out and speaking on you are experiencing and have experienced and letting the and i do want to reiterate that, my staff is available in the lobby to have deeper discuss may be transpiring going forward the board is also outside of our meetings available through through email. and we do read our emails, they are website and board office at sf.

be communicated with, and frankly, can be mo responsive in that forum as well. so with that, i'm going to close in person, public comment and see if is any online. i did a card on m wokay. thank what's your name? nato nato. please, just. yeah please, you startck. hi, everybody, nato green.chool of the arts rising junior, i'm here with the other the my rest of my community, want to echo people raised, but, you know, if sfusd wants to run a successful arts school, we need to have arts teachers who are paid to be teachers not like volunteers who are chipping in theirike, incredibly alarmed to, to learn that that knowing the amount of work that goes into running the creative

writing that was offered was $28,000 a year with no benefits. i don'thsiñ know how that's sustainable for anyone and how we would expect to get strong candidates who are goin up for our students in the way that we need, and the process has hasn't beenransparent. there's been poor communication. we've been trying to engage the school administration for months and to technical term that we feel like the administration pooppool, i'm saying that specifically for the benefit of the sign language interpreter. and we want transparency and actual data. and as we make decisions about about what the future ofm is, thank youc. all right. well, at that, at at with that conclusion, we will now move from the illustrative, explanations of what'su happening at soda and see if there's anyither agenda or non agenda items this time we are opening public comment for ou participants. please raise your hand if you care to give public comment on either agenda or non-agenda items, each speaker will have one minute to speak.

can we please have that chinese when the notches arer un comentario sobre la agenda or en la agenda? por favor. levanten su mano cada participant va a tener un minuto. solamente gracias. so i hope you can go ahead and gcan get on. i eating my face eating your. i hope you. thank you. so i'm currently i will call five at a time as we did in person., shivangi vanessa mesina and charles again, that's steven, shivangi, vanessa mesina and charles. steven, go ahe, hey everyone, steven, i'm actually a bay area native. i'm a i graduated from the fremont unified school district, class of 2018, and i've been an sf resident for the last three ish . i just wanted to reach out and get at the

school district's stance is on the educational process, obviously there are some processes the use of ai isn't, maybe conducive to the, but whether the school district plans to invest in ai technologies in other parts of maybe the educatiot may benefit students. thank you. thank you. shivangi. yeah hi. i'm a parent of upcoming tk student, and i'm reiterating the discrimination caused by implementing the aa tbreagned to all attendance areas. my childistently placed at the bottom of every round of application and ever. although he lives in an attendance area well within the city a hugely diverse population of families, and sfusd is doing to scrape out bottom options to make do within of the sfusd staff cries huge incomp the amount of follow ups that have made.kay, i want to call out, loud and clear that sfusd

has the power to make any policy deemed necessary as long as it's safe for time, the policy is illegal as it is onary school assignments. as taxpaying individuals who actively fund the usd, i want to hold you responsible and expect job better and fix this district discrepancies and bring on someone who can write. thank you, thank you.. hi there. can you hear me? yes, we can hear evening everybody. my name is the executive director for parents and public schools of rybody back to school. we're going to have a chool year. i love the video. we are at sf is a great slogan and campaign, and i think we should buupon and our t shirts and be prideful for our schools. i do with commissioner lam in terms of community feedback. i think that we need a bit more focus on comm closures. and i'll speak

to superintendent wayne in our next check in about ways and solutions for, on that end, i also want to mention that hbers and have gotten no response. so if we're going to encourage folks to the email, even if you mayno but mostly really excited about the school year and family a great first day. thank you. miss ina. hi, i am a teacher at rosa parks elementary school. i am(nof a rising fourth grader at rosa pa concerned at the fact that we have. my daughter currently has an iep. she's su receiving minutes. she did not receive her full minast school year. and now this coming school year we have no rsp teacher.o have a 1.5. we have none, so i'm wanting i want to know how my daughter and the other sped stus this is this is a legal issue. receiving these rsp minutes. second, we don't haveor 5

sped teacher. and currently one of our sped teachers is going to be teaching first through fi due to this opening. and i want to know how we're going to be supporting the sped program at my school, because i have great concerns as a teacher, but also more importantly, as a parent. thank you. thank you. and i'll call charles for leading the fiscal stewardship around positions, it is shocking to me that it wasn't practiced to havepositions paid for, i hope we look intositions at central office with the same type of we, can scrutinize that

spending, before we cut more from student facing positions. if we spend the same percentage as other districts on some of that shortfall moving forward, thank for that, for that for the time. andnted to, you know, welcome everyone back to the school year and hope everyon year. thank you. thank you. and erin. yes. thank you. my name is erin public schools of san francisco and i wanted to just raise up that this meeting, was in violation of the brown act because the zoom said it started atd the host was in another meeting. and then in addition1 information for people to call in was not correct. and that limits anyone with people with disabilities or lack of access to technology. and i just want to also bring up, i mentioned this last month at the july 1 was in violation of

the brown act, because it did notwas going to start. so i really would encourage you have another person check, perhaps the president ordz superintendent could also check it never hurts to haveblicity. and thank you very much for your and all the efforts you're putting in. thank you. that does conclude virtual . thank you very much into the action items item , we have two actions or two i discuss each of the board and item. can i. oh the first item is the vision values goals and guardrails update which is progress. wheree progress monitoring guardrail three which is focused on curriculum ande you're ready to talk, but i'm going to say a few things, so this is the first time that we have meetings. this is something that second meeting of each monthq2so we'll talk a little bit more about the

format that we use. but at time, can i get a motion and a second to move this forward, since itm. so moved second and then superintendent, would you like to introduce the item, sure. yes. as part of the introduction, i was going to explain, that we are having a progress monitoring session here at our business meeting, one of the reasons why we scheduled it is because, for we're council of great city schools student focused governance framework. and i that framework, the progress monitoring meeting in the following c goals, they should be reviewed four times a year. at least once a year. so in order to be able tothat, you're going to see this year some changes. we will once in a while at business meetings. typically, this meeting doesn't have that much business, so sometimes you're going to see us do present two progress monitoring reports at one special meeting. and, we think we're getting into a rhythm of this. and so we'll be able but it's

important to have these progress monitoring reports presented at the at the frequency that is noted in the framework, so we're staying true to being student outcomes focused in our governance with tattached. we've taken information from the report and created a presentation that will if you can pull it up we'll start and, you knowthe first we present the data. now this is nterim reports you know, the goals you have interim data based off of assessments that we think lead up to the overall goal, which is the guardrails we've needed to identify measures that we think represent what that guardrailion and how we monitor progress towards that. so we've had some discussions and commissioner lamm mentioned it, that finding the right interim measure is something that dynamic and evolving. we're having conversations. and so like around the effective decision as the strategic partnership one. and next, we're going to have it

around the resourcal for this one. this is our guardrail on currian and so we identified the areas of improvingon with teachers through classroom observations and teachers feedback around, receiving feedback as well as their use of data. and so tonightthe data we'll share how we're moving achieving instructional excellence. and then we're going to talk about specifically the coaches role in in . yeah, and just for some additional framing for the public and for my commissioners or for myw commissioners, i did want to also point out that we have the guardrail, the progress. oh wait, is it goal monitoring attachment there? so called sorry, i'm just doublepreviousm not seeing it attached to the item. so could have the, the link to the effecti worksheet attached to this we go through

our process and montgomery, welcome, as we do our monitoring focus on want to answer at the end of each monitoring rept. we'll have a conversation, we'll listen to a pres have a conversation, questions and answers. and then we make a decisioncept or not accept the report based on three questions. does the reality match the vision? is there growth towards the sufficient to cause growth towards the vision? so the process that we use to because this is an action item to make a decision about whether we are accepting orpting, and that will be the the attachment will be, attached to this item shortlyng. the other thing i would ask my commissioners, as we're listening to the similar to the format that was used at our jun going to be focusing on buckets. so rather than just having popcorn style discussion focusing on themes. so if you as you're listening or if you already have questions prepared, after

we will be asking for each of you to state what your, you know primary key 1 or 2 issues are. there will be more opportunity for discussion. we're not holding limiting it to that, but dentify what, how how to best facilitate the conversation so that inquiries are have a chance to be responded to. so i just wanted to provide that framing before, before welcome all you made the presentation. and so thank you.ld have started with that. thank you so much for c t provide the framework for that, since it's an unusual. we don't this is the first time we're doing that in a business meeting. so with that superintendent, please carry on. thank you, and so as is the guardrail. and up on the screen are the three interim measures that we looked track progress towards the guardrail and these include from classroom observations, which essential content and then as well the feedback teachers received and their use of data and so you can see that for goal

