and so why was it the across the board offer the same? it has to do with priorities. look at your budget you have the ability to look at the budget and see what was offered and put into a category last year and this year, when you see an increase, ask the question what more are we doing or is this a place we are hiding money? right now, there is an absence of trust because there is an absence of integrity of the numbers that are offered by the district, thank you. >> i would like to call up reverend shisum and ranya young. >> hello, good afternoon board, first and foremost i would definitely like to give out a shout out to miss wei, she is a student of mine in the ninth

and tenth grade and i am so, so, so, so proud of you. your determination and your go and get her spirit and so congratulations on that and that is what every student wants to see, you were my student in the ninth and tenth grade i am so proud of you, you want to do that and i digress, i am here really to speak as a teacher about the negotiations. and i understand that you have a job to do. but i have a proposal for you. i would like to invite you to be a co-teacher. each one of you, i would like you to come to the classroom and be a co-teacher with the elementary teachers, and spend a day and understand the issues and understand what it takes, and be a teacher for the middle school and come and be a cold teacher for high school and superintendent, i wrote your e-mail and hopefully you will

respond to any in regards to the future vision of thur good marshal, 2015, but it is all for your vision of 2025 and i see a vision of all of these great technical things going on and the great plans but our teachers live outside of san francisco. so, how do we address that, when our teachers cannot afford to live by 2025 they are going to be outside and all going to be commuting, and have you taken that commute at 6:30 from oakland over across the bay bridge into san francisco that is a commute. and then you have to get ready and prepare and teach the students and get your head right, i would like to see where this vision of 2020 comes in. also, i would like to really encourage, deputy superintendent at thur good marshal that i did not get a chance to talk to you to bring you into my classroom for a

period so you can see what really we are dealing with on a regular basis. and i mean, that granted you have negotiations and you have a point positions to take, but, if you don't stand in the teacher's place, or educator's place, and a being a parent for a day, co-a para, and go in there and understand why we struggle and why we put everything on the line for you, and what do we get back? a nice smile, a nod? a well, you know, we will continue to negotiate, that is painful. that hurts. we are crying in the classroom, we are upset, there are so many emotional things that go on that teachers suck in and then we say, oh, angelina i want to give you my heart and i want to support you and build you up and i want to give you everything, but guess what my boss does not respect me enough, but i respect you and i want you to be the best that you can and you know that we have student delegates that come in here to see what it is like to governor a school board and let's take the school board

out and put them in the classroom and understand what we are going through. so, i urge you to take that challenge on. if you are going to negotiate and say teachers don't deserve this much, or parents only, and here is it for 15 hard years of labor of love, that you give every child to prepare them to be a great child in the world class city with a world class education and i can give you ten, come on please, i ask you to take on the proposal, i look forward to seeing some of you, each one of you at my school, thouered good marshal, co-teach with me and write a lesson plan and teach the kids as well. >> thank you very much. >> thank you. >> next we have miss young. >> good evening. commissioners. to the, good evening to the superintendent and deputy superintendent.

there is only one thing before i begin actually, i am young and i am a member of aflan in the worker center but there is only one city wide tutorial director, she does a remarkable job, in her tireless and necessary work on behalf of our children, i am a product of that work, i am a graduate of the high school class of 97 she runs 6 after school programs and chairs the african american honor roll for more than 1200 african american students, and spends countless students to college, including myself. she is a beloved member of the african community, and we ask on behalf of the african american community that the bias evaluation given to her by the current access, and the

director, to become null and void and that that director be removed, thank you. >> good evening, superintendent carranza, and the board. and all of you that are here. before i state my point i would like to read a letter that was written by my family. for the black honor roll program, 2014. and it is celebrating another year of exceptional educational year of excellence. police virginia marshal. we are so proud of all of the hard work that you, and the san francisco alliance of the school educators have put into making the african american honor roll, such a special event for our african american children, and when we, met you, over 12 years ago, at the dr.

