we can go in and bring in that model and that use of the restorative practices so that it had multilevels of intentions behind and it is outlined in the detailed report of how we decided where we should go and be aware that have and make sure that next time we make sure and we do something to make and maybe if our schools were not so segregated we would be able to have a more representative group. >> so, it is in the longer report, we explained that process and why we intentionally chose where we went. >> thank you. >> >> all right. waiting for the next report for you? >> yes. >> is that a powerpoint also? >> no. >> we will just stay in our seats then. >> i am going to keep it brief, i know that we have already taken up a lot of time on the agenda and we don't have a formal lcap report tonight. but just given that there was last tuesday sort of a flushing out of some of the budget

numbers in the lcap and we just wanted to, come back in and give a little bit of commentary, and in our capacity as the pac and the officials bodies that have been looking at getting the feed become on the lcap and we just wanted to say that we appreciated the revised draft and seeing some of the previous recommendations and findings incorporated in the draft as well as the budget numbers, and there were a few things mentioned at the meeting on june third that were really excited about and especially deputy superintendent lee's suggestion that there might be hyper links that could be put into the lcap that will get be getting the details with the implementation plans with respect to the priorities that were funded in the lcap and also commissioner wynns mentioned that there could be a narrative that shows how what are bringing in to through the grants go to the specified

groups. and also, even just a narrative so that we can all understand better, you know, and sort of terms that everyone can understand, what the priorities are and how this money is supporting those priorities. and then *, finally, commissioner fewer, and paraphrasing here but the concept that we should really learn through this process about how to make communication strategies that work and look at what the other districts are doing and because this is a time when all need to do this and reach out to family and so it is a great opportunity to see what is working other places and to bring the strategies to our district as well. and because that is really what we keep hearing and it is echoing through everything that we are talking about tonight is the communication, is so important, and it is one of the primary recommendations, in the lcap and so, that is sort of, in terms of additional recommendations, for tonight, it is really just around process. and so, we just wanted to bring one sort of additional recommendation that we would like to really strengthen sort of the communication about how

what the process is for evaluating findings and recommendations that are being brought by the pac and by the other community organizations and the dlac and how, how we are going to know, that those have been looked at and sort of be able to follow the line into whether those have been incorporated into the lcap and if they have not, why not? and who is in charge, and kind of delen ate what the process is and so that we can have the transparency around that and the second recommendation is really echoing what we heard in the public comment about the idea of establishing a task force, and lcap task force so that we can get on this earlier next year and have members of the school district who have responsibility for the key ensive as well as steak holders from the community, and parents to really put their heads together and think about how we can strengthen this process going forward and make it you know, it is a great opportunity to have a really strong process for engaging a lot of stake

holders and creating that transparency that we want and the great communication and so we hope that that is something that can happen, in a very soon, soon, and you know, this summer in the fall. and so that is our second additional recommendation. we also have a list of questions that were generated through our sfrtions and also primarily at the may 22nd, presentation of the lcap when we had the different stations and the parents in the district staff talking about the priority issues and there were a lot of questions generated and we picked you know, some of the sort of highlights that seemed to address some of the ideas that the people have and we have submitted those as some of the formal questions that are submitted through this process, and i don't know if georgia has anything else to add? no. >> great, any comments or questions from the board? >> on that? >> yes,? >> my question is to the superintendent, the question

for the district staff, there are some very good questions if here and the ones that do have answers, like which schools are intense and strategic in the zone, and you know, our salaries are competitive and the teachers and resting and so could we do our best to really respond to these questions? i think that we owe it to the community members. no, no, not tonight, not right now. but, i think that we owe it to the community to do our best to respond to them. >> thank you vice president murase and i was just going to cue up the deputy superintendent and just add water and he is on and we are committed to answering the questions and being very transparent and i think that the good news is not and we have heard the communication continues to be the word of the evening. so as we communicate, especially the 6th strategies

