three quauters of the black last year but the schools that are close to 40 or 50 or more. we have almost no black and white leaders. the leadership, and the most common that anyone sees, in la or more than sat scores and it is a shame. and tonight, is about returning, and or a positive and interventions and teaching our schools, how to do so, and until we return back to that mission of all of the educators and building and strong, men and women and especially the men and women of color knowing that they have courage for everything, and our work has not even begun. so i can't sum it up better than this, we are not just ending suspensions we are asking you as teachers to help

us. >> good evening, my rose willis and i am a parent and a community, and i am also a member of the san francisco, alumni chapter which is really taken on the task of making sure that our children are treated equally, and so, and i am happy to hear that it is done and i am skeptical but i am going to be positive but what i would like to ask and if this is passed is that we need to hold this school district accountable and what i mean by that is someone that needs to monitor what is going on and because i have heard this language, time and time again, and nothing is resolved because, they are still getting suspended, on the whole defiance thing and no one can explain what that means.

and i will leave this because there are other people talking and i will tell you why i would like to see it change and also i am a child protective service worker and i have a miner who was homeless and a senior at marshal. and she was given up her and, she accepted into 7 colleges and she had all given that up to say that i am not going to make it i am going to go to the city college and had nowhere to live, myself and others convinced her to go on to cal state. and everything was fine, she wanted to bring up her grades, all of the teachers at marshal, agreed to that except one teacher. when the miner went and when the student went to school, she asked the teacher, she got a little agitated and i can understand why, the teacher said that i am not going to do anything extra, because she had an opportunity to do it, and she comes to school, late and the teacher did not know that she was homeless and walking 90 minutes to get to school and so my client became very agitated

and very loud. the teacher was scared and she put a restraining, order against my client and she was unable to graduate and had to go to summer school, guess what, hills did not accept her because they only needed falls grades and she is homeless on the street somewhere, very smart and intelligent young lady and high test scores and, so for that, if you guys can't do it for any other reason, do it for my client, who had all of the opportunities in the one teacher because she thought that she was defiant, stopped her from being who she or what she wanted to be. and i wanted to see any of my young brothers and sister goes down like that again including my two daughters who are in the san francisco schools now. >> time check, please? >> three minutes left, thank

you. >> and i go to the bay view, academy and i am a member of the brothers making change and i am here to talk about suspension and how we can do to reduce this and because, as of a project of it, i think that we should not be suspended for little things as having hats on or having a hood or someone is talking to you and you have to get if trouble for that. and those are just the little things, and but we get in trouble, for not having the materials now, and sometimes the school does not provide the material and we need it and we get in trouble for that and we get sent out of class and we got to call the parents and so i think that we should not. be able to be in trouble. and so, yeah, you know. >> hi, ho are you doing, my

name is jason, and i am a student at san francisco state university. and i am an academic coach at institute and i am one of the founders of the brothers making change and basically, the brothers making change is a program that we created to basically bridge the gap in the community that reaches out to the young males of color, and it bridges the gap between the youth and the young adults. and we felt that this was something to have in the communities, and some of the stuff that we touch upon is education in education, and that is one of the reasons why we are in support of the suspension amendment because we feel that sometimes with the suspension, it could be a scapegoat for some of the teachers and sometimes, it is like the easy way out and i feel like this should be more solutions than actually

suspending the students. and it was once said by fred i can douglas that it is easier to build a strong, man or woman than to repair a broken one. so thank you. >> good evening, i am the executive vice president of united educators of san francisco standing in support of this resolution, the union, and teachers and the para professionals and all schoolworkers wants the students in school and that is what we devote our lives to, the students belong in the classes with the learning going on, if a student has a problem in a class and needs the time out, that child should be able to go to a resource center, within the building, where the counseling and res store ration can take place, keep the students in the schools and not on the sidewalks, this program, needs resources and space, and it must not compromise the salary improvements that the superintendent and the board have spoken for, and the

