superintendent zone. so thank you everyone for empowering our educational leaders. >> deputy superintendent or perhaps superintendent garcia, you said we have 204 nationally certied board teachers, and what is that as a percentage? i think you mentioned to me we have one of the highest percentages. what is that? >> werblings i mean, if you took -- los angeles has more nationally certified high teachers, but they're six, seven times our size -- actually 10 times our size. so obviously they're going to have more teachers. but if you break down proportionally statistically for the amount of teachers we have in the district, we have the most in california hands down. doesn't come close. [applause] >> i would also add, because we sat next to somebody from the national board certification organization, when you look at us nationally, our percentage of nationally board certified teachers is among the top 2% in the country.

so we have tremendous amount of pride in the fact that we have national board certified interests. >> ok. with this good news, let's move on to the next one of the item d, students, delegates report. >> so, joyce isn't here today. so i will just be doing the report by myself. earlier today a few members of the s.a.c. went to a free meeting for youth -- or s.f. youth campaign. it was a rally, along with other partners of the free meeting for use collision, to let them know how much we love muni and need it to become free. these partners included power use commission, ccdc, jaynestown, soma, soma action network and a cowl of others. so this is a continuation of our campaign to get free muni for all youth living in s.f.

we are doing -- on the s.a.c.'s part, we're continuing with the social media campaign, which you can visit at free muni for youth.tumbler.com. we're hoping to get the sfmta to vote on the issue in march. secondly, at our last s.a.c. meeting we had a presentation from megan m., who is the san francisco representative of revolution hunger. and revolution hunger is an organization that works to raise awareness and involvement in world hunger. and the presentation was mainly to get more people aware of the different opportunities that they have to really enact change in the world hunger

campaign. you are visit them at revolutionhunger.org. with the s.a.c. -- oh, and also, going back to what superintendent garcia said, joyce and i attended the s.s.c. planning summit at everett this past weekend. it was very informational. i thought it was a really good -- i don't know, like stimulant for the district. it was nice being there. additionally, the s.a.c. is working on its ninth annual youth summit at fort mason, which will be held on march 22nd. our theme for this youth summit is the power of us, which focuses on youth advocacy and youth empowerment. while we're still planning on it, we are looking for -- or we're interested in workshops,

including the bay area urban debate league, different workshops involving the lgbt "q&a" committee, responsible social media youth, environmental education and coro. finally, our s.a.c. election of school representatives into the s.a.c. will be conducted through youth vote, and the declaration forms are due on february 24. and anybody interested should turn in their declaration form to either their principal or your school's s.a.c. reps. that is it. >> again, could you repeat the free muni? >> the website? >> the website or the social media -- >> ok. i don't --

>> it was in your report. >> oh, right, ok. the s.a.c. and the other partners for the free muni for youth campaign are in the middle of a social media campaign. so we have pages on facebook and we have a tumbler, which is a multi-media website, and that u.r.l. is free muni for youth.tumbler.com. >> thank you. any questions? ok. next up is item e, parent advisory council report. >> good evening, commissioners and our district staff partners. my name is ruth grabowski and i staff the parents advisory council to the board of education. p.a.c. members tonight are celebrating valentine's day.

i'm not apparently. this report -- the report i'm going to give provides an update on the p.a.c.'s work to organize community conversations about practices and also our participation in planning meetings about aligning the sfusd managed after-school programs. so i'll start with community conversations about restorative practices. our goal in leading these community conversations is to support the district schools of reducing students speppingses and improving school climate and climates by helping families to help shape and strengthen how restorative practices are implemented at school sites. while a number of schools are using restorative practices and others are embracing the approach, we know most families haven't heard about it. so we're really looking to bring information to families and then hear what their questions, their concerns, their suggestions are for how to strengthen how restorative practices are actually implemented in schools. to prepare for leading the

conversation, several p.a.c. members and staff, myself, attended one of the all-day introductory training on restorative practices that our district coordinators for restorative practices leads. another p.a.c. member went back to the second day. actually, she went with the principal of her kid's elementary stare school. two people went to the week-long training back in pennsylvania. so it's been really exciting to actually get a lot of skills and deeper understanding about what this is as we go out to lead conversations in the community about it. we're definitely on track to exceed our original goal, which was to have 10 to 15 conversations and hear from about 250 family and community members, largely because schools are being so incredibly receptive and enthusiastic about it, which has been great. we conducted our first full conversation last night at

