>> so moved. >> segd. second. >> all in favor say aye. opposed? 545. >> [meeting adjourned] >> today we'll call the regular bord orphmeeting of san francisco unified school district for november 15, 2016 and the meeting is called to order. roll call please. >> mrs. fewer. mendoza

mcdonnell, murase, norton, wynns, >> thank you. please join me in the pledge of allegiance. >> i pledge allegiance to the flag of the united states of america and to the republic, for which it stands, one nation, under god, indivisible, with liberty and justice for all. >> as announced at the past few meetings members of the public are reminding if they wish the board of education a individual may have a speaker card. importantly according to rule jz procedures speak er cards will not be accepted for a item already before the board. approval of board mchbt minutes, there is no approval tonight. before we get toure

super intendant i want to do something a little unorthodox but would be remiss if i didn't make a brief state in unity in light of last weeks election. i want to take the time to say we are in a place in the country where history can be on the brink of repeating itself. i do not wish to make light of what the election of mr. trump could mean for thecountry and this city. one thing i will say is this, in order for us to avoid going backwards to a time where women were oprezed, lgbtq brothers and sisters were miss treated and black people were diskiminated against and considered second class citizen jz immigrants who continue to build the country had to live in fear ofsent away because of hate and avoid the dark and augler place in all our too roont history, we can not sit i

ideally by sw pretend this is not hurtful y. have been to israel and spoken to holocaust survivor jz spoken first hand. i visited palestine and have muslim friends and stated they are libing in increased fear due to last tuesday election results. the president elect state he will not allow anyone in their religion to enter into this country. he will build a wall at our southern boarders mpt i have sat with undocumented families and have seen the fear in their eyes and heard their voices believing their world may be turned upside down because the new leader of thecountry has chosen fear and hate to determine his focus on policy frz the future of our country. we may not agree on everything, but i want everyone to know this, this board of education will do everything in its power to

insure that our student are safe and our families are protected from individuals and policies minute to disingreat the family unit and the very fabric of us as a school communedy in the city. as we build a wall of hope, faith, investment, protection, peace, love, and harmony aron our students you can rust assureed we will fight for, besides and with all you to insure that safety. with that, we have presentation to the board of education, item b. super intendant report. >> thank you so much vice president walton. very important message so, i think we all appreciate what you said. i like to pick up on that a bit if i may and for members of the audience or the public that might be listening

or watching that haven't seen the statement that i offered that published on the website i want to read a bit from that statement as well and in advance i'll say that we apologize the statement in its current form is not yet translated. the translation is coming soon. so, if i may--i just want to start my remarks by reiterating the following. we are a community that believes fundamentally that each child and each person is the equal of every other. this belief cuts across race, nationality, immigration history, religion, sex, jnder identity, sexual orientation, economic means, ability status, language and age. when we are at our best, we celebrate

diversity embrace difference jz build on each other strengths. we believe strongly in social justice which means we fight against systemic oppression and stand up for those vulnerable and hope others will do so for us when we need them. we put student needs first and will protect them now. these core values connect us every day. let us find ways to move forward together in unity and in strength. i also want to thank many leaders in our community that also expressed some of the same strongly held principles and specifically support for our students and families and members of our community who are feeling vulnerable so this is a partial list but want to thank pamela harris for a strong statement as well as diane feinstein who

reached out asking how our community was doing. lieutenant governor gaven nusem expressed strong support for us. superintendent tom forlux son. we were happy to see a statement by him as well as chancellor of community college system defending the rights of our young people to continue to access our higher education system. and i also want to give special thanks to mayor ed lee, who convened a unity gathering yesterday, a very important and timely and profound gathering for the members of the san francisco community and san francisco family on the steps of city hall in front of the chorus which i thought was fitting. many of the commissioners wereprint for that occasion as well. i think it was very helpful to bring the community

together and stand up for our values so appreciate the mayors and supervisors and meno other elected officials in the city and county. so, i wanted to also provide some public service announcements if i may and i'm saying this a bit on behalf of the board if i can be so bold. we know this is your process, but since there is a standing item for me to present some information to the public i wanted to provide information about the superintenedant search. the board of education is asking for the communities help selecting the supersome ntenedant sof schools. ask consultants conduct a online survey to solicit input from

student, staff, parent and community. the survey asks respondents to respond to sev critical question squz the information will be used to gep a profile which indicates qualities and characteristics in the next superintendent and guide recruitment and ref rens checking process and development for the interview. the survey seeks perspectives on district strengths, challenges and our community. consultant will compile a report summarizing survey result jz share with the board. the survey can be found on the front page of our website, www.sfusd.edu in multiple ledge will just languages. the consultant will have

multilingual input session and open forums during the week of december fifen. there will be more information on specific dates, times and locations of these meetings coming this week. the consultant will compile a report of comments received in the input sessions and shared with the board and used to develop a superintendent position description. thank you for lowing me to speak on your process, commissioners. and then as we look forward to every year i want to comment about two of our special thanksgiving celebrations happening in the next couple weeks. many newest students will celebrate thanksgiving for the first time ever and that includes mission education valley and chinese education sent ain chinatown where a special celebration will take place before school. student at mec will have best clothes and enjoy a feast of turkey,

mashed potatoes, vegetables, cran bury sauce and pumpkin pie and after sing this land and s your land, mr. turkey and let there be peace on earth. oreb at cec they will celebrate with songs a play and turk adinner and flavored sticky rice and joined by family and community members. both of the schools are kindergarten through 5th grade and some of our youngest immigrants we welcome this year. thanksgiving recess is from november 23 to 25. all schools will be closed for thanksgiving recess during those days and all offices will closed from november 24 to november 25. with that, wish everyone a happy thanksgiving.

>> thank you superintenedant lee. >> item c, recognition of accommodation. >> i need to get the hang of this. so, we have three winners of our inclusive schools week poster comtitian. we are happy to have them here with us and i like to introduce special education ombudsman laura savage to present. >> thank you interim for superintenedant lee. good evening commissioners and everyone. i'm pleased to recognize our student participant who submitted some poster suggestion for inclusive

schools week district wide celebration. mark your calendars, december 5 through the 9 this year. inclusive schools week is a global celebration that began in 2001 from inclusive schools network and seeks to open the discussion around inclusive practices and how schools are increasing their abilities and capacity to serve all students, in particular marginalized studabouts, student with disabilities, student in poverty, foster youth, students of different languages, culture heritage so students submitted poster identity and chose 3 out of 11 and these are the posters that will be used out the outreach material squz all the schools will display them in

celebration of our inclusive schools week. each student will receive a certificate as well as a gift card and one of our inclusive schools week t-shirts i'm modeling here. all the commissioners will get one for 2016 so we really appreciate the work that they did and then also taking message back to their schools to celebrate. they can come up. we have here boe monton. this was his submission and we'll put these on the district website, so everyone can see them. he designed this and the committee really appreciated his vision especially with the bridges in the background. you can't really see it unless you are up close. we have cusandra

who is also here. you can see she has a sky line of san francisco in the background of the poster as well as multicultural hands. i like to think of them as reaching towards the future the school. very inclusive. the committee appreciated the words of inclusion, equality, support, acceptance. our third winner is not here, nicky witker and will make sure she gets her certificate and price but this was her vision for a poster. this certificate says, the san francisco board of education and san francisco unified

school district recognize your unique and inspiring poster submission representing value of inclusion and practice in sfusd schools. [applause] >> we want to congratulate our studentss, thank you so much for your talents. using your talent to pro mote something necessary at a time when we need to be inclusion so appreciate you and congratulations again. item d, student delegates report.

