11 hundred signatures we hope to present that to the board in the upcoming details thank you for your time. >> thank you very much i'm going to call the next group of folks if you could approach the podium podium. >> i'm mark a lifetime science teacher i'm here to speak on behalf of all students in the district this fall i joined the next generation r and d committee i believed that our district wanted teacher feedback on the next generation science fairs on day one the ferocities said the way to have a structure was not working for everybody the district ferocities said all

students would be the best for all students they quoted a science phrase all students all standards when i asked him asked them if the way we're doing this now for a sun's how can a one subsequence work for everything they didn't have an answer during the next meeting they were prepared with a meeting none of us taunted with all sophomores taking chemistry their argument was in high schools what of the conceptual taught there was a lens achievement gap where bio i didn't was taken i didn't fact

to mean that we must lower the bar, in fact, when i read the standards the phrase is meant in the opposite way that expectation and standard for all students especially underrepresented community should be raised and supported but with a less channeling course like physics to hide this this is a disservice and an injustice to those who are how level students that losses opportunities for taking higher level courses in earlier years that's the next goal of the science standards since senior grades are not included our students will have less academic resumes in our students in the districts the more limited math and science for sfusd students

will not go unnoticed for students to keep them enrolled as a parent i'm glad my daughter is halfway through high school any daughter want to be a scientist and if this is implemented in the school district her needs will not be served i create a survey for high school science teaches to give their opinions about a one i could think so fits all and if you're really serious about seeking teacher input on this is your plans i suggest you go to l rb forward slash sf g. >> thank you we're running short of time so if people could add new points to the

discussion. >> hello, i'm a senior and lowell high school. >> (speaking foreign language.) >> so from what i've read of your proposal for the nuke prison is an attempt to reduce chauvinism gaps and equal listed the playing field critics of these education about tell you that tracking discourages lower tier stoplights and expands the achievement gaps but lowell must viewed as a unique admissions culture of the school we have extremely combragd descriptions it is due to our admissions process in addition to this classes and curriculum and teaching methods all favor

students or tend to favor students in the upper tier because of the high curriculum the students are stan xaer each other i want to paint you one in a al great class useful e you'll are is students that are highly prepared and then have the students that fall in the middle was the result of that on the students in the classroom when students take a test there is a caloric result of a class i hope you're familiar with you'll have what the result of this new short class make up will be instead of a bell curve a per

rabbi is it looks like it an upside down curve the prepared students keels getting ooksz but if not more students getting fs and dices ds 0 nerve wooul you'll have a polarized achievement gap it is actually strongly imvoiced what happens the students stay american people took up the students in the afternoon and at the lower tiers forced further and further to the bottom and more will be discouraged after comparing themselves and the teachers expectations will be grossly inflated meaning less prepared students will receive lower grades and less help you

implower don't set up underserved students for even more failure. >> time as expireed out of the respect for the students i want to extend your time. >> i'll carl in the district for years the first 6 at third and marshall and since 2000 at the middle school i'm so glad she spoke how she described when is predicting for the future i've experienced in the past when i was another third and marshall when we started at 2004 we implemented full classes where everybody is starting with the interim class it's amazing

how she described it was a bio modelal distribution a whole bunch of a and k and f and nothing in between this is exactly what happened i really time 0 encourage us not to make that mistake again one other point will removing that they point is we're removing the placement examine from the plummet high school people come to the middle school that is i believe an equality owner those students are not going to have the opportunity to be placed into voonz classes but the students going to private schools can have a competitive edge so i time of want to

request our long-standing policies of diversifying the ninth graders integer at lowell's be it continued we've been doing this it will be stopping and i really time to not have that stopped thank you very much (clapping.) thank you i'm going to call the last 5 speakers. >> i'm david i want to request of the board members to practice good linking skills when i have my students looking at cell phones when i i'm lurking this is the time you're not respecting me so replaced board members my question when are you going to announce to the public

talking about the skill ability in supports when are we getting rid of varsity basketball and baseball. >> because that is skill differentiation we recognize that some students are more thooefk ininclined and separate them from other students that are more not inclined and put them into varsity sport why delineate them in the cloomdz but not in sports their naturally inclined towards mathematic maybe we should give them varsity teams of their own some are naturally inclined in one way or another thank you.

