come up to the podium please. >> i'm a teacher of the deaf and hard of hearing. there's some changes in our program that i'm not sure you're aware of. seven years ago you did a really good thing. you weren't providing deaf and hard of hearing services for students. the parents protested, they started to create a lawsuit, you met with them individually. commissioner wynns was here as part of that. they came back, passed board resolutions to create a preschool through high school deaf and hard of hearding program, one for auditory and one for sign language. that has never really been implemented. in the past three years alone we have had seven different administrators, we're about to have another one. none of them had really had a background in deaf education. we have been told that those

scc classrooms are scheduled to be closed and go to inclusion. our parents don't know about them. there's supposed to be quarterly parent meetings, which have not occurred for three years. it's gotten so bad that aptos had ada accommodations put into it by one of the principals over there, and they were pulled out. at the individual classrooms, if i remember right, that was $50,000 per classroom at the individual school sites. this apparently was done much cheaper for the entire school. our students are there. i've been pushing that program and telling people that would be a really good place to have their children and i just recently found out that it was wrong. my apologies to the parents that i told that. it was in all good faith that it was there. you did -- had parent choice before. many of my students are great [inaudible]. but for others of my students

it's a disaster. i've had other students with no language whatsoever. they reach the middle school year at their -- thank you very much. >> thank you. >> i have copies of board resolutions for you on that one and the newspaper that i had read that i came to work here because of that. [applause] >> good evening. i'm trish quan and am a parent of a deaf hard of hearing special needs child and i'm very concerned that there is no deaf hard of hearing fcc program and we have a need for a deaf hard of hearing magnet school k through 12. i do want the implementation of the resolution that was decided in 2005 and an administrator

with background in deaf education. for example in my last iep, there was an addendum stating that it was best for my son to stay at the school he is at right now and to retract the recommendation because i was astonish eded. i don't think that's even legal. i request there's a administrator present [inaudible]. he's the only child there that is non verbal and deaf and no one to communicate for besides his para that i had to fight for. i want you guys to consider following through with the ada considerations for the

classrooms and the quarterly meetings. thank you. >> good evening and superintendent. my name's chris foally, i'm just a concerned citizen. as the designer of a commercial residential buildings for the public, i have requirements set forth by the federal government and the state in the form of the california building code and universal building code and these include provisions set forth by the american with disabilities act and the guidelines ensure that all people with disabilities have an equal opportunity to use and access the buildings i design. it is my professional obligation to ensure the accessibility in every building. ing. it is my understanding that

they have been programs and services to enable students who are deaf and hard of hearing of having that equal opportunity. the fifth through 12th grade levels have not had that implementation and even some of the previous improvements have been uninstalled. i'm curious why the resources for these have not been allocated and the resolution not fully implemented. my understanding you guys are voted in by the people and have to carry something out that has not been done. so what are you guys going to do about that? [applause] >> thank you. public comment is now closed. item k. are there any advisory appointments to be made? seeing none -- >> i'm sorry. just on that last item in public comment, may i ask of the superintendent to give us

some feedback on that in the future, please. i don't -- i've heard it here, but i'd like some follow up information on that. thank you. >> thank you. i'm l, special order of business. >> so moved. >> second please. >> second. >> we have a reading of the recommendation by the superintendent or his designee. >> thank you president fewer. i'd like to ask our board liaison to take this. >> thank you. this is an action item. the subject is approval of appointments to the child care planning and advisory counsel. the recommendation is that the board of education of of the san francisco unified school district.

any appointments are aliba gibson, september and to be reappointed is ingrid meskita. >> sorry, at this time i'd like to call erika maybomb up to answer any questions you may have. she is the coordinator of the cpac. >> no public speakers have signed up. do you have something to add. >> good evening commissioners and superintendent carranza. i want to thank you. i know this has been many months in the process of deciding how to best move forward with appointments and i was -- i'm happy to give a background. i know you have a lot on your agenda today, but i have been working very closely with carla bryant and i think we have come to a -- talk about it in rules

committee and ten brought forward, but i want to be clear with each of you that i'm happy to meet with each of you individually to give you more background on cpac. and in case you have someone you're thinking might be a great representative, half of our appointments are also appointed by the board of supervisors and for me i have five different categories that appointments must fit into, 20 percent public agency represents, 20 percent providers, 20 percent community members, 20 percent parents and 20 percent discretionary. but if there's no openings on the board of education side, i'm also accepting applications and i'm happy to fit that person in if there's an applicable spot open. whether it's appointed by the board of education or the superintendent or the board of

supervisors, i just want to get great diverse voices on to cpac. within your packets, i believe is our needs assessment, which is a very large document and i'm happy to come back and give a presentation. every five years all local counsels are mandated to do a needs assessment. it's really comprehensive document and i'm happy to meet with you individually to review some of the information and high liethd what you might be interested in. it has citywide information as well as code specific information. i would love for it to be a resource to you and not on a shelf somewhere. please come to me, cpac is a resource to you and i'm looking forward to continuing building our relationship. >> thank you very much. i believe commissioner maufus has a question or comment. >> i just wanted to make a comment.

first of all, every single time i've seen you come to us regarding cpac you have been just amazing so i truly trust with your involvement this process has really been thorough and i can see it's of the highest caliber so thank you very much for all the supportive work you do. i want to say that to you, thank you. then regarding -- i'm not familiar with the [inaudible] but the two new appointments have had a long relationship with this [inaudible] and believe she is well qualified to sit and also doctor gibson as well, just wonderful, well qualified women to really help us move forward with the work, so congratulations. thank you. >> ingrid is also fantastic. >> i take your word for it. >> commissioner [inaudible].

