that a, the schools deserve the same protection of their local property taxes, that the legislature and enthusiastickly awarded for every other entity in 2004, and just the same protection, and secondly that it is the state's responsibility for pay its own debts. and not to launder them through the school funding and third, that voters deserve transparency and accountability to make the right decisions for the school children, my own son who is in high school now will hate this but i am going to give you a quick history lesson, what we are trying to do here is provide the stable and reliable funding that is adequate in california. and we are trying to do it in one small step and this is not

a hail mary pass, but last friday, many of us observed the 70th anniversary of the d-day landings. four days after those landings, so on june tenth, 1944, where do you think that our troops were? >> were they in berlin? >> were they on the rien? were they in paris, no they were not even in the first objective which was cam they had secured the beaches and the few miles around them, it is time for us to make a start securing every penny of california school funding for california school kids and we are asking you to help us secure the beaches. thank you. >> thank you. >> item j. general matters, done. item k is done. item l. >> i call the adoption of the

qeis waivers, may i have a motion and a second. >> so moved. >> second. >> deputy superintendent, i believe that you have a designee for the reading? >> executive director, okay. >> and could, good evening, i am jill hogen dike and i am the executive director in the curriculum instruction. our requested action we have two parts to the board of education of the sfd will hold the public hearing for the purpose of approving the submission and the application for a waiver relief for complying with the education codes receiving the funding through the quality education

investment act. the board is asked to approve the waiver for the ed code section 0.55.7405, a, through, d that requires the maintenance for the class sizes in qeia. >> i see, no public speakers. any comments from the board? >> roll call vote, please? >> thank you. >> miss wei? >> yes. >> thank you, mr. logan. >> yes. >> thank you. >> mr. haney. >> miss maufas? >> yes. >> thank you. >> miss mendoza mcdonald? >> yes. >> dr. murase. >> aye. >> miss norton. >> yes. >> thank you, miss wynns? >> aye. >> and fewerer. >> yes. and that is seven ayes. >> thank you. >> special order of business continues and i had a motion and seconded on the resolution,

may i have a motion and a second, on a resolution of the board of education of the san francisco unified school district levying a special tax within the community facility district november 90-1 for fiscal year, 2014/15. >> so moved. >> second? >> thank you. >> deputy superintendent? >> yes, we have mr. chris arm atrac. >> good evening, commissioners, i am the director of policy and funding for sfusd. the resolution is for the board of education, to levy the special tax in the community districts and 90-1, your 24-14. >> i see no public speakers, comments from the board or the superintendent? >> seeing none, the roll call vote, please. >> thank you. >> miss wei? >> yes. >> mr. logan?

>> yes. >> mr. haney n >> yes. >> miss maufas? >> yes. >> miss mendoza, mcdonald. >> yes. >> dr. murase. >> yes, norton. >> yes. >> wynns? >> yes. >> and fewer. >> yes. thank you. >> and this is item m, discussion of other educational issues >> deputy, associate? >> we have the associate superintendent kevin to speak to the memorandum. we have two public speakers signed up for this item, which while we are setting out would you like to speak now, or would you like to speak after the presentation? >> after? >> okay, great. >> glad to have you with us. >> i believe that there is a powerpoint,; is that correct??

>> yes. >> good evening, commissioners.

deputy superintendent, and deputy superintendent lee, kevin of the associate superintendent family community and support department and i am joined by lieutenant. >> you have to do this. >> lieutenant coly. >> don't hold it, you press it and the red light goes on and now you can tell. >> lieutenant coli >>, from the san francisco police department. >> don't worry. >> so we are here tonight as part of the mlu with sfpd. and i will do want to go back and just remind people about the purpose of the mlu. we had the, and we should say the former mlu instead of current. but the current mlu we enter into an mou in order to insure the safety in primary and secondary schools in the city and county of san francisco and enhance the education of the

sfusd staff and the students while avoiding unnecessary criminalization of sfusd students, for whom arrest and juvenile court involve creates long term consequences. and that is basically one of these subjects for tonight's report. in the mou, it states that in fact it always has and i wanted to show you that in the previous mou, it stated that there will be monthly reports to you with the data, so, in the new mou, we have amended that to be three times a year. so this is that time, this is the summary one at the end of the year i included march, and november, and march and at the end of the year. i do want to mention one thing about the data that you are going to see tonight. it does say in the mou and it we will be amending this, it says that it is going to be disarrogated by the school site and that is actually not the case and i was actually

