? this is regarding a general matters during your -- this is regarding general matters. >> the reason i came before you is the coast -- is because i am trying to process everything that has happened. i sat through the presentation that is very amazing, because it shows those that are able to see how they are far below taser -- low basic until they

get to high school and they are not able to pass into ninth grade. i monitor a lot of what you do your a good and we did what you do, and i want to keep calling your attention to two teams that keep running through my head. i hope the poem really resonated with what i am seeing. you are disorganized. you are not coordinated in the fashion that is going to achieve the goals you set out to achieve, and if somebody is not going to stop this vote from moving down the same road, you are not going to achieve access. you are not going to get close to achieving social justice.

you have a lot of initiatives, and i think the thing we keep saying over and over again islam why are they not talking -- is why are they not talking. they are going to pass a budget and not understand how these pieces are going to be coordinated to get to this simple gold -- educate all students and being able to raise children that come back to the system capable of having a good life, so i am going to keep pushing you, and i was not able to talk on item l. you are out of compliance. you are not telling us where the funding is going to, and that is a violation of state law, so i'm going to keep telling you this,

because you need to be able to respond to these things. >> thank you. now it is public comment. we are going to go to the approval of the proposed flexible use for educational purposes, items seven through nine of the agenda. i need a reading of items. i need a motion and a second. thank you. then a reading. >> good evening. the approval of the proposed use of state three categorical funding, whereas the inactive state budget and subsequently

enacted new bill authorizes school districts, charter schools, to use funding received for any of the tier 3 categorical programs enumerated for any educational purpose under federal law. whereas the funding for any educational purposes is authorized for five years from fiscal year 2009 until 2013 conclusive, and finding that may be used for educational purposes and as a condition for the general fund, the governing board are counting on education as appropriate and shall take

testimony from the public to discuss, approve, or disapprove of funding, and make explicit the purpose for which funds will be used, and whereas the governing board for san francisco county education, the regular schedule a public hearing on june 14, 2011, and whereas the attached schedules reflect the proposed use of your three -- of your three programs -- tier 3 programs. therefore they approve the programs for fiscal year 2011 until 2012 was permitted by section 326 05, and therefore be

it resolved the board of education's those approved the proposed funding to attach the categorical funding and has made explicit the categories for which the funds will be used. on page 8 it basically was the initial categorical programs -- it basically with the initial categorical programs. we keep these in the same sequence as the original programs that were restricted, and we have shown the projected revenue is $58 million. we are also showing the expenditure budget is $42 million being used in a similar method of a worth -- that they were being used prior to being

flexible, and in the last column you see they reflect the $60 million is part of the budget and basically is to offset the general fund, which includes across -- the cost of the formula and other items. if it was not for that, we would have to cut more money for other areas of our budget. the next one excluding the amount of it goes into the general fund. >> >> indicating how this money

would be spent? >> you are talking about a particular amount of money it came from the programs. it is currently being put in some accounts. we are spending $32 million in a similar method as before. the amount that is left over is from each of those categories and is being used by the funds to offset the increases that go in the formula, the other areas in the expenses, that if we did not have this money we would be making those cuts. >> there is still a general area of this money is going into?

>> yes. >> so as far as making it explicit, we are not doing 5 emma -- doing that? >> the other $16 million is not specifically in the formula. it is in the general fund. >> that is going to be sufficient reporting? >> we feel so. we did not talk to the department as it relates to this. >> is there any reason in the resolution i see a reference to the general fund, but is there any reason we cannot see more specific? why would we not say this money is going into the program?

whenever we wanted to say. i understand we put it in the general fund, but that is the reason. i do not know what the potential cuts might bee, but i think we understand that, and i think we have said that to people, and i agree. i have been the one who has been thinking that rather than do what we have done, which is to take a percentage of this than to ask him to decide which cuts to make, it seems to me we still have money on our minds as

categorically restricted money, whereas some districts have taken all of their money and said this is unrestricted money a merged with other sources and how do we want to spend that money? that is another way of looking at it and getting out of the categorical frame of mind. we are keeping most of the money in the targeted improvement finund, which is used to close lohan -- close the gap your your -- close the gap. i think people would be appreciative of knowing, especially at the schools, what we are doing to keep the school

budget was low as possible. >> -- and budget as low as possible. >> i want to start with page nine, which gives of breakdown for the expenditure budget, so if you look bethpage state, it gives the details for the expenditure -- if you look at item eight, it gives the details, and that is the information i want to know, which is how are we using the flex money? i am fine with the expenditure of money. these are things we need to do, but i would like more information. if it is all going to this formula, i can support that, but i need a better explanation of where those monies are going. >> thank you. when we gave our presentation,

we did try to describe the context statewide and in our district about a statewide program, and i will say some of what we said last week, which is that the main purpose which was born of of this fiscal crisis of the state has put the thousand plus school districts in, and they made as drastic policy change that took previously restricted funds and allowed the possibility to pretty much a tree various programs as -- pretty much treat various programs as unrestricted funds, so what most districts have done is take the amount, and in most

cases it has been a much higher percentage of the programs than we are proposing, and basically offset the unrestricted general fund balance, and that is what we are proposing to do, so we have not identified explicitly places to move the expenditures to our ways that we are increasing expenditures. we are basically saying this is $16 million we can contribute to maintain our required reserves. if in the future it would be helpful for us to indicate -- to detect certain expenditure cuts that are being avoided with the use of these transfers, we can do that, but we have not taken this approach, and i think that

