it would be helpful if we start to think about what's possible >> within the agencies within the mission. >> commissioner mendosa mcdonald. do you think we could put this on the bill's and grounds agenda and maybe speak to our partners at the city college to see if we could swap some space that's a new facility that's centrally relocated so it might be a chance we could are we talking about a space with them >> that's actually a good idea they may have a program like yours. it's is college campus it would

be better >> we should and maybe mr. chavez you've facilitate some and since i chair the grounds i'm happy to look at all those things. let's move forward on that. and then so we are recognizing american indian heritage month tomorrow and there will be a celebration at the city hall at 5:30. this will actually be the first time i won't be going to one celebration at alcatraz we have another place that students go to understand and appreciate our cultural so we need to do more inside our classroom. thank you for sharing all this

information. thank you. thank you very much for your efforts in moving with the space i really appreciate that. so commissioner and vice president and any other members of the board that have comments >> no president norton i was listening in the back and appreciate you coming forward with all the details. if you came forward with all the good stuff you'd leave and we you wouldn't know the details and the struggles. the details and united states challenges i appreciate your sharing that. thank you rile appreciate that. and then i really appreciate my

colleagues here wanting to take some action. we listen a lot of presentation in that mode and we hope something happens but you'll hear from the board of education tonight some action and some definitely placing. i'm laborer around the room and people are nodding their heads that will be part of the activity. i want to commend you again not on sitting on stuff that doesn't work but bringing it forward for families that want to be part of the community but role value everything that comes from all the history. by the way, when this is shared out at any time a beautiful thing. i'm so great deal of you came

forward with the sharing and struggles and challenges. i'll be part of the action and activity. thank you >> student delegates i want to say anything. >> so i think we should find you a spates and those requests are reasonable. but my question is are our regular can you remember in the classrooms wore still teaching that columbus discovered america and i'm wondering how indians are incorporated and now i'm reflecting back about the missions that actively it the controversial it was built on the backs of indian americans who were slaves.

and they helped to build america that's the type of history it is apparent. it's our obligation to our students and american indian students and non-american students to give a true history of california and how deeply embed our own history is with native americans in san francisco how they built this state. we forget about that. i'm wondering so maybe we can hear a little bit about that how wore presenting the history of native americans. i do agree there is a strong stereotype still. i was speaking to an american indian who was with the two year

colleges and he was saying once they transfer to a four-year college the attendance drops are and we give them the tools. i was appalled to hear we kind of let it go and in 2011 there was a recurrence exempting commitment to this that that was shocking i'm gladly you brought that to our attention and in tenth grade at any time ethnicity literature and i'm wondering in our ethics study classes do we have any sections on or do we touch on the

curriculum about american indians. maybe we can work with the curriculum folks and see how that's incorporated. it shouldn't be aside or an center of what we're teaching. it should be incorporated in our whole curriculum as we teach the history and a cultures of all americans. so and so we need - it's a real need. thanks for bringing this to our attention. you've heard a real commitment. there's on been one american indian event and it was as an independent parents who said i want to know more about that. the one i went to was fabulous

>> can i respond. in terms of what you see on this requests they were developed in conversation with our department. and possibilitys for moving. we recognize the gap in terms of the information that's available to our administrators but we recognize that an, an opportunity as we roll out the new core curriculum and make sure those resources for example, are at the fingerpri fingerprints to takes a look at the many perspectives that are introduced into the classroom. also moving our indian ed program under the umbrella of

access and equity so we're collaborating with the division of crumb and instruction. this is not a stand alone program any longer in collaboration and in a high-level of collaboration with our other teams. >> i want to talk about identification. it's about specific legal identification and services that we by law so i must - i feel what is the issue with the forms i don't understand them why is it so hard that, you know, a no brainier so thanks >> i'd like to just is one thing. >> we need to kind of keep this

moving we have two more pregnancy. >> in 1989 i went to the board with our coordinator. my son that or had been turned down from the high school and because the letter turned it down because it said it would upset the ethic balance at the school. at that time, native meridians were classified as asian. that's part of the problem not recognizing american indian for who we are is categorizing us so we fall off the priority point. it's federally mandated that we have our individual identification thank you. mr. logan. >> yeah. i have a couple of

things to say. that admissions policy wouldn't turn someone away on that basis. yeah. there was a time when that happened. there was a couple of things i don't know if you took modern world there's a mistake in the book the coverage of the supreme court case the cherokee nation versus georgia i think where andrew jackson's time the cherokees are basically given their own land and jackson didn't give it to them. in the textbook the teacher pointed out out the cherokees

won but in the textbook they lost the case. i don't know if that's a type to but the textbooks are still being used. also yeah. i've heard envy - my classmates saying under this division american indians are classified because they don't have the support to be declassified i don't know the exact chronology but so - >> thank you, mr. logan final thoughts from the superintendent