requested by the board not to call it out by school sites. and so, we will be making that amendment. and lastly, an important part of the mlu is also related to the grievances. and the current mou, states that the sfusd restorative practices task force which will be convened will have at least two youth members and i don't know if i read it for you, and this is an area that i want to be up front that we did and we have not had an opportunity and actually of the people services have been... and however, very simply, we just have not had time to convene this group. and so, we will, have every intention of getting together, to put the grievance complaint feedback dispute resolution process in place but we have

not done so. >> we did meet with them and kol lean and i have been meeting many, many times. and after meeting with the principals about the mou, a lot of things surfaced and so the principals did need a lot of guidance and we had 7 individual meetings with each of the differences to go over the mou and then a lot of issues rose and so we have been busy attending to the issues that came up and so now we are going to look at the data. the first comes from kark and i am actually going to ask kolene to explain this, but this will show you the last four school years of summary data. >> okay, when we look at the gray, the shaded gray part of the graph, those are calls from the school to the police department, through our central dispatch. and so that number represents

those calls that were made directly into the police department. that does not take into account any acalls that may have been made from the principal to the designated school officer or a text. we are going to try to get a handle on what the real number may look like and we need to see it larger and this could be significant larger and because the areas of where the officers are on site, instead of calling the police, this might be a question or something is going to be taking place at the school they may just want the officer to assist and so it is not really a call for service. and so any way, that kind of information is also available. so if we look at the arrest it looks like from 10-11 it has gone down and it went to 195 and as you can see in 10-11 and 190 or 167 to 133 and in the

last school year to 94. and in the number 224, next to a number of arrests those are the caseload that they have that is ongoing and so that number is larger because they continue to have the caseload and the kids that they are working with and case managing and that is what that numbers represents >> and then if you notice of the 94 arrests this slide will tell you what the dispositions are and the number does not match up to 93. and i do want to mention that of those 93, 17 are non-sfusd schools in san francisco. but they are non-sfusd. >> okay and the other... the and the piece in the dispositions, and the protocol for the san francisco police department is whenever a student or a youth is going to be entering into the system when it is going to be a

citation, a booking, something that just going to be actually brought to for whatever kind of case management or kark may have, every call comes from the police department to them and they are sort of the clearing house and so that is why you will see not brought to kark, booked 28 and they will go up to ygc or if they are just cited to use the guidance center and some are brought to the kark and handled by the probation officer at kark and so there is an officer on site at kark and they are the ones that fields the calls. >> can you believe that is? >> it is the community referral assessment center. >> what is that different, i want the listening audience to understand what you are using. >> cark was set up 15 years ago or maybe longer as an alternative and closer to 20 as an alternative to the youth

guidance center which is now the juvenile justice center. and we needed an alternative. to just bringing youth up and incarcerating them and so it is more of a wrap around service and probation was there and the nurse was on site and it was dealing with a lot of the issues around the youth and so in the, as the years are progressed cark became the cleaning house, so that every call will go through a probation officer and like i said they are the ones that will determine if the person needs to going to the juvenile detention center and whether they can be cited and released and so it is an assessment center where they will do an assessment. >> one to mention one chining about cark and that is i met with them individually, and about a month ago and then thomas has met with them and thomas, and the people services and executive directors met with him also and because we are going to be bringing carc

into the alternatives to suspensions and with the resources they work with and a lot of the community based organizations and so they requested to me so they could see how they could better support us in the work that they are doing and so they are going to become more actively involved with the people services and referring the students, and also, just providing additional support to students. >> okay. so, school arrests to 13, 14, you will see that first of all, that number of the high schools that gray, is supposed to be 48 and i don't know why that number does not show up in my chart. but, so you will see that i will have, the carc data and then what is in synergy and i actually have recorded 70 arrests and the carc data comes out to 76 i believe, or 77, and

