the program title and sac code. it should be eia/limited proficiency fund at sac code should read --. >> what was that third number again? >> so i went through this quickly because i believe that you have it in writing. and then the second one, the second item that these to be corrected is item 119-27k18 on page 105. the dates of service are incorrect. they should read september 28, 2011, through june 30, 2012. that makes this not a retro resolution. president mendoza: get out. take it off my list. >> we also want to postpone action on item 119-13k21 on page

26 that was scheduled for second reading and action tonight. we'd like to postpone action and bring it back at the 10-11-11 board meeting, october 11 board meeting. we'd also like to remove for first reading item 119-27-k3-k5-k6 and k11. president mendoza: thank you. any items removed for first reading by the board? seeing none, any items severed by the board for discussion tonight? commissioner fewer. commissioner fewer: k22. president mendoza: and the roll call will take place under -- excuse me. can you move your water bottle because i can't see your light. there you go. and your laptop, also, commissioner norton.

commissioner murase? commissioner murase: i'd like to sever k3, k5, k11 on the child aide issues. >> they're all pulled. president mendoza: we're just pulling k22 and then we'll do the vote under section o. any comments from the board or superintendent? item h is the superintendent's proposal. there are no one tonight. item i is the board member's proposal, there are no one tonight. item j is request to speak regarding general matters and i have a few cards so when i call your name, if you'd please come up, please. jeff dubois, leann loung and linda plack and you each have two minutes. we have a new timer that we've installed. we've resurrected so you will know when your time is coming to a close so we'd appreciate it if you'll stay close to -- stay within your time frame.

thank you. >> i was hoping there would be a time check here. does it beep,atic like -- my name is jeff dubois, my daughter attends mckinnell. she's a first grader. and i guess foremost speaking for my experience as a parent, i can only praise principal fong and the teachers at mckinley. my daughter knows just about every teacher and converses with them daily and kind of loves her time there. i've also had the pleasure of attending p.t.a. meeting and have seen the commitment of the p.t.a. and the parents which, to me, is critical to the success of the school. i've also attended the school site council meeting and have a deep understanding in talking with rosa in terms of the budgetary challenges that she faces and every school across the district faces.

and the difficulty decisions she needs to make and i see the passion at mckinley in terms of the faculty. it's also important for me to say that i'm also an employee at edgewood and have worked there some ways, similar experience in with the district in terms of working with principals from schools that we have worked with, richard zappian from hillcrest, curtis -- i can never pronounce his name, in student support services, mav mulholland in special education. these are people who have demonstrated their passion, but i'm also frustrated by what's happening here in terms of services, key services that edgewood has provided for years are being denied and we're being held hostage by lawyers and that

quality services are held up because of your legal department. that was a quick two minutes. thank you. president mendoza: thank you. but you could see it, though, right? you could see your two minutes. thank you very much. >> good evening, i'm linda plack, executive vice president of the united educators of san francisco and tonight i wish to speak about transitional kindergarten. i'm going to refer to it as t.k. you do not have an action item about transitional kindergarten so that's why i'm speaking over general matters but you do have a committee report. i know the curriculum committee has been considering this. we have been told that the district is considering two options to implement a transitional kindergarten program. option one contemplates placing a few transitional kindergarten students in blended classrooms with t.k., they will have an additional year of preparation

in those blended classrooms. we feel that option one is not consistent with the spirit or the intent of the legislation establishing this program. the intent was to provide a unique and separate experience for this age group. this, of course, whether you do it one way or the other, will require professional development for kindergarten teachers whole now have to plan developmentally appropriate curriculum for these younger students. but the union prefers option two, the stand-alone classroom model. the plan is to establish, under option two, separate t.k. classrooms at selected school sites and we recommend that t.k. classrooms can be created in schools that are not already overcrowded or oversubscribed. and recruiting a group of teachers who will receive specialized training to work with this younger group of teachers. we do not think that people