program is a very important step forward. and if it is to thrive, then perhaps the district needs to look at this 20 million dollar difference between the $50 million reserve audit or reported and the 30 million that the district now reports. and when professional development is available, and it must be available to make this work, please make it available to everybody, and not just to those who someone thinks might need it. we all need it. thank you. >> okay. excuse me. so we have 14 seconds, left of public comment. so, would you like to speak for 14 seconds? >> all right. >> good evening, members of the board my name is lauren brady and i am a juvenile public defender who provides advocacy for court involved yoegt and i would like to say that the public defender and the members

of our office urge you to vote in favor of safe and supportive schools. public comment is now closed. >> so, we have, do we have any report from the staff at all? >> i think that we heard it and we do have a report from the staff? we have an update or anything that we should add that you want to notify us about before we actually take this vote >> the last committee as a whole we were asked to come back with an implementation time line and so we have these documents for you that describe the plan time line, and the oversight outline which carries is going to go through, and i think that i just want to say that on behalf

of the students, family community support department i want to offer our recommendation for the passage because we feel that this is a great opportunity for us to keep us on the path of the work that we are promoting at schools and that is on the rti and inherent in those programs is the professional development that my colleagues was talking about that we hope that all schools participate in so that we can truly, truly, integrate, and show the interdependance of the schools and the cultural come pentcy and and the trauma, and the positive intervention, strategies and when all of those procedures come into play at the school there is cohesive and fully school wide and full integration of those programs and then we believe that that is the solution, and if we didn't have a solution, we would not be doing that work right now and it is to lead to

something and we do want our students engaged in learning and we want them in school. and we certainly don't want them out of school for suspensions. >> kerri is going to talk about the specifics on the sheet that you have received. >> thank you. >> good evening, superintendent, and commissioners my name is kerri and i am the restorative practices program administrator, and a couple of documents that you have and one is more in depth outline of a draft time line, and that we have put together, and based on the request of the last meeting, and just to paint the picture as to what our thinking is currently in regard to moving forward with coming together, to think through how we are going to develop this implementation roll out plan. and so i would like to walk you through the one page, and colored chart. and that outline the plan and there are a lot of details in the other document that you can

refer to. and but ultimately, what we are thinking that would be extremely helpful is to develop a couple of oversight teams in regard to the accountability of this resolution moving forward and so, what we would like is to develop an sfusd oversight team and that will be comprised of the various and the members of our leadership here, and the students and parents, and union representation, and sight administration and students and community groups. and ultimately, this team would receive updates progress, checks, and a lot of the work that is happening in the working group will be reporting to. and we would like to partner with this team, to make recommendations around how it is going and what some of our next steps need to be. and we also are going to be developing sfcsd, guiding team and so that will be comprised of the leader within the student, family community, support department. and in this team, it will

assist in the facilitation of the development of the out reach, and of the working groups monitoring the progress as well and it will be reporting to the oversight team. and one of the initial next steps that we sao is extremely important is that facilitating a trainer retreat and there is currently all of these aspects of the resolution is currently in place and we have the rp and the pdis and a lot of the trauma and the work and what we would like to do is to bring the experts together to come together and look at the content that we are delivering and what are the intersectand how do we develop a vision of how it will work together and based on the out come of that training and retreat, that will inform the different working groups that will be coming together and so what we are

thinking is having a pd planning advisory council, and working group, and ultimately, the people who will be on this group, are the people who are currently very much involved in the rt work happening in the rti work that is happening and main areas part of that work will be review whating is in place at looking at at the models and designing the matrix is a

huge part of the work and looking at the willful defiance and the component of the resolution and that is a priority and in the fall of 2014 we need to be able to support the teachers around not being able to suspend for that any more and so that will take and it is a huge priority and also looking at the data base, decision making and so, there is going to be a lot of work that needs to happen over the next three months. and bringing people together, to really, work through this and come up with a plan that we will very happily, stay in communication with you and report back to you what the out comes are all of these working groups. >> thank you very much. >> commissioners any comments, questions? >> commissioner maufas? thank you. >> well we will have an opportunity and let me say, all of the community members, who have worked on this, with commission haney and with our staff i was not able to be at

