reading these cards as well. yes. mr. kelly. >> i'm dennis kelly, president of the united educators of san francisco. there were two things that i wanted to comment on tonight, and they're pretty well separated. one is the -- on page 54 and following, the personnel items that you see there. those personnel items, if you tally up the number of people who were brought on as full-time employees, you have about 135. if you plug in the interns, you have another 35, and then you have another 40 or so, i think, emergency appointments and such like that. those numbers exceed the number of layoffs.

and this isn't the only time that you're reporting hiring people. and while the period that we went through last year with the layoffs is, of course, gone and we can't do much about that, we can learn from what happened then and compare what we have now and consider to what degree layoffs like those are necessary. if virtually everybody has been brought back and we have not touched the obama edu-funds money at this point, then there's a question about why we spent whatever it was -- $450,000, $500,000, and went through the disruption of the layoffs last time. the numbers you have here indicate that there's a better way to do it. we're happy to work on getting past that kind of thing in the future, and we hope that we don't have to go through those kinds of layoffs.

the second thing i wanted to comment on is you're going to get a report from the buildings and grounds committee about a couple of parcels of land that way back seven or eight years ago commissioner wynns talked about with a former commissioner and committed the concept of educator housing for the purpose of attracting and retaining teachers in the city by doing educator housing. we have a prime parcel for that in 1950 mission, and then a smaller parcel on page street. it's our hope that we can make maximum use of those two parcels by actually creating housing on those. and the union has sat with mr. golden and some consultants who came in and explained how you can lease one and put up a few units, but we believe there are

also non-profit folks who can come in and show you how we can do a maximum number of units on both of those pieces of land, and we hope that you remain open to that and we hope that we can put up educator housing so that we can offer a ray of hope to these couple of hundred new people next year that we will be bringing up, a place for them to perhaps stay for a while or forever, or a way to make it possible for them to come and work and settle in san francisco. thank you very much. >> thank you, mr. kelly. president kim: actually, educator housing will be on the agendas for next tuesday, the second agenda item after special ed, so it will be later. but you can also come and comment at that time because the entire board will be getting the same presentation that you got. item g is the consent calendar. we have a motion and a second on the consent. >> so moved. >> second. president kim: any items that

need correcting? >> yes, we have one item to withdraw. it's item 109-14-k 1 on page 74. >> any items for first reading by the board? any items severed by the board for discussion tonight? commissioner wynns. commissioner wynns: i'd like to sever 88, k 14 on page 101 and k-16 on page 105. president kim: i'm sorry, eight, 13, 14 and 16. ok. any others? seeing none, a roll call will take place under section o. item eight, superintendent proposals, and item i, board member proposals, there are none tonight. item j. request to speak before general matters. we are doing this before 7:00. and we have two speakers.

miss plat and mr. bruni. >> good evening members of the board, superintendent, ladies and gentlemen. my name is linda plaque. i'm the executive vice president of the united educators of san francisco. and i wanted to speak to you tonight about the issue of the pera retirement system. uesf has high expectations that we will rapidly conclude the process of revamping the paraprofessional retirement plan. it's really not a retirement plan, it's a very, very bad system that provides very little in the way of compensation for our long-term paraprofessional employees, our lowest-paid employees in the district. the district and the union are in agreement that what exists is unacceptable.

the effort to change the status kuo began over six years ago. we have not concluded that. we need the cooperation of labor relations, the cooperation of the legal department, and the cooperation of the financial office if we are going to conclude the memorandum of understanding and float a proposal for a third-party administrator to handle the changes that have to be made. we hope that there will be a greater sense of urgency on the part of the school district. we had hoped to have this concluded so that our paraprofessionals could enter into social security with the hope that they would have full retirement if they're young enough to complete their 40 quarters. every quarter that we delay is keeping people back. we've now delayed so long. six years. i've been told that we're going to have to wait another year. i need to emphasize how

important it is that we move more quickly on this matter, so i hope my sense of urgency will be translated to you and we can move this along. thank you. president kim: thank you. >> good evening, my name is rich bruni. in 2008 the voters of san francisco passed proposition a, better referred to as the san francisco quality teachers and education act of 2008. contained within the proposition, in section two, accountability measure, it states the following -- abindependent oversight committee shall be appointed by the board of education to ensure that procedures from this proposition are expended for the purposes described in the proposition. at the san francisco school board meeting on november 12, 2008, the school board voted on 811-12 fp 3, creation of an

oversight committee. i've emailed the president of the school board a number of times asking for the names of the oversight committee. i've also looked at the school site and have not been able to find those. would you guys like to talk or would you like to listen? thank you. is there an oversight committee and if so war the names of committee? also contained, government code 50075.1 complain of the following. the members of the board, the superintendent of the district, the office of the district, are hereby requested and directed individually and collectively to provide accountability procedures pursuant to government code 50075.1 that include, but are not limited to, all of the following -- statements indicating the specific purpose of the qualified special tax, a requirement that the procedures be applied only to specific

purposes identified pursuant to the subsection, creation of a separate special account into which procedures from this taxes shall be deposited and an annual report. has this been done? finally, pursuant to section 5007.3, the board directs the chief financial officer of the district file a report with the board no later than january 1, 2009, and at least once a year thereafter. the annual report shall contain the following -- the amount of funds collected and expended from the special tax, status of any projects program required authorized to be funded as identified in the subsection and here after from the procedure as a special tax. as a taxpayer and as a homeowner in san francisco and looking at your site, we have not been able to find any of this information. and i would like to know that. and i'm hoping that you will post that on your site soon.

