rhythm and massing. i have a couple examples of those, but not a lot. and then you find in some historic districts, again, if you look back to the standard that every property changes over time, districts are also evidence of changes over time so the fact that people had to add a gas station in the 1920s or that they added a hotel when a certain event happened or something like that, sometimes you want some of those layers of history as opposed to just one period of significance. i'm going to take advantage of your question to talk about one of the things we've been talking about, the national trust in discussion with parks service. we began a discussion with them asking do we need to change the

secretary of interior standards. one of the challenges we have is does the property have integrity or not and it become an on off switch. and in fact, when you heard some of the comments about a building being stuccoed over or the corner tower got lopped off, you're not dealing with a property that doesn't have integrity, but it's got a b as opposed to an a or f in integrity. that's one recommendation we're trying to move forward with this is to consider a gradient of integrity rather than it does or it doesn't. i think that's important as we

go forward. guidelines give you the opportunity to create clarity. you might not have as much of a question as you do for the whole category for resources across the country. >> thank you. commissioner john. >> sure. yes, more along the line of resources, i want to review the [inaudible] you wrote an excellent article that you read and you have some other articles that have been submitted to us over the last year and we had this report and up here we have your work that you did in oregon that we received too. there are some other documents we have too.

jonathan has here a presentation brief 14 which may be used. i don't know if you want to make a list of those or anything additional you might want to look at. >> that'll be something we consider when preparing a website, maybe we can provide a link to some of these documents that are online. >> couple of points that i've been intrigued by, if there's anything we can do to encourage embracing perez ing preservation of broader context. i was embracing home eners feeling turned off by the context. that's the least we'd want to see happen so i guess as we look at the development of these guidelines to consider more the purpose of the project

and the term old fashioned -- i dunno. i think jim used that, that was kind of intriguing to me. if somebody wants to have something old fashioned, that's a cozy kind of term that has some resonance and we should be able to look at that. the other thing about gradient of integrity, i deal with environmental work and wetland restoration. if the purpose is to reinvent it and inje i'm struck by that comment as well so those are just my reactions. >> thank you. commissioner pearlman. >> i wanted to echo what commissioner john you know said.

commissioner johnson said. i really want to encourage that, you know, the department and us as how we interpret these things to remember that the word is guideline, not law. , first of all, and that we are friendlier, that we do work very hard to work with the homeowners. i know we're doing a significantly better job of that these days than years ago, but seems like there's a consistency of concern from the public about how we on the department side kind of push away the very people who we should be most encouraging to be taking care of their properties and restoring their properties. and skeeter jones left, but i had the opportunity to work with him 10, 12 years ago and he is an amazing master

craftsman who works as people did in the 19th century. he sets up a workshop in the house he's working on and will cast plaster and carve brackets. he's a really a mazing craftsman. he's probably the last of his kind today in san francisco, but he designed something -- the project i worked on was a victorian. everything had been stripped off the building and you drive by that building you have no idea. he looked at a couple houses around there, created a facade and you'd have no idea that it was not an authentic facade and that question is that false or did he just build an 1878 building in 2003, i think we should be encouraging that not discouraging that. he created a very beautiful building in a community that

had a hole in it because it was so ugly. i think there are places to -- it's the balance and to remember that we're dealing with guidelines, not hard and fast rules. >> i do have a comment on this before i move on. sorry. you know, what i would really prefer then, and this is out of respect to victorian alliance, but telling us that homeowners have a problem and are getting push back from the planning department, our staff is tremendous, our staff works very hard at pushing projects forward and would prefer to have concrete examples of something that happened rather than just a open statement, open ended statement. i mean, we even changed the legislation of mills act to make it easier to have people apply for mills act. i would refer to have concrete exact pls of times that folks have been pushed back because

usually it they want to do something that's completely against any kind of historic standard so please, concrete examples. >> i certainly agree with that the quality of staff. i think the -- on the other hand, the consistency in those comments really went directly to this discussion about how much documentation, how much needs to be known about an existing structure to warrant existing preservation. i think that's something doctor michael could speak to. >> again, i thank -- well, first of all there's a distinction between [inaudible] your significant features are what's visible to the public right away and there's a sense of the ensemble, how does the

ensemble make sense. so consequently, i would say that there would in general be a lower standard of proof in a district than if you're dealing with an individual property because an individual property, you would want to document very specifically any conjectural features or missing features you were going to bring back, whereas in a district the idea is to create district -- create continuity. if you know that a building had brackets but don't have the specific design of the bracket, you can you come up with guideline that said brackets can be put back within some parameters? that's an example i think of. yeah, we know this building had corners. do we know exactly what that might be like. i've seen examples where the cornice gets put in, it's

contextual to the district. i'd entertain some -- i think the danger become, you know, are you creating something conjecture rally. the other problem you have is what if the property has no significance. you said the original property was -- well, arguably you might not regulate it so if it has no significance it depends on the district. i know of some districts where there were holes in the district because there was a vacant lot or a building that was not considered significant so consequently someone came in and built on that lot without having to go through review. and that person could build a [inaudible] structure, they could pick any period of

history so you could get someone like you mentioned these historic workshops and builds on the site. one example i gave at milton, but part of the problem was people expected to see a reconstruction of a historic property and when it became clear they weren't going to do that, the response from preservation officials was you're building a modern addition. ideal lie you should build it somewhere else, not on the site of the historic property. in that case we have documentary evidence of what it looks like, you should match it exactly. and the commission in that case or the state preservation office in that case gave a third option, which is okay, let it be built, but in that case it's a modern addition which is why you've got this

horrible thing . we said ideally reconstruct it or build an addition somewhere else, but they allowed a third option, which is why it ended up being an awful thing. i think you just need to be really careful in each district, what are the historic context because in some places you want to have a continuity of a street scape that has been interrupted by a feature that's either non contributing or disruptive. >> thank you. i think i'd like to open up -- do you have -- >> yeah, one comment. in parallel to this effort, which is a very important effort, i'd like to see the progression of the landmarks designation program as well as furtherance of the citywide surveying. we can't identify and valuate these resources if we don't know where they are.