>> thank you. next speaker, please. >> good evening, members of the board i'm a senior at lowell high school. >> (speaking foreign language.) >> now i'm here on behalf of lowell petition to against the common core i invite you to explore that question why do you not care about your needs at lowell we enjoy courses holistically that helps our character and education one thing we all share we all care about the college advancements of the students now what with you may not take a look at by looking at the level of math courses we can take our hurting our success and chance of getting into college and being successful there. >> now i'm sure as you have

horde many prerecks for engineering science and math all require callous but this compressed compression of overlooking gastrobra two and came lose is about impossible every callous i can tell you from first hand experienced i would have struggled and, yes, i want to be a successful female in college in jerry and science and math you don't have the right to take that away from me intelligence is not a question of equality but per vantages and the rate of learning i strongly implore you to not stop the ability of you'll students in wall walks of life give us the opportunity to expand our horizons thank you

>> thank you. next speaker, please. >> hello, i'm a freshmen at lowell high school here to provide any policies and procedures as previously discussions that limit our ability to take callous i recognize those changes don't effect me directly but any peers i feel strongly those changes will have a negative impact at lowell we're high chouf students and this is where the opportunity lies i'm considering a career in engineering, however common core might make it difficult callous is a cone core it is a simple fact i and every student like me will have a difficult time into getting

into this can we and sfauftd will not be part of that what are the reasons for canyon core it is equal opportunity what will be accomplished here and lowell and students at large will be at a disadvantage there those are limited the students and pursuing those changes your failing us as educator. >> really only 5 minutes left so please, be respect the full of the speaker. >> good evening. i'm clarence i have two issues with the common core curriculum you've been planning and the first one is getting ready having everyone being ready for callous in my senior year currently not

planned for most students at any sfusd school and my plans to be the decompression of the compressed course you proposed over the freshmen and sfoech years and taking the f p science courses before our senior year under this new plan you'll not permit i've seen many students tactical lose at tandem and do very well on the exams and understand the material and retain it and it would be - it would be - damn - okay i'm good i'm good it would be a

very - i can't find i'm stufrt now. >> got it clarence. >> so i find is appealing if future students can't take the amongst courses with the other courses it give them application in the real world thank you. >> (clapping.) thank you mr. chin. >> thank you. next speaker, please. >> i'm jeremy i'm the california lose teacher at louldz high school where all the time limitations i'm going to talk about the math plummet test for incoming freshmen is a key part and allows us to focus on

strengthens and weakens eliminations of the test is currently being considered reason we have a public school many of the students a can rise above poverty it's academic reputation is well known in the admission offices across the nation part is the reputation to challenge the students and awe wage the weak spark we have to place the fresh in an appropriate level course because this is the foundation for the outstanding amongst program we have at lowell's thank you >> thank you. next speaker,

please. >> (clapping.) i am a teacher here at sf unidentified and an alumni of the sfusd system i went to washington and my sister to lowell i want to share the xoopgs that has been on both sides of the issue and now as a teacher i had two students awhile at mission who had the different experiences one student joanna took overlooking bra one in yieth grade but she fell through the crack and another student arithmetic took agreeing bra in eight grade and went from math to geotry and seniors afterward trying to get

them to reflect joann who took algebra again it was kind of boring but the way we taught it at mission helped her to have a deeper understanding she wasn't getting in here eight grade class now shows studying nursing margret skipped out and went to california includes and felt she was struggling there's an interesting antidote what happens with you skip out of algebra one i want to say i hear the concerns of parents and students for algebra one for nifthd grade their xaer the traditional one and they're not the same thing i

wish you had a chance to come and do agreeing bra i think you'd like it. >> final speaker. >> i'm a teacher at mission high and i've been teaching for approximately 12 years anothers sfusd i mean i had a speech ready but common core maethd is much different as far as magnets are concerned i'll focus on the placement test in particular if students skip out on algebra one in the ninth grade their skip out in a tremendous amount of concepts they won't cover if they take a test those are students from the private