thank you. president kim: thank you, mr. bruni. we will post that information. thank you. item k is advisory committee reports and appointments to advisory committees by board members. do we have any appointments tonight? there are none. item l is special order of business. a resolution receiving actual cost information in connection with the sale and issuance of san francisco unified school district, city and county of san francisco, california, proposition a i election of 2006, general obligation bonds, 2010, and authorizing submissions of such actual cost information to california's debt and investment advisory commission. may we have a motion and a second? >> so move. president kim: second? may we have a reading of the recommendation by mr. ravioli 1234 --?

>> good evening. resolution receiving actual cost information in connection with the sale and issuance of sfsud sfsud 2006 general obligation bonds, series d, series d and series e and authorizing the submission of such actual cost information to the california debt and investment advisory commission. for brevity, i will read the resolved clauses, which you can find on page two. now therefore be it resolved by the board of education of the san francisco unified school district, city and county of san francisco, california, as follows -- section one, recitals. all the above are true and correct and this board of education so finds, determines

and represents. section two, actual cost information. the board does hereby receive the itemized summary of the costs of the sale and issuance, the bonds as set forth on exhibit a hereto the actual cost information. if you turn the page, you can see that particular schedule. section three, submission of actual cost information to c.d. i.a.c. this board does hereby ratify, confirm and approve the submission of the actual cost information to cdiac in connection with the report of final sale filed on behalf of the district by ought tin, l.l.p., bond consult to the district. section four, other actions. determinations and approvals. officers of the board and staff are hereby authorized and directed jointly to do any and all things and tokes cute and deliver any and all -- to

execute and deliver and any and all documents in order to carry out in effect to and comply with the terms and intent of this resolution. such actions heretofore taken by such officials and staff and are hereby ratified, confirmed and approved. section five effective date. this resolution shall take effect immediately upon its passage. president kim: thank you. are there any other -- i don't have the any speakers signed up for this item. anyone like to speak? seeing none, any questions or comments from the board? all right, roll call. >> thank you. [roll call] four ayes. president kim: next is item n.

discussion of other issues. i'm actually very excited to hear more about the restructuring that we have done at our central office, and this is on the development of the superintendent. superintendent garcia. >> yes, i'd like t the deputy superintendent to start this off. >> thank you, superintendent garcia, president kim, commissioners. this board, in adopting the strategic plan in 2008 clearly indicated that there was a concern with the achievement of all students in all segments of our community. memorialized in the strategic plan, the desire and aspiration to ensure academic access to high-quality instruction and instruction programs for all students. as we have worked to implement that vision and make that vision

a reality for all students, we have a engaged in a process of looking at our system extractors on how we provide those opportunities for students. more importantly, how we organize ourselves to be able to fulfil those promises. we are very excited this evening to give you the first of many updates this year on what that will look like if we go forward. in the spring semester of the last school year, we engaged in a rigorous process of looking for talented individuals that would take ownership of a certain segment in our community. we have talked for years in this community about services and the need to focus our resources in the they view and hunters point community, and also in the mission. we are excited we have found two individuals to lead this work -- assistant superintendent patricia gray and assistant

superintendent [unintelligible] i would like to turn it over to them to explain the theory of action behind a superintendent the zone and some of the components of the superintendent the zone -- of a superintendent zone. >> just a few minutes ago, i spoke with a reporter who asked me, "do you really think it will work?" my answer is absolutely. if we did not believe this would work we would not be trying to make it work. what you are hearing from us tonight is how we are beginning to describe our initial phases around the development of our superintendent zone effort. do you want to do it for me? you will see the rationale of the organization, which you have

heard a little bit about from the superintendent. our theory of action, emerging priorities, and the implementation plan that has begun to emerge. these are the initial phases of implementation. our rationale -- you have heard the deputy superintendent explain the need and we have heard you agree there is a definite need for closing the achievement gap and providing opportunities for children in the bay view and the mission. for all of our children, but especially them. last spring, rpa identified the schools in need. there are several federal and state criteria that show us that we are not meeting the needs of our students. the state of california identified the 10 san francisco schools that are in the bottom

5% of chronically underperforming schools. we have 8the lea plan and the school grant requirements, which led us to know we needed to do what we always knew, but even more. we began to develop a draft theory of action. we call it a draft because it is going to be continuously changing. our draft theory is it -- and notice resale "when" -- notice we say "when," not "if." when we identify a number of schools, then we will positively impact and accelerate student learning outcomes. we will continue to refine and

redefine our theory of action as our work analysis and evaluations continue. if you notice, we have the superintendent zone. some of you have heard this from the deputy and the superintendent before. our zone is divided into two teams -- they view and up revers, spearheaded by me. -- bayview and revere, spearheaded by me. mission and [unintelligible] he has a boy your elementary and to high schools. -- he has four elementary and two high schools.