the committee as a whole, and i was ill but i have listened and i have listened to the comments and truly all of the engagement, and the level of the engagement and the passion, and the compassion for our students and our families, who have gone through this issue for generations, and i know myself, and as also, my dot and her many of her friends have experienced. so i want to thank you all for participating in, so, so deeply with us. none of this could happen at the level that it is happening at, without your deep commitment and participation with us. in this process. as partner to see it come, to the best possible out come. and in my time on the board of education, this is one of the best out comes that i have ever witnessed. and i want to thank you all, for committing yourselves to this process and the ongoing

commitment that i trust that you will continue to instill in all of the folks that you connect with and in all of the students, that participate and grow and go through sfusd, thank you commissioner haney for your leadership in this. and thank you, staff. for your incredible work, and i know that it is not like you had nothing to do and all of a sudden, you are waiting for this, and so, adding this on to your plate and going it so well and having an open mind about it really speaks to all that you are and the high, high level, of quality work that you do in sfusd and our families, and i mean, honestly, you should truly be proud that you are with us doing this work at this level, thank you superintendent for allowing them to have this opportunity, in time in giving them the space to do this work, so deeply, i appreciate that. >> and so i just have a couple of quick questions and i may have a few more as the conversation goes on. can you just tell me, i mean, i appreciate the time line and i appreciate the drafts that were

sent to me even when i was ill so that i could look at those and get an understanding of what we are going to undertake. but can you name off some more barriers, this seems really great, if all goes well. but i would just, like to hear some of the barriers that you have or that we might encounter, and not that they would, throw us off this time line, and so we might need some more work or some more attention to certain areas, and if you can, be as candid as you can be, in this public televised broadcast meeting, tell us where our weak spots are so that we can be helpful. >> thank you, commissioner. and good evening. and i think that the you know, this resolution, is really going to give momentum to our

efforts around the social justice that our superintendent has been leading us towards and the challenge for us is to make it real for the students in the classroom. and so, kerri, in has talked about how we need to synthesize all of the different themes of restorative practice and get to the rti and academic rti and trauma based practice and more, into something that is reaches the classroom, in a very easy to use, way. and so, that is, that is our big challenge that we have to work together, and to come up with in the short term, in the long term, it is about, getting that and to work with them as much as imposed upon them but that it is part of the values of every school and so we are working with the principals and with the teachers and with the labor department and with the community groups to get that done and to have that done in

the meaningful time frame is our challenge and so we are going to have to goals to get this piece done in three months so that the schools know where we are as we start it here and then, comes working with the schools in the training and that is there is a lot of demand on the schools right now from the common core. or from this and from other things and so that is probably the biggest challenge is how do we synthesize all of that? and so that they are not overwhelmed? >> you know, not everyone can attend the same professional developments of the core group of people and representative of the cools and you know, our biggest challenge is time and the people need to come and they need to be open to integrating all of these things within their school wide practices so that they have a safe and comprehensive school, safety and supportive school environment but it is hard work. integrating all of these. and the staff that is going to

be trained, in these different practices, needs to go back to the school and train their colleagues, and but perhaps in another one is the challenges is really kind of a shift in mind set, i mean that it is really about changing from a punitive mind set to a supportive and compassionate mind set and to be thinking more about support and not about the consequences for behavior and how we are going to react to those behaviors and that really changes someone's way of and as a principal and i can tell you that that is challenging work to talk with your colleagues, about you know, how to change the trajectory of that school. and so i think that those are difficult barriers to predict as to the time line and when that is going to come out but the time and i guess that you would say, the attitude and mind set. and major barriers. >> other comments, commissioners? >> commissioner wynn? >> thank you. >> and i just want to thank

everybody for being here this evening and the staff for all of the work that you have already done and the huge amount of work that is before you and i do have sort of a probleming question a little bit about this, and we have not had time to review it, but we can definitely do the follow up later and i am concerned about the when i looked at this and i saw these four, focus areas and the fourth one is data base, decision making and that seems like not a very clear way of describing what we are going to do this, and i know that it is... and i know that it is what we want and i know that we want to do that, but i think that if we, what we, what we are really talking about is about gathering data, and making recommendations on a district wide basis, based on that data, follow up, and the