schools should take the algebra class it is our job as clamor teachers a level the playing field and champ the students i think this is really important canyon core mathematics teachers you're not drilling and doing it in memorization the old skills were not working so a lot of the districts have started to adapt that essential in you skip classes you've miss a lot of information and be detrimental to our chenl college. >> i want to invite the subject so say a few words. >> thank you commissioner president murase we've received quite a bit of corresponds both

electronic and hardcopy so the chief academic officer and our deputy superintendent are doing a deep dive we hope within the next 48 hours we'll have information back to the community about the transition policy that we'll have in place adding some of the concerns mentions here tonight i want to thank you for coming out tonight and the financial speaker card is the sfusd announcement. >> thank you commissioner president murase i'm susan solomon exclusive president and invite you to your spring conference an february the theme is timely and the opportunity

and challenges of save in support of schools and the policies surrounding and supporting it we're also going to have workshops on special education labor owe the environmentalist and student debt holdup hope you can join us. >> thank you, very much that concludes item j and return to item i board members proposals this item resolution an vision 2025 was moved and seconded on january 27th commissioner vice president haney would you like to read the portions i'm not to read a couple of the whereas and the result clauses whereas in the fall of 2013 the instructor of sfusd under the

leadership of the board of education launched an ambition undertaking for the future of public education and to transform the city's education over the decades and whereas throughout the 2013, 14 judgemental year we got the teachers and mist and students and effected officials and french's the mar and the funding community and academic thought leader to grapple with the changes and opportunity facing education in san francisco today skipping forward where's this lead to the document which is a response to our four guiding questions for improving connective and social outcome for all our students helping to roar the balance in our city

with economic in a just way therefore, be it resolved the board of education of the san francisco unified school district endorses the vision 2025 document as a boyd force to my own the programs and projects on the ongoing basis and therefore, be it resolved we enforce the could he competence as reflecting the knowledge that the san francisco need to competitive and thrive therefore, be it resolved the board of education expresses our gratitude to the students and paraprofessionals and students and community-based orientation ego community members that prepared in the 2024 process and thobdz vision 2024 will provide now envision and oversight for the schools and communities are i want to pass it over to the

superintendent i believe introduce a video and the board can share our comments. >> thank you commissioner vice president haney and thank you for the resolution in support of vision 2024 i'd like to invite everyone to take a trip back in time i want you to think of 1995 and think about the cell phone you had in 1995 it was probably about this big and your hairstyle and the car you drove in 1995 and the reason i want you to take the drive how could we have predicted in 1918 what 2015 what lifestyle and the existence skills what we'll be able to do and demonstrate to be able to make a liveable wage in san francisco and in the united

states and the world commissioner fewer and i west met with a few educators they were incredibly impressed with the creativity that is rampant that's their word of the schools they've visited they are impressed with the notion not concept with the here and now we want to make sure that the students that entered our kindergarten class graduating in two 25 we want to make sure they're prepared with the skills they need to be competitive in san francisco and in california and the united states or the world and that's what vision 20 three is about to prepare our students we have no idea what it will look like but the students will need to be multi lingual we

know that science is a use of technology we know that students are going to have to be again communicators and want our students to be emphatic and see themselves in the place in the world as adding value to their for the purpose man in the world we know that students have to be able to be go communicators that will shape how we organize our clamors and community going forward in short vision 20 towing is a vision in one is expecting a series of specific points first this and that you are going to be miss ignited we're in unit create those kind of specific points how we get to our vision we've started to

critique that in the schools of san francisco i don't think i ask give justice for the community what can be better than our students i'd love to take a moment to watch this video that features our students in san francisco talking about what they envisioned for their future i think they boufl captured the hopes and dreams in spanish because i'm an english language learn any first lunge is going spanish so in the word of our san francisco students here's what vision 2025 is.

>> as we cue up the video if the year 2025 so part of our vision we'll not have to cue up the video in