opportunities to learn more about it so you'll understand how to important it is for our students. >> (clapping.) >> hi my name is linda i'm here for the carve doors i'm here because on behalf of i've had kids prior to this my kids are struggling students i'm here because i'll give us this to look at i want you to listen to me don't put your phone down you done any schools out here and listen to me all i'm asking for is come and help us build classroom doors for our or our kids i have kids with disabilities and all kinds of district attorney's office they can't focus they have to like the room all the noise and

everything i have kids that are in icu they missed a lot of stuff because they had to listen to so much stuff the school that's why we can't keep teachers they can't say teach one class they teach 4 if an emergency what will our kids do every others school in bayview has the doors you can build blueprints i'm the mother that you put all the money into for the school to go 0 downhill can you please come to washington apartment and help us bystander the schools this is a prior stupid carve that want to speak on her behalf what she goes

through i'd like to leave this here . >> (clapping.) >> him i'm angle harding park per 14 years old and a former george washington carve elementary school student i want to speak about the portions of doors our school is without, i.e., nernl have a hard time there were things you can hear surround sounds that hard to hear the teacher he heard people from left and right and everywhere it causes distractions to learn and it was really floiz i didn't environment. >> and but the real concern with any little sister who is 6 and was going there as elements

student as well up personally hope that you get doors because i worry she's she'll have the same problems and even more so as kids we learn that it is important to lock doors when coming into contact with strangers but without doors how can we lock them and knowing an intruder or an emergency he hope never happens how will my sister defend herself with a thing that can with pushed own he hope this never happens we want to say that i really, really want doors for my form school and i know it

is not just important to learn but to be safe as well i hope that is happened for a person the students that are under and especially for my sister thank you . >> (clapping.) >> good evening, commissioners my name is kevin the director of policy act advocates for the children and youths i'm here tonight to talk about the supportive schools resolution he wanted to start by thanking the commissioners for passing a lot of really great policies and creating initiatives that are meant to address the disproportionately that african-american students are facing and the academy achievement gap right now the data says that african-americans are graduating at 64 percent at sfusd and in my opinion port commission unacceptable

the there are the ethic groups in the high 80s and low 90s so why can't the african-americans succeed in the print that was released 15 out of 18 have the highest suspension rate in the district and african-americans with the highest rates of absenceism and 3 schools sf international with a zero and independence that students don't take a lot of classes and lincoln high school that superintendents asian pacific islanders students at a high rate the one percent that goes to school all i'm asking for to do more i to act with desperateness and not been able to eat and sleep that black students can't attend sfusd it

was i was here before - but it is on you to fix this problem we need you to be at the schools and talking to the students and parents to make sure we're not losing another generation of black students and not able to stay in the city for living and find places to work i'm asking you all i'm asking for and find a way to change those numbers immediately those students can't wait. >> (clapping.) >>

(calling names). >> good evening superintendent and members of the board and everybody we want to spread a little bit of cheer before i speak my bubble - i'm trying to below bicycles for all the testing it is hard but i'm phil in a lot of bubbles i want to blow some bubbles and spread joy kindergarten joy and have a quick little poster that a parent made and i saw it somewhere this is how i feel kindergarteners should be blowing more bubbles not filling them in i'm going to use my last minute

of times spent blowing happy kindergarten bubbles thank you have a happy night and below some bubbles spread the cheer. >> mr. president, and members of the board mr. superintendent and ladies and gentlemen, i wish my parents could be of such humor and just however, i'm here i'm very troubled and saddened that at mission high school two police officers went into that fine school and accosted several black students but one the

students they picked on was the wrong one a member of my youth group it gallstones me that still african-americans and brown youngsters are far too often profiled by this police department and mr. superintendant and members i hope you sends to the chief and commission and letter of respectful protests this is happening far too often and to think those officers had the never to jump in the front of the of the principal and grab

for one of the students who's not involved in the altercation that happened off campus but those two officers came looking for our black student who was wearing a hoody and they went down and up the hall looking for a black student wearing a hoody doesn't this heart attack even to the unfortunate tragedy of tray have been martin this nonsense is not just happening if florida but this school

district those officers had inform business coming to that school and didn't have the respect to go the principle office and to let him know that they were there thank you very much . >> (clapping.) >> good evening i'm mark i'm a parent of a first and third grader and monroe elementary school i'm here to call your attention to a situation that is occurring at my daughters school my youngest daughter since the first month of kindergarten has been a victim of violation vision and has seen her fellow students attacked many, many times many missed opportunities for the district to tale with

that situation not thoorl record to the district when it was we didn't get the resources we expected to help the students be a better member of the classroom this situation has continues throughout this year the severity wanted incidents has increased and the students is more capable ever ingo flicking damage we're asking the district to please bring whatever resources to the classroom to help the student to protect our children from the vision they've been subjected to and to you know resolve this situation as quickly as possible there was a link period nothing happened and we would like the due process that is currently you know happening at the school to be speed up and whatever resources the district has to be brought into help out the

unfortunate situation thank you. >> (clapping.) >> hi names a jennifer allowing a former fifth grade teacher now a stay at home mom but i'm here about monroe elementary school and how will the students be expected to learn we send you are children to school to be educated not choked and scratched and given a black eye and punched so hard they can't breathe or be vacated because one student is out of control those things have hammered to any sons in monroe elementary school one mom told me after winter break her daughter was afraid to go back

to school that is a story i'm hearing over and over again that the children are afraid to go to school including my son this particular student told any son he was going to kill him so my son is worried should i go to school will he kill me that is unacceptable our children are afraid to go to school last week the police were called unfortunately, the police didn't take that seriously because of the child's age i hope you'll not had had same the student maybe in first grade because is violate on a daily basis that p and needs serious interventi

intervention. >> (speaking foreign language.) >> good evening and i'm here 2, 3, 4 of in monroe elementary school my daughter has been the victim of a classmate at city hall, 3, 4 of in monroe elementary school my daughter has been the victim of a classmate at city ha 3, 4 of in monroe elementary school my daughter has been the victim of a classmate at city ha 3, 4 of in monroe elementary school my daughter has been the victim of a classmate at city hall, 4 of in monroe elementary school my daughter has been the victim of a classmate at city ha 4 of in monroe elementary school my daughter has been the victim of a classmate at city hall4 of in monroe elementary school my daughter has been the victim of a classmate at city hallf4 o school my daughter has been the victim of a classmate at city hallp4 of in monroe elementary school my daughter has been the victim of a classmate at city