groton, which was parts of culminating their school-wide day of friendship and kindness yesterday. it was a big group of parents. it was really a great experience and they were very forgiving, given it was our first one. we're going to have to kind of revise our discussion, because actually people had a lot to say and it took longer than we thought, so we had to cut some activities out but we're trying to make it interactive and actually practice some restorative approaches, practice some of the strangs while we have the conversation, which is a new way for us to have these kind of conversations. so we have six more events on the calendar and five more schools working out when they want to do it. another eight schools who are thinking about whether they can find a time to do it and in an unprecedented situation, four middle schools, the l.s.p.'s at four middle schools heard this was happening and contacted me

through the district student support department saying we want to do it. that's never happened. it was exciting. so we're just trying to make this all fit with people's clends, which is a great challenge. we're also talking with staff at peer resources and judson from the student advisory council to explore ways to include students voices in the conversations, and we're working with some community grouns that are convening groups outside of a school setting to come at it from a lot of different angles. i guess i want to reiterate how exciting it is to be working on this. another new thing we're doing at the suggestion of the district staff is part of our discussion. we leave time at the end to talk, not for us to talk, but to give time and some structure to folks at the conversation to

find out what third next step should be, so it gives them a little support for them to have that conversation and figure out what they want to do at their school. so that's always a great process of inventing this stuff and then living it out. but we look forward to bringing you, by the end of the school year, our findings from these conversations and some recommendations. as always, we like to invite board commissioners to attend these, because i think it means a lot to the parents to see board members there. and i think you get an extra dose of the flavor, beyond what we just present here to you when you hear it in person. so i'll send you a memo that have the dates and the times of those, and it would be great to know how often you want that kind of update, or i'll just do it every couple of weeks as we get new things on our calendar to let you know. and you can always contact me to find out, or confirm them. so that's about restorative practices. the other topic i want to briefly give you an update on

is about after-school programs. the last week two representatives of the p.a.c. participated in a three-day planning meeting with staff from the sfusd and from dcyf, the city's department of youth and children families, to develop plans to start working on plans for outlining the different after-school programs that the district manages, which are the excelling and the early education program for school-age youth. and the goals for aligning these programs are to increase the district's capacity to serve more students in the out-of-school time programs, to improve and support program quality and systems for accountability and to support program sustainability by maximizing the funding that's available from both public and private sources. so we're really excited that a small cohort of elementary schools are going to move forward to align their programs starting next year, and we're expecting that that's going to go broader than the school year following that.

the p.a.c. has been involved in discussions about this general idea for years, and after hearing from many families, hundreds of families and conducting a survey of over 1,000 families who really -- we realize we really needed to expands the capacity to serve kids after school, and we really appreciate being included in the process and literally being at the table. three days was a lot, but we got a lot of work done. the members of the team are going to meet as a whole group a few more times over the next six weeks to just start really making sure we're on track with implementation timeline and more information about that is all going to be provided to you. i don't want to speak out of turn or give any misinformation, so i'm just going to leave it as a process report. but there are a lot of action steps that we are working on and for just for an example, one of them is to have the after-school program application form, that whole

process to be simplified and streamlined and to include the after-school program application in the placement letters that go out to new families in march, so that you can enroll in a school and enroll and apply for after school at the same time, which is something that we think is a great idea. the very last thing is that the p.a.c. has opened a process for the year which is a long program, and they're available in english and chinese and spanish on our website which is pacsf.org. >> thank you, ruth. commissioner fewer and then commissioner wynns. commissioner fewer: thank you, right, for coming in and speaking and giving us your report and filling in for the p.a.c. parents tonight. i wanted to ask you, what is

the time frame of when you're doing these conversations around restorative practices? >> it's great to not have a firm deadline at the end, because there's not a decision that you are going to make about it. so we're pretty much going to do the conversation starting yesterday as far into april as school can do it. but we know after spring break is over, it's a lot harder for schools to calendar that. so it's pretty much now till mid april probably. commissioner wynns: did you hear any feedback from the parents that participated in the training? >> feedback about restorative practices? commissioner wynns: yes. >> sure, because that's what it was all about. the p.a.c. in general, our policy is not to give partial findings, and we only had the one conversation. but it was great and pretty rich. people at groton -- there are three demonstration schools in the district. groton is not one of the formal

demonstration schools, but a number of the staff have really embraced it, so they've been doing it. but again, most of the parents didn't know that it was happening at their school. commissioner wynns: you mentioned that some of the p.a.c. members went to the district training, and did you hear from the p. cramplet members about that district -- p.a.c. members about the district training? >> yes, there were about four of us, i think. we thought it was great. we're really excited about it. we know parents are going to have perspectives that are going to both be critical in a friendly way, in a way of wanting things to work better. but we're coming at it from this makes a lot of sense. i will say that as parents hear about what the strategies are for working with students and with adults in schools, everyone says, wow, i want to figure out how to use this with my family, with my kids in my home. one of the questions that's already come up is, how can we get training? how can parents get training on how to do this?

