>> good evening, everyone. i had the pleasure to meet some of you. i came to say thank you. thank you for the commissioners and people who have read our e- mails and pledges to keep our principal. on a personal note, i want to say that as a parent, i would not leave my kid one minute in a school that i do not trust the demonstration, the teachers, and staff members. every day i leave my kid at paul revere. he is having fun. he is enjoying the week which is

pretty amazing. i have -- how much attention you are putting in. thank you so much. >> thank you. >> good evening, everyone. i was placed on administrative leave last tuesday. i felt it is an act of retaliation to silence my voice. i am compelled with urgency to be here today as a half on numerous occasions before. to continue to stand up for the safety, rights, and welfare of their children will serve. to speak on the injustices and unfair treatment and most importantly, that -- and their

quality of education. they are our future the current practices of bullying and intimidation continues to create an atmosphere of a hostile learning and working environment for all. which adds additional stress tooele gold of productivity and learning. i ask you, the board to review the incident that i witnessed firsthand when an administrator was on top of a student. the 911 calls, surveillance video, statements, and mandated reports will prove there was an unnecessary use of force for this restraint. it is my hope that you will seek to protect the rights of this child, a chance -- a child of

sfusd. as it was brought to your attention many times before, careers and future dreams are being destroyed. just to name a few. i leave you with one thought. to be bold in what you stand for. and the careful what you fall for. -- be careful what you fall for. i miss you all at martin luther king. thank you for this opportunity to speak. thank you, my family for being by my side. president yee: thank you. i will go to item k seeing none, -- item k.

seeing none -- w,. is there emotion and a second? >> second. >> a reading of recommendation. >> good evening. i am the director of development. i would like to read the relevant portions with your permission. where was the board -- whereas the board adopted special order 1 confirming the election and determining -- determining to order [unintelligible]

the board passed and adopted ordinance, 108 10sp1. now therefore, the board of education does hereby resolve as follows. a special tax within district 9- 1 for fiscal year 12 and 13. this is incorporated herein. president yee: there is no public speaker cards from this. any comments from the board backs will call, please. >> ms. fewer, yes, ms. maufas, yes. dr. murase, yes. ms. wynns, aye. president yee: i call the public

hearing of 2011-2012 proposal for the assessor agreement from the international union of operating engineers. local 39 to san francisco unified school district. there is no public speakers on this item. this public hearing is over. item m. discussion of other educational issues. report on the british case movement looking forward. superintendent or designee, karla bryan.

>> thank you, commissioners and superintendent. we're pleased to present the results of the community summit that took effect -- place in late february. sitting with me are the people who did the work and that is melissa linnik -- luke, the director of program called the pri were lucky to have one of our committee friends here, the director of san francisco child care providers association and

the chair of the cpac child care advisory committee. amanda and melissa are the she-roes. i will set the tone and sit back and let them go through the presentation. you had received the final draft report of the actual summit. but also you have in front of you the powerpoint we will go through very quickly. do i hear a thank you? in that spirit, the summit was put together to engage in our community with why pre k collaboration. the importance of alignment with our partners in the community. the district only provides one-

third of preschools in the city but there is another body out there, two-thirds of the children are in community-based organizations. along with that, there is also which is important about pre k, not only do half pre k allotment but you have allotment k, 1, 2, and 3. this was the first effort around talking about what this meant not only for the district but for the community. the next line talks about why pre k. to make sure we're talking with the same time. the district is not doing anything different with pre-k but we're working together to what we think is important, which is assessment curriculum and instruction. from there i am turning it over to mollison who will talk about the parts of this project.

>> there were three goals that were identified to support this alignment work. the first goal was to build stronger relationships between our district and our communities, a principal partners, to support that goal, we came up with a teacher exchange where we get provided an opportunity for preschool teachers and kindergarten teachers to visit each other's classrooms. these pre-paid teachers -- pre- paid teachers -- pre-k teachers were from the district and also visits from the community-based organizations. the second goal to support this alignment work was to involve preschool parents to help to find our vision. to support this strategy, we