har4 of in monroe elementary school my daughter has been the victim of a classmate at city hall of in monroe elementary school my daughter has been the victim of a classmate at city haof in monroe elementary school my daughter has been the victim of a classmate at city hallof in monroe elementary schl my daughter has been the victim of a classmate at city haof in my daughter has been the victim of a classmate at city hallof il my daughter has been the victim of a classmate at city hallrof school my daughter has been the victim of a classmate at city hallf in monroe elementary schol my daughter has been the victim of a classmate at city ha in mo my daughter has been the victim of a classmate at city hall. >> since kindergarten this boy as grabbed her from behind and tried to choke her he got a call from the office and they told me this was happening. >> (speaking foreign language.) >> my daughter told me this i got a call from the office she's very fearful and she asked me me if i have to go to school. >> (speaking foreign language.) >> she tells me it didn't just happen with her but the other

people. >> (speaking foreign language.) >> this child gets furious throws books and chairs and that worries me for the security and safety of the other students and my daughter. >> (speaking foreign language.) >> that's the reason i'm here we say parents send our children trusting they'll be educated. >> (speaking foreign language.) >> and not to be abused or become the victims of other

children i'm hoping for you are help you can help us to resolve this problem. >> (speaking foreign language.) >> thank you. >> (clapping.) >> hi my name is lowell hill i'm also a month the at monroe elementary school i have a 6-year-old i love monroe a lot of parents love monroe but i'm standing here tonight representing myself and oath parents we don't love the violence this kid has had over 10 suspensions he probably had 12 suspensions we feel as parents in the dictate there is been last week the first meeting we feel the dictate we don't know when this process about conclude or when this kid gets the help he needs will it be

cases or weeks or years we feel it is not fair to the other students in the classroom to see all that attention going to one student the principal is putting more time than is right towards within student not fair to him or the other students that seize all the attention to one student not fair to the staff how can you teach when you turn our back knowing that one student will be squires and stabbed staff with scissors how can the teachers be confident to turn her back it is happening in the classroom it's not fair to the administration our principal in his fifth floor and it is not fair to the kid i needs resources that all of us

we love this kid we want him to get what we need he's spread out and we're desperate for him i wanted to say it sounds like we're a group of parents for one kid in one school we're not because how many other classrooms have been waiting for two years for a change for a student it needs resources to get those resources we're here to staying say there shouldn't urban design kindergarteners front yard to go to school or first graders two years is too much for us to wait thank you for your help in getting the change needed. >> (clapping.) >> hi my name is rachel it is not easy to be here and start talking about teachers who are not fulfilling their call the mission

we don't like to be here this is the fourth time of something i'll keep on coming i've seen one person that has been talking twice the last time i was refused refused i was already talked once i'm a foreigner i'm dwp this when you will keep on coming not funny or easy not popper for talking about black teachers but there you are teachers out in your communities to say i'll borrow some words of a jew mr. huey their topics that usually are over located like

those of kids with incarcerated parents they've been topics not clrdz our duty and obligation to look being so those and investigate to act affordable health care and i'm not ref any empathy from any of you i wonder if you've seen the radio which lengthy have attached to your e-mail to each of you you're not going to learn about those types of cultural in the textbooks in school hispanic can remember is not taught i've attend one day but i'm growing up with any kid's so i can see half a page that's what you

learn because your taught each of you, you adults you have been socialize in a way that way is no ability don't pay attention according to the cultural this is abused from men to women it is something that happens i like you rookie into it and waiting for your contact thanks. >> yeah. >> i the president to speak on the members on behalf of at monroe i know some of the situations and we have paraprofessionals that are getting seriously hurt one that is reprimanded by the principal for not doing what she should go out to monroe and person was texting me baurtd we want the

students i work with the students and want every child to have the support it sounds like the student needs support i've been hearing it and the union from the teachers and the advisors at the school thank you. >> superintendent. >> (clapping.) >> you want to address the families. >> for the fathers and mothers of monroe elementary school that are here our chief of schools year the gentleman the back will wave to you and step outside to get more information to follow up with the parents okay. thank you. >> thank you all that concludes the public comment on general matters no special orders of business two discussions of other educational issues applicant if you want to introduce the first of them.

>> thank you president haney so we have an updates on the international studies and john i'd liketology ask joy interestingly enough mr. jimenez to a come forward in his absence with the superintendant bill assyrian son can take his place for a quick update.

>> good evening commissioners first of all, i do want to recognize joy who has been the project manager on this merger since she came back to us in january and also recognize pablo the director that hesitate worked on this project and directly what the john o'connor and the principal principal john o'connor are both presents mark and susan so thank you for being here everyone this is a quick presentation about a problematic update and walk you through through the overview and what was happening the past and basically, the in spring of 2017 we identified the approaches similar the two

schools in the fall of 2017 john o'connor the design process routed in the project baseline and with a recommendation from the staff to close and merge the academic process out of o'connell and brought the merge recommendations to the superintendent leadership team and the superintendents leadership was in line with the recommendation and shared with the board of education and high school communicated back to the staff students and families about the decision since that time january to the current date the students have visited o con and participated in the prepare rally and the

current academic programs and worked collaboratively in a master schedule that honors the core values of the school community and there's been a joint structural team that articulate the problematic things at both schools in march through august finalize the budget insure that i s a attended o 0 congressional and developing the recruitment plan for the fall of 2016 and supporting the staff and launch successfully doing all the mr. sanchez planning for the fall of 2016 we spent a lot of time on marketing to redesign the program finally as we merge the academic programs at the two schools i

think that we approached this from the bright side essentials of support and conditions for success we as a detect have adopted those are the areas of leadership and students learning climate and ties and rectangular combines and professional capacity i'll go through those in each area the leadership we have the practicable of o'connell for 15, 16 and darlene martin and the assistant principal they've been directly involved the work that we've done rural leadership we've rae designed that in increasing the supplemental supports we've provided for students and focus on talent and hiring and development and we also are looking at go collaboratively how to maximize

