turno on your mic. >> we are on superintendent's proposal one. there is a line in your final whereas that talks about funds placed in reserve and due to a reduction of funding at the state level. from the standpoint of the teachers' union, we agree it is an important step to take. it is created by the voters out of the city revenue for the maintenance of hearts, libraries, music, sports. how much of that money are we now having to divert to simply

maintain the school district? thank you very much. president mendoza: this will be referred to the committee as a whole. the second item as authorization to grant the alternative. i need a motion and a second. >> so moved. >> second. >president mendoza: i have one in the back? we have [inaudible] >> good evening, i am the executive -- i am glad this will be referred to committee. i would hope that the committee might take a look at services

for special education students. the reason that i would like you to look at that is because the thing that is used by the charter school is from el dorado county. the mission statement of the school is that they will serve all students. i have to assume that they have some special needs students in their population. in the years that they have been in existence, have they been meeting the requirements of special education law? for example, they mentioned that the special education should have the steering committee. the steering committee is supposed to work as an advisory to the charter. is there a teacher or

administrator that is doing that? when i look at the stipends, i don't see a teacher getting a stipend. is there a feature that is on that -- teacher that is on that? how is that really happening? and just like we have in san francisco, the special education community advisory committee, there is supposed to be a parent representative on that. if there is a representative, the purpose of having the parent is to revise the charter and the implementation of the el dorado county charter. if you look at some of the other

requirements, they are supposed to do assessment procedures and reporting on a lot of this. and they are supposed to integrate. they talk about integration of individuals. in order to do that, they have certain specifications. i really think that these are certain things that we need to look at if we are going to grant the approval for a charter. who does the funding? have and where do they get their teachers from? are the teachers from zero e -- el dorado county? i would hope that the curriculum committee would look at that

-- give the approvaapproval for. >> i don't think this is out of order, but remember the charte r is not currently a san francisco charter. the answer to any of those questions is not our business. it is a state charter. going forward, if the board approves this charter, it would be appropriate for the committee. >> why are we considering it than if it is a state charter? >> has to go back to the district -- it has to go back to the district where it exists.

president mendoza: just for board members and the public, they need to go for january so the committee will remain the same. the changes will happen. curriculum and a budget might still have the monthly meetings. the changes will happen in february. >> my apologies. president mendoza: i have two speakers on this. [reads names] >> good evening. i am the executive director at

the charter academy and i wanted to introduce myself and the academy director is also here. we have a consultant with us. we came this evening to introduce ourselves. we had to submit our petition to the district prior to going to the state official. so good evening. >> do we have an opportunity to answer any of the questions brought up? president mendoza: it will happen during the curriculum committee discussion. item r is the proposal for the first reading. i need a motion. and this is an observation of

the civil liberties and constitution put together by commissioner fewer. [roll call vote] >> unanimous. president mendoza: i need a motion for formal introduction. so moved. >> because of the personal significance of this resolution to commissioner murase as teh he first elected japanese american woman and her own family history, i would request

that commissioner murase read the entire resolution. commissioner murase: a couple of things before i jump in. [speaking japanese] as the first japanese american to ever serve on the school board, this is important to me. i want to acknowledge commissioner fewer. my father kenji was born and raised in the central valley. he was incarcerated during world war two. last june, my late mother was in his last stages of cancer.

-- and my late father was in his last stages of cancer. he welcomoke up yelling, "don't forget to pack tehe chopsticks." he was reliving the 48 hours the family had to pack up and leave as a result of executive order 906. i also want to have knowledge of the work of the institute, and the japanese american citizens league. and those that worked on the case. inobservance -- in observance,

the struggle for civil liberties have been inspired by ordinary americans that have had the courage to stand up. he was one of the few individuals that refused to comply with the military orders issued under executive water - - - order 9066. and their internment in concentration camps. while the military orders of violated his basic rights and freedoms, represented by the american civil liberties union of california, chose to challenge the constitutionality of his arrest and conviction for violating the military orders. in 1944, the supreme court

rejected his challenge affectively upholding the constitutionality of the internment of an entire ethnic community without charges of any crime or disloyal acts without representation. the commander had a reasonable basis that the japanese american community posed a threat to national security. the office of naval intelligence, the federal bureau of investigation and the sec showed that none of the thousands of reports and rumors were ever validated. no acts by japanese americans ever occured. they were overwhelmingly loyal to the united states into the community posed no security

threat to the united states. he felt personally responsible for the validation of the internment and waited almost 40 years for an opportunity to challenge the supreme court decision. in san francisco federal court, charging that newly discovered evidence show that the supreme court decision had been secured with a deliberate fraud on the court. the destruction of the military commander's final report showing that his decision to return the entire population was based on race prejudice and the substitution of an altered a final report fabricated to show his decision was based on military consideration. and on november 10, 1983 at the

federal court hearing, who he said to the court, as an american citizen being put through the shame and embarrassment, all japanese americans that were escorted suffered the same embarrassment. we can never forget this as long as we live. according to the supreme court decision, being an american citizen was not enough. you have to look like one or you can't tell the difference between ill loyal and disloyal americans. -- a loyal and disloyal american.