3.1, we did makerogress in meeting that goal. and by june 2024, 73% of classrooms that we visited showed that they were and so that was goodthat we did not meet our interim goal around, the of data. and based on te there was fewer reports of teacher usingorm instruction and then related to teacher. also, we receive teachers decline of teachers reporting that they gotmeaningf@wul feedback around their instruction. so taken together, we are on track with 3.1. we are off with 3.2 and significantly off track with 3.3. and so what we wanted to do in this progress monitoring report, and e discussions we had last year i think there wer we wanted to

make sure we addressed. interpretation besides just saying we're on track or off track talking abouthy. so we'll share a bit more about why we think we are where we are and then what, in order to get on s our strategy and the theory of action behind that?ng to spend most of the time. tonight is focused on that. and then board has asked and we appreciate where we have bright spots of the strategies that we're wanting to scale dist so we have some guests from our schools to share about the with that, i'm going to turn it over to doctor jeanette hernandez to share a bit more about why we think we weren't able to meet that target and what we're doingab evening. thank you for having me here, again, i'm jeanette hernandez, the executive director forlearning and coaching, and just really excited about theght a part of a team and some people the work. so i wanted to introduce two key people. eve arbogast and kamara carnes, who

have really, really supported us in really, i just want to say that it's amazing. and visionary that we are lifting the level of achievement. tha really focused on. and using coaching as a strategy too really build capacity, and that's one strategy of a system, rightmplementing new curriculum, not developing, but implementing new curriculum is rea so really thinking about whyidt is, i was part of the instructional cabinet thatnce a month. and the idea was with cabinet that go out to schools and teams. the cabinet go to diff was, we're going to calibrate on the core rubric and really visitz us as a central office team calibrate on what and in terms of the core areas. and we looked at esseand l we did that. and we processed and we calibrated on that, which was a really important step. and then ing we said, well, let's talk about giving

meaningful feedback. but we really had to calibrate on what does that mean? right. because meaning, whenreally a reciprocal process. it's not telling somebody what to conversation about how to look at their practice and theay you do that is first you have to have trust and understand the practice. and so i that takes time. and so what we did was when we were visiting schools we were giving feedback to there's this assumption that the principals giving feedback to thed that's there's a fear there. you know, and that we take that into consideration as we'r planning forward. so that's really why. and so really the work we're doing this year is with instructional coaches. but it's a system we're working with instructional coaches, particularly at the elementary school and with the lead, you know,, the executive directors from lead. so if weslide this is what we're doing. we're transforming schools through a district coaching model. and our really

theory is around there's three critical processes to rea one is to develop strong collegial relationships that support ongoing learning among colleagues. and we know that's critical active study and and curriculum. so really teachers and coaches working together to study the curriculum one is that youour materials. but it's really about how do we learn about pedagogy and how do we implement those practices. and that's really whachers and the coaches and the leaders are all going to do together. and theround these practice based inquiry cycles. so we're coaches and princip based observations and engaging in conversationsh teachers. and a plan study, do, act, sort of cycle where they're actually re evidence that they see in the classroom. and i think that's what spring, and we worked with 15 coaches that volunteered. we worked o using evidence based practices and then having meaningful weul conversations where actually teachers look at the evidence and they get to look at the evidence and see where the pedagogy support students in terms of really improving their

practices. and is really been positive when we were interviewing coaches, a lot of them talked about that. so we're going to be implementing that in the fall, on evidence based observations and, and meaningful. i'm going to just quickly talk. alicia, can you go to the next one. these are again we talk about the system the role of the coach there. really the role is to support coaching on 1 toaching. it's also grade level collaboration. so facilitating[ teachers working together and then being a part of thep team. so that, you know, that drives the work andructional leadership retreat in june. on june 7th almost 300, 300 people. we had all the teams there and really laying foundation around how to build an instructional leadership team. and people were at different p so those really are the key places that we really want the coach support is on the instructional leadership team and the grade level teams and then 1. all right. just a staffingthis was

a new the new instructional really wanted it to be focused on supporting the implementation of the language arts curriculum. we went through this rigorous hiring process. principals on the hiring, and we've hired 93% o positions are filled. we have about seven positions filled. of those seven, four of them haveso we're going to work with the assistant principals to suppor don't. and so between eve kamari a going to partner with those schools. and support them inwith the coaching plan. so we just want to make sure thate have a touch with everybody. okay. so that just really want to give a staffing update around where we are. all right. we'll go to the next one, again, and responsibility that was in the progress monitoring. so you can see of the coach are. and then we'll justto the next one, we really want to collect. so we really want to look at what the coaches, how they're doing their work. and so we're asking coaches to, to use coaching logs that moonhawk,

from rpa. so we're really excited about that process. and we use that to inform our work and also to monitor the work that we'r. so this is just ways that we're supportingwe just came off a three day coaching institute which was pretty amazing in terms of really focused on coaching s also how to support the implementation of the language arts curriculum. so we got really we looked at what is the first 30 days look like for your school, coach approach the first 30 days. and some opartnered with their folks. we're also having monthly every the coaches and we're also having plcs. so coaches are going to be in teams, and they're going to meet once a month f two hours. and we're also doing 1 to 1. so it's a really nested coaching model.t two thirds of our coaches are new. so the first time being coaches. so weort them so they can support their schools. all right. so here's just one of the new coaches that attended theux coaching institute. just he said it was one of the most meaningful adult learning experiences of a i'm so excited to begin the work of coaching. alongside this communit amazing and dedicated educators. so even

though there was a lot ofs, the level of commitment and dedication right, so really, we at the coaching institute, we had an marin who the principal, and she has done so much coaching work. so asked her we asked her to facilitate the session with the coaches and so we've invited her to come and speak today. hi y'all, like jeanette said, i'm anne murray and i'm the principal at sanchez elementary school. and previous ipal at sanchez, i was an instructional coach there. and in my heart for the role of instructional coach and also now as62, you can't just be a coach who becomes a principal at your school, and then you get to have the same impactg teaching and learning in classrooms as you did as a coach. your role is between a coach and a principal is really, really critical in leading school change. change is not as easy e, let's see what happens. change requires really

deep human work that requires really smarts to do that work. and the coaching network i really, truly believes going to provide that support to folks to do that deep level, tot the implementation, which is very key, obviously, but the impact our district role and goal is not just that we do stuff but we do stuff that matters to the kids, that matter the mos in our city, and i think that it requires a trusted adult who can really guide this work with a school community torship with teachers in a different way than an administrator can to really suppor process of change. it's not easy. what we ask our teachers to do is challenging, and what we ask our coaches to do is really, really pleased that this instructional coach in elementary schools has become a priority for us. and i'm really encouraged to see kind of the talk become, go beyond one on one coaching and really think about have on a site in shaping the culture