commissioner wynns: that's great. that's exactly something that maybe kevin truitt might relate to our office of family engagement. that's great. thank you. >> i actually wanted to explore the restorative practices work with you for a minute, too, although this is sort of a companion piece. so i went on saturday at the summit to one of the restorative practices workshops and was there to see everybody coming out of the first one, and then went into the second one. so i talked to a lot of people about this. i think that they were all or almost all administrators that were in the workshop. and they were all or almost all from schools that are not demonstration schools, and that seemed to me had not had training yet. so there was a huge amount of interest, and everybody was very enthusiastic and really happy to hear the small amount that they were able to learn in the short time. but it seemed to me that -- i'd just like, as this goes along,

i'd be very interested to come to these conversations. i appreciate you giving us the schedule, so i can try to be available for some of that. but it made me realize that we need to pay attention to the fact that we sort of have a role or a certain kind of interest from staff, people of a different kind of parents, and trying to integrate that and make it work together and tell the parents what we're telling -- you know, what we're doing for the administrators and the teachers and vice versa will will help us to have the same information for everybody. and peep have lots of -- people have lots of presume ugses about this. so i want us to pay attention to we can think about how to integrate some of that and make sure that they're talking to each other, not just the parents talking to parents and the site people talking to the site people. that made me think that that's

-- we need to make sure that happens. it's a kind of policy-related issue. so thank you. president yee: commissioner maufas. commissioner maufas: thank you, president yee. any types of steps where we're moving around community around i'm very glad to hear about these scheduled dates and i look forward to attending any number of those meetings that i can make certain i have on my calendar. thank you. i think commissioner fewer's comment about the -- i'm sorry -- getting other folks involved in the trainings, we have incorporated a train the trainer model so although you have sent folks back to pennsylvania, which, of course, i think is fabulous, because i

went there and i believe that they are the appropriate partner for us because. of the way they do the work and i'm sure from the examples that the parents that went back there experienced and saw, but also, my assumption is that they are now part of our sort of training cohort, because they saw it firsthand and were using that model there to inform our own people but also we've tweaked it a little bit and as i understand it from speaking with claudia anderson at pupil services, we've tweaked it a bit for san francisco which completely makes sense. we'll not be able to replicate an identical program from restorative practices elsewhere, we need things that are specialized for us and i like that we understood that and are doing that and i'm hoping the folks that are going there with loop back in with pupil services to understand what we've done a bit differently here in

san francisco because that makes sense to me but also be a part of this parent body that has, again, experienced it firsthand and really it's just, once -- it satisfies so many inquiries that you have, and you can help inform others because it's not fourth-hand information. they went there and they're talking to families so i'm hoping they come back and explain to the rest of the p.a.c. what that process looks like in their experiences back east. commissioner wynns brings up a good point about the parent perspective and what we're doing with teaching staff and what we're doing with administration and even here at central office. i would beg our vice president, i'm looking at her for maybe a committee of the whole on our restorative justice initiative and the implementation practices we are incorporating in sfusd because it is a district-wide process,, it just seems to me that we, as a board, need to be

update on the various components and various layers and levels and how we're moving forward, and i do periodically have conversations with pupil services to also hear about the -- our statistics and what are the outcomes and are we starting to see outcomes and we are in many different areas, in truancy and the reduction of suspensions and expulsions and more conferencing which also means that schools are really trying to implement and do things differently which is based on relationships and we're doing a lot of relationship building so i'm hoping we can bring this conversation, because it's so timely, to the board, and maybe a committee of the whole seems appropriate. >> we're in the process of talking about what topics should we look at for the rest of the year so certainly that would go on the list, thanks for the suggestion. >> can i just say, i have to give a shout out to our student support services department because the two people who went back to pennsylvania, then they were also in the one-day