>> good evening everyone--vice president walton, superintenedant. your council report is [inaudible] our next meeting will be this thursday november 17 from 5 to 7. we will continue to talk about how can we more than ever supporting our immigrant students from different backgrounds and different statuss and how to bring support from educational to safety support in the district. gladly work wg the board of education on next steps. our conversation with sfusd community. so, on thursday november 17 from 5 :30 to 730,

20 cook street. student leaders that would like to follow and support the opportunity to educate and empower or families and peers into productive conversations that lead to healthier life liferbs while faced with family incarcerated. this is a student leader led conversation and in response to sfusd board resolution to the [inaudible] and service for students impacted by the issue, we will be joined by experts including city government leaders, local agencies and student leaders who facilitate. everyone is welcome to come. this is led by [inaudible] that focus on students with incarcerated

family members. we will be happy to go on the future probably get reps ongoing. >> i want to give a report from the health committee. right now there is a project that fac health committee is doing called [inaudible] heart project which is a non-profit is raising money for youth in transition homes. the fundraising will be on booster.slosh fash. if you donate $15 you will receive a really cool t-shirt and we have the poster right here. so, our vice president is here to talk more about this and she is really involved in it and her name is christine chow so will come up later. the final announcement i want to make is

our youth summit and we have a poster for that as well. to my left our title is all aboard the leader-ship and it will be on friday march 17 again from 9:30 to 2:30 at fort mason spter and it is a student leadership filled with entertainment, inspiring speakers. breakfast will be provided and this was designed by cusandra from [inaudible] who is also a rep and won the poster earlier too. finally, again congratulations to all the reps who won the poster. really great art you made and really proud of you guys. finally, our next meeting is monday november 21. 5 p.m. in the board of ed room. it is a

public council meeting is everyone is welcome to come but if you like to come get in contact with the coordinator you can get a hold of the agenda and you can be welcome and expected. thank you a lot. >> thank you. item aerks, advisory committee reports and appointment to advisory committee. we have a report from the parent advisory council and pac representative michael. >> good evening commissioners. i'm the chair of the pa c. i have a daughter in special

education at flin elementary. >> good evening commissioners. georgia williams coordinator for parent advisory council. the roll of the parent advisory council is bring parent perspectives and voices to the board of education to help inform policy discussion. opportunities report outlines the priorities for the year and development on plans and actions in progress now. >> in order to set priorities we looked at student achievement data demo graphics and reviewed priorities and exploreed newioids. the pac established the following priorities for 2016-17 school year. advocate for racial equity, especially with review of the student assignment

process. the safe and supportive schools initiative. african american achievement initiative. strengthen implementation of program jz services for english language learners especially reclassification rates and access to district information in the home language. strengthen special education to be more inclusive. cohesive aproferp for family engagement across district departments, division and schools to support authentic engagement and site based accountability. improvement for mechanism for home school education especially when student are struggling academically. promote a a-g reporting policy. explore transportation solutions to address challenges of families are facing. work wg district staff city officials and community partners to address these issues. continuing our work

with the local control and accountability plan. actively participate on the taskforce. supporting community engagement and explore development of the l cap tool kit to shift to systemic approach with community engagement. >> pac members have began the process of developing the work plans and identifying goals under each of the projects. to that end we started actions around looking at transportation. last year two major #0u9reach campaigns we heard common theme about transportation being a issue and impact it has on school choice, attendance, families, ability to participate and engage in school actaveties after school programs and safety concern about traveling to and from school. so, the pac is taking steps to insure that these families what they shared with us were help inform

any actions moving forward the district is taking around transportation. we understand also pac knows transportation beyond the jurisdiction of the district and requires greater collaboration with city officials and departments. earlier today the pac met with several district leaders from various office including transportation, sustainability, policy and operation, early education as well as the educational placement center and supervisor katy tang about challenges we heard from families and looking at what are solutions-what is each person working on in their department to address transportation and to think about amoving forward what the solutions are in the collaboration. the pac plans to convene public forum in the

beginning of the new year to look at these issues around transportation. >> also, we'll participate in the newly formed transportation working group with the district that is being convened. the office of sustainability was able to secure a grant from the municipal transportation agency to hire a planner to help draft the plan required by the transportation resolution passed by there board last year and possibly staff that group. >> our next meeting is tomorrow, wednesday november 16 from 545 to 8 p.m. here. we will be having omnibus person laura sachbage and ricky joe scott the program administration from special education service and will provide a update on the districts post iep family

survey and alternative dispute resolution program. thank you. >> thank you. we dont have speaker cards on this item. any questions or comments, colleagues? seeing none, we want to thank you so much for taking time away from your family to be here to report on the work of the pac. any advisory committee appointments from my colleagues? >> i have one appointment to the fwi lingual community council, mrs. nely sapinski. thank you. item f, public comment on consent items. no one signed up this evening. item g, consent calendar. motion and second on the consent calendar. any items or

corrected by superintendent-sorry, we need a second. thank you. any items with drawn or corrected? >> yes, mr. steel will read the items. >> thank you. we do have one correction, to 2 d, 1611, 15 b 4 on page 82, the number 7 mou, change san francisco sheriff department to city and county of san francisco sheriff department. >> thank you, mr. steel. any items removed for first reading by the board? any items severed by the board for discussion and vote? roll call vote will be taking place under section o. item h, superintendent moved and seconded. report from rules and legislation committee.

please introduce the desing nee to read into had record. >> thank you vise president walton. so, for the first item general council daniel helic will address the item. thank you. >> this item the requested is action the board approve adoption of board policies 1400, 5022, 5125, 5141.21, 5146, 6142.91, 6152, 6173, 6173.1 and 6190. all of the policies are being moved at this time in order to satisfy the requirement in our plan that we have certain policy in place. that said, i want to point out because there is confusion, these policies don't all apply to special education. they touch and concern special education students but fall in

many different policy areas including instruction. students are relationship with other organizations. the other thing i want to highlight particularly for members the rules committee, this item has been a-minded since it was submitted to rules because in the interim csba came out with a update to standard policies and so board policy 6173 education for homeless children has been a-minded to specifically incorporate recently goaled changes that happened again since the rules committee met, so just want to call that to your attention. it is noted on the back page of the proposal but if you have any question about that happy to answer. >> thank you. a report from rules. >> rules committee reviewed these policy and that was the-sent them with a positive

recommendation asking the board to pass them and that was the explanation that the plan required we update these policies. but could you tell us to the change to that one policy so the members of the rules committee will if they want to ask a question. >> there are about four different changes. do you want me to snd something separately on that? happy to pull it if necessary. >> perhaps you can reassure it isn't substantive or anything you think is something we want to discuss. >> it is all mandatory language as a result of the statute and the other thing i would note t is all language that is in favor and support our home ltsless students. there isn't anyolog wj we think is concerning or want to bring to your attention. >> okay presume to speak for the members of the rules committee and say this, nobody

was concern td about that, correct? positive recommendation will stand. >> thank you. we have no public speakers mptd any comments or questions from colleagues? commissioner mendoza mcdonnell. >> i had a question with regards to had homeless for education for homeless children. i don't know if this is the appropriate place for this to be placed but it doesn't say anything around our student that live outside the district in temporary housing and their rights. is that located somewhere else or is this not a appropriate place for that to be noted or can that be added? i know we do have a policy that allows our kids that are homeless in temporary housing outside the district to remain in the district. >> are you speaking foster student or homeless students?