of adult learning. i always said as a coach my job was to work job and by really strategically teaching teachers to think deeply about their practice to help build systems andreflection and ongoing continuous improvement work, and then 4% foundation,ñxk that can happen not just between a coach and but between teachers themselves. build those structures for peer open door culture where teachers feel comfortable developing norms that support the work that ao, d to be holding one another accountable i think is really where some of the power of a coach andip between principal and coach, can be in our elementary schools. see this work unfold over the next year. great. thank you, and we also i the principal at, robert louis stevenson and herllack, to talk for a few minutes about their, their work around coaching and their excitement. okay, great. well,

thank us to be a bright spot. that is. and i and the fact that we're here tonight tells you that we're excited. okayeacher in sfusd. the year the district hired 900 new teachers for class size reduction. it was sink orwim back then, and i did not have a coach, luckily i survived. but had i received coaching in those early years, things would have. i've had the privilege to hire and work instructional coach at our school for just three years, so excited and so ecstatic that we'reinally calibrating across the district with this model. because before when i site funded a coach, my neighboring schools did not have the a coach and so the cals was challenging. and there were few be a lot more calibration and collaboration thatt, and moran just talked about the coaching pd that we had last friday, there over

150 of us in that room, and we al around in the circle to share our hopes and dreams. it was really powerful, and lieve the sea of learning that was in that roomg about valuable feedback, we've touched on it before. the most exciting part of a principal is beingonal coaching, but unfortunately, we have other respo so last year i was able to do that with only a small group of teacherso to give actionable feedback, go in and observe co-plan next moves conversations. but howeverwith partnership with a new coach we're going to be able to build our capaci district wide, so it'she shoulders of administrators, and probably this is the case across the districtandemic, many of our teachers are new or new ish hired in the pandemic or since then. so coaching would be reallywó, really strategic to have, we had a taste of like today. we had our first pd with the teachers their firstta dive and implications for teaching

introducing our new coach and description of her scope of work describing the buckets that will live in the ilt and creating hopes and dreams with our staff this year. our teachers are really lucky. i'm super nancy feels that she's lucky too, to have this work with a coach, because everyone receive actionable feedback and plan how to improve their practice. it feels great to have someone help you to become even better. it feels even better having someone cheering you o your next steps. so thank you so much for giving us this. we wanted you to hear from coach as well nancy. i'm the instructional co turn off your boobs? thank you tell you about my experience as an instructional coach. i was previously previously the earth at a middle school, and i have had personally experienced how instructional rounds and peer observations were teacher practice. the feedback that teachersceive were

specific and authentic for the teaching shifts that i saw in departments, in the different departments. so this also led to building teacher leadership capacities as teachers led other adults in their teams. right. you canthen we'll wrap up for the. all right. so i'm so excited to this year. similarly, because with curriculum, there is a lot o lot of readiness for newness. i met many of our teachers today, and there was a lot of, just energy arounds direction. we spent our morning diving into dataool goals, and teachers have a lot of questions. i wanted to capture are some of them. how can we use this and best practices? how can we use data to implementnterventions? what are some effective interventions we can how can we really get to know our students so we can help them reach their highest potentials? so we were so ezxc questions because that is exactly what coaching and

collaboration instructional leadership teams is all about. so, teachers really want to do this work. and di and i are very excited to support them through it. thank you. thank you8 hopefully you can really hear the systemic approach we're taking. coaching is not new in education and it's not new in san francisco unified. but what isnd feel will make the difference in in meeting our guardrails is particularly the district wide training and expectations that place for coaches and then the networks that will exist toheir practice and problems in practice, and then how toortsur! teachers in improving instruction. so with that, we'll turn it over to you for the discussion. great. so i'm,nk and i could definitely feel the enthusiasm coming lovely to see and thank you for your hard work. and, board the educators, that espec folks that have been here for a while that, we all can benefit from fresh eyes. with that, i want to

do want to open it up to i mentioned earlier, the attachment is now attached to the agenda itemoal monitoring, we are we willhe close of discussion, we will be answ match the vision? is there growth towards the vision? and is there a strategy and plan sufficient to cause growth toward the vision? and by the vi mean of the guardrail itself, and as a reminder, theitself reads, the superintendent will not allow curriculum and instr rooted in excellence, challenging and engaging student centered and culturally responsive, and dfeall students. so, with that, i will open it up. let's go one by one. and if each commissioner can just identify, 1 or 2 areas of focus for, that they want to be sure that discussion around. and i will be taking notes and addany things that i'm doing to facilitate this meeting. so vice president alexander, i call upon your assistance asuld you like to kick

us off? i can yeah, sure, so i'm just going to i just want to comment that i als like diane, started teaching in sfusd in 1996, and i also did so there's two of us, so sort of related to the bright spots idea. related. so what does success look like at a school know that, at which therefore using those criteria at which schools is coaching and walkthroughs plan working. and then third, what's scale it. can you say those again just so yeah. so what does success look like at a school.w number one. number two, using thoseria which schools is this the coaching and walkthroughs plan. that's articulated here. working and then number three what's itwe're

gathering. we're sorry. yeah. sorry. we're gathering questions. we're doing a different we're going to try to have everyone to like list their questions or topic areas and then we're goinggories like like we did in i know you said that i just yeah, that's fine. okay who would like to go next? commissioner bogas thank you. yeah, i or maybe just a little bit grounded in trying to get a better that is supporting, interim goal 3.2 and 3.3, andá?r just i think really getting clarity around what steps are taken to ensure that we're having a representative sample of educator that is kind of impacting the path just i think concern is listed in the of the number of people who took the survey and kind ofentative sample, given the diversity of schol the district. so justlly interested in the tool that we're measuring by. and if we are accurately kind ofything that we are presenting, and i see

commissioner fisher has her hand up. so i will go to you, thank you. and commissioner that was one of my questions as well, specifically the answer that was provided seemed to justyf repeat what was in the report rather than provide new information, andaq also specifically, i'd love to see the data like by teacher grade that they teachx-, years of experience of experience. i think there's a lot of ways that this da helpful if it were disaggregated.e, though, really was so exciting to hear all these bright spots. however, i struggle withstanding how the interims actually align with the goal, because when we're about a goal that is about, not allowing curriculum and instruction that's notng and engaging. it's not student centered and culturallyec curriculum. and we know

we're just up until this year, we haven't actually had a you know, and we see that there are issues with our math curriculum as well. and so for me, when we look this core, rubric the question is, are all students working with content aligned to the appropriate standards for their subject and grade glossing over the fact that we don't even have curriculum and are getting it done are essentially building it themselves. so thate to see an interim. here is more about are and actually implementing curriculument curriculum before you can coach to it. soould love to see more around criculum implementation itself, and those are the i have. thank youlet me just let me just think i got, commissioner bogus and commissioner alexander's, but likewise affirm commissioner bogus is interested in, the disaggregated data and representation,

including grades taught years of experience. secondly, how do the interims align with the goal? do we have currixcellence as a starting point? are all students working with content and instruction? that is grade level and standards based just one, just one. and how are the interims aligned with the actual guardrail? yeah. and i said goalith the actual guardrail okay. all right anyone, commissioner sanchez pleasead the same questions as commissioner bogus and somewhath+ with commissioner fischer's, with interim guardrails aligned to the actual question, around everything culturally responsive and differentiated curriculum. how that's linked to the actual interim guardrails and how we always been really interested. oh, i wanted to say also that i glen park and without a coach it took me a

