i hope swuven in the district, i hope families who have been sbrusde from it can learn more from it buse you would have to go somewhere from 140 to $20. hopefully it will take time to re-- read. >> thank you. next speaker? [speaking in spanish] >> good oning. my name is anna hillona. [speaking in spanish] >> i'm with the public transit. [speaking in spanish]

>> we're here today because we not only talk here with the board members and with m.t.a. but also to have the community be informed of what we're doing and what's going on. >> [speaking in spanish] >> because if it's true that a lot of the students are going to missout on school transportation, there are a lot of students who will need to ride muney. it's going to be an impact on parents wallets. [speaking in spanish]

i think it is important that we can consider the budget with m.t.a. and not only have the children pay you know, this public transportation but how are we going to support them and help them to get to school?

i would like to note that we work as a team, you know, work together so we could help our -- our students get to school and help them. thank you. >> thank you. there's no other public comment. any comments from the board or the superintendent? commissioner? commissioner fure? commissioner fure? commissioner fewer: for members of the public, i want to make a couple of comments. very brief. mr. stein i hear you loud and clear that our bus drivers are taking a double hit, with the

furloughs and think it is a travesty and crime to our students that we're so underfunded and with the budget, our state budget, depending on the state budge wet are -- we are forced to do this and must do this in order to keep things like class size low, keep vital services during the school day and also employ our teachers and the rest of the district staff. it is with a very heavy heart we do this. if we had the money, i believe we should give transportation to everybody but that isn't the reality today. and it probably will not be the reality for many years. the superintendent opened up with the statement abousuperint with the statement about state budget. it is very dismal. we're doing the best that we can here. but we are -- we are committed

to protecting the education of students during the school day and so, we are forced to -- to eliminate some of our transportation gradually. we know it will have an impact on our families, great impact. i think it is a very good suggestion that we meet with m.t. and ask them to help us. i respectnie request that we have this -- respectfully request that we have this item held at the select committee with the board you remembers m.t.a. to work collaboratively with us to get our students to school in a timely manner and in a safe manner also. i am going to ask the families of the public schools to be patient with us. if you feel the same outrain that we do, then we need to -- we need to really voice it in sacramento. once again, we are -- we are faced with hard, hard budget cuts.

again, i mention that as a board we're committed to protecting the vital services and the quality education at all of our schools. >> thank you. >> commissioner maufas. commissioner yee? commissioner yee: during our budget cosm mittity, we heard the report -- budget committee, we heard the report out from the state government in terms of the projection for the next few years, it is terrible. it is worse than we thought. it is -- it is just not transportation that has been tick -- taking a cut but almost every aspect of our district has been dealing with this for the last two years or more actually. so this is something where we're not going to do away with all transportation, but we have to look at -- how we could trim it

with the least amount of damage to our students right now. i think that's where we're at. i'm happy that when we had this discussion several years ago, the way we were going to do the cutting was much more with a -- much more severe and with a hajj et approach. i think what -- with the concept that -- the framework we put forth, it is going to help us. we do a review on it, it is going to help us understand and help the public understand why we're doing this and how we're doing this. again, like commissioner fureks have patience with the district and the board. we really don't want to be doing this. but at the same time, if we don't do this, then we're talking about other things we have to cut. whether it is teachers or administrators or whatever it is that we been cutting for the

last few years. so -- i'm also glad to see, although i was a little lukewarm with -- with one of the policies or -- statements here. i'm glad that it is in this anyways in terms of -- taking into consideration some of the transportation for after school programs. again as we look at the after-school programs, hopefully we will look at whether they're for-profit type of after school programs or not. one last thing, up for commissioner fewer, your select committee. if you bring this back, i probably won't go to that meeting but it doesn't seem like it would cost the district -- i mean, the -- the -- the public transportation that much more if you allow students during -- during the -- the time they go to school and durget time that they have to leave school tree