>> homeless student. i would have to get back, not sure if that is a district specific policy. i dont believe that is california law but i could be wrong. would you like us to look into that and bring it back? >> would you please? >> yes. >> thank you. >> thank you, anymore question or issues? seeing none, roll call vote please. [roll call vote] >> we voting on accept 6173, is that correct? >> no >> did we decide to pull 6173 based on the question you had? >> you said you will get back to me but i think you were just going to check to see what law it applies to if that is district or-that is a good question, are we pull tg and vote on it another time when we have the answer in case we need

to inshirt it in here? >> my request is vote on it and if we need to amend to bring back language we'll do that and get you the response. it also may be in the residency policy, so but it may be wurkt worthwhile mentioning a reference so let me follow up in that way if that is acceptable to you commissioner norton and we'll be in compliance. >> thank you. yes. >> yes. >> mrs. wynns. mrs. eng, yes. >> adoption of board policy 3435 debt issue and management moved and seconded october 25, 2016. rules committee report. commissioner wynns. >> we had a discussion about

this as well as having our finance staff there at the committee meeting, so here is the-this is a report. as you may know, san francisco unified school district is issuing its own bonds since 2003 prior to the passage of prop 39 we couldn't have our own baunz and had to be city bonds. all our issued bonds are sfusd bonds so all the bonds have expired mptd we issue bonds every year. the district has $900 million of bonds outstanding. only lausd, oakland and long beach have more. the debt policy will move the district to a more professional footing and need-good we have a policy before a new bond in the 2016

bond begin to be issued and under the new law publications must have a debt policy after january 2017 so required to have it anyway and the recommendation is policy reviewed before each bond issuance. when we issue bonds and-this policy will also allow cover other kind of debt besides bond-certificate of participation so the committee recommends we pass this. >> thank you. >> thank you vise president walton and commissioner wynns for very skillful summary of the item. for this item our chief financial officer rita mont von will read the requested action to the record.

>> thank you. the requested action is that the board of education approve board policy 3435, the debt issuance and management policy. >> thank you. no speaker rbs on thisite. any questions or comments from colleague snz if not we call for the vote. >> thank you. [roll call vote] thank you. >> thank you. item i, board members proposals. there are none tonight. j, public comment on general matters. before i call the speakers i like to make the following announcement. please note that public comment is a opportunity for the board to hear from the community on matters within the boards jurisdiction. as a

reminder, board rules and california law do not allow us to respond to comments or attempt to answer questions during the public comment time. if appropriate, the superintendent will ask staff follow up with speakers. thank you so much for your attention and understanding and with that, i'll call christine chow or chan. reaunda batiste. john templeton and allison cullens and each of you have two minutes. >> good evening. my name is christine chow and i'm vice president and also the founder of [inaudible] basically is a support system for youth in transal homes in sfusd. last

year we did a halloween goody give away and holiday giver away qu worked with hamilton family center and san francisco to provide kids with some treats and toys and school supplies for the school year. we also-there was a student who's house caught on fire so we were able to meet with a student and gather things for them for the night. for the t-shirt fund raiser we need at least 150 shirt sold each selling for $15 and have to buy it by december 9. these funds go directly to the youth in transitional homes and hoping to have all your support to buy a t-shirt and spread thg campaign. i like to thank mr. truet for supporting and advocated for the youth in transitional home jz like to thank you all for listening.

>> thank you so much miss chow. you left your phone. also, do you have the shirts? are they available tonight? >> good evening commissioners superintendent lee, gureao and everyone in atenedance. the letter is written in response to the comments made from parent regarding african american and latino students in the srf unified school district at the board of education meeting november 1, 2016. we can appreciate parents wanting what is best for their individual children or those of similar backgrounds and acknowledge the right to express their point of view, din grating others, children and improperly labeling other groups is never a acceptable

approach to advocacy. as african american parents and cochair of apac was i was so up set who presented negative narratives about children and families and their opposition to adopted math sequence. as only african american president i was uncharacteristic speechless and emotionally distraught to contribute to the conversation. i understand comparative test scores depict groups in a negative light but our children represent so much more than test score squz their performance relative to other groups doesn't give parents of the other groups the right to verbalally bash achievement level of any specific racial, ethnic or socio economic group. the african american community has over come years of oppression and while i will acknowledge we have come a long way, we still is long way to go to achieve paraied with other more advantaged population. it

is the responsibility the educational sickest system to work with us to repair the harm that was and continues to be done to our community. we respect the fact everyone has the right to express their beliefs about the legitimacy of approach to ininstructional intervention, it is however, insulting to hear the negative rhetoric from parents who share the same goal squz values for their children as we have for ours. promoteioids that serve another source of oppression. some examples of comments that target our children were totally inappropriate. the african american and latino students are not doing better, they are doing worse. the asian and white student shouldn't beetd punished for to learn. the higher performing cultures understand the importance of hard work and why they perform better. gist as important as more so i was disaopponented throughout this process no one from the board

more administration felt compelled to deter the parents from expressive their divisive and racist remarks. apac is charged with identified institutional racism and imprist bias and brings snanshs to the boards attention. it is my belief to allow these comments to be the only voices resinating in the room without any response nor attempts to express opposition to them was a demonstration of the kind of micro aggression and racism that our children experience on a daily basis while others sit on the sidelines in silence. i understand the meeting organizer saw the role as facilitator, silence is just as hurtful. negativity shouldn't be tolerated not only beause it is ugly and haurt full but illustrates how far away we are in achieving equity. parents in the communities lover their

children and have the same aspirations for higher education for them even if many are incapable providing the level of support that the more advantaged can provide. it was unfochinate there were no parent present that represented those under performing student to defend themselves and challenge those [inaudible] it is the home life. there is a problem at home for the student completely zoned out because they are either hungry or going through trauma at home. these parents are so disengaged by dumbing down the math sequence you are hurting the achieving student. the district should but money towards the children of the chaotic home lives. many parents may not be able to challenge those. in the absence equity demands the system-those who can wilt continue to urge the board to

promote a school sistzm that guarantees true equity for all our children rather than one designed to foster a sense of entitlement for the educationally alete that only apply tooz bringing the bottom up and does nothing to help the students that are at the top. we hope the board will continue to retain a math sequence that gives all student access to the highest quality education available. we anticipate a outcome on the issue that delivers a clear message equity, not equal treatment will continue to be our goal and our implicit or expressive racism or elitism will not drive decision making in sfusd. thank you. [claps, >> alley collins and i would

like to i guess reiterate what reanda said. i have been on parent list serves with parents that denigrate black families. it has been happening for years and and murase. the pta president points the finger at black parents and do not enough to support their children and why there are not as many black stud rnt as lowell and like to know why nobody is talking about it, especially you somebody who works closely with the lowell community. i came up to speak about language qu bullying going on at my school related to the events recently with trump being elected and rise in hate speech. i wanted to propose that there are

things happening in our middle schools that i think are normalized in terms of slurs and bad language and because young people we assume that they like to challenge boundaries which is true. i don't think the district is doing enough especially with the current climate to systemically targt and address the bad language we hear in the middle schools. i like to propose there is a safe school line in the handbook but many teacher jz principles, my principle didn't know aboutism i think they should be posted on all walls and schools because a lot of middle school kids are worried about retribution and don't want to tell parents because they dont want us involved. i think there needs comprehensive training for educators addressing sures and negative language. the type of language my daughters are reporting one was called the b word in the

attendance office. my other daughter there is gay slurs used throughout the school. i understand that is normal, but they are saying nobody is addressing it. adults are not addressing this language so theygretting the impression that type of language is okay. it is the type of language i can file reports for sexual harassment and bullying but it is normalized in the system and asking that you up it in terms of the systemic response and it isn't a choice for schools to address but there are expectations for schools to address. >> mrs. templeton and mrs. [inaudible] >> good evening john templeton and support the things just said. one of the ways to address that is to change the stereotypes. had a meeting

with tom gravlen and landen dickey and helen peterford about the activities that are network will do over the next three months. one in particular has a deadline in the next week. we pr bringing the dean of the georgia tech college of engineering dr. gary may for our 50 most important african americans in technology on january 15 and making opportunities for 75 students to be part of that event, the deadline is the 21. we shared that information with the administrators and want to use this forum to let people know that the impressions that people hear about on a day to day basis are not supported by the facts and this is a opportunity for young people

who aspire to the highest ranks of technology to see people who have already done that. the site for students to go to is reunion network.infoinnovation scholars and part the process will be for them to do research on an assortment of african american scientific pioneers between now and december. we encourage all fr all the reasons that were just expressed for as many studentss and educators as possible to take advantage of this opportunity. >> good evening commissioners interim superintendent. not sure which part of my comment i should start with but will start with what i was feeling