the resources for alignment to the programs and the area of inclusive leadership not just the administration team it is critical we've have found for the rural leadership team and in addition a master schedule workshop we've tried to maneuver we're hearing the student staff and family surveys i'm going both this and we've worked with the u b c and the usf and usa f the center learning climate a joint leadership council of students the areas of student agencies we make sure we provided student leadership opportunities and done asset mapping for artifacts the i l t schizophrenia make decisions how

to move forward we sought student input through surveys and held a last election can i so the students can see that at the merging of programs and see what they want to do in the future and a shadow dates we've done several things including jointly winter and spring sports people rally a joints car show we're doing a camp mather trip we are inviting students to come along with that and the last week of school the cultural day and a low outline i'll encourage you to attend the leadership opportunities the parents student teachers association and the school side

council to make sure we're moving through the process especially with the budget and mr. larkin for next year we'll have a family meeting with the high school office and gone out on the leadership opportunities and saw leadership through survey and done some cultural building activities and the barbecue school is coming up anticipate the government alley we've done per the area of rural structural guidance with the environmental technology building instruction and instruction trade and culinary and helped them from i s a look at the dual immersion and school integration and the implementing the international trip components into the school and

want to really push on dual enrollment at city college of san francisco and look at it flexible course times those are all things that coming out of the joint planning session when look at professional capacity i think that you think we've talked about the importance of including the teachers and the different agencies of teachers the school communities and this planning process it also is important for us to look at the staff development we've done kwieftd of work on a monthly basis with the leadership networks we are doing summer boat camp with the planning time and remember we have the masters schedule working group we will look at school assets we we pride you - we've provided you with a copy of the developments the 18 by 17 sheet in your

packet staff agency there the opportunities mapping of artifacts and staff input and before probation lunch for staff and after-hour social tumults for the deboss schools to come together and acholic beverage work sessions and done a lot of after school with the leadership teams and other networking opportunities the. >> i'll take that you thank you. i appreciate that. >> absolutely so as you can see there's been a lot of work and focused on the academic programs and what the academic programs look like in the implementation we have a couple of next steps that are at a systematic level and the enrollment about help with

o'connell to help with the staff and students in the fall we'll focus on comforted marketing of the revised programs happening to the o'connell and highlighting the successes they've gone through the program and the third one is building on and extending the professional leon that is happening as we start with the staff members into the o'connell communities those there systematic things will help to insure we open successfully in the fall of 2016 we ask you to continue to champion the work this is a quick overview we'll open on april 5th and be able to present the details on that plan we can open up for questions.

>> questions or comments ms. fewer. >> yes. thank you this is very interesting so i wanted to know did has it been suggested the name of the school meet be. >> if you recall we're the decision was that we'll close international studies academy and that we would not close the john o'connor school so as far as right now the name remains john o'connor high school as that was and again and then the overall capacity the maximum capacity of the students that can attends the school i don't have the capacity number

on me but evidently to get those for you it is relatively easy to get on my computer in any office but i'll get those. >> so maybe then give me is - >> to clarify are you talking about the facility capacity it meets the facility capacity. >> oh, wow. 8 hundred and 50 students how many students are enrolled at john o'connor. >> i'll ask principal alvarado to respond. >> approximately three hundred students and then how many are we transitioning in. >> we just got numbers today so 80 percent of the students that are enrolled about choose to go john o'connor so 80

students. >> the facility is great and then he wanted to say i was wondering what are some of the responses from the school community like some of the things that are they're most concerned about i'm sorry i missed this but what are they concerned about, about the merger. >> susan can help us if you'll start there. >> thank you. >> my first board hearing it massachusetts has been a process i will characters those as combraes the opportunities we've seen the common goal for the best educational program for the students this is project based leon and truly preempting students for college some the

challenges with the timeline the consolidation that everyone feels look at inflection tomorrow i'll be able to tell you more we presented the master schedule with the two different models for both communicates but it has been i'll say a powerful process and had a lot of the district support to do that as well and serve the students. >> that's great the other thing you'll caution as your mailing those to the - there are three hundred ask the at john o'connor and 80 transitioning that we're conscious about student leadership and student government that both communicates are represented even though you know three hundred. >> 80 from to make sure that we include everyone or representative from each the school communities

in order to create a stronger leadership thanks much. >> commissioner vice president walton i too was going to ask the same question in terms of how the parents and schools feel about the merging looks like 80 percent sounds like it is good and provide the proper education i'm excited to see the continues programs you'll be doing as was look like how to redesign or reimagine or rethinking in our graduate students profiles so thank you for your work.

>> when was was announced who will it happen and be received it is like not without challenges but reactor well, it makes a lot of sense and you know into schools have been moving ♪ direction as the rural model and i've spent a lot of times i've seen john o'connor approach what vision 2025 is about and represents some of the most exciting innovative work but in general i'm incredibly proud of work at john o'connor and principal al radicavarado and s boilermakers i'm a fan and the

cobras is lucky to be joining you, you want to thank you for the approach and the way you've done it i hope we learn things if co-locating and not going with the same questions we've heard that took place so sure commissioner fewer >> when say is allow outline. >> we'll get the date that will be in may. >> so we can mark our calendars thank you much. >> at the car show will be mother's day weekends that is a big hit and if anyone is listening think about john o'connor is an amazing school and the growth at o'connell is amazing so we'll see that school filled up with

students soon enough with the incredible things i'm proud find work you're doing and thankful with that, we'll move on thank you. we appreciate that. >> superintendent carranza. >> the next item on the calendar slowly losing in any voice is our just want on the african-american achievement and to present special superintendent and dr. christopher lee department to come down and lead the

presentation. >> okay good evening commissioners superintendent deputy superintendent and sfusd representatives in celebration of black history month and the women's history month and superiorly women's day i'd like to start off with a quote from planning commission destine barker a human rights activist that worked for the naacp for southern christian leadership the non-violate corresponding committee i quote in for the