transportation to the public school kids. many of the -- many of the students that can afford it, with the parents driving to school won't take public transportation anyway. to be frank. when you look at the costs. somebody should do a study of the real costs to the city if we give our public school kids transportation during -- going to school and going home from school. so that's by recommendation. if it doesn't cost the city that much, who knows? maybe we could -- all we need to do is for the school district, our public school district to provide every student of the public school card, card for a student from the public school. it shouldn't be that difficult. thank you commissioner maufas. >> thank you. i'll keep my comments brief. they have been along the same lines i've been talking with the

city side for many years about what -- this is just in the context of the m.t.a. strand of the conversation regarding transportation. in -- a parent came here and mapped out what it would be for her child to go to school. i think there are many opportunities for familys to participate in this conversation. i think there are opportunities for -- from what i have heard and again this is very anecdotal and nobody said it publicly, but i know it exists, the commission for the m.t.a. drivers that are age out and they're looking for drivers as well. so as we know, we must decrease our transportation, i think there are opportunitys for our -- our families to participate with the city conversation, not just leave it -- the onus up to the board of education. you're citizens and members of this city and the citizenry and have as much as voice in that conversation about helping the m.t.a. figure out how to assist families get to the places they need to be in the city. if -- if school is one of those

places, for students, then i think that -- that -- that is absolutely appropriate for our families to participate in that conversation and express their desires a and concerns. also i thought it was an opportunity for the para professionals to be on the buses, especially during the peak hours in the morning, but we may have more students riding in the morning and in the afternoon. i think that heaves -- opens up a conversation in regard to putting familiar face, faces familiar to families on certain bus routes. especially with younger children. i absolutely believe it is do-able. the idea that we wouldn't have put a young child on public transportation -- i see young kids riding safely on the public transportation in this city all the time. with -- definitely with the eyes and ears of other adults that are looking out for our young people riding to school, i think that's a do-able conversation and our family should

participate. i love to see that partnership approach instead of -- i'm sorry, what i'm hearing a lot of is no, no, no. where are we going to get to this day? we're going to get to this day where unfortunately we have to cut our school transportation. we put it off and put it off and put it off. years. this is the next step and hopefully we could m this is the next step and hopefully we could move through the step together with our labor partners, but also with families in partnership. it is difficult, yes, but i know we could get through this and help the city help us. >> thank you. com -- commissioner wynns. >> i want to apologize for being late, i was at the governor-elect budget summit in los angeles and the weather made my plane return two hours late. it took me an hour and a half to drive here from the airport. and i appreciate that -- that a report was made from the com

tithe my last night. i wanted to reiterate something that we talked about last night. that's that we don't actually know what the impact of this might be until some of the other things that are coming online actually occur. so, the first thing is that the new student assignment process, we hope and -- think will result in fewer poem having to go longer distances to school. especially elementary school kids. i'm hoping and trusting that we are going to be able to really pay attention to helping people get through this as those -- that information is known about who is getting into what schools and what the -- what the transportation changes might be. but i also have to agree that this is something that we just have to do. we have to do this because it is -- it is absolutely not affordable in the current situation and maybe always was

not the best use of our resources to spend this much on transportation. i'm glad we got here and the process is deliberative and careful and too long. now this is a step that we have to take. >> thank you. so, i just want to make a couple of brief comments. to understand that this conversation started as the transportation piece that actually fell under the student assignment piece and a lot of decisions that have been made around how we're going to structure student assignment has always taken transportation into account. we have heard you know, closer to home, so perhaps closer to home will help us to phase this in and eliminate the transportation issues that we had. i also wanted to piggyback on the -- the goal of afterschool for all. the idea that the school district would love to be able to have on-site after school for

all students. that's a goal. i want to note the special ed dation piece. we want to be able to maximize our buses. and when we're not allowing siblings to sit on the bus with the special education students, that i think is not a good policy for us to have. we're looking to push to make sure that -- that shared buses can happen. with that, roll call, please? >> seale fewer. yes. maufas. yes. mendoza yes. norton, wynns. aye. yee aye. kim yes. six ayes. >> thank you to vice president mendoza for sharing the beginning of the meeting. i unfortunately had a conflict so i'm here late to our final board meeting of 2010.