>> i strongly support this appointment, but i did have a question in terms of the three members of the counsel, can you give us a sense of the gender breakdown and the ethnic breakdown? >> sure. so we have 25 members. it is predominantly female. currently we have -- and i can send you the appointment list as well. we have one male -- this is something that's questioned as far as ethnic background. i want to go back to how people mark their application, but i do have that information. >> i was just curious as appointments come up if you could provide that information, it would be very informative for us. >> it is on the application as well, so if it's not marked i

can follow up. >> not about the individual candidates, but the -- make up of the counsel. >> commissioner wynns. >> thank you. i want to really thank you for this. this is -- we've come a long way. i have to confess, i haven't read every page, but i went through the assessment, it's really comprehensive, there's a lot of information here, things that are good for us to know on background. this is not our primary responsibility but really interesting and informative and these applications and resumes are really comprehensive. i support all these candidates and know them, but, you know, in the past so many times we've just -- we've just had peoples' names. we'd sit here and say, we don't really understand this, so i really appreciate this.

it has really been transformed into something where i feel like we're responsibly doing our job because we have you and others to give us the information so that we can, so thank you very much. >> commissioner mendoza-mcdonnell. >> thank you. i wanted to say something very similar, which is that i appreciate all the work you have put into this over the last couple of years. we've seen some major changes and as commission wynns has dually noted, we didn't really always know what the a appointments were going to their recommendations and we just rubber stamped the recommendations, but i think the direction of the school district and the city and our new office of early care and education and putting early ed and and the supports we want for our students and for our young people under one umbrella and really thinking about how we support them, the cpac plays a really critical role in all that. so having us really have the

opportunity to identify those understand our district and the needs of all students and working closely with the larger community, i think is really critical. i think all three of these appointments are good appointments so i'll be supporting them as well. >> any other comments? no? i think we're ready for a vote. >> mr. logan. >> yes. >> mr. haney. miss mauf mauf. maufus. >> miss mendoza-mcdonnell. miss wynns >> yes. >> seven is. >> thank you very much. thank you very much. item n, discussion of other education issues. superintendent? >> so thank you president fewer. i'd like to ask our chief of

technology, mr. kinsey to come forward and we'd like to update the board on two issues, the first of which is the digital district plan and also the family technology survey, which was recently completed. i think you'll find very exciting as we look forward how exciting the work that's being done in our community is. so i'd like to ask mr. kinsey and mr. ryan is also going to be part of the renation. >> good evening. i'm the chief technology officer at the school district. we will be planning a powerpoint presentation up here as we get this set up i will be asking superintendent carranza to kick off the -- the purpose of the digital district plan is

-- if i can get my password in here. superintendent carranza, if you could explain the need for digital district man. >> thank you. commissioners, in our public we've been talking about our vision 2025, which has been our yearlong process for identifying what is the vegs for educating our children by the year 2025, which is when a student entered our kidder gar

ten this year, they'll graduate in 2025. in the spirit of vision 2025 what's emerged is there's ten big shifts that need to occur to get us to 2025. part of what we don't know is what will the economy look like. what will learning look like? what will the global economy look like? what will san francisco look like in terms of opportunities. what we do know is that part of that future will be enabled by technology. we know that the common core curriculum is currently a reality for implementation and we're aggressively implementing the common core curriculum, which requires fundamental shift in how we teach in our classrooms and for those of us who were trained as teachers over 25 years ago like myself, it's an exciting time because we're back to where we were and going deeper rather than broader. but for our newer teachers,

this requires some shifting in educational. we know that enabled by technology means personalized learning pathways so recognizing not all students learn the same way so how do we provide a personalized learning pathway for all students. flexibility, learning time and location. we know our students live in an increasingly complex and interconnected world so does the students only need to learn in a classroom during a set period of the day or with the expert guidance of skilled teacher, can that student learn at any time during the day or the evening before or after class or before or after a job? multilingualism, the district has made a huge commitment to it, but the fact is -- the reality is that in a global economy, in a increasingly global world, our students will be required to compete on a

global level, not just local. and experimental and real world learning, so how do kids get to tinker in the real world and actually learn and get credit for learning to tinker and it's interesting because we're often asked, well, why would anybody be able to tinker and how could anybody ever make a living tinkering? well, ask steve jobs when he was alive. can anybody make a living tinkering. gates, ask them if they can make a living tinkering. alexander gram bell. it has been around forever so how do we incorporate that into our learning. experimental real world learning and of course, the sfusd graduate profile. so what do we want that student to look like when he hor she exits our classrooms in the year 2025. we know there's going to be