while to get the hang of thingsen interested, or at least in the last5 its instructional leadership teams and how they operate at our schools and how they're effective or not effective. and i'm just wondering how you want to link coaching support dire with the arts, as well as with the collaboration teams. so the glc's, the alts and how with those two bodies works. thank you. thank you commissioner lamb. thank you for my colleagues and their ques e to investodel, and i page three of the report, specifically around the drop in favorab identified at the early ed level, wit decline over 20 percentage points. so i'm curious plans are, while, you know, there was a possible explanation, what is

the approach editor, or educators relatedkí have a greater connection between the winter and assessments for instructional, improvement commissioner weissman ward, is there anything you would like to emphasize or a? thank you, yes, i the theme of my questions relates to whether there is a plan, to looksuccess that we had interim guardrail 3.1 and how that might be related to 3.2 and 3.3. are there takeaways? are there lessons learned f done in 3.1 to move us higher ame that interim? can we learn anything from thíhere? given that 3.2 and 3.3 are certainly all lessons learned that we can apply to 3.2 and 3.3 to, to a us to move that needle and not be off track or significantly off track in those others. okay. and i will add i my

main questions are, i think commissioner fisher, first identified. it's really, around the idea of curriculum rooted in excellence. excellence, and here, let this is not as easy to take notesand get my questions, basically, i'm actual guardrail and whether these interims are the right starting place. to ensure that it's rooted in excellence and stdards based, as a starting point? and have we followed up on instructional minutes, i raise that because on february 13th and april i asked for through the een asking for understanding of how ourtes, currently are aligned with other bay and other urban school districts. to understand

how we're using the instructional time. and it's come up with our tnp audits and other curriculum audits that are curriculum is just simply not, at grade level based. and so while i appreciatethe coaching, again, to emphasize what commissioner point to me is really the inventory of what tools what materials are weinstructors to use, in the classrooms. that's the starting point. and so i'd like to understand whether there has been it certainly seems whenever we audit our when we bring in auditors, we are finding that we are, not where we ought to be. questions, and then commissioner or vice you were such a rock star at the facilitating at in june. do you have any thoughts on how best to do this? i do see a number of buckets. so i don't know ifat you saw or i'm happy to run through what i saw was doing the same thing. i was taking notes and then circl so. so there was this this question

around the data that several where did the data come from? did it, was it representative etc. there was this question around is, are these the right interims to align with the? and i think a part oftion around curriculum, there commissioner lamb talked about the retention of. mr. sanders talked about the ilts and alcs, and i talked about the scaling, which maybe is related to what success looks like, which might be relatedrds question around how success was achieved. i think hers and minted around like what? what was what does success look like? how has it achieved and it. so that's i don't know how many that is, but yeah, it is a lot of buckets. yeah, do we wan think i would, i would, i think starting with helpful and as the, as the starting point and going back to whatoner boggess first brought up, so. okay. great.

yeah. this process because i'd say for the data bucket, we'll bring up when we get to the, what does success look like? and some of the questions about, how we're supporting improving instruction. we can have doctor carlene aguilera fort speak, an then maybe i'll end. i'd like to share some reflections on. is this the right guardrail?that that portion, which also helps us organize how we're going to respond.ood evening. commissioners, with regar t survey to teachers to fill out and we had over 1500 teachers fill itt both in the fall and the spring. it was and 37% in the spring response rates. can the data be disaggrega teby years of experience? yes it can. and also by school level. commission boggess or commissioner fisher since this was, aligned with your line of inquiry, please feel freer question,

do you have a follow up question? yeah i have a question. did you want to go first commissioner fisher appreciated miss connors, doctor response i think my follow up would be great to hear that will it be? and when can we get the data we'll definitely give it to you in one reports. the next board report. thank you. i think my follow up question in the response to the questions, there was a 95% confidence interval that was lifted up. and i guess i was just wondering, if that was theidfor the work that we have. and did we feel that the samples we the surveys were representative? and how are we defining representative kind of to kind of have clear like, what are we taking into account and what parameters are we using to kind of set that standard thank helping us to clarify that. what happens is we

looked at sources to see when surv are sent online, what is the acceptable rate of return rate what is the acceptable return rate. so, you know, one of the sources we used was the said that you are within you have over or 30%, which we did have. the reason we use the, the 95% range. so of every 500, if you a to getu're within 5%. and i think it had to be 3 to become 3%. so that was the rate is what was used, but commissioner boggessou bring up a good question about thehe representation. as i said, we didn't we only disaggregated by school level and not by years of experience. it was just the online

survey is what the error is about. so i guess then so do you know if it was a representative syou to that conclusion, or is that something that you needanalyze more information around? getting at the, kind of the representativeness in the sense of is it representative of the demographic components of the of the teaching population within sfusd that we haven't at, the representativeness that we about in the report and the response to your inquiry is about the overall margin of error in thetire population of responses that that the respondents have subtted, but in response to all the questions that have been raised, happy to disaggregate the responses that have been submitteder demographics that we typically disaggregate me

just try. i think, tell me if i have this right what you're asking kind of in plain language commissioner boggess is okay. we got these survey resu response? where we can make some conclusions aboutthright. that it applies system wide. is that what you'r. no yeah. and i think a step back is like howdefining a representative sampling of the district and how do we across the different district and programing and studentse, i guess, take these results and then put those on the real aspects of our school site, which it just seems like there's a lot of parts of our school community that doesn't seem to be fully represented in this, which makes me wonder how thsults really break out especially for our higher needs studentse historically failed, and whether or not there is any insight to this that reallyt seems like now this gives us a general feeling of what's happening at the school, but because there's so much inconsistency across the district and these numbers and results to me aren't necessarily significant or us a lot about what's happening in our individua schools. and i guess i'm curious if i'm curious what reasoningr

logic the district is putting in. that kind a different perspective since you're lifting up these numbers kind of as the interim g the answer is yes. this is representative ofll need to be follow up on that on then. i, did we get enough responses from new teachers or from teachers in a particular schools to be able to make conclusions? and then for is, why did we choose this and what i'm going to get to that when we when i share the response to is for our guardrail, one more piece of information. almost all schools had teach. i think just if i could jump in here because this, i think relates to my question around where is if we don't have it disaggregated by schools, i don't understand how we know not or how do we, i guess, like i guess i'm not seeing. i mean, again this is to our last question. do we have a plan to get there? i'm not understanding how this data ol or a teacher or a set of teachers where this theory of

action is actually working, and therefore it's producing. you know, we're having the effect one curriculum that we want curriculum instructionb?. does that make sense, yeah we because i don't understand how there's a strategy to scale it if we don'tworking and where it's not working. well the surveys are anonymous=. i mean at this point in time we can make them noné anonymous and then the rate might even drop even more. no, no i'm i guess i asking strategically i'm not. you can't go back in time. i'm asking strategically whythey anonymous. what's our thinking on that. why. what's our thinking on like woes it make sense? so here is some here is the reason is usually to protect the person who is filling out you know, if i am saying for instance, my principal never, ever gives me feedback or something that becomes, you know, a person who's identifying themselves and taking that rate is always much, much higher when you make it

anonymous for what you are, you know, cluing us to which is where are the bright spots? when we did the each and every where weeachers that had said we used data and got re we asked them for what are your assets and what are the best practices, and collected those and shared it at the admine are other ways to collect that kind of data surveys. the more anonymous you keep, ite higher will be your response rate. okay, but but i guess we still have from which schools there. right. so even though the individual anonymous. so i understand your question. iould i think i let's keep going because kind of to the, to the overall where i go. but your point is well taken is that with thisyou know, just looking at the system wide this is what you saying. how do we know that the strategy then we have in place when we haven't honed in on som nuances