i'm sure i'll be here. just not sitting here. so we have -- we have another -- [laughter] i'm going to come from public comment. so we have another item under superintendent's proposals. this is 101-nsb 1, this authorization to grant or deny the school beat pe tigs for a new charter school. this has been moved and seconded on november 9th. may we have a report from curriculum and budget. commissioner fewer. the curriculum program committee from the board of education heard this item yesterday. they passed it on to the full board with a negative recommendation. if you'll note in the -- in the report from miss richards, it was decided -- she site -- cited

many insush -- insufficiencys in their petition. >> at tthe budget committee, th commit triis sending this for the negative recommendation for the board. this were in the presentation of the petition -- there were many, many unanswered question bts budget and in particular, there were issues about the teacher's salary and -- it looks like it would be equivalent to our district's teacher's salary. houves i believe there were additional -- however, i believe there were 38 days they work for the same salary. so, that was just one example. thank you. >> may we have a reading the resolution by miss richards? >> good evening, commissioners. my name is sue. district staff, my name is mary richards.

i'm executive director in lead with focus on high school, support and charter school oversight. i with the permission of the board will read. i submitted a copy to miss casco and i submitted to members of the board, it is a green stapled sheet in addition to the pact that you have that has the original resolution, the completed matrix for review and the complete final report of factual findings from the staff. so, at this time i request that i be -- i could read the amended language into the record of the resolution. thank you. superintendent's recommendation regarding c-5 international school. 1011-9 fp 1 authorization to deny c-5 international schools petition for a new charter, whereas the international school submitted a petition for the

international school new charter school on november 1st, 2010. and whereas, the c-5 international school is requesting that the board of education make a final decision regarding the charter by january 1st, 2 -- 2011, pursuant to the recently minded time hein for a proposition 39, offer of facilities. a new charter school would need to be approved by that date in order for sfusd to meet the february 1st deadline for preliminary offers. whereas, the san francisco -- the san francisco unified school district staff has complete the review of the c-5 international school petition and submitted its final report and recommend days entitled staff written factual findings regarding the c-5 international school charter petition to the board of education. next two paragraphs are stricken. therefore, be it re106ed that the board of education here by adopts the findings of fact set forth in the staff written

factual findings regarding the c-5 school charter petition dated september 14rks2010. be it further resolved that the board of education here by finds that the charter school presents an unsigned -- unsound program for the pupils to be enrolled in the charter school. the petitioners are dem strobbably unlikely to implement what set forth in the petition and the petition does not contain reasonably comprehensive editions of the program and operationings as required by the education of code. be it further resolved that the board of education here by denies the charter school's petition. i have a comb of -- couple of notes that i wanted to highlight and then i will be available for any questions. in your pact, and it is again at the bottom of the original resolution, i wanted to note the process for review that this was

referred based on first resolution and public hearing on november 9th. to the curriculum and budget committees. the second part of the process is -- it was taken up at the budget and business services and we got a report on 11-29-10, november 29th, 2010. it was also taken up by the curriculum and program committee last night, december 13th, 2010. then with the culminating decision this evening. i just wanted to clarify one point. of discussion last night. we did focus in addition to the educational program, the curriculum focus, one of those program areas that it over laps into and it was cited for the review and also in the continuing neats of the factual finding that you have in your pact. on page 12, it is the second portion of the pact, not the mate tryst but the playertive portion and it is in the area of

student discipline. i wanted to clarify some of the discussion around that and some of the comments that were made. so, just going to read that. it is number -- letter d. it student discipline, charter schools are not required to follow the educational code when disciplining students. they are required to provide due process to students assured under the federal and state constitutions. those -- those constitutions are cited. this includes providing clear thoy to students and their families of conduct that subject to discipline. the petition fails to provide a system for informing students and their families of conduct subject to discipline. for example, student impaired hand books and letters to families and other forms of communication. in short, under the cart petition student discipline proposal, the students and familys have no prior notice of conduct that is subject to discipline there by violating the student's constitutional due