record orders for us as poor and oppressed people to be part of a society under the system has to be rapidly changed it means facing a system that didn't lend itself to device the mean but of you change that system thankou for the opportunity to provide an opportunity for the african-american achievement initiative about you all and the public here together e.r. tonight to share the means to device do change the system i'm joined by mr. alu tissue ore program coordinator and dr. christopher's lee a strategy office and one of the district points people on any my brother's keeper keeper and thank you to the lines of the educator and the naacp and the

advisor council for being in attendance and mo' magic and others to help with the presentation we have 44 hundreds african-american students in the sfusd in grades prek through 12 and 118 percent are academically proficient in math we believe our african-american students are 100 percent capable of being amongst the highest performing performs but we have failed it share all the african-american students are getting a high education experience the african-american will achievement native is tasked with work with the department with sfusd with your african-american parents, african-american and organizations throughout it city

to disrupt to status quo as a brief reminder the african-american initiative resolution co-authored by dr. murase and mr. walton was passed by the boards last may 2015 that resolution served as one of the guiding documents for the supports of african-american students in our loose update there you were themes that emerged around our engagement with data and our focus on high school students and how to g have a deeper analysis during the update our focus will be on school its engagement and leadership initiatives that have been become involved have the african-americans round table and the african-american post secondary pathway after providing an update on the two efforts we'll briefing

discussion the direction to pave this work moving forward. one of the efforts of african-american internal oversight has a learning plan for african-american students and a communities process for spotting oversee is plan why are we are doing this we've asked the question who to create support around the african-american students it is multiply ladders we believe this is one way to clamoring monitor the education experience to make the talents and needs of african-amican front and center the a o y a way to get closer to the brilliance of our african-american students so we can build a deficit base with an

an opportunity to support and recognize and celebrate our students and families in terms of the house we will do this we'll create a space that builds hope for the families and creates a sense of belonging and a sense of matter at hand this will have story telling me about the experiences and goals and inclusive of the stakeholders and we will use this sprays to recognize and fosters relationships between families and staff in terms of what we are practical doing to achieve this weaves identified 6 schools through the reach accountability george washington and carve elementary and martin luther king, jr. scald and mission high school and john burton high school we have asked each

principal to ask the students with the initial meeting the round table beginning this spring what is it you can see from the graphic the village round table will incorporate stakeholders at the ethics commission the parents for those who can't see you can see the guardians and community-based organizations and organizations and peers of friends at the invitation of the students and parents the conversation will center on goal setting for the students and to rally to help the students achieve their goals and this will immoral thirty students and intend to be for prek through 12 for the stwrelg of the supports for the students the high school level it is

leading the design with the - to develop the action plans and protocols for those conversations we have deliberately startled with the smaller piloted to share we can do that and build the capacity to go forward so, now i'm going to turn to the african-american post secondary paul mccartney the other approach we continue to us a deliver a better educational experience to students bring the talents and needs of the students front and center the african-american post secondary packet we decisions to take on that trying to said the outcome of students and families that are naefrtd and on the corrupt of graduation to make sure our african-american graduate high school and enter excessive jobs

in the city and county of san francisco looking at the cat in front of shows we have a lot to do to address this this is on the slide not in front of you but many african-americans enter high school if you look at closely at the line for the class of 2016 millennium over 40 percent of african-american students are currently on track to graduate how can we interrupt this trend we feed to know our students deeply and get on the group with the capital and time and space to support those students this is would what we are doing now since the fall of african-american achievement this as focuses goes up with unions and over 60 students to understand the students needs and goals students have shared their desire in the focus groups to, black history and cultural

beyond the narrative and lead with the peers they have shared their desire to build the community and bacteria out of the chain of their stereotypes their unfortunately aware they've cited individual recycle the african-american how shall role at times they feel more valued with the shapes of the future plans more recently over the last month we've he would say 14 deft working groups for the african-american and fourth graders i don't understand telephone and linked the mr. mayor's and the united way for the post access to summer jobs i'm excited to announce a new partner google.org has involved 3 million and college for african-american students by staffing college affordability

through the partnership with u.s. inspire as we shift to the 9 to 11 graders to support the students and currently exploring additional school port our chief of schools many brown will speak about how to use the data differently >> thank you, mr. dickey good evening, commissioners as chief of schools i've been working with the african-american achievement and leadership initiative since the fall and put in a tool that request is into the indigence and feeds more african-american students last month with the research planning and ascertainment holly we developed the tool within our data system to track several key metrics that we believe with indenturing

tied to the african-american student success and for all of our students moving forward we have asked each of our school sites leaders to track the metrics you cin front of and add additional materials for the african-americans at each the sites we believe to interpret the pattern for the okay for the african-american students we need a more detailed set of data and data we can track throughout the school year you are african-american progress monitored tool will allow us to do that we've asked every single one of the site leaders to provide updates for the metrics that we don't have centrally within our data system

as a example of student participation in community-based organizations we'll receiving our first report if our school sites benefits of week and use the cat to cooperate conversations at everyone schools in partnerships with the community-based organizations, and around the need of our students and how we can collective farther than to address those needs in enhances form of data progress monitoring will allow us to make informed decisions and loot the supports to accelerate the african-american achievement thank you, sir. >> so there is a much, much more we need to do in recent events on several the campuses on the elementary school and he middle school and high school we're not close enough for the

achievement of the african-american achievement that our students reand families have to listen to every single day this requires a acholic beverage efforts i and our team take responsibilities for leading we've learned a lot this year from our stanford university sfusd sfusd from the african-american achievement to our national lines of conference with the san francisco aiance of black educators and many ongoing chfgz with the students and educators a community partners we have thoughts. >> you looked at this you are ongoing work we've included strengthening the sites for the african-american students at each high school we've worked our principals are phenomenal we know to provide dedicated support for the african-american site level and parlor that the

educators have the time and training to support those students developing american people engaging the curriculum it celebrates locals and national educators will be critical our african-american students and frankly all the students needs to know the accomplishments of the a.m. people for african-american students that as sense of brong and firm mansion and feel safe whether to demands the african-american ssi or families on campuses we need to welcome them and give us access to the resources and artifacts and redistribution their needs and finally looking at supported tier one instruction in cloormgz with large african-american