came up with intentional parent involvement. where parents are giving the opportunities to share their thoughts and provide their input on what alignment means. of course, the third strategy, the third goal was to convene early as stakeholders, both part of the district and the community. that is where the city wide pre- k planning summit comes into play. the first part is our teacher exchange. again where we provided opportunities for pre-k and kindergarten classroom visits. an observation guide was created for teachers to support teachers during this observation. there were 38 preschool visits, preschool teacher visits, and of that 38, 19 were the district pre-paid teachers who visited

the kindergarten classroom. there were 19 of the pre-k visits were from community based organizations. there were 17 kindergarten teachers who visited pre-k classrooms. to develop a better understanding of what happened during these teacher visits and observations, a focus group was held or we invited all the teachers to participate in the exchange. during this focus group, there were a total of 23 participants who attended and they were able to share their pre-k and k observations and experiences. there were overall several key findings. there was enormous amount of positive energy during the focus group. the teachers developed -- our goal was to develop a better understanding between the expectations of pre-k and k.

the pre-paid teachers when they visited the kindergarten classrooms, they saw more direct -- some of it was more direct instruction. and when pre-paid teachers -- when teachers, the kindergarten teachers saw and were excited to see exploration. different interest areas. the key findings were that there is a disconnect between pre-k and k. with more work such as this, this disconnect could be lessened. the teachers found there was various amounts of dabel mental abilities. -- dabel mandell abilities.

the teachers are actually eager for more. they want the pre-paid teachers and k teachers, they wanted more activities where they could visit the other world. there were not able to visit if a pre-cape teacher wanted to visit more classrooms and provide them with more opportunities. more opportunities for pierre sharing, to meet, to elaborate -- collaborate and talk about school transitions. there was also a need for pre-k and k communications systems. a way for pre-paid teachers to have the means to communicate with k and vice versa. i will turn it over to amanda. >> thank you. i want to briefly thank president yee for his leadership

on this initiative. i will talk about the parent involvement. for the cdo side, this summer and the teacher exchange has created a lot of excitement. for the cbo community, we all feel the same about children as the district does. any possibility of further collaboration or continuing this is very well done in the cbo community and we were excited to join with the district. for the parent involvement for the summit, we had coleman advocates and they do a number of focus groups of parents. unsurprisingly, parents were excited to further the bridge between community-based programs and the school district. i think all lot of their interests are the same period -- a lot of their interests are the same. they want their children to succeed and better communication. the better off the children. that was the overarching lesson

from the parent involvement peace. -- piece. for the input section in particular, do you want more information about what they can do to support their children's learning and more access to teachers and they would like more support navigating all the assignment system. they communication peace -- piece emerged as an interesting and exciting need. the third component of this project was the summit that was held on february 25, a title, "looking back, moving forward." this summit was extremely exciting because we brought over 250 people together and of

those 200 people, there were many people from the school district but also many participants from the committee. we had early educators and teachers, both from pre-k, first and second and third grade teachers. we also had many child-care providers attend. also in attendance were directors, administrators, funders, city elected officials. we had 22 parents attend. students, and many other family support agencies. looking at this effort. the summit was facilitated by our school board present and we were very fortunate to have mayor ed lee, and welcome the participants. that set the tone for the day. we have a wonderful keynote address from the senior vice- president of the annie e. casey

foundation. after that there was a portion of the day that was dedicated to break out sessions. where the participantssdf --s w broken up into different groups. there were in one room discussing this pre-k through third grade alignment. there were facilitators that looked at three key questions during these breakout sessions. and the first question was, what if san francisco's biggest -- what is san francisco's biggest strength? the second briquet question we focused on is what are the biggest challenges -- biggest question is what are the biggest challenges? the third question that was focused on is, what is the highest priority action for

advocating and advancing this agenda? toward the end of the summit on that saturday, there was a panel of early educators, stakeholders. some residents from the school districts, from the parent advisory committee. child-care and planning first, the department of youth and families. child-care policy, and a founder. the panel was able to address some of the issues that were brought up during the breakout sessions. just to name a few of the topics that were discussed, developing a common understanding of what school readiness means through the city. greeting and a lying sustainable partnership. more annual summits such as the one we had. and increasing ways to increase intentional parent involvement or even a shared curricular

revision. of course, to close the day off, there were closing remarks by our superintendent garcia. the pie chart demonstrates here the satisfaction levels that we had for this summit. and so as you can see, 80% of the participants felt there were satisfied with the summit. and many said they were somewhat satisfied. 87% satisfied. looking at the feedback, many participants felt that the summit was inspiring and the people, especially in the breakout sessions, were all in the same room, from different domains, different areas. they had different occupations. all supporting the young listeners in our city.