over the weekend, which is that some people say it is darkest just before the dawn and we can look back and know the great depression preceded the new deal, civil rights came on mu carktism and cold war and that speak tooz how i'm feeling now that this is a challenging time, but i think each of us individually and collectively where ever it is that we have a role to play are rising to the occasion to pave the way forward for the next bright period for sevls and students and families. i appreciate the heart felt comments of superintendent lee and commissioner waltons opening words of unity speaking of the needs to keep the families safe and student protected as a integral part of watt we do and the challenge that we have to meet. the part of keeping the

students safe and protected as educators means for us speaking out for the right to academic freedom and teaching what we believe to be the truth about history in the very charged political climate and looking forward to exploring that together with you as leaders oof the district affirming academic freedom within the classroom because we need our children to be thoughtful, questioning-we raise thome to be fully participatory citizens in this world. then on another note, i also want to say appreciate the work that went on here at the board of education and within the district which allowed us to the day after election to have a-reach an agreement at our meet and confer wherebe we were

offered two percent raise for every member rather than a bonus, which we saw as it is a step forward. it isn't the whole picture, but that was a commitment to the future and many educators feel that way so will build on that and want to say appreciate it and we'll continue working together. thank you. >> thank you. iletm k, special order of business. none tonight. item l, discussion of other educational issues. i want to go out of order on these items unless there is objection. i like to talk college readiness block grant first. seeing none, superintendent lee. >> thank you vise president walton and we have a staff

presentation, so dr. kauffman and mary richards and i believe there is a projection, is that correct? there is not a projection so for once commissioners you can remain seated in your places. i think i'm meant to turn this over to dr. kauffman first. >> thank you very much. good evening superintenedant lee and vise president walton and like to say thank you for opening comments. i find it to be a honor and privilege to work for you and district in san francisco and support the values so say thank you for your leadership on the issue. we have the privilege to present the college readiness block grant. >> good evening. members the

public and staff. mary richards the executive director and student family community support division over the office of council and post 2ndary success. >> so, i like to -this will hopefully be a short and sweet presentation. our agenda this evening is talk about the college readiness block grant overview to give a view of what the block grant is to speak briefly on the work that we will undertake with the grant. what our plan is. the expected outcomes and we will field question and comments from the board of the issue. so, if you turn to page three on your slide deck, just like to reiterate the great things about san francisco unified is the collaboration that i have found working with other departments and recognize this

is really this block gland grant is between office of college readiness and post secondary success and sfusd school sites to insure student are college ready. i want to be clear this plan is inclusive of the school site leaders and want tooz include them. the college readiness block grant was established to provide california high school additional support to increase number who enroll in institutions of higher education and complete 4 year degree. that is stated thinl education policy. >> we cant underscore enough this is supplemental. this is certainly not all the resources we have. this is meant to be in addition to all the work we are doing, but hopefully for us to have more discretion how to better the work and also

providing a unique structure with this funding for school sites to now access some level of micro funding and build out their own specific programs to support college readiness at their school sites. >> the requirement of us receiving the fund is discussed at a regular meeting and adopted as a subsquents meeting which we have put on the calendar with the board. on slide 4 overview of the work we want to do and sthis is supplemental to what we are already doing. none of this is new work, this is just build efficacy and fidelity of the work already undertaken i believe you are aware of. the first is expand early college initiative, which is built also on the ccap agrooment we shared last month to develop support

to under represented student and succeed in college courses. when i say the on-ramp to college i mean the math english jams in the summer that support placement test. the child development classes that support youth work institute which is in partnership with xl and additional city college courses. that is what i mean by the on-ramp. >> the next two, develop college counseling curriculum and design comprehensive counseling to support student groups which we have devised some level of strategy but the hope is with resources is

dedicate staff, central off staff to work exclusively on college and career counseling supports for our site counselors because we dont have at every site a college and career counselor. we have counselors that are serving in multiple roles so this gisks a chance for the professional and training development of the curriculum for central office person to directly impact the work of our counselors at our school site within this scope and sequence in this area of support. >> support people transition to post secondary education. this is to utilize school sites. i think many are familiar with the sprout fund tailored to meet individual school needs

around college and career readiness. this is a shift in paradigm from a top down paradigm from bottom up having schools tell what their needs are. also for the building out and increase in 8th to 9th grade summer bid programs so the student have a leg up when they get into high school. if you turn to page 5, in alignment with the sfusdl cap we insure base line college preparation by offering [inaudible] bridge programs, professional development for counselor and site support. peer level of support for college and career readiness and allocation of counsslers and support staff. i want to be clear, like this grant many ccr programs are funded by softd money resourcesfelt the team has begun the process how to main the level of service

and sustain success preparing the student when the monies go away. we are aware there is a sunset to monies and focused building sustainability. this is a three year term for this grant, a total of $1.75 million over three years. scaled up to full implementation in year two. primarily the monies will go on my side college and career readiness to support early college initiative by textbooks dual enrollment, early college transportation and rising 9th grade bridge and year 2 and 3 we are talking about more summer on-ramp courses and support and bringing on some earl college personnel to support the early college initiative.

>> we are excited on the counseling end. this is a goal to develop this comprehensive college, the materials and the curriculum to supply the school site counselors so it is a work in progress with cni. to hasten the arrival of the materials, these fundings even though they are not in abundance but adequate for us to actually supplement and focus on the work so excited about that. >> in the last column is our sprout, site based college readiness funding. clearly the funds are courage innovation tailored to the community service under represented studentism leverage other school funding and initiatives to make a impact on graduation

raetss and early college participation. lastly, page 6 expected outcomes and increase participation dual enrollment course and summer bridge programs, increase number of student completing the fasfa-a-g to inhars college readiness, professional development opportunity for site counselors to enhance college readiness. this is college readiness block grant provided fwhie california department of education. thank you. >> thank you plrks kauffman and mrs. richards rchlt i don't bleesk we have public comment. any question or comments? commissioner murase and student delegate. >> commissioner mendoza mcdonnell. >> just curious on the early college textbook for dual enrollment in early college,

how many students are you factoring into that? >> i don't have an exact amount tonight, i can get the data for you on that. i know that we are expecting increase in the dual enrollment so there will be incured cost on that. i do know that the textbooks for the last twoe years cost about $45 thousand. the dual enrollment students were about 247, but that isn't a exact number y can get a xckt number. >> that is good to know how you got to your budget. >> absolutely. >> thank you. >> my question is we had a discussion about the math curriculum and how to get students [inaudible] those who wish to do that, how does this plan impact for example funding for plan ahead and health education in the summer oppose to during the school year and

is there thinking around the math pathway? >> we did not take into consideration that for this block grant as the purpose is facilitate student that may not be college ready and provide additional support sishms as a scaffolding to them into college. >> my name is brent stephens the chief academic officer. two weeks ago woo had a conversation about the math sequence and possibility creating summer option that will move the health plan ahead into the the summer so after that discussion i directed staff to developing out cost proposals for two things. the summer plan ahead and health and geometry and keeping with what i sensed two weeks ago is interest of the board so will have more information what it

will take to build out those option s and be back before the board with cost estimates. >> that is completely separate from the black grant? >> no response? >> thank you. thank you for presenting tonight. i have a question and don't know if you can answer them tonight. iourpresentation says increase number of student completing [inaudible] enhance college readiness and profogezal development to enhance knowledge of college readiness and you said provide a package of material to college and access staff. my question is, how are you inclusive and documenting student because often times me being a advocate

on undocumented folks, not only in my school but no one knows how to do this, like how to loop arond when someone is documented. people dont know how to fill out the [inaudible] not even the staff and it makes me mad because now more than ever we needed it before and need it more. not having someone there to help them you feel lost and who do you go to when no one is pointing fingers around. my question is, to me this seems like you are not putting in place that or if you are i don't see people fighting for space to do these professional developments on how to educate staff on how to first of all, treat their students and how to have them-like different help the students need so dont know if you are answer how this st. inclusive or what is taking