stated populations and applying tier one and two with the african-american achievement we need to give them the highest class instruction and to make sure their interventions are in practices to address the needs you've heard about two aspects of our work through the and reflective for gordon's please note that again those are to aspects of the work and we're working with the department head on a regular basis and establish a goals to track you are process in the african-american achievement we're aware of and brought into the closing the gap ignore the next 6 years and looking forward to final allergies you are measures for your reference we current are with the beans measures with the year one what the index process we have awareness scenarios we

need to wreckage with polar accomplish schools to move forward and as as you may know the restraint has low and behold looked at the african-american achievement for the evaluation and many are part of council measures and then last but not least but i've been fortunate with the support of board and the districts to be able to have a team to support this work you've met many irving and dr. lee and is where the city hall fellows that works with the mayor's office and my office and my brother's keeper and linda's jordan at memorial day to support our strategy going forward and a program coordinator to support the pathway mr. anthony.

>> thank you for that presentation i have some public comment before we open up to the board. >> for questions or comments. (calling names) >> reverend brown. >> mr. dickey and our team,

mr. chairman and mr. superintendent and ladies and gentlemen, doctor benjamin macy's the spiritual and distillery mentors of martin luther king said heros who is hidden the race of life will stay behind or else must run faster to catch up i give kudos a great applause for the effort, however, my friends in my judgment we've not run fast enough we don't have anything to shout out about

i saw one young man represented mr. art team that young man will be going to the college this fall because of my push we don't have enough people from the african-american communities who are the loop pr who are doing the pushing we must create a sense of community and make that real communities and whereas the community african-americans communities it is a black faith community and we are not exploring the resources of that community we got to come out of our losses look at this audience here

tonight we given a major presentation of a year labor folks are not here we have got to connect and create real quality a sense of community if we're to go salvage the remnants of black students 19 san jose we had 25 thousand we're now down to about 44 hundred and of that 44 hundred there is left here we still need to do more they been making bricks with our straw the this grants we're given good appreciate them but we need friends millions

more before we can is our task has been accomplished if a task is once begin never life it to its done big are great or small do it well or not at all so next go around i hope we get excited to come here with empor support and more resources and money by all means be a presence and connect with that black community >> (clapping.) >> hello, again sheryl davis i want to picking banking back in what reverend brown said i fortunate enough to develop the

case management it was built and bans benjamin taken care of and the ideas notion of creating a space if i all have a chance i recommend you read the church by billy macy's that talking about the roles in creating a space for people to feel important and so also thank mr. dickey and the team for the lewd to create something relative for a group of people that felt omitted and informational and so doing i've been meeting with across the city and the folks from oakland they actually time to use the metric system here in oakland and wanted to share i have a couple of copies i want the organizing back i want to share this some of - we were able to

connect with 50 percent of students and asked some of them to write a letter to the districts or write a letter to a current student what they should be doing to get on track or your message i know you've talked about the lunches you need to fix the lunches there were a couple that said that would have been nice to have a place or feel sfortd to have somebody walk us through and the ideas of being valued as we talk about moving forward i think that the volume less and really depth and tint e intentionality and giving metabolic aspirins will be important so again to raise your right hand point i cannot stress the importance of a space whether this is literal but four folks

to feel valued will be really important. >> >> (clapping.) >> good evening mildred from the kohlman advocates part of parents making a change called p mat i really appreciate the presentation we surely we surely have just a long way to go as far as the students in san francisco unified school district one the main things i want to talk about is the continued disrespect of african-american families and students it is blants i don't care how you want to put it we're all in this toeblt we've spoken tonight but a lot of many cultures that are struggling with incarceration rate

there are a lot of us struggling for housing and you heard over teachers tonight you've heard in allowed but maybe two or three months ago when i said to you all here you must take care of our teachers and i come from that background any mother was a teacher and did a hell have a job educating the african-american students giving them what necessary needs not an over there was resources and he continue to ask we need the resources the school and needs our kids to be writing literacy and what we've basically really need to have a lot of the african-american parents and our students on those ss c boards this is where the money is

they're making decision about us we're not there we need to be there and not just know about numbers thrown around we want to hear what the ss c is offering at each school what is literacy and math the data shows our children are struggling sprept h desperately in the industry there are common core students not on computers but prepare. a test how can they they're not on computers they're in the schools and don't get me wrong i appreciate every school that is doing well but a lot of us the schools we've mentions struggling for resources were resources for literacy wanting to be able to write the only way to help the children and us welcome us the schools is it so

you shouldn't have a problem with trying to go figure out how to help us we've benefit here for many years and seen so many african-american educators come and go i know that people are talking about african-american with drugs and this and that i remember the 80s we owned homes and our kids with in schools we had the same issues but doing things. our kids and families were striving not haven for us can't say wait for vision 2025 we have to work on this urgingly urgi urgingly their bullying the schools we need to deal with that >> ma'am.

>> but if we are talking about folks voting at a younger age it needs to start in middle school because he is just really wanting to do the best he can do and he's a great kid but like i know. >> ma'am. >> i know i will we honestly need to do better we're counting on you guys and i appreciate the really good policies your passing but they truly need to be implemented in every school every school and not a problem we can't track you are kids we can't say help them we keep on hearing the same old thing i'm exhausted so tonight thank you for allowing me to speak.