policies and administrative policies, based on this, rather than the people, looking at data and making the decisions at the school site, when i am a little and i think that it is a little confusing and so i am just, suggesting that we think of a clearer way to say that. >> okay. >> and >> and you know that really refer to if you look at the discipline matrix, and i mean that is something that is going to build in the alternatives to suspensions and the alternative to responding to willful defiance and i think that matrix is only as good as the data that you are monitoring to see if that alternative has been effective. and so, it is constantly something that is... >> we are really talking about providing research, based information, for people. >> right. >> and also, about based on this, also, developing what presumably would be proposals, maybe, to us, or to the staff, generally, or to the individual schools, but any way, it seems like it is a little confusing and it was confusing to me and

i have to go there and say what do we mean by that? so mainly i just wanted to say that i just am really impressed by the work that has been done in the last week and i think that it is for the public, indicative of our commitment to this and i agree, sadly what some of the speakers who said that we have heard this before and i have been here before and saying that we are going to do this and we meant it, and we mean it now and we meant it then, and it does, and it is not that we don't do anything to follow up on it but rather that what he said, this is really, really hard to do and i think that the con census that we have not only here on this board, but, represented here and the community being behind this is going to help us a lot, but this is a lot of hard work and take time, and you know, i appreciate that we have or that commissioner haney and others have included here what looks like a probably a doable time line as opposed to just, we are

going to pass this and suddenly things change, and but, i also know that it is going to be very difficult, so, i want to thank you all for that. the work that has already gone into this and also to say that we are going to need to find a way to monitor this, not just oh,, are you following the policy, but to really, have a sort of inquiry based process, for ourselves about how change is being made, and what the unanticipated barriers are as well as all of the other ones that we know are going to present themselves like the resource and time and things like that. and so, i thank you for everybody that has worked on this and i am glad that we are doing it, and i am committed to making sure that we really do change our culture because that is what is important. >> thank you.

>> commissioner mendoza mcdonald. >> this was a lot of work and i want to thank the community for coming out and i was thinking just a few years ago when the restorative justice came up and not everybody was supportive of that and it has taken a while to adopt it and it is a practice that san francisco unified has fully embraced and it has changed already, the culture of the way in which we think about being punitive verses being supportive. and but, we still have a long ways to go, and i think that part of what we are going to be looking for, is for those of you that are still in the classroom, and you know, particularly our students is recognizing and understanding what this means, and being able to practice it yourselves. and because that is how we do, how the culture shift happens.

>> and this also reminds me. i appreciate the build up to this very wonderful piece of legislation, and commissioner haney thank you so much for putting as much work into it as you have. and for bringing it forward the way that you have. and i think that it is really clear there is a lot of text in here. but, in each area, you really identify what you are planning on doing

commissioner murase? yes. i would like to thank everyone for coming here. expulsions have come down and i think this resolution extends that work . the other reason is i think it improves the quality of the school system and it really looks into emotional component from the home to school to home connection. finally clearly there is a consensus around

this policy among the community, our students, our teachers and staff. i think that's the best kind of policy is when there is consensus around the direction. i just want to action a few people, assistant superintendant kevin and ms. berkowitz who gave an excellent presentation at the committee as a whole and my colleague for bringing this forward. >> yeah. at first i want to recognize and reflect how extraordinary it is to have so many kids on a school night to say they want to in school and in class and demanding of us. for those listening on the radio or watching, i think it's a testament to good things that are happening in our schools. our students

want to remain in class and the impact they can have when they are there. it's important for us to remember that this is our students telling us and our community telling us that they want more education and they want to partner with us to make that happen. to reflect on that. i also want to say this you -- thank you to a couple of folks and public advocates and all the community groups part of this for the last several months, this would not have happened without you bringing it forward and the incredible amount of thoughtfulness and pressure an even on me as we are working together in collaboration with our staff from the beginning, this is not something that was imposed on us as a school district as a board, this is done as a beginning in partnership with our educators and building what we are doing. i want to recognize you and thank you for your work on that. what this is about, this is about

the fact that everything we do as a school district should be about the success of our students and that means holding ourselves accountable to them and families and communities and holding them account animal -- accountable in a we know that walking away from students and suspension and expulsion is not the answer. i want to echo the words about the fact that this is really something that has been embrace d by our district for a number of years now. it was a resolution at the time it was mentioned and not everyone was familiar with and now they are embraced and demanding re