place or what is the next steps if there is not. >> we probably all can address that. let me talk to you-this in some sense we gave you a broader picture of this limited amount of supplemental funds. one part of the phrasing that we used in here is around enhancing the support and service for targeted student groups. absolutely one of those groups would be undocumented student and how that presents potentially at the school site is through could be language barriers. we have actually new coming counselors that are actually trained and supported

profaegzally support special populations so they come to schools with all types of experiences and potentially limitation for access to academic success and potentially and social emotional personal success. we do train those counselors at the school site in different ways than we do regular school counselors to address that. i would love to invite you to our professional development meetings for you to come see that because i think that is a critical question and sometimes the thing weez don't see and hear about but we are making those efforts. this like i said in a bigger way, these monies will then further increase those supports and enhance our abilities to provide the specialized services that we need and that attention that those students need to be successful in school and to also see their options beyond high school and that is

our post secondary promise to all student but most especially in a equitable way to undocumented youth. >> i would very glad to be part of this. look frgward to understanding more about it. i'm sorry i'm not trying to be bfs ofsive but i think the problem a lot of times is that undocumented student are being put in new comers and new learners and think that is a big issue because i think a lot of schools and that makes me mad too because you have students that are growing here their life and undocumented and they know the language and culture and you dont know about them and i think it is important and essential to put a part time for the student to get help. one thing is they don't know the language and the other thing is they are

undocumented. there are two things that sometimes handy but not isn't all cases. i will be glad to understand and be part of it. i have to fight for my school. i had to-demand them to set me apart professional development presentation i had to talk about undocumented student and happy i had to do that because i'm not doing who else? i think i'm not seeing the change in schools like teachers learning how to help students and people that are suppose today be there for you like college access people that is their job and don't know how to [inaudible] it is a big issue. come on, the student have a dream and not getting there, but i'm more than happy to be there and advocate for students. thank you. >> thank you. i'm not going

dive into details tonight. we are going see some data that is quite troubling after this presentation and look at thiz as response that will lead towards positive outcomes so appreciate the work t. is good to see college and career have the flexibility to focus on strategies specific to college and career. i know we had several competing priorities in the district, but my hope and my understanding is we will not use resources like this to supplement other competing priorities because we haven't made a decision we want to go in a certain direction with policies. i appreciate the work on this and dedication to this and again, i do see this as a step forward to address some of the issues and data concerns we will see in a few minutes. thank you.

>> if i may, just want to clarify the process so as dr. kauffman stated, tonight is one of two times this item will be before you tonight. tonight is for you to understand from the staff the component of the proposed responding plan and think that was accomplished. in your next meeting on december 13 is when you will be asked to take action to approve this spending plan. >> thank you superintenedant lee and now [inaudible] >> at this point we will have a powerpoint presentation, so approaching the staff table are dr. ritee cona teach of

research planning and assessment and john burke and mrs. cascois providing updated handouts which should replace the handout s in your folder. >> the powerpoint is replaced- >> okay, so--the powerpoint presentation in your folders in the folders please set that to the side and refer to the new copy mrs. casco is distributing and there is a one page data table which i believe is new, which wasn't in your folders originally. last thing i will

say before turning over is as vice president walton stated there are very concerning disparities and discrepancy in the data per taining to our subgroups of students so appreciate him mentioning that up front and will hear more about the circumstances along those lines from the presentation. >> good evening commissioners and good evening to everyone. if you need copies of this powerpoint we made copies for the public on the table outside. in terms of district accountability overview we are presenting both our academic and social emotionly culture climate results. the last time

we did this overview is 2012, 13 and since then this is the first year that we had robust reliable measures that we can do another accountability overview on. um, our main issue of eeben producing results is so it is informative and used and so with that our theme for this year is the practices and reflection will impact student measures. our goal for todays session is notd just review the data but see the connection between our districts data and the school practice along with seeing how this data is used by school sites and by central office. just to show the first thing setting the context to see how we even develop or get these

measures. as you all know, we have district values, we have a vision 20/25 which is long term vision and to address that vision we have our short term strategic plan. the latest being transform learning transform life. and then within these strategic plans, there are strategies and action for every stakeholder group that is at the classroom level, the school level, the central office level and even at the governance level. to address the strategies qu action and values, we then have accountability measures that again are aligned to the whole child and measure both the academic side and social emotionally culture climate side. it is systemic, the use of data and what we are showing is a timeline. for last year

of how the data was used for progress checks, used for informing planning and instruction all along the year not just the end of the year as i'm presenting to you. this is to tell what is hap eng in the month of november. all students and their parents are getting the standard base report as well as the results from the interim district assessment. as you can see, the interim district assess mentds and the report cards are available in english, chinese and spanish. connecting the dots, the first dot was how is the strategic plan connected not just to the indicators but also to the states l cap. this is a slide that shows you how

the strategies at the school and central

>> we see that gap in terms of overall performance, elementary maintained performance. middle and high school showed gains in the two content areas. how do we compare to other core districts? ask compared to other districts we have the high rate but looking at the subgroup data the african american and luteenee showed less growth compared to core districts. the program student and special ed had high est profeshancy rates compared to other districts but showed less growth but had the highest rate. this is a slide which i

am-i want to apologize because where wish i could put every one on the slide. they all have such wonderful success stories to tell of good things happening and great teaching happening in the schools. just to make it sus sent and selected schools with significant improvement and improvement for subgroups. as i said, we do have list of how each school could show success and their story behind it. we always wonder when we look at the timeline, we saw there are formative measures and just like in november that we administering and gathering results for how good all r

these formative measures in predicting measures that we looked ed. grade 2 there is relationship of.6. as we go fl to grade level the relationship increases, so when you look at grade 3, the reading inventory you see.73 correlation between that. the ieb have the highest correlation. in terms of readiness indicator rkts i would say inder garten and high school and uc readiness we rage between 55 percent readiness at kindergarten all the way to 65 percent uc readiness. so, the

range is between 55 to 65 percent between kindergarten and high school. and uc, sorry. english language development indicators, the first thing that comes to mind is redesignation rate and what is most important is the long term redesignation rate. in the chart below when it is less than fiver years we meet all the state targets for the last three years in english profeshancy but the minute it comes to more than 5 years you can see that we are not meeting our target in the last two years. our main concern is the el redesignation rate for long

term el. >> next we'll move to the social, emotional and culture climate indicators. two we reported chronic absenty rate so a student absent 10 percent the school year or more so give or take 18 days and suspension rate. one concern is the absentyism rate are increasing. it is still a new measure collection of data varied but it is a concern. the sus pepgz rate as you heard from thomas graven has been following and all the wonderful work they have been doing to make that happen is great to report on.

and then we administered in 14/15 but didn't get to report on, survey data from students in grades 4-12. staff at all school sites and families at all school sites and grade levels. student rated in social emotional learning and culture climate and the staff and families reported on the culture climate for their school sites. each of those had 4 areas. we have the breakdrown of district average and subgroups reporting out. by gender and program and ethnicity are all there so we just cut down and only reported

on specific ethnic subgroups in there and have detailed notes in the district accountability overview related to the highlights on this. and then with the culture climate we have the-the questions were different for elementary and secondary student. culture climate report this is average of 4 areas. the way they are reported is percent favorable response, so there was 3, 4, 5, possible responses on any given question and 1, 2 or 3 may have beenerated favor squbl this is percent of student or families or staff choosing the favorable

answers. >> just to put this in context can you give us a sense of what the question was? i have no idea what they were favorable towards. >> we have samples of these for your viewing, within the website. you can actually go and look at all the questions that were asked, but for growth mindset-- >> you have to speak on this microphone. >> the areas you can see are

the climate of support for academic learning and the questions are about do you feel that you're getting the adequate and appropriate support from your teachers. that is one of the questions. sense of belonging and school connectiveness. there are sets of questions under each of these categories and then since of safety. safety involves do you hear other people putting you down or do you feel like you are being bullied. question like that. each one of these has a set of vetted questions that bring us to this higher level. knowledge and fairness of discipline rules