should have two years of kindergarten. they should have one year of transitional kindergarten and then go into a regular kindergarten class. thank you for considering our recommendations. >> president mendoza: thank you. one more speaker. i guess she's not here. leann loung. this closes public comment. item k is the advisory committee report and appointments to advisory committees by board members. do i have appointments? student delegates? >> i'd like to appoint wendy lee, a junior from academy, and hannah lee, a sophomore from lowell, to the peace cack. >> president mendoza: and somebody is recording that. any other appointments or reports? thank you. item l is a special order of business. the next two items go together

so i call the public hearing of the sufficiency of textbooks and instructional items for 2011-2012. may i hear a motion and a second regarding the sufficiency of textbooks and instructional materials as required by section 60119. >> moved. >> seconded. >> superintendent, you have a reading of the resolution. >> daisy santos. >> good evening, i'm daisy santos, supervisor in the curriculum resources libraries and media services office. and we are asking you to approve the resolution regarding the sufficiency of textbooks and instructional items as required by education code section 60119 on pages 3 and 4 of the agenda. the report that begins on page five of the agenda gives

background for the resolution. the first part of the report gives sufficiency information and the last part lists some of the barriers we've encountered to achieving sufficiency and the actions the district takes, first to try to begin the year with enough textbooks for each student and then to remedy any insufficiencies we discover after school starts. we we are here to report that they have sufficient textbooks in the core subjects. it's important to know that the district doesn't consider sufficiency a kuhn--- a one-time occurrence, they require it throughout the year and it

remains a high priority year round. in addition to the requirement to report on sufficiency of instructional materials for the core curriculum areas, the board is required to determine the availability of high school science equipment and the sufficiency of health and foreign language materials. we have a science-equipment-related report, it's indicated in the survey conducted by eric lewis from the high school area team, and that information, those tables, are on pages eight through 25, and they give the survey results. we do not have sufficient materials in health or languages to give one book per student and those tables are on pages five and six. for health, we have provided a class set for each teacher, for world language class the insufficiencies lissed in the report now have been resolved or

soon will be. i'd like to public pli -- publicly thank the curriculum resources office who have worked diligently to provide sites with materials as requests are received. since the enof july, they have prepared textbook orders, transferred books from one site to another and packed boxes to send out from the district warehouse. we are also grateful to the staff in the purchasing office, especially susan chan and to eric lewis from the high school team for their exceptional work and support in this process. i'll be glad to answer any questions you may have at this time. >> can we read the therefore be it resolved portion just for the record? >> therefore, be it resolved that the board of education of the san francisco unified school

district has determined that as of the instructional materials hearing held on september 27, 2011, each pupil in the san francisco unified school district has sufficient textbooks or instructional materials in mathematics, science, history, social science, and english language arts, including the english development component of an adopted program and be it further resolved that each pupil does not have sufficient techbooks or instructional materials in foreign language or health classes to enable each student to take a book home but that students do have sufficient class sets of textbooks and that the high schools have science laboratory equipment available related to the core science classes. >> thank you. questions? commissioner norton, commissioner murase.

commissioner murase: i would like to commend you, i remember this hearing last year, we sat stunned at the report you had to give so actually this is much better. it's not perfect, obviously but it is much better system of thank you for the work you've done over this past year to get us starting the year with fewer shortages. >> commissioner murase, the wins and then fewer. commissioner murase: you give some of the response from the schools in terms of insufficient materials, principals of 54 elementary schools, did you hear from 100% of the schools? >> yes, we always do. commissioner wins: i'm glad we

do -- commissioner wynns: i'm glad we do this. i'm interested in what you can tell us, it doesn't have to be now, but if there's information about the postponement of curriculum adoptions by the state over time, so we've been talking about, you know, since we're spending a serious amount of money replacing textbooks anyway, getting some that are better for the state -- even if the state doesn't do an adoption and also eventually we'll want to weigh in on the question of whether we ought to encourage the state to stop doing them and those kinds of things. if you could at some time in writing would be fine for me, or maybe we could do it at the curriculum committee or something leek that, having a hearing on the impact of the postponement of the adoption on actual instruction in our district and whichever way, actually, in my view, however the administration prefers to do that, that would be an interesting subject to me.