so, there is some discrepancy there, and if they are not entered into the synergy we are probably existing on one of the old paper incident reports that were faxed in which sit with the incident reports for injuries, and cps referrals and everything else. and so, but there is a close enough alignment there. arrests by ethnicity. it is, you see there, again, disproportionate arrests for the african americans students and our latino students and i am using the ethnicity codes that are in synergy and so if you see the se, south east asian. okay? but, again, clearly disproportionate, for our african american and latino

students. and then, arrests by gender. and this is again, the 70, that i have. and by carc i don't get the disarrogate this way but you can see that disproportionately more boys are arrested than the girls and that is what the data shows. and then, the offenses for the arrests so you can see that these are the frequency of most of the arrests are physical injury called or caused or attempted. and then, the next most frequent arrests for knives or dangerous objects and possession. and well, you can see the data, and i don't know what to call every single individual one, you see them, okay?

>> and i want to, and this is a list that is easier to read that way. do i want to end by just. interviewed one of the principals and barnaby pain of lincoln high school and i will read this into the record because i think that it is really important to talk about a relationship and i know when i was a high school principal i had a close relationship with the mission station and it was a very positive one and that is actually how i met chief suhr and so lincoln high school is a long term collaborativive relationship with the station in the school car and they are well known to anything and they are a critical support, and the restorative practices along with the peer resources program. and the community service program and the lincoln families and, according to the dat a lincoln had 29

suspensions and less than half of the previous years total. this represents a reduction of suspension dating back five years when lincoln will experience well over 100 suspensions annually, school wide has increased steadily over the past four years, lincoln uses the police station school car as a resource for the consultation to avoid arrest and suspension of lincoln students and thank you, for your work in letting me quote you tonight in this report, and that concludes, any questions or public comment? ?

>> i just want to mention that i had a conversation with the principal pain and he actually attributes his lower suspension rate to having a full time rp, coach at his site with the resources and he said that he was one of the three schools that were granted high schools that were granted a full time rp coach and he just said that that was was the main factor in the reduction of the suspension and economickers any comments? >> seeing none. >> oh, commissioner maufas? >> oh,, okay, that was the comment. >> she needs to be excused. >> okay, who else? >> commissioner murase? >> i just want to thank the san francisco police department and the team and the carc and i think that it is amazing

results. the drop in the number of arrests. and i think that there are many, many people who have helped to contribute to this result and i just want to thank you for every one of them. >> you know i would like to take the public comment now. so, i see laura far and kevin. >> okay. >> two minutes each. >> good evening, board. my name is kevin and i work at advocates for children and youth. and we are really excited to be here and to witness the report on this data. and as one of the community groups that was involved in the process of of getting the mou approved, we are just really excited to see the process starting and we are going to be excited to continue monitoring it and every couple of months as this information keeps coming back to you. and the part that concerns us the most is that the data is not broken out by school sites. when i see that the only

students who are being arrested are african american or the kids with spanish sur names that makes any think that we are not making the progress, when the same groups of students are being targeted for arrest and not access to the classs that they need to graduate it is a reoccurring trend within the school district and hopefully we can see some progress made over the next couple of months to kind of remedy that. and i am really interested to know what the board plans to do to address the fact that the majority of the student arrested in the sfusd are african american and they are one of the smaller ethnic groups in the school district, knowing the board and appreciating the commitment to equity and making sure that all students and parents get treated fairly in the district, all of these numbers really concern me. and the fact that these numbers are not necessarily relevant, of just right now but also the history that the students of color have to face in sfusd related police interactions

following the same patterns of access of a, through, g classes, and ap classes. and i really look to the board to take leadership and really address this problem, both as a district level and at the school site level to insure that african american and the students with spanish sur names are given the equal access to school and not worry about getting arrested while trying to get an education. thank you. >> my name is laura and i am the state wide counselor and i want to thank, kolene and kevin for being here and for providing this report. you know we worked long and hard on this and so it is really wonderful to see this coming before the board and we hope for there to be a good discussion about this too because this data is very important. and i want to just echo, that i am not going to repeat what kevin said and we have the similar concerns about the disproportionalty and i want to highlight that the mou requires