and norms. we have a link to the panorama site that has the exact questions. does that help? >> it does, so then on the website where it says take the survey or read more about the search-sorry-where on the website is it located? >> >> right now on the-we are happy to send a copy. >> that will be helpful because this doesn't say murch to me. it gives percentages of culture climate but have no idea what they are responding to. >> it is the intranet on aao and sometimes i forget the public doesn't have access to everything that our teachers

and principles do. >> as we release this we are putting on the website and will put the link and specific questions because to be frank when we went through all the questions with the schools, it was the specific question that were of main importance to the schools. one which came up with most schools i will tell you is around being bullied, being called names, being respected and a common one growth mindset is my intelligence is fixed. >> these were surveys versus assessments? >> yes. they were self taken surveys by the students reporting out. >> like the example you gave with growth mindset i don't know how a elementary school student interprets that when

you ask them that type of question or like self management, what type of question would you ask to get to a 71 percent self management approval? it would be helpful to see the survey so we can put it into context because these numbers they don't mean anything to me at least as i review them. >> very helpful. we'll take care of that. >> i think that is good feedback and very happy to put the survey on the web as we put out district accountability overview. >> the realty is this is a lot of information we are getting and want to digest it and as soon as hits the internet answer questions from parents on what it all means so that

will be helpful for us. >> thank you. we will definitely take care of that and snd you the results and put it on the internet. these are highlights. the self management had the more fairfbable response rate with above 70 percent favorable at elementary and secondary. but this also had the largest disparity for african americans, special education. growth mindset, 59 percent favorable for elementary and [inaudible] self efficacy is 58 and 52. those are least

favorable responses and subgroups, el and [inaudible] had lowest rates on both demesnes. the highest favorable respaunss on all demesnes is from the white student, response rates for 8 to 14 percent higher than the overall rates. the culture climate, this is student family and staff and elementary student across all subgroupsx white had the most favorable perception and african american had the least favorable. secondary students all subgroups across all subgroups the el had the most favorable perception at 66 percent favorable and african american had the least favorable at 56 percent. the staff we found that the staff here over 10 years had the most nairfbable perception of the culture climate. for the families all school levels more favorable than the student or staff overall across all subgroups

rate of favorable response is greater than 89 percent. >> here is another look at relationships. the relationship between the test score squz measures. when you look at this t is a scatter plot which tells you schools in the left hand corning low on [inaudible] and academics. the right hand is schools high on [inaudible] and academics. the other two areas in purple are we call outliers. they had the one in the beige which is to the left circle it says majority of these schools had very high rates of academic performance but then when you looked at their sel scores

below the district average. their somesh emotional score were below the district average but academic scores are high. a common alsty of the schools is had high rates of el students. this is the elementary school data. on the other side which is the right hand side, the purple circle you saw majority of these schools even though they were below the district average in performance higher than the average on sel measures and one of the reasons the commonality between the schools is the schools showed significant gains compared to last year so you could relate the two or infer relationship . with

schools we go through all these data for the subgroup jz dus kiss with them prathss of success as well as set targets and then plan next steps. so, this is again a facilitated by lead asisance superintenedant and directors who take action. this is a example of some of the ways they reflected on the data and spoke about successful practice and set targets and wnt to next steps. again, we have made sure you we show you how there is data and reflection and there is some action for an example of a

school. with that, thank you and i welcome all questions. >> thank you so much for the presentation. i dopet believe we have public comment on this item. colleagues, questions or concerns? commissioner norton? >> yes. a couple of questions. first, if you can-i know you explained this and looked at the data on page 21 of the presentation the relationship between the formative and sumative measures-can you tell me what the correlation means? >> sure. the correlation is what is the prediction or

relationship. can i look at the variability and predict the same variability on the other? a high correlation is between.6 and 1.2. .8 is considered a very very high correlation, which means that what ever is the rate on your formative assessment is highly likely to be the rate on the [inaudible] >> the two questions about the data, it is not new but really demoralizing and disparity to see african american results and to see such low levels of

proficiency still. we have been talk bth this as long as i have been on the board and before that and want to ask the staff, not necessarily-i like to know what do you think all r the two or three highest impact things we are doing to address this because it is just seems like it never-we can't move this needle and want to know what we think we are doing to move the needle? >> those rfts that we want to see focused on the classroom are listed out there, same thing in regards to the types of conditions that we know are

important too in place in the school communities to expect improvement to occur. we have plnty of evidence to suggest we know that when those conditions and capacities are placed the schools move and show accelerated results. we have lots of examples of that, some och them you see in the scatter plot that is here. i guess the question that remains is, what role do we play as a system to better orchestrate the conditions and support the capacity in the school. many are wrap around support that under served school communities continue to benefit from. we have continued to resource our neediest schools in a equitable fashion so they enjoyed added

resources and the needs are still great. i mentioned human capital because many student under performing are located in many schools that experience a great rate of teacher instability so we know that is a very important factor because for all the coach{professional learning we focus on if we dont have consistent educators in place year after year it is hard to build capacity and consistency of experience for our students so for sure having talented educators in place that we can continue to support and build in school communities is key factor. the other is just making sure that we offer the most robust wrap around support possible in our schools. we do prioritize many school to have that fuller compliment of nurse social

worker intervention teachers and that is a big assistance and we know there is still a lot more work that we need to do to make sure to offer support and nrbt vention to student that were most concerned about. we have seen the needle move in many areas for specific subcelts of kids and specific schools when all of the stars line up. at this point in time we still are not able to guarantee that entirely. we still have critical shortage areas in some content areas as well as school communities. i was out in bayview neighborhood schools today and see evidence of that still every day and so how can we put plans in place to continue to support the conditions there and that is a different from creating the sustainable long term plan and think that is a part of the

conversation we should continue to have. a lot of this work is continuous improvement work. it is just doing the meat and potato and insureing [inaudible] student who is just not meeting grade level expectations. you know how to teach reading and yet we need to make sure sure students receive instruction that accelerate the literacy development. focus on mastery. many school said receive student at kindergarten not demonstrating the rate of readiness so already entering behind. i visited early education sites this morning and they are receiving student that dont have all the same skill sets that will be

foundational to enter emmentary schools. we know early education is a key component as well and work wg families from the earliest point possible to head upstream and as they enter schools they enter strong and ready to learn and continue to work with families throughout the spaerns. i won't belabor all the conditions and capacities we think are important in the scoolts, though are articulated in the strategic plan and the ones we are assessing for across ourport folio of schools and we know that every school community is somewhere on the continuum regarding these conditions. insome are within our sphere of influence to improve and some need to happenen that the school level and some at the classroom level. it is when all these things work in a coherent and aligned way we see the best

results. that is a short answer. sort of to the work. there are sort of no easy fixes. it is the day in day out continuous improvement work that our school leaders and teacher leaders to have engage with support and supervision from the supervisor jz every other department that needs to prioritize student and they do i believe and within our means to impact on the conditions for the students. >> just to make sure check for understanding, it sounds like if i asked for what are the two highest impact investments that we could make it soinds like what you said is address ing teacher instability and making sure there are adequate wrap around service. there are other important things but those are highest impact?