thank you. >> commissioner fewer -- oh, deputy superintendent. >> thank you, president mendoza. i want to add to the discussion that we are undertaking a serious look at all our instructional materials. our english language arts materials are over a decade old. there comes a point of no return where does it make sense to continue purchasing outdated materials instead of looking at newer materials as well. we hope to have a discussion with the board in one of the meetings soon. i think i would be remiss if i didn't mention to the board and the public that we owe a huge debt of thanks to daisy santos for her work in this regard you may or may not know but daisy is doing triple duty in this regard. she's doing textbooks, also leading our e.l.a. curriculum work and she's also doing work around the core standards and integration with all our other

groups. so you know, she never complains and as you can tell, she's well organized but i do want to publicly thank her for her work. >> thank you, ms. santos for your fine work. ms. fewer: when i went to visit francisco middle school a year ago, they didn't have materials in chinese for newcomers in sixth grade science or any science books. have we corrected that and have we made the science core curriculum available to them? because teachers were telling me there they were doing a synopsis or summary in order for their students, because as you know, it's our middle school newcomer site. i heard in a curriculum committee meeting when i was chair there that there were no textbooks translated or the curriculum was not translated into chinese. i wanted to know if that was part of the scope of work or perhaps it isn't?

no, it isn't? >> it isn't but we can get back to you with that information. i don't know but i will find it out. ms. fewer: there was another issue, some of our u.s. history books being written by people in hong kong and not available -- i guess -- it might be more accurate history system of would you mind checking in on that, too, for our chinese english language learners? thank you. >> i have a couple of questions. i understand there's fluctuation in enrollment so it makes it hard to order. but on some schools there was a high percentage shortage. we made orders almost a month after school had already started. what are we doing to try to kind of remedy that piece of it? or is it just too challenging because of the fluctuation? i'm looking at page five, it's

showing 57% at balboa, that's pretty significant. >> that is because for health we need to make sure that the school has enough far class set so the number of students is going to far exceed what a class set would be. so what we made sure is that we provide the school with enough health books for a class set and then some. we always get some extras so that every student in the health class has access to those books. >> so the shortage is netting that they don't have one for school and one for home but everybody has one, somewhere, so there's access to that? ok, thank you. there was also a little bit of chatter earlier in the year about elementary workbooks and i'm wondering if you can address that as well. i know some schools felt like

they ordered and things didn't get to them in time and if there are workbooks at school -- that schools order that do not fall under our approved list, then how does that work? >> we order, in the spring, our office orders, or reorders, puts in orders and we survey the sites and order several workbooks or practice books that come with some of our programs. our adoptions. for example, for social studies and science. the difference this year was that we did not purchase for schools the language arts practice books. those books no longer came gratis from the publisher and so it was a decision that was made

last year by the district to -- and sites were informed in december of last year, of 2010, that those practice books were no longer going to be purchased and so that was the big difference between last year and this year. >> were they given the option to purchase them if they wanted to, if they wanted to raise money for it? >> schools are free to purchase the practice books with funds they control. it's just the instructional materials adoptive funds would not be used for that. >> is there any policy at all about ordering too many books and returning and getting refunded? instead of waiting to find out how many kids we actually have, like thinking about ordering enough for everybody? my concern is the lapse of time between the start of school and when the books actually show up and whether or not the kids are, you know, i get that they have a set at school, my kids -- they

always have homework. so i'm just wondering, with that lapse of time, you know, is there a way to make sure they have them and return books we don't use in it's kind of a quirky practice but i wonder if that's something that could be helpful for our students to ensure they have access? >> we could sure look at it. we are in a severe budget crisis as you know so some of the instructional materials are part of the swept funds so a lot gets swept and we get back what we absolutely have to have to order this. so at one point, daisy and her office used to have a book room filled with extras, so when newcomer students arrived there were extras and they could be brought out an delivered to a school overnight but we no longer have that, it's a real one-on-one correspondence, so we'll look into anything we can do to get the books into the

hands of students faster. >> good. i want to thank you for helping us get through this. other comments? seeing none, we have no public speakers -- so, no -- we have no public speakers signed up for this, so roll call, please. >> ms. zhang. >> yes. >> ms. tom. >> yes. >> seven ayes. >> thank you very much. item m, discussion of other educational issues. superintendent gaffer seea? >> where is david gold?