training and one of them went to the second day of the training here. she's just super enthusiastic about this, which is great. and they said it was great to be in pennsylvania, to be really focused on that, but they thought our training was better. >> because we've incorporated what they started and how san francisco does it even better, taking it a step forward. so i'm happy to hear that. >> i was there, an anxious administrator track you down to try to have the community conversation at her school so it's all very exciting and i want to thank you and p.a.c. for doing this important work and it's important because board members last year received a very significant report from claudia anderson and her team about the significant decreases in expulsions and suspensions so it's making a difference and i look forward to sharing that report widely because i think it's really an important

analysis at a committee of the whole meeting. president yee: commissioner fewer? commissioner fewer: i wanted to mention that, if we couldn't fit into the community as a whole schedule, since we're only scheduling one a month now, i'm happy to put it on the curriculum committee agenda if you would like. and i'm so glad that it's actually working out because i feel that i think that there's some commissioners also that had a lot of questions about it when we first introduced it and i think people were apprehensive and hesitant to approve it and to fund it and so i'm so glad to hear things are working good. thanks, ruth. president yee: i want to also mention or at least thank p.a.c. because, as you know, there's going to be pre-k to three

summit coming up february 25, and some of the things we're talking about here in regards to having the perspective of not only parents, but the community, and educators, sitting in one room to have a discussion around all these issues, i just want to -- how does this tie in? because as you know, nancy, your chair person, will be one of our panelists at this conference and that's going to happen at everett middle school from 8:30 to 12:30. and it makes some sense here, also, because i'm thinking as people were talking about restorative justice, that in many ways, if you look at a quality preschool setting, that's what they do. they really do use that approach. so maybe there's something that could be learned from the bottom up rather than the top down. thank you very much, ruth.

yee next item is item f, public comment on consent items. i don't have any speakers that so the consent calendar is item g, and is there a motion? >> so moved. >> i second. president yee: any items grown or corrected by the superintendent? any items removed for first reading by the board? any items severed by the board or superintendent for a discussion and vote tonight? seeing none, roll call vote will take place under section o. item h, superintendent's proposal, health speaker cards and actions. this was moved and seconded january 2 and this is item

121-224sp1, authorization to grant or in the alternative deny the renewal petition for leadership high school. is there a report from the budget committee of the whole meetings? >> yes, president yee. we had this on our agenda, an action item at our last budget meeting and due to the i guess lack of information, we were not able to actually have a recommendation. but we heard -- we heard it at, i think, the information, at the committee meeting of the whole. >> that's correct. we heard the budget information and also the curriculum information at the committee of the whole and the board, through general consensus, agreed to move this back to the full board with a positive recommendation on both counts.

president yee: ok, so there's going to be a reading of the resolution by superintendent or designee, michael davis. >> yay! good evening, president yee, commissioners, superintendent garcia. my name is mike davis, i'm the director of the office of equity and charter schools and i'm here to read the superintendent's proposal. superintendent's recommendation regarding leadership high school, 121-24-sp1, authorization to grant the renewal petition for leadership high school. whereas, san francisco unified school district is the charter authorizer for leadership high school, the charter school which is set to expire june 30, 2012, and whereas, pursuant to the california education code section 47607, the charter school submitted a renewal petition for the renewal of the charter school's petition to the san francisco unified school district, on december 21, 2011, and whereas the district

shallcome ply with all time lines for review and action on the renewal petition as required by law and whereas the board of education shall consider the level of public support for the charter school and shall review the renewal petition and all information received with respect to the renewal petition including supporting documentation and whereas in reviewing the renewal petition, the board of education shall be guided by the intent of the california legislature that charter schools are and should become an integral part of the california educational system and that the establishment of charter schools should be encouraged and whereas the district superintendent and district staff completed a review of the renewal petig and issued a report and recommendation to the board of education regarding the renewal -- review of the renewal petition, therefore be it resolved that the board of education shall grant the renewal petition subject to the requirements set forth by law. president yee: thank you, mr. davis. there's going to be some public

speakers that have submitted cards to speak tonight on this issue. i will call your name and you will have two minutes each. kathleen large, just come up to the podium and macy acosta, renee morgan, michael evans, cilia macktodal, rosie paris. >> good evening, commissioners. my name is kathleen marge. in 2002, i stood in this same place to speak in favor of leadership's charter renewal. it is with respect and appreciation for the work of this board and all the educators in the school district that i st