next is a list of our identified priorities, but it is an incomplete list. we value being inclusive and so we have not finished to identify our priorities. we still need to work with our parents, our labor partners, and our community partners. this will continue to be defined. i will not read them to you. our charge is to accelerate positive results for students. we will develop a profile with our teams in conjunction with a balanced scorecard, but the staff and principles of the schools. we have been doing a needs analysis of the schools in the superintendent zone in collaboration with the schools,

working with instruction reform facilitators, working with our partners in school innovation, with a defined rubric for change, integrating our balanced scorecard, combining our resources to this defined set of priorities, and our external providers and partners. >> good evening, commissioners and superintendent. i am the superintendent for the superintendent schools. i had the privilege of working with the mission district and john muir school. at the center of our effort is the instructional course. our deputy superintendent often starts there with an essential first question -- what are students expected to learn? you heard earlier a successful

counter a narrative from one of our teachers about the outcomes we can expect from teaching and learning. in the lessons we provide when we collaborate with our colleagues and share in engage parents and community members about what we expect from students, with our progress along the way we create opportunities to share best practices. the instructional corporation -- we have been doing exciting work on articulating a framework for those expectations around content and standards. our superintendent zone schools hope to lead that work in implementing those facets and begin to work their way through this draft of the courtroom come to offer suggestions and to make sure our students are meeting those standards. at the core of instruction is making sure we are approaching effective reading instruction through a balanced literacy approach.

that includes providing robust and direct support for our teachers and our students. in order to best access the content in those standards, we know that a large part of our student population we are hoping to support includes a lot of differentiation we need to be effective at providing. therefore, aspect that allow master plan, we have a dedication to completing, which includes english development time on all of our master schedules. then we begin to have deep conversations around instructional practices to differentiate for those students. the second essential question our superintendent often speaks about -- once we have come to terms with defining what our students want to learn, how is learning being measured and what are the results? we are putting into place a work around in measuring performance,

which is a range and battery of assessments -- everything from diagnostic testing in the classrooms to school-developed rubrics as well as the benchmark assessments our district is going to be putting into place. all of those tools are going to help to monitor student growth, in form instruction, and a sure we are tailoring our -- inform instruction, and assure we are tailoring our district. when students to fail, we will identify specialist teachers who can work in and out of classrooms to identify students. we can learn from technology- based interventions that are showing great promise and providing hardware and ramp up to use those.

we want to explore expanded learning time to increase instructional minutes before and after school with targeted tutoring, as well as offering some summer academies. we hope to help address some direct student support along with a continuum that addresses students other's needs. those include attendance and truancy. that is a particular crisis in many of our schools. we intend to wrap all of our communities around assuring students are there to receive the content we are offering. extended learning opportunities is one of those reform model opportunities. to accelerate, students will need targeted opportunities to be on par with their peers. there is no greater investment we can make them in the professionals on the front line in our classrooms.

we believe we can only be successful in working with them and making an investment in their practice. therefore we look forward to beginning to develop and articulate a sequence of targeted teacher development that comes from looking at the data and there voiced needs. we are making a dedicated effort to dedicate our master teachers program to the superintendent zone schools. teachers will be receiving an application process. that is an opportunity open to them to support their peers at the schools. we have secured private foundation funding to subsidize and support any teacher interested in the superintendent zone, beginning in the mission district, who would like to pursue other national board certification to increase their practice. in order to hone a practice, you

need to work with coaches. we are seeking to put into place content instructional coaches in literacy, math, and other secondary content areas. we also need to invest in our leaders in this effort. our teams meet regularly with a cohort of principals. we also dedicate our small group time to assessing principals around and agreed inquiry topic that affects achievement in their schools. this is in addition to direct support zone that team members are responding to. >>vice president mendoza: we knw that when families are involved there is greater academic success. to increase that engagement --

> > we know that when families are involved there is greater academic success. to increase that -- to increase that engagement we have tried to involve families and work in other areas of support services to increase attendance and decrease truancy. parent leadership, coaching, and capacity building is a major component of what we are trying to do. implementation of our district parent engagement plan. providing parent liaisons' that are already there but making sure that are more capable of doing what they need to do to increase the conversations with the schools and with the families. >> to be successful in this

effort, we need everybody's assistance. we want to embody the community's schools approach. none of our identified schools will be -- nine of our identified schools will be working to find a full-time community -- full-time community facilitator. as another strategy for engaging the many neighborhood agencies, groups, and community- based organizations, our intent is to launch an advisory council chaired by a steering committee. there is a range of providers in our neighborhoods that have continued to serve on with behavioral and mental help support. we want to share practices that have shown promise in several of our schools. i can list other ways a community