there he is. >> so good evening, commissioners, my name is david goldman, i'm chief facility officer. it's my pleasure tonight to talk about and tell you the story of our facility construction over the past months, particularly i would like to focus on some of the projects that have been completed or generally mostly completed over the summer. we had an amazing summer.

it's really clear before i dive into this, obviously i would like to thank carlos garcia, in part for permanently fixing my name in legacy as bungalow dave but in general carlos, deputy superintendents lee and karanza for all the members of the board of education who have not only supported the facility program but trusted us repeatedly to do the work that we were entrusted to do, be allowed to sort of do it well by all of you and for that i'm grateful and particularly president mendoza. one of the first people i met when i came to the district and who from day one has been

phenomenally supportive. over the summer, nobody can remodel schools without phenomenal support from every principal whose school we're tearing apart. some of those principals were brand new and had no idea they were walking into a school that was half destroyed and had to be ready by the start of school and fortunately, one of the schools, francis scott key, for example, the principal lives across the street, that makes things easier, but in general, some phenomenal support and from all the teachers in the district who had to move and remove and pack and unpack and most of them did it with a smile on their face and a grace and a sense of help that sort of meant a lot to the entire spirit of cooperation to kind of make happen what we need to make happen system of what i want to do is sort of give you a pictorial kind of presentation of what we did this summer with a few slides, some background data.

i want to see if our expert in the back can, when i do this, will call it up on the screen, i'm used to projecting on the wall, so we'll see. is he going to make it go up? or is he asleep? ok. so this is susan gave me the title, beyond the talk, because that's our theme for the last few years, modernizing our schools to inspire learning. just as a highlight of the summer of 2011, we had 35 major modernization projects at 35 sites. we wrote checks in the bond program for almost $35 million this summer, we had 16 green school-yard projects and everything opened on time. facility design --

[applause] >> the facility design and construction department had another 45 projects, a lot of them were smaller, spent $10 million, moved five schools from one place to another, and everything opened on time. district custodians cleaned over 2,00 classrooms and 13 gardeners mowed, clipped, and pruned an area half the size of golden gate park. on the 2003 bond, i want to bring you up to date of where we are, some of you may have seen these slides in other places, we modernized 30 schools, we had a budget of $295 million, we said we'd do the work by june 30, 2010. we completed all the work, we did it all for $295 million and we finished ahead of june 30, 2010.

on the 2006 bond measure which the voters of san francisco were gracious in 2006 in passing by a wide margin, we said we'd modernize 59 school sites, we'd do it for $450 million and all the work would be done by june 30, 2012. all the work is either finished or going at all 59 sites, we've done all the work for $450 million an we haven't even touched the state money which they owe us and we haven't received and all the major work is designated to be done in time for our legal obligation for our a.d. ample federal lawsuit by june 30, 2010. going forward, the goal, obviously, is to continue to fix, repair, make safe and modernize the remaining 50-plus district school sites. so that's the challenge going forward. looking at what we did this summer, i want to start with one

of our flagship schools, this is aptos middle school, the photo on the left is what it looked like before, not so different. what it looks like now. if you look at the auditorium at aptos middle school before we went in, and that's what it looks like today. classrooms before and after, new window, new lights, new walls, new floor, brand new complete total overhaul. places around the school that look like wastelands now look like this and are fully accessible. our libraries are accessible and completely his porically renovated in the character of the building. downtown high school, 1920, streamline moderne arc