are educate the children and educate and impact learning now, our current plan and the vision 2025, and the questions that are being asked are all embedded within our current work forward and the lcap and the lcsf is allowing us to go deeper in many of these areas that answers many of the questions and it is the long winded way of saying absolutely we are going to have a written narrative that we will present back to the community that answers the questions and also, dives a little deeper in terms of explaining how we are using the resources that come with lcsf along with the general fund resources that we have already committed and other resources in the district and how we are doing the best to braid those resources, tho to go deeper and broader with the initiatives that we have talked about and that are encompassed in the lcap as well and so that is a big fat yes. >> and any comments? >> and then, so i would just say that i think that you are

seeing in the communication and a system of communication, to parents, and i think that it is really important and i think that we have not, we don't have one. and it is sort of a hodpode of how we communicate with the parents and the groups and i think that the parents is ambiguous to the parents and they don't know how to get the information and they can get the pockets here and here and but it is not a system of communication, that is depend able and reliable and that adds, absolute transparency to the district and i am glad that you brought that and let's work on that together, and let's work on this system of communication, and because you as parents, know this about what works for you. and so i think that that is really important, but thanks for bringing that up and i think that these recommendations and i mean that these questions, i think are really good questions. and because i, and quite frankly the questions that we asked you and so i think that this is great, thank you, superintendent for your commitment to follow up on that.

and georgia? >> that was it and i wanted to say that our partners from the dlac were going to present there, based on what we heard on june third. also. and >> they will be fabulous. >> [ speaking in a foreign language ] and superintendent carranza, and president, fewer, and [ speaking in a foreign language ] good evening, members of the board, commissioners, superintendent carranza, and all members of the board. sorry. [ speaking in a foreign language ] these are the comments or the contributions from the dlac. about the lcap. [ speaking in a foreign language ]

we have some questions regarding the budget. [ speaking in a foreign language ] how would the funds would be transferred within the carry over, wait sorry. what are the plans for the carry over funds to the funds mentioned in this version? [ speaking in a foreign language ] do the forms mention this version of the lcap include lcsf funds carried over from this past year? >> as well in the accountability?

>> regarding the accountability and we agreed with the second recommendation that the pac has made. so, we actually think that a time presentation and the accountability plan for determination and accountability is necessary to insure the plan will be implemented including... >> who would be monitoring it? >> how often will you be getting together? another thing that i am

interested in as a parent is how that report will be given to the public. the plans should be calendared and make accessible to the public. for the parents that do not have access to internet, how would this be made possible? another of an issue for us, is language, of course, the language barriers, and so how would translation be taking

place in order for parents to be informing their own language? on the information is available for the year, and the school year end? >> good evening, everybody, so, this is these recommendations are kind of and we that you have in front of them are in front of yourselves are kind of going by the sections that we wanted to see a little bit more clarification and obviously the next part is a bilingual staff and something that has been touched on many times and obviously something very, very important to us, and now our conversations as far as having bilingual and the by cultural

competent teachers were automobile extending it to the substitute and even as far as to the staff and so for example, we have a school that has a high number of els, and the second does not speak a second language, how are they going to community to the parent that the child is hurt and that the child is absent? if the teachers or the counselors, you know, in the middle school and high school levels cannot communicate to the families, on the progress of the students and how will be the parent be able to work with the teachers to make that student succeed? and so, that is what you will see here in our recommendations, and as far as staff, and then if you go down to section b, item five, we would also recommend that the schools should include bilingual schools, so that not only the teachers and para professionals, and just basically anybody that is a part of the education, around the child, but the site, and

the staff and the principals and the secretaries they are also bilingual. and again, bilingual substitutes, are necessary and another recommendation that we have because we have heard many times that times, some teachers will be and have extended absence and there is and we have heard the feedback from the parents that the teachers will be out for a month at a time and then you will have a substitute because they were supposed to be there for a day it did not matter if they spoke the other language and maybe they are not competent to do the eld and then so what do you have? a month of no education, for 30 kids? i mean that is just unacceptable. and then, that just a comment more personally from my point of view, since i have been here and i have been here and i have been here attending many board of ed and sometimes i see the video streaming at home, you know and i hear a lot of that,