around the data. so and the disaggregation. so like=9 for which students. right. is it working for. yeah. sooic which. well now as i said that it's hard not to provide an answer. so i'm going to provide an answer. so i think two things. one is one of the reas here is like we know where. so we know where bright spots around. coaching has been around with our lesson study schools and what the work that they're doing. and so that's informed when you see that slide that talks about what is expected the structures for improving instructional excellence that's informed from the practices there, i think to now just to get to the answer to the other question, i one is that we actually set too broad of an interim so for, you know we're going to come back guardrails for 2425. and forhis one in particular, we're realizing we need to specifically where the strategy is being implementedre there's coaching that is happening in middle school and high school.tary school and particularly literacy instruction relateto our goal around third grade literacy. so

we're going to target and our interim guardrail to more closely aligned that we know, oh, if teachers got moreif teachers, use data more that is happeni where where our goal, where we have our goals. and whil to happen across the system, i think we're seeing the broader we set we actually learn from it and can hone in on scale? so that was the answer to the later question about isf" it the right guardrail? i think the measures are okay, but we need to hone its more aligned to the strategy and the goal that we're trying to s you mind oh do you want to i appreciate that. so iáj i would also i guess like to see is we kind of movesses is i think a higher standard around like how many people we want to survey at staff or people who are at school the majority of the time, like it would really in my mind be great to have somewhere above 50% for theunt of folks that we're engaging, especially with the diversity we have across the certain populations that historically aren't equally represented in survey processes. would just lift up us having a really higher

standard systems to get higher amounts of engagement from the surveys and to use for our guardrails and goals. the interims and the nonerims. okay. so i was going to pivot to anothe bucket. but then i also realized i was totally negligent. and i made a assumption because student delegate montgomery i know this is your didn't want to put you on the spot, but realized that that was kind of an assumption. so if there's if you want to bring forward that you would like answered or have around and shared, but i neglected to ask if there wae something that you would like to add? sure yeah, t for this, opportunity obviously, like like, i'm, like, learning a lot of the things as had a lot of actually the same sort of questions when looking at, the report as, other commissioners here. and i also of echo commissioner bogusz, ideas on representation because know how representation works. for like sac and all that stuff too. so like, we try to get responses as possible and trying to get, data that matches like

us student demographics in sd. but then inso i think to really hone in on what the guardrails are really trying to accomplish for actually, like, addresses the repe, full picture of what we're seeing. and then that will give the best idea on how to respond. so i agree with most of wha been said here, so but yeah thank you. of course. and you are nowly you are part of the group. so please feel free t have questions as the as the conversation keeps going as well i was going to pivot a little bit to the point of the several different commissioners touched upon around what success look like, and also following up ononer weissman ward, the delta between where and 3.3. and commissioner lamb, your concerns that you raised, in the in the data around early or visitors would like to respond to those areas of interest. yeah. hi. good evening, commissioners would

like to address first the question and comment abouticrr coaching anchor of the newly give us the type of information and results tha i want to highlight thatbove and beyond the coaching strategies that learning, they are learning also, the content of the newly curriculum. they are learning all thewhich we need to teach foundational literacy to other set of. that is a must. it up in the abstractch i must admit, somehow we did it last year because our visits were based on the core rubric and we had assumptions about teachin instructional practices, but we did not have implementing this year and that we are every single teacher at the elementary level to implement.

that's that's one piece to address the concern what is first coaching or the instructional materialsth hand in hand. the instructional not suffice. coaching alone will not suffice piece, the other one connected to the what are we expecting to do? and i will let the experts on rpa to help us how they are disaggregate the data. but the one thing i representation and about who are the teachers and the studentsl be reflected as we visit classroomsnow, i have embraced, an ad connected to the supervision of the scols. board, from curriculum and instruction to school supervision, every member of those, we are talking about the implementation of the core curriculum, the implementation of the language arts, and the, piloting of math across the board. so that's that's a no question about it. and if we are set

to do. and as we you heard one structure called instructional cabinet the mandate for members of the instructional cabinet, includi myself, is to learn about thaas we go to schools one is our black african american students, pacific islander, latino, ells and ells in general, and students with special educationalgo to observe, we are going to this particular group of students are remember, we spoke about the core r essential content and academic ownership that we look at what this particular group of students areresponding in relation to that content's when we are going to talk about if indeed the representative students is reflected in the data collection that we are doing, hence the coaches will be supporting this. the teachers teachers will be

supporting the students, principa assistant principals and staff meetings. now i come ielts, glc. the goal is ted to this group of instructional leadership team members will meet, and that was part of the conversatioethat ware having with the principals. they are meeting. they are looking at the imen core curriculum that we just adopted. again, i will repeatwg and over. it's not about what i see+a, which we have invested also, quite a those materials. so our students will that high quality set of instructionthe instructional leadership team is me will have the space to plan. based on are not doing the reading first era, which is a differen following the scope and sequence. we arerds. and yes, there is a plan. here is one. you will get a report on goal, one in which you will details of how these newly adopted material is being distributed, is, is being taught right now. so i try to cover all

these pieces as i r will ask principal maureen and doctor hernandez to talk about what success may look like, because that's more anchored on the actual experience. so i hope i have been able to address some ofse questions that you had i re loved being able to address the coaches and the last day of the coaches institute, and this is one ofly, and this is something i feel really passionately about. i think for my entire 20 year career in sfusd. iatn la, but for my 20 years sanchez, and sanchez has been a part of every change, transformationchool effort since i've been thte a bit of experience with like, what does it take to and i feel really confident aboutnding about what really will change. and we are able to kind of his with the teams of coaches and administrators, because it really isore, a partnership and what we articulated is thatnd of five

systems of change that both coach and admin touch, and that's development, which is what doctor aguilar was talkinguto you know what we're teaching, and do you have the tools req collaboration, which is i sit with my team to my grade level, my classroom, my monday, there's also the coaching. so that's that differentiated piece. are there folks who need something else, somethfferent. and that can be for a variety of reasons. i about new teachers, but it's also a teacher who's been teaching the long time and having trouble understanding how the eac me, right in my classroom and then the instructional leadership teamsuring is not, no offense, doctor aguilar report but it's not coming from central off from your admin. the driver of change is us. we notice that ur students, and we want it to be better. and we're the instructional leaders on our teamr this change. and then, of course that relationship between ad articulated to coaches and admin in thinking about systems of change that they both touch, is that success will look like those systems are healthy. so they're each up and running, they're. people like showing up in those spaces.

