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 adopted -- this is the superintendent's proposal for the adoption of the fiscal year recommended budget i can just read the first paragraph. the recommended budget for the san francisco unified school district and city and county office of the education should be approved as the budget for fiscal your 2011-12, and be placed in the official files of the secretary of the board of education. the superintendent is authorized

to make any transfers to correct erroneous account classifications or to affect any changes made necessary by the method of expenditures within the purpose of the appropriation. there is other boilerplate background information. president mendoza: thank you. we have quite a few public speaker signed up on this item. when i call your name, if you can please come up to the podium. kelsey jeter, rosario ramirez, lelou reboiso, [names are read] commissioner maufas: deputy superintendent lee, a clarifying

question. the first paragraph, the last sentence is that the superintendent is authorized to make any transfers to affect changes in accounts made necessary by changes in the method of expenditures. we will be told about that if and when it occurs, correct? >> i believe that language is meant to refer to technical changes, not substantive changes. commissioner maufas: even if it is a small technical change. >> can you confirm we are able to do that? i do not know exactly. >> i can get that in the memo form that a change was made or there was a modification. i just want to be aware after our support that if anything occurs you would send the information to us, and just information. i would appreciate it. thank you.

commissioner wynns: i just want to ask -- a memo we got, since the state budget is totally up in the air. we will soon come before school starts, have another review of the budget based on the state budget once it is passed, including if it is passed just as we expect now and the revenue looks the same. we will review that. you will report it to us. commissioner fewer: a clarifying question. if we did the opposite, if we decided as a board to look over the budget, and we change the allocations from certain departments to another department, that could also take place after the adoption of the budget. >> thank you. sorry about that. public speakers have two minutes

each. come on up. state your name and go ahead. >> my name is oxi and i would like your undivided attention. my poem is called "the word." i see all of you taking your time, sipping her coffee. you already have their education. achieve your job. the ones after will suffer. no way to back them up with summer school. that is too expensive. we don't have the money. why not donate it out of your pocket. you can afford nice suits and perhaps a car. i must have got on the wrong agenda. there is no way you can take

your place. failing grades, parents and unsympathetic board. who said money was free. these kids need a safety net. the same as relying on your parents when you were small. i thought all of you needed to support us. add engagement toward the parents that made the push to help their children. money is paper but i guess we need 1 million of that paper. i will write my rights in million times and have the education paper your bills. never go down and never achieve their dreams. thank you. >> you see a little girl.

she is 4 years old, attending school for the first time, following requirements to put up for the day she starts middle school. things are rocky, but she manages to finish with a 3.0. she starts high-school confident it will be all right. after the first semester, she fails 3 classes. she knew what she had to do to get it right. it is not that her teachers are bad. it is just there were hard to understand. by the end of her freshman year, in total she did not pass 6 classes. in the beginning of her sophomore year, she knew that failing anymore classes would be crucial. she worked three times harder than her peers. look at me. the girl i told you about was me. i want to make myself better for myself, my peers, and my

family, and to break down the barriers and stereotypes that say i will not and cannot. they need to stop and and now. how are you going to help me? thank you. my name is goya. >> what do we want? summer school. when do we want it? now. what we want? saturday school. when do we want it? now. >> [speaking spanish]

>> what do we want?

summer school. when do we want it? >> now. >> what do we want? parent engagement. >> i am a parent and grandparent for a child in hillcrest. she said everything in the school system is about a conversation with parents about their children. how can the office of the school and family partnership accomplish this mission if they do not have the staffing need to make things like getting free and reduced lunch? things like calling parents when they are concerned about their children. many things like engaging parents to be part of the school council, and the development of

balance school cultures, and supporting parents' voice. we ask you to double the budget so we can have the service we need to move forward to the promise of social justice. in all schools, for all children. thank you. >> what do we want? summer school. >> my name is macualy. i have the pleasure of being the campaign leader for a random number of parents and supporters throughout the school district. we have been here a lot over the last three years, four years, 30

years, whatever number you want to look at. we have been here with you, fighting with you were pushing with you to do the right thing for students that have been failing in this system for a long time. we are here tonight because based on a little knowledge we have been able to gather from the budget, the things that were not in the budget that at a bare minimum help to accomplish your goal was whether there was an adequate credit recovery system for students who have to meet new graduation requirements and if there was enough funding for parent engagement, something that is critical for all students to graduate from this district college and career ready. the reason why we choose college it career already is because san francisco is an expensive city. you cannot live in this city on a high-school diploma. you can barely survive as a city college student to get an college student to get an associate's degree in the city.