martin luther king junior middle school, you were with the irise program, and we could tell that you were excited compassionate, and committed to the education of our african american children, and families. you demanded the best for them, but with more exception for them and giving you any less you can see that the dreams and vision have not changed and your mission and your purpose have been made clear with your tireless efforts and unrelenting energy. and your methods of adapting to the resources available to you, to educate, and to encourage our children in church, school, tooling and special programs is part of the restorative process, that racism tried to take away. success is what you have accomplished. and today, we celebrate that

with you. and the 1200 honorees who have worked hard to be there. as you prepare to step aside, but not away, we want to let you know, that we love and appreciate you. and we have decided as a family to spell it out for you in this way. v is for the vibrant light that burst forth from your loving heart, i, is for the intelligence that you see in all children, r, is for the resil ans that you have to bounce back from adversity and continue to inspire and teach our children, g, is for the god of whom you have so much faith in, i, is for the integrity, that solidifies your foundation, n is for the non-sense, and never giving up or never leaving our children behind compassion that you have, i, is for the incredible gift that have you to inspire all, to be and do more, a, is for knowing that all things are

position through christ and strengthens me and us. thank you for joining the ranks of those educators. >> thank you. >> if you will give me a few more seconds, that she is a beloved warrior in our educational and in our community and educational warrior who has served our community extremely well and as you are aware, superintendent carranza and associate superintendent mr. valentino the letters have been sent to the offices and in fact i contacted the offices on may 8th to discuss this matter. we would like to discuss this matter of miss virginia marshal being under siege by her supervisor. and i am sure that she is respected by her colleagues as well as the community and we definitely will stand up and support her in great numbers and we will go to whatever lengths we need to support her and right this wrong, so all

due respect to the san francisco unified school district, let's get it right this time, god bless you. >> thank you reverend. >> we have three speakers remaining. hansen lee gordon mar and laura fair. >> yeah, good evening, commissioners and i am gordon mar and i am a parent in the district and also i am here with the other folks in the close the gap coalition and we just are here tonight to offer more comments on the draft on the lcap plan. and you know, for close the gap, we really wanted to reiterate and come here tonight to reiterate the priority areas that we have identified for the district's lcap plan. and these priority areas for us were developed over a year long process.

of town hall meetings, and with over 150 parents and students, and teachers, school staff and community members. talking about the issues of how we can close the achievement in the opportunity gap here in the district. and then we also, you know, as you know, convened a community conversation or a community meeting specifically about the lcap on may first. you know with the district staff and the pack and the dlac. and i, the other people are going to speak more about our priorities but i just wanted to highlight the recommendation that we have that the district create like an oversight in implementation task force, you know, that would provide ongoing opportunities for the community and parents and students to have ongoing input in the implementation, you know, of the lcap and especially since this process to develop the lcap, you know was a bit rushed.

and, there is a really good effort and we really wanted to acknowledge the effort that the district and the dlac and the stake holders made to provide, you know, broad input into the lcap but nevertheless it was a pretty rushed process. and so we feel like it is really important to create an ongoing mechanism for community oversight and input, as lcap is being implemented and evaluated, thank you. >> thank you, next speaker? >> okay, good evening, honorable members. impart of a close the gap coalition. and also i am with ace, and most of all, i am parents of a three child coming from san francisco unified school district. and i can be excited to hear that there is a local programs that are being implemented and

i am very grateful that there is more budget money that are coming down. we are so sick and tired of us hearing the budget cuts for the lots and almost a decade and finally, we hear the good news, and so i was very excited to be part of this process, and many of us coming up with many good ideas, but, tonight, i just want to share some of or few of those, that we think is mostly important. and one of them is that we have a commitment to fully implement the family engagement that every school site. and many parents, really it is a part of this process, and whether those parents are, have a time or energy, in the school, or some of them ready for that situation of their own has to be work, and then they

need to be getting involved, we cannot punish the kids because the parents are too busy to work. and so that is one of the key elements that i want to bring attention, for our coalition, members think is important and next one, is a personalized help for the school for all students, with a focus on targeted students, and identified and at fs. and i have personal experience with that, because one of my sons is part of iep programs. and i painfully have to report to you because of the budget cuts, there is many services i hardly can personally say that there is a personalized service, it is not adequate enough for me to use that word. so there is a lots of room to

improve in that category as well. i will be quick, and the last one is the full funding adequate spending for the unified school district meaning that we wanted to see most of the money spending in the teachers and the para professionals on the school site and adequate funding, and of course, all of those are big plans, and so therefore, very last thing that i would like and we would like to point out is a transparency and accountability, and those are magical words and if we can, somewhere adjust that accountability, and transparency then we can see this money is spent in the right place, thank you very much. >> thank you very much. >> last speaker, laura fair? >> i was just going to wait until the time for the lcap.