this she'lled must not be used. it stands as a state of sclugs that must be prepared topre tekt all citizens of prejudices. we are at a decision influencing the passage the act was not justified but resulted from race prejudice, and failed political leadership. for the rest of his life until his passing on march 30, 200 #, he dedicated himself to the education of the public particularly school children and young people about the history and standing up for the rights

of others. on january 15, 1998. president clinton awarded him the presidential medal of freedom on behalf of all rights and liberties saying in ii 1942 an ordinary american took a stand. after being convicted for failing to report for relocation, he took his case all the way to the supreme court. the high courtroomed against him. 39 years later, he had his conviction returned to court giving him what he said he wanted most of all, the chance to feel like an american once again. some names of ordinary citizens

came from millions of souls. to that list we add the name of fred and specific days when students are able to conduct recognition history at leech level must reflect and integrate experience of men and women of different racial, religious and ethnic groups. the california assembly and state senate both passed ab 7075 the board of education observed

the day of civil liberties on january 30 of each school year and conduct activities and the meaning of his life and recognizing the importance. thank you. i failed to recognize bob who is in the audience. >> at this time, we'll ask the speakers since the section is up in front of the board at this time. i'll have karen and greg and janice kelly cards for those speakers. >> please come up, you have 2:00. >> thank you very much for president mendoza, the

commission and supervisor garcia. thank you for your considerat n consideration. my son is an alumni of sfusd. i am a volunteer at rosa parks elementary school. i want to give special acknowledgment and thanks for asking my husband as members of the legal team to review and add to the draft of the resolution. it can be has ar douse to ask attorneys to add a few thoughts. we did expand the facts so that the resolution itself would be a

resource document. we felt this was fitting because he believed that the matters at stack both in 1942 and in the 1980s went beyond his situation as an individual. that his case i am my indicated the justice in our system of law. at the outset, it was asked, his lawyers for assurance that he would not skr to speak in public. we assured him we were object asking him to do one press conference announcing the lawsuit. as the fellow legal team member puts it, we lied.

but we were for given. he put aside his own feelings of public speaking to talk about his experience and how those experiences relate. the ability to education new generations about the jobs that were done. >> it rose to the occasion. his counterparts engaged in these orders. he had become a university pro

if hessor and an attorney. he didn't set out to establish a test case. but educated in the public schools, he had a sense of his rights as a citizen. his attorneys gave him the opportunity to chalnge the violations of those rights despite the ruling of the supreme court in 1943, he never lost faith in the constitution. 40 years later when he was approached to reopen his case, he was still determined to right a great young. he did that and more. >> in the years of the case, he not only spoke out of the past but applied the lessons of history to the issues. he would denounce the agitation

of sweeping action. he reached out directly to those communities that were under suspicion and faced with government sacks. he supported their efforts to be treated justly. from the history of his case and who he was as a person, he left us a rich legacy. he would be tremendously pleased that this and other school districts would honor him with a day of education about the issues he held so deer. can i imagine him saying i guess this means i have to give another speak. he'd smile and go out the door anticipating sharing with a new

group of students. >> thank you for honoring this man with this resolution. >> thank you. >> the san francisco chapter of the citizens league. been before the board a number of times in the past. very policed to be able to come forward at this time to thank you for considering this resolution. one of the things i look back on when i look at the history of the school board. it was back in 1906 that the school board wanted to segregate the japanese out of the public schools. the only thing i want to say is that the lesson here is that this is not a lesson about what the shame of the country did but a lesson about the strength of the constitution this is one of

the ways we tell the story that the constitution may faulter but it can be rectified. we'd like to note that the institute has prepared some material we would like to make available to distribute to the classrooms and teachers in the district. >> thank you. >> from the united educators of san francisco. the first days that our first japanese supervisor of education is sitting in her first meeting. this is something students need

to know more about. the entire situation will determine what happened with my neighbors. >> at the end of the war, legislatures naed motions to prevent any japanese from ever relocating or resettling in california, it was jack shelly who went to the hospital and brought the wounded soldiers into the senate to have them testify against what was going on.

this terrible time gave many people the opportunity to stand up for what is right. >> comments from the board? >> i just want to thank the commissioner. i think we'd all riek to have our names added. >> any other comments? i want to thank commissioner for bringing this forward and for the i am put on this.

this is part of the ethnic studies mees we talk so fondly about and getting to learn about cultures and history many stu debts know about. i had the opportunity to go to japan and really embrace the culture and the people of japan. the tremendous challenges and experiences they had here is just something that i don't. i can't imagine any of us ever going through. the super independent and i said, sadly, some things haven't changed. in different parts of the world, different