they're interconnected. so we how one supports the other. how does pd glc support coaching cycles? and we supportive of an overarching goal or goals and theory just that they're all working and they're all wo tandem, but they're working in tandem in service of a goal that has been agreed on by the school community. and then of course that agreed on goal is aligned with the district's visionoals and guardrails. right. like that is what we will know is happening. that's what look like. and we know that. and i really appreciated the question about coach retention, because i think you guy things i said to the coaches when i addressed them is like we did nojust hire you all so that we burn you out in one year. and so we led them through a process where we kind of analyze like of those five systems of change.ut your school in the context. think about all the variables that exist in your÷kcentage of new teachers to experienced? how what's the experience with what's the experience with ilt on your site? how do people feel about admin and coaches like lean in to? what arthe you're going to be able to have the most impact this year?w? make a plan for yourself

that's manageable. make a plan for you thaturns1m is broad and that you're really supporting this change. but mak reasonable considering your context and your history to kind of differentiate that for both schools that have had coaching and have some it's up and running and for new site may be looking at this work for the first time and need to know, like what's my entry point? so i think that the answer is complicated. success look like? but i really do think that ultimately it's healthy, that professional learning structures are strong. and like i said that on the road. so coaching ourselves out of a job by ensuring that are set up and that the human beings in our system have adjust this kind of medium sized shirt, if you will, of thericulum to make sure that we're not just implementing that are in the guardrail that i think are meaningfuä a a coach needs to touch, is it student centered? how do we know whhallenging? challenging? for whom? how do or not? you don't see the challenge and the waythat group of students and observing that teaching and learning that you don't read in the guidebook, meeting student

needs, meeting all student needs. that's another thing that's observable and that you need that feedback cycle. you t inquiry to analyze. again that's not written in the textbook. and then engaging. engaging to whom? because it sounds great in the textbook. doesn'tt's landing with your students in an engaging way, but a coach or grade level team can help you unpack what's engaging for this gr of students in front of me, and then culturally responsive again. culturally re is not a checkbox in a curriculum toolkit. culturally responsive is this making sense and making meaning with the students in front ofy, thank you so much for that response. i'm actually i'm looking at the time and i'm kind of thinking li need to get to a point where we are to accept or not accept and i think we've, we've talked high level. i still personally have a question that i, i'd like tom the superintendent, if, if i may just interject at this am unclear, you know, when i

look at the reality matching matching the vision. so visio spoke explicitly to curriculum and instruction. and i see that the instruction, the coaching i a am convinced, so that is that is not an issue for me. but the curriculum piece not seeing curriculum highlighted and the guardrails were not written just for tooals. like notjust third grade literacy, not just eighth grade math, not just career and college readiness. they the curriculum and instruction. and so i willn8 been in this line of questioning for a while now around, to ensure that our rcurricul based grade appropriate as the starting happening with third grade literacy. i know there's, eighth grade piloting and algebra adoption. i know that there's many things going on, b there been an inventory done of the c adopted and being utilized in in our grades throughout our system? and what is the p that look?

so we know what the starting point is and what the delta isthe actual newly adopted curriculum from to eighth grade. i, yes, based on the inventory that we had of the materials that we did not have in today actually, this date submitted, meaning principals between today and tomorrow are submitting the checkli material that they have recei that the adopted material that is the standard is in every single classroom. so betw today and tomorrow, we are confirming thatgçduring the summer delivering, unpacking all of those from pre-k to eight is happening. so i can certainly tell you, yes, that is happening for ella. ella and, and we have

a wonderful news for math in middle school, more 75% of our middle school teachers in math are piloting thed so that one alone we need to figure out how we will support that 25%. that is not. but schools is happening. and the professional development we have all the data that we can share with you about that. asng though, is i would like to unders like to understand when i look at guardrailhree is to have confidence that all curriculum, all curriculum is meeting what you'reg for ela and for middle school math. i want to know that's true for science. i want to know that's social studies. i want to know that that's true in high school. and if it's not t just what the inventory is what the plan is. it all can and i know that there's a huge, heavy lift. i'm not suggesting that this is what, you know needs to be done tomorrow, but when i look at the guardrail three i am not seeing. so this

is a you. i am not seeing an interim guardrail that addresses curriculum throughout our system, and how we intend to ensure that curriculum isrd appropriate, and you know, ally that that meets guardrail two things. one, i mean, i t this is helpful feedback to consider as we are revising our interims. and if that becomes an interim or if that becomes, i mean, wre how are we what are our standard operating procedures the same question around instructional minutes. and that's in practically all areas we need stronger standard operating procedures so we can think through that. like does it become an interim guardrail measure how do we respond to that, question in through other means and then related, i just want to mention then sinc that topic, i think, you know to the other aspects instruction, i mean, you hear the strategy for that, but then teaching, i think it would be good. i don't know that we sp actual components of the core rubric, because the core rubric does speit doesn't speak to curriculum

in the sense it speaks to essentialtent. that's how we know it's getting there. but it does speak to culturally responsive does speak to other areas of what high quality instruction looks like think through, you know, again whether it's an updated interimhere's a team updated interim guardrail or another respond to that question of what is what is the invtory of curriculum, what's it, what's expected? okay. well, i see commissioner fisher has her hand up. i just b and i want i want to be able to take a vote by nine because i think, you know, we've been going at this for a while so i want to make sure. b that people have their questions answered. again, when i'm looking at th and i look at guardrail three i'm asking, does the reality match the vision, and is there a strategy and plan suffic growth towards the vision? so that is the lens by which i'm looking at i am applying that to guardrail three itself, not the interim guardrailse i mean as as a whole, i mean, i'm ye the interim guardrails, but i it needs to meet guardrail three. butssioner fisher

is this a follow up question? commissioner fisher okay, i just wanted to build on youromplete agreement withyou just said. i wanted to take it a step further to make sure that is compliant with common core and state ed ethnic studies requirements that have come out of state legislator. we have next generation science we have financial literacy. pushed by the superintende public instruction. so i just want to make sure that all of this is aligned with the curriculum that we are implementing, or thaso i'd like to in your inventory i'd love to see that included as well there questions that commissioners answered, we don't have to take the time, but i would like a follow up around the early orthat is something that certainly i have expressed, on the dais here a well to the superintendent around, i would like to un more about our approaches around the early editor and pk3 alignment, and how that, not only fits within

ourall, including the guardrails. okay. i'd love. so we did adopt a, a language arts called creative curriculum for the early education. and in terms of th, they've been we've been working with the early editor partners klein and her team. so they were part of the coaching institute. collection, and they're really part of supporting the implementation of the, of the curriculum. did you get the answer that you. yes, i got the. and i'm, you know i look forward to to result in the outcomes of the, thoses do we wanto go around and just express, of summarize their thoughts before we take a vote? correct. and in regards to how you based upon, again the three questions that i've

referred to now. vice president, i'm happy to start, so, well, when i l, it looks like we are notet meeng the visionuse as the report says it we're off two of the three. andt seem like we're making progress, although open to argument on that. if, but so for me, i was really focused a plan sufficient to cause growth toward the vision? and i defini see big elements of it. i mean, i am a you know i think this initiative is really, really strong. and i just commend staff for, all the work and thought that's gone it. i also think instructional walkthroughs which we haven't talked abou really effective strategy. and it's exciting to see that there as well. and i think, i think my hesitancy in terms of the plan is i'm not sure the scaling strategy. like i hear

the and i heard principallly, really eloquent answer to my question of what do the report. and so i wonder, i guess myolks, if staff wants to comment on this, but, i report is that is that it seems to me that there is clarity in some schools, in some places from the person helping workshop around what success looks like. so i'm willing clarity is there. i don't see the strategy of how we're really that. then, you know, that we've assessed where schools are at to that culture that principal marin suggested or not? right. is that adult learning and open door culture. so you talked about the culture think, as you said, is measurable in certain complex, but it's also something you could observe. the instructional walkthroughs could #could, cou us some some information on that, and then to say, okay, what'shat's not and what's our district strategy to achieve it. i feel likized thing of like every school is going to have a coact baseline. and i guess the next step i want to see is curriculum. what's the what's the plan to actually ensure tl is doing those things that