>> i think that'll wrap this one up. >> >> okay. >> everybody, thank you very much for your time. it is a community effort over the next year so this is the beginning of it, we look forward to hearing from everybody because we need everybody's input so thank you again. mr. michael, thank you. and we will adjourn. role call please. >> mr. haney. >> here.

>> miss mendoza-mcdonnell. miss wynns. miss few few. fewer. >> here. >> please join me in the pledge of allegiance. er. >> here. >> please join me in the pledge of allegiance. >> thank you, approval of board minutes. the regular board minutes meets of april 8, 2014, may i have a motion and second please. >> i move the adoption of the minutes . >> second. >> role call vote please. >> mr. han main. haney.

>> yes. >> miss norton. >> yes. >> miss wynns. >> i. >> miss fewer. >> yes. >> miss [inaudible]. >> mr. logan. >> yes. >> thank you, that's six is. >> item b. superintendent carranza. >> the time and clock is ticking and the school year is winding down and i'd like to take this opportunity to recognize our many outstanding teachers and principals. and although they've been advertised in the newspapers, i'd like to remention their names because of the excellent work they do so i'd like to

read the names of the mayor's teacher of the year awardees. we're going to point you to our website, www.sfg we're very proud of marissa miller who's a prek special education teacher at paul revere elementary school; judy ratele, kelly clark, a fifth grade teacher at harvey milk academy; and michael feraro, a tenth grade geometry and ap computer science teacher at balboa high school. may i ask for a round of applause for our teachers of the year. [applause]

>> mayor lee also honored or principals of the year, who like wise have very illustrious careers in san francisco unified school district. ivy ing, at stockton early education schools; rosina tong; michael rimer, and erik, principal of mission high school. how about a round of applause for our principals of the year. [applause] >> again, i'd like to draw your attention to our website where we will have pictures of our educators, as well as a short bio so you can read all about them. we also have a number of community organizations whose staff and volunteers make our schools that much more vibrant

and nurturing and they help us recruit, train and support school volunteers in our school system. they celebrated a few standout volunteers and i'd like to thank them as well. if you'd like to read about them go to www.sf examiner.com where you can see my may 6 column where i spoke about these wonderful volunteers. i'd like to thank them for their service as well. thank you. [applause] ladies and gentlemen, as you all know out there in the community, summer is coming and that means it's not time to sit around and watch tv, it's time to get out and enjoy the city we live in, it's time to eat healthy and be active. and trying to lead by example, i had the incredible honor on

april 30 to participate in a 5k run in our first annual fourth grade. and this is the first annual because it's our intent that this will become a yearly event where we will all run a 5k in the fourth grade setting the example that good health starts early. they let me an old guy like me jog along with them. i was very happy to do that, and i'd like to thank gloria and michelle for putting that together. you've recently heard me mention [inaudible] not just the sixth grade, not just the seventh grade, but the entire middle school will run their

annual restoration run for roosevelt midding school. dle school. we'll be starting at chrissy field and will be running a 5k this friday. better me than you. [laughter] so the point in my comments where i've been waiting and i'm just so excited to introduce the individuals that we have with us. this afternoon commissioner norton and i had the extraordinary honor at being at san francisco the arch, the graduation, and we have a wonderful partnership we have with them for or transitional age students after the age of 22. the arc does a phenomenal job, but we have a few teachers that also work there and just love

those students, but train them and help them be prepared to be successful. they also had a video that they put together, which is a remake of the song brave and we're going to show you that video tonight, but before we do that, i'd like to honor this evening, if they would honor us, the students from access the arc and again, their wonderful teacher, their head mistress of korography. we're going to feel good starting our meeting tonight. heidi, could you come forward please. [applause] >> hi, thank you guys so much for having us today. in the spirit of our transition program for young adults, being about self determination, i'm

going to hand it over to the guys behind me. >> hello. we are so proud to be here representing all the students in our program at the arc. access -- before access i'm doing so much arc, i never really liked school. act cess is the community based program for students between ages 18 and 22 with disabilities. it helps us increase our independence and become self advocates. access is so awesome. i feel like a real adult since

we are not stuck at a high school it really is cool. >> hello, i'm daniel. we don't just do stuff in the classroom. san francisco is our campus. and with the advisory [inaudible] writers with disabilities. >> we get to try out new things like making projects, learning claymation and music videos like the one you're going to see tonight.

>> i really -- i really like seeing videos of myself on youtube. i think it's pretty good. i like it. all right, at access i have the opportunity to discover all sorts of things i never even knew i liked. never before did i learn to use a camera or specialized computer system to make music. it is so awesome. having a disability and communicating and expressing my feelings is not always easy. it is not. the arts gives us an opportunity to express ourselves, communicate and communicate what makes us special and unique. this sxhunty inspires us to step outside our from everybody?

lights, camera, action. [applause] [music]

[applause]

[applause] >> ladies and gentlemen, these are our students and we're so proud of them. i think you would agree this is the definition of what joyful learning looks like. if i can ask heidi to come to the microphone just one last time. would you mind sharing with us what happened once this video hit youtube and who the special was that contacted us and what that person did? >> so we were really fortunate when this video hit youtube and it couldn't have happened without ashley sax, sarah, the singer came forward and put it on twitter. it was really empowering for