>> those are the building blocks >> if i can build on what [inaudible] mentioned and this is a sort of a second of a series of discussions that you as commissioners and we as staff are in the middle of in the month of october, november and december so in your believe the last regular meeting-maybe it was the [inaudible] now last regular meeting with apac presented and ali team presented. i believe in that evenings discussions we felt there was a shift in terms of the conitant and the ratio of conversation spent on assessing

these troubling statistics and pointing to disparities and describing some of the work that is launched underway. that is changing. the results have not reflected that shift. we hope they will soon, but i think there-we feel as staff we feel there is a much stronger all most ubiquitous focus in all the workstreams and work teams as individuals on this major priority of improving opportunities sfr & outcomes for african american student. deputy [inaudible] sent an e-mail with a lot of information describing in some detail what those extremes look like and that again it is not presenting yet in the outcomes but we are very hopeful and

purposeful that will happen and on one note, if you look at the kindergarten readiness indicators, those have improve td over the last two years so that is encouraging. we still see disparities there too but there are meaningful increases in the kindergarten readiness of the african american students so hopefully those trends will creep up into the grade levels tested. and then the last thing i'll mention is the next meeting on december 6 the topic in addition to superintendent search is progress report and state of current conditions in the bayview schools, cohort 3. that is what i mentioned the third of a series of

discussions of these couple months and think that will also give you both information about the current conditions, which you'll laer some of this again with the focus on a certain cohort of schools, but also describing hopefully in ways you will find encouraging and illuminating about how our teams are organizing work along the lines with specific application to a group of schools that are central to these conversations. >> i want to be clear, i am not saying that peeperal not working really hard and focusing on the work, don't mean to imply that by saying i'm discouraged, i think it is so important as a board to understand what the staff thinks is the highest impact practice and investment we need to continue make toog move the needle because we have-we are

embarking on a superintenedant search. i want to understand are we doing the right thing jz think thatd is important as we look at the leadership of the district. i don't mean my question to bash what the staff is doing or to imply people are not doing great work every day. the obl other question i had was about the chronic absence. i was surprised to see that that is continues to go up because i had been under the impression we had been focusing on that. is it better data collection because i know we improved data collection a lot in that area? >> i would say a couple things. one is better data collection but also the fact that there are new rules now. whether it

is unexcused or excused absence it counted as a absence. in the past when we showed you results, if was a excused absence it wasn't counted. you see? that's a big--new data. >> that would do it. >> you are missing instruction so the logic is yes, it is still missing instructional time and should be counted as a absence. >> thank you. >> thank you. that is the difference between chronic absentyism and truism. we are saying we were not separating the two at one period in time. >> we usually do try to give the rate of unexcused and excused absence so this is given at a daily rate. any day

a school can get into their site and know for every student what is my rate of unexcused and excused absence for every student. yes, there is a tab internally. when we report out we report out one number. >> thank you very much for this very rich report. i have a couple suggestions for additional data points that i'm interested in. it would be helpful if we know the end numbers like how many people are surveyed or students like in each category would be helpful to us. i like to see gender by race. i'm glad you are capturing male and female but often girls of color are having unique challenges and

masked when you don't look at gender by race. thirdly, in kindergarten readiness is there a way to break out those in [inaudible] we have seen data in the past and glad to hear our stats are improving but i really want to make sure the sfusd early education is inching towards better kindergarten readiness. is there a way-i really appreciate the social emotional learning. a new component qu & way to understand student performance but we did a lot of work on swlip codes and poverty and is there a way to see what is the performance among families who

are-have the challenge of poverty. i think that is a big variable in a lot of this, so understanding the data by zip code or by income i think is important for us as policy makers to understand. finally, talked about teacher retention as being a important piece. i hope that we can have some robust discussion with our labor partners on the key issues around improving performance in these areas and to seek joint solutions around how to get our most veteran teerchers into the schools with the most challenges. thank you. >> you have in your e-mail the

questions for every category for social emotional survey. you can actually look at some of the questions. when i did my analysis with school squz district data, what we saw mainly was if you were to ask it was more than poverty, we found language to be a issue where we saw el students having lower social emotional favorability then others. i would refer to the language as a issue. >> commissioner wynns. >> thank you for the report, it

is very interesting and important. so, i have some of the same questions that have been answered already. i'm interested in the chronic absence question is really thorny. i don't-it seems we need some kind of educational campaign about this. if students are out significant numbers of days missing instruction and excused, then we need to be talking to their families and parents about how important it is for them to be in school. i just don't think we are telling people enough that missing days of school unless you are really chronically or seriously ill is a bad thing to do for your children and doesn't help them

in getting the education they need for their future so like to know what type of strategies are being laid out to address that. i know that we have invested a lot in paying attention to truancy to student who are absent just dont go to school or stay in school, but i like to know the difference between the excused and unexcused absences and if this spike is because we are counting excused absences now that means we have lot of kids with a lot of excused absences because it has gone up significantly. that is interesting. i like to know what we think caused improved k readiness for african americans. are we-how many are in our early ed centers and like to know whether preschool for all is having a impact on

that. >> we have our very own [inaudible] we just finished a intensive week on it topic. >> we are well equipt to explain this. >> there is a lot we are doing. absolutely we partner with first 5, which is preschool for all and but we are taking the funds and leveraging it within our own schools building capacity with coaching and doing align with the district with regards to the new teacher center. looking at mtss. >> do we know whether students

who are doing better in k readiness measures have been in our own centers? >> this data is from our own center. >> this is all our own? >> this is all our own. >> okay, thank you. what do we know about everybody else? what do we know about students coming come to kindergarten? >> first 5 did a kof and what that was was randomly selected kindergarten students so not every 1 about an assessment of a certain percentage and they did issue a report on that for the public and we asked if they

could disaggregate it between our students and community haven't done it yet but something we want to see. >> that should tell us something about the effectiveness of preschool for all and other-component of the ent grated funding sources that should be-and also does that tell how many students in san francisco-not in san francisco unified but in san francisco has a percentage of students in preschool increase? i know this is not exactly yaur job, has the impact of first 5 made impact- >> do we have increase of students in school whether or

not in our preschools? >> i don't think-not sure. >> thank you. the other thing i like to know about that concerns me is issue of long term el's. so, what are we doing about that? i don't know if we are up to doing anything about it. i know we are generally doing that work, but is it specifically what type of strategies for long term el that is not what we want? we don't want that the [inaudible] in the language program the less likely to be successful. >> just from conversations with schools i know there is deliberate effort at every school to address the long term years. they get the names and lists of students who are long term and it

>> support english learners. we have seen expansion of something we call el village, which is a program designed to support el's over the summer months. that is now service hundreds of students in the umiser and relatively new program for us and one we hope

will have a impact on reclassification for el's. >> so, first off, i'm glad to see graduation rates are up for subgroups. i would love to disaggregate the special ed data by race. that is good to know percentages there. from a narrative standpoint, i can definitely like positive spins on data, but i'm trying to wrap my head why we get excited about being better than state average. when i talk to students all the time the main thing is nev be conitant with average because it is as close to the bottom as the top. see it just as close to f as a a

and we promote that. it is good to be better than something, but i'm just curious why we get so excited about saying that because we say that often and it is hard to see that as a positive since we are responsible for shaping success of young people. with that said, of course we are assessing achievement according to standardized test squz not always excited and happy about using those tools to assess how students are learning because i don't think that is the best way so catch 22 there. that was just a statement, no question there. not to belabor commissioner wynns point, but accelerating language and reclas fiing and redesignateing english learners is key. particularly i think we can do better at the early stages,

elementary and middle school. the more aggressive in strategies there i think we will see a change in the data. asked for this before, it is good to get a report from the other [inaudible] and what is going on with preschool for all because we get our information and asked for this behind the scenes but dont get a full report on the other 3rd to see how that is working and where the synergis and to the best of our ability to make it possible to see the city partnererize seeing that would be great. with that said, i know we have lot of work to do and the ap percentage rates for black students are dropping. for the social emotional assessment, is that a survey developed by the district? >> it was a survey developed by

core. all the core districts actually took the survey so when we look at our results we compare how we compare with the other core districts. >> thank you. we appreciate the report as we all know we have a lot more work to do but graduation rates are up so good to end on a positive note. thank you. >> iletm m, consent calendar resolution remove previous meeting for second reading and action. none tonight. itedm n, vote on consent calendar mubed and seconded under item g. >> thank you. [roll call vote] >> yes accept item k 42 and k 45.