social emotional learning. we know our educators will not be bound by the constraints of their current credential and not bound by the current constraints of what they do currently so we talk about career lattices for career educators. not everybody wants to be an what are the opportunities for leadership for our educators in the next 12 years? and then community hubs, the sense of our schools are the center of the community. and how do we provide access for all of our communities to be part of the school community. and of course the big one, how do we align our resources to that vision of the graduate in 2025. our profile of our graduate and what we value should be very important in how we funds what we fund to get us the graduate in 2025. so all of that is very important, but it forms the basis for what we're calling our investment in the

technology of the digital district. and the technology of our digital district requires us to not lay a foundation, but to deepen and expand what we're doing with the digital district that we have. i'm going to ask mr. kinsey and mr. ryan to take it from here. i will say this to the community that's listening to us here, if there is any city in america, actually any city in the world that should be a digital district, it should be san francisco. we are the mesopotamia of invasion, we're the mesopotamia of technology, the mesopotamia of global interconnected world. so just as san francisco is that destination city for innovation, for technology, for creative thinking, san francisco unified school district should be that destination school district where people from across the country and world come and see how we use technology, not as a

club, but rather as a tool for transforming how we teach and how we learn and how students can demonstrate their proficiency. with that said, i'd like to ask mr. ryan and mr. kinsey to take us through this plan. >> the term lay the foundation is -- also can be termed the low hanging fruit. this is the traction we need to make immediately. we need to embed technology into the ela and math common core standards and into the next generation science standards, through visualization tools, tools that facilitate persuasion and argumentation in our classrooms based on evidence. we need to think about what are the productivity tools that we shouldn't delineate between what the adults and students use.

all students should be using office suites, all students should be using google apps. those are things we should make traction on quickly. the next piece, the deep and expand, that's the idea that where we need to go, where students have not only the curricula available to them, but they have a box of tool, digital tools and they make the decisions on how they use the tools to solve the problems

that are presented in front of them. and those -- and that is how we get to full integration of devices, that those devices are simply transparent or seemless to what we see in the classroom and to what we see learning. part of that is we need to develop internal tools. district wide tools like learning management systems and professional development systems that allow teachers and students to have access to what they need immediately, but also teachers to get that just in time help. i have students showing up in classroom in five minute help and we should be able to have that kind of [inaudible] to the type of support they can get. that's what we need to create within the district, within --

over the next number of years that it will take some time to think about those our enterprise systems so it's not an easy implementation, but it's one we're committed to. i'm going to hand it off to matt to talk about resiliency. >> as we make a shift to instruction and how we expect this to work, we have spent the past couple years spending a lot of time increasing the bandwidth of our infrastructure, but there are many single points of failure in the network we built. a story that i experienced this year is that we spent a physical therapy amount of money of donor funds to put wireless access to our middle schools. and the parent teacher conference in the fall, one of the school's wireless access

went down so the school was frustrated with me and said we can't have parent teacher conference without access so i was confused because they didn't have wireless access the previous year. that shows how quickly this become an expectation this works so the resilience in infrastructure is not going to be cheap, but it will be critical in terms of ensuring the resources are there when they need them. so --

>> the next thing we need to do is we don't really have a very clear picture of all the devices that are out there, which schools have which devices, which software is on there. so it's critical we implement a comprehensive management system. our finance department has already started that work to roll out the system for next year and his team's already going to auditing to see what's out there. the other thing i want to do is that pretty much every school district has this history of

they get one time funds, go out and biotech knowledge, and the technology gets really old and people don't know what to do with it. if this is to be embedded, we need to refresh that technology on a frequent basis so we need to change that shift from the one time funding to really making it part of our baseline budget and lease the equipment so we spend about the same amount of money every year and make sure we get refreshes over a period of time. one of the first things we need to focus on is providing our educators with the technology they need so they can start learning technology. unfortunately reality is in some cases our students know technology better than the educators so it's critical they understand how to use technology in the classroom and how to redefine the learning experience for the students. for me, one of our first priorities we're focusing on for next year.

then focusing on -- this plan really talks about the total cost of ownership. not just what does it cost to acquire the devices and equipment. what does it cost to -- we look beyond that. we look at what it's going to take to support this technology going forward, when's the refresh points going to occur. and how to provide ongoing coaching and professional development as educators change, as the -- what we -- as our curriculum changes and as we try to use technology differently we want to sustain that going forward so this plan addresses those concerneds. concerns. i'll hand it over to mr. ryan to go through the curricular objectives. >> when we talk about the curricular objectives, one of the things we need to make clear is that technology is not a driver. technology is not on enabler,

it's an accelerator. and as we move forward we need to think about what are -- what is the -- what are the signature practices, what is the curriculum, what are the bodies of knowledge and the ways of thinking we want all students to walk away from our schooling experience with and what is the technology that enables that and how can we make that body of knowledge and that way of think inging. not only that, but we're also -- as information and data becomes available at all times, the trick, the true ed