>> we need to help the families and students they can dream to graduate from high school and go think to college thank you. >> thank you. >> (clapping.) >> good evening commissioners i wanted to highlight something i thought would be a good addition to tracking the suspense and whether or not students are on track for a there again is important for african-american students i guess i'll want to say i feel disappointed that the presentation seemed the initiative is not on school discipline and monitoring that to support is the african-american families the fact that african-american cancel still the highest suspended group is telling would go negative outcomes on education and i contaminate that is surprisingly that the

african-american make up 45 percent the spujsz the districts for fall semester we should have things if place that should be decreasing the number of african-americans suspected so all students should be offered an additional so i want to ask the board whether or not it is has happens for the 5 hundred superstitions plus in the fall and the 200 and 29 african-american that were suspend during the fall semester and if not what are the consequences are we making sure that african-american students are getting assess to the interventions and support we've made available and spent a ton of money to create within the districts these services getting out there i'd like to see this report come up with more data

london provided a lot of great data nonverbal and stuff the power point but our prints is almost impossible to reread we can't be your allies nonetheless you understand the data we want to see it so we can be our partners those are our fathers and mothers and kids we want to see the district successful for the families we care about. >> (clapping.) >> john templeton the numbers you see are a result of systematic since 2009 i've been asking you to show how your resources are allocated to address the goals that we are originally set out in no child left hidden the statutory

regulations should have been set aside for the groups that were far below proficient and not able to see the data so the results you know are keep in mind 1968 when the students marched from poly how about the cannabis the schools 197 will 9 are willie l. brown, jr. lead the sool board we're talking about 60 years the district has innovate addressed those issues as you talk about the budget process and the high school merging into john o'connor as part of the school site in 2002 we had a letter to john o'connor when our shutting down coastline your e cigarettes a message that will not, helpful to those communicates so really needs to

see the schools as anchored in the tradition as communities and to make sure that all of our decisions and terms of wubts bubtsz a budgets will be addressed i'll open up to comments or questions from the board. >> commissioner norton. >> i had a question about the score cards and i feel like we do this we do this to show our sort of beans and our major one target and never see a couple of years later a year or two later how we the against the goals we want to understand this so this is where we are today, the baseline where we are. >> yes.

>> and year one as of this school year or actually see where we did against our totter all so the office of complaints committee will be setting goals over the next 6 years this is for that their consistent with the guidance with the school index around setting goals with the department heads studying more nuances for the years one through 6 based on is nichtsz their plugging in place. >> when do we expect to have all the purpose for the ends of year one to see where we are targeted. >> so when it comes the student mindset score the issues there was not a baseline is if sounds like agree year one the fact of the matter and the same situation for fathers and mothers sense of belonging in

school connect we're developing and correct me but developing a readiness measure so for year won those will not have targets. >> i think that is, i want to say it is great we're developing the score cards but it is limit use if we don't have the measurements i've been seeing this a lot on see score cards i feel like eagle we not see the data or it changes sorry picking on you by the way, is that because it is so important and you know some of the speakers referenced we have to be real about what our situation is so that we can start to really address the problems so being as transparency as possible about the data and stay on the conditions of the students will be goodwin good for after all us

i appreciate the presentation and appreciate the work i'm glad that is finally a team in place because i think you know we see the recent events we've known for a look at a problem the districts and students needs more support and us to take extraordinary action we're on notice we need to move that needles thank you. >> commissioner. >> thank you i want to thank you very much for this report i know that a lot of the work is very sort of detailed nitty-gritty behind the scenes and represents the culmination of long hours and lots of of detailed work and it gives us a good macro view the impacts the initiative is having i wanted to

congratulate you, mr. dickey and you are team that he micro level i see the process the area and everything that paeptd and mr. walton went to an honor role we don't see that on the from this of our newspapers but a thousand can i see african-american kids that are honor coal students and recognizing the chiechlt of the is the is the right strategy we know that ms. mendoza-mcdonnell is structurally the event other lincoln high school to make sure that not only are we working on graduation rates but encouraging or staying in touch with the students through the college experience so students will graduate if college i'm

encouraged by the different initiatives under that umbrella some of the impacts of this work we saw a recent school board meeting the students if lowell high school took the microphone and challenged us on here are the needs that we have and here's the solutions i was egressed with the students to come forward with solutions one the solutions that renatsdz a dedicated staff person on site with jorge golden to mission high school to all the different schools that would be fabulous but i think we need to been strengthening that infrastructure having a says that a physical space at school for students to connect and then to have dedicated staff but my

final point a question i know a large paimplicit bias for the adults to get implicit bias training. >> so the around the candidate bias the office of curriculum instruction leads the professional learning communities at 7 school sites they or less he didn't includes in the presentation sent me an update so i'll parlor to forwards to but they draw think single ton conversations and move forward from the model from district wide pd to holdings the go racial kwblt conversations

i'm tied to the knock it out of the park training we speak more to some of the work for the sf status but the primary finishes and to commissioners question aaron star the students that have recently incidents alters lowell i know that multiple departments are collaborating anticipate having critic planning to talk about the response particularly that to the black students the chief spent out at the school of lowell. >> thank you superintendant guerrero last week in in conjunction with the central office we wanted to put together

not only a response to the incidents at lowell but thinking about systemically how to responds to issues we have heard loud and clear from not only our african-american communities but communities of color this afternoon he spent times not only with the students from the d bs you from others schools from the area and asian pacific islanders i spent my afternoon there listening to students voice and make sure we have the space and times to have teachable and mooechg conversations about some of the things they've expressed they reinforced the demands from the previous board meeting thanks that are impacting their can we

opportunities and, in fact, a memorandum i spimd to the leadership team i've made recommendations i believe are going to get us to a place we can address the issues not only at a school in particular but at the school district and some of the issues are in direct alliance with our students demands including a flurments african-american student success advisor that celebrates the diversity of the students and the school and celebrates their success this is not done as a recommendation from the chief of schools or chief academic officers or a person that is wearing a suit but the vice has been said here that has resonated with me comes from the

communities and sitting down and better late than never a plan that is not dprieven that by the district office but cultivated and nourished so as the recommendations moves forward i'd like to have our suggestions and recommendations he hope we can spend time to think boo-hoo we can invest in time to cultivate a plan that is meaningful that is substantive and will stick to honor our students and families and your communities voice moving forward. >> i'll be happy to to share that memorandum at a at a later time and would appreciate our feedback. >> commissioner wynns. >> thank you. >> i want to thank you for this of course, for all the work

and just maybe go look at deeper i'm interested in the african-american village round table model it is dare i say a community school model but so i, you know, talked when we are going discussing the resolution and effort and organizing those efforts we we're - it's a two edge thing same day to say ensue changes the scale and demand that we you know we think we have currently so few african-american students we ought to be able to put our arms around everyone and monitoring and seeing what success to have and starting