>> o, vote on consent calendar resolution severed for separate consideration. we have none. iletm p, introduction of proposems and assignment to committee. i'll read into the record the proposal for first reading. 1611-15 sp 1, approval of title 1 school level parental valvement policy and parent cam pact. civic center secondary school. a motion and second to the resolution? >> so moved. >> second. >> thank you commissioner mendoza mcdonnell. refer to the rules committee. there are no board members proposals for first reading tonight. iletm q, introduction of proposals

for immediate action and notice of suspension of board rules. none tonight. item r board member report. we have a report from rules paults and legislation committee. >> thank you, you heard about the action we have taken on the rule said committee agenda rfs legislative overview and had advocates here. i'll read a few notes from the summaries anticipating january budget rev news within wrun percent of estimates so the 16-17 fiscal year probably wont be adjusted upwards. not good. how we are doing on full implementation of the lcsf, but one year ahead and may meet to 19-20 target in 18-19 and that is good and above the adjusted o 7-08

funding now. offset by surs and pers. we got summary of the changes in law that were made and sort of projections toward what might be in the legislative agenda for next year. one that is in the human resources area, there seems no appetite for action on teacher evaluation or dismissal which was a hot item a couple years ago. teacher shortage and pipeline concern which didn't happen is knocked off the priority list mostly because not supported or interested from the governor. you know the state school bond passed

that was important questionable before election. the reserve cap did not move and reserve cap will kick in after test one year which we have not reached but we are saying the legislative leaders are saying fix it after we have a test one year because that is the only time we need to fix it which is not good. and also a hearing will be called or scheduled or will be about the special ed funding model and revisit 6 o2. those are things the advocates mentioned which i cu-mind you should look at that in the coming legislative session. >> thank you. update from ad-hoc committee on personnel matters and labor relations. we had a meeting october 27 and received update on teacher hiring and retention and had

discussion about 2017-18 teacher recruitment and retention plan and update on superintenedant school such which you heard this evening about where we are focused in that area. there is also a pnl meeting this thursday at 6 p.m. and report from committee. we had informational items deal wg math policy update on course sequence, placement professional development and cultural and support teachers and discuss possibility of option frz accelraishz. we talked about superintendent search. overview of sunch pros, board protocols during the search, final timeline for search, desired qualityties and

characteristic, strength jz challenges and most relevant and process for community and staff input. all this was discussed and we are move frgward with our search. more information to follow start wg survey to all stakeholders of the district. report from budget and service committee. >> thank you vice president baulten. the budget and business service committee met november 2. we had a discussion about the impact of prop f which appeared to have passed. it did not? it didn't? it needed 2/3. alright, well good. nevermind. i was all bummed when i saw that. okay. good. we dodged a bullet because prop f would hurt [inaudible] but now since it did not pass we don't have >> student worry about that. the other item of note that we

discussed is due to a change in government accounting standert starting in 2018 we need to put our retiring elth benefits on the balance sheet which is a significant increase. the staff briefed the committee on this. the recommend aigds is we have put a small amount every year aside to try to keep up with current retiree benefits oweed and catch up. the staff recommendation is double that amount so have been putting aside 2 to 3 million a year and recommendation is 4 to 6 million a year and fund a trust which we look at joining with calpers. that will over

time allows to chip away at the significant liabilities so that seems like a prudent step for us to take. we also had a discussion about the fall 2016 school site budget process where 62als look at their moment and true up the budget based on what they have versus what we thought they would have in the spring. we are holding a number of schools that saw enrollment decline harm bss by about $35 thousand if i got that right. so, some schools take a hit but the first $35 thousand that they would otherwise have to giver back we are holding harmless. weern going have a bunlt committee meeting on january 4th. in light of the fact that xhigdser wynns will be leeb thg board

and commissioner murase isn't available we need to reschedule so will discuss with staff and announce the next meeting when it is scheduled. >> thank you. any other updates on committees reports? >> thank you very much. very excited about the student advisory council. i know the 555 building there is a annual drive to collect money for i believe homeless children. maybe we can combine those efforts and direct people to really participate in the student initiative. this saturday expanding your horizons seeking 7th grade girbls to participate in the hands on science stem far. it is at san francisco state university beginning at 8

o'clock i think registration goes until 845:00. it is $20 but no one is turned away for lack of funds. they prefer checks payable to eyh for expanding your horizons. there is a requirement students come with a signed waver and they are available in english spanish and chinese and want to give the website address, expanding yourhorizons-sf.webly.com. one reason or another they are under subdescribed thiss year so like to have 7th grade middle school girl said join them saturday. you show up at the door or rsvp at the website. big shout to jewish fam squlaez children service for the big read that occurred

last week. many received a copy of the children of [inaudible] lane book and this was a initiative to teach youth about the holocaust and conducted by joyce newstadt and morgan [inaudible] and included performance at the theater that really brought together the themes of humanity and so want to congratulate them on that. the anual performing arts night [inaudible] will be held wednesday december 14th at the gateway high school auditorium. just want to wish everyone a happy thanksgiving.

>> commissioner mendozamic dowal >> thank you. i wanted to just acknowledge a couple things. buildings and grounds will meet after the holidays so november 28 and we will take a look at the bond program that just passed and want to congratulate aench wn, it was a wonderful win and trumending help for schools that need additional support. $744 million bond administering through our building and facilities department and excited about that. congratulation for getting that through. i want to acknowledge the 1 thousand plus student that rallyed thursday morning and afternoon from sfusd. many private and parochial schools that came out

to really speak their mind and share their voice post election and it was really heart felt and i couldn't have been more proud as a leader of san francisco unified school district to see students come out and do what they did to demonstrate their fresterations and their fears post election. i t to thank all of the young people for doing what they did. i also want to really give a shout out to superintendent and deputy kevin truet administrators out with the students making sure they were safe and standing in sal dairbty. i think it was a difficult time particularly since so many young people in sfusd are undocumented and not-uncertain what will happen

next. i just want to appreciate our leadership as well and acknowledging we will do everything we can to protect our rights of our residents and particularly our young students. our student delegate led the charge for this and i was so proud of you maria to have other students come up and you really were just so inclusive and welcoming and think every student that came out just felt like they were heard and you led that charge so thank you for your leadership and being brave. i want to congratulate momagic, they celebrate 10 years and do an amazing job in the fillmore dirsricate 5 area of our city. youth speaks turned twnt this year and did a huge sell ilation last month.

congratulation to james cath who is the founder and slowly stepping down next year after 20 years so james, congraltulations. i want to share the mayor will be out and about next week during the holidays and we are planning to once again deliver approximately 2 thousand turkeys to many families particularly those in public housing, so look out for derek brown, the turkey guy on behalf of the city-you can call him the turkey guy. he is about up to here with turkey. at least this year we didvent to find a place to store them because we had so money and will get them out as we get them so thank you and happy holidays to everybody else as well. we have a lot to be grateful for even during the very challenging times. >> thank you. i wanted to just-i misspoke on the budget committee schedule because we do have a december 7th budget

committee scheduled so we will hold that meeting as planned but have to reschedule the january 4. >> thank you. any board delegates to membership organizations? none tonight. item s, twnt 16 williams anual report the board receives the william said anual report that describeathize state the schools ranked in the bottom 1/3 of the academic performance index and quarterly report on complaints from august through october. iletm t, memorial adjournment. there is none tonight. before we go to closed session i want to insure everyone that superintendent

comments at the beginning of the meeting and my comments were not just words but we will put this into action. the team at the district is working on political advocacy, legal analysis, budget and fiscal planning and communications and those strategies will lead the way as we address the issues and concerns moving forward to make sure that our students are protected and with that, item u, the board will go into closed session. i call recess of the

>> 5 aye, two ab sent dismissal of a teacher. the board by vote of 5 aye rkts fwo absent authority to pay up to stipulated amount cht matter of wrrks y versus sfusd, the board by vote of 5 aye, 2 absent give the authority to pay up to stipulated amount. and no other items or order of business so this meeting