-- learners in our city. it felt like a place to cover. educators and community members had an opportunity to network together, to me one another, to see each other in the same room and location. and felt they were appreciated in heard. there was a connection made and there was that dialogue where the participants were able to openly discuss best practices and openly brainstorm what we are looking we think about pre-k to third grade alignment. >> we have some next steps. district and community partners have started working together to create, outcomes and indicators toward preschool through third grade alignment in the areas of

increased quality classroom environments, increased academic achievements, and higher attendance rates. some of those partners lead early education department, family engagement department, from the community [unintelligible] districts and community partnerships will be strengthened by recent initiatives and grants that promote collaboration and align services to children and families such as the promise neighborhood, a child signature grants, the all-american cities award. training and professional development, training, professional learning activities and code-t mark, and vehicles of development. committee partners and districts are working to identify common content -- code conduct. this is a means to create a common language and understanding amongst educators. the goal for this continued

opportunity for the teachers this year, that special development to increase parent involvement. and have a successful student transitions past grade levels. we have a five-year vision. you're one, solidify and communicate a vision of an ally and pre-k and third grade system. begin to pilots ps3 collaborative efforts between district and community, including pre-k to k support. we want our teachers to understand the line and expectations that are content has continuity. that we have aligned assessment tools that are administered and family resources can be provided. by year five, we expect that san francisco has been identified as a pre-k to third grade model.

>> lastly, we do want to give special thanks to norman yee for putting this together and asking us, the district and the committee to come together on this, to look how we can work together and meet these goals in the end. also want to thank all the assistant sups, the board members to attend, and for the cbo's to see that this was not an initiative that stallone. it was the district wide initiative. we want to thank -- there were so many community members. she mentioned dcyf. they played a critical role. this was not a district product. this was a committee project and we want to make sure everyone

knows that and we want to say thank you to the board, to our assistant sups an members -- and members of the community who participated. thank you. >> ok, comments. >> we do have a clip of the symposium. what we plan to do is to put it on the early education district website for folks to see a as long as well as the report. >> ok, great. comments? commissioner mendozurase: i wano

recognize you for your leadership. we have heard of the resounding endorsement of pre-k in tonight's public comment. i think we also face budget crisis reality of our early childhood education program hemorrhaging money year upon year. i know there are concrete plans under why -- under way. i did want to take this opportunity to ask what is the view of pre-came moving forward. there were so many members of the community who came out tonight, not just tonight but i am previous meetings about pre- k. -- in previous meetings about pre-k. >> what do you mean by view? >> this year we are making pre-k available to the campuses that have space, which happened to be in part of the city and we heard some moving testimony about the need -- i am sorry.

transitional k, i apologize. and how people want to have that option in their neighborhood. i know that is very challenging because of space constraints and our schools in the districts that were mentioned are already impacted. i think early education, we did here resounding support for it. and widespread broadbased recognition of how important it is. we're moving in the right direction. i feel like we owe the audience some comment on the transitional k plan. >> thank you for leading with that. the chemical situation in california is what it is prepared that included -- at the same time the governor released his budget, he released a budget

that significantly cut pre-k. based on the cuts he has done for the cuts that have occurred in the last four years or so, if he implemented the cuts that he talks about or proposed. it would mean almost 45% cut in the last five years. and hopefully it will not be that drastic. at the same time, the governor also proposed eliminating funding for t-k. he did not notify everyone in a timely manner. everyone was moving forward in such a way we thought it would be one thing and instead, it turned out that he proposed, doing something totally different. i think with the -- what the district did was courageous. to do pre-k even though there may not be any funding. those two sites that were located where -- are where they

had i population of children did that is why they were selected. how it will look in the future, a lot of these questions will be answered when he does the main revise. in three or four weeks we will know things like what funding he is proposing to put back for pre-k. and what he is proposing to put back and we can come forth and 10 how we can possibly, if is going to be a be funded, expand our current sites to more than just the two. commissioner maufas: ms. bryant. you said -- i always like to make a notation of who is speaking.