it to be disarrogated by age and this is the first report and we appreciate what is in here already, because i want to be clear and i know that it was a challenge to get the data and put it altogether and i want to recognize that and the reason that it is important because we have heard of very young students who have been arrested on campus. we have had several reports and i am hoping that the task force will take on those concerns and the challenges that were addressed by them and the board may or may not know about. this is an important issue and we need to take a look and i am hoping that even though the numbers have gone down which is a positive thing, and we will take a look at those 90, right? and we will look at what we have and the point of this is not just to say, here is what the numbers look like and let's figure out what is happening with the young people because if they have been arrested ones, what we know is that doubles or quadruples their chance of drop out, now that we have the information about them, we need to target the

resource and support, that is what this is about, trying to tans form the out comes for the young people and asking for the board's leadership and also the district and the police department's leadership in trying to figure out what we can do to support the young people and keep them out of the system and be certain that they don't go back in and stay there. >> i forgot to give this. >> okay, two minutes. >> thank you. >> so cristina and i am going to use my non-spanish surname. teraval i apologize for not turning this in but i am budgeted and lcaped out right now. so, this is really off of the numbers and i want to echo that kevin and laura said and i wanted to bring to everyone's attention the arrest at school support and so it is great that the numbers are going down, right but there is still a huge discrepancy between the calls and the arrests. so there is still a huge volume of calls and so i think that

that really speaks to school staff, and leadership, and what they think merits a phone call. to the police, and so i think that it is great that the police is really looking at because i am sure that you are going and looking at maybe you don't need to get arrested for this, right? and that number is really going down and the calls, are not going down as much and so i think that that really speaks to cultural competency issues and equity issues and if we look and match it with the high number of african americans and latinos that are being arrested and i am going to assume that the huge number of calls are probably primarily for african american and latino and so that is something that can be highlighted and worked on, not from the school district, perspective and looking at cultural competency and what is the criteria for calling the police? as opposed to calling in the rp coach? and things of that nature.

thank you. >> comments from the board? >> commissioner haney? >> yes, and thank you for your work on this. and for being here. and i think that this does represent the tremendous amount of progress even to have this conversation and to have this data in front of us to talk about what is happening and to really analyze it and engage the board in this conversation, so i am also, optimistic about where this is going and how we as we unpack this, continue to make progress in the future. and there is a pretty dramatic drop, in arrests and calls and so i want to note that and really thank you for all of the work for everyone involved, to commit to really making sure that when we do involve long enforcement that it is only in those circumstances when it is absolutely necessary and that for the majority of the situations that we are supporting our staff to deal with them, and in most cases and restorative way, and i did

have a couple of thoughts and comments, one, is it would be great and i know a little bit more about the calls, and i would assume that when the calls are made that generally suggests that somebody does come, and is that the case for most of those calls, when we say that a call is, are those situations in which an officer, is dealing and responding and dealing with the situation. and if so, if there is a way if we could, maybe, in the future reports earn a follow up and also have what those calls are for. and kind of break those down as well. and as one question that i had and maybe respond, and have one or two more comments. >> yeah, i was thinking the same thing as we went through the calls and we just changed our computer assisted dispatch format but i would like to look through them as well and find out what kind of calls they were and when the calls are coming in because often times it may even be, you know, a theft that may have occurred

during the might and a disturbance, and it could be a lot of information that could be part of the calls for service and the first person in the morning could be custodian to call to say that a door was left unlocked and the police will respond, we need to figure out how many of these calls were of an emergency nature, and because some kind of a crime was happening a fight or whatever it might have been, where the police were called and that is what we are going to work on seeing if we can get that information more so that we have a better idea on what kind of calls are actually coming in. >> and what is the nature of those calls. >> some of them may not involve the students. >> it could be a property vandalism and it cars were broken into in front of the school and the principal happens to be the first one in and calls the police and there could be a variety of different reasons why the police may have been called to the site and i don't think that the actual calls for service indicate that it was a problem regarding students and faculty.

or and i will say that i just want to say that also i just want to, and we will be relying on the calls to police data from sfpd, for us, we can record that data if it relates to a particular student, and if we go in and we record the data and we have to align if and we can't just do a general because there is no open case, and so the schools will have to manually, take the note to call to police. but you always have to open up a student's file and you can't just do a generic incident report and unless you do it in a narrative way and this will be tricky and i am finding a lot of this data collection and interventions and you are asking the schools to do a lot more data collection and the ease of the data collection and i just want to put it out that there the calls and every single one may be problematic for us and so we