. >> i do appreciate the organization of the presentation. how great we have one of our high school students that wants out the fatcy. so by the way of contacts having been born and raised and growing up in as arizona alongside the tribes and having worked the village elders you want to see poverty try growing up on a reservation where a border is children are forced - they have no choices. so i give that context because your superintendant has grown up and worked with individual envy

entire career to make sure that indian american students understand their history and a culture. how many professional teams still use indian names asthmas cots. how offensive is that. it's pretty bad to be called washington right now. (laughter) that is an indication of how far we have to go in the united states as far as using people as mascots. i want to thank you for the presentation. there was a dictated space that was a bungalow that's a space

that's under going renovation so everybody is being moved. we'll follow-up with this information we want everyone to have access to their materials. our building renovation committee we'll come back to the board and talk about the needs that our colleagues are articulated where this might be best be placed our our program needs a permanent space to have garth and a treat the he would elders with the respect they need. i also want to put in a shameless plug for our 20/20 this becomes the issue with printed textbooks and we need to

look at more electronic resources once it's in print you have thousands of textbooks it makes it virtually impossible to create historical information. thank god we have and i say thank god we have teachers in our classrooms that are passenger seat out we don't also celebrate columbus day but indigenous day. in san francisco we value everyone's culture. i thank you for bringing up this information and we look forward to the blessing when we have the permanent space where you can display all your artifacts >> okay. we're going to move

on to item l. may i hear a motion and a second please on the appointment to the career technical education advisory committee. thank you. do we have a recommendation that you would like to read us this evening >> yes. i'm sharon and i and i'm the supervisor for city college of san francisco. we would like to request that the board of education of the san francisco unified school district appoint the following individuals. for the advisory committee: (calling names) those would be in addition to

members that were approved on september 24th and in the background it states september 24th is the approval date but it should say november 12th today >> thank you i'm going to pause here i don't ask for the advisory committee appointments on the last action. are there any appointments by the board members. yes mr. logan. >> i'd like to proudlyly nominate michael from the academic arts and science and a girl from the high school. i can't wait until they see all the wonderful things like reaching out to the community.

they've had 5 of them. they take the information and put out a great recommendation every year for the board. so can't wait until they do >> sorry. i also have two nominations. i'm nominating alison and nick. and pardon me >> i also have 2. i have one to the b cc gabriel rodriguez appointed to the b cc and then an appointment to the beef committee. >> you have a question. >> i'm delighted for the appointments but i want to check with the general council because i've appoint jessica's dad and i

think she would be a wonderful addition. >> i don't believe there's an issue when two family members are equally serving our district. >> thank you for reaching the shadow of a potential conflict. so we'll resume item l thank you for your patience. you read us the recommendation there are no speakers signed up for the appointments. any board members wish to speak >> yes. one the criteria was a standard so i asked if anyone was a parent and her kids a are uc graduates and her

grandchildren are in that program. thank you. any other questions >> i'm pleased to see patrick with city build on this committee and i usually cut might have off. i'm glad your building this advisory board. so thank you >> any other comments. seeing none. all right. roll call, please >> (calling names) 9 i's. >> thank you, we're going to move right long to item m.

we have two presentations this evening. the first is update on behavorial response to inteejs. >> take it away mr. grave in. mr., true it will be starting excuse me. >> good evening president norton and superintendent and exceptionally aging less than and cooper logan. i want to direct your attention to this process report. as we begin i have a few introduce comments i'm the superintendent from the department. thank you for the opportunity

for sharing this progress report. i said to start by offering a special thank you to dr. elizabeth for bringing this is u.s. sf. behavioral response is a major coordinating services to address the identification of african-american students in special education. they've tripled to the student department due to the critical residence provided to school communities through this department. in addition the focus of the departments and programs has been to view the support we offer students and families through a a lens of traumatic

awareness and restoring the practices. this focus lions perfectly with the implementation plan and it's the reason we embrace this. speaking of the staff last year, i lived in denial of claude i can't see retirement. i honestly started to panic i wouldn't find anyone to lie down the work and when i learned others were coming over to my department i panicked. this jazz name kept coming up. hoover middle school i was able to convince him a wireder audience was in need of his

leadership. we have a u.s. sf leadership and i'm pleased to turn this over to thomas grade in >> doesn't even know how to use the microphone. thank you, kevin that was kind. thank you for this late part of the evening. before i share a couple of specific things i want to thank everyone particularly the other principles and staff one who is waiting to share their story with you. and most recently our partners in i see f has worked hard to

overcome some of the aspects of our universal screening that's come to understanding and we'll be moving forward together and eyewitness i'm appreciative. the reason why i like the program is exactly why and the reason why principles and teachers like this program is because it's simple by not simplistic. if you look at the yellow shiite in the passage you'll see the intervention for this effort wore focused on the lower part of the triangle. this behavioral sport is very specific. we do at the bottom right hero we do measurable things that are

relatively i won't is a simple but are relatively systematic in the way we put them into schools. you'll see this later in the senile on the walls and in the pressures that the students experience to award untask behave. you'll see the learning in the form of a highly curriculum called second step and they'll play into the social emotional measurement. the good game is more technical to get into and you'll see the 167 classroom management

strategy we'll talk about today. those strategies add up and also there's a focus on physically for loren. they're adding up to a foundation there are many things but they're a common foundation for our schools. we've had some really positive results from our first cohort and to introduce that data my wonderful partner in this work dr. from special education >> hi, good evening. i'm going to take a couple of minutes to talk about the data in the packet. we have a couple of them. we got hot off the press it's a shiite open the initial ruffled. in the district we compared k

schools and not participating. if you look at on the bum so overall there was a 33 percent drop in reversals and 20 percent overall and the schools not pairpt 23 percent. so there's a significantly larger drop in referrals for schools that are participating and over on the right is for african-americans it started with the safe plan and your offer recommendation of african-american in special ed pr it shows the difference of 13 percent drop in the premier schools and 5.3 in those not

participating in the pd right now. so the preliminary difficult data is in regards to the initial reversals >> a clarifying question do you have the numbers for the total number of african-american population at those schools? >> i don't have it but i can get it to you. >> okay. >> and in the packet there's just more data. the green he sheet right here with the data we had drawn a few weeks ago i just provided you with the updates. there's also a couple of things we're using to