and i was going to let other folks go ahead in my place. >> okay. >> do you want me, i will go quickly then. i am my name is laura fair and i am the state wide with the public council and first i wanted to thank the district for including important things in the lcap including commitment to social and emotional learning and practices and cultural competency and professional development and focused resources for high needs students and i have comments and letters to share with the board, the current lcap only accounts for approximately 3.9 million dollars, in spending at least, in the addition that i did and then, my understanding is that the supplemental and concentration funds where are district are closer to 20 million or more, and the budget is closer to 400 million and so my concern and what the legal requirements are is to really make that lcap as transparent

as possible and it include all of the funding processes and so that the parents and advocates can really understand the resources and how they are being spent and 3.9 million is really a small piece of that over all funding pie. and secondly, we are really hoping that consistent with the safe and supportive resolution, is that more metrics are included in the lcap and it is focused on the suspension numbers and we know that there is a need to look at the office of discipline referrals and a need to look at some of the key indicators and make sure that we are not replacing one type of school removal with another. and then the last point is really, that we want to make certain that the funding is really going to low income students, and then in the current version that we have reviewed it seems that some of it is being used for whole school improvements, which, because of the district has 64 percent, low income and high need students, it is okay to do that, but we hope that they will be more of an explanation

given how little money is represented in the lcap and finally, we just hope that there will be a more robust spending for the safe and supportive students resolution and it is not clear, again in the current lcap what the funding really looks like thank you. >> that concludes, general public comment and i will hand it back to president fewer. >> thank you vice president murase, now we will have item e. the parent advisory council report. >> and i think that if i don't hear an objection, from my colleagues, that we will move up the bilingual council report and have that right after the parent council report. >> georgia? >> do you have a powerpoint? >> okay, so we will move.

>> >> good evening, president fewer and i want to say good evening for everyone. and the line with the districts, priorities, and informed by what we learned reaching out to families across the district. and tonight we are going to present the recommendations from the community conversations on ratial equity and we will be sharing additional recommendations for the local control and

accountability plan, and some others. and i want to say that this year, we have the band width of the packs out reach this year and in having the two out reach campaigns, after reviewing the data, they felt compelled to take on and lead the engagement campaign that would begin a dialogue at looking at racial equity and to support the rules in access in equity, through a restorative framework approach, to promote the practices in the district and also to begin a

fine structure to begin having a dialogue we held community conversations that focused out reach on sites and family populations and six of those conversations were provided in interpretation in spanish and one in cantonese and we also had the focus groups with the community organizations, we held a conversation out in the bay view, with it that provides the services to the families with children who are receiving mental health services have ieps or on probation, and we had a conversation with the ending conversation, and the committee and our reported pac members and so, i want to talk a little bit about the structure of what we did. so, in our conversations, we

talked about the concept of what racial equity is, and we shared the data with the participant and talked about looking at the disproportionalty and really wanted to talk about how this is an opportunity of these statistics and they are not unique to san francisco. and this is national data, and that, really what is different here for us, is that we have an opportunity here in san francisco, to do things differently. and to think outside of the box, and really reflect how do we want to change the way that we have been providing services for various communities within our school districts that obviously have not been working right? if we keep looking at the data and something is not working and something has to be repaired. so, with that, we used this restorative practice, approach and we took the five basic questions, that are used to throughout the schools, and that is the currently being implemented across the district, and you know, having the people share their stories first of all what happened and

has been your experience with the racial equity and giving the people the opportunity to share the emotional piece, right? before moving forward and looking at what has been the impact of your experience, both positive and negative and it would have been the force and what has been the hardest part about your experience. and what is working for your family within the district, we want to hear what do people think that is currently working to support the racial equity and the circumstances that challenge the school's ability to address the racial equity and what is not working right and we talked about what is needed to make things better for your family and your school and at the district level, what are the solutions. one of the things that we built into the conversation as well, is were the next steps. for each community to think about how do they want to approach that? >> so our over all objectives