is quite consistent with what other districts have done, it's just for reference. >> before i call on the other commissioners, we are still doing a clarifying, correct? let me just move this along quickly, so i do not have anyone for public comment on this? vice president yee and commissioner norton? >> president mendoza started off where i wanted to make a statement, which basically, i felt like i understood where the money is going, but it is true it is not well-articulated, and

i think it would be helpful, no. 2 on the bottom, is that a wrong figure? if you put another thing down there the says the flex money would be allocated to a weighted formula, i think but i would be sufficient in terms of where i see the money flowing tunio to e up for the drugs we have received -- of the cuts we have received. writing about is what it is used for. -- i think that is what it is

used for. the question is wis that is adequate. that is what i recommend. >> i would like to ask what is the reason why we are flexing so much less of these funds than other districts, what is the russian now, richard rational -- rationale and what are the tradeoffs? by most of its -- >> most of it is really 3/4 or more of the total $58 million associated with the program, and in our district, we have a long history of using these funds that originated with a court order programs throughout the state

for programs and activities to try to address our goals and access to equity, and those goals are still very present in our district, so we do not favothink it is appropriate fors to consider all of these funds as flexible, as some of our neighbors have done, and in many of those districts they do not have the same pattern of funding. it is not a program most school districts receive, so it is not in our view the same type of context for us to consider $40 million or $30 million as unrestricted funds but we can apply towards a baseline funding for our schools. we do not think that is

appropriate. >> other comments? >> i think it would be helpful. i appreciate the page and that actually shows this reflected, but i think considering a tier 3 money in general, which is supposed to help us meet the goals of our strategic plan, and if we are not meeting the goals, if we are not closing our achievement gap, if we are not graduating more african- americans or pacific islanders, maybe we should be reconsidering how we are spending the tier 3 money, because we have been using it in the same way.

there are still failing schools or low-performing schools, and still, with that amount of dollars, we are still finding these things and not getting the out come if we want. this is money now but is still flexible. i am thinking we should scrutinize what is finding out school sites. what exactly is a funding? is it funding arts? the people it is funding, is it having an impact to help us close our achievement gap? if not, are we finding them in the same manner we have been finding them for the last five or six years? we are not seeing any change,

and frankly, we are seeing worse, so maybe it is time to reevaluate. looking at the school budget, i am looking at the money and where it goes for some of these schools. some of these schools have been consistently low-performing, so maybe it is time to reevaluate not just the money we flex, but the money we spend a year after year after year, and i looked at some of these schools, answed ty are consistently low-performing, so if we are not using the resources to the best of our abilities or the most effective

ways for students, maybe we should reevaluate and where we spend our money. commissioner wynns: i agree with that, but i have a different take on its. i am going to tell you one of the questions on my list is to say whether changes are we making -- what changes are we making to the expenditure when we have cut some of its, and wht about the green school money? when we talk about the budget, it is a good time to bring up some of these questions. i do not want to say, do not do this. to live instead. -- do that instead. when we see the numbers of the

money and how we are spending it, it brings of the questions we should be discussing at other times of the year, and i hope we will do that, and i agree philosophically that we are fortunate in that we have fairly large amount of money comes from a former desegregation, and not all districts have thought, so we have a more significant portion of here three money that we could use but do not want to, because that is how we focus on our issues of low achievement, etc., so i am glad we are not looking at all of our dollars or what we used to be related to

the authority and access rules us something we should use everywhere, because i do not think we should. i think we have a lot of agreement that we want to use whatever resources are available to focus on equity issues. what i am more interested in doing, even though it is a smaller amount of money, some time as we prepare for this action in the coming year is to say, tell me why we chose certain things to zero out and other things to make a percentage dropcut. we continue to argue against mandates. we always say to give us the money. we know how to spend it.

we will tell you we are doing the little things related to this program. theoretically, we do not have to fill out the form, but if we are still spending money the same way because some member of the legislature wanted to have the program at one time, why are we still doing it, or have we looked at the idea of should we still be doing this? related to various areas of development, if we had that money, would we do that with it? we do have that money, and we kept doing the same things with a lower level of activity, and maybe the answer is yes. we have looked critically at all of these activities and said we think they are valuable. we would like to keep doing them. thank you for not making a film of the form, but this is something we would be doing with this money if we were able to

spend it any way we want, because we are able to spend it any way we want. if you have asked those questions in staff spending, and it has not come through at our level and has not come through to the public, but they understand the spending these funds in this way we think is best. i do not want to make any changes now, but i would like somebody to say yes or we will do something differently in the future. >> any other comments on this budget issue? seeing non -- >> can i make a final comment so we can see where the $15 million is? on page 50 to 53, it shows the school district with a certain amount of credits, and on page 53 of the budget votit has 58.9,

so if you are saying some of the contributions we are making to other funds are already approved, and you have $15 million you did not have and use it with current programs, you would be taking the money from the central office, when you looked at that particular budget. >> if you look of theito the nep of numbers, you will see in their fund transfers -- enter fund transfers to other programs, so you are saying one way of looking at this is the 16 million reflex, and 12 million was for the general fund support

for child development, but that does not begin to address the 50 million we are transferring to special education. >> i think you have it now. >> any other comments on this particular item? roll call please. [calling votes] seven ayes. >> item h is the superintendent's proposal, the adoption of the school year 2011-2012 budget. it was voted in.

but we were engaged in a deep discussion of what are you asking of need? -- >> we were engaged in a deep discussion. what were you asking? >> a discussion of the budget. good >> we brought forth no recommendation after discussing the budget to the general board. >> thank you. i now need a reading of the resolution. superintendant. >> thank you. this is approval of the fiscal year 2011-2012