with the install pilot we think will have an impact on the goals here the quantifyable goals are trooel ambitious not here nor there but want to commends the goal of people that developed this developing or putting a design in place we at least might make a huge change i'm interested in following up on that vice chair being you know just being kept awe price of the developments as well as those honestly, i have to say it's been hard not to be frustrated the years were slow but all of

us not just the board have been good at understanding what we wanted is a deliberate process and happy to see this not only that parts which is interesting but actually have plans real now and thank you. i'm interested in being some way for us to monitor what we think that happening with mting some of the goals not waiting for the year to be over and we're starting to see something and what it is not have to be the very exact goals i don't expect that you know we'll be able to say at some integral year how we are doing in a quantity active

way but the senseless how those things are being this is exactly the kind of thing we don't want to see here but hear about people's he experience how it feels what is happening and the antidotes and the place to go and see things i'll appreciate all of that so again, thank you very much it is very important and hopeful thank you. >> commissioner mendoza-mcdonnell. >> thank you. i'm have a couple of questions with regards to the goals secretary of interior's the goals we've set that actually you know with all due respect i don't think this is a ambitious goal but understanding how get interest on the various place where we have baseline data and then set

a one year target how did you make the decision to go you know for example, from 50 percent for increased kindergarten to 55 percent and i think - some places there a significance increase and other places a crop in the bucket he need to understand how those goals were set. >> and if anyone in research affordability is here this is a good time to come forward so in terms of how (laughter) addresses the goals are set we want to make sure i don't misspoke so - >> so what i'll say with the index process there is a essentially a one to 10 index with certainly bans of achievement for example, high

school readiness sfusd's was benchmarked around our statistics compared to there's a a 10 point scale around that being a particular measure so there was a zone 10 point index the red zone and a zone that was yellow and a zone it is green an exception move up from one bans in red moving to yellow and yellow to green it is a mechanical calculations that led at a large jump and other instances smaller we're wrestling with the goals that are with the strategies across the department and businesses based on a formula at this point

do you need to correct anything. >> good evening commissioners i will add that these targets were at the time relative to all the core districts is what you are seeing the core expectation is just to move up in the 10 levels just one level but what we've done we've made our expectations more rigorous in the core yet keeping with the core altercates not to send messages from what one and the other thinks we have increased did the fact of the matter to a more rigorous levels but within the 10 core levels of targets. >> if we are comparing

ourselves with the core districts i guess i need to see the mapping you're looking at what i see increases in eight grades for the proficiency and from 11 to 12 percent and then looking at an increase for 11 grade map proficiency from 10 it 20 i'm not sure how we do that and it and make sense to me need it breakdo is that broke down the goals don't match that is all ether the place that is for a variety of reasons but i don't see what that is and then on the increase the rates from 24 to 28 percent

if i'm not mistaken we're the only district in core that has an h p requirement how are you getting that. >> so that's not part of compared to had. >> the kindergarten readiness measure was provided by the early education development and the a there g was provided by the career readiness. >> okay i'll be happy to to forward you the threshold to start from average to high meant be more

clear so the targets are set i'll be happy to to end you that i'd like to see that and the reduced disprocurement what does aa r or ar r from 8.57 to 8.52 what does that mean. >> i'm not sure we dr. blanco or someone if education.

>> little initials it the african-american ratio so the initial stand point. >> i want to someone to explain what 8857 as a baseline and the target of 8.2 what do you mean. >> so the reflex ratio is the core target not a san francisco target because we're actually you know doing well better than this exact target so what is saying that 8.5 percent of children have the reflex of being identified

disproportionate in special education our goal we would like the risk to be lowered to 8.2 in terms of the sorry this overall special education we're actually doing better the gwen as you recall in san francisco if you were an african-american you were 9 minds more likely to be identified as emotionally disturbed and now less so it is the same commencement but for the overall education for african-american students. >> so such a small differential i mean is that you round it off it is still 8, however, you look at it you still have an 8 percent chance of being identified for special ed so the difference is really

in significant or is that .3 or whatever it is does that matter does that mean that 5 more kids b will not be identified for special ed because of whatever support we'll put if place the number didn't seem to be significant enough if you round it off it is still the same must be number. >> you make a good point we'll look at and get back to you. >> would you, please if in is the baseline and target we should understand it so and i remember this is also a very high-risk area that is apace where we have historically i mean you talk about racial issues that is where it happens

we want to be clear about what we're talking about when we are setting the baselines and how many of our kids are innovation into special evidencing and the supports so those are identifying them to go being so special ed do that if wers these are the numbers let's be clear how we are impacting the numbers if someone can get back it is significan significance. >> thank you president haney so thank you for the presentation and yeah. like anyway

yeah. it is sobering quite frankly i feel like we you know - it is just discouraging when we see some of the data but can you tell me on page 7 we're looking at percentages can you tell me the actual numbers at all how many students are we talking about >> make an approximate are we talking about from the 2014 how many african-americans we had and 2015 and 2016 why the population has driver's side or increased about what numbers are we looking at 5 thousand or looking at one hundred you know what is we're looking at. >> so for the two numbers i

can survivalist off the top of my head for the class of 2015, 200 and 23 students and for our class of 2016 so the current seniors is 200 and 83, yes. >> okay. thank you and so we're actually not talking about a huge amount; right? so a small number can change the percentage dramatically; right? i just wanted to say i'm just you know i'm looking at sort of the metrics you have about you know the measures and the progress monitor i think it is hard to look at the progress monitor without looking at other situations

so i think that you know and i'm not an educator i'm not a social worker so, please yes, me, please do for 8 years we've been hearing testimony and tonight profound testimony of children of pattern that are incarcerated and all those factors seem to make an impact and a defensive the things we know for example, the parents educational level rights we want to note are rehomeless or in a shelter we know that it is how many are in foster re we know that the foster care system is just a break-in system and a lot of kids are every medicating the system and effecting the children it is a hi percentage of the african-american children are in fosters care sidewalks

how many are on medication and over medicated this is widespread so i've been to hearings on it i think that you know it is for the truth of the matter because our african-americans population is so small and why captains we - i'm looking at this and thinking what it it i think i'll track the list not just the suspension i'll look at referrals because the loss of instructions alter time is key rights 0 looking some of those other factors and then a whole allocate factor i think i'm not saying that we can't say do that better i think we can do that better but we're fighting against this this is a