for this conversation was to provide a face for them to share their stories and we want to also learn from families and school communitis about what is working, and identify the additional need, to repair the harm, and to support the better out comes for all students, regarding racial equity in our district and we also want to identify the patterns that we hear, i want to stop and i think that i introduced myself, my name is georgia williams brat and i am the coordinator for the council and i would like like the following pac members to introduce themself. >> anderson and i am a member of the pac and i have three members in the san francisco unified school district. >> my name is miranda martin and i am a member of the pac. >> dr. dawn fisher and i have one son who is in the audience

and also in elementary school here in the district and as well as niece and nephews in the district as well. >> thank you. >> so, who we heard from, our goal was to have somewhere between ten and 15 conversations and reach anywhere from 150 to 200 people and we actually only reached 124 participants within eleven conversations, and that partly was due to the fact that we accepted the role of looking at the lcap so that kind of cut into our capacity to do both at the same time. we are the percentage of people that we heard from, were the parents and guardians for 81 percent and 2 percent students and 11 percent educators and 6 percent community members. and 24 percent of the members spoke another language. other than english in their home. and 65 percent were qualified for free and reduced lunch and

17 percent were children recipients of special education services. english was a dominate in the language that we of the participants in there. we heard from representatives of 39 schools, 21 elementary and four k-8 and, 8 middle schools and 6 high schools. the majority were african americans and 24 american latino and 7 percent asian pacific, and 12 percent white and 2 percent chinese american and two percent other non-white. and this is to kind of look at how the statistics of the data presented again, as you can see, intentionally, we had because of the disproportionalty that exists in the district we reached out to the african american and

latino populations to make sure that their voices were represented for their experiencing the disproportionalty within our district and so you can see here that we did meet more than proportionally to how many are enrolled in the district and although, we did have that intention to reach those specific groups within our schools, the questions were designed and the discussion guide was designed in such a way that we want to hear from everybody's experience, because everybody's experience matters and what is working and what still needs to be improved. >> so here are our findings. >> all right. actually before i get into the findings, i want to share something that as one of the that we said, when we met with parents, i want to clean out the parent advisory council is made up of parents in your district and we are your stake holders and the most precious and valuable resource is in

your hands. 81 percent of the people who participated in these community conversations on racial equity were parents. we started when we began talking with parents, we told them that this conversation starts here, but it does not end here. and i am hoping today that when we get through the findings and recommendations that the board seriously considers helping us keep that promise to the parents that conversation does not just start there or that it ends. so, and parents were grateful and very receptive to have the conversations, and want to see more members with the community and have the conversation and here are the quotes. racial equity is important to me as a cuban woman, i am ready for the next steps that is an elementary school parent and another school parent said that i love the opportunity to talk about race and equality.

at the same time, of course, as we all experience people and discussed the discomfort as a reality when we have these honest, forth right circumstances about inequity. racial inequity, one parent said that it felt uncomfortable to stay in this space talking about this special equity that was an elementary school parent and another parent said that there is a misconception that because i am black it would be easier for me to talk about it. participants articulated the need to have these conversations about racial equity after schools with teachers administrators and other district staff. one quote from a parent from a ka school said that i feel that the staff should have been here to hear all of these thoughts and i found that the staff does not like to speak their minds but behind closed door, another parent said that i would love to have a training for this or a workshop for teachers,

involve the teachers and administration in these talks and say that i, cosign on that. this was not professionally and personally, dedicated my life to this, schools that had the designated staff person for ingaegment and the group have the greatest participation in these conversation as well as the diversity of the parent leadership reported on the esc and elac councils there was a sense of the work to built across the communities had been started with the intentional support of the coordination at these schools and so again we have leadership, that is coming up next and to qualify the elementary school parent said that we feel like family and support one another and the teachers and we support each other's families and another parent from a ka school said that i have been involved with the parent leadership for a while and i have seen a change and when i first started the pta was small and limited and for me being in that school and seeing this painful change