process rights. in addition, the petition fails to state that the charter school's jurisdiction for discipline. for example conduct occurring on school grounds or while coming and going to and coming from school. conduct occurring during the lunch period on or off campus and conduct occurring while going to oar coming from a school sponsored activity. finally the petition provides an expulsion appeal will be heard by a fair and impartial panel of representatives assigned bit board of directors. however, the petition fails to further describe the membership of such a hearing panel. that was just to clarify the points we were talking about. -- we were talking about. that's the end of my comments. i'm available for questions. >> thank you. before we take questions, i want to open it up for public comment. i don't have speaker cards. as for this item.

please come up, two minutes. any other public speakers for the item? good evening. >> good evening. my name is bill and i have two daughters currently who have been >> who have been part of the c-5 program as a preschool. my older daughter graduated two years ago and my 3-year-old is in the program currently. and i'm currently serving on the board of the preschool and have adviseed the team on the development of the charter proposal. i want to raise an issue that was raised as a criticism. i'm educational researcher. i have to say we amied to the preschool precisely because we know and believe that from research evidence that project based and emergeant curriculum can improve student learning.

this is not just at the preschool where the model focuses but all levels of the school system. projects provide an opportunity for children to develop subject matter knowledge and skills in the context of authentic problem solving. the emergent curriculum works because it builds upon and rather discounts students' interests. we seen our children develop all of the readiness skills that a teacher would want to see. especially literacy and number skills. that's because they're skillfully guiding young children toward the skills and the broader project context. i think one of the hopes that we all have in this educational system with the new common core standards coming on board is there are fewer and higher and clearer. with fewer standards, i think the children can pursue their interest and master subject matter at the same time. more importantly they could go deeper and master the additional skills they'll need at the workplace of tomorrow. i just want to say that about

the educational program. there's a stronk case to be made for religioneo model here and -- i look forward to -- to having the opportunity to revises in proposal and come before the board hopefully depending on the outcome. >> thank you. >> so i guess we move on to board questions and comments. >> do you have come all the way up, otherwise i won't know you're coming for public comment. two minutes. >> my first time here. i'm the parent currently of a -- of a student in public school who was at the c-5 preschool and i -- it was hard to hear the school described in sort of a very sort of technical small, not -- not small, some issues that -- may not have been addressed because we have seen our children blossom under this program.

and -- have comments in the public schools such as, the ability to work with other children to be self-direct, to make good choices for themselves and i think these are -- you know, nobody is against that. but they're all things that have -- i will give very due credit to c-5 for developing in children. i think these address many of the issue that is we have in our -- our public schools for kids -- knowing how to -- to get along with other kids and work and develop ideas and be excited about learning. i would like to see a model increased. i think it is something, i'm proud of our child in the public schools. i think -- this would be a wonderful, wonderful addition the religioneo approach. >> could you state your name? >> my name is lonny way. >> okay.

at this time, board questions and comments. board president, membership dose is a. >> i wanted to briefly say, i had the at some point to go to c-5 and i thought their program was well run and it was a nice program and very happy children. i did however -- di leave with concerns that i shared with the directors and -- unfortunately didn't see any -- for the being a -- addressed in the application and so, i -- i unfortunately won't be supporting the charter this time around. hopefully we could work toward solidifying the description of the actual school and especially around the rejio piece which i'm familiar with. it would have been nice to hear more clarity to that. >> eanl other comments? >> question, commissioner wynns. >> is this not the same type of

approach that is uted -- used at creative arts charter schools. it was in the charter when we granted the charter. are we monitoring that? supposed to be a rejio program. do we pay attention to what is in the charter and whether they're actually following it? >> we actual deloy in the sense of -- because we're not, we're not technically as a charter school, we're not technically there to evaluate their program -- the success of their program implementation but that they're actually following through with their original charter intention. so around the program. so as far as monitoring this -- the specific results, those would be -- the result that is we monitor are based more on the a.p.i., so other standards of performance that they're obligated to -- >> i understand. >> but they do -- >> i don't talk about -- >> whether they a