and the teachers also, you know, concerned about the wages. and so, when i look at our recommendations, and i hear that, i mean, my personally from where i stand i used to work in hr at ucsf and i am kind of wondering if maybe that is why the school district is not able to retain bilingual culturally competent staff because maybe there is a gap in the pay and the living wages and i know that here in san francisco it is difficult and i am a single mom, and through the grace of god, i have a mortgage and i have a home but i live in a studio and i rent all of the rooms upstairs just so that i can continue living in the city that i was born? . and i am struggling to stay here and i can only imagine how the teachers or even the para professionals when i talk to my para professionals at school, 5 and a half hours, and then they are not eligible work the early ed cdc programs for three hours because of half hour, i mean that there is something kind of off there.

so, i am very curious to see how we are going to bridge that gap. and lastly in section a, 6.8, family engagement, i mean for us the dlac and for our families, it is important to have a full time family engagement person at the school. that is dedicated to the parents, to the family and we have heard many times from our parents is that, the principal has the secretary, and the secretary can go on the yahoo group, and send out an e-mail, and you know, a certain community receives it, but then everybody else is kind of left off. and the other thing that we were requesting, actually if we go back to section b 6, is the that their positions have in the language of their job descriptions for the family engagement is that they are there to support elac to

support families, to and that they are able to communicate and we are finding that i guess that there was a change some time, either last year or the year before, where now, family liaisons are reporting to the principal, and the principals are writing their evaluation and so naturally they are a little bit of afraid of the principals and more conscious of that and so if the principal comes in and says do a newsletter and go to the pta and order the food do this or do that and then they need elac needs, you know, secretarial services to be able to make the copies and go to the internet and get the information from the school district and bring it back to the parents. but they can't, because they are doing something else. and so that is something that we want to see in their job description. and that they support parents directly. >> thank you. >> comments from the board?

>> okay, great, thank you so much. >> so yes, thank you, so i have a few. superintendent? would you interpret for me. >> i want to say thank you for this. you bring up a lot of issues that you have brought up in the past >> and i think that some of these issues can be addressed when we have a personal meeting and our chief of human resources is able to have a conversation with you.

>> i think that the subject about substitutes has been reoccurring with the dlac for a long time now. so deputy superintendent, the questions about this budget? would you please address this at our budget meeting which is next tuesday? i invite you to come.

so we will be having a thorough discussion about the budget, some of these answers will be i am glad that you gave us these questions, because this deputy superintendent is prepared to answer them and if there are other questions, that you would like the deputy superintendent to address, at the meeting next tuesday, you please can send it to them. would that be okay? >> thank you, and thank you

superintendents. >> >> thank you. >> now, i think that we have a report from our bilingual community council. >> good evening superintendent carranza and board president fewer, san francisco high school district south and board

commissioners. on behalf of the bilingual community council i would like to thank you for allowing us to come and give our report from the bcc, twice a year, this is a great opportunity for us to tell you what our work has been over the course of the year. and we really appreciate you inviting us. and tonight, we are going to hear a report, you have the copy of the report, we are not going to read the report and we will go through the highlights and ask for the questions and comments afterwards. and i would like the three members of the subcommittee are here before you and we will be and we like to introduce themselves and we are just going to go right through the report. this evening. >> so my name is jackson flores and before i get into the appreciations for my own personal appreciation is my daughter, came into the district in the third grade and