specific form of racism there's a certain population that doesn't have access they have no vehicle to assess this he learn a lot from any mentees you know them and i can't say - and kantsdz imagine what their lives are like they're in survival mod every single day but i think i we definitely could we can do better >> their experiences i don't think we even know their experiences and i think that we try to know but i don't know we know them and kind of noticed the people we are serving and it is speak of it

operationally is hard to know because and some of it operationally is so tremendous it is hard to believe you know it is sort of we can do those things in schools we try to build esteem and self-importance and a severance empowerment when but have a greater society that is giving a different message evidencing as soon as they're on a bus and walk down a street anything that is we're combament some go that powerful and strong that society that is hard to fight against you know and i think so - i want to recognize this is really hard work but i think that is there are things that sorts of the measures we use i just - i mean, i gets tare important i think

they're small integral but i feel like we are doing this i don't know how to say this we're going around and measuring what we really need to measure and do is something, something and i don't know what it is the only with you i don't know what it is ivy been on the board 8 years you set policy we think we pass a budget every year and pass reduces resolution and how long and when i see the dataeduces r

and when i see the dataces resolution and how long and when i see the daes resolution and how long and when i see the das resolution and how long and when i see the da resolution and how long and when i see the dataresolution and hon i see the data like - i feel we're missing an element i don't know what it say, i feel like there is a disconnect who we are sincerely and the district and you know it didn't happen just now now it didn't happen when we got on the boards but years and years it is going to take more and more just a change it is a mindset for the whole society that not just about i think a mindset for students to tink of a different way - i feel like it is our whole society we say to think in a certain way and how

we can expect the young people who are so young only been alive like 10 or 11 years to combat something like that or think that you know you can overcome and it is okay i don't want how to - we can do more measures trying to understand who it is we're serving i just think when ii look at the scores the aspect scores and look at it scores of the percentage of middle schoolers math proficiency i look at this and i'm terrified i mean, i get the audience their

terrified too anyway thanks. >> i think we need to see this this is important we see it i'm really glad you shared with us i wish that we - i don't think we're alone here there is other school districts their graspin with the same thing in san francisco you know we are the leaders of many things i wish we could be the leaders in this accident leaders of the answers to this and thank you. >> can i respond to this briefly. >> i just want to say to you guys there are other people listening he thinks the feeling of discouragements but please don't feel sdougsd we will keep on fighting in any job and all

the jobs please don't feel sdourmgd this is a moment until times to push thank you for the president of the lowell high school and work harder i hear you to present topics like this a little bit earlier to the students what about here just a few things one last night we should someone in the audience and aim par fraying our black stoplights attend a dissected district than the white and asian students am i

right i'm looking forward to getting past the test scores he wouldn't be setting up here and a lot of us not doing the work on a daily basis so one i'm as devastated we have there's more work to do to achieve the tests this is the system that has been put in place at the same time i'm hoping we get beyond the tests and changes across the

country because test scores don't measure the aptitude for learning the other thing you have a team in place and we look at we talk about jim collins and the fact there is a bus and we thought about the people the bus the right people and have a team that is assembled and time to focus on what we need to get done and do the work we're all accountable for the work year ends i see the data we know in terms of seniors we talking about 200 plus for the most parts for the next few years respect with the proper strategy at elementary school and middle school at high school we can begin to pale back the onion but the focus for me and the

pressure to see the if a fact there is team in place and you and i have conversations we're talking abullt pg from the successful piece of the models in oakland and other areas in unfusses them there is something to be learned and just in aspects from other areas and also want to commend you and the team in understanding that it reality it takes a village if we put 0 o it on your team we'll definitely not be successful the cbo communities will take all of the other organizations that support our schools and families and patterns and entire communities to you get this work downey done so i'm excited to see components and we're talking about moving and the last thing

i want to say you know the way we counter 10 steps behind like reverend brown said the exposure piece and often if you can't say see it you can't say accomplish it we need to make sure we impose over students to people that look like them in an atmosphere if so conducive of second and early and often that's why this work is very important we have the examples again we are talking about small numbers of students in the skrekts so that's where i get excited about the fact we can do something i see change happening every single day we making sure that change happens if you look at the is it so that came in after some situations that were not proud of the district but see how they rally and the solutions they came up with that

is a demonstration our students have the abilities to come up with solutions now we have to push and be the ones that led the way and make sure their opportunities of success are sportsd so again, thank you for this tlookd but we have a team if place you are solutions need to happen yesterday we have to get work done with right away rather than later on so i'm excited otherwise i couldn't get up every day if we dealt with things i see the communities i work in and have to deal with working every day it is deestate i'll not be sitting up here

let's had had work the team is in place and pushing and counting on you but again i'll be as accountability ♪ the work also so thank you >> just wanted to ask a couple of questions about things that are in here and not in here i also want to thank you for your work and everyone who has been reilly elevating the urgency how to serve the african-american students we had a breakfast with the sprunlts when i became want and mr. walton was vice president and without skipping a beat he said the number one priority for the superintendant is this year for african-american students highs commitment and the districts commitment to treating this with a different level of urgency

than the past when we have the conversation about the resolution within of the things that came up that people came up one after other what been different this time how will this be different than the many times the past we world-class with this together with mr. dickey we'll assure you a level of others and transparency that has innovate been there no others past in honesty about what really is happening and i appreciate we know some of the new formations of accountability we created the african-american council the african-american apartments advisory committee i want to redistribution the members of the audience here from both of those councils. >> (clapping.) >> we had mentions in the resolution he pulled up an african-americans town oversight committee not something i heard

something ever but i want to put that out there and with all the diversities measures of accountability one of the things i want to hear is how i want hear if those groups and have them more deeply involved in the conversation additional how we can improve their ability to side their work and be supportive and you know inform feel like they have truly partners in the photo copy and other piece we talked about data is the african-american student report that is mentioned in the resolution i imagine that is still to come; right? this is not what we saw tonight we want to make that clear for the publicized although this is an important