principal marin articulated and that it's not juster, you know, that it's obviously that it's that it's everybody saying ohe those are the five things or whatever they are that we all can say. ks like. and even if we're not there, i know where i'm heading. if is the support i'm getting from my colleagues from the central come from. so i think that's the piece where i'm i feel missing, but also open to push back on that, thank you, vice president i mean, i'm i'm all in. i'm am grateful. so grateful to the team here, and as you know, we talked about when y'all talked about the five systems of change, know we asked about what does success look like? and another question that com is, so what are those greatest barriers to driving change governors of, you know, the di us, you know, i'm not an educator byadth young people directly over the years, we're really looking at because we know there have been amazing things in

our schools, but i think that's kind of what thisnce team has been focusing on is like how are we shifting the systems for that's i think that's what you're hearing. from my colleagues. and i just wanted to express that. so again, very muc what has been laid out around the coachinginstructional coaching and really thinking about solasting and that i hear that often when i do vih educators is like, oh is this going to be another is just coming from, you know at this time, and student it's almost nine. so student delegate montgomery, please,ear from you. yeah. i just wanted to for all the incredible work that you guys do. and i'ment in front of us and especially the first meeting i was able to sit in on and see, which is the incredible work that you guys do, i also wanted the thoughts that you've been hearing from other commissioners about, like the scaling ae heard a bunch of thoughts on, like, curriculum and how like that can new curriculums can come into place and how things can evolve thate sure and

highlight just for the rest of the commissioners well with the rest of how the district scales don't find ourselves back in this position where we feel like we larger goals to make up from, like lost ground and like where we areo just wanted to, like, echo that point, and that i am i nine. so yeah, you are dismissed. yeah, yeah. thank you so muchto seeing you in a couple of weeks. yeah yeah. and good luck on, on on the first day and onward. yeah yeah. any commissioner sanchez three questions are first is, does the reality match the vision, not yet. in my view there growth toward the vision? and there's interim goals or for the guardrails have been met, so no. and the third is, i there growth? is there a strategy to implant sufficient to cause growth toward that vision? and i would i would say yesthe linchpin here. we are not kind of to your

coaches, if we're not able to sustain our coaching model because our coaches burn out, because literallyoving a lot of folks that were working in our schools, we're not literacy coaches the artists, the erfs, and we're putting a lot of emphasis onthe instructional coach at our sites. and so being aware ofú1 them are brand new their new life as a coach i'm wary of that, but i do feel liken place that could help us reach this guardrail. commissioner weissman ward had a chime in. thank you. so maybe i should have asked this earliere we're using the effective goal monitoringocumt, a that's sort of our, our guiding light in terms of whether or not to accept the report. but we're not monitoring goals today. we're monitoringeport on the guardrails. and so i just wanted

confirmation that these same questions are in fact appropriate when we're doing a guardrail reviewu, assuming that they are i think i'm falling on the yes to two of the second and the third. case, i think my i would be inclined to, to table as opposed to vote t not accept the report. but i just wanted e that these questions are, in fact the ones that were supposed to be answering, given that the document is effective goal monitoring, not effective guardrail monitoring, in j. crabill, who is the, who's who's you know, we've been working closely with through the yes, these are how we've been coached to both goals a. and i remembered something he said i more of a judgment call on guardrails because you ven'ha the firm. did you did you meet the goal right. like for the goals, the vision master reality is really,

one it is a little more subjective as well. right. the third one it's like do we think there's a plan th obviously. and i would,nks maybe that's why it feels different. maybe it's the subjectivit feels different from other monitoring meetings. yeah. and we spent amount of time trying to parse that as we, have been working through this. and i also want to highlight that my that we want them to come back with information that is missing from this report. so that is so tabling means that we want to come back extend. we are extending discussion at a later date with information that is not, currently present that we want brought back, so is that is there something specific that you would want to bring back if? well, can i. oh. go ahead. no, i guess i since i wally saying that because i, the instruction said if there's, you two out of three then the right move would be to tablet me think about that because i'm

not sure that there's anything more specific in. well, and i and i actually that commissioner weissman was it also is true that we don't have for this guardrail this a only have the guardrails once a year. so iif we were to table it, we could bring it back in the spring or something. i mean, it wouldn't have to be right away. we could just that could be a way for the board to be saying, look, we actually do want to co academic year, because right now at least the way we've structured it ua monitoring session per year. so i don't think we need to bring week if we you know what i mean? i would just i would just say be in september getting new interim guardrails as well. so ifbe talking about these past ones rather than rather than what has been, adopted or not adopted what has been brought forward by but let's shall we carr also could add a monitoring session on guardrail three in the spring. make an up or down vote and then do that too, if people wa options, right? so we as a board, we can decide if andresident kind of makes

the final call on that. but we can if we want to have more monitoring sessions, we can as long as we can fit we can do that. aren't you glad you're here, and who else, commissioner or i'm not sure if she's still able to. did you want to make any comments at this point with a lot of what i'veheard, so thank you. yes. huge, huge respect for all the work that's been done around coaching. and i love the conversation. i think where i'm is, is with number one, does the reality match the vision? and as looking at more data anewin very interested in that curriculum inventory, what we have that's working well, understanding that it's not just curriculum, it's c. there's so much that goes into classroom, but you do need. so understanding where we have appropriate curriculum augment what the plan is for

essary to effectivelyxñnderstand whether or not we're meeting this guardrail. okay. so i would just to close this out an interim guardrail. the curriculum inventory, in september, the superintendent has said he's going to come back with of our or a review review of all of our goals and guardrails with updated interims where he deems appropriate and necessary. i think he's heard from the board, we have focused and i am ready to cal vote, and so i would the way we've teed it is with the question being, do you, do you does do each of usdually? we will take a vote on whether we approve this guardrail monitoring report presented to us tonight. okay. yeah and then vice president alexander. yeah. and just to emphasize also know how the vote is going to turn out, obviously. but regardless, 'st's not an indicator that the work wasn't good.rio the

question, do we are we convinced that, you know, each of convinced that, the the enough to make progress toward the guardrail. so i don'te vote comes out, i think folks should know we are. i've people are really excited about this work and in full 100% support of the workthat's not what we're voting on, to be clear. thank you. the on on how staff will feel. i'll speak for all of us.is after you voted, but i'll say it now too. he second report that we're asking you to vote to accept or not. and what? to me, i feel like this is really a calibration and expectation setting exercise. i will say the math one, in hearing the discussion and thinking of the progreorre okay, what we so that i felt clear on that. so now this one i fs a difference between this one compared to the math number three is. now can you answer it meets the standard? we'll find out in the vote. but almost as jus$l echo your point, it's almost it's not it, it's beside the point in that whatever the vote, we have now the next level of, okay, what is the standard monitoring and to make sure that

we're, you know,e that we're making prog goals, our guardrails on our interim goals, and guardrails. hang on just a second. let me have an administrative conversation. hold on don't know that while they're saying that i'll say so the main way staff we all stinued learning. and we're a learning organization. and how you can so at this point, let's do a roll call vote as to whether to accept th. vote to accept the report. correct. okay commissio can i ask a. because our options are to just straight out accept it or to tableú/ it or to not accept it. soar offered all three of those options or just first. yes. no. and then we decide whether to table or not. that was just our admittle offline. so if we want we

can just say should we just say accept table or, don't accept and t count it up somehow? yeah, yeah. should we do that? i would prefer just i prefer just two options versus the three. but i don't know if people feel that the table is, know. i feel like if one wants to table, we should make a sepa okay does anyone want to make so right now on the floor what i have suggested. and. no, we could. so. octua move this. so on the floor is, a motion or a to accept the reportto amend to ask to table. i'll submit that friendly amendment. so let's take ang on tabling. yeah we're vo commissioner bogus. noissioner fisher. yes, commissioner. lamb. no. commissioner sanchez. yes. commissioner. weissmann. ward