she graduated high school and we didn't think that would be possible. she was ell, and special education. so thank you special ed teachers, and parents and thanks to her parents too, of course. and he well talk a little bit later on about our sight observations and what we did this year, in terms of our appreciations we have listed seven because we want to keep it short but there are many people to thank, we want to highlight a couple. first of all we have had presentations from the educational placement center, the human resources department, and the multilingual department and the special education department and family and community partnerships at our bcc meetings. we continue to find it helpful to have the department heads and representatives present to the bcc. and we appreciate the dialogue to identify the needs. the data from the stanford research on english learner pathways has engaged our

community and for lack of a better word in a very interesting, dialogue, that we hope to continue with the district. we appreciate the collaboration with the staff and the board of education rules committee on developing the bcc bylaws and working on the appointment process for new bcc members. and lastly, but not with a heavy heart we have to say that we appreciate the work of our outgoing members. kim, and hosa who just left and ramos, thank you. >> >> good evening, and i am a parent of the district and a bcc member and in determining the scope of our study for this year, we decided to take a look

at recent bcc history. of previous visit and realized that one had not been done with the eye towards special education service and given that the enhancing the special ed services has been a priority for the district and the department of justice we decided to focus on the dually identified english learners with ieps. and so we selected four little schools and four high schools. with high numbers of english learners and within that cohort, high percentages of dually identified els with ieps, and i wanted to get a nice mix of predominantly spanish speaking and chinese speaking students attending a variety of classroom settings, ranging from inclusion, mild to moderate special day class and moderate to severe classes. and so some of the highlights from our observations, we saw many positive examples of co-teaching with the engaged

teachers and we saw a broad wrang and as it relates to practices and in terms of recommendations we heard from general ed and special ed teachers, who asked for more common planning time, and the bcc recommends that the district provide based on the individual sites and in terms of the student and teacher engagement, the teachers use many of the effective strategies to engage the students, including clear routines and activities for academic conversation and we heard from the teachers that they would like more release time, and to share the best practices and they also expressed the need for more materials that are non-fiction and high interest with a variety of reading levels for the dually identified levels of iep and as it results to the parent engagement, some schools we observed do have processes in place to effectively engage the parents.

for example, one school is but at other sites, many parents expressed frustration, over out reach to el families and inconsistent methods of communication and so our recommendations, we would recommend that the parent liaisons be allocated to the schools based on the site needs and that the parent liaison's job description be translated and accessible to parents and in the event that no parent liaison is available and assigned to a sight that there is a designated point person who can communicate with families in a cultural responsive way with what it going on. additionally, we suggested that the schools have a bulletin board similar to the way that the information about elac pta and the school sight council is

disseminated. and in terms of transitional ieps we heard from the staff that they will really prefer having more release time to do traditional release iep from the middle school to high school, and we also recommend that the students be assigned to one case manager to follow them through all of their little school or high school years, so as to prevent being switched over from case manage tore case manager from the year to year >> how far that we have come with the district with the english language learners and i am very proud and grateful to see that progress, and the real partnership that we have had together and think that we have done a lot of great work together and the questions and

concerns that you see before you, are really honing in and some of the combined goals that we share, and of all of the seven i want to highlight a couple and as you saw in the presentations we really do and we are grateful that we have been able to work with the staff to really hone in and the bcc bylaws and the way that we, the process that we have, for bringing new members into the bcc, and it has been a long process and we feel very confident, and pleased with the out comes of our work for this year. and as you heard, in our appreciations and we currently have a 14 possible members to the bcc and we have ten members by next monday we will be down to six, and so we will have a need for the board working with us, to bring our nine new members, and as you, and you can note in the and in the

report here, based on our new, by laws and really echoing what we heard from this night of how important it is for the san francisco unified, and for the board of education to have family engagement, really authentic family engagement and we have put into our by laws that of the 14 bcc members, 5 need to be parents of current english learner family and just bringing the families who really walked the path of being english learners, and english language learner families to the table in a really important authentic way and so we will only have when, everybody steps down that is going to step down, one of the six bcc members, will be a parent of an english language learner. and in the district. and so, one of our questions or our corn