yes. commissioner. alexander. yes that'syeses. so it's tabled. okay, so at thso now that it's table, we. what? when would the board like tock? can i suggest we next? like you said it's going to be two meetings that we're going to talk about our overall interims, and then we can a recommendation of when we'd you can share also what you think, but i think it would be helpful to put it in the context of onitoring we're doing. i know we are going to figure out when we're going to bring. just question is the desire to bring it back new interims, or is this separate from that process. they're going to bring back the same report with changes ande exact same report. so those who who tabled it, can you please clarify what you want? i think it'dp5l to provide as much direction as possible as

to what you would would want it brought back. well, since i offered the friendly happy to talk first. before considering that the goal, the guardrail is actually about curriculum, i think in order to monitor it, we need to know more about the actual i said, so grateful to learn about the coach are we coaching to that sounds like a where where? so do you. so what do you want them to do? because that is not ainl right now. that is a good point explain sort of why i my vote to table because i'm in looking at the directions about if to only 1 or 2 of these questions g may opt. so then certainly we can't vote. i mean, it's all in the terms of

can. is that saying like, even if there was only one, we could still approve it i voted to table to table because i thought so. i guess i would just ask. yeah. like, when do you want to bringt sident montgomery was saying? because i think if we don't have wt change. i want to go back and vote no, beca honestly was voting to support because i really i thought you all what you when you wanted a timeline to bring it back. you know what i to i mean basically, if we look at the board calendar, we have to new meeting to discuss it again, if we want to would like to remind you what the board calendar looks like. that'st i me i think it would i would be interested in revisiting this at some point this year. but if there's not a specific proposal, i'm also i sort of on the fence, to be honest. so that was i was hoping i was hofgues that proposed the tabling had a had a more specific idea, but if we that maybe we should just go back and revoke. well, in the are written now, as the as the now about the coaching then i ask for

more specific information about what we're coaching to what we're not coaching to. that could be a way that we get to tion. we bring it back later, or i could switch my vote to nowe see what the interims are for next. for the next monitoring session. and we maybe we have the same conversation over again. who knows? so may i make a friendlya motion to reconsider the vote to table mot to reconsider the tabling. do? this is just another. motion to reconsider your vote. you can amend i. there is no way. can we simplifyis the. what isy procedure for me to just change my answer to our last vote? you can't. we have to do a motion to reconsider. d y who was in the prevailing side, has to make the new. well, i was on the prevailing side, so i'll make the new motion. i'll second it.s is

to not table to table. this is to reconsider the vote. we took. and then we'll go to okay, okay. commissioner. bogus yes fisher. yes commis. lamb. yes. mr. sanchez yes. commissioner. alexander. yes, president. mahtomedi. yes. okay seven eyes to revote, that what we're doing? no yes. that was a motion toeconsider. and now the board can make a different yes or no. yes. so now we're motion. okay motion. motion motion to reconsider whether to accept the monitoring report. okay second. second. okay commissioner commissioner fisher. no.

commissioner lamb. no commissioner. sanchez yes. commissioner. wiseman. ward yes. commissioner. or vice president. alexander. no and okay. that's five nays. okay. correct. so itkay yes. which is a th is wonderful moment to say thank you to miss lenhoffss barillas for, for,ght. i could i, i'm doing forget later and you just earned it big time. thank youcounsel brown as well. so, we're glad you're here. okay and so our second we will move to item f thank you all to who came and spoke. much for the incredible work that you're doing. educators. thank you, thank you,

thank you.y first day of school to you all. okay, so f2 is employee cont for district executives. okay. sorry. thank you. yes so just to clarify, the accepted. okay. so it was not tabled, but it was not ari okay, yes, it was takay then not then not i mean, not accepted.at'll all be in the minutes.so. okay. yeah so i am, i am i just forward item f2 employment employment contracts i have a motion and a second, please? so moved. second. okay. that, i know that the superintendent wanted to say a few words. thank you. so we're bringing back this item that you approved, but needs ratification at a regularly scheduled board meeting to be in compliance witho just want to note that we included

re we are not moving forw, leadership positions. and, you know, as we're going through the hiring freeze, we did want to be clear. it's throughout the organization all the way up to you'll see here superintendent of schools. the person retired. we wenhat you hear we're going through from paraeducators all the way through. an essential position and can we get by without filling it? and said, we you know while while we need support supervg isin felt like we can get by without filling it. and so far, some of the again, the senior level that we've now are not moving forward on our budget. so actually will be budget savings that we have year because these were positions that were in approved in june. but through the hiring freeze review process, we're not moving forward with to emphasize that, as we do bring forward some essential and that are included in the budget. so won't be an additional cost. so with thatcompliance with government code 54953, our general counsel

anita brown, will read aloud the required n. superintendent, the board is required to orallyeport summary of the recommendation for final action on the contracts of a loc, we've got two subsections. the first subsection is that the board will consider approving employmentat will commence on july 1st 2024, and run through june 30th 2025, with the placement on the following employees. bonnie low, assistant superintendent. elementary schools. six. step four jennifer steiner, assistant superintendent grade six. step four regina piper, assistantion grade six. step eight. the second part is that the board will consider approving employment agreements that will commence on july 1st 2024 and run through june 30th of the attached salary schedule for the following employees aguilera, ford senior associate superintende step eight. okay with that, roll call vote, please. can we have discussion on item first,

please? any comments from the board0ds, commissioner, i have a question. commissioner fisher. thank you, wit regard to the positions that are not being lled, i have a question specifically about the special educ as mr. ducharme and miss liaison pointed out in their report earlier, we be of position control, have a huge number of special education positions over 200 paras, teachers, school psychologists, speech and languagegists who we can't get data through fast enough tore we sure that not having this huge compliance issue for us in the special education side of the house, yes, i'm going to answer it follow up, doctor huntoon is here. the reason why i say yeshuntoon, our new associate superintendent of business a to talk about this. and one of the big and why our systems are so poor is because people haveecutive director, the special ed budget was had their own separa director who

was not reporting to the business services department. we believe that this should be in the business services department, the business services department. so we will neednctions, but we think they'll be followed through much more services than being separate. so that's why w feel we can not fill this position and make sure that business services takes responsibility for the special education budget. do we have thethe budget department to meet our? as you know, we are a single district selpa. and as the, that expertise very often comes from the have the appropriate level of ex be able to do this and not get ourselves into trouble, not just from an lea standpoint bselfish standpoint as well? i may i just have a is a action item on employment cont we are not properly agendized to talk about would, i would recommend that we action item as agendized in the board agenda okay i will. so where is it

appropriate to have these questions answered. we can follow up with with you in a boe. thank you so with that, roll on the items. yes, commis commissioner fisher. no. commissioner lamb. yes. commissioner. sanchez. yes commissioner. weissmann. ward she. she's catching a plane. yes. sorry, i wasn't able to get off mutet alexander. yes. and president mahtomedi. yes passes. okay. moving on to the consent calendar and are or corrected by the superintendent? no motion and acoent calendar, please. so moved. second, roll call, hold on one second. okaymissioner bogas. yes, commissioner fisher. yes, commissioner. lamb yes commissioner. sanchez. yes commissioner. weissmann ward. vice president. alexander. yes. president. mahtomedi. yes. six eyes. i don't see her there

anymore. yeah she. yeah. she is. yeahz4 now we've got. sorry, i don't in front of me. we've we've come to that magical moment where into a pumpkin, okay so now we're just at the information my understanding is we don't have any discussionut these, but i am just noting that they are there for the public. there any board member reports? with that, we adjourn at 929. thanks, all thank you. thanks, ev